Office of Planning, Research & Assessment
Through a close working relationship between the offices of Research, Planning, and Assessment and Technology Services, the Research and Planning Committee will provide leadership in data management, evaluation, and reporting to the campus community and external constituencies.
Our mission is to contribute data, information, and analysis to support learning assessment, decision-making, strategic planning, continuous improvement, and mandatory reporting.
A secondary purpose is to operate as an information "clearinghouse" for the coordination of research, assessment, and planning. Through this function we will ensure increased efficiency, integrity, and transparency in the production of information and its analysis.
For data requests, please use the form below.
WWCC Annual Fact Sheets
An award that normally requires at least two but less than four years of full-time equivalent college work.
A formal award certifying the satisfactory completion of a postsecondary education program.
A specific group of students established for tracking purposes.
Students enrolled in courses for credit and recognized by the institution as seeking a degree, certificate, or other formal award. High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Full-Time Equivalent (FTE)
Full-Time Equivalent (FTE) is defined by a student who is enrolled for 15 credits during a quarter. That student would be counted as one FTE. Conversely, two students are enrolled for seven and eight credits, respectively. Although they are two students, they would be counted as one FTE because their credit hours add up to 15.
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total number of completers within 150% of normal time divided by the revised adjusted cohort.
Postsecondary award, certificate, or diploma (less than one academic year)
An award that requires completion of an organized program of study at the postsecondary level (below the baccalaureate degree) in less than one academic year (two semesters or three quarters), or designed for completion in less than 30 semester or trimester credit hours, or in less than 45 quarter credit hours, or in less than 900 contact or clock hours, by a student enrolled full time.
Postsecondary award, certificate, or diploma (at least one but less than two academic years)
An award that requires completion of an organized program of study at the postsecondary level (below the baccalaureate degree) in at least one but less than two full-time equivalent academic years , or designed for completion in at least 30 but less than 60 semester or trimester credit hours, or in at least 45 but less than 90 quarter credit hours, or in at least 900 but less than 1,800 contact or clock hours, by a student enrolled full time.
Postsecondary award, certificate, or diploma (at least two but less than four academic years)
An award that requires completion of an organized program of study at the postsecondary level (below the baccalaureate degree) in at least two but less than four full-time equivalent academic years , or designed for completion in at least 60 but less than 120 semester or trimester credit hours, or in at least 90 but less than 180 quarter credit hours, or in at least 1,800 but less than 3,600 contact or clock hours, by a student enrolled full time.
A measure of the rate at which students persist in their educational program at an institution, expressed as a percentage; percentage of first time degree/certificate seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to completion divided by the adjusted cohort.
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the student enrolled.
- IPEDS is the Integrated Postsecondary Education Data System. It is a system of interrelated surveys conducted annually by the U.S. Department of Education's National Center for Education Statistics (NCES). The Higher Education Act of 1965, as amended, requires institutions that participate in federal student aid programs report data on enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid. The completion of all IPEDS surveys is mandatory for institutions that participate in or are applicants for participation in any federal student financial aid program (such as Pell grants and federal student loans) authorized by Title IV of the Higher Education Act of 1965, as amended (20 USC 1094, Section 487(a)(17) and 34 CFR 668.14(b)(19)).
More than 7,500 institutions complete IPEDS surveys each year. These include research universities, state colleges and universities, private religious and liberal arts colleges, for-profit institutions, community and technical colleges, non-degree-granting institutions such as beauty colleges, and others.
IPEDS provides basic data needed to describe and analyze trends in postsecondary education in the United States, in terms of the numbers of students enrolled, staff employed, dollars expended, and degrees earned. Congress, federal agencies, state governments, education providers, professional associations, private businesses, media, students and parents, and others rely on IPEDS data for this basic information on postsecondary institutions.
Institutional effectiveness is a process by which the college assesses and evaluates its performance as it pertains to mission fulfillment. Key measures, or indicators, are selected that align with the vision and mission of Walla Walla Community College as well as our internal and external constituencies. The measurement of key indicators provides information that is critical to informing the planning process across the college.
- IE Reports
- Core Themes
- AA/AS Degree Outcomes
- Workforce Education Outcomes
- 2011-12 Assessment of AA/AS Degree Learning Outcomes
- 2005 Report to the Community
- 2008 CCSSE
- 2011 Economic Impact of Walla Walla Community College (EMSI)
- 2012 WWCC Student Engagement Survey
- Walla Walla Community College Among the Nation's Top 5 Community/Technical Colleges
According to the Aspen Institute
- Quick Facts about WWCC
- 2014 NILIE PACE Climate Survey
- Click here to view WWCC Dashboard