Institutional Effectiveness

The data presented come from Banner student data, maintained by the Registrar, using a SAS/Enterprise Guide query. Each degree awarded is matched with the department and college currently offering the program using the Banner curriculum code, consisting of the degree college code, degree code, and major code. Obsolete and discontinued college-degree-major codes are assigned to the current department and college that would have been responsible for that program, using a table maintained by Institutional Research.

The numbers in each cell of these tables represent the count of degrees or the count of degree majors. Due to multiple majors on a single degree, the degree major count is greater than the degree count. Refer to the title of the Excel to determine if a particular aggregation is counting degrees awarded or degree majors.

Example: A student who completes a B.S. Bus. degree double-majoring in Economics and Political Science is counted once for degrees awarded and twice for degree majors.

Please contact Institutional Research at ir@uidaho.edu if you have questions about these tables, the assignment of degrees and majors to departments and/or colleges, or to request different reports.

PDF documents

• Enrollment by campus
• Enrollment by level
• Enrollment by college and level
• Enrollment by international/ethnic
• Enrollment by student college and gender
• Enrollment by college, department, level, degree and major
• Enrollment by student campus and program level
• Enrollment by campus and college
• Enrollment by college and student type
• Enrollment by student type and residence
• Enrollment by college, department and level
• Enrollment by college, degree level and full/part time
• FTE by college, department and level
• FTE by college and program

PDF documents

• Enrollment by campus
• Enrollment by level
• Enrollment by college and level
• Enrollment by international/ethnic
• Enrollment by student college and gender
• Enrollment by college, department, level, degree and major
• Enrollment by campus and program level
• Enrollment by campus and college
• Enrollment by college and student type
• Enrollment by student type and residence
• Enrollment by college, department and level
• Enrollment by college, degree level and full/part time
• FTE by college, department and level
• FTE by college and program

PDF documents

• Enrollment by campus
• Enrollment by level
• Enrollment by college and level
• Enrollment by international/ethnic
• Enrollment by student college and gender
• Enrollment by college, department, level, degree and major
• Enrollment by student campus and program level
• Enrollment by campus and college
• Enrollment by college and student type
• Enrollment by student type and residence
• Enrollment by college, department and level
• Enrollment by college, degree level and full/part time
• FTE by college, department and level
• FTE by college and program

The data presented come from Banner Student data, maintained by the Registrar, using a Statistical Analysis System (SAS) query. Using the Banner curriculum code (consisting of the degree college code, degree code and major code), each enrollment is matched with the department and college currently offering the program. Using a table maintained by Institutional Research, obsolete and discontinued college-degree-major codes are assigned to the current department and college that would have been responsible for that program.

The numbers in each cell of these tables represent the number of students who were enrolled in an acceptable degree major at a particular point in time within the semester, either Census date (C) or End of Semester (EOS). The Census date enrollments include the population of students that would be counted in the IPEDS Fall Census survey, which excludes some students from the count (i.e., students only enrolled in Study Abroad, professional development, co-op, National Student Exchange or audit courses). The Enrollment reports contained herein contain both duplicated and unduplicated headcounts due to counting the multiple majors of a single student. For example, since every student can only belong to one campus, the aggregated total of students by campus provides a distinct headcount. However, since students can have multiple majors under different degree levels and/or departments, an aggregated total of all students by degree level, department or major would produce a non-distinct total. Distinct Fall Census headcounts should be used for U of I Strategic Plan purposes. Please contact Institutional Research if you have questions (ir@uidaho.edu).

The table, "FTE by College, Department and Level" uses the variable, “FTE in Major,” which is calculated by dividing a student’s FTE by the number of majors he/she has. Students with multiple majors are counted once in each cell in the table as displayed. For example:

A student who is enrolled in two majors in different departments (e.g., History and Political Science) at the same point of time in a given semester is counted once on all rows for that semester, except for those tables showing departments, where they are counted once each in History and Political Science.

A student who is enrolled in two program levels within the same college (e.g., Undergraduate and Graduate) at the same point of time in a given semester is counted once on all rows for that semester, except for those tables showing program level, where they are counted once each in Undergraduate and Graduate program level.

A student who is enrolled in two majors in the same department (e.g., Advertising and Public Relations) at the same point of time in a given semester is counted once on all rows for that semester, except for those tables showing the majors, where they are counted once each in Advertising and Public Relations.

A student who is enrolled in two different degrees in the same department (e.g., a B.S. Chem.E. with a major in Chemical Engineering and a B.S. Env.S. with a major in Environmental Science), and a primary advisor in the Chemical Engineering department, is counted once in all tables regardless of the rows displayed, except for those showing the degree and/or major, where they are counted once on each row.

Because each student enrolled has only one “International/Ethnic” classification, the table, “Enrollment by International/Ethnic” provides a total head count of all students enrolled in an acceptable degree major at a particular point in time within the semester. To see what is being counted in each department, refer to the table, “Enrollment by Department, Level, Degree and Major”. In this table, each of the unique degree-major combinations is listed separately.

See the latest Common Data Set report.

For previous years’ reports contact the Office of Institutional Effectiveness.

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.

Sonny Ramaswamy, president of the Northwest Commission on Colleges and Universities (NWCCU), hosted an open forum at the University of Idaho on Thursday, Oct. 24, 2019. The meeting provided an opportunity for the university community to learn more about NWCCU and the new accreditation standards. This meeting was recorded and is available to view here.

• See NWCCU’s Educational Programming page for scheduled professional development and/or learning opportunities related to accreditation.
• The NWCCU Annual Conference is generally held each November in Seattle, WA.

• Eligibility Requirements for Accredited Higher Education Institutions
• Accreditation Standards
• Accreditation Policies

• University of Idaho’s Year Seven Peer-Evaluation Report (2015)
• University of Idaho’s Year One Self-Evaluation Report (2016)
• University of Idaho’s Mid-Cycle Evaluation Report (2018)
• University of Idaho’s Evaluation of Institutional Effectiveness Report (2022) without Appendices
• University of Idaho's Mid-Cycle Self-Evaluation Report (2025)