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Student Achievement

Student Outcomes

CBU targets the following values as outcomes each student should achieve along the way to graduation:

The University seeks to provide academic programs that prepare students for professional careers, as well as co-curricular programs that foster an environment supporting the intellectual, physical, social and spiritual development of each student. Within these arenas of the student experience the University, through its faculty and administration, has identified student outcomes as desirable and reflective of the impact it seeks to have in the lives of its students. Upon completion of a degree program, each student at California Baptist University should be able to:

  • Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christian's role in fulfilling the Great Commission.
  • Respect diverse religious, cultural, philosophical, and aesthetic experiences and perspectives.
  • Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual representing.
  • Demonstrate competence in mathematical, scientific, and technological skills.
  • Transfer academic studies to a profession and the workplace.
  • Implement a personal and social ethic that results in informed participation in multiple levels of community.

These outcomes, referred to as the "Core 4", are succinctly distilled as follows:

  1. Academically Prepared
  2. Biblically Rooted
  3. Globally Minded
  4. Equipped to Serve

Educational Effectiveness

Degrees Completed

California Baptist University graduates have successfully completed all degree program requirements. First Major indicates headcount of students who completed degrees. Second Major indicates students who completed requirements for a second degree program, in addition to their First Major.

Number of Students with Degrees Posted in the Academic Year July 1 – June 30

Academic Year 2013-14
  First Major Second Major
Total Number of Completions 1,480 28
Bachelor's Degrees 1,029 28
Master's Degrees 451  

 

Academic Year 2012-13
  First Major Second Major
Total Number of Completions 1,275 32
Bachelor's Degrees 929 32
Master's Degrees 346  

 

Academic Year 2011-12
  First Major Second Major
Total Number of Completions 1,137 30
Bachelor's Degrees 825 25
Master's Degrees 312
Academic Year 2010-11
  First Major Second Major
Total Number of Completions 978 15
Bachelor's Degrees 706 14
Master's Degrees 272 1

Degrees Completed by Program

Freshmen Retention Rates

First-time bachelor's students who were enrolled on official census date the following Fall, as reported on IPEDS Fall Enrollment Reports
Fall Cohort 2013 2012 2011 3-Yr Average
All First Time Bachelor's Students 81% 77% 77% 78%
807 out of 993 689 out of 909 611 out of 790 2,107 out of 2,692

By Gender

Men

81% 76% 76% 78%
313 out of 389 269 out of 557 236 out of 312 818 out of 1,053
Women 82% 75% 78% 79%
494 out of 604 420 out of 557 375 out of 478 1,289 out of 1,639

By Race

American Indian/Alaska Native

83% 67% 62% 68%
5 out of 6 2 out of 3 8 out of 13 15 out of 22
African American/Black 69% 54% 70% 64%
47 out of 68 38 out of 71 48 out of 69 133 out of 208
Asian 80% 81% 66% 76%
33 out of 41 42 out of 52 33 out of 50 108 out of 143
Hispanic/Latino 80% 73% 75% 77%
297 out of 369 219 out of 300 156 out of 209 672 out of 878
Native Hawaiian or Other Pacific Islander 88% 38% 100% 73%
14 out of 16 3 out of 8 2 out of 2 19 out of 26
Nonresident Alien 83% 100% 93% 93%
10 out of 12 17 out of 17 14 out of 15 41 out of 44
Race/Ethnicity Unknown 92% 74% 85% 84%
23 out of 25 20 out of 27 50 out of 59 93 out of 111
Two or more races 79% 79% 83% 80%
34 out of 43 27 out of 34 5 out of 6 66 out of 83
White 83% 81% 80% 82%
344 out of 413 321 out of 397 295 out of 367 960 out of 1,177

Freshmen Graduation Rates

First-time, full-time bachelor's students who completed a bachelor's degree within 6 years, as reported on IPEDS Graduation Rate Reports.
Fall Cohort 2008 2007 2006 3-Yr Average
All First Time Bachelor's Students 55% 58% 59% 57%
242 out of 437 284 out of 489 256 out of 435 782 out of 1,361

By Gender

Men

54% 54% 57% 55%
88 out of 164 106 out of 196 96 out of 167 290 out of 527
Women 56% 61% 60% 59%
154 out of 273 178 out of 293 160 out of 268 492 out of 834

By Race

American Indian/Alaska Native

50% 33% 75% 56%
1 out of 2 1 out of 3 3 out of 4 5 out of 9
African American/Black 22% 60% 53% 42%
8 out of 37 12 out of 20 17 out of 32 37 out of 89
Asian 50% 64% 55% 56%
6 out of 12 7 out of 11 6 out of 11 19 out of 34
Hispanic/Latino 49% 53% 44% 49%
46 out of 93 44 out of 83 34 out of 77 124 out of 253
Native Hawaiian or Other Pacific Islander N/A N/A N/A N/A
0 out of 0 0 out of 0 0 out of 0 0 out of 0
Nonresident Alien 76% 13% 33% 49%
16 out of 21 1 out of 8 6 out of 18 23 out of 47
Race/Ethnicity Unknown 47% 36% 57% 47%
9 out of 19 8 out of 22 13 out of 23 30 out of 64
Two or more races 75% 86% 67% 79%
3 out of 4 6 out of 7 2 out of 3 11 out of 14
White 61% 61% 66% 63%
153 out of 249 205 out of 335 175 out of 267 533 out of 851

Time to Completion

Data forthcoming.

Common Data Sets

The Common Data Set (CDS) is a detailed report providing answers to many frequently asked questions about the University. Data are presented in the same "common" format used by most higher education institutions to facilitate comparisons among institutions. This standardized questionnaire was developed through collaboration among colleges and universities, representatives of higher education organizations, the National Center for Education Statistics, the College Board, Peterson's Guides, U.S. News & World Report, and others. For definitions or more information, go to the Common Data Set Initiative.

2014-15 Common Data Set
2013-14 Common Data Set
2012-13 Common Data Set
2011-12 Common Data Set
2010-11 Common Data Set

Assessment

Program assessment is an annual activity undertaken by all CBU academic programs/majors, the Library, and Student Services. It is a systematic on-going process to collect evidence suitable for ascertaining to what degree a program/major is meeting its stated student learning outcomes (SLOs). The focus is on student learning; can students graduating from the program/major demonstrate the knowledge, skills, and attitudes identified in the program/major's SLOS? The collected assessment data and subsequent analysis provide a basis for evaluation, decision making, planning, and budgeting. In addition, annual assessment is aggregated and included as an important element in the program/major's periodic (usually every five years) program review.

CBU's Student Learning Outcomes Annual Assessment Process
Educational Effectiveness Indicators

Program Review

Program Review at CBU is an intentional process whereby the faculty in a specific program or major provide a comprehensive appraisal of that particular program or major. Similar to annual program assessment, program review is required, but only occurs every five years or so. Reviews include accumulated assessment results plus other pertinent information collected since the last review. Program review is a systematic process completed in five phases: 1) preparing for the review, 2) conducting and reporting the review, 3) approving the review, 4) administrative response to program review, and 5) follow-up progress report and continuous assessment. The entire program review process and requirements are set forth in the Academic Program Review Handbook.

CBU Rubric for Assessing a Program Review Report
CBU Program Review Master Schedule

National Survey of Student Engagement (NSSE) Benchmark Scores

During the Spring 2013 semester, all CBU first-year students and seniors were invited to participate in the National Survey of Student Engagement (NSSE). A total of 604 students responded to the survey (291 first-year and 313 seniors). CBU's benchmark scores are presented with the scores of: CBU comparative institutions (N=6), institutions in the same Carnegie classification of Master's Large Programs (N=158), and national scores for all institutions participating in NSSE 2013 (N=567). For further details, please see the NSEE 2013 Engagement Indicators and High-Impact Practices reports.

 

Student Outcomes

CBU targets the following values as outcomes each student should achieve along the way to graduation:

The University seeks to provide academic programs that prepare students for professional careers, as well as co-curricular programs that foster an environment supporting the intellectual, physical, social and spiritual development of each student. Within these arenas of the student experience the University, through its faculty and administration, has identified student outcomes as desirable and reflective of the impact it seeks to have in the lives of its students. Upon completion of a degree program, each student at California Baptist University should be able to:

  • Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christian's role in fulfilling the Great Commission.
  • Respect diverse religious, cultural, philosophical, and aesthetic experiences and perspectives.
  • Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual representing.
  • Demonstrate competence in mathematical, scientific, and technological skills.
  • Transfer academic studies to a profession and the workplace.
  • Implement a personal and social ethic that results in informed participation in multiple levels of community.

These outcomes, referred to as the "Core 4", are succinctly distilled as follows:

  1. Academically Prepared
  2. Biblically Rooted
  3. Globally Minded
  4. Equipped to Serve

Educational Effectiveness

Degrees Completed

California Baptist University graduates have successfully completed all degree program requirements. First Major indicates headcount of students who completed degrees. Second Major indicates students who completed requirements for a second degree program, in addition to their First Major.

Number of Students with Degrees Posted in the Academic Year July 1 – June 30

Academic Year 2013-14
  First Major Second Major
Total Number of Completions 1,480 28
Bachelor's Degrees 1,029 28
Master's Degrees 451  

 

Academic Year 2012-13
  First Major Second Major
Total Number of Completions 1,275 32
Bachelor's Degrees 929 32
Master's Degrees 346  

 

Academic Year 2011-12
  First Major Second Major
Total Number of Completions 1,137 30
Bachelor's Degrees 825 25
Master's Degrees 312
Academic Year 2010-11
  First Major Second Major
Total Number of Completions 978 15
Bachelor's Degrees 706 14
Master's Degrees 272 1

Degrees Completed by Program

Freshmen Retention Rates

First-time bachelor's students who were enrolled on official census date the following Fall, as reported on IPEDS Fall Enrollment Reports
Fall Cohort 2013 2012 2011 3-Yr Average
All First Time Bachelor's Students 81% 77% 77% 78%
807 out of 993 689 out of 909 611 out of 790 2,107 out of 2,692

By Gender

Men

81% 76% 76% 78%
313 out of 389 269 out of 557 236 out of 312 818 out of 1,053
Women 82% 75% 78% 79%
494 out of 604 420 out of 557 375 out of 478 1,289 out of 1,639

By Race

American Indian/Alaska Native

83% 67% 62% 68%
5 out of 6 2 out of 3 8 out of 13 15 out of 22
African American/Black 69% 54% 70% 64%
47 out of 68 38 out of 71 48 out of 69 133 out of 208
Asian 80% 81% 66% 76%
33 out of 41 42 out of 52 33 out of 50 108 out of 143
Hispanic/Latino 80% 73% 75% 77%
297 out of 369 219 out of 300 156 out of 209 672 out of 878
Native Hawaiian or Other Pacific Islander 88% 38% 100% 73%
14 out of 16 3 out of 8 2 out of 2 19 out of 26
Nonresident Alien 83% 100% 93% 93%
10 out of 12 17 out of 17 14 out of 15 41 out of 44
Race/Ethnicity Unknown 92% 74% 85% 84%
23 out of 25 20 out of 27 50 out of 59 93 out of 111
Two or more races 79% 79% 83% 80%
34 out of 43 27 out of 34 5 out of 6 66 out of 83
White 83% 81% 80% 82%
344 out of 413 321 out of 397 295 out of 367 960 out of 1,177

Freshmen Graduation Rates

First-time, full-time bachelor's students who completed a bachelor's degree within 6 years, as reported on IPEDS Graduation Rate Reports.
Fall Cohort 2008 2007 2006 3-Yr Average
All First Time Bachelor's Students 55% 58% 59% 57%
242 out of 437 284 out of 489 256 out of 435 782 out of 1,361

By Gender

Men

54% 54% 57% 55%
88 out of 164 106 out of 196 96 out of 167 290 out of 527
Women 56% 61% 60% 59%
154 out of 273 178 out of 293 160 out of 268 492 out of 834

By Race

American Indian/Alaska Native

50% 33% 75% 56%
1 out of 2 1 out of 3 3 out of 4 5 out of 9
African American/Black 22% 60% 53% 42%
8 out of 37 12 out of 20 17 out of 32 37 out of 89
Asian 50% 64% 55% 56%
6 out of 12 7 out of 11 6 out of 11 19 out of 34
Hispanic/Latino 49% 53% 44% 49%
46 out of 93 44 out of 83 34 out of 77 124 out of 253
Native Hawaiian or Other Pacific Islander N/A N/A N/A N/A
0 out of 0 0 out of 0 0 out of 0 0 out of 0
Nonresident Alien 76% 13% 33% 49%
16 out of 21 1 out of 8 6 out of 18 23 out of 47
Race/Ethnicity Unknown 47% 36% 57% 47%
9 out of 19 8 out of 22 13 out of 23 30 out of 64
Two or more races 75% 86% 67% 79%
3 out of 4 6 out of 7 2 out of 3 11 out of 14
White 61% 61% 66% 63%
153 out of 249 205 out of 335 175 out of 267 533 out of 851

Time to Completion

Data forthcoming.

Common Data Sets

The Common Data Set (CDS) is a detailed report providing answers to many frequently asked questions about the University. Data are presented in the same "common" format used by most higher education institutions to facilitate comparisons among institutions. This standardized questionnaire was developed through collaboration among colleges and universities, representatives of higher education organizations, the National Center for Education Statistics, the College Board, Peterson's Guides, U.S. News & World Report, and others. For definitions or more information, go to the Common Data Set Initiative.

2014-15 Common Data Set
2013-14 Common Data Set
2012-13 Common Data Set
2011-12 Common Data Set
2010-11 Common Data Set

Assessment

Program assessment is an annual activity undertaken by all CBU academic programs/majors, the Library, and Student Services. It is a systematic on-going process to collect evidence suitable for ascertaining to what degree a program/major is meeting its stated student learning outcomes (SLOs). The focus is on student learning; can students graduating from the program/major demonstrate the knowledge, skills, and attitudes identified in the program/major's SLOS? The collected assessment data and subsequent analysis provide a basis for evaluation, decision making, planning, and budgeting. In addition, annual assessment is aggregated and included as an important element in the program/major's periodic (usually every five years) program review.

CBU's Student Learning Outcomes Annual Assessment Process
Educational Effectiveness Indicators

Program Review

Program Review at CBU is an intentional process whereby the faculty in a specific program or major provide a comprehensive appraisal of that particular program or major. Similar to annual program assessment, program review is required, but only occurs every five years or so. Reviews include accumulated assessment results plus other pertinent information collected since the last review. Program review is a systematic process completed in five phases: 1) preparing for the review, 2) conducting and reporting the review, 3) approving the review, 4) administrative response to program review, and 5) follow-up progress report and continuous assessment. The entire program review process and requirements are set forth in the Academic Program Review Handbook.

CBU Rubric for Assessing a Program Review Report
CBU Program Review Master Schedule

National Survey of Student Engagement (NSSE) Benchmark Scores

During the Spring 2013 semester, all CBU first-year students and seniors were invited to participate in the National Survey of Student Engagement (NSSE). A total of 604 students responded to the survey (291 first-year and 313 seniors). CBU's benchmark scores are presented with the scores of: CBU comparative institutions (N=6), institutions in the same Carnegie classification of Master's Large Programs (N=158), and national scores for all institutions participating in NSSE 2013 (N=567). For further details, please see the NSEE 2013 Engagement Indicators and High-Impact Practices reports.