OFM worked with the six public universities and colleges to create this centralized dashboard that displays a number of accountability measures, such as, graduation rates and the time it takes to complete a bachelor’s degree for each institution and statewide.
The metrics are organized into the three categories listed in the bar above, with the specific metrics listed below.
Degrees and Graduates
Looking for revenue and expenditure data? www.fiscal.wa.gov has data for all public institutions in Washington.
Please contact Tess Grayson , higher education analyst for the Office of Financial Management, at email@example.com.
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The purpose of the dashboard is to provide the public a view of public, four-year institution information. It provides a high-level overview of the types of students enrolled, retained and completing, in addition to the types of degrees awarded. While dashboards can never provide a solution for a particular “issue,” they can be used to determine what direction a decision-maker may go to gather more information.
This dashboard represents a large amount of data that have been aggregated according to specific definitions and calculations. The dashboard was created because viewing this data in a spreadsheet would be overwhelming and difficult to comprehend. Data visualization can help viewers interpret data and draw conclusions more easily. Tableau was chosen as a data visualization tool because of its ease of use and broad array of visualization possibilities.
In 2011, the Legislature passed E2SHB 1795, related to higher education. In an effort to streamline the numerous accountability measures collected by different agencies, the Legislature requested that the public four-year institutions report on many of the Complete to Compete metrics identified by the National Governors Association. The majority of measures identified in E2SHB 1795 are similar to the metrics in the Complete to Compete technical guide.
The source of data for this dashboard is from OFM’s Public Centralized Higher Education Enrollment System (PCHEES) that includes enrollment and completion data from 2007-08 forward.
Data from OFM’s Public Centralized Higher Education Enrollment System (PCHEES) was compiled by OFM staff, who shared it with the public four-year institutions’ institutional researchers and the Council of Presidents for their review of definitions, calculations and processes. The Office of Financial Management used Tableau to create the dashboard, and examples of format were shared with COP and legislative staff for comment. Usability sessions were conducted and changes to the display were made based on user recommendations.
The legislation only refers to the public four-year institutions. The State Board for Community and Technical Colleges has information about the public community and technical colleges’ enrollment and completions and the Independent Colleges of Washington has information about the private, not-for-profit four-year institutions enrollment and completions.
That particular measure may not exist for the institution or year chosen. For example, the graduation/continuation chart for the University of Washington Transfer student with a DTA/AST is blank because this level of information about a transfer degree is not provided by UW.
Pre-College courses, also referred to as remedial courses, are courses used by institutions to prepare students for college-level math and English courses.
The majority of pre-college courses are offered at a community or technical college and Central Washington University and Eastern Washington University are the only public four-year institutions that offer pre-college courses. Students in other institutions attend courses offered by a community or technical college. For these two reasons, any conclusions drawn about pre-college students apply only to the students at Central Washington University and Eastern Washington University and may or may not reflect pre-college students in the community and technical college system.
For information about pre-college students in the community and technical college system, please visit the State Board for Community and Technical Colleges website.
These charts follow a particular cohort of students longitudinally (over time) and categorizes them by graduated, continued or not found. In this chart, we use the term continuation to characterize a student who is enrolled. In the past, the term retention was used but we felt this would be confusing because retention has a different connotation in the K-12 system.
If you click on 2007-08, this chart provides information about a group of students that began at the institution in the Summer or Fall of 2007. For each column shown on the chart, the orange area represents the percentage of students who continued into the following year; the red area represents the percentage of students who graduated that year; the blue area represents students whose records were not found the following year. If a student did not graduate by the end point, in this case Spring 2008, and was not enrolled in this term, they are considered not found.
This first year listed does not represent a whole year, only Fall to Spring, so this is NOT Year 1. The second line up is the Fall to Fall rate, commonly used to determine the freshman retention rate for Direct from High School students. Below is a description of the lines in this chart:
|Direct from high school||Transfer|
|Seventh column||Six-year graduation rate|
|Sixth column||Five-year graduation rate|
|Fifth column||Four-year graduation rate||Four-year graduation rate|
|Fourth column||Junior continuation||Three-year graduation rate|
|Third column||Sophomore continuation||Two-year graduation rate|
|Second column||Freshman continuation||Junior continuation|
|First column||Fall to Spring||Fall to Spring|
Because the Public Centralized Higher Education Enrollment System (PCHEES) system begins with 2007-08 data, the charts for this year are the most complete, but still do not have complete data for the sixth line and there is no seventh column because we do not have the completion data yet. The five-year graduation rate (sixth column) is only accurate to demonstrate how many students from the cohort have returned to school. Many of the students in the “Not found” category are not at the school anymore because they graduated in the 2011-12 school year and this completion data is not submitted to OFM until July 2013. This time lag is necessary to get more accurate and complete data. When the dashboard is updated next December, the data in the sixth line will show a higher graduation rate and a lower percentage in the not found category.
The Success metrics measure student success in courses TWO years after an event, either after taking a pre-college course or beginning at the institution. To fully report this metric, we need three years of data. The early years have all three years and the later years have less than three years. All years of available data are displayed so users have access to recent data but comparisons should not be made between years that have complete data and years with incomplete data. Any conclusions drawn are likely to be incorrect.
There are a number of reasons displayed data is different from other sources, such as IPEDS (Integrated Postsecondary Education Data System).
Browsers remember sites and pages you have previously visited. That information is stored in the browser’s history. If you know a site or page has been changed and you’re not seeing the changes, you will need to clear your browser’s history. Depending on the browser you use and how much history you want to clear, there are different steps to follow. Contact the PCHEES Helpdesk email@example.com if you need assistance.
In the Tableau Toolbar, click on the Download button. You can save the Tableau Workbook and open it using either Tableau Public (free) or Tableau Desktop.
Alternatively, if you want the underlying data, click the button at the top right of the dashboard.
To print, click on the Download Button on the Tableau Toolbar. Save the report as an image or PDF and then print the image/PDF.
The dashboard is updated annually in the Fall after the required data submissions have been validated.
Please contact Tess Grayson, higher education analyst for the Office of Financial Management, at firstname.lastname@example.org.
For more details on how variables in this dashboard were calculated from their sources in the Public Centralized Higher Education Enrollment System (PCHEES), see the Metrics Calculations document.
This dashboard includes data for summer term in calendar year 2007 through fall term in calendar year 2022. This includes data from:
Enrollment data for summer term in calendar year 2007 through spring term in calendar year 2022
In enrollment data, each dashboard year begins with summer term and ends with the following spring term. Enrollment data in this dashboard has displays for dashboard years 2007-08 through 2021-22.
Enrollment data for fall term in calendar year 2022
The graduation/continuation metric takes a cohort of students and looks forward in time to identify students who continued in their coursework or graduated at six different points in time. This fall term data is needed to identify students who continued in their coursework for the last point in time.
Completion data for fall term in calendar year 2007 through summer term in calendar year 2022
In completion metrics, each dashboard year begins with fall term and ends with the following summer term. Many students finish their coursework in one term but don’t receive their degree or certificate until a following term. The last summer term data is needed to provide a whole year’s worth of completions for the last year displayed in the dashboard. Completion metrics include completions for dashboard years 2007-08 through 2020-21.
Completion data for dashboard year 2021-22 (fall term in calendar year 2021 through summer term in calendar year 2022) will not be available until fall of calendar year 2023. At the time of this update, only one institution’s completion data was available.
The source of data for this dashboard is Washington State’s Office of Financial Management Public Centralized Higher Education Enrollment System (PCHEES).
This dashboard does not contain any two- or four-year data from the Community and Technical College system.
The information displayed in this dashboard is based on definitions and calculations provided in the Complete to Compete Common College Completion Metrics. The definitions and calculations may be different from how individual institutions or other sources of higher education information calculate similar measures.
All enrolled students, regardless of funding source, are included in the dashboard. Please see Data definitions for a list of definitions and Metric calculations for a description of how the metrics were calculated. For this reason, before comparing numbers or rates from different sources, please be sure you understand the calculations behind the measures. OFM staff are available to assist with interpretations of the measures.
OFM prioritizes student privacy and has developed suppression rules that meet the law and intent of the Family Educational Rights and Privacy Act (FERPA). These suppression rules are applied to the data before it is released for display.
In most cases, suppression is not needed for disaggregated data at a statewide level because the number of students in each grouping ensures that someone cannot determine identifiable information about a student or group of students. When data is displayed at the institution level, suppression may be required when the number of students in a grouping would allow someone to determine identifiable information about a student. OFM performs this suppression by calculating the minimum subgroup size for the extent of years displayed. The suppression logic is applied to all years prior to and including the final year a subgroup size of less than 10 is observed.
When displaying count data (“Student Enrollment” metrics and Number of Degrees), OFM either masks or recodes demographic characteristics to protect student privacy. For example, if there are only 5 female undergraduate students enrolled in AY2012-13 that are not Washington residents, the gender of these students will be masked (“Details Redacted”) for all years prior to and including the final year a subgroup size of less than 10 is observed. When disaggregating students by Race/Ethnicity, groups of fewer than 10 are shown as “Unknown.” Since the “Unknown” category also contains students that did not report a race/ethnicity, it is impossible to calculate a suppressed value by subtraction.
When displaying performance metrics (All “Student Progress” metrics, Time to Degree, and Credits to Degree), if a subgroup size is less than 10 then all years of data prior to and including the final year for that subgroup are not displayed.
Users of this dashboard should understand that data suppression is done to protect student privacy because the number of students in that grouping is too small to display.
For more information about FERPA or other privacy initiatives, please visit the Department of Education Privacy Technical Assistance Center (PTAC).
OFM Forecasting and Research Division worked with the partners below to create this dashboard.
The dashboard is updated annually in the Fall after all the required data submissions have been validated.
For more details on how variables in this dashboard were calculated from their sources in the Public Centralized Higher Education Enrollment System (PCHEES), see the Metrics Calculations document.
In some cases, the academic year is defined as beginning with the Summer term and ending with the Spring term; closely following the fiscal year. In other cases, typically when looking at graduation metrics, the academic year is defined as beginning in the Fall term and ending with the Summer term.
Age was calculated as of the beginning of the term.
The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. The CIP was developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985, 1990, 2000, 2010 and 2020.
Of a starting cohort, consisting of entering students who enroll in the Fall of a particular year in an undergraduate program, the continuation rate represents the percentage of those students still enrolled in a subsequent term. For example, the four-year continuation rate is calculated by taking the number of students who began in Summer or Fall 2007 (ex. 15146), and the number of those students still enrolled in Fall of 2011 (ex. 3302), and dividing the latter by the former (3302/15146 = 21.8%).
A count of Undergraduate and Graduate degrees awarded in an academic year. All degrees awarded are included in this count, even if one student earned more than one degree.
A student who enters a public four-year institution without any undergraduate credits. These students include:
Direct from high school students may have earned college credits in high school (Running Start, Advanced Placement, or International Baccalaureate). They do not include transfer students from other higher education institutions.
The unduplicated count of students enrolled during the academic year. If a student is enrolled in more than one institution, the student is counted only once at the statewide level. These numbers will vary slightly from sources that report annual average where the total number of students enrolled each term is divided by the number of terms in an academic year.
Of a starting cohort, consisting of entering students who enroll in the Fall of a particular year in an undergraduate program, the graduation rate represents the percentage of those students who graduated by the end of the subsequent term. For example, the four-year graduation rate is calculated by taking the number of students who began in Summer or Fall 2007 (ex. 15146), and the number of those students who graduated by Fall of 2011 (ex. 7417), and dividing the latter by the former (7417/15146= 49%).
A system managed by OFM since 1998 to collect public, four-year higher education data at the student level. PCHEES has enrollment and completion data from the 2007-08 academic year forward.
A student who received a Pell grant or Washington College grant. Note that in previous versions of this dashboard, the Washington College Grant was known as the State Need Grant. The name for the State Need Grant was changed to Washington College Grant in July 2019. This dashboard displays “Washington College Grant” for both State Need and Washington College Grants.
For the enrollment metric, a student is categorized as a Pell/Washington College Grant recipient if they received a grant in any term during the year being displayed.
When calculating graduation or retention rate, a student is categorized as a Pell/Washington College Grant recipient if they received a grant in any term during their first year at the institution.
For degree recipients, a student is categorized as a Pell/Washington College Grant recipient if they received a grant in any term prior to receiving the degree.
For the enrollment metric, a student is categorized as a Pre-College course taker if they enrolled in a pre-college math or English course in any term during the year being displayed.
When calculating graduation or retention rate, a student is categorized as a Pre-College course taker if they enrolled in a pre-college math or English course in any term during their first year at the institution.
For degree recipients, a student is categorized as a Pre-College course taker if they enrolled in a pre-college math or English course in any term prior to receiving the degree.
Hispanic Origin and Race/Ethnicity are asked of students separately. A student can identify any Hispanic Origin and then identify a race or ethnicity (Black, White, Asian-American and Native Hawaiian or Pacific Islander, American Indian or Alaska Native). International students do not indicate a Hispanic Origin or race/ethnicity.
A sex designation of male or female. A new vital records law and rules became effective January 27, 2018, where individuals can change the sex designation on their birth certificate and other legal documents. The new law added ‘X’ as a third sex designation. Only two institutions reported any students as Sex X at the time this dashboard was published.
Defined by the Classification of Program (CIP) code. Science, Technology, Engineering and Mathematics (STEM) programs are identified by a list maintained by the U.S. Immigration and Customs Enforcement (ICE) agency. High employer demand programs are identified by the institutions, in consultation with the Workforce Training and Education Coordinating Board and the Washington Student Achievement Council, based on the needs of the state. (Updated December 2020)
A student who enters a public four-year institution with undergraduate credits from another higher education institution, either two-year or four-year, not including credits earned through dual credit programs such as Running Start or Advanced Placement.
A student who enters a public four-year institution with an Associate Degree classified as a Direct Transfer Agreement (DTA) or Associate in Science Transfer (AST) from another higher education institution.
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