Maricopa Emergency Management System Alert

UPDATE: Online courses continue as scheduled. Currently, in-person services are limited. Online registration is available for classes. Check here for the latest service hours and www.maricopa.edu/coronavirus for the latest COVID-19 updates.

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

Economic Impact

View Rio's economic impact on the community

College Statistical Information

Fact Sheet

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, 2020.

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 Fall 2019 enrollment of all full-time undergraduate students in credit programs was 2,171.  Of these 63% were female and 37% were male.  1% were American Indian/Alaska Native, 4% were Asian/Pacific Islander, 8% were Black, 26% were Hispanic, 48% were White, and 6% were Two or More Races.

Federal Pell Grant recipients comprised 26% of the full-time enrolled students in Fall 2019.  Of these, 70% were female and 30% were male.  56% 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

31% of the first-time, full-time undergraduate students who enrolled in Fall 2018 returned in Fall 2019.  The part-time student retention rate was 22%.

Graduation and Transfer Rates

The 3-year graduation rate for full-time students entering in Fall 2016 was 7%.  The 3-year transfer-out rate was 28%.

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 2013, 2014, 2015 and 2016 was 8%. 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 2016 (the cohort used for calculating the Graduation and Transfer Rates updated in 2019), less than 2% of our students met the criteria to be included in the cohort.

View Average Graduation and Transfers-Out Rate Report