Graduation Rate Data
The institutional graduation-rate data presented in College
Results Online is collected by U.S. Department of Education’s National Center
for Education Statistics, through a centralized higher education data
collection process called the Integrated Post-secondary Education Data System
(IPEDS). IPEDS consists of a series of
surveys through which institutions provide data about themselves on a variety
of topics. One of those surveys is the
Graduation Rate Survey (GRS).
GRS graduation rates are based on the percentage of
first-time, full-time, degree-seeking freshmen who earn a bachelor’s degree
from the institution where they originally enrolled. Undergraduates who begin as part-time or non degree-seeking
students, or who transfer into the institution from elsewhere in higher
education, are not included in the GRS cohort.
Their success or failure to earn a degree does not influence the GRS
graduation rates in College Results Online in any way.
In addition to limiting the GRS cohort to those students
described above, institutions are also allowed to exclude from their
calculations any students who fail to earn a degree for the following reasons:
·
Left school to serve in the armed forces.
·
Left school to serve with a foreign aid service of the
federal government.
·
Left school to serve on an official church mission.
·
Died or became permanently disabled.
Two full cohorts of GRS data are contained in College
Results Online: the entering freshman classes of 1996 and 1997. Students who began in Fall 1997 are
considered to have successfully completed their degree within six years if they
earned the degree on or before August 31, 2003.
The 1996 – 2002 and 1997 – 2003 cohorts include
graduation-rate data broken down by both race/ethnicity and gender, including four-, five-, and
six-year graduation rates. College
Results Online also contains overall six-year graduation rates (but not
disaggregated rates) for the entering classes of 1991 – 1995. Those data sets contain the large majority
of all students enrolled in four-year institutions, but are incomplete because
reporting was not yet mandatory at that time.
At some institutions, the number of students in a given cohort can be very small, particularly when graduation rates are broken down by both gender and race/ethnicity. College Results Online does not report graduation rates for groups of students smaller than 10. In addition, some graduation rates based on small cohorts have been statistically perturbed by the U.S. Department of Education, for privacy purposes. This process does not alter overall measures of central tendency for the graduation rate cohort.
The latest survey form submitted by institutions for GRS
data can be found here: http://nces.ed.gov/ipeds/pdf/webbase2003/grs_4yr_form.pdf
It’s important to note that College Results Online does
not include every 4-year Title-IV
eligible higher education institution in the United States. It only contains institutions that meet all
of the following criteria:
1) They fall in the public or private not-for-profit
sector. This excludes for-profit 4-year
institutions like the University of Phoenix.
2) They reported GRS data for the 2003 cohort.
3) They had sufficient additional contextual data to generate a similarity comparison.
These restrictions limit the universe of 4-year
institutions being analyzed to approximately 1,400 institutions. Accordingly, the results of statistical
analyses and descriptions of this universe of institutions may vary from the
results of corresponding descriptions of all 4-year institutions. However, because the institutions covered in
that universe enrolled 94% of all students in the total 4-year GRS cohort, such
variance is likely to be small.
How College Results Online Identifies
“Similar” Institutions
College Results Online allows users to select a given
college or university and compare its graduation rates outcomes to other, similar
institutions. To identify which
institutions are most similar to a chosen institution, College Results Online
applies an algorithm in which every other four-year institution in the country
is compared to the chosen institution.
Each institution receives a “similarity score,” ranging from 0 (least
similar) to 1000 (identical), based on the degree of similarity to the chosen
institution in terms of 11 selected institutional and student characteristics
that are statistically correlated with overall six-year graduation rates (see
below).
Once the baseline similarity score is calculated, College
Results Online applies additional “filters” to each institution, excluding an
institution from possible comparison if it greatly deviates from the chosen
institution on any one of a number of factors. This prevents, for example, an institution with 2,500
undergraduates from being compared to an institution with 25,000
undergraduates, even if they are otherwise very similar.
Once dissimilar institutions are filtered out, the remaining
institutions with the highest similarity scores are used by College Results
Online to present the 15, 25, or 50 “most similar” institutions for the chosen
institution.
The 11 factors used to generate the similarity score are
listed below. The Education Trust chose
these factors based on a regression model in which the dependent variable was
the overall six-year graduation rates for the 1997 – 2003 GRS cohort. Some
factors are weighted more than others when calculating the overall similarity
score, based on their relative influence on graduation rates in the regression
model. For example, the percent of
students receiving Pell grants counts for more than the overall number of
undergraduates in the similarity score calculation, because the regression
analysis indicates that Pell grant percentage has a greater influence on
graduation rates.
The variables used in the similarity score formula are shown
below. The number in parentheses next
to the variable is the weight assigned to the variable, and the sum of all the
weights is 1,000. The overall
similarity score is the sum of 11 individual comparisons based on each
variable, where the maximum point value is equal to the amount of the
weight. Institution receive the maximum
point value for a given factor if they are identical to the chosen institution,
and a lesser value if they are not identical but still sufficiently similar.
All data are the latest available. Detailed definitions and
source descriptions for each of the variables below can be found in the “Data
Definitions and Sources” section later in this document.
·
Estimated Median SAT or ACT equivalent of freshman
class (96 points)
·
Admissions Selectivity, per Barron’s Guide To American Colleges (107 points)
·
Carnegie Classification (63 points)
·
Percent of undergraduates receiving Pell Grants (181
points)
·
Sector (Public vs. Private) (123 points)
·
Number of full-time equivalent undergraduates (66
points)
·
Student-Related Expenditures / FTE student (133
points)
·
Percent of FTE undergraduate students age 25 and over
(56 points)
·
Status as a
Historically Black College or University (HBCU) (35 points)
·
Percent of undergraduates who are enrolled part-time
(91 points)
·
Status as a commuter campus (49 points)
Note: This
methodology does not include the percent of students who enroll and transfer to
another institution. This is clearly a
significant piece of information, since an institution with an unusually large
outbound transfer population could have a diminished graduation rate as a
result. However, not enough
institutions (less than half of all reporting) reported outbound transfer data
through the GRS, making it untenable for inclusion in the similarity score
algorithm. Users can use College Results
Online to access outbound transfer rate data for those institutions that did
report it, and consider graduation-rate outcomes with that information in
mind. A number of individual states have already begun tracking student from one institution to another, reporting the percent of students who begin at one institutions and graduate from that institution or any other within the same university system, or at any other institution statewide. Some states have provided these data to the Education Trust, which has made them available via College Results Online.
Once the initial similarity score is calculated, additional
filters are applied. An institution is
completely excluded from being compared to a chosen institution if it meets any of the following criteria:
·
The number of FTE
undergraduates exceeds a threshold difference amount, plus or minus. This difference varies depending on the size
of the institution, on a sliding scale. For example, the peers for an
institution with 2,000 students would be limited to those in the range of 0 to
5,000. The peers for an institution
with 15,000 students would be limited to those in a range of 10,000 to 20,000.
·
Student-Related
Expenditures per FTE is more than double or less than half of the chosen
institution.
·
The percent of
degrees awarded in Science, Technology, Engineering, and Mathematics is
greater than 30 percentage points above or below the target institution. This is to account for the relatively small
number of institutions that are very STEM-intensive, and tend to have lower
graduation rates than otherwise similar institutions.
·
Admissions
selectivity is different by two levels or more.
·
Institutions whose Carnegie
Classification is Baccalaureate cannot be compared to institutions whose
classification is Doctoral / Research, or vice versa.
·
The percent of
students who are enrolled part-time is different by more than 30 percentage
points.
·
The acceptance rate
for applicants is different by more than 36 percentage points.
·
The estimated
median SAT or ACT equivalent is different by more than 100 points.
·
The percent of
undergraduates receiving Pell Grants is more than 30 percentage points
lower.
There are a few important things to keep in mind when looking at peer comparisons in higher education. First, no automated peer group methodology is perfect or incontrovertible. While College Results Online methodology is based on the recommendations of an advisory panel of national experts and incorporates a host of different data elements, its accuracy may vary from institution to institution, and is subject to differing opinions about what makes institutions “similar.”
Second, appropriate peer groupings can vary depending on their purpose. This methodology was specifically designed for the purpose of comparing graduation rates for first-time, full-time, degree-seeking undergraduate students at four-year institutions. A different method might be appropriate for comparing faculty salaries, funding levels, regional competitors, etc.
Third, institutions vary in an absolute sense in terms of how many other, similar institutions exist for the purposes of comparison. For some colleges and universities, there are dozens of other institutions that are very similar. For others, there simply aren’t. This can affect the utility of comparison groups for analytic purposes. For example, because Cal Tech has a median incoming freshman SAT score over 1500, less than 1,000 undergraduates, a strong science and engineering focus, and extremely high levels of per-student spending, College Results Online identifies no comparison institutions at all. Cal Tech is, literally, peerless.
Fourth, the methodology is designed to generate a list of those institutions that are most similar today. It’s based on the most recent available data regarding mission, enrollment, selectivity, etc. Graduation rates, by contrast, are implicitly a function of the nature of an institution and its students over a number of years, in this case from 1997 to 2003. In any one of those years, the list of “most similar” institutions might be different. Institutions and their students can change over time, sometimes significantly. This also can affect how institutions compare in terms of graduation rates.
Data Definitions and Sources
The sections below list the definitions and sources for both
the data indicators discussed above and the additional data made available in
College Results Online. Unless
otherwise noted, all data is from the 2003-2004 academic year. Data elements that have the designation
(IPEDS) are based on or derived from data from the U.S. Department of
Education’s National Center for Education Statistics, Integrated Post-secondary
Education Data System (IPEDS).
Retention –
Progression
4-Year, 5-Year, and 6-Year
Graduation Rates: These rates are cumulative. For example, the five-year graduation rate
shows the percent of students who graduated in 5 years or less, not the percent who took exactly 5 years to graduate. (IPEDS)
Percent Transfer: This represents the percent of students who began in a given GRS cohort
of first-time, full-time, degree-seeking freshmen at the institution and
transferred to another school without earning a degree. The GRS survey instructions note that “the
school is required to report only one those students that school knows have
transferred to another school. A school must document that the student actually
transferred.” Reporting of transfer
data is optional for colleges and universities that do not consider preparing
students for transfer as part of their mission. (IPEDS)
Percent Still Enrolled in
Extended Program: The percent of students who began in a given
GRS cohort and have not graduated within six years, but are still enrolled in a
program that takes longer than four years to complete. (IPEDS)
1st Year Retention
Rate 2002 (Full-time students): The percentage of first-time, full-time degree-seeking undergraduates
from Fall 2002 who are again enrolled in Fall 2003. (IPEDS)
Institutional Characteristics
Locale: There
are 7 possible locale designations, using a classification system from the U.S.
Census Bureau: (IPEDS)
·
Large city –
A central city of a consolidated metropolitan statistical area (CMSA) or
metropolitan statistical area (MSA) with the city having a population of
250,000 or more.
·
Urban fringe of
large city – Any incorporated place within a metropolitan area containing a
large city.
·
Mid-size city –
A central city of a CMSA or MSA with the city having a population of less than
250,000.
·
Urban fringe of
mid-size city – Any incorporated place within a metropolitan area
containing a mid-size city.
·
Large town –
An incorporated place with a population of 25,000 or over lying outside of a
CMSA or MSA.
·
Small town –
An incorporated place with a population of less than 25,000 but greater than or
equal to 2,500 lying outside of a CMSA or MSA.
·
Rural – Any
place designated by the Census as rural.
Sector: There
are a number of different sectors of higher education, based on both length of
academic programs (4-year, 2-year, less than 2-year), and financial status
(public, private non-profit, private for-profit). College Results Online only contains data for 4-year institutions
that are either public or private non-profit.
The latter designation is abbreviated as “private.” (IPEDS)
Carnegie Classification: Originally published in 1973, the non-profit Carnegie
Foundation’s classification system is widely used to distinguish higher
education institution in terms of their degree programs and institutional
mission. The categories have been substantially revised and updated a number of times over the years. The most recent version was released in 2000, with a new version expected in 2005. In calculating similarity scores for institutions, College Results Online uses the 1994 classification system, because it provides the greatest degree of differentiation among institutions, and has the strongest predictive power relative to institutional graduation rates. The current system utilizes
the following categories:
Doctoral/Research Universities—Extensive:
These institutions typically offer a wide range of baccalaureate programs, and
they are committed to graduate education through the doctorate. During the
period studied, they awarded 50 or more doctoral degrees per year across at
least 15 disciplines.
Doctoral/Research
Universities—Intensive: These institutions typically offer a
wide range of baccalaureate programs, and they are committed to graduate
education through the doctorate. During the period studied, they awarded at
least ten doctoral degrees per year across three or more disciplines, or at least
20 doctoral degrees per year overall.
Master's
Colleges and Universities I:
These institutions typically offer a wide range of baccalaureate programs, and
they are committed to graduate education through the master's degree. During
the period studied, they awarded 40 or more master's degrees per year across
three or more disciplines.
Master's
Colleges and Universities II:
These institutions typically offer a wide range of baccalaureate programs, and
they are committed to graduate education through the master's degree. During
the period studied, they awarded 20 or more master's degrees per year.
Baccalaureate
Colleges—Liberal Arts: These
institutions are primarily undergraduate colleges with major emphasis on
baccalaureate programs. During the period studied, they awarded at least half
of their baccalaureate degrees in liberal arts fields.
Baccalaureate
Colleges—General: These
institutions are primarily undergraduate colleges with major emphasis on
baccalaureate programs. During the period studied, they awarded less than half
of their baccalaureate degrees in liberal arts fields.
Baccalaureate/Associate's
Colleges: These institutions
are undergraduate colleges where the majority of conferrals are below the
baccalaureate level (associate's degrees and certificates). During the period
studied, bachelor's degrees accounted for at least ten percent of undergraduate
awards.
Associate's
Colleges: These institutions offer associate's degree and certificate
programs but, with few exceptions, award no baccalaureate degrees. This group
includes institutions where, during the period studied, bachelor's degrees
represented less than 10 percent of all undergraduate awards.
Tribal Colleges and
Universities: These colleges are, with few exceptions, tribally controlled
and located on reservations. They are all members of the American Indian Higher
Education Consortium.
Specialized
Institutions: These institutions offer degrees ranging from the bachelor's
to the doctorate, and typically award a majority of degrees in a single field.
The list includes only institutions that are listed as separate campuses in the
2000 Higher Education Directory. Specialized institutions include:
Theological
seminaries and other specialized faith-related institutions: These institutions primarily offer religious
instruction or train members of the clergy.
Medical
schools and medical centers:
These institutions award most of their professional degrees in medicine. In
some instances, they include other health professions programs, such as
dentistry, pharmacy, or nursing.
Other
separate health profession schools:
These institutions award most of their degrees in such fields as chiropractic,
nursing, pharmacy, or podiatry.
Schools of
engineering and technology: These
institutions award most of their bachelor's or graduate degrees in technical
fields of study.
Schools of
business and management: These
institutions award most of their bachelor's or graduate degrees in business or
business-related programs.
Schools of
art, music, and design: These
institutions award most of their bachelor's or graduate degrees in art, music,
design, architecture, or some combination of such fields.
Schools of
law:These institutions award
most of their degrees in law.
Teachers
colleges: These institutions
award most of their bachelor's or graduate degrees in education or
education-related fields.
Other
specialized institutions:
Institutions in this category include graduate centers, maritime academies,
military institutes, and institutions that do not fit any other classification
category.
The Carnegie Foundation is planning to release an updated
classification system in 2005. Future
versions of College Results Online will
reflect these changes. More information
about the Carnegie Classification system can be found here: http://www.carnegiefoundation.org/Classification/index.htm
HBCU: This
category designates whether an institution has been designated as a
Historically Black College or University.
HBCUs are designated as such by the U.S. Department of Education. (IPEDS)
HSI: This category designates whether an
institution has been designated as a Hispanic Serving Institution. For a list of members, see www.hacu.net.
Percent Admitted: Percent
of first-time first-year degree-seeking applicants who were admitted. (IPEDS).
Open Admissions:
Admissions policy whereby the school will accept any students who apply.
(IPEDS)
NCAA Division:
Institutions in NCAA Division I are designate as “I”, those in either
Division II or Division III are designated as “II/III.” Source: www.ncaa.org
Athletic Conference:
Athletic conference designation is based on conference
membership for NCAA Division I men’s basketball, and is limited to the
conferences that receive an automatic bid to the NCAA Division I men’s
basketball tournament. Membership
information was derived from various conference web sites.
Commuter Campus: This variable is provided by the
College Board, and represents the response of institutions to a survey question
of whether they identify themselves as a commuter campus. For legal reasons,
this variable is accessible on College Results Online.
Student Characteristics
Full-Time Equivalent Undergraduates: Estimated as the number of full-time
undergraduates plus (the number of part-time undergraduates divided by
three). (IPEDS)
Percent Black, Latino, etc.: The percent of FTE undergraduates who
belong to different categories of race/ethnicity. (IPEDS)
Percent Under-Represented Minority: Calculated as the percent of FTE
undergraduates who are Black, Latino, or Native American. (IPEDS)
Percent of Undergraduates Receiving Pell Grants: Based on the percentage of undergraduates receiving
Pell Grants in 2001 – 2002. These
calculations were made by Post-Secondary Opportunity (www.postsecondary.org). In some cases, such as multi-campus state
university systems where Pell Grant data is reported at a consolidated,
multi-institution level, accurate institution-level estimates of the percent of
students receiving Pell Grants were unavailable. In these cases, or where data was missing, the percent of students
receiving federal grant aid (per IPEDS) was substituted by the Education
Trust. Such substitutions were made in
approximately 50 cases.
Percent Part-Time:
The number of part-time undergraduates divided by the total number
of undergraduates. Part-time
undergraduates are defined as students
enrolled for either 11 semester
credits
or less, or 11 quarter
credits or less, or less than 24 contact hours
a week each term. (IPEDS)
Percent 25 and Over: The percent of FTE undergraduates age 25 or older. (IPEDS)
SAT and ACT Detail
|
ACT
Score
|
SAT
Equivalent
|
|
35
|
1580
|
|
34
|
1520
|
|
33
|
1470
|
|
32
|
1420
|
|
31
|
1380
|
|
30
|
1340
|
|
29
|
1300
|
|
28
|
1260
|
|
27
|
1220
|
|
26
|
1180
|
|
25
|
1140
|
|
24
|
1110
|
|
23
|
1070
|
|
22
|
1030
|
|
21
|
990
|
|
20
|
950
|
|
19
|
910
|
|
18
|
870
|
|
17
|
830
|
|
16
|
780
|
|
15
|
740
|
|
14
|
680
|
|
13
|
620
|
|
12
|
560
|
|
11
|
500
|
Estimated Median SAT / ACT:
Higher education institutions don’t report median aggregate SAT
or ACT data to IPEDS. For the SAT, they
report the 25th and 75th percentile score of students submitting
scores, for both the verbal and mathematics sections. For the ACT, they report
the 25th and 75th percentile scores for the English,
math, and composite scores.
The median composite ACT score is estimated by averaging the
25th percentile and 75th percentile composite ACT
scores. The median combined SAT score
is estimated by adding the average of the 25th and 75th
percentile verbal score to the average of the 25th and 75th
percentile math score, and dividing by two.
Some institutions accept only the SAT or the ACT, while some
accept both. For institutions that only
accept the ACT, the estimated median ACT score was converted to an SAT
equivalent using a concordance table (at right) based on a study of students
who take both exams. (Neil Dorans, C. Felicia Lyu, Mary Pommerich
and Walter Houston, “Concordance Between ACT Assessment and Recentered SAT I
Sum Scores” College and University 73 (2) pg. 24-35.)
The 25th and 75th percentile composite
ACT scores were converted, then averaged.
For institutions accepting both tests, either the SAT or converted ACT
score was used, depending on which test made up the majority of all test scores
submitted by first-time first-year degree-seeking freshmen. (IPEDS)
Percent of Students Submitting SAT Scores: The
percent of first-time first-year degree seeking student who submitted SAT scores. (IPEDS)
Percent of Students Submitting ACT Scores: The
percent of first-time first-year degree seeking student who submitted ACT
scores. (IPEDS)
Finance, Financial Aid, and Faculty
The financial data shown on College Results Online is for
the 2002-2003 academic year. The IPEDS
reporting system requires universities to report expenditures broken down into
a number of categories and sub-categories.
The survey forms used to report this information, which contain these
categories, can be found here: http://nces.ed.gov/ipeds/survey2002.asp
Instructional Expenditures / FTE: “Instruction
expenses” is a discrete reporting category. It includes expenditures for the colleges, schools, departments, and
other instructional divisions of the institution and expenses for departmental
research and public service that are not separately budgeted. It also includes general academic
instruction, occupational and vocational instruction, community education,
preparatory and adult basic education, and regular, special, and extension
sessions. It also includes expenses for
both credit and non-credit activities. It excludes expenses for academic administration where the primary
function is administration (e.g., academic deans). Information technology expenses related to instructional
activities if the institution separately budgets and expenses information
technology resources are included (otherwise these expenses are included in “academic
support”). (IPEDS)
Educational and General
Expenditures / FTE: This is a broader category, which includes
the instructional expenditures listed above, plus expenditures for research,
public service, academic support, student services, institutional support, plant
operation & maintenance, and scholarships. (IPEDS)
Student and Related Expenditures
/ FTE: This is an
intermediate financial measure, including instructional, student services, and
academic support expenditures. The
specific formula was developed by the National Center for Higher Education
Management Systems (NCHEMS).
Student-related expenditures are calculated as (Instruction + Student
Services + Academic Support*(Instruction/(Instruction + Public Service +
Research))). (IPEDS)
Percent Federal Grant Aid: Percent of first-time, full-time degree-seeking students receiving federal
grant aid (Title IV Pell Grants plus Supplemental Educational Opportunity
Grants). (IPEDS)
Average Federal Grant Aid per
Receiving Student: Average
federal grant aid per receiving student. (IPEDS)
Total State Grant Aid $ / FTE
(Statewide) : This amount
represents the estimated statewide amount of undergraduate student grant aid (both
need-based and non need-based) provided per FTE undergraduate, in the state in
which the institution is located. This
amount can be found in National Association of State Student Grant and Aid
Programs (NASSGAP) Annual Survey Report on State-Sponsored Student Financial
Aid for the 2002-2003 academic year, Table 12.
Total State Need-Based Grant Aid
$ / FTE (Statewide) : This
amount represents the estimated statewide amount of need-based undergraduate
student grant aid provided per FTE undergraduate, in the state in which the
institution is located. This amount can
be found in National Association of State Student Grant and Aid Programs
(NASSGAP) Annual Survey Report on State-Sponsored Student Financial Aid for the
2002-2003 academic year, Table 12
Percent Full-Time Faculty: The number of full-time faculty members as
a percent of all faculty members. (IPEDS)
Full-Time Undergraduates /
Full-Time Faculty: The
number of full-time equivalent undergraduates divided by the number of
full-time faculty. (IPEDS)
Degrees Granted
by Program Area
Institutions report
the number of degrees awarded in various subjects every year. Those subjects have been categorized by the
Classification of Instructional Programs (CIP). The categories below represent the number of degrees awarded in a
number of broad subject areas, each of which is comprised of a number of
discrete CIP codes. The categories are
not exclusive. “Sciences,” for example, are included in both “Arts &
Sciences” and “Science, Technology, Engineering, and Mathematics.”
Percent Degrees Awarded in
Science, Technology, Engineering, and Math: The
percent of baccalaureate degrees awarded in CIP Codes 26, 27, 40, 2, 11, 14,
15, and 41. (IPEDS)
Percent Degrees Awarded in Arts
& Sciences: The percent of baccalaureate degrees awarded in CIP Codes 5, 16, 23, 24,
26, 27, 30, 38, 39, 40, 42, 45, 50, and 54. (IPEDS)
Percent Degrees Awarded in
Business: The percent of
baccalaureate degrees awarded in CIP Codes 5 and 16. (IPEDS)
Percent Degrees Awarded in
Education: The percent of baccalaureate
degrees awarded in CIP Code 13. (IPEDS)
Percent Degrees Awarded in Health
Sciences: The percent of baccalaureate
degrees awarded in CIP Code 51. (IPEDS)
Additional State Data:
Note:These indicators have been calculated and provided to the Education Trust by individual state higher education administrative organizations. There may be state-to-state differences in data definitions, methodology, and other factors. As such, users should be cautious in using these indicators to compare institutions from different states to one another.
2nd Year Retention Rate: The percent of first-time, full-time, degree-seeking undergraduates who return to enroll in their second year
3rd Year Retention Rate: The percent of first-time, full-time, degree-seeking undergraduates who return to enroll in their third year. Note: this is not the percent of all second-year students who return for the third year. Rather, it also the percent of students who began and persisted until at least their third year. This also applies to the 4th year retention rate.
4th Year Retention Rate: The percent of first-time, full-time, degree-seeking undergraduates who return to enroll in their fourth year.
6-Year In-System Graduation Rate: The percent of students who began at the institution and graduated from that institution, or any other institution within the same university system, within six years.
6-Year In-State Graduation Rate: The percent of students who began at the institution and graduated from that institution, or any other institution within the same state, within six years.
Technical Advisory Committee
In creating the College Results Online Web tool, the
Education Trust has been very fortunate to enjoy the advice and counsel of an
advisory committee comprised of experts in the field. Each member provided invaluable knowledge and insight in creating
the web tool, particularly in determining the methodology by which “similar”
institutions are identified, and the particular variables and factors that
drive that calculation. The advisory committee members include:
·
Peter Ewell,
Vice President
National Center for Higher Education Management Systems (NCHEMS)
·
Nicole
Norfles, Special Assistant to the President,
Council for Opportunity in Education
·
Colleen
O’Brien, Director
The Pell Institute for the Study of Opportunity in Higher Education
·
Bridget Terry
Long, Associate Professor of Economics
Harvard Graduate School of Education, Harvard University
·
Arturo Pacheco,
Professor of Education
University of Texas-El Paso
·
Michael
Nettles, Vice President
Policy Evaluation and Research
Center, Educational Testing Service