Public Disclosure Statement
Bennett College adheres to the Southern Association of Colleges and Schools Commission on Colleges’ (SACSCOC) policy on Institutional Obligations for Public Disclosure that states,” A candidate or accredited SACSCOC institution is obligated to provide to its students, constituents, and the public information about itself that is complete, accurate, timely, accessible, clear and sufficient.” As part of this policy statement, higher education institutions are required to provide information about student goals and achievement and to make that information publicly available through a website.
The specific requirement is stated as follows: Institutional Obligations for Public Disclosure.
The institution publishes statements of its goals for student achievement and the success of students in achieving those goals. In compliance with this SACSCOC policy, Bennett College provides information about student achievement and success. The College uses several measures to evaluate student achievement and success in accordance with its mission and strategic plan. Specific institutional measures for student achievement include: student enrollment, retention, course completion and graduation rates; job placement rates, licensing exam success rates and Institutional Student Learning Outcomes (General Education). Information presented will be regularly updated. Benchmarks are under review for revision.
Bennett College Mission Statement
Bennett College is a small, private, historically Black liberal arts college for woman. The College offers women an education conducive to excellence in scholarly pursuits; preparation for leadership roles in the workplace, and the world; and life-long learning in a technologically advanced, complex global society. As a United Methodist Church-related institution, Bennett College promotes morally grounded maturation, intellectual honesty, purposeful public service, and responsible civic action.
The College welcomes students, faculty, and staff from diverse backgrounds, recognizing that the educational experience is enriched and strengthened when multiple voices are represented and heard. Operating is an interdisciplinary, learning-centered environment, students, working with faculty and staff, will learn to use sophisticated intellectual skills, think analytically, and solve problems in ways that respect a variety of viewpoints and deepen their understanding of different cultures.
At Bennett College, education takes place in an environment of open inquiry where teachers and students are immersed in educational processes that build community, foster authentic research, donate knowledge, and advance scholarship and personal empowerment. Students will leave Bennett College prepared for success in the world of work and further studies, possessing a greater appreciation of the history and culture of Africa and the African Diaspora, the struggles and accomplishments of women, and a realization of their own ability and the possibilities to help change the world.
2012-17 Strategic Plan goals related to student achievement:
Goal 4: Advance Quality Education
Goal 6: Develop Innovative Programming
Source: Strategic Plan 2012-2017
Bennett College confers the degrees of Bachelor of Arts, Bachelor of Science, Bachelor of Arts and Science in Interdisciplinary Studies, Bachelor of Social Work, and the Bachelor of Fine Arts. These degrees represent the satisfactory completion of at least 124 semester hours, an overall average of at least C, and a grade of at least C in each course that the student has taken to satisfy the requirements for graduation in her major field. The College currently offers 18 major programs. Bennett College participates in a dual degree engineering program with North Carolina Agricultural and Technical State University (NC A&T), which allows Bennett College students to earn a second degree in engineering from NC A&T State University.
The current catalog is located on the college website.
Enrollment, Progression, Retention and Graduation Rates
Metrics used to monitor students’ success are: ongoing enrollment as expressed by retention rates from first to second year, course completion rates, six year graduation rates, pass rates for appropriate professional licensure. These measures are assessed regularly and the most current findings are published below. In monitoring these indices, Bennett College strives to conform to and exceed national standards (based on the most recent data available from the National Center for Education Statistics where applicable). Please browse through this site to find summaries of current data and historical trends. Should you require a report that is not listed, please complete a Data Request Form.
The fall cohort for a given year consists of the first-time full-time bachelor’s degree students. The retention rate is calculated by determining the number of students returning in the following fall.
Fall Enrollment of New Students (Source: IPEDS)
|Fall 2016||Fall 2015||Fall 2014||Fall 2013||Fall 2012|
Fall Enrollment History (Source: IPEDS and Bennett College Factbook)
|Fall 2016||Fall 2015||Fall 2014||Fall 2013||Fall 2012|
Retention rates, for first-time full-time students. (Source: IPEDS)
Retention Rate: A measure of the rate at which students persist in their educational program, expressed as a percentage. This is the percentage of first-time, full-time degree seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.
The retention rate is calculated by determining the number of students returning in the following fall.
Cohort Entering Year
Course Progression Rates
College-Wide Course Completion Rates (Source: Jenzabar Student Information System)
Course completion rates are calculated from the ratio of the sum of course hours earned to the sum of course hours attempted by students.
Graduation Rate: A measure of the percentage of first-time, full-time degree, degree-seeking students in an IPEDS Graduation Rate Survey (GRS) cohort who graduate within 150% of the normal program completion time.
Graduation rates (Last five years)
|Entering Cohort||Six-year Graduation Rate|
Degrees granted by program and academic year (Source: IPEDS)
and Media Studies
Arts/Visual and Performing Arts
Council on Social Work Education (CSWE)
All Council on Social Work Education programs measure and report student learning outcomes. Bennett College social work majors are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work program for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency. The link to this information is here.
The Department of Curriculum and Instruction offers majors in Elementary Education and Special Education. The Curriculum and Instruction program is committed to the preparation of teachers as facilitators of learning through the development and understanding of learning theory and teaching practices that address the interrelatedness of the cognitive, emotional, social, psychomotor, and affective domains. The Teacher Education Program’s organizing theme of “Preparing Teachers as Facilitators of Learning in the Contemporary Global Community” unites all education programs.
- Elementary Education (K–6)
- Special Education (K–12)
PRAXIS II & PEARSON Pass Rates
Teacher Licensure: Praxis II & Pearson Scores – Candidates for teacher education must complete the Praxis II and the Pearson Test for North Carolina: Foundations of Reading and General Curriculum (effective October 1, 2014).
Bennett College Curriculum
|Praxis II Testing||20%||42%||50%||25%||14%|
|Pearson Test for North Carolina: Foundations of Reading and General|
*Five students completed the Educator Preparation Program at Bennett College during the 2014/15 Academic Year. However, only one student sought certification from the state of North Carolina. Data on Pearson testing have not been submitted to my office from ETS as of November 7, 2016
Graduate Data on Further Education
The following table reports the number of recent graduates who are continuing their education. This data is available from the National Student Data Clearinghouse. The numbers include alumnae and no names are duplicated.
|Year of Graduation from Undergraduate School||Total Number of Graduates in the Undergraduate Class||Students admitted to and in Attendance at a Graduate or Professional School in a Degree Program in Disciplines in which Black are Underrepresented.|
Senior Exit Survey Results
Sixty-three graduating seniors who participated in the 2016-17 Senior Exit Survey provided answers to the following survey item: To what extent do you think your college education contributed to your knowledge, skills, and personal development in each of the following areas? The students were asked to respond with a rating that was converted to the numerical response noted in parentheses following the four survey answer options.
The table below contains student ratings about Bennett College’s contribution on their development in the following academic skill areas and on overall personal growth:
|Very much (4)||Somewhat (3)||Very Little (2)||Not at all (1)||Respondents||Average|
|Comprehension skills (written information)||39||18||5||1||63||3.5|
|Using mathematics skills||23||28||9||3||63||3.1|
|Applying scientific methods of inquiry||27||28||9||3||63||3.2|
|Enhancing analytic skills||34||23||5||1||63||3.4|
|Enhancing critical thinking skills||38||21||3||1||63||3.5|
|Developing computer skills||31||24||6||2||63||3.3|
Source: Bennett College Office of Institutional Effectiveness
Affirmation of Inclusion
Bennett College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination. We value our different backgrounds at Bennett College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect.
Equal Opportunity in Education and Employment
Bennett College prohibits discrimination on the basis of race, color, religion, creed, sex, age, marital status, national origin, mental or physical disability, political belief or affiliation, veteran status, sexual orientation, genetic information, and any other class of individuals protected from discrimination under state or federal law in any aspect of the access to, admission, or treatment of students in its programs and activities, or in employment and application for employment. Futhermore, the College policy includes prohibition of harassment of students and employees (ie. racial harassment, sexual harassment, and retaliation for filing complaints of discrimination).
In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990, Bennett College will make reasonable adjustments in its policies and practices to ensure equal opportunity and access for qualified students, employees, and members of the public to applicable programs, services, activities and facilities.
Inquiries regarding the College’s compliance with state and federal non-discrimination laws or filing a complaint should be directed to:
Office of Disability Services
900 E. Washington St.
Greensboro, NC 27401
Family Education Rights & Privacy Act (FERPA)
Disclosure of Student Information. Public Law 93-380, the Family Educational Rights and Privacy Act of 1974 (“FERPA”), establishes that the education records of students attending or having attended the college are confidential and can be released only with written permission from the student. FERPA also authorizes the college to release so-called “directory information” without that prior written permission.
The primary rights of students under FERPA are:
- to inspect and review their education records;
- to request correction or amendment of their education records;
- to have some control over disclosure of information from their education records.