Meet Our Students
"When I was deciding which college was right for me, I knew I needed a school that gave me a cost effective education. Somerset Community College was that school. SCC values your education and views your success as their success. The small classes and qualified staff give you the skills you need to have for the future you want. In addition, the financial aid and scholarships I received allow me to focus on my classes and strive for success."
-Garrett Pike, SCC Presidential Scholarship Recipient
"My decision to attend SCC for the initial phase of my education was certainly the
right choice. Transitioning from a small high school to a small campus has allowed
me to focus on my studies without feeling overwhelmed. The low-tuition costs, teacher-student
ratio, and the diversity of classes offered makes it an easy decision for anyone looking
to further their education. Somerset Community College offers a large variety of scholarship
opportunities to meet the needs of any type of student."
-Raegan Henderson, William & Julia Cundiff Scholarship Recipient
Student Achievement at Somerset Community College
The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) asks that each member institution provide to its students, constituents, and the public, information about “its goals for student achievement and the success of students in achieving those goals. Information on student success may include reliable information on retention, graduation, course completion, licensure examinations, and job placement rates and other measures of student success appropriate to institutional mission.” Somerset Community College (SCC) identifies these measures for student achievement.
Each measure includes the most recent data available and a definition of the measure derived from the Kentucky Community and Technical College System (KCTCS) Strategic Plan or as determined by SCC.
Raise the level of education attainment in the Commonwealth by positioning KCTCS as the accessible, affordable, and relevant postsecondary education choice for Kentuckians.
Definition: Cohort of first-time, full-time, credential-seeking undergraduates who complete their program within 150% of normal time as reported to the Integrated Postsecondary Education Data System (IPEDS).
Objective: Increase graduation rate by 1.0 percentage points each year.
Definition: KCTCS net price as a percentage of the weighted net price for students paying the in-state or in-district tuition rate & receiving grant or scholarship aid at Kentucky public four-year colleges.
Objective: Achieve and maintain a net price equal to or less than half that of public four-year institutions.
Increase access and success for all KCTCS students, particularly among traditionally underserved populations.
Definition: The percentage of first-time, credential-seeking URM students (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races) who return to the institution to continue their studies the following fall.
Objective: Increase URM retention rate by 1.5 percentage points each year to align with colleges’ CPE-approved Diversity Plan Metrics.
Definition: Cohort of first-time, full-time, credential-seeking URM students (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races) who complete their program within 150% of normal time as reported to IPEDS.
Objective: Increase URM graduation rate by 1.4 percentage points each year to align with the colleges’ CPE-approved Diversity Plan Metrics.
Develop clear pathways through all levels of postsecondary education with an emphasis on experiential learning that lead to successful employment outcomes for KCTCS graduates.
Definition: The percentage of AAS and Diploma graduates (vocational/technical programs) in a given academic year who have participated in an experiential learning component that qualifies for academic credit.
Objective: Increase number of students engaged in experiential learning by an average of 1.0 percentage points each year.
Definition: Percent of Associate earners in academic year who enrolled at a four-year institution that academic year after the term end date of the term the first Associate credential was earned or in the next academic year.
Objective: Increase transfers by an average of 1.0 percentage points each year.
Improve student engagement, support, experiences, and success with best-in-class academic and student service.
Definition: Fall-to-fall retention rates of first-time, credential-seeking students as reported to IPEDS.
Objective: Increase retention by an average of 1.0 percentage points each year.
Definition: The Community College Survey of Student Engagement (CCSSE) is a product and service of the Center for Community College Student Engagement, which is part of the Program for Higher Education Leadership in the Department of Educational Leadership and Policy at The University of Texas at Austin. CCSSE measures benchmarks of effective educational practice in five areas: Active Learning, Student Effort, Academic Challenge, Support for Learning, & Student/Faculty Interaction. CCSSE reports percentage scores for each college as a comparison to the national average.
Objective: Maintain CCSSE average benchmark scores at or above the national average.
Align programs and curricula with needs of employers that enhance the employability, job placement, and career development of KCTCS graduates.
Definition: The number of students in the Voluntary Framework of Accountability’s (VFA) Career and Technical Education (CTE) completer/leaver cohort who achieve a passing grade on their first attempt of a licensure exam within one year divided by the number of students in the CTE completer / leaver cohort who sat for the first time to take the licensure exam within one year.
Objective: Exceed national average for cohort pass rate.
Definition: Number of credit hours of workforce non-credit courses (clock hour conversion to credit hours).
Objective: Increase credit hours by 1% in the first year with 2.5% each year thereafter from a baseline of a three year average 13,153 (2012-2013 to 2014-2015).