The measures below are drawn from the College's Institutional and Educational Outcomes (IEO) reporting and its federal IPEDS submissions. Figures reflect the most recent verified reporting available for each measure, with multi-year trends where available; the reporting period is noted with each item.

1Student Retention

Retention measures the share of first-time-in-college (FTIC) students who return the following fall. Chipola's FTIC retention has held in the high-60s to low-70s and tracks closely with the Florida College System; the preliminary 2025-26 rate is 71%, up from 68.8% in 2024-25.

Chipola CollegeFlorida College System

2Graduation & Completion

The Student Right-to-Know completion rate follows a first-time, full-time cohort and counts those who complete a credential within 150% of normal time (three years for an associate degree). The College's most recent four-cohort disclosed rate is 56.1%. A substantial additional share of each cohort transfers to another institution before completing at Chipola — those students are counted as transfers, not completers.

Entering cohort	Cohort size	Completed within 150% time	Transferred out
2015	356	50.8%	14.6%
2016	354	51.7%	12.1%
2017	364	61.3%	19.8%
2018	367	53.1%	15.5%
2019	308	58.8%	18.5%

3Academic Awards Conferred

Chipola conferred 697 academic awards in 2025-26 (preliminary), up from 582 in 2024-25, across degree and certificate programs.

4Licensure & Certification Pass Rates

Across programs leading to a license or certification — including nursing (NCLEX), emergency medical services, cosmetology, and public-safety programs — Chipola graduates have passed at rates between 88% and 97% over the eight most recent reported years — 92% in 2024-25 and 91% in 2025-26 — against a College target of 95%.

5Transfer & Continued Education

As a Florida College System institution, Chipola's Associate of Arts degree transfers to the State University System under Florida's statewide 2+2 articulation (§1007.23, F.S.), guaranteeing AA graduates admission to a state university. Beyond completers, roughly one in six students in each recent cohort transfers to another institution before finishing at Chipola (18.5% of the 2019 cohort). The College also tracks how its transfers perform after leaving, measuring the mean cumulative GPA Chipola transfers earn at State University System institutions against the Florida College System benchmark.

Transfer-out and post-transfer outcomes are reported in the College's IPEDS Outcome Measures submission and IEO reporting.

6Career Preparation

On the Community College Survey of Student Engagement (CCSSE), Chipola students report that their experience helped them prepare for careers:

7General Education Competencies

Chipola assesses attainment of college-level general education competencies through the CoMPASS model using multiple, varied measures: discipline-level primary learning assessments (target: 80% of students score “meets” or “exceeds”), general-education course success (target: 75% earn a grade of C or higher), and the nationally benchmarked ETS Proficiency Profile. On the most recent full assessment (AY 2024-25), Chipola's AA graduates exceeded the national mean in every ETS Proficiency Profile area.

ETS Proficiency Profile — Chipola vs. national mean (AY 2024-25, AA graduates)

Competency area	Chipola	National	Result
Reading	116.0	115.5	Above
Writing	112.5	112.1	Above
Mathematics	112.2	111.2	Above
Critical Thinking	110.7	109.7	Above
Social Sciences	111.5	111.2	Above
Natural Sciences	113.9	113.5	Above
Humanities	114.4	112.8	Above

General education course success — grade C or higher (AY 2024-25, target 75%)

General education area	C or higher	Vs. 75% target
Social & Behavioral Sciences	87.4%	Met
Natural Sciences	91.5%	Met
Mathematics	82.4%	Met
Communications	84.6%	Met
Humanities	84.9%	Met

Discipline-level primary learning assessments (AY 2024-25, target 80% meets/exceeds)

Competency	Meets/exceeds	Vs. 80% target
Social & Behavioral Sciences (SS)
SS-1: Identify behaviors and social trends using appropriate research methodologies.	91%	Met
SS-2: Identify global influences on social, behavioral, and historical issues.	75%	Near
SS-3: Examine significant historical events.	98%	Met
SS-4: Identify differences and commonalities within diverse cultures.	87%	Met
Natural Sciences (NS)
NS-1: Recognize appropriate scientific terminology.	98%	Met
NS-2: Apply scientific principles or concepts.	79%	Near
NS-3: Solve real-world problems using scientific knowledge.	81%	Met
Mathematics (M)
M-1: Solve mathematical problems using arithmetic, algebraic, or geometric skills.	66%	Below
M-2: Translate basic mathematical information verbally, numerically, graphically, or symbolically.	80%	Met
M-3: Solve mathematical problems using appropriate technology.	90%	Met
M-4: Interpret mathematical models such as formulas, graphs, tables, or schematics.	73%	Near
M-5: Solve contextual problems using mathematical processes.	52%	Below
Communications (C)
C-1: Communicate effectively in various rhetorical modes.	91%	Met
C-2: Evaluate ideas using critical thinking.	87%	Met
C-3: Demonstrate appropriate documentation techniques through various assignments.	83%	Met
C-4: Analyze human experiences through reading and writing.	93%	Met
C-5: Demonstrate the effective use of the conventions of Standard American English.	93%	Met
Humanities (H)
H-1: Compare works of the humanities across cultures or literary movements.	94%	Met
H-2: Analyze artistic expressions (art, philosophy, architecture, literature, film, music).	93%	Met
H-3: Communicate informed responses to works of the humanities.	94%	Met
H-4: Explain thematic connections among works of the humanities.	94%	Met

Primary learning assessments measure the share of students scoring at the “meets” or “exceeds” proficiency level on discipline-level competencies. Where a competency falls below the 80% standard, the discipline documents an improvement plan through the CoMPASS cycle; AY 2025-26 discipline results and improvement plans are detailed in the College's CoMPASS assessment reports. Social & Behavioral Sciences revised its learning outcomes mid-year (Summer/Fall AY 2024-25 results shown). Source: 2024-25 Annual Assessment of College-Level Competencies (Office of Assessment, Compliance & Grants); ETS Proficiency Profile.

8Outcomes by Student Group

Consistent with the College's commitment to transparency, key outcomes are reported for the full range of students who enroll, disaggregated by race/ethnicity, sex, first-generation status, and Pell-recipient status.

Fall-to-fall retention by group — degree-seeking students (FA25 → FA26, preliminary)

Group	Retention	Vs. 65% target
Race / ethnicity
White	67%	Met
African American	63%	Near
Other	63%	Near
Two or more races	59%	Near
Hispanic	56%	Near
Sex
Female	67%	Met
Male	61%	Near
First-generation status
Non-first-generation	69%	Met
First-generation	59%	Near
Pell status
Non-Pell recipients	66%	Met
Pell recipients	61%	Near

Preliminary FA25→FA26 figures (pending final IEO publication). Fall-to-fall retention of degree-seeking students; College target is a 65% mean. Group means: race 62%, sex 64%, first-generation 64%, Pell 64%. Notable year-over-year gain: Pell-recipient retention rose from 44% (FA24→FA25) to 61%. Source: IEO 2025-26 (Measures 1.2.12.1–1.2.12.4).

Completion within 150% time by sex — 2019 entering cohort

Of the 2019 first-time, full-time cohort, 56.7% of women and 61.1% of men completed a credential within 150% of normal time (Student Right-to-Know).

Who earns Chipola's awards — composition of graduates & completers (2024-25)

These figures show the share of each year's graduates who belong to each group (they total 100%), not a group's rate of graduating.

Composition of all graduates/completers. Source: IEO 2025-26 (Measures by race/ethnicity, sex, Pell, and first-generation status).

Certification / licensure exam pass rate by group (2024-25, all attempts)

Group	Pass rate
Race / ethnicity
Other	88%
White	86%
African American	82%
Sex
Female	93%
Male	90%

Certification/licensure examination pass rates, all programs, all attempts. Source: IEO 2025-26 (Measure 3.2.5, by race/ethnicity and sex).