Chart FAQ
What is the CSU Graduation Initiative 2025
Graduation Initiative 2025 is the California State University's initiative to increase graduation rates for all CSU students while eliminating opportunity and achievement gaps between historically underserved student groups and their counterparts. Through this initiative the CSU is ensuring that all students have the opportunity to graduate in a timely manner according to their personal goals, positively impacting their future and producing the graduates needed to power California and the nation. Read more about the Graduation Initiative here.
What are Equity Gaps?
There are many factors that influence college graduation rates. We know that there are students, who, for various reasons, have not been afforded the same educational opportunities as some of their peers -- putting them at a significant disadvantage upon entering college. Nationally, first-generation, low-income, and students of color have historically graduated from college at lower rates than their peers. Because the diversity of the CSU student body mirrors that of the State of California, we play a critical role in serving individuals and communities that have been historically underserved. A rigorous education culminating in a valued Baccalaureate degree can lead to a lifetime of increased access and opportunity. This benefits not only the students earning the degree, it also lifts their families and enriches our California communities.
Follow this link to learn more about how the CSU is working to Close the Equity and Achievement Gap
What is the purpose of this chart?
This chart provides a historical perspective on the achievement gaps (or differences in graduation rates) often observed between historically underserved student populations and their counterparts. The 2025 graduation initiative formally targets closing the Underrepresented Minority (URM) and Pell achievement gaps. However, achievement gaps are also frequently observed between 1st generation students and their counterparts, as well as between male and female students. Often students belong to more than one of these sub-populations, so reviewing all of these gaps may help determine whether a broader approach to meeting equity needs should be employed.
What is this chart showing me?
This chart shows the historical gaps in graduation rates for students attending any one of the 23 California State University campuses. (That is, these are the gaps for the CSU system as a whole.) You can use the first drop-down menu above the chart to view graduation rates separately for
- Freshmen
- Who enrolled at a CSU campus beginning in the fall of the year shown on the x-axis
- And took at least 12 units of college courses in their first fall term,
- California Community College transfer students
- Who enrolled at a CSU campus beginning in the fall of the year shown on the x-axis
- And took at least 12 units in their first fall term.
You can also use the second drop-down menu above the chart to view the gaps in the percentage of students who graduated within 4 through 9 years (for Freshmen), or within 2 through 7 years (for Transfer students). Graduation rates are cumulative. For example, 6th-Year Graduation rates are the percentage of students who graduated in 6 years or less. This includes students who graduated in 4 years or less, and 5 years or less.
You can also use the third drop-down menu above the chart to change from viewing data on First Generation, Pell Grant Recipient, Male/Female, and Underrepresented Minority Students to a data view that shows the graduation rates of several racial and ethnic groups. As with the prior view, graduation rates shown are cumulative: When you're viewing 6th-Year Graduation rates, you're viewing the percentage of students who graduated in 6 years or less. This includes students who graduated in 4 years or less, and 5 years or less.
If you hover over a bar in the chart (or, if using a mobile device, tap on a bar), a tool-tip will appear that shows the gaps for the student groups shown in the chart.
You may also click on/off items in the chart's figure legend to show/hide the data for that student group in the chart.
What are the definitions for Underrepresented Minority (URM), Pell, and 1st Generation?
- Underrepresented Minority (URM) and Non-Underrepresented Minority (Non-URM): URM students are students who indicated that they identify as Black/African American, American Indian, or Hispanic/Latino when they applied to the CSU. Students who identify as any other ethnicity or race (including mixed-race) are categorized as non-URM. While there are other valid ways to aggregate URM and Non-URM groups, we use this method to maintain consistency with the Federal Government's IPEDS data reporting practices. This has the advantage of making our data comparable to other institutions across the U.S. which must report data using the same definitions.
- Pell and Not Pell: Pell students are defined as students who received a Federal Pell Grant in their first term of enrollment. All other students are treated as Not Pell. Pell Grant status is used as a proxy for the economic status of the students and their families. Pell Grants are awarded based, in part, on family income and resources. While using this marker as an indicator of economic status is not perfect (for example, students failing to meet the threshold for receiving a Pell Grant by a small amount are grouped with students whose families have much larger incomes and resources) it provides a consistent measure that can be compared to other institutions across the U.S.
- First-Generation and Not First-Generation: Definitions for First-Generation are less standard across the U.S. For our analysis, we define First-Generation students as those who reported (in their CSU application) that neither of their parents attended any college. Not First-Generation are students who reported that at least one of their parents graduated from college. Students not included in this analysis are those who reported that their parents attended but did not graduate from college and those who did not respond to the question in their application. While this approach leaves some students uncounted, it identifies students who, based on national research, tend to graduate at the lowest and highest rates when looking at their family's educational backgrounds. By tracking, comparing, and addressing equity needs for these two sub-groups of students, our hope and expectation is that all students will benefit.
What are the definitions for the Racial and Ethnic groups you’re showing?
- Black: students who meet the IPEDS definition of Black or African American (US residents who identify as African American, Black, Haitian, or Other Black or African American).
- American Indian: students who identified themselves solely as "American Indian or Alaska Native" on their CSU application. (This matches the Dept. of Education's (IPEDS) definition for this race/ethnicity.)
- Asian: students who meet the IPEDS definition of Asian (US residents who identify as Asian only (e.g., Not Two or More Races. Not Latinx/Asian.)).
- Latinx : all students who selected "Hispanic or Latino" on their CSU application. Includes only US citizens/residents.
- Pacific Islander: students who meet the IPEDS definition of Native Hawaiian or other Pacific Islander (US residents who identify only as members of this race (e.g., are not Two or More Races, are Not Latinx/Pacific Islander, etc.)).
- Two or More Races: students who selected two or more races on their application, but did not identify themselves as Latinx. This group includes only US citizens/residents.
- Unknown: student who declined to identify a race or ethnicity on their CSU application.
- White: students who meet the IPEDS definition of White (US residents who identify as White only (e.g., Not Two or More Races. Not Latinx/White, etc.)).
Where does this data come from?
The data used to create this chart was taken from data originally sent by each campus' Institutional Research department to the Chancellor's Office in order to meet the campus' Federal and State data reporting requirements. These data are finalized as of the "census date" for the campuses' fall term. For semester campuses, the census date is the 20th day of actual instruction after the fall term starts, or at the end of 4 weeks of instruction. For campuses using the quarter system, the census date is the 15th day of instruction of the fall term, or at the end of 3 weeks of actual instruction.
Where can I get more information on CSU enrollments and graduation rates?
You can visit the CSU Institutional Research Dashboards, developed and maintained by the CSU Office of the Chancellor's Institutional Research and Analyses department.
What other CSU websites should I visit to learn about student success?
For information on preparing for success in college consider visiting:
For information on paying for college, consider visiting:
For information on student enrollment and success at the CSU consider visiting:
