Image: A student from Architecture 351 ("Architectural Design") presents her work over the past quarter (Fall 2019).
Like other universities, Cal Poly follows the progress of its students— both freshmen and transfer — by annual cohorts entering in a particular academic year. The university considers their entering academic qualifications — high-school GPA, test scores, etc. — in relation to the time required for them to graduate after completing their degree programs. This time-to-degree metric can conceal much about a group of students, but it is nevertheless a standard measure of institutional success in higher education.
In addition to this cohort-based approach, Cal Poly tracks academic information about its students at large — their class level (freshman, sophomore, etc.), unit load (full or part time), enrollment status (freshman, transfer, etc.), and academic standing (good or otherwise). The university also tracks a variety of demographic information about its students —their gender, ethnicity, California state residency, and Pell Grant status (recipient or non-recipient). These are important markers of progress toward Cal Poly President Jeffrey D. Armstrong’s Vision 2022 goal to “create a rich culture of diversity and inclusivity that supports and celebrates the similarities and differences of every individual on campus.”
Institutional Research at California Polytechnic State University (2019). 2018 Fact Book. Retrieved from https://ir.calpoly.edu/clone-2018-factbook.