Student Outcomes and Achievement
Measuring What Matters
At Butte College, student success is at the heart of everything we do. As a student-ready institution, we are committed to providing high-quality, accessible education and support that helps students achieve their goals—whether that means earning a degree or certificate, transferring to a university, launching a career, or gaining new skills. Our mission reflects our commitment to serving the diverse communities of Butte, Glenn, and surrounding counties through equitable educational opportunities and outcomes.
Student Achievement at Butte College
Butte College monitors and reports a variety of measures that help us understand student success and institutional effectiveness, including:
- Course completion and success rates
- Degree and certificate completion
- Transfer outcomes
- Workforce and career education outcomes
- Student persistence and retention
- Licensure and certification examination results
- Student learning outcomes assessment
- Equity and achievement gap indicators
These measures help us evaluate our progress toward institutional goals and inform planning, resource allocation, and program improvement efforts.
View Student Achievement Data
IPEDS is a system of 12 interrelated annual survey components that gathers data from every college, university, and technical and vocational institution that participates in the federal student financial aid programs.
The College Navigator is a free, interactive online search tool created by the U.S. Department of Education and the National Center for Education Statistics (NCES). It is designed to help prospective students and families evaluate colleges' outcome metrics.
The Balanced Scorecard, which is based on the college's Progression and Completion Model, provides a global view of how well the college is meeting the objectives identified in its strategic direction, as well as its standards for student achievement and associated goals.
Equity and Student Success
We believe that student success should be attainable for every student. To support that commitment, we regularly review achievement data for different student populations and educational experiences to better understand where barriers may exist and where additional support may be needed.
By reviewing and discussing disaggregated data, we can identify equity gaps, evaluate the effectiveness of interventions, and develop a Student Equity Plan that helps more students achieve their goals
Graduation rates of full-time, first-time, degree/certificate-seeking undergraduates within 150% of normal time to program completion, by gender and race/ethnicity and transfer-out rate: 2021 cohort
| Student Population | Rate |
| Total | 45% |
| Men | 47% |
| Women | 44% |
| American Indian or Alaska Native | 23% |
| Asian | 48% |
| Black or African American | 22% |
| Hispanic or Latino | 40% |
| Native Hawaiian or Other Pacific Islander | 67% |
| White | 48% |
| Two or more races | 43% |
| Race/ethnicity unknown | 100% |
| U.S. Nonresident | 67% |
| Transfer out-rate | 9% |
Release Date: 2025-12-09
SOURCE: U.S. Department of Education, National Center for Education Statistics, IPEDS, Winter 2024-25, Graduation Rates (provisional data)
Number of degrees and certificates awarded by level, race/ethnicity, and gender: 2023-24.
| Race/ethnicity | Certificates Below Bachelor's | Certificates Above Bachelor's | Associate |
| Total | 1,218 | 0 | 1,190 |
| American Indian or Alaska Native | 18 | 0 | 20 |
| Asian | 49 | 0 | 74 |
| Black or African American | 11 | 0 | 31 |
| Hispanic or Latino | 425 | 0 | 331 |
| Native Hawaiian or Other Pacific Islander | 3 | 0 | 1 |
| White | 632 | 0 | 636 |
| Two or more races | 63 | 0 | 59 |
| Race/ethnicity unknown | 15 | 0 | 13 |
| U.S. Nonresident | 2 | 0 |
25 |
Men
| Race/ethnicity | Certificates Below Bachelor's | Certificates Above Bachelor's | Associate |
| Grand total | 674 | 0 | 434 |
| American Indian or Alaska Native | 7 | 0 | 4 |
| Asian | 24 | 0 | 27 |
| Black or African American | 7 | 0 | 19 |
| Hispanic or Latino | 244 | 0 | 120 |
| Native Hawaiian or Other Pacific Islander | 1 | 0 | 1 |
| White | 354 | 0 | 226 |
| Two or more races | 26 | 0 | 20 |
| Race/ethnicity unknown | 10 | 0 | 3 |
| U.S. Nonresident | 1 | 0 | 14 |
Women
| Race/ethnicity | Certificates Below Bachelor's | Certificates Above Bachelor's | Associate |
| Grand total | 544 | 0 | 756 |
| American Indian or Alaska Native | 11 | 0 | 16 |
| Asian | 25 | 0 | 47 |
| Black or African American | 4 | 0 | 12 |
| Hispanic or Latino | 181 | 0 | 211 |
| Native Hawaiian or Other Pacific Islander | 2 | 0 | 0 |
| White | 278 | 0 | 410 |
| Two or more races | 37 | 0 | 39 |
| Race/ethnicity unknown | 5 | 0 | 10 |
| U.S. Nonresident | 1 | 0 | 11 |
Release Date: 2025-09-23
SOURCE: U.S. Department of Education, National Center for Education Statistics, IPEDS, Fall 2024-25, Completions (provisional data)
Continuous Improvement in Action
Data are not collected simply for reporting purposes. They are used to improve the student experience. Every year, faculty, staff, administrators, and governance groups review institutional and program-level data.
Student achievement data help us identify opportunities to strengthen student support and improve outcomes.
Examples of institutional improvement efforts include:
- Expanding student support services like TRIO, CAS and our SBE Centers
- Strengthening transfer pathways and university partnerships
- Enhancing career education and workforce development programs
- Improving access to tutoring, counseling, and academic support
- Developing equitable practices that support student achievement
- Investing in technology and instructional innovation
These efforts are guided by evidence and informed by our students' experiences.
Student Success Stories
