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Institutional Effectiveness

The department is responsible for coordinating college-wide institutional research and effectiveness activities in support of college decision-making, strategic planning and evaluation, and quality enhancement.

  • Assists in promoting the culture that values assessment and evidence-based decision making.
  • Provides empirical, reliable information for planning and policy development.
  • Continues to expand knowledge and use of innovative tools and technology.

Leadership

Karol Schmidt
Dean, Institutional Effectiveness & Innovation

College Statistical Information

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Voluntary Framework of Accountability

Rio Salado College participates in the Rio Salado College participates in the Voluntary Framework of Accountability(VFA) established by the American Association of Community Colleges. The VFA is designed as a set of appropriate measures to determine how well community colleges are serving students and gives a more comprehensive view of student outcomes at the college.
In the 2019 VFA data submission, Rio Salado College reported a 11.5% graduation rate, a 49.3% transfer-out rate, and a 11.9% still-enrolled rate after two years.

View VFA Public Outcomes Report

Official Annual Reporting Information

Updated July 1, 2019.

The following data are reported to the US Department of Education through the Integrated Post-Secondary Education Data System (IPEDS) and are included here to help students make informed decisions about attending college.

Diversity of Enrollment & of Federal Pell Grant Recipients

In the Fall of 2018, 45th-day enrollment of all full-time undergraduate students in credit programs was 2,090. This cohort is 10% of our total Fall 2018 student population. Of these 65% were female and 35% were male. 2% were American Indian/Alaska Native, 4% were Asian/Pacific Islander, 7% were Black, 23% were Hispanic, 48% were White, and 4% were Two or More Races.

Federal Pell Grant recipients comprised 29% of the full-time enrolled students in the Fall of 2018. Of these, 71% were female and 29% were male. 49% of the Pell recipients identified themselves as members of a racial or ethnic minority.

View Diversity of Enrollment / Federal Pell Grant Recipients Report


Retention Rates

30% of the first-time, full-time undergraduate students who enrolled in the Fall of 2017 returned in the Fall of 2018. The part-time student retention rate was 29%.

Graduation and Transfer Rates

The 3-year graduation rate for full-time students entering in Fall 2015 was 5%. The 3-year transfer-out rate was 36%.

View Graduation and Transfer Rates Report




4 Year Average Graduation & Transfers-Out Rate

The 4-year average graduation rate for full-time students entering in Fall 2012, 2013, 2014 and 2015 was 6%. The 4-year average transfer-out rate was 28%.

The IPEDS Graduation and Transfer Rate metrics are based on a first-time, full-time, degree/certificate-seeking undergraduate student cohort, as defined by the US Department of Education. In Fall of 2015 (the cohort used for calculating the Graduation and Transfer Rates updated in 2018), less than 1% of our students met the criteria to be included in the cohort.

View Average Graduation and Transfers-Out Rate Report