Executive Summary
This Strategic Enrollment Management Plan is the result of the SEM Work Group discussions.
This actionable plan organized around four goals—Recruitment, Onboarding, Retention, and
Completion—anchored in Lake Superior College’s Strategic Plan and Minnesota State’s Equity
2030 framework. The document proposes strategies, owners, timelines, and metrics, and
includes placeholders to align with LSC’s Strategic Plan.
SEM Task Force
Jessie Anderson, Victoria Carlson, Wade Gordon, David Kline (co-chair), Sarah Lyons, Jesse Robinson, Kate Rolfe, Lisa Schlotterhausen (co-chair), Emily Chapinski, Nicola Scott, Kayti Stolp, Christine Torma, Samantha Weiler
LSC’s Strategic Plan
Our strategic plan, recently refreshed by our faculty, staff, and students, reflects our core identity and the values that guide our mission – equity, student success, innovation, and community partnerships. This SEM plan aligns our enrollment goals with the college’s strategic priorities and
provides actionable strategies to guide our work over the coming years.
Equity Commitment
Equity 2030—Minnesota State’s systemwide goal is to eliminate educational equity gaps by 2030. The plan integrates the six Equity 2030 strategic dimensions (Enhanced Access; Academic Success; Student Engagement; Evidence-Based Decision Making; Financial Resources; Workforce & Talent Diversity).
Equity 2030 Integration
Enhanced Access to higher education by strengthening partnerships and collaboration with K-12, business and industry, community-based organizations, and philanthropic partners to expand and grow current programming and identify new ways to support students.
Key Performance Indicators
Metrics will be segmented by demographics to
assist with achieving 2030 goals.
- Recruitment/enrollment metrics: Leads, applications, admits, admitted-to-enrolled (A2E)
- Student Success Metrics: DFW rates, fall-to-fall retention, graduation rate, transfer rate, and job placement.
- Additional metrics will be used/developed based upon specific initiatives implemented, such as yield, melt, orientation completion, timely registration, credit momentum, SAP, D2L usage, and time to credential.
Mission
Lake Superior College serves our students and community while supporting the economy of Northeast Minnesota and beyond by providing
high-value accessible higher education and advanced training in a supportive, inclusive environment to prepare the skilled workforce of the future.
Vision
Lake Superior College will strengthen our students and our region by anticipating and meeting the need for innovative education and training
and empowering students to reach their fullest potential.
Values
- Community, Collaboration
- Lifelong Learning
- Equity, Diversity, and Inclusion
- Innovation and Initiative
- Integrity
- Trust and Respect
- Academic Freedom and Free Inquiry
- Stewardship
Foundational Cross-Cutting Priorities
Student-centered; equity-minded; data-informed; transparent.
These core principles guide decision-making across all SEM initiatives, ensuring that strategies are inclusive, evidence-based, and accountable. These principles anchor the entire plan in practices that prioritize student success and institutional integrity.
Align work with regional initiatives, such as Duluth Promise.
This priority ensures SEM strategies support these initiatives’ commitment to expanding educational access and economic mobility. Aligning with these regional initiatives embeds LSC within a shared regional framework that supports student opportunity from K–12 through
postsecondary and entrance into the workforce.
Align work with Life@LSC.
Life@LSC provides an institutional foundation for inclusive education, belonging, and student well-being. Integrating it as a cross-cutting priority ensures that every SEM initiative supports a holistic, student-centered experience.
Align work with Competency Based Education programs as they are developed.
Aligning SEM efforts with competency-based education (CBE) ensures enrollment strategies evolve alongside emerging flexible learning models. This connection positions LSC to meet the needs of working adults and nontraditional learners with pathways that recognize prior learning and accelerate completion.
Student-focused, future-focused scheduling.
Student‑focused, future‑focused scheduling improves course access and helps students balance school, work, and family. Predictable schedules strengthen recruitment, retention, and completion.
Flexible course modalities and schedules.
Offering flexible modalities—online, hybrid, accelerated, evening, and weekend—removes friction points that often prevent students from enrolling or persisting. As a cross-cutting priority, it ensures that access and equity guide every stage of the student life cycle.
Basic needs support.
LSC recognizes that students’ basic needs such as housing, food, transportation, and technology are essential for academic success and enrollment stability. LSC will connect students to community resources and support basic needs as a foundational priority.
Objectives (2026-2030)
- Our enrollment management goal is to increase enrollment by 8% by 2030 from Fall 2024. Our overarching objectives to help us achieve this goal are to:
- Increase market share and visibility in priority segments, such as adult learners, BIPOC populations
- Reduce barriers and friction in the student journey through improving processes
- Improve access and equity for BIPOC, Indigenous, first-gen, and low-income students
- Increase fall-to-fall persistence to 70–75% for targeted equity groups with annual gains adult learners, Pell eligible, first generation, Asian, Black or African American, Hispanic, and Two or more races, while maintaining parity across all other student populations
in alignment with Equity 2030 - Increase completion rates toward a 54% target for all students through annual gains across key populations, while maintaining parity among American Indian or Alaska Native, Asian, and Nonresident student groups in alignment with Equity 2030 goals.
- We want to focus attention on underrepresented groups and populations where we have equity gaps, such as Native American/American Indians, and Low-Income/First Generation College Students
- We recognize that adult learners (25+) are a critical growth segment and will explore strategies to specifically engage these learners and understand their educational needs
LSC Strategic Direction Alignments
Throughout this SEM Plan, the following alignments exist with the larger LSC Strategic Direction Plan.
| Culture of Equity and Inclusion | Facilitate Student Success | Foster anmd Encourage Continuous Innovation | Robust Regional Workforce Support | Enhance and Celebrate Enthusiastic Campus Climate | |
|---|---|---|---|---|---|
| 1. Recuitment - Strengthen and Grow Pipeline | |||||
| 1.1 Expand adult, working learner, and transfer student segments | X | X | |||
| 1.2 Develop community-based recruitment pathways | X | X | |||
| 1.3 Launch a regional workforce aligned program demand strategy | X | ||||
| 1.4 Address basic needs barriers through partnerships | X | X | |||
| 1.5 Position Duluth +LSC as a top Choice destination | X | ||||
| 1.6 Built an equity minded, CRM driven, enrollment funnel | X | ||||
| 1.7 Recruit LSC grads into other LSC programs | X | ||||
| 2. Onboarding - Smooth, proactive transition from admit to enrolled | |||||
| 2.1 Strengthen Admitted to Enrolled Conversion | X | X | |||
| 2.2 Reimagine Orientation with Flexible, Equity Minded Options | X | X | |||
| 2.3 Transition to a Full Year, Guaranteed Course Schedule | X | X | |||
| 2.4 Increase Faculty Integration into Onboarding | X | X | X | ||
| 2.5 Build a Re engagement Pipeline | X | ||||
| 2.6 Review and Revise Onboarding Processes | X | X | |||
| 2.7 Increase transparency around course requirements and costs outside of tuition. | X | ||||
| 3. Retention — Strengthen Ongoing Student Support to Ensure Steady Progress Toward Completion | |||||
| 3.1 Launch a Predictive Early Alert System with Just in Time Supports | X | X | |||
| 3.2 Expand Basic Needs Supports into a Coordinated One Stop Hub | X | X | |||
| 3.3 Improve Momentum Through Financial and Work Based Supports | X | ||||
| 3.4 Integrate Career Development and Alumni Mentoring | X | X | |||
| 3.5 Extend Access to Academic and Student Services | X | X | |||
| 3.6 Redirect Resources Through Process and Value Mapping | X | ||||
| 4. Completion — Clear, Flexible Pathways and Transitions | |||||
| 4.1 Publish Default Term by Term Program Maps | X | X | |||
| 4.2 Implement Block Scheduling and Part Time Pathways | X | X | X | ||
| 4.3 Expand Stackable Credentials and Credit Options | X | X | X | ||
| 4.4 Develop intentional schedules with modalities and course delivery options. | X | X | X | ||
| 4.5 Strengthen Teaching and Reduce DFW Rates | X | X | |||
Timeline and Milestones
For all goal areas, initiatives will follow the same general trajectory with milestones determined
based on current data and realistic projections for growth.
- Summer 2026 – Fall 2027: Develop Initiatives and launch first set of pilots.
- Spring 2027-Summer 2028: Evaluate & scale.
- Fall 2028–Spring 2030: Institutionalize and optimize.
Goal 1: Recruitment
Strengthen and Grow the Pipeline
Description: Expand the audience we reach and remove enrollment barriers
Primary Owners: Marketing, Recruiting, Admissions, Student Affairs, Deans, Perkins, Career Services, Veterans
Services, CEI, Perkins/CITS/PSEO, External Relations, Foundation, Student Engagement Team
| Initiative | Focus | Key Actions | Primary Owners |
|---|---|---|---|
| 1.Expand Adult, Working Learner, and Transfer Student Segments | Targeted recruitment | Use targeted marketing for adult, working, and transfer students; use job market data to guide program decisions and promote Pell and Workforce Pell opportunities. | Marketing, Deans |
| 2.Develop Community-Based Recruitment Pathways | Community partnerships | Partner with K–12 schools, community organizations, employers, and donors; expand dual credit and early college options; collaborate with K–12 specialists and Tribal members to support Native American/American Indian students. | Perkins & CITS & PSEO (K-12), CEI, External Relations |
| 3.Launch a Regional Workforce Aligned Program Demand Strategy | Workforce alignment | Use regional economic and workforce data to guide new program development and student recruitment | Deans, Career Services & Perkins |
| 4.Address Basic Needs Barriers through Partnerships | Student basic needs | Create a community referral network to help students access housing, food, and other basic needs support | Student Engagement Team & Foundation |
| 5.Position Duluth + LSC as a Top Choice Destination | Place based marketing | Launch a “Choose Duluth + LSC” campaign emphasizing affordability, outdoor assets, and clear career pathways | Marketing & Recruiting |
| 6.Build an Equity Minded, CRM Driven, Enrollment Funnel | Personalized, inclusive outreach | Use CRM tools to deliver tailored, culturally responsive messages from application through enrollment; create multilingual recruitment, marketing, and admissions materials | Marketing, Recruitment, Student Affairs, CEI |
| 7.Recruit LSC Grads into Other LSC Programs | Retention recruitment | Promote additional LSC credentials to graduating students (and PSEO). Healthcare or Trades cohorts especially. | External Relations, Deans |
Goal 2: Onboarding
Smooth, Proactive Transition from Admit to Enrolled
Description: Make it easier to get started, stay engaged, and successfully move from admission to enrollment.
Primary Owners: Recruiting, Admissions, Advising, External Relations, Student Services, Deans, Program Directors.
| Initiative | Focus | Key Actions | Primary Owners |
|---|---|---|---|
| 1.Strengthen Admitted-to-Enrolled Conversion | Early engagement | Use pre-matriculation nudges, chat, and texting; as a pilot, consider offering a success team option before first registration | Recruitment & Admissions |
| 2.Reimagine Orientation with Flexible, Equity-Minded Options | Flexible and inclusive orientation | Offer online, hybrid, off-campus, and family-inclusive options; add cross-campus buy-in and longer timelines | Advising |
| 3.Transition to a Full-Year, Guaranteed Course Schedule | Predictable course access | Develop a standing schedule with guaranteed sections for highdemand courses; publish a yearahead schedule | Program Directors & Deans |
| 4.Increase Faculty Integration into Onboarding | Holistic onboarding support | Ensure faculty are visible, informed, and actively engaged in welcoming and supporting new students | Deans, Program Directors |
| 5.Build a Re-engagement Pipeline | Reconnecting stopped-out admits | Use targeted outreach and simplified reactivation to re-engage admitted students who did not enroll | External Relations, Advising |
| 6.Review and Revise Onboarding Processes | Process improvement and equity | Use process mapping to remove friction points and redesign workflows | Student Services & Recruiting |
| 7.Increase transparency around course requirements and costs outside of tuition | Clear communication on course expectations | Develop communication strategies to clearly communication real course requirements, such as computers, tools, time before students register and commit to the courses/programs | Academic Deans, Program Directors, Student Affairs |
Goal 3: Retention
Strengthen Ongoing Student Support to Ensure Steady Progress Toward Completion
Description: Help students succeed from first semester through completion/graduation by making resources easier to access, improving instruction and support, and removing obstacles.
Primary Owners: Advising, CEI, Deans, Foundation, Financial Aid, Career Services, External Relations, Student Affairs, IT, Advising, Program Directors, Cabinet
| Initiative | Focus | Key Actions | Primary Owners |
|---|---|---|---|
| 1.Launch a Predictive Early-Alert System with Just-in-Time Supports | Early intervention and re-engagement | Use DFW, SAP, and other data to identify at risk students; deploy predictive early alerts with just-in-time tutoring and coaching; run re-engagement campaigns with simplified reactivation | Advising, Deans |
| 2.Expand Basic Needs Supports into a Coordinated One-Stop Hub | Basic needs access | Create a One-Stop hub offering resources for accessing emergency aid, food, housing, transportation support, and technology lending across locations | Dean of Students, CEI, Foundation |
| 3.Improve Momentum Through Financial and Work-Based Supports | Credit momentum and affordability | Offer micro-grants and completion scholarships; Workforce Pell, expand paid, on campus work based learning opportunities | Foundation, FA |
| 4.Integrate Career Development and Alumni Mentoring | Careerconnected pathways | Embed career development, work based learning (internships, apprenticeships, badges) in all pathways; develop strong alumni network to integrate and support career development; deepen relationships with local Chambers and business partners to cultivate job opportunities for graduates. | Program Directors, Career Services, External Relations |
| 5.Extend Access to Academic and Student Services | Improved access and momentum | Explore developing service hours intentionally to meet student needs, such as extending evening and weekend, online service hours and remove administrative barriers through process improvement; use technology to provide effective/efficient communications with students. | Student Affairs, IT |
| 6.Redirect Resources Through Process and Value Mapping | High-impact completion support | Use process and value mapping to identify efficiencies and reinvest resources in supports that improve completion | Cabinet |
Goal 4: Completion
Clear, Flexible Pathways and Transitions
Description: Build clear and flexible program pathways so students know exactly how to graduate on time; support transfer and alumni connection; and invest where it matters most.
Primary Owners: Advising, Deans, Program Directors, CFI, Deans, Program Directors, Advising, Life@LSC Coordinator, IR
| Initiative | Focus | Key Actions | Primary Owners |
|---|---|---|---|
| 1.Publish Default Term-by-Term Program Maps | Clear academic pathways | Create default, term-by-term program maps with milestone courses and proactive advising check-ins | Deans, Program Directors, Advising |
| 2.Implement Block Scheduling and Part-Time Pathways | Predictable and flexible scheduling | Offer block schedules by program, including clearly defined part-time pathways | Deans, Program Directors, Advising |
| 3.Expand Stackable Credentials and Credit Options | Faster and more flexible completion | Expand stackable credentials, digital badges, credit for prior learning, reverse transfer, and related options | Deans, Program Directors |
| 4.Develop intentional schedules with modalities and course delivery options | Scheduling flexibility | Expand flexible modalities and optimize section times to support student needs; Launch first CBE program and first cohort of Life@LSC to support diverse learning needs; Conduct research/survey of students around their scheduling needs and experiences | Deans. Life@lsc Coordinator, IR |
| 5.Strengthen Teaching and Reduce DFW Rates | Academic success and course success | Provide faculty professional development on inclusive, active teaching; redesign high-DFW courses through targeted redesign; examine course placement, course prerequisites and their strategic enforcements | Academic Deans, CFI |
Risks, Dependencies, and Change Management
- Dependencies: IT systems/CRM, staffing capacity, faculty time for redesign, community
partner MOUs NextGen Student (Student Workday), external agencies (government and
non-governmental), MinnState - Risks: student housing/transportation, workforce competition for student time, financial
barriers/ NextGen Student (Student Workday) - Mitigations: phased pilots, completion grants, employer-aligned schedules, philanthropic
partnerships, increased staffing and resources
Data, Assessment, and Public Accountability
- Equity Scorecard-style dashboards with disaggregated KPIs updated each term
- Develop short-term evaluation of pilots to determine what to continue/scale and what to discontinue
- Bi-annual review goals and refresh of targets
- Quarterly meetings of Enrollment Management Team to review progress
- Create annual SEM report
Immediate Next Steps (Next 60-90 Days)
- Confirm owners and membership for each Goal Team
- Select 2–3 high-impact initiatives per goal
- Develop and launch pilots, conduct research and develop assessment instruments
- Launch Enrollment Management Team with quarterly meetings keep momentum and encourage accountability
Appendix
Enrollment, Equity, and Student Success Goals: Baseline and Five-Year Targets
| Goal | Baseline | Target |
|---|---|---|
| Increase enrollment by 8% by 2030 | Fall 2024 Headcount: 4074; FYE (rounded): 1224 | Fall 2029 (FY2030) Headcount: 4400; FYE: 1322 |
| Increase market share in priority groups | Adult Learners (over age 24) Headcount: 875 BIPOC and Indigenous Learners: 1300 (32%) |
5% increase in Adult Learners: 919 Maintain parity with Duluth/St. Louis County in BIPOC student enrollment ~30% |
| Reduce barriers in student journey | See enrollment process mapping document | At least one Process examined and improved each year |
| Increase fall-to-fall persistence | Fall 2023 Entering Cohort Traditional Age: 71% Adult Learner: 67% Pell Eligible &1st Gen: 60% Pell Eligible & NOT 1st Gen: 71% American Indian or Alaska Native: 75% Asian: 56% Black or African American: 67% Hispanic of any race: 65% Nonresident: 78% Two or more races: 66% White: 70% |
Annual increases toward 70–75% equity targets for the following groups: Adult Learner Pell Eligible & 1st Gen Asian Black or African American Hispanic of any race Two or more races Maintain Parity for the following groups Traditional Age Pell Eligible and not 1st Gen American Indian or Alaska Native Nonresident White |
| Increase completion rates | Fall 2021 Entering Cohort Traditional Age: 51% Adult Learner: 47% Pell Eligible & 1st Gen: 36% Pell Eligible & NOT 1st Gen: 53% American Indian or Alaska Native: 56% Asian: 60% Black or African American: 46% Hispanic of any race: 48% Nonresident: 80% Two or more races: 47% White: 51% |
Annual increases toward 54% completion target for the following groups: Traditional Age Adult Learners Pell Eligible & 1st Gen Pell Eligible & not 1st Gen Black or African American Hispanic of any race Two or more races White Maintain Parity for the following groups: American Indian or Alaska Native Asian Nonresident |
Year 1 (FY27) Enrollment, Equity, and Student Success Goals
Baseline and Five-Year Targets
| Goal | Year One Targets | Progress to Goal |
|---|---|---|
| Increase enrollment by 8% by 2030 | Achieve a 2% increase in Enrollment Fall 2026 headcount 4201 /FY2026 Annual enrollment FYE 1262.20 | Fall 2026 headcount /FY2026 Annual enrollment FYE |
| Increase market share in priority groups | Adult learners: 893 BIPOC: 1344 |
|
| Reduce barriers in student journey | Processes improved and friction points removed each year | |
| Increase fall-to-fall persistence | Annual increases toward 70–75% equity targets Traditional Age: 71% Adult Learner: 68% Pell Eligible &1st Gen: 62.75% Pell Eligible & NOT 1st Gen: 71% American Indian or Alaska Native: 75% Asian: 59.5% Black or African American: 67.75% Hispanic of any race: 66.25% Nonresident: 78% Two or more races: 67% White: 70% |
Fall 2025 Entering Cohort Annual increases toward 70–75% equity targets for the following groups: Adult Learner Pell Eligible & 1st Gen Asian Black or African American Hispanic of any race Two or more races Maintain Parity for the following groups Traditional Age Pell Eligible and not 1st Gen American Indian or Alaska Native Nonresident White |
| Increase completion rates | Annual increases toward 54% completion target Traditional Age: 51.75% Adult Learner: 48.75% Pell Eligible & 1st Gen: 40.5% Pell Eligible & NOT 1st Gen: 53.25% American Indian or Alaska Native: 56% Asian: 60% Black or African American: 48% Hispanic of any race: 49.5% Nonresident: 80% Two or more races: 48.75% White: 51.75% |
Year 2 (FY28) Enrollment, Equity, and Student Success Goals
Baseline and Five-Year Targets
| Goal | Year One Targets | Progress to Goal |
|---|---|---|
| Increase enrollment by 8% by 2030 | Achieve a 2% increase in Enrollment Fall 2027 headcount 4267 /FY2027 Annual enrollment FYE 1281.78 | Fall 2027 headcount /FY2027 Annual enrollment FYE |
| Increase market share in priority groups | Adult learners: 901 BIPOC:1365 |
|
| Reduce barriers in student journey | Processes improved and friction points removed each year | |
| Increase fall-to-fall persistence | Annual increases toward 70–75% equity targets Traditional Age: 71% Adult Learner: 69% Pell Eligible & 1st Gen: 65.5% Pell Eligible & NOT 1st Gen: 71% American Indian or Alaska Native: 75% Asian: 63% Black or African American: 68.5% Hispanic of any race: 67.5% Nonresident: 78% Two or more races: 68% White: 70% |
Fall 2026 Entering Cohort Annual increases toward 70–75% equity targets for the following groups: Adult Learner Pell Eligible & 1st Gen Asian Black or African American Hispanic of any race Two or more races Maintain Parity for the following groups Traditional Age Pell Eligible and not 1st Gen American Indian or Alaska Native Nonresident White |
| Increase completion rates | Annual increases toward 54% completion target Traditional Age: 52.5% Adult Learner: 50.5% Pell Eligible & 1st Gen: 45% Pell Eligible & NOT 1st Gen: 53.5% American Indian or Alaska Native: 56% Asian: 60% Black or African American: 50% Hispanic of any race: 51% Nonresident: 80% Two or more races: 50.5% White: 52.5% |
Fall 2024 Entering Cohort Annual increases toward 54% completion target for the following groups: Traditional Age Adult Learners Pell Eligible & 1st Gen Pell Eligible & not 1st Gen Black or African American Hispanic of any race Two or more races White Maintain Parity for the following groups: American Indian or Alaska Native Asian Nonresident |
Year 3 (FY29) Enrollment, Equity, and Student Success Goals
Baseline and Five-Year Targets
| Goal | Year One Targets | Progress to Goal |
|---|---|---|
| Increase enrollment by 8% by 2030 | Achieve a 2% increase in Enrollment Fall 2028 headcount 4333 /FY2028 Annual enrollment FYE 1301.66 | Fall 2028 headcount /FY2028 Annual enrollment FYE |
| Increase market share in priority groups | Adult learners: 910 BIPOC:1386 |
|
| Reduce barriers in student journey | Processes improved and friction points removed each year | |
| Increase fall-to-fall persistence | Annual increases toward 70–75% equity targets Traditional Age: 71% Adult Learner: 70% Pell Eligible & 1st Gen: 68.25% Pell Eligible & NOT 1st Gen: 71% American Indian or Alaska Native: 75% Asian: 66.5% Black or African American: 69.25% Hispanic of any race: 68.75% Nonresident: 78% Two or more races: 69% White: 70% |
Fall 2027 Entering Cohort Annual increases toward 70–75% equity targets for the following groups: Adult Learner Pell Eligible & 1st Gen Asian Black or African American Hispanic of any race Two or more races Maintain Parity for the following groups Traditional Age Pell Eligible and not 1st Gen American Indian or Alaska Native Nonresident White |
| Increase completion rates | Annual increases toward 54% completion target Traditional Age: 53.75% Adult Learner: 52.25% Pell Eligible & 1st Gen: 49.5% Pell Eligible & NOT 1st Gen: 53.75% American Indian or Alaska Native: 56% Asian: 60% Black or African American: 52% Hispanic of any race: 52.5% Nonresident: 80% Two or more races: 52.25% White: 53.25% |
Fall 2025 Entering Cohort Annual increases toward 54% completion target for the following groups: Traditional Age Adult Learners Pell Eligible & 1st Gen Pell Eligible & not 1st Gen Black or African American Hispanic of any race Two or more races White Maintain Parity for the following groups: American Indian or Alaska Native Asian Nonresident |
Year 4 (FY30) Enrollment, Equity, and Student Success Goals
Baseline and Five-Year Targets
| Goal | Year One Targets | Progress to Goal |
|---|---|---|
| Increase enrollment by 8% by 2030 | Achieve a 2% increase in Enrollment Fall 2028 headcount 4400 /FY2029 Annual enrollment FYE 1321.85 | Fall 2029 headcount /FY2029 Annual enrollment FYE |
| Increase market share in priority groups | Adult learners: 919 BIPOC:1408 |
|
| Reduce barriers in student journey | Processes improved and friction points removed each year | |
| Increase fall-to-fall persistence | Annual increases toward 70–75% equity targets Traditional Age: 71% Adult Learner: 71% Pell Eligible & 1st Gen: 71% Pell Eligible & NOT 1st Gen: 71% American Indian or Alaska Native: 75% Asian: 70% Black or African American: 70% Hispanic of any race: 70% Nonresident: 78% Two or more races: 70% White: 70% |
Fall 2028 Entering Cohort Annual increases toward 70–75% equity targets for the following groups: Adult Learner Pell Eligible & 1st Gen Asian Black or African American Hispanic of any race Two or more races Maintain Parity for the following groups Traditional Age Pell Eligible and not 1st Gen American Indian or Alaska Native Nonresident White |
| Increase completion rates | Annual increases toward 54% completion target Traditional Age: 54% Adult Learner: 54% Pell Eligible & 1st Gen: 54% Pell Eligible & NOT 1st Gen: 54% American Indian or Alaska Native: 56% Asian: 60% Black or African American: 54% Hispanic of any race: 54% Nonresident: 80% Two or more races: 54% White: 54% |
Fall 2026 Entering Cohort Annual increases toward 54% completion target for the following groups: Traditional Age Adult Learners Pell Eligible & 1st Gen Pell Eligible & not 1st Gen Black or African American Hispanic of any race Two or more races White Maintain Parity for the following groups: American Indian or Alaska Native Asian Nonresident |
