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Institutional Assessment

MACC is committed to the ongoing and systematic evaluation of all campus operations, support services, and instructional programs as a means of determining institutional effectiveness and the fulfillment of the College’s mission and purposes.

Additional assessment measures used to determine institutional effectiveness at MACC include:

Program Reviews

All academic, developmental, career/technical, and continuing education programs are evaluated by administration on a regular basis to determine their educational value and cost effectiveness and to recommend changes as appropriate. Program changes are reviewed after implementation and adjusted as appropriate. Program Reviews are presented to the Board of Trustees annually to provide an additional measure of accountability.

Faculty Evaluation

The mission of Moberly Area Community College is to foster excellence in learning. Commitment to excellence in instruction and service by recruiting and retaining professional faculty and support staff is defined as an institutional purpose. Regular evaluation ensures that all MACC faculty members are committed to accomplishing this mission and purpose and are provided with an opportunity to further develop and refine their instructional skills. The faculty evaluation system is designed to provide faculty members with both formative and summative feedback regarding their performance and also serves as a catalyst for continued development.

Administrative Evaluation

The administrative evaluation process gathers data about the effectiveness of administrative staff in key performance areas including leadership, organization and planning, budget and resource management, interpersonal relationships, and problem solving, among others. Findings from evaluation process are reviewed by the administrative evaluation committee, the College President, and the individual being evaluated and are used to encourage open communication and provide a shared sense of responsibility for the direction of the institution.

Evaluation of Support Services

MACC regularly evaluates support services to the extent that they contribute to student learning in order to enhance the overall student experience. Support services at MACC are evaluated internally through the departmental self-study process and externally through the annual administration of student and employee satisfaction surveys. The Assessment of Support Services committee, comprised of staff from multiple on-campus offices and off-campus sites, oversees both processes. Data gathered from the processes are reviewed by administration and are used to determine areas for improvement and create departmental goals.

Strategic Planning

Strategic planning at Moberly Area Community College is a dynamic effort involving constituents of the College. The planning process for the current strategic plan began in September 2017 and continued throughout the 2017-18 academic year. The planning cycle culminated in August 2018 with approval from the Board of Trustees and implementation of MACC’s 2018-2021 Strategic Plan.

The Strategic Planning Committee invited employees to give feedback at in-person planning sessions, through an anonymous survey, and by email. Surveys were also distributed to alumni, area educators, and business/community organizations and partners. Other sources of input included student and employee survey results, relevant institutional data, and regular interaction with various stakeholders. The review process also considered national, state, and local trends in education, as well as social, economic, and political factors that impact the College.

The format of the 2018-2021 Strategic Plan was redesigned to improve how progress would be monitored. Key Performance Indicators that align with college goals will be tracked on a Scorecard, and twice a year the strategic plan work groups will prepare and present oral progress reports to the Strategic Plan Oversight Committee. Updates will be shared college-wide and with the Board of Trustees.

MACC 2018-2021 Strategic Plan 

MACC 2015-2018 Strategic Plan

MACC 2011-2016 Master Plan

MACC 2009-2014 Master Plan


Institutional Data and Statistics

College Profile

Moberly Area Community College is accredited by The Higher Learning Commission.  More information about MACC’s accreditation and program approvals can be found on the MACC accreditation page.

MACC Overview (1 page)small pdf icon

MACC Overview (2 pages)small pdf icon

Graduation & Transfer Rates

The 150% graduation rate for first-time, full-time students entering in Fall 2014 was 30%. The 3-year transfer-out rate (of non-graduates) to 4-year institutions was 13%.

Graduation Rate (Fall 2014 Cohort) small pdf icon

4yr. Avg. Graduation & Transfer Rates small pdf icon

5-Year Completion Comparison small pdf icon

Licensure/Pass Rates

Career & Technical Education Pass Rates small pdf icon


Continuous Improvement Report - 2015-2016 small pdf icon

Student Profile

Fall 2018 Student Profile small pdf icon

Fall 2017 Student Profile small pdf icon

Fall 2016 Student Profile small pdf icon

Retention Rates

58% of full-time, first-time degree/certificate-seeking students who enrolled in Fall 2016 returned in Fall 2017. 30% of part-time, first-time degree/certificate-seeking students who enrolled in Fall 2016 returned in Fall 2017.

Data After Graduation

94% overall job placement rate for Career & Technical Education (CTE) graduates. 85% of CTE graduates were employed or continued their education in a related field.

2016-2017 Career and Technical Education Graduate Placement Rates small pdf icon


Equity in Athletics Disclosure Act

The 3-year graduation rate for first-time, full-time student athletes entering in Fall 2014 was 33%. The 3-year transfer-out rate (of non-grads) for student athletes entering the same time was 56%.

Graduation & Transfer Rate of Student Athletes (Fall 2014 Cohort) small pdf icon

4yr. Avg. Graduation & Transfer Rates small pdf icon

Crime Statistics

Campus Crime Statistics



Additional consumer information and disclosures may be found on the MACC consumer information page.  Please contact the Office of Institutional Effectiveness & Planning at 660-263-4100 ext. 11208 if you have questions or other data requests.

(Adobe© Acrobat© Reader Required.) 





Assessment of Student Learning

Moberly Area Community College is committed to the ongoing, systematic assessment of student learning as a measure of the effectiveness of instructional programs. Assessment of student learning occurs across multiple levels and includes both direct and indirect measures. Faculty, staff, and administrators use the results of these assessments as they consider policy recommendations, curricular revisions, and program decisions.

Student learning is assessed through a bimodal approach--by instructional program and by level. MACC students are assessed upon entry to the College by means of Accuplacer or ACT tests for placement purposes. Challenge tests also allow eligible students to complete an appeal process to place into college-level math and English courses.

MACC graduates are assessed by several different means including program-specific Technical Skills Attainment (TSA) exams, the Missouri General Education Assessment (MoGEA) exam, and the Health Education Systems Incorporated (HESI) exam. In addition, critical thinking skills are assessed in selected general education courses.

Other common methods of assessment utilized within MACC degree programs are licensure/certification tests, capstone courses, and internship experiences that are evaluated by the employer. Thus, learning is assessed at various times throughout the student’s college experience: at entry, during the course of study, and at completion of a degree or certificate program.

Each degree program has a statement of purpose or philosophy that clearly articulates the broad learning objectives of the program. Specific student outcomes are also assessed as part of each program’s assessment plan. All degree programs at MACC contain a core general education component.

Throughout each term, instructors evaluate student work in a variety of ways. Evaluation data is collected and analyzed during the current or subsequent term as need and methodology dictates. Course syllabi and course delivery are then revised as appropriate in order to improve students’ opportunity for academic success.





Students Mentored by Academic Retention Teams

Statement of Institutional Commitment to Retention

Moberly Area Community College is committed to providing a learning environment and support system that encourage students to achieve their educational goals. Whether a student is engaged in a single course or a full program of study, MACC is dedicated to student success.


Retention rate: The percentage of first-time, full-time certificate or degree-seeking freshmen in the fall who return the following fall semester, less any graduates or other acceptable exclusions (i.e. death, serious illness/injury).

Student retention: The return of both part-time and full-time certificate or degree-seeking students from fall to fall as measured at census date.

Basic Assumptions

  • Student-faculty interaction has a strong impact on student satisfaction and retention.
  • Contacting the student within the first few weeks of classes is the key time frame in assisting and retaining students.
  • Attendance and grade point averages correlate with retention.
  • Suspended and probationary students are at risk of dropping out and need targeted retention strategies.

Brief History

In spring 2009, MACC’s retention committee piloted a Campus-wide retention program, Students Monitored by Academic Retention Teams (SMART), focusing on at-risk students. SMART is an intervention strategy designed to assist students who are exhibiting academic deficiencies or other behaviors impeding their success in the classroom. Faculty members were asked to identify at-risk students in their classes and then submit an electronic referral form noting specific concerns for each student. Upon the instructor's submission of this form, the identified student was contacted by an advisor via phone within 48 hours of the initial faculty request to discuss issues jeopardizing his or her academic performance, to strategize potential solutions, and to identify useful resources. After a student received assistance, a follow-up email was sent to the reporting faculty member outlining the assistance offered and strategies recommended to the student. Initial feedback from this program was very positive and led to the permanent adoption of this program for the fall 2009 semester.

Additional Retention Strategies employed by MACC

  • Use of COMPASS/ACT scores in determining appropriate course placement
  • Appropriate and targeted academic advising
  • Comprehensive orientation sessions for new students
  • Utilization of active learning strategies in classroom instruction
  • Continuous assessment of student learning through various methods

Performance indicators of retention efforts at MACC

  • GPA trends of students participating in the SMART program
  • Positive faculty feedback of the SMART program
  • Higher course retention within classes impacted by the change in COMPASS placement scores
  • Increased semester-to-semester and fall-to-fall persistence rates for all students
  • An increase in classroom participation of students involved in the SMART program and those impacted by the change in placement scores
  • Retention rates above the state and the national averages for community colleges