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MWCC Student Retention Plan
FY 2011-FY 2014
2
Mount Wachusett Community College Student Retention Plan FY 2011-FY 2014
TABLE OF CONTENTS
Page Table of Contents ..................................................................................................................... 2
MWCC Student Retention Team & Faculty Advisory Committee ........................................... 3
Vision and Mission ................................................................................................................... 3
Student Success Definition ...................................................................................................... 3
Fiscal Benefits of Student Success ........................................................................................... 4
Student Retention Priorities .................................................................................................... 5
Priority 1: Visibility and Teamwork ......................................................................................... 6
Priority 2: Learning-Centered Policies and Practices ........................................................... 6-7
Priority 3: Targeted Interventions........................................................................................ 7-8
Priority 4: Communications and Internal Marketing Plan ................................................... 8-9
Priority 5: Curriculum and Instruction……………………………………………..…………………………….9-10
FY 2011 Initiatives ............................................................................................................. 11-14
Data Tables ........................................................................................................................ 15-25
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MWCC Student Retention Team (2010-11) Deborah Bibeau-Director, Gateway to College Programs (CAPP) Debra Boucher-Assistant Director, Enrollment Services (SS) Julie Capozzi-Associate Professor (AA) Gregory Clement-Assistant Dean of Student Services (SS) Karen Costa-Director of Student Success (AA & SS) Veena Dhankher-Senior Research Analyst (IR) Kerrie Griffin-Academic Advisor, Gardner & Devens (SS) Margaret Jaillet-Coordinator CHC/ PTA (AA) Susan Labonte-Leominster Campus Academic Liaison (LLL) Heidi McCann-Reference and Instructional Services Librarian (AA) Limari Rivera-Academic Counselor-Transfer & Career (SS) Lisa Williams-Assistant Director of Strategic Enrollment (SS)
Faculty Advisory Committee-Academic Student Success (2010-11) Heather March-Developmental Education Paul Seeley-Automotive Margaret Jaillet-Complementary Health Care and PTAYoav Elivensky-Math Maryann Kane-Early Childhood Education
Our Shared Vision
MWCC is the college of choice and a model of teaching and learning excellence.
Our Mission MWCC provides relevant, high quality learning opportunities and services that respond to diverse student and community needs, foster student success, and stimulate civic, workforce, and economic vitality.
Student Success Definition MWCC defines student success as a sequential series of goal attainment, starting with course completion, followed by persistence, retention, and culminating in the completion of a certificate and/or associate’s degree. Our mission is to increase the rates of student completion and/or educational goal attainment at MWCC through a specific, ambitious, and data-informed Student Retention Plan.
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Fiscal Benefits of Student Success Using the colleges fall 2009 FTE of 2,912 students and current full-time (12 credits) in-state tuition and fees of $2235 per semester of full-time enrollment as a baseline, it is estimated that with our current fall-to-fall attrition rate of 47%, MWCC loses $3,100,785 annually due to student attrition. This does not account for additional indirect costs such as negative word-of-mouth that may occur due to attrition, loss of income to dining services, etc. The charts below demonstrate how increasing retention rates can dramatically impact these costs.
Retention Increase Over 1 Year Cost Savings
1% $66,773
2% $133,546
3% $200,319
4% $267,092
5% $333,865
Retention Increase Over 5 Years Cost Savings
1% $333,865
2% $667,730
3% $1,001,595
4% $1,335,460
5% $1,669,325
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Student Retention Priorities
Visibility and Teamwork Priority 1.0: Retention, completion, and student success initiatives are prioritized within the college community. Faculty, staff, and students value student success and are engaged in a continuous process of data-informed improvement to meet shared goals.
Learning-Centered Policies and Practices Priority 2.0: Revise and/or create learning-centered policies which align with institutional goals of student success and goal/degree completion.
Targeted Interventions Priority 3.0: Existing resources will be strategically deployed using a data-informed decision making process, and in the absence of resources in the face of student need, new interventions to support students will be developed.
Motivational Communications Priority 4.0: Intentional communications with students maintain and support continuous enrollment and student success.
Curriculum and Instruction Priority 5.0 Faculty will redesign curriculum and instruction to integrate Active Learning Strategies and Student Success Skills to engage students in the learning process and improve student retention.
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Student Retention Priorities
Visibility and Teamwork Priority 1.0: Retention, completion, and student success initiatives are prioritized within the college community. Faculty, staff, and students value student success and are engaged in a continuous process of data-informed improvement to meet shared goals. Activity 1.1: Create cross-functional Student Retention Team (SRT) chaired by the Director of Student Success. (SP 2.0) 1.1a Team of at least 12 active members from across campus departments and divisions will
be formed, with rotating members from the college community attending as needed. 1.1b Team will meet on a monthly basis to discuss how to prioritize existing resources in the
most effective and efficient way possible in order to improve student success at MWCC.
1.1c Team decisions and priorities will be informed by data provided through Institutional Research department. At least one piece of data relevant to student success will be discussed in each meeting.
Activity 1.2: Coordinate retention activities between the Academic Council, Academic Student Success (faculty advisory committee), Strategic Enrollment Management, and MWCC faculty and staff. (SP 2.0) 1.2a The Director of Student Success will serve on above-listed campus committees in order
to share student success information from the SRT and to bring information from listed committees back to the SRT.
1.2b The Director of Student Success will attend faculty assembly, division, department, and
other standing committees on a rotating basis to share and receive feedback on retention activities at the College.
1.2c The Director of Student Success will funnel recommendations from across campus
committees and teams to senior leadership and student services departments for consideration and implementation.
Learning-Centered Policies and Practices Priority 2.0: Revise and/or create learning-centered policies which align with institutional goals of student success and goal/degree completion.
Activity 2.1: An audit of all existing MWCC policies and practices will be completed. (SP 2.0)
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2.1a The Director of Student Success, in collaboration with the Academic Student Success Team, Strategic Enrollment Management Team, and Academic Council, will complete an audit of MWCC policies in order to ensure learning-centered policies that support student success.
Activity 2.2: New policies and procedures will be vetted by the campus community to ensure alignment with the college mission of student success. (SP 2.0) 2.2a The introduction of new policies and procedures will be informed by vision of student
success, and be communicated through the multiple channels of the aforementioned committees.
Targeted Interventions Priority 3.0: Existing resources will be strategically deployed using a data-informed decision making process, and in the absence of resources in the face of student need, new interventions to support students will be developed. Activity 3.1: The SRT will develop a definition of at-risk students and create a “Student Success Scorecard” with support from the IT and IR departments. This scorecard will triage the most-at risk students through the use of a “Student Success Factor”. (SP 2.1h) 3.1a A customized list of targeted interventions that align with risk factors, for use by faculty, staff, advisors and students will be developed and implemented for the fall 2011 semester. 3.1b Student intake includes the collection and inclusion in Banner of complete information on students' goals, skills, work and life issues, interests, needs for 100% of newly matriculated students. 3.1c The Advising “Link” will be implemented by all college advisors to access robust student success/risk data and to connect students to resources within the developmental, intrusive advising model. Activity 3.2: 100% of at-risk students (identified at intake as "at-risk" through cognitive and non- cognitive assessment tools) are assigned developmental advisors and have educational plans established and monitored. (SP 2.1d) 3.2a The Director of Student Success will leverage existing student retention and advising
resources (i.e. Perkins, McNair, Visions, SSS-Health, Advising & Counseling Center) to target top 5% of students (based on the Student Success Factor) for intrusive advising starting during the fall 2011 semester.
3.2b An intrusive advising model and curriculum will be developed by the Director of Student
Success for consistent application by advisors by fall 2011.
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3.2c DegreeWorks software will be purchased via the Title III grant and utilized across campus by faculty and advisors for degree audits, educational planning, and advising notes.
3.2d A registration “pin” number (mandatory advising) will be evaluated in spring 2012 for
possible use with select populations for the fall 2012 semester. Activity 3.3: The FYE seminar is a required component of first year intrusive advising and intervention for identified high risk populations. (SP 2.1e) 3.3a FYE 101 will continue to be required of all students testing into either RDG 100 or ENG
100. Further resource allocation in the form of a full-time faculty, professional development, and an assessment plan will be developed.
3.3b All General Studies (GS) without an associate’s degree or higher will be required to take
FYE 101 in their first semester starting fall 2011. 3.3c Faculty recruitment and training for FYE positions will take place in the spring 2011
semester and on an ongoing basis after that.
3.3d In conjunction with the Title III grant, “21st century success skills” will be integrated into MWCC’s First Year Experience in predefined gateway courses.
Motivational Communications Priority 4.0: Intentional communications with students maintain and support continuous enrollment and student success.
Activity 4.1: Create, maintain, and implement a college-wide communications plan for current and exited students. (SP 2.0) 4.1a The Student Enrollment Communications Plan will be developed out of the Strategic
Enrollment Management Group and tracked bi-weekly via the admissions office Recruiter for implementation and modification.
Activity 4.2: Target 100% of current students with the development of a “Finish What You Start” internal marketing campaign. (SP 2.0) 4.2a The Director of Student Success and the Director of Marketing will develop a marketing
campaign to be integrated into the college community.
Activity 4.3: Utilize MWCC iConnect portal as an engagement tool to support student success. (SP 2.0)
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4.4a Develop “Student Success” tab in student portal which includes “Finish What You Start” monthly success tips by spring 2012. 4.4b Implement parent portal to increase student and parent engagement by spring 2012.
Curriculum and Instruction Priority 5.0 Faculty will redesign curriculum and instruction to integrate Active Learning
Strategies and Student Success Skills to engage students in the learning process and improve
student retention.
Activity 5.1: Create a Curriculum Team to discuss and improve on-going redesign process. 5.1a Team will meet on a bi-weekly basis to discuss on-going redesign process and make improvements as necessary. Team will utilize data to make decisions about changes to redesign process. 5.1b Team will collaborate in the selection of faculty participants and faculty and mentor training.
Activity 5.2: Redesign curriculum and instruction across content areas. 5.2a Faculty will participate in training and redesign curriculum and instruction across content areas to integrate Active Learning Strategies and Student Success Skills. 5.2b Faculty will pilot, refine and implement redesigned courses to engage students in the learning process and improve student retention. 5.2c Faculty will integrate Supplemental Instruction into redesigned courses as needed. 5.2d Faculty will create curriculum maps for redesigned courses that illustrate the integration of Active Learning Strategies and Student Success Skills. 5.2e Faculty will create portfolios to present their course redesign to the college community for Professional Development purposes. Activity 5.3: Provide Faculty Professional Development to support the course redesign process. 5.3a Members of the Curriculum Team will design and facilitate Faculty Professional Development to support the on-going course redesign process. 5.3b Members of the Curriculum Team will train faculty to be mentors for other faculty as they complete the training and course redesign process. Trained faculty will mentor other faculty.
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5.3c Faculty will provide Professional Development for the college community on course redesign and the course integration of Active Learning Strategies, Student Success Skills and Supplemental Instruction. 5.3d Investigate opportunities to provide professional development on learning communities to faculty and staff.
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Mount Wachusett Community College FY 2011-FY 2013 Student Retention Initiatives
Strategic Objective
Addressed
Strategic Retention Initiatives/Goals 1
.0 V
isib
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y a
nd
Te
am
wo
rk
2.0
Lea
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en
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d
Po
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ies
an
d P
rac
tices
3.0
Targ
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d I
nte
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on
s
4.0
Mo
tiv
ati
on
al
Co
mm
un
ica
tio
ns
Targ
et
Co
mp
leti
on
Da
te
Co
mp
lete
d?
Revise Course Schedule Format X X 7/10 Y-7/10
Incorporate adjunct faculty into all student success
related communications
X X 9/10 Y-11/10
Implement Withdrawal Notification Trigger Email X 11/10 Y-11/10
Revise communications to students in account
default status
X 1/11
Expand FYE 101 requirement to General Studies
students
X X 6/11 Y-9/11
Implement campus-wide career vision and model X X 8/11
Modify late registration advising and outreach; End
late registration for lab sciences
X 9/11
Mandatory Pre-Orientation (New Student Welcome)
for all students, customized by student type
X X 4/11 Y-4/11
Assign all degree-seeking students to an advisor
(individual or campus)
X 9/10 Y-9/10
Develop triage procedures for advisor assignment X 9/10 Y-9/10
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process, supported by IT
Revise new student intake process via Title III X X X X 9/11 Y-9/11
Create space and plan for academic support and
advising at satellite campuses
X X 9/11 Y-9/11
Target high “DFW” courses for supplemental
instruction and professional development via Title III
X 9/11 Y-9/11
Offer “Mass Registration” events prior to end of the
semester for current students
X X 1/12
Increase pre- and post-placement Accuplacer
support via pre-orientation and RDG/MAT refreshers
X X X 4/11 Y-4/11
Continue implementation of Title III ASPIRE Activity
(Advising, DegreeWorks, Student Engagement,
Orientation, and Revised Intake).
X X X X n/a Ongoing
Modify College Withdrawal Policy to incorporate
withdrawal process into the Advising Center. Create
Stop-Out Brochure. Contact all withdrawn students
at periodic intervals to offer assistance with re-
enrollment.
X 11/11 Y-11/11
Modify College Withdrawal Policy to incorporate
withdrawal process into the Advising Center. Create
Stop-Out Brochure. Contact all withdrawn students
at periodic intervals to offer assistance with re-
enrollment.
X 11/11 Y-11/11
Modify Program Change process to require an
updated degree audit and an advisor’s signature.
X 9/11 Y-9/11
Increase parental engagement through parent portal
and special events/communications targeted to
parents.
X X X 6/12
Offer customer service training to front-line staff to
increase connection of staff with completion
X X 6/12
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mission.
Provide targeted communications to students in GS,
UC, and NP to increase retention and conversion to
matriculation within these populations.
X X 9/11 Y-9/11
Create entry-level computer training for new
students, particularly non-traditional by age
populations.
X X 6/12
Evaluate all incoming transfer students’ credits prior
to point of advising. Hire transfer credit evaluator.
X 2/12 Y-12/11
Require unofficial or official transcripts for incoming
students prior to course enrollment.
X 9/11 Y-9/11
Utilize Microsoft Communicator technology to
provide more online advising opportunities for
distance learning students.
X 6/12
Work with admissions office to develop a campaign
targeting GSAH students who are denied admission
into selective programs.
X X 1/12
Develop additional support programming to targeted
populations (male students, minority populations).
X 6/12
Create “Summer Enrollment Plan” to increase
current student summer enrollment.
X X 3/12
Implement DegreeWorks educational planning and
degree audit software with all advisors.
X 3/12
Work with IT to implement modified Early Alert
system.
X X X 9/12
Create new advisor and current advisor training
plans, with supplemental technology to support
(BlackBoard).
X 3/12
Develop communication and support plan for high-
achieving students to include collaboration with
X 6/12
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faculty and linkages to scholarship opportunities.
Implement college-wide advisor calendar system
(Active Data Calendar) to allow for greater flexibility
for students and tracking of appointments by
advising managers.
X 3/12
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Student Success Data Tables
Table 1: Annual Course Completion Rate 1. To increase the annual course completion rate to 85% (up from 81.9%, 2009 baseline). (SP
2.0) Fiscal Year
Course Completion Rate-Actual Course Completion Rate-Goal
MA CC Average
2005 80.3% n/a 76.5%
2006 82.0% n/a 76.0%
2007 83.0% n/a 75.8%
2008 81.1% n/a 76.1%
2009 81.9% n/a 76.7%
2010 81.7% n/a 76.4%
2011 TBD 82% TBD
2012 TBD 83% TBD
2013 TBD 84% TBD
2014 TBD 85% TBD
Source: HEIRS
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Table 2: Fall-to-Spring Persistence Rate of DHE cohort (Degree-seeking, not enrolled in ESL coursework in the fall, earn 9 or more credits in the fall, and haven’t graduated prior to the spring term). 1. Increase the fall to spring persistence rate to 92% (up from 90.4%, 2008 baseline). (SP
4.5d3)
Source: HEIRS
Cohort Fall-to Spring Persistence-Actual
Fall-to-Spring Persistence Rate-Goal
MA CC Average
2004 87.7% n/a 91.0%
2005 86.1% n/a 90.8%
2006 86.5% n/a 90.5%
2007 86.7% n/a 90.8%
2008 90.4% n/a 91.6%
2009 89.3% n/a 92.1%
2010 TBD 90.0% TBD
2011 TBD 90.5% TBD
2012 TBD 91.0% TBD
2013 TBD 91.5% TBD
2014 TBD 92.0% TBD
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Table 3: Fall-to-Fall Retention for New, First-Time, Full-Time Freshman, including MA Community College Averages
1. At a minimum, 75% of first-time, full-time degree seeking students enrolled at the fall term freeze date (who do not graduate prior to the following fall term) re-enroll at MWCC and/or enroll (transferred out successfully) at another public or private college; MWCC consistently meets or exceeds the community college average first year retention rate in higher education. (SP 2.1m)
2. Increase the first year retention rate of new first time, full time students to 59% (up from 56%, 2008 baseline). (SP 4.5d2)
3. Decrease the early leaver rate by 10%. (SP 2.1b) Cohort MWCC Fall-to-Fall
Retention-Actual
MWCC Fall-
to-Fall
Retention -
Goal
MA CC
Average
MWCC Fall-to-
Fall Retained
Anywhere-
Actual
MWCC
Fall-to-Fall
Retained
Anywhere-
Goal
MA CC
Average
2004 48.6% n/a 55.9% 58.6% n/a 64.6%
2005 46.5% n/a 55.3% 55.9% n/a 63.5%
2006 52.6% n/a 56.5% 64.2% n/a 65.3%
2007 52.5% n/a 57.7% 64.4% n/a 66.4%
2008 56.0% n/a 59.6% 63.7% n/a 64.3%
2009 55.7% n/a 58.1% 65.2% n/a 66.4%
2010 TBD 57% TBD TBD 67% TBD
2011 TBD 57.5% TBD TBD 69% TBD
2012 TBD 58% TBD TBD 71% TBD
2013 TBD 58.5% TBD TBD 73% TBD
2014 TBD 59% TBD TBD 75% TBD
Source: HEIRS
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Table 4: Fall-to-Fall Retention Rates of Title III At-Risk Cohort
1. Increase by 5% annually the number of at‐risk students retained after the first year and 20%
persisting to graduation/completion by 2014. (SP 2.1a) Cohort Fall-to-Fall Persistence MA CC Average
2011 TBD TBD
2012 TBD TBD
2013 TBD TBD
2014 TBD TBD
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Table 5: Fall-to Fall Retention Rate for Minority and Underserved, First-Time Full-time, Degree Seeking Students 1. The fall to fall retention rate for minority and underserved first-time, full-time degree
seeking students is comparable to non-minority students; the fall to fall minority student retention rate consistently exceeds the average rate noted for Massachusetts community college peers and MWCC national peers (IPEDS data). (SP 2.1m)
Part-Time Students Cohort
MWCC Fall-to-Fall Retention Rate for First-Time, Part-Time Degree-Seeking Students
(Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Part-Time Degree-Seeking
Students (Goal)
2005 38% n/a
2006 46% n/a
2007 43% n/a
2008 44% n/a
2009 44% n/a
2010 TBD 45%
2011 TBD 46%
2012 TBD 47%
2013 TBD 48%
2014 TBD 49%
Minority Students-Overall Cohort
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Minority Students-
Overall (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Minority
Students-Overall (Goal)
2005 48% n/a
2006 52% n/a
2007 51% n/a
2008 48% n/a
2009 53% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
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Minority Students-Black, non-Hispanic Cohort
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Minority Students-
(Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Minority
Students-(Goal)
2005 45% n/a
2006 50% n/a
2007 51% n/a
2008 49% n/a
2009 54% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
Minority Students-Hispanic and Latino Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking Minority Students (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Minority
Students (Goal)
2005 47% n/a
2006 53% n/a
2007 50% n/a
2008 48% n/a
2009 52% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
First Generation Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking First Generation Students (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking First
Generation Students (Goal)
2005 53% n/a
2006 53% n/a
2007 54% n/a
2008 53% n/a
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2009 53% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
Pell Eligible Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking Pell-Eligible Students- (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Pell-Eligible
Students (Goal)
2005 50% n/a
2006 53% n/a
2007 52% n/a
2008 52% n/a
2009 55% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
ESL/LEP Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking ESL Students (Actual) MWCC Fall-to-Fall Retention Rate for
First-Time, Degree-Seeking Pell-Eligible Students-Overall (Goal)
2005 50% n/a
2006 53% n/a
2007 52% n/a
2008 52% n/a
2009 55% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
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Documented Disabilities Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking Students with Documented Disabilities (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Students with Documented Disabilities (Goal)
2005 58% n/a
2006 59% n/a
2007 56% n/a
2008 54% n/a
2009 57% n/a
2010 TBD 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
Student Veterans (Pending Data Collection) Cohort
MWCC Fall-to-Fall Retention Rate for First-
Time, Degree-Seeking Student Veterans (Actual)
MWCC Fall-to-Fall Retention Rate for First-Time, Degree-Seeking Student
Veterans (Goal)
2009 63.6% n/a
2010 50% 57%
2011 TBD 57.5%
2012 TBD 58%
2013 TBD 58.5%
2014 TBD 59%
*Fall 2009 was the first year data was collected on the student veteran population.
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Table 6: Community College Success Indicator (Student Persister/Maryland Model) 1. To rank among the top three Massachusetts community colleges for the Community College
Success Indicator (Total) for the Fall 2009 Entering Cohort. (SP 4.5d4)) Cohort
Community
College Success
Indicator-Total (Outcomes After Six
Years)-Actual
Rank-Actual Community College Success Indicator-Total (Outcomes After Six Years)-
Goal
Rank-Goal Segmental Total
2003 78.2% 7 n/a n/a 78.3%
2004 81.2% 3 n/a n/a 78.0%
2005 TBD TBD 81.4%
3 TBD
2006 TBD TBD 81.8% 2 TBD
2007 TBD TBD 82.2% 2 TBD
2008 TBD TBD 82.6% 1 TBD
2009 TBD TBD 83.0% 1 TBD
Table 7: Successful completion of selected gatekeeper (barrier) courses as defined within the Title III ASPIRE grant (e.g. high-enrollment/high failure rate courses such as college algebra, freshman composition, anatomy and physiology, etc.) PENDING DATA FROM IR Table 8: Percent of degree-seeking students separated from MWCC who state their goals have been met. Note: To be researched in FY 2012 as part of college withdrawal process revisions and survey of exited students plan. 1. At a minimum, 85% of degree/certificate seeking students leaving the college prior to graduation
who have not transferred elsewhere indicate that their educational goals were met at MWCC. (SP 2.1i)
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Graduation Tables
Table 7: IPEDS/DHE (new) Graduation Rates 1. The college incrementally increases the three and four year rates of graduation 15% over the three
year period; MWCC's IPEDS three year graduation rate meets or exceeds the Massachusetts community college system average and the average of its national peers (IPEDS data); the four year rate as calculated by DHE meets or exceeds the Massachusetts community college system average. (SP 2.1m)
Cohort
Graduated Within 3
Years-Actual
Graduated Within 3
Years-Goal
1996 25% n/a
1997 23% n/a
1998 27% n/a
1999 25% n/a
2000 18% n/a
2001 18% n/a
2002 19% n/a
2003 20% n/a
2004 18% n/a
2005 15.4 n/a
2006 17.9% n/a
2007 16.8% n/a
2008 16.2% n/a
2009 TBD 17.0%
2010 TBD 17.5%
2011 TBD 18.0%
2012 TBD 18.5%
2013 TBD 19.0%
2014 TBD 19.5%
2015 TBD 20.0%
Source: IPEDS
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DHE Data
Cohort 4 Year Graduation Rate-Actual
MA CC Average MWCC Graduation Rate Exceeds or Meets Average?
2003 40.8% 34.4% Y
2004 TBD TBD TBD
2005 TBD TBD TBD
2006 TBD TBD TBD
2007 TBD TBD TBD
2008 TBD TBD TBD
Source: DHE Note: Cohort Identification: HEIRS II Fall Term Credit Student Unit Record File. Data Elements: Student Type at Current Registration = New; Cohort is adjusted to eliminate students from the initial cohort who did not attempt 18 credits within two years of initial enrollment or who enrolled in an ESL course during this time period.
Table 8: Annual Degrees and Certificates Awarded 2.11e To increase the number of annual degrees and certificates awarded by 5% over 2009
baseline (258 and 462, respectively). (SP4.5d5) Fiscal Year
Certificates Awarded Target Goal-Certificates
Degrees Awarded Target Goal-Degrees
2005 202 n/a 442 n/a
2006 210 n/a 455 n/a
2007 238 n/a 475 n/a
2008 196 n/a 446 n/a
2009 258 n/a 462 n/a
2010 270 n/a 519 n/a
2011 205 276 470
529
2012 n/a 284 n/a 545
2013 n/a 295 n/a 567
2014 n/a 310 n/a 595
