Measuring “Success” at Open Admissions Institutions

Abstract

Graduation rates continue to be used as the standard benchmark for success at most institutions of higher learning, including community colleges, even by those who should know that the use of such a marker of success at open admissions institutions is highly problematic. This practice becomes particularly troublesome when we compare community college graduation rates to those of selective admissions institutions. These two kinds of institutions are very different in terms of mission and mandate, and this practice must necessarily avoid or simplify a host of contingencies that are unique to the cohort of students who attend community colleges. As the research we review suggests, measuring success at community colleges must be regarded as a very complex endeavor requiring great care and thoughtfulness.