{"id":79736,"date":"2025-12-04T00:01:31","date_gmt":"2025-12-04T05:01:31","guid":{"rendered":"https:\/\/nscresearchcenter.org\/?p=79736"},"modified":"2026-03-13T06:15:38","modified_gmt":"2026-03-13T10:15:38","slug":"yearly-progress-and-completion","status":"publish","type":"post","link":"https:\/\/nscresearchcenter.org\/yearly-progress-and-completion\/","title":{"rendered":"Yearly Progress and Completion"},"content":{"rendered":"

[et_pb_section fb_built=”1″ admin_label=”Hero” _builder_version=”4.27.4″ _module_preset=”default” background_color=”#30a1da” custom_padding=”0px||||false|false” border_width_bottom=”18px” border_color_bottom=”#6dba45″ global_colors_info=”{}”][et_pb_row column_structure=”2_5,3_5″ use_custom_gutter=”on” gutter_width=”2″ _builder_version=”4.27.4″ _module_preset=”default” background_color=”#215B7F” width=”100%” custom_padding=”0px||||false|false” border_radii=”off||75px||” locked=”off” global_colors_info=”{}”][et_pb_column type=”2_5″ _builder_version=”4.27.4″ _module_preset=”default” background_color=”RGBA(255,255,255,0)” global_colors_info=”{}”][et_pb_text admin_label=”Headline” _builder_version=”4.27.4″ text_font=”||||||||” text_text_color=”#444444″ text_font_size=”42px” text_line_height=”1.3em” header_font=”|600|||||||” header_text_color=”#ffffff” header_font_size=”42px” header_line_height=”1.1em” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ background_layout=”dark” custom_margin=”||16px||false|false” custom_padding=”88px||0px|21px|false|false” custom_padding_tablet=”67px||0px|0px|false|false” custom_padding_phone=”69px||0px|0px|false|false” custom_padding_last_edited=”on|phone” text_font_size_tablet=”34px” text_font_size_phone=”” text_font_size_last_edited=”on|phone” text_line_height_tablet=”1.7em” text_line_height_phone=”1.2em” text_line_height_last_edited=”on|tablet” z_index_tablet=”0″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_style=”preset1″ header_text_shadow_color=”rgba(68,68,68,0.29)” header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” global_colors_info=”{}”]<\/p>\n

Yearly Progress and Completion<\/h1>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=”3_5″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/nscresearchcenter.org\/wp-content\/uploads\/reporthero-yrprogcomp25.webp” title_text=”reporthero-yrprogcomp25″ align=”right” force_fullwidth=”on” admin_label=”Hero Image” _builder_version=”4.27.4″ _module_preset=”default” border_radii=”off||75px||” box_shadow_style=”preset2″ box_shadow_horizontal=”5px” box_shadow_vertical=”-5px” box_shadow_blur=”24px” locked=”off” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Main Text Section” _builder_version=”4.16″ vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ custom_margin=”0px||35px|||” custom_padding=”43px|||||” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” global_colors_info=”{}”][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.27.4″ vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ custom_padding=”13px||13px|||” z_index_tablet=”0″ box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Report Date” _builder_version=”4.27.4″ text_font=”–et_global_body_font||||||||” text_font_size=”22px” header_line_height=”1.3em” header_3_font_size=”40px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ custom_margin=”||29px|||” z_index_tablet=”0″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” locked=”off” global_colors_info=”{}”]<\/p>\n

December 4, 2025<\/p>\n

[\/et_pb_text][et_pb_text admin_label=”Intro Text” _builder_version=”4.27.4″ text_font_size=”16px” text_line_height=”1.8em” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ custom_padding=”||0px|||” animation_direction=”top” z_index_tablet=”0″ use_border_color=”off” locked=”off” global_colors_info=”{}”]The Yearly Progress and Completion <\/strong><\/em>report focuses on student progress toward credential attainment by tracking cohorts of students who entered postsecondary education in the fall of each academic year. The report combines a year-over-year look at each cohort\u2019s journey toward completion with an in-depth analysis of six-and eight-year cohort completion rates. In this report, completion is defined as graduating with an undergraduate certificate, associate degree, or bachelor\u2019s degree. Progress and completion outcomes are presented at the national level and by state. See the Methodological Notes<\/a> and Data Appendix<\/a> for details on additional variables and levels of disaggregation.<\/p>\n

The longitudinal data dashboards include the yearly progress and completion data for learners who entered postsecondary education in one of twelve cohorts (the fall semesters of 2008 through 2019). All full-time and part-time degree-seeking students at any U.S. degree-granting institution are included in this report.[\/et_pb_text][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ background_color=”rgba(214,236,248,0.47)” custom_padding=”40px|30px|40px|30px|true|true” border_radii=”on|25px|25px|25px|25px” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Intro Text” _builder_version=”4.27.4″ text_font_size=”16px” text_line_height=”1.8em” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ custom_margin=”||41px|||” custom_padding=”||0px|||” animation_direction=”top” z_index_tablet=”0″ use_border_color=”off” locked=”off” global_colors_info=”{}”]<\/p>\n

The completion rates account for all students who enter postsecondary education for the first time each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. The results include those who complete after transfer, not just completions at the starting institution.<\/p>\n

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Highlights<\/h2>\n

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  • Steady\u00a0Six-Year Completion Rate:\u00a0<\/strong>The national six-year completion rate for the fall\u00a02019\u00a0cohort was 61.1 percent,\u00a0holding\u00a0steady\u00a0for the fourth cohort in a row (61.1-61.4%\u00a0since 2016).\u00a0This year\u2019s six-year completion rate\u00a0declined slightly compared to\u00a0the last cohort\u00a0(-0.3\u00a0pp)\u00a0due\u00a0to a\u00a0slight\u00a0increase\u00a0in students\u00a0across sectors\u00a0remaining\u00a0enrolled\u00a0after six years\u00a0(+0.4\u00a0pp;\u00a09.0%)\u00a0rather than stopping out or completing.\u00a0<\/li>\n<\/ul>\n
      \n
    • Steady\u00a0Eight-Year Completion Rate:\u00a0<\/strong>The eight-year completion rate for the cohort starting in fall\u00a02017 remained at\u00a064.8\u00a0percent,\u00a0tied\u00a0with the\u00a0previous\u00a0cohort for\u00a0highest\u00a0of the cohorts tracked.\u00a0Most of the improvement\u00a0in the eight-year rate comes from more students finishing within six years, not from more students finishing in their seventh or eighth year. In fact,\u00a0the share\u00a0of\u00a0additional\u00a0completers in years seven and eight\u00a0has\u00a0declined over time (-1.6\u00a0pp\u00a0for\u00a02017\u00a0cohort compared to\u00a02008\u00a0cohort).\u00a0<\/strong><\/li>\n<\/ul>\n
        \n
      • Enrollment Status:\u00a0<\/strong>Full-time students\u00a0remain\u00a0significantly more likely to earn a degree, with 67.1\u00a0percent\u00a0of\u00a0full-time\u00a02019 starters\u00a0completing by\u00a0year six and only 25.1\u00a0percent stopping out. In contrast, students who started attending part-time had a much higher\u00a0stopout\u00a0rate (51.7%) and a much lower completion rate (34.1%) by year six.\u00a0<\/strong><\/li>\n<\/ul>\n
          \n
        • State-Level Variations: <\/strong>Six-year completion rates for the fall\u00a02019\u00a0cohort remained\u00a0steady\u00a0for most states\u00a0compared to\u00a0the\u00a0previous\u00a0cohort, with only ten states seeing improvements of one percentage point or more.\u00a0\u00a0<\/strong><\/li>\n<\/ul>\n
            \n
          • Student Characteristics:\u00a0<\/strong>Disparities across student groups persist.\u00a0The six-year completion rates\u00a0for students aged\u00a021 to 24 and\u00a025 or older\u00a0remain\u00a0similar\u00a0to\u00a0each other and much lower than completion rates for students who start\u00a0college at 20 or younger\u00a0(35.6% and 36.6%, respectively,\u00a0vs\u00a063.8%).\u00a0At every income level, in\u00a0every year, students from more affluent neighborhoods had sharply higher completion rates than those from lower income backgrounds.\u00a0<\/li>\n<\/ul>\n
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            • Dual Enrollment:\u00a0<\/strong>Students with prior dual enrollment\u00a0are more likely to stay enrolled and\u00a0earn a\u00a0credential\u00a0than their peers without prior dual enrollment.\u00a0At the end of their sixth year,\u00a071.1\u00a0percent\u00a0of\u00a0prior dual enrollees in the\u00a02019 cohort\u00a0earned a credential\u00a0compared to\u00a057.2\u00a0percent\u00a0of\u00a0students without prior dual enrollment.\u00a0Stopout\u00a0rates suggest that\u00a0most\u00a0non-completers without prior dual enrollment are not\u00a0taking longer to earn their credential, but are stopping out of postsecondary education entirely; 1 in 3 (33.3%) students without prior dual enrollment are no longer enrolled by year six, while only 1 in 5 (21.0%) prior dual enrollees have stopped out.<\/li>\n<\/ul>\n

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