College Outcomes: Why Different Measures Tell Different Stories

If you’ve spent any time researching colleges, you’ve probably encountered a graduation rate. It seems like one of the simpler numbers available to prospective students. What percentage of students who enroll eventually graduate?

But there isn’t just one way the federal government measures college completion.

The Integrated Postsecondary Education Data System, commonly known as IPEDS, includes both traditional Graduation Rates and a broader set of Outcome Measures. They sound similar, and both provide useful information about student outcomes. But they follow different groups of students.

Understanding that difference can help you make better sense of the numbers you see when researching or comparing colleges.

Start With the Traditional Graduation Rate

IPEDS is maintained by the U.S. Department of Education’s National Center for Education Statistics (NCES). Colleges and universities report institutional and student information through IPEDS, creating one of the country’s most important sources of higher education data.

The traditional IPEDS Graduation Rates measure follows a specific group of undergraduate students: those who are entering college for the first time, seeking a degree or certificate and attending full-time.

There are good reasons for using a defined population. Following students who begin at a similar starting point creates a standardized measure that can be used across institutions.

But not every college serves primarily first-time, full-time students. And not every college student begins their education that way.

A student who transfers after earning credits somewhere else is not a first-time college student. A student who enrolls part-time while working is not a full-time student. Depending on the measure being examined, those students may not be represented in the traditional Graduation Rates cohort.

That is where Outcome Measures become especially useful.

Outcome Measures Broaden the Population

IPEDS Outcome Measures were developed to provide information about a wider range of undergraduate students.

Instead of focusing only on first-time, full-time students, Outcome Measures examine four populations:

The distinction between first-time and non-first-time is particularly important. A non-first-time student has previously attended another postsecondary institution. That means many transfer students who aren’t represented in a traditional first-time cohort can be included in Outcome Measures.

The distinction between full-time and part-time attendance matters too. For working adults balancing education with employment, family responsibilities and other commitments, attending part-time can be a practical way to pursue a degree.

Outcome Measures make those students more visible in federal outcome reporting.

Same Institution. Different Questions.

The difference between Graduation Rates and Outcome Measures isn’t about determining which one is better. They’re designed to answer different questions.

Those aren’t interchangeable questions.

Consider a university where most undergraduates arrive directly from high school, have never attended another college and enroll full-time. The traditional Graduation Rates population may closely resemble the students that university typically serves.

Now consider a university serving large numbers of adults who transfer credits from other institutions and attend part-time while working. The traditional measure remains useful, but it describes only one part of that institution’s student population.

That is why knowing the percentage isn’t enough. You also need to know who is behind it.

Why This Matters for Adult and Transfer Students

The way Americans attend college has become increasingly varied. Students may begin at one institution, stop attending, return years later, transfer credits and complete their education somewhere else. Others may move between full-time and part-time enrollment as their circumstances change.

That creates a challenge for any measure designed to summarize a complicated educational journey with a single number.

For an adult transfer student researching colleges, the question shouldn’t necessarily be, “What is this college’s graduation rate?”

A better question may be: “What does this graduation rate tell me about students whose educational path looks like mine?”

If you’re transferring prior college credit, the experience of other non-first-time students may provide useful context. If you expect to attend part-time, outcomes for part-time students may also be relevant.

The traditional Graduation Rate still tells you something important. Outcome Measures simply allow you to look at the institution through another lens.

Look Beyond a Single Percentage

Graduation Rates and Outcome Measures are part of a much larger collection of information available about colleges and universities. Persistence, successful course completion, transfer activity, degrees awarded and graduate experiences can each provide additional information about student progress.

The key is understanding what each measure actually represents.

When comparing colleges, look beyond the number displayed most prominently. Ask which students were included, what period was measured and whether the population represented resembles the type of student you expect to be.

For a first-time student planning to attend full-time, traditional Graduation Rates may be particularly relevant. For an adult returning to college with previous credits and planning to attend part-time, Outcome Measures may add important context.

The data hasn’t changed because you’re looking at it differently. You’re simply asking a more precise question about what it means.

Frequently Asked Questions

What is the difference between IPEDS Graduation Rates and Outcome Measures?

Traditional IPEDS Graduation Rates focus on first-time, full-time degree- or certificate-seeking undergraduate students. IPEDS Outcome Measures broaden the populations examined to include first-time and non-first-time students attending either full-time or part-time.

What does “non-first-time” mean in IPEDS?

A non-first-time student has previously attended another postsecondary institution. This category can therefore include students who transfer from another college or university.

Are transfer students included in IPEDS graduation rates?

It depends on the measure. Because transfer students have previously attended another institution, they aren’t first-time college students and generally aren’t part of the traditional first-time Graduation Rates cohort. IPEDS Outcome Measures include non-first-time students.

Are part-time students included in graduation rates?

Traditional IPEDS Graduation Rates focus on full-time students. Outcome Measures include both full-time and part-time undergraduate populations.

Which college outcome measure should I use?

That depends on what you’re trying to understand. Traditional Graduation Rates provide standardized information about first-time, full-time students. Outcome Measures provide information about a broader range of students. Looking at multiple measures and understanding the population behind each can provide a more complete picture.

Sources

• U.S. Department of Education, National Center for Education Statistics. Measuring Student Success in IPEDS: Graduation Rates (GR), Graduation Rates 200% (GR200), and Outcome Measures (OM).
• Institute of Education Sciences / National Center for Education Statistics. Measuring “Traditional” and “Non-Traditional” Student Success in IPEDS: Data Insights from the IPEDS Outcome Measures (OM) Survey Component.
• National Center for Education Statistics. Postsecondary Outcomes for Nontraditional and Traditional Undergraduate Students. Condition of Education, May 2024.
• NCES/IPEDS. National American University-Rapid City 2025 Data Feedback Report.
• National American University. Student Achievement, February 2026.