Focus Areas

Bachelor’s completion rate six years after community college entry

Denominator
Entering degree/credential-seeking cohort
Measured
Annually
Definition

The percentage of students who complete a bachelor’s degree within six years of their initial enrollment at the community college, disaggregated by race/ethnicity, socioeconomic status, gender, age, and other relevant student subgroups. Colleges may also choose to assess bachelor’s completion rates within four years of community college entry to assess the effectiveness of 2+2 pathways. 

Rationale

Research shows that the majority of “good jobs” in the United States require a bachelor’s degree. 15 While there is programmatic variation, bachelor’s degree holders, on average, earn 75 percent more over their lifetime than those with a high school diploma and have median annual earnings of approximately $70,000 (higher for those who earn advanced degrees). 16 Accordingly, community colleges should assess the extent to which their programs and advising systems result in students attaining a bachelor’s degree. People of color and lower-income populations are less likely than other students to hold a bachelor’s, more likely to enter higher education in a community college, and less likely to transfer and attain a bachelor’s degree. Disaggregating rates and numbers of students who attain bachelor’s degrees can provide a window into whether the community college is effectively advancing bachelor’s attainment among those populations. 

Data Disaggregation

While college leaders will find value in collecting data on all students, consistently disaggregating data whenever possible can reveal outcome disparities. This information is essential for colleges developing strong reform plans to improve and close disparities in student success.

  1. Race/ethnicity
  2. Gender
  3. Family/Personal Income
  4. Age
  5. Parent/Dependent status
  6. Attendance intensity
  7. First-generation status
  8. Veteran status

Students may identify with one or many of the above identities. College leaders should consider how these different identities intersect and pay close attention to these relationships and how they may influence each student’s experience.