A 67% four-year success and progress rate means that 67% of students starting in Fall 2002 either graduated or are still enrolled at a higher education institution four years later.

Counts for the Fall 2002 entering class shown in the graph above.

• 1,064 First-Time, Full-Time Students
• 596 Full-Time Transfer Students

First-time students in Fall 2007 that returned for their second year: 70%

Typical Undergraduate Costs per Year without Financial Aid (Full-Time, In-State Students)

Total Typical Cost of Attendance: $15,518

The cost to attend Jacksonville State University varies based on the individual circumstances of students and may be reduced through grants and scholarships.

Financial Aid Awarded to Undergraduates

Annual Need-Based Scholarships & Grants

• 55% of 2008-09 Estimated full-time undergraduates received need-based grants or scholarships; the average award for the year was $4,112

Annual Need-Based Loans

• 69% of 2008-09 Estimated full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $5,723

Percent of 2007-08 First-Time Students Receiving Each Type of Financial Aid

NOTE: Students may receive aid from more than one source.

Test(s) Required for Admission: SAT or ACT recommended

50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.

48% of new freshmen live on campus

16% of all undergraduates live on campus

The University Police Department provides a diverse and highly visible range of public safety services designed to reduce crime, protect life and property, and support Jacksonville State University in the accomplishment of its institutional mission. As a customer oriented service provider, the professional staff utilizes innovative law enforcement programs as well as established community policing techniques to provide a full range of services to the campus community as well as to the larger Jacksonville community.

Institutions participating in the VSA program measure student involvement on campus using one of four national surveys. Results from the one survey are reported for a common set of questions selected as part of VSA. Following are the selected results from the National Survey of Student Engagement (NSSE). The questions have been grouped together in categories that are known to contribute to student learning and development. The results reported below are based on the responses of seniors who participated in the survey.

Group Learning Experiences

• 88% percent of seniors worked with classmates on assignments outside of class.
• 55% of seniors tutored or taught other students
• 20% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports

Active Learning Experiences

• 79% of seniors spent at least 6 hours per week preparing for class
• 13% of seniors worked on a research project with a faculty member
• 47% of seniors participated in an internship, practicum, or field experience
• 53% of seniors participated in community service or volunteer work
• 5% of seniors participated in study abroad
• 96% of seniors made at least one class presentation last year

Institutional Commitment to Student Learning and Success

• 96% of seniors believe this institution provides support for student success
• 75% of seniors rated the quality of academic advising at this institution as good or excellent
• 64% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
• 95% of seniors reported working harder than they thought they could to meet an instructor's standards or expectations

Student Interaction with Campus Faculty and Staff

• 60% of seniors believed that the campus staff were helpful, considerate, or flexible
• 80% of seniors believed that faculty are available, helpful, or sympathetic
• 97% of seniors reported that faculty members provided prompt feedback on their academic performance
• 72% of seniors discussed readings or ideas with faculty members outside of class

Experiences with Diverse Groups of People and Ideas

• 62% of seniors reported that they often tried to understand someone else's point of view
• 87% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
• 54% of seniors often had serious conversations with students of a different race or ethnicity

Student Satisfaction

• 81% of seniors would attend this institution if they started over again
• 86% of seniors rated their entire educational experience as good or excellent
• 84% of seniors reported that other students were friendly or supportive

All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.

"Across JSU, assessment of student learning is conducted all the time. It’s the way that faculty, departments, and the administration are able to show that students learn content, skills, and have a conducive learning environment. Assessment goes beyond testing and grading individual students in the classroom by introducing assessment measures that are designed to determine if established learning goals and standards are being met by a group of students (i.e., within a classroom, department or university-wide). The Office of Institutional Research and Assessment (OIRA) is responsible for gathering, analyzing and disseminating reports that directly and indirectly assess student learning at an institution level. Direct measures include College Base Academic Subjects Exam (C-BASE), a measure of general education content knowledge (i.e., English, mathematics, science, social studies, and critical thinking) that every undergraduate student is required to complete before graduation. Other direct measures are subject-based and are used by specific departments (i.e., biology, music, etc.), such as the Major Field Test (MFT) and the Area Concentration Achievement Test (ACAT). JSU will pilot the Collegiate Learning Assessment (CLA) in Fall 2009. "

Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.

Results from the pilot project using one of the three learning outcomes tests are not yet available.