University of Phoenix today announced key findings from its fourth Academic Annual Report, illustrating its commitment to higher education fueled by constant innovation. The report shows an increase in modified graduation rates for associate students and positive student satisfaction. University of Phoenix is consistently working to build degree programs that directly address the shifting economic needs of a skilled workforce and the academic challenges faced by working learners.
“Education must evolve to help students succeed in the 21
century economy, and University of Phoenix is at the forefront of this movement,” said Dr. William J. Pepicello, president of University of Phoenix. “For more than three decades we have been drivers of innovation within higher education by developing adaptive methodologies that help our students achieve their educational and professional goals. This Academic Annual Report is our own report card, providing a transparent measurement of how well we are serving our students’ needs and guiding our continuous improvement.”
Modified Graduation Rates:
University of Phoenix’s degree graduation rate is assessed by the federal government’s Integrated Postsecondary Education Data System (IPEDS). The University modified graduation rate, which takes into account the entire University student body, is defined as the percentage of students who completed at least three credits and went on to be degree-complete within 150 percent of normal degree completion time. Data are collected on the number of students entering the institution as degree-seeking students in a particular cohort year.
University of Phoenix’s modified graduation rates for associate degrees reported in 2011 were 34 percent for those graduating within three years and 36 percent within four years, up from 32 percent and 35 percent, respectively, reported in 2010. Bachelor’s degree modified graduation rates declined from the 2010 Academic Annual Report to 31 percent for students who graduate within six years and 33 percent within eight years, both down by 3 percentage points in 2011. Most of the decline can be attributed to an increase in the number of students transferring in with zero credits.