Results from the Survey of Community College Outcomes 2023 Extended Pilot
The Federal Reserve Bank of Richmond’s Survey of Community College Outcomes aims to collect data that represents the unique role that community colleges play in the higher education system. We collected data related to headcount enrollment, student outcomes, dual enrollment, and non-credit programs. This year is the second year of administering the survey. Last year’s inaugural pilot included data from nine community and technical colleges from across the Federal Reserve’s Fifth District, and this year we conducted an expanded pilot that includes 63 schools, with near universal participation from four Fifth District states. The following sections detail high level findings from the survey. To see more of our work on community colleges, please see our topics page.
Please note: All data and results are experimental and subject to change. School level data has been randomized and anonymized for this year's extended pilot.
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The Richmond Fed Success Rate
The Federal Reserve Bank of Richmond’s Success Rate uses a cohort of students comprised of full-time and part-time students, as well as first time and non-first time students, who entered the institution during the 2018–19 academic year and tracks their success over a four-year period. We considered a student successful if they:
- Attained an Award: Graduated with an associate degree or a certificate (of at least 16 credits) or attained an industry recognized certificate, credential or licensure
- Transferred: Transferred to a four-year institution before earning a degree or credential
- Persisted: Remained enrolled and in good standing at the four-year mark
This measure of success is higher for 62 of 63 participating institutions when compared to the traditional IPEDS Graduation Rate, but there is significant variation across schools. The gap between the IPEDS Graduation Rate and the Richmond Fed Success Rate ranges from 45.7 percentage points (at an institution in Virginia) to 3.5 percentage points (also at an institution in Virginia).
Students enrolled at urban institutions tended to have higher success rates than rural counterparts, except in Maryland. When examining success rates based on Pell status, non-Pell students had higher success rates than students receiving the Pell grant. Success rates for female students were higher than males. The gaps between white and black success rates tend to be stark.
Please note: All data and results are experimental and subject to change. School level data has been randomized and anonymized for this year's extended pilot.
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Credit and Non-credit Enrollment Comparisons
Rates of non-credit enrollment varied across states during the 2021–22 academic year. Non-credit students accounted for the smallest percentage of total enrollment in Virginia (13.2% of total enrollment) and the highest percentage in Maryland (38.6% of total enrollment). Female students account for the largest share of credit, dual, and non-credit enrollment; however, the gap between female and male enrollment is smallest for non-credit programs (5 percentage points). In all states, except Maryland, male students made up the majority of non-credit students.
Please note: All data and results are experimental and subject to change. School level data has been randomized and anonymized for this year's extended pilot.
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Dual Enrollment
During the 2021–22 academic year dual enrollment students made up the largest share of total credit enrollment in Virginia. Across the District, dual enrollment students comprise a higher share of enrollment at rural institutions (27.0 percent) compared to urban institutions (16.8 percent). A greater portion of dual enrollment students are White or Asian compared to non-dual enrollment students.
Please note: All data and results are experimental and subject to change. School level data has been randomized and anonymized for this year's extended pilot.
Additional Resources
