FACT BOOK FY 2019 - inverhills.edu€¦ · Data is shown by fiscal year (July 1 – June 30) unless...

FACT BOOK FY 2019

IHCC FY 2019 Fact Book

Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (Minnesota State) play an essential role in growing Minnesota’s

economy and opening the doors of educational opportunity to all Minnesotans. To that end, we will:

1. Ensure access to an extraordinary education for all Minnesotans.

2. Be the partner of choice to meet Minnesota’s workforce and community needs.

3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable

option.

Inver Hills Community College (IHCC) Mission, Vision and Values

Our Mission Dedicated to the power and promise of education, we inspire students, build careers, and

strengthen communities.

Our Vision We will be an innovator in education, creating a vigorous intellectual environment for emerging leaders,

scholars, and professionals. Through equity and inclusion, we will enrich individual lives and support our

diverse communities, locally and globally.

Our Values At Inver Hills Community College, we value:

• Student success

• Excellence and innovation in education

• Caring for our environmental, human, and financial resources

• Equity, inclusion, integrity, and respect

• Continuous improvement

About the Fact Book The Inver Hills Community College Fact Book aims to serve as a reference tool to provide general

information about the college for use in planning, assessment, writing grant proposals, preparing reports,

and other projects. Data is shown by fiscal year (July 1 – June 30) unless otherwise noted. Data is based on

final records unless otherwise indicated.

In most tables five years of data is shown, however, when the percentage change is measured an additional

year of data is used to calculate the five-year change.

Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other

college and system reports due to the use of different sources, the reporting time period from which the

data was collected, dates on which a report was generated, or use of different data definitions/data

parameters. Questions about the data in this document should be directed to Institutional Research.


Minnesota State Colleges and Universities provides Enrollment and Student Reporting Standards, and they

are followed where noted beginning with fiscal year (FY) 2012.

Explanation of Sources: Below each table, a source will be listed describing where the data in the table originated. The following

sources will be most frequently used:

• Operational Data – This is data that is obtained from the Integrated Statewide Record System (ISRS)

through REPL, our Oracle database. It was obtained by querying one or more tables. Source tables

used will be listed where possible.

• EPM 11 – This indicates that data was obtained using a query created by Minnesota State which can

be customized by the user to provide institutional-level data.

• Enrollment Analytic Tool – This tool is created by the Institutional Research (IR) group at Minnesota

State to allow enrollment data to be “cut” according to specified variables, providing more detailed

information about student enrollment.

• Accountability Framework* – Maintained by Minnesota State IR group.

• IPEDS Feedback Reports* - IPEDS (Integrated Postsecondary Education Data System) data are

collected, compiled and reported by Minnesota State on a rolling calendar to the IES (Institute of

Education Sciences, an agency of the Federal Government), who compiles our data along with that

of institutions across the country.

*Links to data at end of Fact Book

Explanation of Terms: There is a glossary at the end of the Fact Book explaining the terms used that are unique to this kind of data

reporting. Beginning in the 2017 Fact Book, in response to a Title III Grant focused on serving adult students,

age groups have been changed from previous Fact Books to define traditional age students as 18-24 and

adult students as 25 and over. All reporting of age groups has been adjusted so that there is a split between

students age 24 and 25 to reflect this definition of traditional/adult students.

Questions? Questions about the data contained in this document should be directed to Institutional Research.

mailto:[email protected]


Table of Contents Strategic Framework for Minnesota State Colleges and Universities ................................................................. 2

Inver Hills Community College (IHCC) Mission, Vision and Values ...................................................................... 2

Our Mission ..................................................................................................................................................... 2

Our Vision ........................................................................................................................................................ 2

Our Values ....................................................................................................................................................... 2

About the Fact Book ............................................................................................................................................ 2

Explanation of Sources: ................................................................................................................................... 3

Explanation of Terms: ...................................................................................................................................... 3

Questions? ....................................................................................................................................................... 3

IHCC Quick Facts – Fall 10th Day 2015 - 2019 .................................................................................................... 11

Applications ....................................................................................................................................................... 11

Enrollment ......................................................................................................................................................... 12

Persistence and Completion Outcomes ............................................................................................................ 16

Courses and Credits ........................................................................................................................................... 17

Enrollment Trends ............................................................................................................................................. 18

Credit Enrollment by FY: Headcount and FYE................................................................................................ 18

Credit Enrollment by Semester ..................................................................................................................... 18

Enrollment in Developmental-Level Courses .................................................................................................... 20

Enrollment in College-Level Courses ................................................................................................................. 21

Course Offerings and Enrollment ...................................................................................................................... 22

Course Offerings and Enrollment by Media Type and FY .............................................................................. 23

Sections Offered and Seats Sold by Media Type and FY ............................................................................... 24

FYE by Media Type and FY ............................................................................................................................. 26

Courses by Day and Time .................................................................................................................................. 29

Prior Learning Assessment (PLA) ....................................................................................................................... 29

Students by Major ............................................................................................................................................. 30

Student Profile ................................................................................................................................................... 32

New and Continuing Students ....................................................................................................................... 32

Full-Time and Part-Time Students ................................................................................................................. 33

Gender ........................................................................................................................................................... 34

Students of Color (SOC) ................................................................................................................................. 34

Race/Ethnicity ................................................................................................................................................ 35

International Students ................................................................................................................................... 36


Age ................................................................................................................................................................. 36

Disability Status ............................................................................................................................................. 38

Veterans......................................................................................................................................................... 39

Low Income Status/Pell Eligibility .................................................................................................................. 40

First Generation Status .................................................................................................................................. 41

Underrepresented Status .............................................................................................................................. 42

Average Credit Load ...................................................................................................................................... 42

Admission Status ........................................................................................................................................... 44

Online Credit Ratio ........................................................................................................................................ 46

Student Residence ......................................................................................................................................... 46

Top Feeder High Schools ............................................................................................................................... 49

New, First Time, Degree Seeking Students ................................................................................................ 49

PSEO Students ........................................................................................................................................... 50

Concurrent Students...................................................................................................................................... 51

High School Market Share ............................................................................................................................. 51

Adult Learners ............................................................................................................................................... 52

Awards Granted ............................................................................................................................................. 52

Student Outcomes ............................................................................................................................................. 55

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates ................................... 55

Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota State Accountability

Dashboard ..................................................................................................................................................... 57

Second Fall Persistence and Completion Rates - Group Comparisons .......................................................... 60

Underrepresented Students ...................................................................................................................... 60

Students of Color ....................................................................................................................................... 62

Transfer .......................................................................................................................................................... 64

Number of Awards Offered ........................................................................................................................... 64

Graduate Follow-Up Survey ........................................................................................................................... 65

Employer Survey ............................................................................................................................................ 65

Student Engagement and Satisfaction .............................................................................................................. 66

Community College Survey of Student Engagement..................................................................................... 66

Student Satisfaction Inventory ...................................................................................................................... 67

Federal Reporting .............................................................................................................................................. 67

IPEDS Graduation and Transfer-out Rates..................................................................................................... 67

College Scorecard .......................................................................................................................................... 68


Accreditation ................................................................................................................................................. 71

Glossary ............................................................................................................................................................. 72

Useful Links to Data Sources ............................................................................................................................. 75

Appendix: IHCC Adult Learner Report – January 2019 ...................................................................................... 76

Success Rates – 2nd Fall .................................................................................................................................. 76

Retention – 2nd Fall ........................................................................................................................................ 76

Persistence and Completion – End of 3rd Year .............................................................................................. 77

Enrollment ..................................................................................................................................................... 78

Total number of traditional and adult students enrolled by fiscal year .................................................... 78

Students enrolled by age group ................................................................................................................ 79

Traditional and adult students enrolled by gender ................................................................................... 79

Traditional and adult students enrolled by race/ethnicity. ....................................................................... 80

Traditional and adult students enrolled by student of color status .......................................................... 80

Traditional and adult students enrolled by federal 1st generation status. ................................................ 81

Traditional and adult students enrolled by Minnesota 1st generation status. .......................................... 81

Traditional and adult students enrolled by Pell Eligibility. ........................................................................ 82

Traditional and adult students enrolled by underrepresented status. ..................................................... 82

Traditional and adult students enrolled by undergraduate admission category ...................................... 82

Traditional and adult students enrolled by credit load (full-time or part-time) in fall semesters ............ 83

Traditional and adult students enrolled by credit load (full-time or part-time) in spring semesters. ...... 83

Average credits taken by traditional and adult students enrolled by credit load in fall semesters.......... 84

Average credits taken by traditional and adult students enrolled by credit load in spring semesters..... 84

Traditional and adult students by new or continuing student status ....................................................... 84

Traditional and adult students by ratio of online courses taken .............................................................. 85

Percent of traditional and adult students making satisfactory academic progress .................................. 85

Credits transferred in................................................................................................................................. 86

PLA Credits ................................................................................................................................................. 86


Index of Figures Figure 1. Quick Facts: Fall Admissions & Financial Aid Applications ................................................................. 11

Figure 2. Quick Facts: Fall Unduplicated Headcount & FYE ............................................................................... 12

Figure 3: Quick Facts: Fall Average Credit Load – Full-Time & Part-Time ......................................................... 12

Figure 4. Quick Facts: 1st Spring Persistence & 2nd Fall Retention for Full-Time & Part-Time Cohorts ............. 16

Figure 5. Quick Facts: Fall Credits Sold .............................................................................................................. 17

Figure 6. Quick Facts: Fall Course Sections & % Traditional Course Delivery .................................................... 17

Figure 7. Credit Enrollment and FYE (FY) ........................................................................................................... 18

Figure 8. Fall Unduplicated Headcount and Seats Sold ..................................................................................... 19

Figure 9. Spring Unduplicated Headcount and Seats Sold ................................................................................ 20

Figure 10. Summer Unduplicated Headcount and Seats Sold ........................................................................... 20

Figure 11. Seats Sold - Developmental-Level Courses (FY) ............................................................................... 21

Figure 12. FYE - Developmental-Level Courses (FY) .......................................................................................... 21

Figure 13. Seats Sold - College-Level Courses (FY) ............................................................................................ 22

Figure 14. FYE - College-Level Courses (FY) ....................................................................................................... 22

Figure 15. Total Number of Course Sections Offered and Seats Sold (FY) ........................................................ 23

Figure 16. Number and Percentage of Course Sections Offered by Media Type (FY)....................................... 24

Figure 17. Percentage of Seats Sold by Media Type and FY .............................................................................. 24

Figure 18. Number of Traditional Course Sections and Seats Sold by FY .......................................................... 25

Figure 19. Number of Blended/Hybrid Course Sections and Seats Sold by FY .................................................. 25

Figure 20. Number of Online Course Sections and Seats Sold by FY ................................................................. 26

Figure 21. FYE by Media Type and FY ................................................................................................................ 26

Figure 22. Total PLA Credits Completed (FY) ..................................................................................................... 30

Figure 23. Average Total PLA Credits Completed and Number of Students (FY) .............................................. 30

Figure 24. New and Continuing Students by Fall Semester............................................................................... 33

Figure 25. Full-Time and Part-Time Students by Semester ............................................................................... 33

Figure 26. Students by Sex (FY) ......................................................................................................................... 34

Figure 27. Students by SOC Group (FY) ............................................................................................................. 35

Figure 28. Enrollment by Race/Ethnicity (FY) .................................................................................................... 35

Figure 29. Percentage and Number of Students by Age Range (FY) ................................................................. 37

Figure 30. Distribution of Student Age in FY 2019 ............................................................................................ 38

Figure 31. Percentage and Number of Students with Disabilities (Fall Terms) ................................................. 38

Figure 32. Percentage of Students with Disabilities at Metro Colleges in Fall 2018 ......................................... 39

Figure 33. Percentage of Veterans Enrolled ...................................................................................................... 39

Figure 34. Estimated Number of Military Personnel at Metro Colleges in Fall 2018 ........................................ 40

Figure 35. Comparison of First-Generation Students by Federal and Minnesota Definition (FY) ..................... 41

Figure 36. Average Credit Load (Summer Terms) ............................................................................................. 43

Figure 37. Average Credit Load (Fall Terms) ...................................................................................................... 43

Figure 38. Average Credit Load (Spring Terms) ................................................................................................. 44

Figure 39. Enrollment by Admission Status (FY) ................................................................................................ 45

Figure 40. Student County Residence in Fall 2019 ............................................................................................ 47

Figure 41. Average Retention, Transfer, Graduation, and Success Rates – FT Fall Cohorts.............................. 55

Figure 42. Average Retention, Transfer, Graduation, and Success Rates – PT Fall Cohorts ............................. 56

Figure 43. Average Retention, Transfer, Graduation, and Success Rates – FT Spring Cohorts ......................... 56

Figure 44. Average Retention, Transfer, Graduation, and Success Rates – PT Spring Cohorts ......................... 57


Figure 45. Underrepresented Students: Second Fall Success Rate ................................................................... 61

Figure 46. Students of Color Success IHCC vs. Minnesota State ....................................................................... 62

Figure 47. IHCC Success: Students of Color vs. White Students ........................................................................ 63

Figure 48. IHCC Completion: Students of Color vs. White Students ................................................................. 63

Figure 49. Graduate Follow-Up Survey - Status ................................................................................................ 65

Figure 50. Employer Survey: Would Consider Hiring an IHCC Graduate Again ................................................. 66

Figure 51. IHCC CCSSE Benchmark Areas .......................................................................................................... 66

Figure 52. MN CCSSE Benchmark Areas ............................................................................................................ 67

Figure 53. IHCC SSI Responses ........................................................................................................................... 67

Figure 54. IPEDS Graduation and Transfer-out Rates – IHCC Fall Cohorts & IPEDS Peer Group ....................... 68

Figure 55. IHCC Characteristics .......................................................................................................................... 68

Figure 56. Average Annual Cost......................................................................................................................... 69

Figure 57. Graduation and Second Year Retention Rates ................................................................................. 69

Figure 58. Financial Aid ...................................................................................................................................... 70

Figure 59. Outcomes.......................................................................................................................................... 70

Figure 60. Student Body .................................................................................................................................... 71


Index of Tables

Table 1. Quick Facts: Fall Admission & Financial Aid Applications .................................................................... 11

Table 2. Quick Facts: Fall Enrollment ................................................................................................................. 12

Table 3. Quick Facts: Fall Student Top Five Residence ZIP and City .................................................................. 14

Table 4. Quick Facts: Fall Top Five Feeder High Schools – New, First-Time, Recent High School Graduates ... 15

Table 5. Quick Facts: Fall Top Five Major Programs .......................................................................................... 15

Table 6. Quick Facts: Fall Cohorts Select Persistence, Retention, Transfer, & Graduation Rates ..................... 16

Table 7. Quick Facts: Fall Course Sections & Delivery Method ......................................................................... 17

Table 8. Credit Enrollment by Semester ............................................................................................................ 18

Table 9. Total Number of Sections Offered, Seats Sold, Credits Sold, and FYE (FY) .......................................... 23

Table 10. Sections by Media Type and Semester .............................................................................................. 27

Table 11. Seats Sold by Media Type and Semester ........................................................................................... 27

Table 12. Credits Sold by Media Type and Semester ........................................................................................ 28

Table 13. FYE by Media Type and Semester ...................................................................................................... 28

Table 14. Number of Courses by Fall Semester and Offering Schedule ............................................................ 29

Table 15. Number of Courses by Spring Semester and Offering Schedule ....................................................... 29

Table 16. Number of Courses by Summer Semester and Offering Schedule .................................................... 29

Table 17. Majors by FY ....................................................................................................................................... 31

Table 18. Students by Race/Ethnicity (FY) ......................................................................................................... 35

Table 19. IHCC International Student Home Country Fall Semesters ............................................................... 36

Table 20. Percentage and Number of Students by Age Range (FY) .................................................................. 37

Table 21. Pell Eligibility (Summer Terms) .......................................................................................................... 40

Table 22. Pell Eligibility (Fall Terms) .................................................................................................................. 40

Table 23. Pell Eligibility (Spring Terms) .............................................................................................................. 41

Table 24. Federal First-Generation Status (FY) .................................................................................................. 41

Table 25. MN First-Generation Status (FY) ........................................................................................................ 42

Table 26. Underrepresented Status (FY) ........................................................................................................... 42

Table 27. Admission Status (FY) ......................................................................................................................... 45

Table 28. Average Credit Load by Admission Status (FY) .................................................................................. 45

Table 29. Online Credit Ratio (Summer Terms) ................................................................................................. 46

Table 30. Online Credit Ratio (Fall Terms) ......................................................................................................... 46

Table 31. Online Credit Ratio (Spring Terms) .................................................................................................... 46

Table 32. Student County, City, and ZIP Residence (Fall Term) ......................................................................... 47

Table 33. New First-time Students Within 1 Year of High School Graduation – Top Feeder High Schools ...... 49

Table 34. New First-time Students – Top Feeder High Schools ......................................................................... 49

Table 35. Other New, First-Time Student Sources ............................................................................................ 50

Table 36. PSEO Students – Top Feeder High Schools ........................................................................................ 50

Table 37. PSEO Students – Home School .......................................................................................................... 51

Table 38. Concurrent Students .......................................................................................................................... 51

Table 39. Market Share for Top 25 Feeder High Schools – Fall Semesters ....................................................... 52

Table 40. Awards Granted by Type (FY) ............................................................................................................ 53

Table 41. Associate Degrees Granted by Program (FY) ..................................................................................... 53

Table 42. Certificates Granted by Program (FY) ................................................................................................ 54

Table 43. Diplomas Granted by Program (FY) ................................................................................................... 54


Table 44. Full-Time Regular and Transfer Students – Fall Start ........................................................................ 57

Table 45. Part-Time Regular and Transfer Students – Fall Start........................................................................ 58

Table 46. Full-Time Regular and Transfer Students – Spring Start .................................................................... 59

Table 47. Part-Time Regular and Transfer Students – Spring Start ................................................................... 60

Table 48. Underrepresented Students: Second Fall Persistence and Completion for First-time Students ...... 61

Table 49. Students of Color IHCC vs. Minnesota State ...................................................................................... 62

Table 50. Top 2-Year Institutions for IHCC Student Transfer ........................................................................... 64

Table 51. Top 4-Year Institutions for IHCC Student Transfer ........................................................................... 64

Table 52. Number of Awards Offered in FY 2019 ............................................................................................. 64

Table 53. Graduate Follow-Up Survey - Status .................................................................................................. 65


IHCC Quick Facts – Fall 10th Day 2015 - 2019

Applications Figure 1. Quick Facts: Fall Admissions & Financial Aid Applications

Table 1. Quick Facts: Fall Admission & Financial Aid Applications

Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019 5 Year % Change

Admissions Applications* 3,292 3,224 2,970 3,033 2,875 -27%

1st Time Applications* 2,834 2,720 2,486 2,624 2,495 -30%

FA Applications Received* 5,557 4,907 4,699 4,228 3,690 -38%

*The data source for Admissions and Financial Aid applications was changed in fall 2019; historical data reflects the

new source.

3,292 3,2242,970 3,033

2,875

5557

49074,699

4,228

3,690

Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019

Admissions & Financial Aid Applications

All Admissions Applications FA Applications Received

Enrollment Figure 2. Quick Facts: Fall Unduplicated Headcount & FYE

Figure 3: Quick Facts: Fall Average Credit Load – Full-Time & Part-Time

Table 2. Quick Facts: Fall Enrollment

Count Percentage of Enrollment

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Unduplicated Headcount

4,997 4,719 4,237 4,104 3,862 -32% -- -- -- -- -- na

FYE (credits/30) 1,589 1,502 1,352 1,305 1,218 -29% -- -- -- -- -- na

Credits Sold 47,666 45,062 40,567 39,142 36,545 -29% -- -- -- -- -- na

Full Time (FT) (12+ credits)

1,932 1,847 1,700 1,676 1,514 -25% 39% 39% 40% 41% 39% 11%

Part Time (PT) 3,065 2,872 2,537 2,428 2,348 -36% 61% 61% 60% 59% 61% -6%

New 1,912 1,847 1,658 1,718 1,704 -24% 38% 39% 39% 42% 44% 11%

Returning 3,084 2,872 2,579 2,381 2,153 -37% 62% 61% 61% 58% 56% -7%

Unknown Status 1 -- -- 5 5 na 0% -- -- 0% 0% na

4,9974,719

4,237 4,1043,862

1,589 1,502 1,352 1,305 1,218


Calendar Year

Fall Headcount and FYE

Unduplicated Headcount FYE (credits/30)

13.7 13.7 13.7 13.8 13.9

6.9 6.9 6.8 6.6 6.6


Fall Average Credit Load

FT Average Credit Load PT Average Credit Load



Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Female 3,003 2,746 2,490 2,438 2,349 -30% 60% 58% 59% 59% 61% 2%

Male 1,976 1,958 1,732 1,629 1,478 -35% 40% 41% 41% 40% 38% -4%

Unknown Sex 18 15 15 37 35 9% 0% 0% 0% 1% 1% 61%

17 and under 413 514 579 586 749 6% 8% 11% 14% 14% 19% 56%

18-20 1,601 1,546 1,373 1,297 1,231 -27% 32% 33% 32% 32% 32% 8%

21-24 1,098 1,028 891 844 697 -40% 22% 22% 21% 21% 18% -11%

Traditional (18-24) 2,699 2,574 2,264 2,141 1,928 -32% 54% 55% 53% 52% 50% 0%

25-34 1,169 1,016 901 850 724 -45% 23% 22% 21% 21% 19% -19%

35-44 443 397 302 333 303 -41% 9% 8% 7% 8% 8% -14%

45 and over 269 209 180 181 143 -51% 5% 4% 4% 4% 4% -28%

Adult (25 and over) 1,881 1,622 1,383 1,364 1,170 -45% 38% 34% 33% 33% 30% -19%

Unknown Age 4 9 11 13 15 na 0% 0% 0% 0% 0% na

UNDG Regular 1,989 1,843 1,616 1,459 1,274 -42% 40% 39% 38% 36% 33% -15%

UNDG Transfer 1,991 1,770 1,512 1,454 1,304 -40% 40% 38% 36% 35% 34% -12%

UNDG Previous Degree 143 151 140 148 151 -12% 3% 3% 3% 4% 4% 30%

UNDG Unclassified 454 426 375 446 412 -6% 9% 9% 9% 11% 11% 38%

PSEO 407 521 580 590 707 4% 8% 11% 14% 14% 18% 52%

Non-PSEO High School 13 8 14 5 13 117% 0% 0% 0% 0% 0% 218%

Unk. Admission Status -- -- -- 2 1 na -- -- -- 0% 0% na

American Indian/ Alaskan Native

22 20 19 24 16 -24% 0% 0% 0% 1% 0% 12%

Asian 287 298 271 222 204 -38% 6% 6% 6% 5% 5% -9%

Black/African American 572 472 421 440 470 -20% 11% 10% 10% 11% 12% 18%

Hispanic 515 511 460 461 446 -16% 10% 11% 11% 11% 12% 23%

Native Hawaiian/ Pacific Islander

11 8 8 4 2 -86% 0% 0% 0% 0% 0% -79%

White 3,254 3,080 2,777 2,648 2,395 -37% 65% 65% 66% 65% 62% -8%

Two or More Races 228 233 215 217 182 -31% 5% 5% 5% 5% 5% 2%



Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

5 Year % Change

Non-Citizen 33 31 24 30 33 22% 1% 1% 1% 1% 1% 80%

Unk. Race/Ethnicity 75 66 42 58 114 28% 2% 1% 1% 1% 3% 88%

Student of Color (SOC) 1,635 1,542 1,394 1,368 1,320 -24% 33% 33% 33% 33% 34% 11%

First Generation (Fed) 2,856 2,578 2,137 2,015 1,855 -42% 57% 55% 50% 49% 48% -14%

First Generation (MN) 1,013 887 708 699 670 -38% 20% 19% 17% 17% 17% -9%

Known Pell Eligible 1,886 1,622 1,354 1,209 1,105 -47% 38% 34% 32% 29% 29% -23%

Underrepresented 2,915 2,596 2,230 2,168 2,021 -37% 58% 55% 53% 53% 52% -7%

Veterans 235 225 207 180 132 -46% 5% 5% 5% 4% 3% -21%

Students with Disabilities

241 237 274 174 264 -8% 5% 5% 6% 4% 7% 36%

FT Average Credit Load 13.7 13.7 13.7 13.8 13.9 1% -- -- -- -- -- na

PT Average Credit Load 6.9 6.9 6.8 6.6 6.6 0% -- -- -- -- -- na

100% Face to Face 2,674 2,507 2,206 2,044 1,924 -42% 54% 53% 52% 50% 50% -15%

Less than 50% Online 901 791 732 782 693 -17% 18% 17% 17% 19% 18% 22%

50% or more Online 529 518 412 409 406 -24% 11% 11% 10% 10% 11% 12%

100% Online 893 903 887 869 839 -15% 18% 19% 21% 21% 22% 25%

Table 3. Quick Facts: Fall Student Top Five Residence ZIP and City

Student Residence Top Zip Codes & Major City


55076 - Inver Grove Heights

55016 - Cottage Grove 55016 - Cottage Grove 55076 - Inver Grove Heights

55076 - Inver Grove Heights

55016 - Cottage Grove 55076 - Inver Grove Heights 55076 - Inver Grove Heights 55016 - Cottage Grove 55124 - Apple Valley

55068 - Rosemount 55068 - Rosemount 55068 - Rosemount 55124 - Apple Valley 55016 - Cottage Grove

55124 - Apple Valley 55124 - Apple Valley 55124 - Apple Valley 55068 - Rosemount 55075 - South St. Paul

55118 - Mendota Heights

55075 - South St. Paul 55075 - South St. Paul 55075 - South St. Paul 55024 - Farmington


Table 4. Quick Facts: Fall Top Five Feeder High Schools – New, First-Time, Recent High School Graduates

Top Feeder High Schools (new, first-time students within 1 year of high school graduation)


Henry Sibley High School

Rosemount High School

Rosemount High School Eagan High School Henry Sibley High School

Park High School Eagan High School Eagan High School Park High School Hastings High School

Rosemount High School Park High School Park High School Simley High School Rosemount High School

Hastings High School Simley High School Simley High School Farmington Senior High School

Farmington Senior High School

Eagan High School Hastings High School Farmington Senior High School

Rosemount High School Eagan High School

Table 5. Quick Facts: Fall Top Five Major Programs

Most Popular Major Programs by Enrollment


Liberal Arts AA Undecided Degree Undecided Degree Undecided Degree Undecided Degree

Undecided Degree Liberal Arts AA Liberal Arts AA Liberal Arts AA Liberal Arts AA

Prospective Nursing AS Prospective Nursing AS Prospective Nursing AS Prospective Nursing AS Prospective Nursing AS

Contemporary Business AS

Paralegal AS Paralegal AS Business Transfer Pathway AS

Business Transfer Pathway AS

Paralegal AS Contemporary Business AS Contemporary Business AS Paralegal AS Nursing AS


Persistence and Completion Outcomes Figure 4. Quick Facts: 1st Spring Persistence & 2nd Fall Retention for Full-Time & Part-Time Cohorts

Table 6. Quick Facts: Fall Cohorts Select Persistence, Retention, Transfer, & Graduation Rates

Entering Cohort Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017

Entering FT Degree Seeking Cohort 905 807 801 796 748 701 617

Entering FT Cohort 1st Spring Persistence 80% 80% 83% 79% 78% 76% 77%

Entering FT Cohort 2nd Fall Retention 48% 50% 48% 52% 48% 48% 51%

Entering FT Cohort 3 yr Transfer* 26% 28% 25% 26% 30% na na

Entering FT Cohort 3 yr Completion** 48% 51% 49% 51% 53% na na

Entering FT Cohort 3 yr Success*** 61% 66% 63% 64% 66% na na

Entering PT Degree Seeking Cohort 795 841 745 637 594 508 410

Entering PT Cohort 1st Spring Persistence 67% 69% 67% 64% 65% 68% 65%

Entering PT Cohort 2nd Fall Retention 45% 45% 42% 39% 41% 43% 38%

Entering PT Cohort 3 yr Transfer* 22% 23% 25% 26% 24% na na

Entering PT Cohort 3 yr Completion** 37% 39% 40% 40% 39% na na

Entering PT Cohort 3 yr Success*** 57% 59% 54% 53% 53% na na

*Transfer includes Transfer and Transfer-Graduation

**Completion includes Transfer, Transfer-Graduation, and Graduation

*** Success includes Retention, Transfer, Transfer-Graduation, and Graduation

78% 76% 77%

48% 48% 51%65% 68% 65%

41% 43% 38%

Fall 2015 Fall 2016 Fall 2017

FT & PT Persistence & Retention

Entering FT Cohort 1st Spring Persistence Entering FT Cohort 2nd Fall Retention

Entering PT Cohort 1st Spring Persistence Entering PT Cohort 2nd Fall Retention


Courses and Credits Figure 5. Quick Facts: Fall Credits Sold

Figure 6. Quick Facts: Fall Course Sections & % Traditional Course Delivery

Table 7. Quick Facts: Fall Course Sections & Delivery Method

Count Percentage

Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 5 Year % Change Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 5 Year % Change

Credits Sold 47,666 45,062 40,567 39,142 36,545 -29% -- -- -- -- -- na

Credit Sections Offered 777 673 632 620 633 -20% -- -- -- -- -- na

Traditional 531 461 425 414 412 -29% 68% 68% 67% 67% 65% -11%

Hybrid 82 75 82 71 76 10% 11% 11% 13% 11% 12% 38%

All Online 154 133 124 135 141 -1% 20% 20% 20% 22% 22% 24%

*Online courses include Online Asynchronous (12), Online Synchronous (13), and Predominantly Online (03)

47,66645,062

40,567 39,14236,545


Credits Sold

777

673632 620 633

68% 68%67% 67%

65%


Course Sections & % Traditional Delivery

Credit Sections Offered Traditional


Enrollment Trends

Credit Enrollment by FY: Headcount and FYE Figure 7 shows for-credit enrollment by headcount (duplicated and unduplicated) and full-year equivalent

(FYE) for the last five fiscal years (FY). Unduplicated headcounts count students once per FY, regardless of

how many semesters in that FY they were enrolled. Duplicated headcounts count students once per

semester they were enrolled in a FY. FYE is calculated by dividing total credits attempted by 30.

Figure 7. Credit Enrollment and FYE (FY)

Source: APPSODS.V_DASH_ENROLLMENT_DTL, ODS.CT_ST_MULTIYEAR

Credit Enrollment by Semester Table 8 shows for-credit enrollment by full-time (fall/spring: 12 or more credits; summer: six or more

credits) and part-time students and total unduplicated headcount by semester for the past five FYs by

semester. Seats sold are the number of total course enrollments for all students. Figure 8 through Figure 10

show total unduplicated headcount (full-time and part-time) and seats sold for the past five FYs by

semester.

Table 8. Credit Enrollment by Semester

Semester Full Time

Part Time

Total Unduplicated Headcount

Seats Sold

Average Seats Sold Per Student

Fall 2014 1,986 3,929 5,915 15,734 2.66 Fall 2015 1,926 3,568 5,494 14,941 2.72 Fall 2016 1,840 3,199 5,039 13,916 2.76 Fall 2017 1,692 2,785 4,477 12,310 2.75 Fall 2018 1,671 2,596 4,267 11,824 2.77 Spring 2015 1,760 3,721 5,481 14,760 2.69 Spring 2016 1,719 3,408 5,127 13,720 2.68


Semester Full Time

Part Time

Total Unduplicated Headcount

Seats Sold

Average Seats Sold Per Student

Spring 2017 1,600 3,066 4,666 12,619 2.70 Spring 2018 1,538 2,831 4,369 11,767 2.69 Spring 2019 1,438 2,608 4,046 10,882 2.69 Summer 2014 966 1,562 2,528 3,854 1.52 Summer 2015 874 1,426 2,300 3,524 1.53 Summer 2016 705 1,352 2,057 3,003 1.46 Summer 2017 680 1,394 2,074 3,000 1.45 Summer 2018 618 1,211 1,829 2,676 1.46

Source: APPSODS.V_DASH_ENROLLMENT_DTL, ODS.CT_ST_MULTIYEAR

Figure 8. Fall Unduplicated Headcount and Seats Sold

Source: ODS.CT_ST_MULTIYEAR


Figure 9. Spring Unduplicated Headcount and Seats Sold


Figure 10. Summer Unduplicated Headcount and Seats Sold


Enrollment in Developmental-Level Courses Seats sold and FYE in developmental-level courses (courses numbered below 1000) are shown in Figure 11

and Figure 12. The number of seats sold in developmental courses over the past five FYs has decreased by

56%. Developmental FYE has decreased by 55% over the past five FYs.


Figure 11. Seats Sold - Developmental-Level Courses (FY)


Figure 12. FYE - Developmental-Level Courses (FY)


Enrollment in College-Level Courses Seats sold and FYE in college-level courses (courses numbered 1000 or above) are shown in Figure 13 and

Figure 14. The number of seats sold in college-level courses over the past five FYs has decreased by 24%.

College-level FYE has decreased by 22% over the past five FYs.


Figure 13. Seats Sold - College-Level Courses (FY)


Figure 14. FYE - College-Level Courses (FY)


Course Offerings and Enrollment Figure 15 and Table 9 show the change in the number of course sections offered and number of students

enrolled over the past ten FYs. The number of course sections offered has decreased steadily since FY 2010

and the number of seats sold has decreased since FY 2011.


Figure 15. Total Number of Course Sections Offered and Seats Sold (FY)


Table 9. Total Number of Sections Offered, Seats Sold, Credits Sold, and FYE (FY)

Fiscal Year Sections Offered Seats Sold Total Credits Sold Total FYE

FY 2010 1,782 40,128 125,856 4,195 FY 2011 1,716 40,268 126,788 4,226 FY 2012 1,681 38,257 121,554 4,052 FY 2013 1,666 37,188 118,502 3,950 FY 2014 1,555 35,509 115,409 3,847 FY 2015 1,512 34,348 112,830 3,761 FY 2016 1,495 32,185 105,941 3,531 FY 2017 1,292 29,538 97,758 3,259 FY 2018 1,222 27,077 90,372 3,012 FY 2019 1,221 25,382 85,105 2,837


Course Offerings and Enrollment by Media Type and FY Media type is how the Minnesota State system defines the method of course delivery. Courses are delivered

by traditional (in-person, classroom), online, and hybrid (a combination of online and traditional) means.

Independent study courses have been included with traditional courses when no information about the

delivery method was available. Figure 16 shows the number and percentage of course sections offered by

media type and FY.


Figure 16. Number and Percentage of Course Sections Offered by Media Type (FY)


Sections Offered and Seats Sold by Media Type and FY Figure 17 through Figure 20 show the percentage and number of seats sold and the number of sections

offered by media type over the past five FYs.

Figure 17. Percentage of Seats Sold by Media Type and FY



Figure 18. Number of Traditional Course Sections and Seats Sold by FY


Figure 19. Number of Blended/Hybrid Course Sections and Seats Sold by FY



Figure 20. Number of Online Course Sections and Seats Sold by FY


FYE by Media Type and FY Full year equivalent (FYE) is a standardized measure of course enrollment, calculated by dividing the total

credits sold by 30. FYE by media type is shown below in Figure 21. FYE has declined most in traditional

courses over the last five FY.

Figure 21. FYE by Media Type and FY



Table 10 shows the number and percentage of course sections run by media type by semester.

Table 10. Sections by Media Type and Semester

Fiscal Year Semester Traditional Sections Hybrid Sections Online Sections Total Sections

2015 Summer 2014 83 (43%) 33 (17%) 79 (41%) 195

Fall 2014 460 (68%) 69 (10%) 143 (21%) 672

Spring 2015 402 (62%) 91 (14%) 152 (24%) 645

2016 Summer 2015 72 (38%) 35 (19%) 82 (43%) 189

Fall 2015 436 (65%) 82 (12%) 154 (23%) 672

Spring 2016 402 (63%) 77 (12%) 155 (24%) 634

2017 Summer 2016 53 (36%) 29 (20%) 66 (45%) 148

Fall 2016 373 (64%) 74 (13%) 133 (23%) 580

Spring 2017 350 (62%) 80 (14%) 134 (24%) 564

2018 Summer 2017 57 (37%) 28 (18%) 71 (46%) 156

Fall 2017 334 (62%) 82 (15%) 124 (23%) 540

Spring 2018 302 (57%) 82 (16%) 142 (27%) 526

2019 Summer 2018 53 (36%) 26 (18%) 69 (47%) 148

Fall 2018 334 (62%) 71 (13%) 136 (25%) 541

Spring 2019 317 (60%) 73 (14%) 142 (27%) 532 Source: ODS.CT_ST_MULTIYEAR

Table 11 shows the number and percentage of seats sold by media type by semester.

Table 11. Seats Sold by Media Type and Semester

Fiscal Year Semester Traditional Seats Hybrid Seats Online Seats Total Seats

2015 Summer 2014 1,262 (33%) 536 (14%) 2,083 (54%) 3,881

Fall 2014 9,918 (63%) 1,712 (11%) 4,122 (26%) 15,752

Spring 2015 8,439 (57%) 1,884 (13%) 4,453 (30%) 14,776

2016 Summer 2015 1,002 (28%) 533 (15%) 2,023 (57%) 3,558

Fall 2015 9,177 (61%) 1,700 (11%) 4,090 (27%) 14,967

Spring 2016 8,043 (59%) 1,466 (11%) 4,216 (31%) 13,725

2017 Summer 2016 732 (24%) 497 (17%) 1,775 (59%) 3,004

Fall 2016 8,257 (59%) 1,749 (13%) 3,917 (28%) 13,923

Spring 2017 7,041 (56%) 1,611 (13%) 3,971 (31%) 12,623

2018 Summer 2017 782 (26%) 452 (15%) 1,767 (59%) 3,001

Fall 2017 7,142 (58%) 1,615 (13%) 3,555 (29%) 12,312

Spring 2018 6,181 (53%) 1,533 (13%) 4,055 (34%) 11,769

2019 Summer 2018 616 (23%) 420 (16%) 1,643 (61%) 2,679

Fall 2018 6,767 (57%) 1,432 (12%) 3,634 (31%) 11,833

Spring 2019 5,538 (51%) 1,389 (13%) 3,956 (36%) 10,883 Source: ODS.CT_ST_MULTIYEAR


Table 12 shows the number and percentage of credits sold by media type by semester.

Table 12. Credits Sold by Media Type and Semester

Fiscal Year Semester Traditional Credits

Hybrid Credits Online Credits Total Credits

2015 Summer 2014 4,113 (33%) 1,897 (15%) 6,566 (52%) 12,576

Fall 2014 33,582 (64%) 5,775 (11%) 12,815 (25%) 52,172

Spring 2015 28,206 (58%) 6,454 (13%) 13,570 (28%) 48,230

2016 Summer 2015 3,342 (29%) 1,975 (17%) 6,323 (54%) 11,640

Fall 2015 31,017 (63%) 5,844 (12%) 12,634 (26%) 49,495

Spring 2016 26,822 (60%) 5,076 (11%) 13,061 (29%) 44,959

2017 Summer 2016 2,340 (23%) 1,941 (19%) 5,728 (57%) 10,009

Fall 2016 27,891 (61%) 6,010 (13%) 12,188 (26%) 46,089

Spring 2017 23,999 (58%) 5,406 (13%) 12,296 (29%) 41,701

2018 Summer 2017 2,546 (26%) 1,711 (17%) 5,649 (57%) 9,906

Fall 2017 24,486 (59%) 5,623 (14%) 11,237 (27%) 41,346

Spring 2018 21,308 (54%) 5,186 (13%) 12,643 (32%) 39,137

2019 Summer 2018 2,115 (23%) 1,614 (18%) 5,304 (59%) 9,033

Fall 2018 23,165 (58%) 5,161 (13%) 11,445 (29%) 39,771

Spring 2019 19,238 (53%) 4,742 (13%) 12,370 (34%) 36,350 Source: ODS.CT_ST_MULTIYEAR

Table 13 shows FYE by media type and semester. Note that, due to rounding, Total FYE for the semesters in

a FY might not match Total FYE for the FY as reported elsewhere.

Table 13. FYE by Media Type and Semester

Fiscal Year Semester Traditional FYE Hybrid FYE Online FYE Total FYE

2015 Summer 2014 136 (33%) 63 (15%) 219 (52%) 418

Fall 2014 1,118 (64%) 192 (11%) 427 (25%) 1,737

Spring 2015 939 (58%) 215 (13%) 452 (28%) 1,607

2016 Summer 2015 110 (28%) 66 (17%) 211 (55%) 386

Fall 2015 1,032 (63%) 195 (12%) 421 (26%) 1,647

Spring 2016 893 (60%) 169 (11%) 435 (29%) 1,498

2017 Summer 2016 78 (23%) 65 (19%) 191 (57%) 334

Fall 2016 929 (61%) 200 (13%) 406 (26%) 1,535

Spring 2017 800 (58%) 180 (13%) 410 (29%) 1,390

2018 Summer 2017 85 (26%) 57 (17%) 188 (57%) 330

Fall 2017 816 (59%) 187 (14%) 375 (27%) 1,378

Spring 2018 710 (54%) 173 (13%) 421 (32%) 1,304

2019 Summer 2018 70 (23%) 54 (18%) 177 (59%) 301

Fall 2018 641 (53%) 158 (13%) 412 (34%) 1,212

Spring 2019 771 (58%) 172 (13%) 381 (29%) 1,325 Source: ODS.CT_ST_MULTIYEAR


Courses by Day and Time Table 14 through Table 16 show credit courses offered Monday through Friday during the day (starting

before 5:00 PM) Monday through Friday in the evening (starting at 5:00 PM or later), and on Saturday for

fall, spring, and summer semesters.

Table 14. Number of Courses by Fall Semester and Offering Schedule

Course Time Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Day 374 (74%) 377 (76%) 343 (79%) 321 (83%) 302 (80%)

Evening 111 (22%) 106 (21%) 85 (20%) 66 (17%) 71 (19%)

Saturday 19 (4%) 12 (2%) 4 (1%) 0 (0%) 3 (1%)

Total 504 495 432 387 376 Source: ODS.CT_ST_MULTIYEAR, ISRS.CT_MTG

Table 15. Number of Courses by Spring Semester and Offering Schedule

Course Time Spring 2015 Spring 2016 Spring 2017 Spring 2018 Spring 2019

Day 348 (72%) 339 (74%) 310 (78%) 287 (81%) 294 (81%)

Evening 114 (24%) 103 (23%) 79 (20%) 66 (19%) 63 (17%)

Saturday 23 (5%) 15 (3%) 8 (2%) 1 (0%) 4 (1%)


Table 16. Number of Courses by Summer Semester and Offering Schedule

Course Time Summer 2014 Summer 2015 Summer 2016 Summer 2017 Summer 2018

Day 62 (61%) 64 (67%) 39 (60%) 48 (70%) 47 (69%)

Evening 38 (38%) 31 (32%) 25 (38%) 20 (29%) 19 (28%)

Saturday 1 (1%) 1 (1%) 1 (2%) 1 (1%) 2 (3%)


Prior Learning Assessment (PLA) The prior learning assessment (PLA) process helps adult students match learning gained outside the

classroom to college courses. First, students are enrolled in a course to identify courses that may be

completed via PLA - demonstrating their skills and knowledge for academic credit. Then, students are

assessed to determine if an individual PLA is right for them based on their experience and proposed

educational goal. The demonstration process varies by course but is usually in the form of written papers

and/or projects following specific guidelines as well as one-on-one or group meetings with an evaluator for

the specific PLA. This process allows students to demonstrate knowledge and skills gained via work/life

experiences. Credit is obtained using pass/no credit grading. PLA credits can also be earned through tests,

such as CLEP.

Figure 22 shows the total PLA credits attempted and completed by students over the past ten FYs. Figure 23

shows the average number of PLA credits completed per student and the unduplicated headcount of

students attempting PLA credits.


Figure 22. Total PLA Credits Completed (FY)

Source: ISRS.CT_COU, ISRS.ST_COU

Figure 23. Average Total PLA Credits Completed and Number of Students (FY)

Source: ISRS.PERSON_TRSF_UNIV, ISRS.VAL_ST_SPL_CR_TYPE

Students by Major Table 17 shows the number of students enrolled for credit per FY by major. Students are only counted once

per FY per major no matter how many semesters they were enrolled (unduplicated headcount). Students

with multiple majors are counted under their highest ranked major (Major 1), however, if a student changed


their highest ranked major during a FY they are counted under both majors. Majors are listed alphabetically.

Not counting students with an unknown major or who are undecided, the top five majors in FY 2019 are

Liberal Arts AA, Nursing (seeking admission to Nursing), Business Transfer Pathway, Law Enforcement, and

Engineering Fundamentals.

Table 17. Majors by FY

Major FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

(Blank) 1662 1879 1603 1567 1480

Accounting 121 116 103 87 55

Accounting Transfer Pathway 0 0 0 0 26

Advanced Emergency Medical Technician 2 2 5 4 3

Advanced Network Security 3 4 5 4 1

Advanced Network Technology 2 3 4 2 0

Art 60 55 60 41 33

Biology 143 134 130 103 28

Biology Emphasis--AA degree 0 0 0 2 1

Biology Transfer Pathway 0 0 0 28 65

Business Transfer Pathway 0 0 0 103 175

Chemistry 57 56 45 33 29

Chemistry Transfer Pathway 0 0 0 0 10

Child Care Teacher 17 15 12 8 1

Communication Studies Transfer Pathway 0 0 0 0 9

Community Health Worker 3 5 1 1 1

Community Paramedic 4 4 1 4 1

Computer Programmer 38 41 27 10 20

Computer Science 70 81 47 29 23

Computer Science Transfer Pathway 0 0 0 0 11

Construction Management 41 42 37 31 15

Contemporary Business 363 280 211 156 82

Contemporary Business Practice 82 85 80 46 29

Corrections Certificate 0 0 2 4 2

Criminal Justice 186 167 155 111 104

Criminal Justice Transfer Pathway 0 0 0 0 10

Customer Service 1 1 1 2 0

Economics Transfer Pathway 0 0 0 0 0

Education Foundations 176 138 117 88 84

E-Marketing 0 2 1 2 2

Emergency Med Serv (seeking admission) 175 108 66 51 55

Emergency Medical Services 40 40 32 41 27

Emergency Medical Technician Certificate 7 26 22 31 49

Engineering Fundamentals 161 146 138 137 107

Exercise Science 50 40 34 29 20

Exercise Science Transfer Pathway 0 0 0 0 11

History Transfer Pathway 0 0 0 0 3

Human Resource Management 23 23 11 6 6

Human Service Worker 186 166 131 109 63

Human Services Assistant 12 9 6 3 4


Major FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

I.T. Help Desk 3 4 7 6 4

Individualized Professional Studies AS 143 67 48 43 33

Information Technology Support 47 43 46 34 42

International Business 12 34 34 36 13

Law Enforcement 191 164 125 129 115

Law Enforcement Certificate 30 17 15 19 20

Law Enforcement Transfer Pathway 0 0 0 0 11

Legal Administrative Assistant Cert 3 1 1 1 1

Liberal Arts AA 1770 1684 1484 1297 1055

Marketing and Sales 22 25 32 34 28

Mathematics Transfer Pathway 0 0 0 0 5

Minnesota Transfer Curriculum 69 60 67 55 42

Music 1 15 16 10 24

Network Technology and Security 115 99 118 96 80

Nursing (MANE) 177 181 124 88 90

Nursing (seeking admission to Nursing) 836 690 589 535 578

Nursing (seeking admission-Accel LPN) 41 19 22 18 15

Nursing Assistant 30 52 49 36 34

Office Technology 2 4 2 4 0

Paralegal 232 186 143 130 107

Paralegal Certificate 85 70 61 60 66

Paramedic 53 22 13 7 22

Physical Education 8 13 10 5 2

Pre-Social Work Transfer Pathway 0 0 0 0 20

Project Management 8 6 7 8 8

Psychology - 2+2 with Metro State 0 4 43 33 22

Psychology Transfer Pathway 0 0 0 30 90

seeking admission to Acc NUR-Param Track 10 6 0 1 1

Small Business Development 14 11 9 9 5

Theatre 9 9 11 10 12

Undecided about which degree to pursue 1497 1364 1492 1574 1493

Workplace Writing Certificate 0 0 0 0 3 Source: ISRS.V_VAL_MAJOR_PROGRAM, ODS.ST_MAJOR3

Student Profile

New and Continuing Students Figure 24 shows the percentage of new and continuing students for the past five fall semesters. New

students are defined as students that started at IHCC in either that fall semester or the previous summer;

continuing students are defined as students who attended IHCC prior to that FY's summer.


Figure 24. New and Continuing Students by Fall Semester

Source: APPSODS.V_DASH_ENROLLMENT_DTL

Full-Time and Part-Time Students Figure 25 shows the percentage and number of full-time and part-time students for the past five FYs by

semester. To be considered full-time, students need to be enrolled in at least 12 credits in fall/spring

semesters and six in summer.

Figure 25. Full-Time and Part-Time Students by Semester



Gender Figure 26 shows the percentage and number of female, male, and unknown gender students for the past

five FYs.

Figure 26. Students by Sex (FY)


Students of Color (SOC) Figure 27 shows the percentage and number of Students of Color (SOC), non-SOC, and Unknown students

for the past five FYs. SOC includes students who identify as American Indian/Alaska Native, Asian,

Black/African American, Hispanic, Native Hawaiian/Pacific Islander, or two or more races. Non-SOC includes

White students and nonresident alien students.


Figure 27. Students by SOC Group (FY)


Race/Ethnicity Figure 28 and Table 18 shows the number and percentage of students by race/ethnicity for the past five FYs

by IPEDS reporting race/ethnicity.

Figure 28. Enrollment by Race/Ethnicity (FY)


Table 18. Students by Race/Ethnicity (FY)

Race/Ethnicity FY 2015 FY 2016 FY 2017 FY 2018 FY 2019 American Indian/Alaska Native 43 (1%) 37 (0%) 48 (1%) 45 (1%) 48 (1%)

Asian 470 (5%) 445 (6%) 462 (6%) 405 (6%) 372 (6%)

Black/African American 927 (11%) 898 (11%) 749 (10%) 715 (11%) 744 (12%)

0%

100%

FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Unknown race andethnicityNonresident Alien

White

Two or more races

Native Hawaiian orOther Pacific IslanderHispanic of any race

Black or AfricanAmericanAsian

American Indian orAlaska Native


Race/Ethnicity FY 2015 FY 2016 FY 2017 FY 2018 FY 2019 Hispanic/Latino 750 (9%) 748 (9%) 745 (10%) 689 (10%) 675 (11%)

Native Hawaiian/Pacific Islander 16 (0%) 17 (0%) 11 (0%) 10 (0%) 8 (0%)

White 5,721 (67%) 5,305 (66%) 4,734 (65%) 4,432 (65%) 4,009 (63%)

Two or More Races 363 (4%) 371 (5%) 384 (5%) 312 (5%) 329 (5%)

Nonresident Alien 43 (1%) 48 (1%) 39 (1%) 38 (1%) 48 (1%)

Unknown 224 (3%) 214 (3%) 137 (2%) 122 (2%) 131 (2%)

Total 8,557 8,083 7,309 6,768 6,364


International Students Table 19 shows IHCC fall enrolled international students by birth country or country of citizenship. Data is

sorted by the most recent fall semester in descending order. If IHCC received no students from a country in

the most recent fall the country is not included in the list, however the total headcount includes students

from countries not listed.

Table 19. IHCC International Student Home Country Fall Semesters

Country Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Saudi Arabia 1 1 2 2 6

Vietnam 0 2 5 6 5

Nigeria 1 3 5 5 4

China 2 2 3 3 3

Aruba 0 0 1 1 1

Bangladesh 0 0 0 0 1

Cameroon 1 0 0 1 1

Egypt 0 0 0 0 1

Ethiopia 1 0 1 0 1

France 0 0 0 0 1

Haiti 0 1 1 1 1

India 0 0 0 0 1

Jordan 0 0 0 0 1

Kenya 5 2 2 1 1

Mexico 0 1 1 1 1

Pakistan 1 2 0 1 1

Venezuela 0 1 3 3 1

Zambia 1 1 0 0 1

Total 34 37 33 30 32 Source: APPSODS.V_DASH_ENROLLMENT_DTL, ISRS.PS_INTL_DEMO, ISRSVAL.VAL_CNTRY

Age Figure 29 shows the number and percentage of students by age group over the past five FYs for students 17

and under, 18-24 (traditional), 25 and older (adult), and unknown age.


Figure 29. Percentage and Number of Students by Age Range (FY)


Table 20 shows the number and percentage of students by age group over the past five FYs for students 17

and younger, 18-24, and 25 and over by five-year intervals.

Table 20. Percentage and Number of Students by Age Range (FY)

Age Group FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

17 or Younger 960 (11%) 1,001 (12%) 873 (12%) 821 (12%) 911 (14%)

18-24 4,263 (50%) 4,116 (51%) 3,814 (52%) 3,555 (53%) 3,294 (52%)

25-30 1,416 (17%) 1,280 (16%) 1,124 (15%) 1,070 (16%) 966 (15%)

31-35 683 (8%) 623 (8%) 553 (8%) 488 (7%) 432 (7%)

36-40 438 (5%) 371 (5%) 349 (5%) 320 (5%) 291 (5%)

41-45 319 (4%) 250 (3%) 220 (3%) 183 (3%) 162 (3%)

46-50 212 (2%) 181 (2%) 144 (2%) 127 (2%) 108 (2%)

51-55 115 (1%) 102 (1%) 92 (1%) 103 (2%) 89 (1%)

56-60 34 (0%) 39 (0%) 40 (1%) 27 (0%) 33 (1%)

61-65 23 (0%) 16 (0%) 17 (0%) 18 (0%) 18 (0%)

66-70 10 (0%) 10 (0%) 13 (0%) 13 (0%) 9 (0%)

71 or Older 7 (0%) 6 (0%) 7 (0%) 7 (0%) 5 (0%)

Unknown 77 (1%) 88 (1%) 63 (1%) 36 (1%) 46 (1%)


Figure 30 shows the age distribution in FY 2019 for students age 17 and younger, 18-24 (traditional), and 25

and over by five-year increment groups to students over age 70.

Figure 30. Distribution of Student Age in FY 2019


Disability Status Figure 31 shows the percentage and number of students with disabilities over the past five falls. Figure 32

shows the percentage of students with disabilities at Metro Colleges in fall 2018.

Figure 31. Percentage and Number of Students with Disabilities (Fall Terms)

Source: APPSODS.V_DASH_ENROLLMENT_DTL, ISRS.PS_DISAB_NEED


Figure 32. Percentage of Students with Disabilities at Metro Colleges in Fall 2018

Source: System Office Research

Veterans Figure 33 shows the percentage of known veteran students at IHCC over the past five falls. Figure 34 shows

the estimated number of veteran students at Metro Colleges in fall 2018. The IHCC Veteran Services Office

estimates that there are many more veterans enrolled who have not been identified because they have not

interacted with the office. The Minnesota State system reports an estimated number of veterans, active

military personnel, and National Guard members by campus.

Figure 33. Percentage of Veterans Enrolled

Source: APPSODS.V_DASH_ENROLLMENT_DTL, ISRS.ST_PROG

9% 9%

7%

6% 6%

5%

4% 4%

3%

Normandale MCTC IHCC Century NorthHennepin

DCTC HennepinTech

St. PaulCollege

AnokaTech/Anoka CC


Figure 34. Estimated Number of Military Personnel at Metro Colleges in Fall 2018

Source: System Office Research

Low Income Status/Pell Eligibility Pell eligibility is often used to identify low-income students. Pell eligibility is determined per academic year

based on a student’s FAFSA. Students who do not submit a FAFSA have an unknown Pell eligibility status.

Table 21 through Table 23 show the percentage and number of students who were Pell eligible, not Pell

eligible, and unknown by semester.

Table 21. Pell Eligibility (Summer Terms)

Pell Eligibility Summer 2014 Summer 2015 Summer 2016 Summer 2017 Summer 2018

Pell Eligible 32% (806) 29% (666) 27% (556) 24% (491) 25% (457)

Not Pell Eligible 19% (489) 20% (455) 22% (444) 19% (385) 19% (343)

Unknown 49% (1260) 52% (1211) 51% (1058) 58% (1199) 56% (1031)

Total 2,555 2,332 2,058 2,075 1,831 Source: APPSODS.V_DASH_ENROLLMENT_DTL

Table 22. Pell Eligibility (Fall Terms)

Pell Eligibility Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Pell Eligible 35% (2096) 34% (1880) 32% (1620) 30% (1352) 29% (1251)

Not Pell Eligible 25% (1467) 25% (1356) 25% (1280) 24% (1065) 23% (984)

Unknown 40% (2366) 41% (2280) 43% (2145) 46% (2062) 48% (2039)



Table 23. Pell Eligibility (Spring Terms)

Pell Eligibility Spring 2015 Spring 2016 Spring 2017 Spring 2018 Spring 2019

Pell Eligible 36% (1,966) 32% (1,629) 32% (1,480) 29% (1,261) 28% (1,150)

Not Pell Eligible 25% (1,364) 25% (1,287) 24% (1,108) 23% (1,007) 22% (880)

Unknown 39% (2,163) 43% (2,216) 45% (2,082) 48% (2,103) 50% (2,017)


First Generation Status First generation status describes the educational attainment of a student's parents or guardians. There are

two definitions of first generation. The federal definition considers students who come from families where

neither parent has attained a bachelor's degree to be first generation. The Minnesota definition considers

students who come from families where neither parent has had any college education to be first generation.

Figure 35 compares the percentage of enrolled students by FY who meet each definition. Table 17 shows the

number and percentage of students by federal first-generation status by FY for the past five FYs. Table 18

shows the number and percentage of students by MN first generation status by FY for the past five FYs.

Figure 35. Comparison of First-Generation Students by Federal and Minnesota Definition (FY)


Table 24. Federal First-Generation Status (FY)

First-Generation (Fed) FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

First Generation 4,600 (54%) 4,210 (52%) 3,759 (51%) 3,316 (49%) 3,069 (48%)

Not First Generation 3,523 (41%) 3,502 (43%) 3,228 (44%) 3,174 (47%) 3,011 (47%)

Unknown 434 (5%) 371 (5%) 322 (4%) 278 (4%) 284 (4%)

Total 8,557 8,083 7,309 6,768 6,364


54% 53% 51% 49% 48%

18% 19% 18% 17% 17%

FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

First Gen Fed First Gen MN


Table 25. MN First-Generation Status (FY)

First Generation (MN) FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

First Generation 1,562 (18%) 1,497 (19%) 1,287 (18%) 1,116 (16%) 1,066 (17%)

Not First Generation 6,636 (78%) 6,270 (78%) 5,752 (79%) 5,421 (80%) 5,064 (80%)

Unknown 359 (4%) 316 (4%) 270 (4%) 231 (3%) 234 (4%)

Total 8,557 8,083 7,309 6,768 6,364


Underrepresented Status Students are considered underrepresented if they fit into at least one of the following categories: (1)

student of color, (2) low income, or (3) first generation. Because there are two definitions of first generation,

there are two definitions of underrepresented. Minnesota State reports underrepresented status using the

MN definition of first generation. Table 26 shows the number and percentage of students by

underrepresented status for the past five FYs.

Table 26. Underrepresented Status (FY)

Underrepresented Status FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Underrepresented 4,549 (53%) 4,221 (52%) 3,820 (52%) 3,389 (50%) 3,296 (52%)

Not Underrepresented 1,205 (14%) 1,130 (14%) 1,045 (14%) 921 (14%) 782 (12%)

Unknown 2,803 (33%) 2,732 (34%) 2,444 (33%) 2,458 (36%) 2,286 (36%)


Average Credit Load Average credit load is the average number of credits students register for during a semester. Figure 36

through Figure 38 show the average credit load of students enrolled in summer, fall, and spring terms over

the past five FYs.


Figure 36. Average Credit Load (Summer Terms)


Figure 37. Average Credit Load (Fall Terms)



Figure 38. Average Credit Load (Spring Terms)


Admission Status Figure 39 and Table 27 show enrollment by admission status. The admissions statuses used are:

• Undergraduate regular - students who are pursuing their undergraduate degree without having

previously enrolled in another university/institution, first time students.

• Undergraduate transfer - students who have transferred to IHCC with credits from another

institution, but who have not previously received an award.

• Undergraduate previous degree - students who already hold a bachelors.

• Undergraduate unclassified - students not seeking an award but taking college credits.

• PSEO (Postsecondary Enrollment Option) - students in high school who are earning credit towards

high school graduation while simultaneously earning college credit. These students’ tuition is paid

for by the Minnesota Department of Education (MDE) or through the high school.

• Non-PSEO high school - students in high school who are earning credit towards high school

graduation while simultaneously earning college credit. However, they are paying out of pocket.

Over the past five years, the percentage of undergraduate regular (first time) and undergraduate transfer

students has declined, and the percentage of PSEO and undergraduate unclassified students has increased.


Figure 39. Enrollment by Admission Status (FY)


Table 27. Admission Status (FY)

Admission Status FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Undergraduate Regular 2,714 (32%) 2,423 (30%) 2,239 (31%) 1,971 (29%) 1,796 (28%)

Undergraduate Transfer 3,095 (36%) 2,817 (35%) 2,505 (34%) 2,205 (33%) 2,024 (32%)

Undergraduate Previous Degree 242 (3%) 211 (3%) 201 (3%) 210 (3%) 205 (3%)

Undergraduate Unclassified 1,513 (18%) 1,576 (20%) 1,455 (20%) 1,536 (23%) 1,405 (22%)

PSEO 878 (10%) 908 (11%) 841 (12%) 772 (11%) 888 (14%)

Non-PSEO High School 68 (1%) 91 (1%) 57 (1%) 69 (1%) 33 (1%)


Average credit load by admission status shows the average number of credits students register for per FY,

broken down by admission status. As shown in Table 28, regular and transfer students have the largest

average credit load, followed by PSEO students.

Table 28. Average Credit Load by Admission Status (FY)

Admission Status FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Undergraduate Regular 16.0 16.5 16.1 16.8 16.9

Undergraduate Transfer 15.0 14.9 14.9 14.6 15.1

Undergraduate Previous Degree 12.5 12.4 12.9 12.2 12.2

Undergraduate Unclassified 5.1 5.2 5.4 5.1 5.3

PSEO 11.7 12.1 14.6 16.1 14.2

Non-PSEO High School 2.4 2.2 3.7 4.5 5.9

Total Average 11.0 11.0 11.0 11.0 11.0 Source: APPSODS.V_DASH_ENROLLMENT_DTL

0%

100%

FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Undergraduate Regular Undergraduate Transfer Undergraduate Previous Degree

Undergraduate Unclassified PSEO Non-PSEO High School


Online Credit Ratio Table 29 through Table 31 show the online credit ratios of students over the past five FYs. Students can be

enrolled 100% offline (Totally Classroom), 50% - 99% classroom (Mostly Classroom), 50% - 99% online

(Mostly Online), or 100% online (Totally Online).

Table 29. Online Credit Ratio (Summer Terms)

Online Credit Ratio Summer 2014 Summer 2015 Summer 2016 Summer 2017 Summer 2018

Totally Classroom 1,043 (41%) 896 (39%) 788 (38%) 804 (39%) 662 (36%)

Mostly Classroom 158 (6%) 133 (6%) 106 (5%) 94 (5%) 89 (5%)

Mostly Online 197 (8%) 176 (8%) 145 (7%) 124 (6%) 114 (6%)

Totally Online 1,130 (45%) 1,095 (48%) 1,018 (49%) 1,052 (51%) 964 (53%)


Table 30. Online Credit Ratio (Fall Terms)

Online Credit Ratio Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Totally Classroom 3,542 (60%) 3,148 (57%) 2,814 (56%) 2,415 (54%) 2,197 (51%)


Mostly Online 533 (9%) 535 (10%) 520 (10%) 421 (9%) 410 (10%)

Totally Online 1,003 (17%) 902 (16%) 915 (18%) 905 (20%) 875 (21%)


Table 31. Online Credit Ratio (Spring Terms)

Online Credit Ratio Spring 2014 Spring 2015 Spring 2016 Spring 2017 Spring 2018

Totally Classroom 2,963 (54%) 2,674 (52%) 2,388 (51%) 2,070 (47%) 1,859 (46%)


Mostly Online 573 (10%) 567 (11%) 462 (10%) 481 (11%) 463 (11%)

Totally Online 1,021 (19%) 1,012 (20%) 981 (21%) 1,020 (23%) 958 (24%)


Student Residence Figure 40 shows the counties of residence for students attending IHCC in Fall 2019. Darker colors indicate

counties with higher numbers of student residents; gray indicates counties that no students reside in. Table

32 shows the top 50 ZIP codes with city and county names by Fall 2019 enrollment.


Figure 40. Student County Residence in Fall 2019


Table 32. Student County, City, and ZIP Residence (Fall Term)

County City ZIP Fall 15 Fall 16 Fall 17 Fall 18 Fall 19

Dakota County Inver Grove Heights 55076 410 314 290 286 369

Dakota County Apple Valley 55124 262 248 259 249 267

Dakota County Rosemount 55068 294 286 274 275 254

Washington County Cottage Grove 55016 322 318 292 249 229

Dakota County Farmington 55024 205 204 195 195 209

Dakota County South St. Paul 55075 235 225 210 216 207

Dakota County Inver Grove Heights 55077 193 169 154 155 180

Dakota County Burnsville 55337 179 174 147 134 175

Dakota County Hastings 55033 238 194 195 190 175

Dakota County Mendota Heights 55118 261 208 177 182 174

Dakota County Eagan 55123 204 192 177 150 159



County City ZIP Fall 15 Fall 16 Fall 17 Fall 18 Fall 19

Dakota County Lakeville 55044 223 168 119 119 117

Washington County Woodbury 55125 162 145 137 118 112

Scott County Savage 55378 48 53 45 53 73

Washington County Woodbury 55129 61 58 54 63 64

Goodhue County Cannon Falls 55009 59 67 51 47 53

Dakota County Burnsville 55306 62 49 36 25 52


Ramsey County Maplewood 55106 125 93 75 53 49

Ramsey County West St. Paul 55107 81 74 66 65 47

Rice County Northfield 55057 49 52 59 43 44


Rice County Faribault 55021 40 23 60 60 42

Washington County St. Paul Park 55071 50 46 42 43 38

Ramsey County St. Paul 55104 67 50 45 38 37




Washington County Bayport 55003 25 5 18 15 23

Washington County Oakdale 55128 52 39 29 37 21


Anoka County Lino Lakes 55014 3 8 20 25 19



Washington County Newport 55055 27 28 23 23 19

Hennepin County Edina 55423 20 23 20 15 16

Scott County Shakopee 55379 36 36 40 40 16

Goodhue County Red Wing 55066 23 18 14 16 15


Ramsey County Roseville 55113 20 19 18 20 14

Hennepin County Minneapolis 55407 15 10 9 8 12

Scott County Shakopee 55372 30 28 20 20 12

Dakota County Hampton 55031 18 22 21 14 11

Hennepin County Bloomington 55420 21 14 11 11 11


Washington County Stillwater 55082 15 18 18 12 10

Ramsey County New Brighton 55112 15 9 7 4 9

Ramsey County White Bear Lake 55110 12 11 8 7 9




Top Feeder High Schools

New, First Time, Degree Seeking Students Table 33 shows the top 25 feeder high schools in the last five fall semesters and the number of new, first-

time, degree-seeking students who enrolled at IHCC within one year of their high school graduation. Schools

are sorted by the number of students enrolling in the most recent fall. Table 34 shows the top 25 feeder

high schools and the number of new, first-time, degree-seeking students regardless of when they graduated

high school. Table 35 shows the number of new, first-time students enrolled in the past five falls who came

with a GED, from a home school, or from an international high school.

Table 33. New First-time Students Within 1 Year of High School Graduation – Top Feeder High Schools

Feeder High School Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Eagan High School 31 40 41 35 40

Park High School 43 49 39 38 34

Farmington Senior High School 38 25 27 35 29

Rosemount High School 54 45 44 45 27

Simley High School 38 25 35 28 26

Henry Sibley High School 31 46 31 25 25

Apple Valley High School 15 18 20 19 24

Hastings High School 35 44 33 23 23

South Saint Paul High School 28 33 21 28 21

Eastview High School 27 16 26 31 20

Burnsville Senior High School 12 14 11 8 12

School Of Environmental Study 13 4 11 13 11

East Ridge High School 24 14 12 16 9

Other Minnesota 1 6 6 3 9

Lakeville South High School 8 4 13 13 8

Step Academy 1 7 1 3 8

Woodbury High School 11 8 22 15 8

Lakeville North Sr Hs 8 4 7 5 7

Minnesota Connections Academy 1 1 2 2 5

Academic Arts High School 1 2 2 1 4

Highland Park Senior High Sch 3 5 2 4 4

Humboldt Secondary School 1 0 0 2 4

Northfield High School 5 9 12 9 4

Prior Lake High School 3 2 1 2 4

BlueSky Charter School 0 0 1 1 3 Source: ISRS.V_ST_TERM_DATA, ISRSVAL.MNSCU_HEB_HIGH_SCHOOL

Table 34. New First-time Students – Top Feeder High Schools















School of Environmental Study 13 5 12 14 12


Other Minnesota 2 9 10 5 11



Lakeville North Sr Hs 9 4 8 5 8


Other - GED Minnesota 23 17 15 12 7

Academic Arts High School 1 4 3 2 5

Humboldt Secondary School 2 2 1 5 5


Prior Lake High School 3 2 1 2 5

Highland Park Senior High Sch 5 5 2 4 4

Northfield High School 6 13 12 9 4 Source: ISRS.V_ST_TERM_DATA, ISRS.VAL.MNSCU_HEB_HIGH_SCHOOL

Table 35. Other New, First-Time Student Sources


Home School 13 11 19 14 12

International 26 9 17 10 7

GED 21 13 4 1 0 Source: ISRS.V_ST_TERM_DATA, ISRS.VAL.MNSCU_HEB_HIGH_SCHOOL

PSEO Students PSEO students are high school students enrolled in college-level courses. Table 36 shows the top 25 feeder

high schools for PSEO students. Table 37 shows home-schooled PSEO students.

Table 36. PSEO Students – Top Feeder High Schools














Cannon Falls Jr-Sr High School 13 10 17 14 19

Northfield High School 8 4 5 11 12




Lakeville Area Learning Center

2 5


Cyber Village Academy 1

1 4

Math and Science Academy

1 5 4



Randolph High School 6 3 8 7 3

Insight School of Minnesota

1 2

Lakes Int’l Language Academy

2

Lakeville North Sr HS 4 5 3 3 2

Nova Classical Academy Upper

2 1 2

School of Environmental Study 1 3 1 3 2

St Paul Conservatory Perf Art

1 3 1 2

Source: cohort_pp local report

Table 37. PSEO Students – Home School


Home School 50 55 66 55 38 Source: cohort_pp local report

Concurrent Students Concurrent students are high school students who do not qualify for PSEO but are taking college level

courses. Table 38 shows the number of concurrent students from the top feeder schools broken down by

year. The table is sorted in descending order based on the most recent data. Schools which previously had

Concurrent Enrollment Programs, but which were not active in the most recent fall have been excluded.

Table 38. Concurrent Students




Simley High School 96 113 18 20 38 Source: cohort_pp local report

High School Market Share High school market share is calculated by dividing the number of recent high school graduates enrolling in a

semester by the total number of graduates from that high school in the past year. Table 39 shows IHCC’s top

25 feeder schools and the market share of the previous year’s graduates that enrolled at IHCC in the fall

following their high school graduation. The five-year change is calculated on the percentage of markets


share between fall 2013 (not shown) and fall 2018. The percentage of graduates enrolling at IHCC from most

of the top feeder high schools has decreased over the past five fall semesters.

Table 39. Market Share for Top 25 Feeder High Schools – Fall Semesters

Feeder High School Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 5-Year Change

Apple Valley High School 5.4% 6.0% 7.0% 5.7% 5.0% -20%

Burnsville Senior High School 2.9% 3.4% 2.5% 2.3% 2.3% -42%

Cannon Falls Jr-Sr High School 5.7% 9.5% 9.8% 5.1% 2.2% -71%

Cretin Derham Hall High School na na na na 1.0% --

Eagan High School 7.6% 9.4% 9.5% 8.5% 9.0% 17%

East Ridge High School 5.8% 3.7% 2.8% 4.0% 2.7% -52%

Eastview High School 6.1% 4.6% 6.1% 7.1% 4.5% -29%

Farmington Senior High School 10.2% 6.8% 7.1% 9.7% 6.5% -42%

Hastings High School 12.1% 13.9% 11.0% 8.3% 7.1% -41%

Henry Sibley High School 14.4% 16.4% 12.1% 12.1% 7.5% -50%

Highland Park Senior High School 2.1% 2.1% 0.9% 1.6% 1.4% 83%

Humboldt Secondary School 2.0% 2.0% 0.8% 5.0% 1.8% -68%

Lakeville North Sr Hs 2.1% 0.9% 1.9% 1.2% 0.9% -75%

Lakeville South High School 1.9% 1.1% 3.1% 3.2% 1.3% -38%

Minnesota Virtual Academy 0.8% 1.0% 0.0% 4.7% 0.0% --

Northfield High School 2.3% 4.6% 4.3% 3.0% 1.7% -45%

Other Minnesota na na na na na --

Park High School 11.4% 13.1% 10.3% 10.0% 9.5% -41%

Rosemount High School 13.1% 11.3% 11.8% 11.2% 6.1% -37%

Saint Croix Lutheran High School na na na na na --

School of Environmental Study 7.6% 3.6% 6.3% 7.9% 5.8% -39%

Simley High School 19.0% 14.8% 13.7% 15.0% 13.8% -11%

South Saint Paul High School 16.9% 25.2% 13.3% 18.2% 10.0% -51%

South Washington ALC 0.0% 0.0% 2.9% 10.0% 1.9% --

Woodbury High School 2.7% 3.3% 5.2% 4.1% 1.7% -66%

Source: ISRS.V_ST_TERM_DATA, ISRS.VAL.MNSCU_HEB_HIGH_SCHOOL

Adult Learners IHCC produces a report on Traditional (ages 18-24) and Adult (ages 25 and older) students as part of a Title

III grant dedicated to supporting adult learners. The most recent version of this report can be found in the

appendix at the end of the Fact Book.

Awards Granted Table 40 shows the number and percentage of awards granted each fiscal year by type. Table 41 through

Table 43 show the associate, certificate, and diploma awards granted, respectively, by FY. These awards are

sorted by the number granted in the most recent FY.


Table 40. Awards Granted by Type (FY)

Award Type FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

AA 373 (38%) 400 (41%) 361 (43%) 375 (48%) 352 (42%)

AAS 18 (2%) 25 (3%) 18 (2%) 20 (3%) 10 (1%)

AFA 6 (1%) 3 (0%) 6 (1%) 6 (1%) 5 (1%)

AS 361 (36%) 339 (35%) 297 (35%) 236 (30%) 241 (28%)

Total Associate Degrees 758 767 682 637 608

Certificate 232 (23%) 215 (22%) 161 (19%) 144 (18%) 237 (28%)

Diploma 0 (0%) 0 (0%) 0 (0%) 6 (1%) 1 (0%)

Total Certificates and Diplomas 232 215 161 150 238

Total Awards 990 982 843 787 846 Source: ODS.ST_AWARDS

The number of degrees (see Table 41), certificates (see Table 42), and diplomas (see Table 43) granted are

shown below sorted in descending order by the most recent FY. Programs are listed only if they were active

during FY 2019 and only if there were awards granted during the years included.

Table 41. Associate Degrees Granted by Program (FY)

Award Name FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Liberal Arts and Sciences (AA) 373 400 361 375 339

Nursing (MANE) (AS) 70 86 85 83 85

Paralegal (AS) 40 39 35 21 20

Contemporary Business (AS) 50 30 22 23 19

Law Enforcement (AS) 28 23 17 18 19

Criminal Justice (AS) 18 35 25 17 18

Emergency Medical Services (AS) 0 9 9 7 15

Education Foundations (AS) 16 19 20 12 12

Individualized Professional Studies (AS) 55 23 14 10 12

Accounting (AS) 23 18 14 3 11

Psychology Transfer Pathway (AA) 0 0 0 0 9

Human Service Worker (AS) 29 29 20 12 6

Accounting Transfer Pathway (AS) 0 0 0 3 5

Engineering Fundamentals (AS) 4 10 8 7 5

Network Technology and Security (AAS) 8 13 11 14 5

Business Transfer Pathway (AS) 0 0 0 1 4

Contemporary Business Practice (AAS) 7 7 4 4 4

Art (AFA) 6 3 6 5 3

Biology (AS) 6 2 6 9 3

Exercise Science (AS) 4 2 4 1 2

Mathematics Transfer Pathway (AA) 0 0 0 0 2

Theatre (AFA) 0 0 0 1 2

Biology Transfer Pathway (AS) 0 0 0 0 1

Communication Studies Transfer Pathway (AA) 0 0 0 0 1

Computer Science Transfer Pathway (AS) 0 0 0 0 1

Construction Management (AS) 2 2 5 0 1

History Transfer Pathway (AA) 0 0 0 0 1

Information Technology Support (AAS) 0 2 3 2 1



Law Enforcement Transfer Pathway (AS) 0 0 0 0 1

Legal Administrative Assistant (AS) 1 1 2 1 1

Building Inspection Technology (AAS) 1 0 0 0 0

Chemistry (AS) 4 2 7 4 0

Computer Programmer (AAS) 1 2 0 0 0

Computer Science (AS) 1 1 1 0 0

Emergency Health Services (AS) 10 6 3 4 0

International Business (AS) 0 2 0 0 0

Microcomputer Software Support Specialist (AAS) 1 1 0 0 0

Source: ODS.ST_AWARDS

Table 42. Certificates Granted by Program (FY)


Nursing Assistant (CERT) 55 88 74 54 140

Emergency Medical Technician (CERT) 90 66 51 46 51

Paralegal (CERT) 35 23 7 17 21

Project Management (CERT) 6 3 5 7 8

Workplace Writing (CERT) 0 0 0 1 8

Human Resource Management (CERT) 7 6 5 4 2

Marketing and Sales (CERT) 2 4 1 7 2

Small Business Development (CERT) 2 1 1 2 2

Corrections (CERT) 0 0 0 0 1

I.T. Help Desk (CERT) 2 1 1 0 1

Supervision (CERT) 6 4 3 0 1

Advanced Network Security (CERT) 0 0 1 0 0

Child Care Teacher (CERT) 1 0 2 1 0

Community Paramedic (CERT) 0 1 0 0 0

Construction Management (CERT) 0 1 0 1 0

Customer Service (CERT) 1 0 2 2 0

eMarketing (CERT) 0 1 0 0 0

Human Services Assistant (CERT) 1 1 0 0 0

Law Enforcement Curriculum (CERT) 0 0 0 1 0

Microsoft IT Professional (CERT) 1 0 0 0 0

Paramedic (CERT) 21 11 4 0 0

Pre CCJLE (CERT) 2 1 0 0 0

Professional Writing (CERT) 0 3 4 1 0 Source: ODS.ST_AWARDS

Table 43. Diplomas Granted by Program (FY)


Paramedic (DIP) 0 0 0 6 1 Source: ODS.ST_AWARDS


Student Outcomes

Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates Average success measures are shown for the five most recent cohorts for which data is available - FY 2015

through FY 2019 (see Figure 41 through Figure 44). Averages beyond the second semester (first spring for

fall start, first fall for spring start) do not include all cohorts, as that data is not yet available for recent

cohorts. Outcome rates are split by starting semester and credit load. Only data from degree-seeking

students are included.

Retention is measured at the beginning of the semester; all other measures are measured at the end of the

semester. Due to the different measurement points the percentages of individual outcomes will be higher

than the total success percentage as some students will be counted as both retained and graduated.

Figure 41. Average Retention, Transfer, Graduation, and Success Rates – FT Fall Cohorts

Source: APPSODS.V_STUDENT_PERSISTENCE_DTL3


Figure 42. Average Retention, Transfer, Graduation, and Success Rates – PT Fall Cohorts


Figure 43. Average Retention, Transfer, Graduation, and Success Rates – FT Spring Cohorts



Figure 44. Average Retention, Transfer, Graduation, and Success Rates – PT Spring Cohorts


Retention, Transfer, Graduation, Transfer-Graduation, and Success – Minnesota State

Accountability Dashboard Entering students are tracked in cohorts to track retention, transfer, graduation, and transfer-graduation

rates. Cohort years refer to the first semester of students entering IHCC. The success rate is the percentage

of students who have graduated, transferred, transferred and graduated, or been retained. Table 44

through Table 47 present outcomes for the five most recent cohorts for which data is available. Outcomes

are shown from students' second semester (entering fall to first spring or entering spring to first fall)

through the end of their fourth year (fourth spring or fourth fall) which is 200% of time. Outcome rates are

split by entering cohort and credit load. Only data for degree-seeking students is included. Due to the

different measurement points the percentages of individual outcomes will be higher than the total success

percentage as some students will be counted as both retained and graduated.

Table 44. Full-Time Regular and Transfer Students – Fall Start

Cohort # Students Measure 1st Spring

2nd Fall 2nd Spring

3rd Fall 3rd Spring

4th Fall 4th Spring

Fall 2014 796 Retained 79% 52% 44% 26% 17% 9% 8%

Transferred 4% 13% 15% 22% 22% 24% 22%

Graduated 4% 7% 14% 20% 24% 28% 29%

Transfer-Graduated

0% 1% 1% 2% 4% 6% 9%

Successful 84% 71% 67% 66% 64% 65% 67%

Fall 2015 749 Retained 78% 48% 37% 22% 16% 9% 7%

Transferred 3% 15% 18% 26% 27% 27% 25%

Graduated 4% 8% 13% 19% 23% 26% 28%



2nd Fall 2nd Spring

3rd Fall 3rd Spring

4th Fall 4th Spring

Transfer-Graduated

0% 1% 1% 2% 3% 5% 8%

Successful 83% 70% 65% 67% 66% 66% 66%

Fall 2016 701 Retained 76% 48% 41% 23% 14% 8% Na

Transferred 3% 13% 17% 26% 28% 30% Na

Graduated 5% 9% 14% 21% 26% 28% Na

Transfer-Graduated

0% 0% 1% 1% 3% 4% Na

Successful 82% 68% 67% 68% 67% 68% Na

Fall 2017 617 Retained 77% 51% 44% 22% Na Na Na

Transferred 4% 14% 16% 22% Na Na Na

Graduated 4% 8% 16% 23% Na Na Na

Transfer-Graduated

0% 1% 2% 3% Na Na Na

Successful 83% 70% 69% 65% Na Na Na

Fall 2018 629 Retained 74% 50% Na Na Na Na Na

Transferred 6% 16% Na Na Na Na Na

Graduated 3% 8% Na Na Na Na Na

Transfer-Graduated

0% 1% Na Na Na Na Na

Successful 82% 72% Na Na Na Na Na Source: APPSODS.V_STUDENT_PERSISTENCE_DTL3

Table 45. Part-Time Regular and Transfer Students – Fall Start


2nd Fall 2nd Spring

3rd Fall 3rd Spring

4th Fall 4th Spring

Fall 2014

637 Retained 65% 39% 31% 20% 16% 11% 10%

Transferred 4% 11% 13% 18% 18% 20% 19%

Graduated 4% 6% 8% 11% 14% 16% 17%

Transfer-Graduated

1% 3% 5% 6% 7% 9% 12%

Successful 72% 58% 55% 53% 53% 55% 56%

Fall 2015

595 Retained 65% 41% 30% 21% 17% 12% 9%

Transferred 4% 11% 12% 17% 19% 19% 19%

Graduated 4% 7% 9% 13% 15% 17% 19%

Transfer-Graduated

1% 2% 4% 4% 5% 7% 8%

Successful 72% 58% 52% 52% 53% 53% 54%

Fall 2016

509 Retained 68% 43% 33% 25% 18% 12% Na

Transferred 5% 13% 13% 16% 14% 16% Na

Graduated 4% 7% 10% 15% 19% 21% Na

Transfer-Graduated

2% 2% 4% 5% 7% 9% Na

Successful 77% 63% 57% 57% 54% 57% Na

410 Retained 65% 38% 33% 20% Na Na Na



2nd Fall 2nd Spring

3rd Fall 3rd Spring

4th Fall 4th Spring

Fall 2017



Transfer-Graduated

1% 2% 3% 5% Na Na Na


Fall 2018

371 Retained 65% 43% Na Na Na Na Na



Transfer-Graduated



Table 46. Full-Time Regular and Transfer Students – Spring Start

Cohort # Students Measure 1st Fall 2nd Spring

2nd Fall 3rd Spring

3rd Fall 4th Spring

4th Fall

Spring 2013

267 Retained 56% 45% 27% 21% 12% 8% 8%

Transferred 10% 9% 16% 21% 27% 27% 25%

Graduated 4% 7% 12% 16% 20% 22% 24%

Transfer-Graduated

0% 1% 1% 1% 2% 4% 6%

Successful 69% 59% 54% 56% 58% 59% 62%

Spring 2014

235 Retained 63% 49% 28% 22% 12% 7% 3%

Transferred 10% 15% 23% 22% 25% 25% 22%

Graduated 5% 8% 15% 20% 23% 24% 27%

Transfer-Graduated

0% 1% 2% 5% 6% 8% 11%

Successful 76% 69% 66% 64% 64% 64% 62%

Spring 2015

227 Retained 59% 45% 26% 23% 10% 8% Na

Transferred 10% 12% 19% 22% 20% 22% Na

Graduated 5% 11% 12% 19% 22% 24% Na

Transfer-Graduated

1% 3% 4% 5% 9% 11% Na

Successful 72% 64% 60% 63% 60% 63% Na

Spring 2016

214 Retained 59% 41% 27% 21% Na Na Na



Transfer-Graduated

0% 1% 2% 3% Na Na Na


Spring 2017




Transfer-Graduated


Successful 75% 67% Na Na Na Na Na



Table 47. Part-Time Regular and Transfer Students – Spring Start

Cohort # Students Measure 1st Fall 2nd Spring

2nd Fall 3rd Spring

3rd Fall 4th Spring

4th Fall

Spring 2013

388 Retained 51% 42% 27% 22% 16% 13% 9%

Transferred 7% 9% 16% 16% 19% 18% 19%

Graduated 3% 6% 11% 13% 17% 17% 19%

Transfer-Graduated

2% 2% 3% 3% 5% 7% 8%

Successful 62% 56% 55% 53% 55% 54% 55%

Spring 2014

390 Retained 52% 42% 33% 26% 17% 12% 8%

Transferred 8% 13% 16% 16% 19% 19% 22%

Graduated 2% 4% 7% 11% 12% 16% 17%

Transfer-Graduated

1% 1% 3% 4% 6% 7% 8%

Successful 63% 57% 57% 54% 53% 52% 54%

Spring 2015

352 Retained 48% 39% 29% 21% 12% 11% Na

Transferred 11% 12% 16% 16% 17% 16% Na

Graduated 3% 6% 11% 14% 16% 18% Na

Transfer-Graduated

1% 4% 6% 7% 8% 11% Na

Successful 63% 59% 58% 55% 53% 55% Na

Spring 2016

292 Retained 53% 42% 30% 25% Na Na Na



Transfer-Graduated

1% 2% 3% 5% Na Na Na


Spring 2017




Transfer-Graduated



Second Fall Persistence and Completion Rates - Group Comparisons

Underrepresented Students The second fall persistence and completion rate for underrepresented students (MN definition) is a

Minnesota State accountability measure. Also known as the success rate, it shows the percent of students

who are either retained at IHCC, have transferred to another institution, or have graduated at the cohort's

second fall semester. This measure includes only full-time regular and transfer students who are

underrepresented and were new entering students in the indicated fall semester.


The point of measurement for student success is determined based on a student's entering (cohort)

semester. At this time, cohorts are defined as new, full-time, degree-seeking students. IHCC's second fall

success rate compared to that of all Minnesota State 2-year institutions is shown in Figure 45. Table 48

shows retention, transfer, graduation, transfer-graduation and success rates for IHCC underrepresented

students in comparison to those rates for Minnesota State 2-year colleges. Retention is measured at the

beginning of the semester; all other metrics are measured at the end of the semester. Due to the different

measurement points the percentages of individual outcomes will be higher than the total success

percentage as some students will be counted as both retained and graduated.

Figure 45. Underrepresented Students: Second Fall Success Rate

Source: Accountability Framework/Student Persistence and Completion, APPSODS.V_STUDENT_PERSISTENCE_DTL3

Table 48. Underrepresented Students: Second Fall Persistence and Completion for First-time Students

Cohort Institution # Students

Retained Transferred Graduated Transfer-Graduated

Success

Fall 2014 IHCC 487 53% 11% 5% 1% 68%

MN State Colleges 12,762 49% 9% 11% 6% 67%

Fall 2015 IHCC 457 47% 13% 7% 0% 65%


Fall 2016 IHCC 421 45% 13% 9% 0% 66%


Fall 2017 IHCC 346 51% 12% 5% 1% 69%


Fall 2018 IHCC 375 50% 15% 6% 1% 69%

MN State Colleges 11,871 48% 10% 11% 6% 68% Source: Accountability Framework/Student Persistence and Completion, APPSODS.V_STUDENT_PERSISTENCE_DTL3


Students of Color Figure 46 compares the success rate of students of color at IHCC against that of the Minnesota State 2-year

colleges for the last five entering cohorts. Table 49 shows this comparison for each metric. Retention is

measured at the beginning of the semester; all other metrics are measured at the end of the semester. Due

to the different measurement points the percentages of individual outcomes will be higher than the total

success percentage as some students will be counted as both retained and graduated.

Figure 46. Students of Color Success IHCC vs. Minnesota State

Source: Accountability Framework/Student Persistence and Completion, APPSODS.V_STUDENT_PERSISTENCE_DTL3

Table 49. Students of Color IHCC vs. Minnesota State

Cohort Institution # Students

Retained Transferred Graduated Transfer-Graduated

Success

Fall 2014

IHCC 269 57% 9% 5% 1% 70%


Fall 2015

IHCC 274 43% 15% 5% 0% 62%


Fall 2016

IHCC 262 45% 13% 8% 1% 65%


Fall 2017

IHCC 210 51% 13% 3% 2% 69%


Fall 2018

IHCC 231 49% 13% 4% 0% 66%

MN State Colleges 6,383 47% 11% 9% 7% 66% Source: Accountability Framework/Student Persistence and Completion, APPSODS.V_STUDENT_PERSISTENCE_DTL3

Success, also referred to as persistence and completion, counts students who have been retained,

graduated, or transferred by the second fall after enrollment. Figure 47 compares success rates for students

of color and white students at IHCC.


Figure 47. IHCC Success: Students of Color vs. White Students


The completion rate counts students who have graduated or transferred by the end of the third year after

entry. Completion rates for IHCC students of color have been consistently lower than completion rates for

white students (see Figure 48).

Figure 48. IHCC Completion: Students of Color vs. White Students



Transfer Table 50 and Table 51 show the top 2-year and 4-year institutions (respectively) that IHCC students

transferred to by the fall after their last FY of attendance at IHCC. Institutions are sorted and selected based

on the number of students transferring in the most recent FY. Lists represent the top 10 institutions by

number of transfers or the top institutions with 5 or more students transferring.

Table 50. Top 2-Year Institutions for IHCC Student Transfer

College Name FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Saint Paul College 41 56 44 38 53

Dakota County Technical College 53 62 45 47 45

Century College 51 49 53 59 44

Normandale Community College 42 55 63 50 42

Minneapolis Community and Technical College 25 13 17 20 20

North Hennepin Community College 14 12 10 6 10

Anoka-Ramsey Community College 9 2 8 4 9

Chippewa Valley Technical College 3 7 4 7 8

Hennepin Technical College 24 31 22 19 8

Rochester Community and Technical College 5 5 12 6 8 Source: ISRS.ST_TERM_MGMT, APPSODS.TRANSFERS

Table 51. Top 4-Year Institutions for IHCC Student Transfer

College Name FY 2015 FY 2016 FY 2017 FY 2018 FY 2019

Metropolitan State University 140 166 186 166 150

University of Minnesota - Twin Cities 90 99 87 94 87

Minnesota State University - Mankato 34 43 44 38 35

Concordia University - Saint Paul 31 33 35 20 32

University of Wisconsin - River Falls 31 33 41 37 25

Rasmussen College - Eden Prairie 2 21 18 22 24

St Catherine University 14 18 27 20 24

Saint Mary's University of Minnesota 50 37 15 12 16

The College of Saint Scholastica 13 14 19 19 14

University of Minnesota - Duluth 8 11 13 11 14 Source: ISRS.ST_TERM_MGMT, APPSODS.TRANSFERS

Number of Awards Offered Table 52 shows the number of awards IHCC offered by award type in FY 2019. Data reflects the program

inventory as of 8/16/2019.

Table 52. Number of Awards Offered in FY 2019

Award Type Number Offered

AA 7

AAS 5

AFA 3

AS 26

CERT 28

DIP 1 Source: ISRS.VAL.PROG_INV


Graduate Follow-Up Survey IHCC graduates are surveyed within one year of graduation to determine their employment status. Figure 49

and Table 53 shows alumni responses for the past five years. Students reporting related employment are

counted in both related employment and employment.

Figure 49. Graduate Follow-Up Survey - Status

Source: Status of Graduates within One Year of Graduation Report

Table 53. Graduate Follow-Up Survey - Status

Graduating Class Total Graduates Employed Related Employment Continuing Education

2013-2014 937 183 (20%) 138 (15%) 586 (63%)

2014-2015 978 323 (33%) 233 (24%) 480 (49%)

2015-2016 970 242 (25%) 180 (19%) 553 (57%)

2016-2017 825 154 (19%) 116 (14%) 511 (62%)

2017-2018 770 169 (22%) 125 (16%) 483 (63%) Source: Status of Graduates within One Year of Graduation Report

Employer Survey To better understand the needs of those who employ recent IHCC graduates, the Office of Institutional

Research conducts a survey among employers of recent IHCC graduates. The survey sample included a

random sample of graduates who indicated that they are employed in a field related to their area of study at

IHCC, are not self-employed, and who supplied the name, city, and state of their employer on the Graduate

Follow-Up Survey. Figure 50 shows employers' responses to the question Would you consider hiring an IHCC

graduate again?

20%

33%

25%19%

22%15%

24%19%

14% 16%

63%

49%

57%62% 63%

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Employed Related Employment Continuing Education


Figure 50. Employer Survey: Would Consider Hiring an IHCC Graduate Again

Source: IHCC Employer Survey

Student Engagement and Satisfaction

Community College Survey of Student Engagement The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student

engagement (the amount of time and energy that students invest in meaningful educational practices). IHCC

first administered the survey in spring 2009. Five key scales, or benchmarks, provide an overview of the

critical areas of student engagement: Academic Challenge, Active and Collaborative Learning, Student-

Faculty Interaction, Student Effort, and Support for Learners. Figure 51 and Figure 52 show how IHCC and

MN State 2-year colleges scored on each benchmark, respectively.

Figure 51. IHCC CCSSE Benchmark Areas

Source: CCSSE Institutional Reports. Each benchmark score is calculated by averaging the scores on survey items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of full-time students.

88.0%

0.0%

12.5%

88.2%

0.0%

11.8%

Yes No Blank

FY 2017 n = 16 FY 2019 n = 17

42

44

46

48

50

52

54

56

58

Active andCollaborative

Learning

Student Effort Academic Challenge Student-FacultyInteraction

Support for Learners

Score

2009 IHCC 2011 IHCC 2013 IHCC 2015 IHCC 2017 IHCC


Figure 52. MN CCSSE Benchmark Areas

Source: CCSSE Institutional Reports. Each benchmark score is calculated by averaging the scores on survey items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of full-time students.

Student Satisfaction Inventory The Student Satisfaction Survey (SSI) is a national survey that asks students to rate the importance of and

their satisfaction with services provided by the school in several areas. The survey also includes three items

of overall satisfaction. The comparison of summary items between IHCC and national scores is shown in

Figure 53. Responses are on a 1 (low) to 7 (high) scale.

Figure 53. IHCC SSI Responses

Source: SSI Institutional Reports

Federal Reporting

IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated

based on cohort groups for new, first-time, full-time, degree- and certificate-seeking students who enter

IHCC each fall. Data is reported to the US Department of Education Integrated Postsecondary Education

Data System (IPEDS) each year and is part of the Student-Right-to-Know information. Comparison data is

44

46

48

50

52

54

56

Active andCollaborative

Learning

Student Effort Academic Challenge Student-FacultyInteraction

Support for Learners

Score

2009 MN State 2011 MN State 2013 MN State 2015 MN State 2017 MN State

1.00

2.00

3.00

4.00

5.00

6.00

7.00

So far, how has yourcollege experience met

your expectations?

Rate your overallsatisfaction with your

experience here thus far

All in all, if you had it todo over, would you enroll

here again?

Score

2010 IHCC

2010 National

2012 IHCC

2012 National

2016 IHCC

2016 National

2018 IHCC

2018 National


provided for similar institutions. See Figure 54 below for a graduation and transfer rates for IHCC and IPEDS

identified peer institutions.

Figure 54. IPEDS Graduation and Transfer-out Rates – IHCC Fall Cohorts & IPEDS Peer Group

Source: IPEDS Feedback Reports

College Scorecard College Scorecard data are compiled by and maintained by the U.S. Department of Education and are

provided through their website to help consumers make good decisions about higher education. These are

updated each fall. Figure 55 through Figure 60 show the most recent data.

Figure 55. IHCC Characteristics

19%17%

21% 20% 19%15%

25%

19%

26%

33%

26%

31% 31%27%

32%30% 30%

28%

20%

26%

IHCC Peers IHCC Peers IHCC Peers IHCC Peers IHCC Peers

2011 cohort(2015 Report)



2014 cohort(2018 report)

2015 cohort(2019 report)

Graduation Rate Transfer Rate

https://collegescorecard.ed.gov/


Figure 56. Average Annual Cost

Figure 57. Graduation and Second Year Retention Rates


Figure 58. Financial Aid

Figure 59. Outcomes


Figure 60. Student Body

Accreditation For an institution of higher learning to be eligible to dispense Title IV (financial) aid, they must be accredited

with a regional accreditation agency. For IHCC, that agency is the Higher Learning Commission (HLC). IHCC

was founded in 1970, with its most recent reaffirmation of accreditation in 2017. IHCC is on the Open

Pathway.

http://www.hlcommission.org/

http://www.hlcommission.org/Accreditation/aqip-overview.html?highlight=WyJhcWlwIiwiYXFpcCdzIl0=

http://www.hlcommission.org/Accreditation/aqip-overview.html?highlight=WyJhcWlwIiwiYXFpcCdzIl0=


Glossary Academic year (AY) – Starts with the fall semester and ends with the following summer semester.

Completion rate – Percent of an entering cohort of full-time undergraduate regular and transfer students

that has completed. Completion is measured as graduation or transfer by the end of the third spring after

entry at the colleges.

Concurrent enrollment student – A high school student enrolled in Concurrent Enrollment Program through

their high school. Students enroll in select college level courses taught at the high school, by high school

faculty with a college faculty mentor.

Continuing student – A continuing student has attempted credits at IHCC previous to the semester of focus.

Duplicated headcount – The sum of the enrollment each semester. If a student is enrolled during two

semesters, he or she is counted twice.

First generation –Refers to whether a student is the first generation in his or her family to attend college.

There are different definitions of first generation used by the Federal and Minnesota state governments.

First generation (Federal) –Neither parent has attained a bachelor’s degree. This is the definition used by

the federal government in funding many programs related to higher education; it is also the commonly

accepted definition for private foundations and other organizations focused on college access.

First generation (MN) –Neither parent received any postsecondary education. This definition was

established by the Minnesota Legislature and can be found in Laws of Minnesota 2003, Chapter 133, Article

1, Section 3, Subd. 3. This definition is commonly used by Minnesota State.

Fiscal year (FY) – Starts with the summer semester and ends with the following spring semester. It is named

for the calendar year in which the fiscal year ends. It begins July 1st and ends June 30th.

Full-time student – Based on Federal Financial Aid guidelines, in fall and spring semesters full time status is

defined as registered for 12 or more credits; in summer semester, full time status is defined as registered for

six or more credits.

Full-year equivalent (FYE) – The number of full-year equivalent students. This is calculated by dividing total

student credit hours by 30.

Graduation rate – Number of students who have received a degree or certificate divided by total number of

students in cohort. Minnesota State measures the student’s status at the end of the semester. IPEDS

measures graduation as of August 31 three years after the fall entry date.

High school non-PSEO – The student is currently enrolled at both a high school and IHCC (or is

homeschooled) and is not part of the PSEO program.

Hybrid course – A hybrid course is a course that is web-enhanced with limited seat time. A significant

portion of the course is delivered via the web. Differs from internet/online courses in that the class does

have scheduled meetings beyond initial orientation sessions. Meeting time is less than for traditional

sections of the course. Also known as a blended or web-enhanced course.


IPEDS – Integrated Postsecondary Education Data System – the primary source for data on colleges,

universities, and technical and vocational postsecondary institutions in the United States who participate in

the Federal Financial Aid Program. Part of NCES (National Center for Educational Statistics).

http://nces.ed.gov/ipeds/Home/AboutIPEDS

Low income – For data shown here, low income is defined as Pell eligible. However, there are other

definitions of low income that may be used for specific grants or other projects.

New student – A new student has not attempted credits at IHCC previous to the semester of focus. Students

who are new in the summer are also counted as new students in the fall cohort.

Online course – An online course is a course that is delivered entirely or predominantly online. Student

participation may include synchronous or asynchronous activities, which only requires a course meeting at

the beginning or once during the course. Also known as an internet course.

Part-time student – Based on Federal Financial Aid guidelines, in fall and spring semesters, part time status

is defined as registered for less than 12 credits; in summer semester, part time status is defined as

registered for less than six credits.

Pell eligible – The student is eligible to receive a Pell grant, a type of federal grant targeted toward students

from low income families. Pell eligibility is often used to indicate that the student is from a low-income

family.

PSEO student – A PSEO student is a high school junior or senior enrolled at IHCC through the Post-Secondary

Enrollment Options (PSEO) program. PSEO is a statewide program through which high achieving high school

students receive both high school and college credit for courses completed at colleges.

https://mnscu.edu/admissions/pseo/index.html

Retention rate – Number of students who registered for a semester divided by total number of students in

cohort. This refers to the student’s status at the beginning of the semester for the Minnesota State

Accountability Dashboard: https://www.minnstate.edu/board/accountability/index.html

Student persistence and completion (Minnesota State) – Number/percent of the entering cohort of full-

time undergraduate regular and transfer students that have been retained, graduated or transferred by the

second fall semester following original fall enrollment.

Success rate – The number of students in the entering cohort who have graduated, transferred, or are

retained at the college during the specified semester. On bar graphs, the difference between 100% and the

sum of the retained, graduated, and transferred percentages represents the students who were lost, i.e.

neither retained, transferred, nor graduated. Retention is measured at the beginning of the semester;

transfer, graduation, and success are measured at the end of the semester.

Traditional course – A course in which all instruction is face to face in a classroom setting. The internet

and/or the instructional management system (D2L) might be required for components of the course (e.g.

grades, assignments, homework).

Transfer rate – Number of students who enrolled at another post-secondary institution divided by total

number of students in cohort. The Minnesota State Accountability Dashboard measures the student’s status

at the beginning of the semester. IPEDS measures transfer as of August 31 three years after the fall entry

date.


https://mnscu.edu/admissions/pseo/index.html


Undergrad previous degree – Student has earned a previous post-secondary degree of any type.

Undergrad regular – First-time student, or a student who has not attended college previously.

Undergrad transfer – Student has previously completed coursework at other postsecondary institution(s).

Undergrad unclassified – Non-degree-seeking student. Student can register for a maximum of 10 credits

each semester.

Underrepresented – A student is considered underrepresented if he or she fits into at least one of the

following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two

definitions of first generation, there are two definitions of underrepresented. Underrepresented students

are reported on here using the Minnesota State definition of first generation. For data shown here, low

income is defined as Pell eligible. However, there are other definitions of low income that may be used for

specific grants or other projects.

Unduplicated headcount – A count of how many different individual students were enrolled at the college

over the course of the year. Each student is counted once.


Useful Links to Data Sources https://www.minnstate.edu/board/accountability/index.html

The Minnesota State Accountability Dashboard site, which provides data on the measures currently being

tracked by Minnesota State for all Colleges and Universities. Also provides links to other dashboard tools

(Composite Financial Index, Enrollment, Facilities Condition Index, Licensure Exams Pass rate, Student

Persistence and Completion, and Tuition and fees. (Note: Some data requires a password, and some is

public.)


Integrated Postsecondary Education Data System. All institutions whose students receive Federal Financial

Aid are required to participate. There is a large amount of public information available on the site.

http://nces.ed.gov/collegenavigator/

College Navigator provides an easy way to find programs and other college data.

https://www.inverhills.edu/Leadership/InstitutionalResearch/index.aspx

Inver Hills Community College Institutional Research provides links to additional data sources.

https://collegescorecard.ed.gov/

College Scorecard website


http://nces.ed.gov/collegenavigator/

IHCC Fact Book FY 2019 Appendix Adult Learner Report

Appendix: IHCC Adult Learner Report – January 2019

Success Rates – 2nd Fall Retention, transfer, graduation, and transfer-graduation are included in student success. Success was measured at the

end of the semester. Students age 25 and older are considered adult students; students ages 18 – 24 are considered

traditional students.

2nd Fall

Adult Students Traditional Students Entering Term Students Total Success Students Total Success

Fall 2009 773 68.8% 1,405 66.0%

Fall 2010 727 64.2% 1,416 62.6%

Fall 2011 692 63.9% 1,333 62.8%

Fall 2012 701 65.0% 1,353 66.1%

Fall 2013 542 61.6% 1,279 64.1%

Fall 2014 531 64.4% 1,227 66.3%

Fall 2015 469 62.5% 1,195 67.0%

Fall 2016 410 68.8% 1,088 64.2%

Retention – 2nd Fall Retention was measured at the beginning of the semester. Students were considered retained if they were enrolled the

fall semester following their entering fall term.

2nd Fall

Adult Students Traditional Students

Entering Term Students Total Retained Students Total Retained

Fall 2009 773 37.1% 1,405 42.3%

Fall 2010 727 36.7% 1,416 38.6%

Fall 2011 692 41.0% 1,333 40.3%

Fall 2012 701 35.5% 1,353 42.8%

Fall 2013 542 38.6% 1,279 41.8%

Fall 2014 531 36.3% 1,227 40.9%

Fall 2015 469 32.8% 1,195 41.7%

Fall 2016 410 37.1% 1,088 39.9%


Persistence and Completion – End of 3rd Year Graduation within 150% of expected completion time (3 years) is measured at the end of the third spring semester. Graduation was measured at the end of the

semester. Students who enrolled in courses and also graduated that semester are counted as graduated.

3rd Spring


Entering Term

Students Total

Retained Transferred Graduated Transfer Graduated

Success Students Total

Retained Transferred Graduated Transfer Graduated

Success

Fall 2008 618 14.2% 18.6% 18.0% 11.7% 62.5% 1,377 15.9% 30.8% 16.7% 5.1% 68.5%

Fall 2009 773 12.4% 19.7% 20.4% 11.3% 63.8% 1,405 14.7% 28.0% 14.4% 6.9% 64.1%

Fall 2010 727 11.1% 21.0% 17.5% 10.5% 60.1% 1,416 14.6% 25.1% 14.4% 5.9% 60.0%

Fall 2011 692 16.0% 18.5% 16.8% 9.0% 60.3% 1,333 13.9% 23.3% 15.8% 6.8% 59.8%

Fall 2012 701 13.1% 17.3% 16.0% 14.1% 60.5% 1,353 16.0% 25.0% 15.4% 6.5% 63.0%

Fall 2013 542 11.6% 16.8% 16.6% 12.5% 57.6% 1,279 13.5% 24.2% 17.1% 7.0% 61.8%

Fall 2014 531 11.7% 16.8% 16.0% 14.3% 58.8% 1,227 11.8% 24.2% 17.0% 9.3% 62.3%

Fall 2015 469 9.2% 19.0% 15.8% 15.4% 59.3% 1,195 12.6% 27.3% 16.9% 7.7% 64.5%

Graduation within 150% of expected completion time was also examined based on students’ credit load (full-time = 12 credits or more, part-time = 11 credits or

fewer) in their first semester.

3rd Spring


Entering Term

Credit Load

Students Retained Transferred Graduated Transfer Graduated

Success Students Retained Transferred Graduated Transfer Graduated

Success

Fall 2008

Full-Time 96 16.7% 15.6% 31.3% 5.2% 68.8% 846 15.5% 31.7% 21.6% 2.2% 71.0%

Part-Time 522 13.8% 19.2% 15.5% 12.8% 61.3% 531 16.6% 29.4% 8.9% 9.6% 64.4%

Fall 2009

Full-Time 208 12.5% 15.9% 36.1% 2.9% 67.3% 902 14.2% 28.8% 18.6% 3.2% 64.9%

Part-Time 565 12.4% 21.1% 14.7% 14.3% 62.5% 503 15.7% 26.6% 6.8% 13.5% 62.6%

Fall 2010

Full-Time 190 11.1% 16.3% 26.3% 6.8% 60.5% 868 14.6% 25.7% 17.6% 2.6% 60.6%

Part-Time 537 11.2% 22.7% 14.3% 11.7% 60.0% 548 14.6% 24.1% 9.3% 10.9% 58.9%

Fall 2011

Full-Time 155 16.1% 12.3% 25.2% 2.6% 56.1% 775 12.6% 24.3% 20.3% 4.1% 61.3%

Part-Time 537 16.0% 20.3% 14.3% 10.8% 61.5% 558 15.6% 22.0% 9.5% 10.6% 57.7%


3rd Spring


Entering Term

Credit Load

Students Retained Transferred Graduated Transfer Graduated

Success Students Retained Transferred Graduated Transfer Graduated

Success

Fall 2012

Full-Time 126 11.9% 21.4% 27.0% 4.8% 65.1% 699 16.0% 26.0% 21.5% 2.7% 66.2%

Part-Time 575 13.4% 16.3% 13.6% 16.2% 59.5% 654 16.1% 23.9% 9.0% 10.6% 59.5%

Fall 2013

Full-Time 114 10.5% 11.4% 29.8% 5.3% 57.0% 698 14.5% 23.4% 23.1% 3.2% 64.0%

Part-Time 428 11.9% 18.2% 13.1% 14.5% 57.7% 581 12.4% 25.3% 10.0% 11.5% 59.2%

Fall 2014

Full-Time 114 15.8% 11.4% 25.4% 6.1% 58.8% 686 13.0% 23.9% 23.9% 3.8% 64.6%

Part-Time 417 10.6% 18.2% 13.4% 16.5% 58.8% 541 10.4% 24.6% 8.3% 16.3% 59.5%

Fall 2015

Full-Time 96 10.4% 12.5% 28.1% 2.1% 53.1% 660 13.3% 29.4% 21.5% 3.5% 67.7%

Part-Time 373 8.8% 20.6% 12.6% 18.8% 60.9% 535 11.8% 24.7% 11.2% 12.9% 60.6%

Enrollment

Total number of traditional and adult students enrolled by fiscal year Unduplicated headcount of traditional students (age 18 to 24) and adult students (age 25 and over) enrolled for credit.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Traditional Students 4363 4296 4138 3780 3527

Adult Students 3,481 3,279 2,896 2,558 1,357


Students enrolled by age group Percentages are calculated out of the subgroup total (percent of traditional students enrolled, percent of adult students enrolled).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Age Group Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students 18 or less 793 18.2% 751 17.5% 741 17.9% 658 17.4% 634 18.0%

19 - 20 1,722 39.5% 1,659 38.6% 1,604 38.8% 1,533 40.6% 1,418 40.2%

21 - 24 1,848 42.4% 1,886 43.9% 1,793 43.3% 1,589 42.0% 1,475 41.8%

Adult Students 25 - 34 2,123 61.0% 1,979 60.4% 1,789 61.8% 1,567 61.3% 1,470 62.4%

35 - 44 830 23.8% 838 25.6% 702 24.2% 647 25.3% 563 23.9%

45 - 54 416 12.0% 376 11.5% 320 11.0% 255 10.0% 248 10.5%

55 or greater 112 3.2% 86 2.6% 85 2.9% 89 3.5% 76 3.2%

Traditional and adult students enrolled by gender Percentages are calculated out of the subgroup total (percent of traditional students enrolled, percent of adult students enrolled).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Gender Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Female 2,395 54.9% 2,418 56.3% 2,354 56.9% 2,135 56.5% 1,975 56.0%

Male 1,934 44.3% 1,823 42.4% 1,741 42.1% 1,616 42.8% 1,528 43.3%

Unknown 34 0.8% 55 1.3% 43 1.0% 29 0.8% 24 0.7%

Adult Students Female 2,228 64.0% 2,090 63.7% 1,795 62.0% 1,552 60.7% 1,449 61.5%

Male 1,230 35.3% 1,159 35.3% 1,083 37.4% 998 39.0% 898 38.1%

Unknown 23 0.7% 30 0.9% 18 0.6% 8 0.3% 10 0.4%


Traditional and adult students enrolled by race/ethnicity. Percentages are calculated out of the subgroup total (percent of traditional students enrolled, percent of adult students enrolled).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Race/Ethnicity Number Percent Number Number Number Percent Number Percent Number Percent

Traditional Students

American Indian or Alaska Native 15 0.3% 15 0.3% 13 0.3% 15 0.4% 16 0.5%

Asian 252 5.8% 256 6.0% 244 5.9% 236 6.2% 202 5.7%

Black or African American 372 8.5% 399 9.3% 379 9.2% 317 8.4% 313 8.9%

Hispanic of any race 444 10.2% 455 10.6% 464 11.2% 460 12.2% 429 12.2%

Native Hawaiian / Pacific Islander 9 0.2% 9 0.2% 7 0.2% 5 0.1% 4 0.1%

White 2,979 68.3% 2,867 66.7% 2,695 65.1% 2,447 64.7% 2,297 65.1%

Two or more races 203 4.7% 181 4.2% 213 5.1% 222 5.9% 1900 5.4%

Nonresident Alien 17 0.4% 36 0.8% 33 0.8% 31 0.8% 29 0.8%

Unknown race and ethnicity 72 1.7% 78 1.8% 90 2.2% 47 1.2% 47 1.3%

Adult Students American Indian or Alaska Native 26 0.7% 22 0.7% 26 0.9% 26 1.0% 27 1.1%

Asian 157 4.5% 164 5.0% 157 5.4% 177 6.9% 163 6.9%

Black or African American 476 13.7% 468 14.3% 430 14.8% 367 14.3% 340 14.4%

Hispanic of any race 207 5.9% 213 6.5% 190 6.6% 194 7.6% 192 8.1%

Native Hawaiian / Pacific Islander 4 0.1% 7 0.2% 8 0.3% 5 0.2% 6 0.3%

White 2,388 68.6% 2,189 66.8% 1,879 64.9% 1,635 63.9% 1,489 63.2%

Two or more races 145 4.2% 137 4.2% 120 4.1% 107 4.2% 94 4.0%

Nonresident Alien 20 0.6% 13 0.4% 23 0.8% 12 0.5% 12 0.5%

Unknown race and ethnicity 58 1.7% 66 2.0% 63 2.2% 35 1.4% 34 1.4%

Traditional and adult students enrolled by student of color status Percentages are calculated out of the subgroup total (percent of traditional students enrolled, percent of adult students enrolled).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

SOC Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Yes 1,295 29.7% 1,315 30.6% 1,320 31.9% 1,255 33.2% 1,154 32.7%

No 2,996 68.7% 2,903 67.6% 2,728 65.9% 2,478 65.6% 2,326 65.9%

Unknown 72 1.7% 78 1.8% 90 2.2% 47 1.2% 47 1.3%


FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

SOC Number Percent Number Percent Number Percent Number Percent Number Percent

Adult Students Yes 1,015 29.2% 1,011 30.8% 931 32.1% 876 34.2% 822 34.9%

No 2,408 69.2% 2,202 67.2% 1,902 65.7% 1,647 64.4% 1,501 63.7%

Unknown 58 1.7% 66 2.0% 63 2.2% 35 1.4% 34 1.4%

Traditional and adult students enrolled by federal 1st generation status. The federal definition of a 1st generation college student is that neither parent has attained a bachelor’s degree.

Percentages are calculated out of the subgroup total (percent of traditional students enrolled, percent of adult students enrolled).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

1st Gen. Fed Number Percent Number Percent Number Number Number Percent Number Percent


No 1,874 43.0% 1,920 44.7% 1,904 46.0% 1,789 47.3% 1,780 50.5%

Unknown 241 5.5% 138 3.2% 128 3.1% 92 2.4% 88 2.5%

Adult Students Yes 2,166 62.2% 2,031 61.9% 1,779 61.4% 1,520 59.4% 1,359 57.7%

No 1,062 30.5% 1,045 31.9% 949 32.8% 873 34.1% 856 36.3%

Unknown 253 7.3% 203 6.2% 168 5.8% 165 6.5% 142 6.0%

Traditional and adult students enrolled by Minnesota 1st generation status. The Minnesota definition of a 1st generation college student is that neither parent has received any postsecondary education.


FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

1st Gen MN Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Yes 708 16.2% 733 17.1% 713 17.2% 615 16.3% 532 15.1%

No 3,452 79.1% 3,458 80.5% 3,327 80.4% 3,093 81.8% 2,930 83.1%

Unknown 203 4.7% 105 2.4% 98 2.4% 72 1.9% 65 1.8%

Adult Students Yes 932 26.8% 799 24.4% 756 26.1% 601 23.5% 520 22.1%

No 2,345 67.4% 2,317 70.7% 2,001 69.1% 1,822 71.2% 1,719 72.9%

Unknown 204 5.9% 163 5.0% 139 4.8% 135 5.3% 118 5.0%


Traditional and adult students enrolled by Pell Eligibility. Eligibility to receive a PELL grant is determined based on a student’s FAFSA, students who do not complete a FAFSA have an unknown PELL eligibility.


FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Pell Eligible Number Percent Number Percent Number Percent Number Percent Number Percent


No 1,257 28.8% 1,215 28.3% 1,161 28.1% 1,091 28.9% 936 26.5%

Unknown 1,616 37.0% 1,672 38.9% 1,694 40.9% 1,523 40.3% 1,566 44.4%

Adult Students Yes 1,488 42.7% 1,409 43.0% 1,169 40.4% 988 38.6% 798 33.9%

No 703 20.2% 638 19.5% 575 19.9% 508 19.9% 453 19.2%

Unknown 1,290 37.1% 1,232 37.6% 1,152 39.8% 1,062 41.5% 1,106 46.9%

Traditional and adult students enrolled by underrepresented status. Student are considered underrepresented if they fit into at least one of the following categories: (1) student of color; (2) low income; or (3) first generation.

Minnesota State institutions define underrepresented status using the Minnesota definition of 1st generation.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Underrepresented Number Percent Number Percent Number Percent Number Percent Number Percent


No 889 20.4% 832 19.4% 781 18.9% 737 19.5% 649 18.4%

Unknown 1,220 28.0% 1,265 29.4% 1,265 30.6% 1,134 30.0% 1,142 32.4%

Adult Students Yes 2,254 64.8% 2,129 64.9% 1,879 64.9% 1,641 64.2% 1,438 61.0%

No 412 11.8% 365 11.1% 322 11.1% 289 11.3% 265 11.2%

Unknown 815 23.4% 785 23.9% 695 24.0% 628 24.6% 654 27.7%

Traditional and adult students enrolled by undergraduate admission category Undergraduate regular students have not attended a post-secondary institution previously. Undergraduate transfer students have attended a post-secondary

institution previously and include students with a previous degree. Undergraduate other students are non-degree seeking.


FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Admission Category Number Percent Number Percent Number Number Number Percent Number Percent

Traditional Students Undergraduate Regular 1,995 45.7% 1,898 44.2% 1,796 43.4% 1,682 44.5% 1,531 43.4%

Undergraduate Transfer 1,597 36.6% 1,578 36.7% 1,471 35.5% 1,351 35.7% 1,198 34.0%

Undergraduate Other 771 17.7% 820 19.1% 871 21.0% 747 19.8% 798 22.6%

Adult Students Undergraduate Regular 938 26.9% 826 25.2% 620 21.4% 537 21.0% 431 18.3%

Undergraduate Transfer 1,926 55.3% 1,805 55.0% 1,600 55.2% 1,401 54.8% 1,268 53.8%

Undergraduate Other 616 17.7% 648 19.8% 675 23.3% 619 24.2% 658 27.9%

Traditional and adult students enrolled by credit load (full-time or part-time) in fall semesters Full-time enrollment is 12 credits or more in a fall or spring semester, part-time enrollment is 11 credits or fewer in a fall or spring semester.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Fall Credit Load Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Full Time 1,493 49.6% 1,417 49.3% 1,369 50.1% 1,268 49.1% 1,137 50.2%

Part Time 1,515 50.4% 1,459 50.7% 1,363 49.9% 1,314 50.9% 1,128 49.8%

Adult Students Full Time 456 19.4% 426 19.2% 385 20.0% 338 20.1% 290 19.4%

Part Time 1,898 80.6% 1,790 80.8% 1,543 80.0% 1,347 79.9% 1,208 80.6%

Traditional and adult students enrolled by credit load (full-time or part-time) in spring semesters. Full-time enrollment is 12 credits or more in a fall or spring semester, part-time enrollment is 11 credits or fewer in a fall or spring semester.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Spring Credit Load Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Full Time 1,275 44.7% 1,191 44.1% 1,193 46.5% 1,036 44.4% 989 45.6%

Part Time 1,580 55.3% 1,507 55.9% 1,374 53.5% 1,298 55.6% 1,181 54.4%

Adult Students Full Time 447 19.4% 408 19.6% 351 19.7% 314 19.9% 289 20.3%

Part Time 1,852 80.6% 1,672 80.4% 1,434 80.3% 1,260 80.1% 1,137 79.7%


Average credits taken by traditional and adult students enrolled by credit load in fall semesters.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Credit Load Fall Avg. Credits Fall Avg. Credits Fall Avg. Credits Fall Avg. Credits Fall Avg. Credits

Traditional Students Full Time 13.6 13.8 13.8 13.8 13.7

Part Time 7.5 7.2 7.5 7.3 7.4

Adult Students Full Time 13.8 13.5 13.3 13.3 13.3

Part Time 6.5 6.4 6.2 6.1 6.0

Average credits taken by traditional and adult students enrolled by credit load in spring semesters.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Credit Load Spring Avg. Credits Spring Avg. Credits Spring Avg. Credits Spring Avg. Credits Spring Avg. Credits

Traditional Students Full Time 13.6 13.8 13.8 13.8 13.9

Part Time 7.3 7.2 7.1 7.1 7.0

Adult Students Full Time 13.8 13.5 13.3 13.2 13.3

Part Time 6.3 6.4 6.1 5.9 5.8

Traditional and adult students by new or continuing student status New students are identified at those in their original entrance term.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

New/Continuing Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students New Student 2,161 49.5% 2,159 50.3% 2,133 51.5% 1,894 50.1% 1,776 50.4%

Continuing Student 2,193 50.3% 2,135 49.7% 2,000 48.3% 1,886 49.9% 1,750 49.6%

Unknown 9 0.2% 2 <0.1% 5 0.1% 0 0.0% 1 <0.1%

Adult Students New Student 1,080 31.0% 1,022 31.2% 937 32.4% 821 32.1% 753 31.9%

Continuing Student 2,392 68.7% 2,248 68.6% 1,941 67.0% 1,728 67.6% 1,598 67.8%

Unknown 9 0.3% 9 0.3% 18 0.6% 9 0.4% 6 0.3%


Traditional and adult students by ratio of online courses taken Students can be enrolled 100% offline (Totally Classroom), 50% - 99% classroom (Mostly Classroom), 50% - 99% online (Mostly Online), or 100% online (Totally

Online).

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018 Online Ratio Number Percent Number Percent Number Percent Number Percent Number Percent

Traditional Students Totally Online 765 17.5% 868 20.2% 921 22.3% 804 21.3% 900 25.5%

Mostly Online 436 10.0% 421 9.8% 438 10.6% 432 11.4% 361 10.2%

Mostly Classroom 1,029 23.6% 1,040 24.2% 1,042 25.2% 965 25.5% 870 24.7%

No Online 2,133 48.9% 1,967 45.8% 1,737 42.0% 1,579 41.8% 1,396 39.6%

Adult Students Totally Online 798 22.9% 864 26.3% 810 28.0% 758 29.6% 769 32.6%

Mostly Online 449 12.9% 433 13.2% 417 14.4% 371 14.5% 297 12.6%

Mostly Classroom 692 19.9% 678 20.7% 559 19.3% 489 19.1% 394 16.7%

No Online 1,542 44.3% 1,304 39.8% 1,110 38.3% 940 36.7% 897 38.1%

Percent of traditional and adult students making satisfactory academic progress Satisfactory Academic Progress (SAP) was calculated using a cumulative GPA of 2.0 or higher and completion of 67% or more of all local credits attempted. The

difference between traditional and adult students was calculated by subtracting the percentage of traditional students achieving SAP from the percentage of

adult students achieving SAP; a positive number indicates that a higher percentage of adult students achieved SAP in the indicated term.

Status 20141 20143 20145 20151 20153 20155 20161 20163 20165 20171 20173 20175 20181 20183 20185


Not SAP 19.1% 33.4% 31.7% 19.2% 34.2% 31.7% 19.5% 35.0% 30.9% 16.5% 33.6% 30.0% 19.8% 30.4% 29.8%

SAP 80.9% 66.6% 68.3% 80.8% 65.8% 68.3% 80.5% 65.0% 69.1% 83.5% 66.4% 70.0% 80.2% 69.6% 70.2%

Adult Students Not SAP 16.6% 20.4% 19.9% 18.9% 21.9% 20.4% 18.0% 23.7% 21.8% 17.2% 21.6% 21.2% 17.0% 21.9% 19.4%

SAP 83.4% 79.6% 80.1% 81.1% 78.1% 79.6% 82.0% 76.3% 78.2% 82.8% 78.4% 78.8% 83.0% 78.1% 80.6%

Difference (adult SAP – trad. SAP) 2.5% 13.0% 11.8% 0.2% 12.3% 11.3% 1.5% 11.3% 9.1% -0.7% 12.0% 8.8% 2.8% 8.5% 10.4%


Credits transferred in Transfer and adult students in their entering semester bringing in greater than 0 transfer credits; count of students, % of student (percent of traditional students

enrolled, percent of adult students enrolled), and average number of credits transferred in.

FY 2014 FY 2015 FY 2016 FY 2017 FY 2018

Age Group Adm Stat

# % Avg Trsf Crhr

# % Avg Trsf Crhr

# % Avg Trsf Crhr

# % Avg Trsf Crhr

# % Avg Trsf Crhr


11 63 11.0% 3 46 8.2% 0.1 49 8.6% 2.3 34 7.5% 5.3 37 8.9% 2.0

12 465 81.4% 10.9 461 81.9% 11.7 456 80.0% 10.1 364 80.0% 10.6 339 81.5% 11.2

14 16 2.8% 49.2 14 2.5% 19.4 12 2.1% 2.2 12 2.6% 9.1 9 2.2% 13.0

31 27 4.7% 19.8 42 7.5% 14.2 53 9.3% 7.6 45 9.9% 13.4 31 7.5% 7.6

Adult Students

11 4 0.9% 4.5 4 0.9% 3.8 3 0.8% 4.2 1 0.3% 0.0 1 0.4% 8.0

12 370 83.7% 18.7 338 78.1% 13.4 275 74.1% 10.1 226 75.8% 12.5 189 77.5% 14.0

14 57 12.9% 30.8 59 13.6% 15.6 54 14.6% 33.4 46 15.4% 29.5 37 15.2% 23.0

31 11 2.5% 25.4 32 7.4% 16.5 39 10.5% 21.6 25 8.4% 25.1 17 7.0% 17.8

PLA Credits Credits attempted through the prior learning assessment (PLA) program. Percentage are calculated out of the total for both traditional and adult students.

Headcounts are unduplicated by FY. PLA credits were identified by course level 7000 or 8000.

FY 2014 FY2015 FY 2016 FY 2017 FY 2018 Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr

Traditional Students Number 10 126 2 6 1 3 0 0 0 0

Percent 3.7% 4.6% 1.2% 0.4% 1.2% 0.6% 0.0% 0.0% 0.0% 0.0%

Adult Students Number 258 2,638 160 1,428 83 465 46 206 47 220

Percent 96.3% 95.4% 98.8% 99.6% 98.8% 99.4% 100.0% 100.0% 100.0% 100.0%

Total 268 2,764 162 1,434 84 468 46 206 47 220


Students who took PLA credits in multiple subjects in the FY will appear once in the headcount for each subject, and only once in the total headcount. The

headcount by subject will not match the total headcount. PLA credits were identified by course level 7000 or 8000. Note that previous versions of this report

only identified PLA credits by course level 7000; numbers for all FYs have been updated in this report.

Adult Students FY 2014 FY2015 FY 2016 FY 2017 FY 2018

Subject Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr

ACCT 1 3 -- -- -- -- -- -- -- --

ART 1 3 -- -- -- -- -- -- -- --

ASL -- -- -- -- -- -- -- -- -- --

BUS 153 1,250 110 770 57 258 20 75 27 119

CIS 32 84 7 15 -- -- -- -- -- --

COMM 141 618 50 207 11 48 3 9 5 15

CREX 4 19 2 4 3 21 2 5 2 9

CS 27 81 4 12 -- -- -- -- -- --

EDU 3 14 3 14 1 4 -- -- -- --

EMS 1 2 1 2 -- -- -- -- -- --

ENG 7 20 4 13 3 10 3 8 2 6

FREN -- -- -- -- -- -- 1 5 -- --

GEOG 3 7 6 15 -- -- -- -- -- --

HLTH 13 69 7 38 3 14 2 8 -- --

HSER 44 134 23 75 6 19 9 28 3 10

INTS -- -- 22 61 12 35 11 32 8 25

ITC 1 3 3 9 3 9 1 3 7 21

MUSC 21 42 10 22 1 2 3 6 -- --

OSYS 1 1 -- -- -- -- -- -- -- --

PHED 27 84 16 48 4 12 -- -- -- --

PSYC 51 201 33 123 7 33 7 27 -- --

SOC 1 3 -- -- -- -- -- -- 5 15

SPAN 1 3 -- -- -- -- -- -- -- --

Total* 258 2,638 160 1,428 83 465 46 206 47 220

*Total Headcounts are unduplicated, students who took PLA credits in multiple subjects are counted only once per FY


Traditional Students FY 2014 FY2015 FY 2016 FY 2017 FY 2018

Subject Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr Undup HC Crhr

BUS 4 48 -- -- 1 3 -- -- -- --

COMM 6 39 -- -- -- -- -- -- -- --

CREX 2 8 1 3 -- -- -- -- -- --

CS 2 6 -- -- -- -- -- -- -- --

HLTH 1 2 -- -- -- -- -- -- -- --

HSER 1 5 -- -- -- -- -- -- -- --

INTS 3 9 -- -- -- -- -- -- -- --

MUSC -- -- 1 3 -- -- -- -- -- --

OSYS 2 6 -- -- -- -- -- -- -- --

PSYC -- -- -- -- -- -- -- -- -- --

SOC 1 3 -- -- -- -- -- -- -- --

Total* 10 126 2 6 1 3 0 0 0 0

*Total Headcounts are unduplicated, students who took PLA credits in multiple subjects are counted only once per FY

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