Institution Reports (not to be confused with the Office of Institutional Research) is a separate component of NAVIGATOR that utilizes historical undergraduate UHD data [from Fall 2000 through Fall 2014] to show historical trends including graduation rates by student attributes, course analyses, major change analyses, and other useful trends. This component
does not include current student data and is only updated twice per year. Since this portal does not update regularly, most users won't have access to this part of the platform. Institution Reports will primarily be used by administration to make policy changes and to create large-scale interventions.
Institution Reports User Guide.pdf
Institution Reports Toolkit.pdf
Accessing Institution Reports.pdf
Introduction to Institution Reports.pdf
Frequently Asked Questions
the count of students in a major for a particular year match with the count
see in another system?
Differences between the Institution
Reports and another system at your institution could be due to differences in
data definitions, data configurations, or data sources. Possible factors
Range - within the Institution Reports the date range is based on student start
date and is capped to allow students enough time to graduate,
declarations - the Institution Reports include students who ever declared a
selected major/college and include all primary, secondary, or other
configurations - the Institution Reports are configured so that small, new, or
inactive majors are mapped to related majors or colleges.
Can these analyses be used in
lieu of obtaining analyses from the office of Institutional Research at my
The analyses housed within EAB ‘s
Institution Reports are not designed to replace the analyses developed by the
IR office at your institution. In general, as referenced in response to the
question above, the analyses within the Institution Reports may use data
definitions, configurations, or sources that differ from those used by your
Institutional Research office. For example, the Institution Reports center
around analyses of student success (specifically defining success as graduation
from the institution), which requires the student cohorts within the analyses
to have had sufficient time to graduate; this may contrast from Institutional
Research analyses designed to officially report on recent student cohorts.
Additionally, Institution Reports are not intended to replace the wide variety
of data sources and analytical scopes that may be available through your
Institutional Research office.
What types of students are
included in each report?
The Institution Reports analyze
graduation trends for bachelor’s degree seeking students only, regardless of
student type (i.e., transfer vs. native, full-time vs. part-time, Dual
Enrollment, re-admit, etc.). Associate degree seeking and graduate degree seeking
students are not included at this time; however, during our mapping process, we
are able to designate these programs in a way so that any students who ever
moved between a bachelor’s degree program and one of these excluded programs
can still be accounted for.
Can I see exactly which students
are included in a segment or cohort?
At this time, the raw data that populates
each report is not available for extraction. Each user can export the
aggregated data from each report by clicking the “Export” button to the right
side of the table.
How can my colleagues get access
to these reports?
Please contact us at firstname.lastname@example.org.
Can I request additional reports
offering these analyses in a live, interactive, web-based format, one of our
goals is to be able to incorporate member feedback and recommendations in an
ongoing manner, as we continue building out additional analyses over time. If
there is a specific type of report that you'd like to see in a future iteration
of the Institution Reports, please contact us at email@example.com.
is the list of majors in the drop down determined? I don’t see my major in
In order to display robust sample
sizes within the analyses, the Institution Reports are configured so that
small, new, or phased out majors are linked to related majors or colleges.
Students who declared one of these small or phased out majors would therefore
be part of the analysis of the related major or college. These configurations
can be updated annually based on an updated count of students declared in the
majors. If you have questions about how your programs were mapped, please
do you handle double majors?
Students are included in the
analysis for a specific major if they ever declared the selected major,
regardless of whether the declaration was primary, secondary, etc. To determine
graduation, the reports assume that the student graduated from every major
included in the term record that corresponds with the graduated term.
do the reports account for non-standard grading schemes, such as A*, CR, B.,
P/F, I, etc.?
In order to standardize the
grading scheme across all member institutions, the grades within the
Institution Reports are mapped to a standard set of whole letter grades,
including A, B, C, D, F, and W. Additional grades will be mapped to the whole
letter grades on a case by case basis.
transfer courses included in the reports?
Transfer course grades are not
included throughout the reports, only courses completed at your institution.
However, if the report refers to “lifetime earned credits” then we will be
including all credits a student received in the calculation, including transfer
Can I change (or request that EAB
change) the ranges—for instance credit or GPA—that are showing up in the
At this time, the ranges for each
attribute are standard for every member and cannot be changed. If you have
suggestions for improvements to the ranges, please contact firstname.lastname@example.org.
school has multiple types of admit codes, outside of Transfer and Non-Transfer.
How can I evaluate students that fit into these different types of codes?
Student Admit Code can be
analyzed as a drop down in the Grad Rate by Student attribute chart. Please
contact email@example.com if you have questions about the student
attributes available for analysis.
dual-credit courses or online courses included in the Course Analysis report?
These courses will be included
only if they are treated like transfer courses within the system. Otherwise,
they will not be included.
the Major Switching Chart, I’m seeing some majors that have ‘(added)’ or
‘(dropped)’ following the next or previous designations? What do these
‘Added’ and ‘Dropped’ clarifiers
indicates the presence of a second major. For example, ‘No Previous (added)’
means that the major being analyzed is the second major on top of the primary
major. ‘No Previous’ means that the student did not have any other major prior
to declaring the major being analyzed. ‘No Next (dropped)’
indicates that the major being analyzed was dropped. You will still see
graduation data for these students because they are still working towards their
seeing an ‘N/A’ value as the predictive grade cut off for a predictive
course—how could a predictive cut off grade have a ‘not applicable’ value?
In these instances, ‘N/A’ will
display if the predictive value of two grades is equally weighted (for example,
50% A and 50% B).
don’t understand what the Predictive Course Cutoff Grade and Predictive Course
Rank mean. Can you provide a more detailed explanation?
Cutoff Grade: The Predictive Cutoff Grade is
the grade threshold that provides the most information about students’ eventual
graduation – students who received this grade or higher are more likely to have
graduated. It is the cutoff that most cleanly separates students with higher
grades who graduate from students with lower grades who don’t. We use
information gain, a standard mathematical technique, to evaluate how well the
course splits student outcomes into either graduation or non-graduation, with a
score between 0 and 1. For example, for a given course, if the graduation rate
is 50% and all graduates get the same grade (i.e., an A or B) and all
non-graduates get the same grade (i.e., a C or lower), then the information
gain for that course would be 1, the highest possible value, because of the
clean separation of outcomes across the grades. Using a B as a grade cutoff
tells you precisely who graduated and who did not. As the number of graduates
starts to spread out across grades A to F and the graduation rate moves away
from 50%, then the information gain becomes lowered. If a course had a
graduation rate of 50% and for each letter grade 50% of students graduated
(i.e., had the same outcome), then the information gain for that course would
be 0, the lowest possible value. As demonstrated by these two extreme
scenarios, as the distinction in grades between graduates and non-graduates
increases the information gain also increases, and vice versa.
higher Predictive Course Rank indicates that a course’s grades provided more
information about a students’ likelihood to graduate. Predictive Course Rank
uses the calculation from the Predictive Cutoff Grade to identify courses with
the most useful grade cutoffs. The information gain (see explanation above) is
weighted by the proportion of students in a given major who took the course, so
courses at the top of this list are both taken frequently by students in this
major and have a strong grade cutoff that is related to eventual graduation.
are students with double majors factored into overall student counts for
college and major-level analyses?
A student with a double major
within the same college will only be counted once in the College analysis, but
will be counted twice for the individual major analyses (once in each major).
If a student has two majors in two separate colleges, the student will be
counted twice in the colleges analyses—once in each college.