Skip to Main Content

Graduation, Transfer & Retention Rates


Student Outcomes Using The Voluntary Framework Of Accountability

The Fall 2010 incoming new-to-North Central cohort was tracked for six years.  In addition, this cohort was divided into two additional sub-cohorts:

(1) Credit-seeking (completed 12 credits within the first two years), and

(2) First time in any college (largely self-reported). 


In addition to these groupings, students were tracked for six years and determined which of the following categories they belong to:

  • Associate degree with transfer

  • Associate degree without transfer

  • Certificate with transfer

  • Certificate without transfer

  • Transfer without an award

  • Still enrolled (at six years)

  • Left higher education with at least 30 North Central credits

  • Left higher education with less than 30 North Central credits


The graphs below show the progress of our Fall 2010 incoming students on the first five measures, although receiving an associate’s degree or a certificate are both considered as having graduated, and are grouped together on the graphs.

The graphs are cumulative over six years and are also cumulatively “stacked” in that the three measures are added.  Thus, for example, in the first graph, at Year 3, 40% of the incoming cohort has either graduated without transferring, graduated and transferred or transferred without graduating.



Percentage of incoming students who receive a degree or certificate within four years.


Graduation and Transfer

Six-year cohort progression and success, Fall, 2010 cohort.

All incoming Fall 2010 students


Six-year snapshot, all measures, all incoming students.


First time in college students entering in Fall 2010.


Six-year snapshot, all measures, first-time students.


Credit-seeking entering in Fall 2010.


Six-year snapshot, all measures, credit-seeking students.


Credit-seeking and college-ready, entering in Fall 2010.


Six-year developmental education progression

Students who are not ready for college-level English or math are required to take remedial or developmental coursework before progressing to the first college-level course in either discipline.  This progression was tracked for the same incoming Fall 2010 cohort, with results below.

Progression through developmental math sequence.


  • Attempted and completed graphs show percentage of students needing dev math, as in first set of bars.

  • E.g., 273 of the full incoming cohort (36% x 757) required math remediation.  Of that group, 137 (50% x 273) attempted the sequence and 82 (30% x 273) completed the sequence, with 76 (28% x 273) completing college level math.


Progression through developmental English sequence.

(Percentages are same as in above math graph)


Progression through any developmental sequence, depending on need.


Two-year cohort progression measure (Fall 2014)

This two-year cohort entered North Central in Fall 2014. It is similarly divided into sub-cohorts as the six-year cohort was.  Various metrics are tracked:

  • Percent of first term credits successfully completed

  • Percentage of incoming fall students retained into the next winter semester

  • Percentage awarded a degree or certificate or transferred to another college

  • Percentage still enrolled at two years

  • Percentage of all credits successfully completed in two years

Fall 2014 incoming cohorts, progress over two years.


  • All three sub-cohorts successfully completed at least 70% of their first term and total two-year credits.
  • The variation among sub-cohorts is not large within the first two years.
  • A majority of all students is still enrolled after two years.


Retention Rates

The percentage of first-time students who return to North Central to continue their studies the following Fall.


For additional information, click here to go to the College Navigator site.