ANALYSIS OF ACADEMIC PIPELINE:
THREE-YEAR OUTCOMES
FALL 2010 COHORT
Wendy Lin
Amir Hayat
December, 2015
IR# 15108
Table of Contents
Executive Summary ...................................................................................................................................... 1 Introduction ................................................................................................................................................... 3 Methodology ................................................................................................................................................. 4 Findings ........................................................................................................................................................ 5 Three-year Outcomes ................................................................................................................................ 5 Three-Year Outcomes by Student Characteristics .................................................................................... 6 Three-Year Outcomes by Level of College Readiness ............................................................................. 7 Three-Year Outcomes by Ivy Tech Region .............................................................................................. 8 Leavers by Last Term Enrolled ................................................................................................................. 9 Leavers by Academic Progress ................................................................................................................. 9 Leave Rates by Student Characteristics .................................................................................................. 12 Survival Analysis Summary.................................................................................................................... 17 Implications/Recommendations .................................................................................................................. 19 References ................................................................................................................................................... 21 Appendix A Descriptive Statistics .............................................................................................................. 22 Appendix B ................................................................................................................................................. 34 Survival Analysis Results ........................................................................................................................... 34 Executive Summary
This report analyzes students in Ivy Tech Community College’s 2010 ATD cohort, which includes all
students whose first term of enrollment at Ivy Tech was the fall 2010 semester. Ivy Tech’s first-time to
college, full- and part-time, inbound transfer, degree-seeking students from the summer and fall terms of
2010 were followed for three years from their college start (n=25,180):





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
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Greater than 70 percent of all students in the cohort left Ivy Tech within three years without
earning a credential, with most students leaving within the first two semester and having earned
less than 15 credit hours. A little more than a third of leavers completed Writing and Reading
remediation. About a quarter of leavers completed college-level English while less than a fifth
completed college-level Math course at Ivy Tech.
Within three years,
o Earned Ivy Tech credential: 2,022 (8.0 percent)
o Still Enrolled at Ivy Tech at the end of three years: 5,439 (21.6 percent)
o Did not earn Ivy Tech credential, transferred: 3,986 (15.8 percent)
o Did not earn Ivy Tech credential, did not transfer: 13,733 (54.5 percent)
o Total Leavers (including transfers): 17,719 (70.4 percent)
More than half (74.7 percent) of the students in the cohort tested into remediation in at least one
subject area; while 20.1 percent tested into remediation in all three. Approximately one in five
(i.e., 21.6 percent) were college-ready in all three areas.
Students who were college-ready in all subject areas had a higher graduation rate (16.5 percent)
and transfer-out rate (25.7 percent) compared to the overall cohort. A little more than a third did
not graduate nor were they enrolled in any institutions.
Students who required remediation in all subject areas were the least successful, with graduation
rate of 2.1 percent and a leave rate of 77.9 percent.
Half of all students who successfully completed the remedial course left Ivy Tech without
completing the gateway course.
Half of all students who tested program ready successfully completed the gateway course.
Only 8.0 percent of students earned a credential in three years, although the percentage of
students earning a credential was higher in students who tested college-ready than those who
tested remedial.
Leavers had poor academic performance at Ivy Tech. The majority of leavers earned a
cumulative Ivy Tech GPA below 2.0.
Leave rates were the highest among students with the following characteristics (at first term at
Ivy Tech):
o Male
o Black, non-Hispanic
o Age 24 and under at first term at Ivy Tech
o Enrolled in the School of Liberal Arts and Sciences at first term at Ivy Tech
o Pell-eligible at first term at Ivy Tech
o New, first-time to Ivy Tech
Course outcomes during the first semester at Ivy Tech are important predictors for later
success. Students who do not pass any of their first semester courses have a hazard of
leaving without a credential that is about 85% higher than students who pass all of their
first semester courses at Ivy Tech. Moreover, as the percentage of passed courses
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
increases, the gap between those who passed all of their courses and those who passed
some of their courses diminishes.
Completing Math and English gateway courses are associated with a large reduction in
the hazard of leaving Ivy Tech without earning a credential: the hazard of leaving is
about 58% and 51% lower, respectively, for completers, compared to non-completers.
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ANALYSIS OF ACADEMIC PIPELINE:
THREE-YEAR OUTCOMES
FALL 2010 COHORT
Introduction
Indiana has adopted the Lumina Foundation “Big Goal,” which seeks to increase the percentage of the
adult population with high-quality degrees, certificates, and other credentials to 60 percent by 2025. Past
studies have shown Ivy Tech has an on-time completion rate below five percent for first-time, full-time,
resident students. One major obstacle to degree attainment for Ivy Tech students is closing the gap
between remediation and college-readiness, as many of our students are placed into remediation when
they begin college. According to the “Remediation: Higher Education Bridge to Nowhere” report by the
Complete College America, less than one in 10 community-college students who required remediation
completed an associate degree within three years. This pattern is also evident in Ivy Tech students, who
frequently leave early in their academic career and stop-out frequently throughout their academic career,
making on-time completion extremely difficult.
The Pipeline Report follows a single cohort
for three years through the academic pipeline.
Figure 1 depicts the academic pipeline for
these students. Students entering Ivy Tech for
the first time in fall of 2010 were studied,
with remedial need determined through a
variety of assessment options.
For the purpose of this study, Students who
did not complete or were no longer enrolled at
Ivy Tech were categorized as ‘leavers.’
Students who transferred to another institution
are categorized as leavers if they did not
graduate at Ivy Tech prior to transferring.
The goals of the Pipeline Report are:
Figure 1. Academic Pipeline for Ivy Tech Students

To identify various leakage points
throughout the academic pipeline to find out
where and when students leave

To identify characteristics of students
who leave

To identify, where possible, key
indicators and risk factors associated with
leaving using statistical models
Ultimately, the results from this report will help provide a more comprehensive look at what occurs
throughout a student’s academic career and identify intervention points to facilitate student success.
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Methodology
The cohort in this study included all degree-seeking students who were new to Ivy Tech in the fall 2010
semester, including both full-time and part-time students, as well as first time in college and inbound
transfer students (n=25,180). The sample excluded high school students, guest students, and students
from the apprenticeship program.
Student demographic information, enrollment characteristics, course work information and degree
information at Ivy Tech were extracted from a database maintained by Ivy Tech. Each student’s
demographics and enrollment characteristics such as enrollment intensity (i.e., full- versus part-time) and
major, as well as the student’s home region, were captured when the student first started at the college.
Subsequent enrollment and external degree information were provided by the National Student
Clearinghouse (NSC) and Indiana Commission for Higher Education (ICHE).
This report defines transfer status as any enrollment activity at an institution that is not Ivy Tech. Each
student is being counted once, regardless of whether the student attended multiple institutions.
Completion in this report is defined as obtaining either a credential (i.e., CT or TC) or an associate degree
at any time within the three-year time span. Completion is not restricted by the 150 percent completion
time frame. This allows our completion counts to include more students, particularly those that earned
certificates. A leaver is characterized as a student who did not earn an Ivy Tech credential and was not
enrolled at Ivy Tech in either the fall 2012 or spring 2013 semesters.
The research timeframe is between the student’s first term at Ivy Tech (i.e., fall 2010) and the end of the
three-year period (i.e., spring semester of 2013). This report does not examine any enrollment activity
that falls outside this timeframe.
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Findings
Three-year Outcomes
Figure 2. Three-year Outcomes for Fall 2010 First-time and Inbound Transfer Students
Table 1. Three-year Outcomes for Fall 2010 First-time and Inbound Transfer Students
Earned Credential Still Enrolled at Ivy Tech* Leavers Cohort Total Did not earn an Ivy Tech Credential, Transferred Did not earn an Ivy Tech Credential, Did not Transfer (i.e., Not Enrolled Anywhere) Total Leavers # Students
2,022
5,439
% Total 8.0% 21.6% 3,986
15.8% 13,733
54.5% 17,719
25,180
70.4% 100.0% * Enrolled at Ivy Tech in fall, 2012 or spring, 2013
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Figure 2 and Table 1 show the three-year outcomes for the study cohort. Within three-years,
approximately eight percent completed a degree or a certificate at Ivy Tech, while 21.6 percent were still
enrolled at Ivy Tech at the end of the three-year period. By contrast, 15.8 percent transferred without
earning an Ivy Tech credential while 54.5 percent did not earn a credential and did not transfer, making a
combined leave rate of 70.4 percent.
Three-Year Outcomes by Student Characteristics
Table 9-A and 10-A in the appendix present three-year outcomes broken out by student characteristics.
As shown, completion rates were highest for students with the following characteristics:




Enrolled in School of Nursing (34.8 percent)
Earned cumulative GPA of 3 to 3.99 (23.6 percent)
Age 50 to 59 (15.9 percent)
Inbound transfer (13.8 percent)
The highest percentage of students who are still enrolled at the end of the three-year period had the
following characteristics:






Earned 30 cumulative credit hours or more at Ivy Tech
Hispanic (25.7 percent)
Age 35 to 39 (25.4 percent) or 40 to 49 (25.2 percent)
Enrolled in School of Fine Arts and Design (25.4 percent)
College Ready in Math (25.0 percent)
Not Pell eligible (24.9 percent)
The highest percentage of students who transferred without earning an Ivy Tech credential had the
following characteristics:




Enrolled in School of Applied Sciences and Engineering (25.4 percent) or School of Liberal Arts
and Sciences (22.3 percent)
Inbound transfer (25.1 percent)
Earned 15 to 29.9 (21.5 percent) or 30 to 44.9 (21.2 percent) cumulative credit hours at Ivy Tech
Did not apply for financial aid (20.9 percent)
The highest percentage of students who left the education system altogether (i.e., did not earn Ivy Tech
credential and did not transfer) had the following characteristics:







Earned cumulative GPA of 0 to 1.99 (74.6 percent)
Earned 0 (86.7 percent) or 0.1 to 14.9 (74.6 percent) cumulative credit hours at Ivy Tech
Enrolled in School of Technology (64.0 percent)
Black, non-Hispanic (61.2 percent)
Age 20 to 24 (57.0 percent)
Male 58.6 percent
Note: the student’s enrollment and demographic characteristics pertained to the student’s first term at Ivy
Tech.
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Figure 3. Fall 2010 First-Time and Inbound Transfer Students: Three-year Outcomes by Level of College Readiness
Three-Year Outcomes by Level of College Readiness
More than half (74.7 percent) of the students in the cohort tested into remediation in at least one subject
area; while 20.1 percent tested into remediation in all three areas. Approximately one in five (21.6
percent) were college-ready in all three areas.
When examining three-year outcomes by level of college readiness (see Figure 3), students who were
college-ready in all subject areas were the most successful, showing a much higher graduation rate and a
much lower leave rate compared to other subgroups. The reverse is true for those who tested into
remediation in all three areas – these students have the lowest graduation rate and the highest leave rate.
Students who were college-ready in all subject areas were also more likely to transfer (25.7 percent).
Subtle differences can be found when comparing students who required remediation in only one subject
area. Those who tested only into remedial writing displayed a higher graduation rate than students who
tested only into math or reading (i.e., by approximately two to four percentage points), while leave rates
are the highest among students who tested into remedial math. Success rates decreased for students
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needing remediation in two or more areas compared to their peers with either one remedial need or no
remedial needs.
As shown in figure 3, a little less than a fifth of leavers completed math remediation at Ivy Tech, while
approximately 80 percent of the leavers did not. About a third of leavers completed writing and reading
remediation, a quarter completed college-level English while only a very insignificant percentage
completed college-level math course at Ivy Tech. Results also indicated that 68.1 percent of students who
were still enrolled at Ivy Tech completed remedial math, while 31.9 percent were still pending. Similarly,
approximately 26.7 percent were pending a gateway English course while 45.1 percent were pending
gateway Math.
Figure 4. Fall 2010 First-Time and Inbound Transfer Students: Three-year Outcomes by Ivy Tech Region
Three-Year Outcomes by Ivy Tech Region
Figure 4 shows three-year outcomes broken out by Ivy Tech region. Regions with the highest six-year
success rates are Southeast (52.6 percent), Northwest (51.0 percent) and Bloomington (50.8 percent).
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Approximately one quarter of students from the Richmond and Columbus regions, respectively,
completed at Ivy Tech and did not transfer. The Bloomington and Central Indiana regions had the highest
proportion of students transferring without completing an Ivy Tech credential, whereas Southeast had the
highest proportion of students transferring with an Ivy Tech credential.
Consistent with findings from past transfer studies (Lin, 2014), a considerably large proportion of
students transferred before completing at Ivy Tech. This is the most apparent in the Bloomington (24.7
percent), Northwest (18.8 percent) and Central Indiana regions (18.5 percent). Leavers by Last Term Enrolled
8,000
# of Students
6,000
5,513
5,901
4,000
2,399
2,320
2,000
574
371
228
413
0
Fall 2010
Spring
2011
Summer Fall 2011
2011
Spring
2012
Summer Fall 2012
2012
Spring
2013
Last Term Enrolled at Ivy Tech
Figure 5 Fall 2010 First-Time and Inbound Transfer Students: Last Term Enrolled at Ivy Tech
Figure 5 shows the student’s last term enrolled at Ivy Tech before leaving the college. Nearly two-thirds
of students left after attending the first and second semester at Ivy Tech, followed by a small peak of
leavers in the following fall and spring semesters. Leaver counts diminished in the last two semesters. Of
note, this does not include students who stop-out for some time and then return to Ivy Tech within the
research timeframe.
Leavers by Academic Progress
As shown in Figure 6, leavers seemed to perform poorly overall compared to graduates or students who
are still enrolled, as the majority of leavers earned a cumulative Ivy Tech GPA below 2.0. This may be
due to academic and financial aid restrictions for students with GPAs below this level. Most leavers also
left Ivy Tech with 15 credit hours or less (see Figure 7). This is consistent with findings earlier in the
study indicating that leavers tend to exit very early during the three-year period. The study also finds a
notable number of leavers earning GPA of 3 to 3.99 (n= 2,646), and 1,855 earning 30 credit hours or
more. These groups of students may be good candidates for outreach purposes or initiatives such as the
reverse transfer.
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80%
Leavers
68.7%
Degree-Earners
Still Enrolled
60%
# of Students
49.1%
41.5%
40%
33.9%
26.6%
22.6%
18.0%
20%
14.9%
4.8% 4.5%
0.2%
0%
0 to 1.99
2 to 2.99
3 to 3.99
1.9%
4.00
Cumulative Ivy Tech GPA
Figure 6 Fall 2010 First-Time and Inbound Transfer Students: Cumulative GPA Earned at Ivy Tech for Leavers and
Non-Leavers
80%
Leavers
Degree-Earners
61.4%
Still Enrolled
60%
# of Students
52.0%
40%
24.4%
27.7%
26.6%
24.9%
22.0%
20%
13.4%
10.2%
7.7%
7.5%
9.9%
3.7%
0%
0.0% 0.1%
0
2.2%
0.0%
0.1 to 14.9
15 to 29.9
30 to 44.9
45 to 59.9
0.8%
>=60.0
Cumulative Ivy Tech Credits Earned
Figure 7 Fall 2010 First-Time and Inbound Transfer Students: Cumulative Credit Hours Earned for Leavers and NonLeavers
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100%
86.7%
89.1%
88.2%
92.9%
88.2%
92.3%
90.0%
73.3%
75%
68.1%
# of Students
54.9%
50%
36.8%
30.6%
25.6%
25%
19.3%
13.4%
0%
Completed Gateway
Math Course
Completed Gateway
English Course
Completed Remedial Completed Remedial Completed Remedial
Math
Writing
Reading
Academic Progress
Leavers
Degree-Earners
Still Enrolled
Figure 8 Fall 2010 First-Time and Inbound Transfer Students: Academic Progress for Leavers and Non-Leavers
Note: there are certain CT/TC programs that do not require Math or English.
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Leave Rates by Student Characteristics
0%
25%
50%
75%
All Ivy Tech Students
70.4%
15 to 19
69.2%
20 to 24
75.4%
Age Group
25 to 29
71.7%
30 to 34
68.8%
35 to 39
63.0%
40 to 49
63.6%
50 to 59
62.3%
Gender
60 and over
69.7%
Female
67.3%
Male
74.6%
Ethnicity
African American
81.1%
Caucasian
67.9%
Hispanic
66.8%
Other Minority
72.4%
School of Applied Sciences and Engineering
68.4%
School of Business
69.4%
School of Education
69.2%
Divison
School of Fine Arts and Design
65.8%
School of Health Sciences
68.7%
School of Liberal Arts and Sciences
School of Nursing
73.9%
52.2%
School of Public and Social Services
70.9%
School of Technology
Student
Populatio
n
Pell Eligibility
Undecided
72.3%
68.4%
Pell Eligible
Not Pell Eligible
Did Not Apply for Aid
New First Time
Transfer
100%
72.9%
Overall Ivy Tech
Leave Rate:
70.4%
63.0%
68.9%
71.2%
67.4%
Figure 9 Fall 2010 First-Time and Inbound Transfer Students: Rate at which Students Leave Ivy Tech by Student and
Enrollment Characteristics.
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Figure 9 illustrates rates at which students leave Ivy Tech by demographic and enrollment characteristics,
with the overall leave rate (70.4 percent) marked as a reference line. Leave rates were the highest among
students with the following characteristics:






Male
Black, non-Hispanic
Age 24 and under at first term at Ivy Tech
Enrolled in the School of Liberal Arts and Sciences at first term at Ivy Tech
Pell-eligible at first term at Ivy Tech
New, first-time to Ivy Tech
In contrast, leave rates were the lowest for students who were enrolled in the School of Nursing at their
first term at Ivy Tech, age 35 or older, or who were not Pell-eligible during their first term at Ivy Tech.
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Figure 10. Three-year Outcomes for Fall 2010 First-Time and Inbound Transfer Students by Completion of Math Requirements.
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Figure 11 Three-year Outcomes for Fall 2010 First-Time and Inbound Transfer Students by Completion of Writing Requirements.
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Figure 12 Three-year Outcomes for Fall 2010 First-Time and Inbound Transfer Students by Completion of Reading Requirements.
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Figures 10 to 12 illustrate the academic pipeline from start to finish broken out by completion of Math,
Reading and Writing requirements.
Key highlights from the findings include,





More students tested into Math remediation (71.9 percent) than Reading (27.1 percent) or Writing
remediation (33.5 percent).
Leakage occurred along the academic pipeline for all students.
For students requiring remediation, half of the students who passed the remedial course did not
pass the gateway course.
Students who tested at college-level for a subject were more likely to complete the college-level
course in that subject than students who tested into a remedial course. However, even in the
college-ready group, only half completed the college-level course.
Finally, only a small percentage of students under either pathway (i.e., college-ready or remedial)
earned a credential in three years, although the percentage of students earning a credential was
higher for students who tested college-ready than those who tested remedial. It is important to
note that in this context, earning a credential includes both associate degree and certificates.
Students who earned multiple credentials are only counted once.
Survival Analysis Summary
Using survival analysis, we investigated the relationship between key student characteristics and a student
leaving Ivy Tech without receiving a credential within three years of matriculation. Survival analysis is
used to investigate the time until an event takes place.
We found several statistically significant factors associated with leaving Ivy Tech without earning a
credential. In addition to the factors identified below, our model also incorporated the following student
characteristics: gender, ethnicity, testing into a writing remedial course, student’s division of major,
student’s region, and the type of credential (Associates degree versus a certificate) that the student
pursued.
Factors associated with a greater likelihood of leaving Ivy Tech without earning a credential within
3 years:
 Being Pell eligible, compared to applying for financial aid and not being Pell eligible
o There are no significant differences between Pell eligible students and those who did not
apply for financial aid.
 Students who fail or withdraw from at least one course during their first semester
Factors associated with a lower likelihood of leaving Ivy Tech without earning a credential within 3
years:
 Transferring into Ivy Tech, rather than being a first time student at Ivy Tech
 The more times that a student changes his major
 Being 25 years old or older, compared to younger students
 Testing into a math remedial course
 Testing into a reading remedial course
 Completing a Math gateway course
 Completing the English gateway course
 Being a part time student during the first semester
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Course outcomes during the first semester at Ivy Tech are important predictors for later success. Students
who do not pass any of their first semester courses have a hazard of leaving without a credential that is
about 85% higher than students who pass all of their first semester courses at Ivy Tech. Moreover, as the
percentage of passed courses increases, the gap between those who passed all of their courses and those
who passed some of their courses diminishes1.
Survival probability across time: completers and non-completers of a Math gateway course
1
More detailed survival analysis results are found in the Appendix.
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Survival probability across time: completers and non-completers of the English gateway course
As seen above, completing Math and English gateway courses are associated with a large reduction in the
hazard of leaving Ivy Tech without earning a credential: the hazard of leaving is about 58% and 51%
lower, respectively, for completers, compared to non-completers.
Implications/Recommendations
A considerable proportion of students (over 50 percent) in the cohort were “lost” in the educational
system as they did not transfer, complete a credential nor were they found to be enrolled at any school by
the end of the six-year period. Consistent with past findings, students tend to leave very early in their
academic career, with most leaving with only 15 credit hours earned or less, indicating the need for
interventions early in the students’ academic careers. In addition, examining factors which may have
prompted students to exit early may provide critical guidance to retention strategies. Evaluation of Ivy
Advising and Blackboard data could help provide evidence of the usefulness of such methods to track
student’s performance in class to help reduce early drop-out rates.
An analysis of three-year outcomes for each remedial subject showed a rapid leak in the pipeline for all
students. Half of all students who completed remedial coursework left Ivy Tech without completing the
gateway course, and only half of all students who were college-ready in all three subject areas
successfully completed the gateway course. While persistence to degree is higher for those entering
college-ready, it is clear that other factors play important role in retention and success than just testing out
of remediation.
Finally, about one in five (21.6 percent) of the students in this study were still actively enrolled at Ivy
Tech at the end of the three-year period, suggesting a traditional three-year measure of success may cover
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a time period that is too short to capture sufficiently the success of community college students. In fact,
the average time to completion for Ivy Tech students is 16 semesters (5 years and 1 semester) from the
time of first enrollment. IPEDS began collecting an 8-year graduation rate in the 2014-2015 year, which
will provide us an opportunity to receive peer comparison data for this period of time.
The college has implemented a number of strategies since 2010 to improve remediation success,
including implementing the co-requisite model for remedial coursework, using the Accuplacer diagnostic
assessment, and implementing math pathways, among the many other retention efforts that are underway.
Improvements in completion rates due to these initiatives are not reflected in this current cohort analysis.
The full impact of these initiatives will not be fully evident until later cohorts.
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References
Complete College America (2012). Remediation: Higher Education's Bridge to Nowhere. Available from
http://www.insidehighered.com/sites/default/server_files/files/CCA%20Remediation%20ES%20FINAL.pdf
Lin, W. & Jones, M. (2014). Analysis of Academic Pipeline: Three-Year Outcomes. Fall 2009 Cohort.
Smith, E., Holcombe, W. (2008). Traversing the Academic Pipeline. Available from
http://www.fldoe.org/fcs/osas/evaluations/pdf/Zoom2008-02.pdf
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Appendix A
Descriptive Statistics
Table 2-A Fall 2010 First-Time and Inbound Transfer Students: Three-year Outcomes by Student Characteristics by number of students
Did Not Earn Ivy
Did Not Earn Ivy
Earned Ivy Tech
Still Enrolled at Ivy
Student Characteristics*
Tech Credential,
Tech Credential,
Total Leavers
Total in Cohort
Credential
Tech
Transferred
Did not Transfer
2,022
5,439
3,986
13,733
17,719
25,180
All Students
Age Group
15 to 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 to 59
60 and Over
Not Reported
570
491
279
191
162
206
109
13
1
1,986
1,322
662
485
353
461
150
20
-
1,576
1,359
439
257
155
154
38
8
-
4,154
4,206
1,948
1,233
721
1,011
390
68
2
5,730
5,565
2,387
1,490
876
1,165
428
76
2
8,286
7,378
3,328
2,166
1,391
1,832
687
109
3
Gender
Female
Male
Not Reported
1,228
776
18
3,459
1,945
35
2,264
1,702
20
7,362
6,273
98
9,626
7,975
118
14,313
10,696
171
Ethnicity
African American
Caucasian
Hispanic
Other Minority
Not Reported
134
1,697
69
119
3
641
4,130
237
424
7
816
2,689
131
346
4
2,512
9,639
486
1,081
15
3,328
12,328
617
1,427
19
4,103
18,155
923
1,970
29
51
87
111
188
299
437
460
106
36
820
352
103
607
229
49
2,302
800
218
2,909
1,029
267
4,189
1,487
406
169
251
464
1,126
231
1,176
1,161
2,715
1,392
3,891
2,025
5,268
Division
School of Applied Sciences
and Engineering
School of Business
School of Education
School of Fine Arts and
Design
School of Health Sciences
School of Liberal Arts and
Sciences
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 22
Student Characteristics*
School of Nursing
School of Public and Social
Services
School of Technology
Undecided
Not Reported
6
647
Did Not Earn Ivy
Tech Credential,
Transferred
7
407
Did Not Earn Ivy
Tech Credential,
Did not Transfer
17
1,793
352
1,480
2
180
988
1
1,389
3,146
4
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech
16
258
249
426
-
Total Leavers
Total in Cohort
24
2,200
46
3,105
1,569
4,134
5
2,170
6,040
7
Major
Accounting
Accounting - Distance
Advanced Manufacturing
Agriculture
Automotive
Electrical/Electron
Automotive Technology
Aviation
Biotechnology
Bookkeeper
Brakes and Suspension
Building Construction Mgmt
Business Admin-Distance
Business Administration
Chemical Technology
Community Emergency Prep
Computer Info SystemsDistance
Computer Information
Systems
Computer Information Tech
Construction Technician
Construction Technology
Criminal Justice
Criminal Justice-Distance
Database
Dental Assisting
Dental Hygiene
Design Technology
Design Technology-Distance
Early Childhood Education
71
20
6
29
88
15
10
24
80
13
1
28
227
37
28
32
307
50
29
60
466
85
45
113
4
1
1
13
14
19
46
6
4
1
23
166
2
-
80
6
14
1
10
37
364
-
49
5
24
2
37
287
2
-
392
8
34
9
4
11
106
1,039
11
1
441
13
58
9
4
13
143
1,326
13
1
567
19
78
14
5
23
203
1,856
15
1
12
27
37
114
151
190
59
84
60
270
330
473
55
2
20
71
13
6
6
32
4
43
119
5
30
215
56
1
4
12
59
17
136
55
3
17
136
50
1
5
36
5
70
329
19
105
635
206
1
14
13
158
54
338
384
22
122
771
256
1
15
18
194
59
408
558
29
172
1,057
325
2
25
36
285
80
587
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 23
Student Characteristics*
Early Childhood EducDistance
Education
Electrical Engineering
Technology
Electrocardiography
Technician
Electronics and Computer
Tech
Engine Performance
Engineering Technology
Fine Arts
Fundamental Payroll
General Liberal Studies
General Studies
General Studies-Distance
Health Care Support
Health Information
Technology
Heating/Cooling
Homeland
Security/Emergency Mg
Hospitality Administration
Human Resources
Management
Human Services
Human Services-Distance
Imaging Sciences
Industrial Electrician
Industrial Technology
Information Security
Interior Design
Java Programming
Kinesiology
Lib Arts
Liberal Arts
Library Technical AsstDistanc
Logistics Management
Machine Tool
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech
Did Not Earn Ivy
Tech Credential,
Transferred
Did Not Earn Ivy
Tech Credential,
Did not Transfer
Total Leavers
Total in Cohort
15
65
37
174
211
291
48
151
122
288
410
609
5
12
10
39
49
66
1
1
3
7
10
12
6
17
11
74
85
108
1
3
1
175
24
20
17
6
1
740
143
130
2
8
7
809
111
81
13
17
28
1
1,864
358
283
15
25
35
1
2,673
469
364
15
43
44
2
1
3,588
636
514
3
26
10
51
61
90
23
9
2
69
71
103
1
-
-
-
57
112
66
323
389
558
2
7
3
8
11
20
50
10
1
7
81
1
4
2
51
119
38
6
78
1
9
2
1
241
74
23
3
32
5
1
7
255
295
102
21
301
16
15
492
369
125
747
538
173
1
37
492
2
34
1
26
1
1,039
6
17
8
20
28
51
1
-
3
2
1
1
5
8
6
9
10
11
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
1
24
333
21
1
22
Page 24
Student Characteristics*
Machine Tool Technology
Manufactng Prod&Oper
Distance
Manufacturing Operations
Manufacturing/Industrial
Tech
Mechanical Engineering Tech
Medical Assisting
Medical Laboratory
Technology
Microsoft Cert Applicatn
Specl
Mortuary Sciences
Network Administration
Nursing
Office Administration
Office AdministrationDistance
Ophthalmic Technology
Paralegal
Paralegal Studies-Distance
Paramedic Science
Patient Care
PC Support and
Administration
Pharmacy Technician
Phlebotomy Technician
Physical Therapy Assisting
Power Train
Practical Nursing
Pre-Engineering
Professional Communication
Public Safety
Radiation Therapy
Radiologic Technology
Respiratory Care
Routing and Switching
Surgical Technology
Sustainable Energy
Systems Security
3
Did Not Earn Ivy
Tech Credential,
Transferred
-
Did Not Earn Ivy
Tech Credential,
Did not Transfer
5
-
3
1
-
2
1
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech
-
Total Leavers
Total in Cohort
5
8
8
9
12
-
5
5
7
-
-
2
2
3
6
91
7
235
32
84
35
574
67
658
80
984
7
6
1
11
12
25
1
-
3
6
9
10
1
3
9
35
2
4
4
49
3
2
4
24
7
10
11
96
10
12
15
120
13
19
28
204
6
11
3
20
23
40
17
24
5
1
36
27
4
3
18
15
4
3
1
73
79
24
20
1
91
94
28
23
1
144
145
37
27
-
-
-
2
2
2
4
11
3
1
7
2
1
8
1
9
-
8
10
11
2
11
2
25
1
1
1
1
12
9
4
3
7
1
14
1
1
2
-
42
48
16
2
6
15
1
53
3
2
2
2
1
14
5
54
57
20
2
9
22
2
67
4
3
2
2
1
16
5
66
78
34
3
18
35
5
100
5
3
3
2
2
26
6
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 25
10
1,480
88
4
4
15
Did Not Earn Ivy
Tech Credential,
Transferred
6
988
37
1
7
Did Not Earn Ivy
Tech Credential,
Did not Transfer
37
3,146
174
12
5
78
1,140
636
246
3,509
1,298
632
2,416
980
590
Student Population
Description
New First Time
Transfer
1,293
729
4,447
992
Cumulative Hours Earned
0
0.1 to 14.9
15 to 29.9
30 to 44.9
45 to 59.9
>=60.0
Not reported
1
75
200
504
1,242
-
GPA Range
0 to 1.99
2 to 2.99
3 to 3.99
4
Not reported
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech
Therapeutic Massage
Undeclared
Visual Communication
Visual Programming
Web Management
Welding
7
426
29
6
Pell Eligibility
Pell Eligible
Not Pell Eligible
Did Not Apply for Aid
Student Characteristics*
Total Leavers
Total in Cohort
43
4,134
211
13
5
85
60
6,040
328
17
9
106
10,066
2,308
1,359
12,482
3,288
1,949
17,131
5,222
2,827
2,663
1,323
11,498
2,235
14,161
3,558
19,901
5,279
6
555
1,445
1,509
1,194
730
-
176
1,440
1,256
643
248
99
124
1,188
7,777
3,064
684
137
44
839
1,364
9,217
4,320
1,327
385
143
963
1,370
9,773
5,840
3,036
2,083
2,115
963
4
537
1,389
92
-
1,228
2,257
1,846
102
6
1,294
1,068
1,141
183
300
7,406
2,121
1,505
674
2,027
8,700
3,189
2,646
857
2,327
9,932
5,983
5,881
1,051
2,333
College Preparedness
Math Remedial Only
College Ready in Math
1,289
733
3,240
2,199
2,754
1,232
9,112
4,621
11,866
5,853
16,395
8,785
Reading Remedial Only
College Ready in Reading
2,015
7
5,419
20
3,966
20
13,673
60
17,639
80
25,073
107
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 26
5,383
56
Did Not Earn Ivy
Tech Credential,
Transferred
3,946
40
Did Not Earn Ivy
Tech Credential,
Did not Transfer
13,598
135
1,907
4,838
3,703
Math and Reading Remedial
1,973
5,134
Writing and Reading
Remedial
2,003
Remediation in All Three
College Ready
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech
Writing Remedial Only
College Ready in Writing
1,996
26
Math and Writing Remedial
Student Characteristics*
Region
R# 1 Northwest
R# 2 North Central
R# 3 Northeast
R# 4 Lafayette
R# 5 Kokomo
R# 6 East Central
R# 7 Terre Haute
R# 8 Central Indiana
R# 9 Richmond
R#10 Columbus
R#11 Southeast
R#12 Southwest
R#13 Sellersburg
R#14 Bloomington
*Student
Total Leavers
Total in Cohort
17,544
175
24,923
257
11,950
15,653
22,398
3,821
12,905
16,726
23,833
5,383
3,956
13,633
17,589
24,975
1,915
4,431
3,417
10,354
13,771
20,117
1,124
4,366
2,585
11,654
14,239
19,729
148
100
180
215
115
233
87
271
55
116
89
161
125
127
527
422
646
372
280
486
292
990
172
243
141
290
230
348
439
240
451
318
139
308
213
817
68
117
82
188
183
423
1,224
1,002
1,676
1,048
652
1,550
707
2,348
424
598
338
748
600
818
1,663
1,242
2,127
1,366
791
1,858
920
3,165
492
715
420
936
783
1,241
2,338
1,764
2,953
1,953
1,186
2,577
1,299
4,426
719
1,074
650
1,387
1,138
1,716
characteristic at entry term
at Ivy Tech in fall, 2012 or spring, 2013
**Enrolled
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 27
Table 3-A Fall 2010 First-Time and Inbound Transfer Students: Three-year Outcomes by Student Characteristics by percent of students
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
All Students
8.0%
21.6%
15.8%
54.5%
70.4%
Age Group
15 to 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50 to 59
60 and Over
Not Reported
6.9%
6.7%
8.4%
8.8%
11.6%
11.2%
15.9%
11.9%
33.3%
24.0%
17.9%
19.9%
22.4%
25.4%
25.2%
21.8%
18.3%
0.0%
19.0%
18.4%
13.2%
11.9%
11.1%
8.4%
5.5%
7.3%
0.0%
50.1%
57.0%
58.5%
56.9%
51.8%
55.2%
56.8%
62.4%
66.7%
69.2%
75.4%
71.7%
68.8%
63.0%
63.6%
62.3%
69.7%
66.7%
Gender
Female
Male
Not Reported
8.6%
7.3%
10.5%
24.2%
18.2%
20.5%
15.8%
15.9%
11.7%
51.4%
58.6%
57.3%
67.3%
74.6%
69.0%
Ethnicity
African American
Caucasian
Hispanic
Other Minority
Not Reported
3.3%
9.3%
7.5%
6.0%
10.3%
15.6%
22.7%
25.7%
21.5%
24.1%
19.9%
14.8%
14.2%
17.6%
13.8%
61.2%
53.1%
52.7%
54.9%
51.7%
81.1%
67.9%
66.8%
72.4%
65.5%
11.7%
19.9%
25.4%
43.0%
68.4%
11.0%
7.1%
8.9%
19.6%
23.7%
25.4%
14.5%
15.4%
12.1%
55.0%
53.8%
53.7%
69.4%
69.2%
65.8%
Student Characteristics*
Division
School of Applied Sciences
and Engineering
School of Business
School of Education
School of Fine Arts and
Design
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 28
Student Characteristics*
School of Health Sciences
School of Liberal Arts and
Sciences
School of Nursing
School of Public and Social
Services
School of Technology
Undecided
Not Reported
Major
Accounting
Accounting - Distance
Advanced Manufacturing
Agriculture
Automotive
Electrical/Electron
Automotive Technology
Aviation
Biotechnology
Bookkeeper
Brakes and Suspension
Building Construction Mgmt
Business Admin-Distance
Business Administration
Chemical Technology
Community Emergency Prep
Computer Info SystemsDistance
Computer Information
Systems
Computer Information Tech
Construction Technician
Construction Technology
Criminal Justice
Criminal Justice-Distance
Database
Dental Assisting
Dental Hygiene
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
8.3%
4.8%
22.9%
21.4%
11.4%
22.3%
57.3%
51.5%
68.7%
73.9%
34.8%
8.3%
13.0%
20.8%
15.2%
13.1%
37.0%
57.7%
52.2%
70.9%
11.5%
7.1%
0.0%
16.2%
24.5%
28.6%
8.3%
16.4%
14.3%
64.0%
52.1%
57.1%
72.3%
68.4%
71.4%
15.2%
23.5%
13.3%
25.7%
18.9%
17.6%
22.2%
21.2%
17.2%
15.3%
2.2%
24.8%
48.7%
43.5%
62.2%
28.3%
65.9%
58.8%
64.4%
53.1%
21.1%
5.3%
5.3%
68.4%
73.7%
8.1%
0.0%
7.7%
28.6%
20.0%
0.0%
11.3%
8.9%
13.3%
0.0%
14.1%
31.6%
17.9%
7.1%
0.0%
43.5%
18.2%
19.6%
0.0%
0.0%
8.6%
26.3%
30.8%
0.0%
0.0%
8.7%
18.2%
15.5%
13.3%
0.0%
69.1%
42.1%
43.6%
64.3%
80.0%
47.8%
52.2%
56.0%
73.3%
100.0%
77.8%
68.4%
74.4%
64.3%
80.0%
56.5%
70.4%
71.4%
86.7%
100.0%
6.3%
14.2%
19.5%
60.0%
79.5%
12.5%
17.8%
12.7%
57.1%
69.8%
9.9%
6.9%
11.6%
6.7%
4.0%
0.0%
24.0%
16.7%
21.3%
17.2%
17.4%
20.3%
17.2%
50.0%
16.0%
33.3%
9.9%
10.3%
9.9%
12.9%
15.4%
0.0%
4.0%
13.9%
59.0%
65.5%
61.0%
60.1%
63.4%
50.0%
56.0%
36.1%
68.8%
75.9%
70.9%
72.9%
78.8%
50.0%
60.0%
50.0%
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 29
Student Characteristics*
Design Technology
Design Technology-Distance
Early Childhood Education
Early Childhood EducDistance
Education
Electrical Engineering
Technol
Electrocardiography
Technician
Electronics and Computer
Tech
Engine Performance
Engineering Technology
Fine Arts
Fundamental Payroll
General Liberal Studies
General Studies
General Studies-Distance
Health Care Support
Health Information
Technology
Heating/Cooling
Homeland
Security/Emergency Mg
Hospitality Administration
Human Resources
Management
Human Services
Human Services-Distance
Imaging Sciences
Industrial Electrician
Industrial Technology
Information Security
Interior Design
Java Programming
Kinesiology
Lib Arts
Liberal Arts
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
11.2%
5.0%
7.3%
20.7%
21.3%
23.2%
12.6%
6.3%
11.9%
55.4%
67.5%
57.6%
68.1%
73.8%
69.5%
5.2%
22.3%
12.7%
59.8%
72.5%
7.9%
24.8%
20.0%
47.3%
67.3%
7.6%
18.2%
15.2%
59.1%
74.2%
8.3%
8.3%
25.0%
58.3%
83.3%
5.6%
15.7%
10.2%
68.5%
78.7%
0.0%
2.3%
6.8%
50.0%
0.0%
4.9%
3.8%
3.9%
0.0%
39.5%
13.6%
0.0%
100.0%
20.6%
22.5%
25.3%
13.3%
18.6%
15.9%
0.0%
0.0%
22.5%
17.5%
15.8%
86.7%
39.5%
63.6%
50.0%
0.0%
52.0%
56.3%
55.1%
100.0%
58.1%
79.5%
50.0%
0.0%
74.5%
73.7%
70.8%
3.3%
28.9%
11.1%
56.7%
67.8%
22.3%
8.7%
1.9%
67.0%
68.9%
100.0%
0.0%
0.0%
0.0%
0.0%
10.2%
20.1%
11.8%
57.9%
69.7%
10.0%
35.0%
15.0%
40.0%
55.0%
9.3%
5.8%
100.0%
18.9%
16.5%
50.0%
11.8%
0.0%
7.7%
0.0%
4.9%
22.1%
22.0%
0.0%
16.2%
15.9%
50.0%
26.5%
0.0%
7.7%
100.0%
23.2%
13.8%
13.3%
0.0%
8.1%
6.5%
0.0%
14.7%
100.0%
26.9%
0.0%
24.5%
54.8%
59.0%
0.0%
56.8%
61.2%
0.0%
47.1%
0.0%
57.7%
0.0%
47.4%
68.6%
72.3%
0.0%
64.9%
67.7%
0.0%
61.8%
100.0%
84.6%
0.0%
71.9%
ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
IR # 13138
Page 30
Student Characteristics*
Library Technical AsstDistanc
Logistics Management
Machine Tool
Machine Tool Technology
Manufactng Prod&Oper
Distance
Manufacturing Operations
Manufacturing/Industrial Tech
Mechanical Engineering Tech
Medical Assisting
Medical Laboratory
Technology
Microsoft Cert Applicatn
Specl
Mortuary Sciences
Network Administration
Nursing
Office Administration
Office AdministrationDistance
Ophthalmic Technology
Paralegal
Paralegal Studies-Distance
Paramedic Science
Patient Care
PC Support and
Administration
Pharmacy Technician
Phlebotomy Technician
Physical Therapy Assisting
Power Train
Practical Nursing
Pre-Engineering
Professional Communication
Public Safety
Radiation Therapy
Radiologic Technology
Respiratory Care
Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
11.8%
33.3%
15.7%
39.2%
54.9%
10.0%
0.0%
0.0%
30.0%
18.2%
37.5%
10.0%
9.1%
0.0%
50.0%
72.7%
62.5%
60.0%
81.8%
62.5%
0.0%
25.0%
8.3%
66.7%
75.0%
0.0%
33.3%
7.5%
9.2%
28.6%
0.0%
8.8%
23.9%
0.0%
0.0%
40.0%
8.5%
71.4%
66.7%
43.8%
58.3%
71.4%
66.7%
83.8%
66.9%
28.0%
24.0%
4.0%
44.0%
48.0%
10.0%
0.0%
30.0%
60.0%
90.0%
7.7%
15.8%
32.1%
17.2%
15.4%
21.1%
14.3%
24.0%
23.1%
10.5%
14.3%
11.8%
53.8%
52.6%
39.3%
47.1%
76.9%
63.2%
53.6%
58.8%
15.0%
27.5%
7.5%
50.0%
57.5%
0.0%
11.8%
16.6%
13.5%
3.7%
0.0%
25.0%
18.6%
10.8%
11.1%
0.0%
12.5%
10.3%
10.8%
11.1%
100.0%
50.7%
54.5%
64.9%
74.1%
100.0%
63.2%
64.8%
75.7%
85.2%
0.0%
0.0%
0.0%
100.0%
100.0%
6.1%
14.1%
8.8%
33.3%
38.9%
5.7%
20.0%
8.0%
0.0%
0.0%
0.0%
12.1%
12.8%
32.4%
0.0%
11.1%
31.4%
40.0%
25.0%
20.0%
0.0%
33.3%
18.2%
11.5%
11.8%
0.0%
16.7%
20.0%
20.0%
14.0%
20.0%
33.3%
0.0%
63.6%
61.5%
47.1%
66.7%
33.3%
42.9%
20.0%
53.0%
60.0%
66.7%
66.7%
81.8%
73.1%
58.8%
66.7%
50.0%
62.9%
40.0%
67.0%
80.0%
100.0%
66.7%
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Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
Routing and Switching
Surgical Technology
Sustainable Energy
Systems Security
Therapeutic Massage
Undeclared
Visual Communication
Visual Programming
Web Management
Welding
0.0%
50.0%
34.6%
0.0%
11.7%
7.1%
8.8%
0.0%
0.0%
5.7%
0.0%
0.0%
3.8%
16.7%
16.7%
24.5%
26.8%
23.5%
44.4%
14.2%
0.0%
0.0%
7.7%
0.0%
10.0%
16.4%
11.3%
5.9%
0.0%
6.6%
100.0%
50.0%
53.8%
83.3%
61.7%
52.1%
53.0%
70.6%
55.6%
73.6%
100.0%
50.0%
61.5%
83.3%
71.7%
68.4%
64.3%
76.5%
55.6%
80.2%
Pell Eligibility
Pell Eligible
Not Pell Eligible
Did Not Apply for Aid
6.7%
12.2%
8.7%
20.5%
24.9%
22.4%
14.1%
18.8%
20.9%
58.8%
44.2%
48.1%
72.9%
63.0%
68.9%
Student Population
Description
New First Time
Transfer
6.5%
13.8%
22.3%
18.8%
13.4%
25.1%
57.8%
42.3%
71.2%
67.4%
Cumulative Hours Earned
0
0.1 to 14.9
15 to 29.9
30 to 44.9
45 to 59.9
>=60.0
Not reported
0.0%
0.0%
1.3%
6.6%
24.2%
58.7%
0.0%
0.4%
5.7%
24.7%
49.7%
57.3%
34.5%
0.0%
12.8%
14.7%
21.5%
21.2%
11.9%
4.7%
12.9%
86.7%
79.6%
52.5%
22.5%
6.6%
2.1%
87.1%
99.6%
94.3%
74.0%
43.7%
18.5%
6.8%
100.0%
GPA Range
0 to 1.99
2 to 2.99
3 to 3.99
4
Not reported
0.0%
9.0%
23.6%
8.8%
0.0%
12.4%
37.7%
31.4%
9.7%
0.3%
13.0%
17.9%
19.4%
17.4%
12.9%
74.6%
35.5%
25.6%
64.1%
86.9%
87.6%
53.3%
45.0%
81.5%
99.7%
College Preparedness
Math Remedial Only
7.9%
19.8%
16.8%
55.6%
72.4%
Student Characteristics*
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Earned Ivy Tech
Credential
Still Enrolled at Ivy
Tech**
Did Not Earn Ivy Tech
Credential, Transferred
Did Not Earn Ivy Tech
Credential, Did not
Transfer
Total Leavers
College Ready in Math
8.3%
25.0%
14.0%
52.6%
66.6%
Reading Remedial Only
College Ready in Reading
8.0%
6.5%
21.6%
18.7%
15.8%
18.7%
54.5%
56.1%
70.4%
74.8%
Writing Remedial Only
College Ready in Writing
8.0%
10.1%
21.6%
21.8%
15.8%
15.6%
54.6%
52.5%
70.4%
68.1%
Math and Writing Remedial
8.5%
21.6%
16.5%
53.4%
69.9%
Math and Reading Remedial
8.3%
21.5%
16.0%
54.1%
70.2%
Writing and Reading
Remedial
8.0%
21.6%
15.8%
54.6%
70.4%
Remediation in All Three
9.5%
22.0%
17.0%
51.5%
68.5%
College Ready
5.7%
22.1%
13.1%
59.1%
72.2%
Region
R# 1 Northwest
R# 2 North Central
R# 3 Northeast
R# 4 Lafayette
R# 5 Kokomo
R# 6 East Central
R# 7 Terre Haute
R# 8 Central Indiana
R# 9 Richmond
R#10 Columbus
R#11 Southeast
R#12 Southwest
R#13 Sellersburg
R#14 Bloomington
6.3%
5.7%
6.1%
11.0%
9.7%
9.0%
6.7%
6.1%
7.6%
10.8%
13.7%
11.6%
11.0%
7.4%
22.5%
23.9%
21.9%
19.0%
23.6%
18.9%
22.5%
22.4%
23.9%
22.6%
21.7%
20.9%
20.2%
20.3%
18.8%
13.6%
15.3%
16.3%
11.7%
12.0%
16.4%
18.5%
9.5%
10.9%
12.6%
13.6%
16.1%
24.7%
52.4%
56.8%
56.8%
53.7%
55.0%
60.1%
54.4%
53.1%
59.0%
55.7%
52.0%
53.9%
52.7%
47.7%
71.1%
70.4%
72.0%
69.9%
66.7%
72.1%
70.8%
71.5%
68.4%
66.6%
64.6%
67.5%
68.8%
72.3%
Student Characteristics*
*Student
characteristic at entry term
at Ivy Tech in fall, 2012 or spring, 2013
**Enrolled
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Appendix B
Survival Analysis Results
Cox Proportional Hazard Model for Outcome: Leaving Ivy Tech without earning a credential Factor Transferring into Ivy Tech, rather than being a first time student at Ivy Tech The more times that a student changes his major Being 25 years old or older, compared to younger students Testing into a math remedial course Testing into a reading remedial course Completing a Math gateway course Completing English gateway course Being a part time student during the first semester Being Pell eligible, compared to applying for financial aid and not being Pell eligible
Not passing any courses during the first semester at Ivy Tech, compared to passing all courses Passing 1% to 34% of one’s courses during the first semester at Ivy Tech, compared to passing all courses Passing 35% to 67% of one’s courses during the first semester at Ivy Tech, compared to passing all courses Passing 68% to 99% of one’s courses during the first semester at Ivy Tech, compared to passing all courses ANALYSIS OF ACADEMIC PIPELINE: THREE-YEAR OUTCOMES
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Hazard Ratio 0.85 0.51 0.96 0.93 0.93 0.42 0.49 0.95 P‐Value < 0.01 < 0.01 < 0.05 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 1.07 1.85 1.4 < 0.01 < 0.01 < 0.01 1.18 < 0.01 1.06 < 0.01 Survival Analysis Methodology
Survival analysis is used to investigate the time until an event takes place. In this project, we use the Cox
Proportional Hazard model to estimate the hazard, or likelihood, of leaving Ivy Tech without earning a
credential. For each independent variable in our model, we estimate the hazard ratio. A hazard ratio
greater than one suggests that the factor is associated with a greater likelihood of leaving Ivy Tech
without a earning credential, while a hazard ratio of less than one suggests that the factor is associated
with a lower likelihood of leaving Ivy Tech without a credential. A hazard ratio equal to one indicates
that the factor has no significant relationship with leaving Ivy Tech without a credential.
In the table on the previous page, we present the hazard ratios for key variables that have a statistically
significant relationship with a student leaving Ivy Tech without earning a credential. In addition to the
factors in this table, we also controlled for the following characteristics: gender, ethnicity, testing into a
writing remedial course, student’s division of major, student’s region, and the type of credential
(Associates degree versus a certificate) that the student pursued. After excluding from the analysis
students who had missing data for key variables in the analysis, there were 25,168 students in our survival
analysis dataset.
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