Student Achievement Dashboard
Retention Rate
Retention rate refers to the percentage of first-time, full-time undergraduate students who return to the same institution to continue their studies in the following fall semester, as defined by the Integrated Postsecondary Education Data System (IPEDS). This metric is important because it serves as an indicator of student satisfaction, institutional support and overall academic quality, helping institutions assess their effectiveness in fostering student success.
Comparing retention rates with national and regional peer institutions allows schools to evaluate their performance relative to similar institutions, identify areas for improvement and better understand how their support services and academic environments stack up against their counterparts.
National comparable peers: Georgia Southern University, Kent State University at Kent, Louisiana Tech University, North Dakota State University — Main Campus, South Dakota State University, Tennessee Technological University, University of Maine, University of Massachusetts — Boston, The University of Montana and The University of Wyoming.
National aspirational peers: Colorado State University-Fort Collins, Oregon State University and the University of Nebraska — Lincoln.
Regional Peer Institutions: Boise State University, Idaho State University and Lewis-Clark State College.
Persistence Rate
At University of Idaho, persistence rate is defined as the percentage of baccalaureate degree-seeking students who, after enrolling in a given fall semester, either return to the institution in the following fall semester or graduate within the same academic year. Essentially, it reflects the university's ability to retain students and support them through to completion, whether through continued enrollment or graduation.
Graduation Rate
The six-year graduation rate, as defined by the Integrated Postsecondary Education Data System (IPEDS), represents the percentage of first-time, full-time undergraduate students who complete their degree program within six years of starting their studies. This rate is important because it serves as a key measure of institutional effectiveness, indicating how well a school supports students in completing their academic goals. A high graduation rate reflects the quality of academic programs, student services and overall campus environment, while a lower rate may highlight areas for improvement. Comparing U of I’s six-year graduation rate with that of national and regional peer institutions allows the university to assess its performance relative to similar schools, identify successful strategies and pinpoint areas where enhancements may be needed to better support student success.
National comparable peers: Georgia Southern University, Kent State University at Kent, Louisiana Tech University, North Dakota State University — Main Campus, South Dakota State University, Tennessee Technological University, University of Maine, University of Massachusetts — Boston, The University of Montana and The University of Wyoming.
National aspirational peers: Colorado State University-Fort Collins, Oregon State University and the University of Nebraska — Lincoln.
Regional Peer Institutions: Boise State University, Idaho State University and Lewis-Clark State College.
Degrees and Certificates Awarded
Tracking the number of degrees and certificates awarded at U of I provides insights into academic success and program effectiveness. It helps assess student achievement, align with workforce needs and guide decisions on program development. Additionally, these numbers reflect the university’s impact on higher education and the local economy.
Postgraduation Success
U of I uses the National Association of Colleges and Employers’ (NACE) First Destination Survey (FDS) to capture information regarding how new college graduates fare in their careers within six months of graduation, including the percentage of students who are employed (part- or full-time), continuing their education (pursuing a master’s or doctorate) or still seeking employment. Additionally, tracking the university's return on investment (ROI), assessed using Georgetown University's methodology, is essential for understanding the long-term financial benefits of a U of I degree. This helps demonstrate the value of U of I’s programs, showing that graduates secure meaningful work and earn competitive salaries, which supports informed decisions for prospective students and stakeholders. One metric is Net Present Value (NPV), which is defined as how much a sum of money in the future is valued today, essentially translating future cash flows into today’s dollars. It provides a concrete number to compare an upfront investment with a future return. For example, U of I’s 40-year NPV was $1,029,000, meaning that over a 40-year horizon, a U of I graduate will reap a long-term net economic gain of $1,029,000.
National comparable peers: Georgia Southern University, Kent State University at Kent, Louisiana Tech University, North Dakota State University – Main Campus, South Dakota State University, Tennessee Technological University, University of Maine, University of Massachusetts – Boston, The University of Montana, and The University of Wyoming.
Regional Peer Institutions: Boise State University, Idaho State University, and Lewis-Clark State College.
DFWI Rates in Gateway Courses
Tracking DFWI (Grades of D, F, Withdrawal or Incomplete) in college gateway courses is crucial because it serves as an early indicator of student performance and potential academic challenges. Gateway courses, often required for progression in a degree program, are key to a student's success in their academic journey. High rates of DFWI in these courses can signal issues such as inadequate preparation, lack of engagement or external factors affecting students' ability to succeed. By monitoring DFWI rates, institutions can identify at-risk students, provide targeted interventions and improve overall retention and graduation rates. This data-driven approach helps enhance student success and ensures that students have the support they need to succeed in critical academic milestones.
First-term GPA
The first-term GPA of first-time, full-time, baccalaureate-degree-seeking students is a crucial metric for U of I, as it provides an early indicator of how well students are adjusting to academic life and the challenges of higher education. A strong first-term GPA often reflects a student’s ability to manage coursework, time and stress, which are essential skills for academic success. Tracking this metric allows the university to identify students who may need additional support early on, enabling targeted interventions that can improve retention and long-term success. Furthermore, first-term GPA serves as a predictive factor for future academic performance, making it an important tool for both student and institutional development.