The Equity Dashboard Project

The Equity Dashboard Project is a partnership between the following units:

Office of the Vice Chancellor for Engagement
Office of the Vice Provost for Academic and Enrollment Services
Office of Institutional Research

What is the Equity Dashboard?

Using campus-wide data, the Equity Dashboard Project is designed to (1) increase awareness of equity gaps across student populations and (2) support institutional efforts to close those gaps by identifying the ways in which our policies, practices, and environments promote—or hinder—student success.

The project includes four interactive Tableau dashboards that present key indicators of student success across four dimensions: Access, Achievement, Inclusion, and Engagement. Users can explore the data using a variety of filters, allowing for both campus-wide and more granular analyses of student experiences and outcomes. Standard filters available across the dashboards include student type/level, IPEDS race/ethnicity, gender, underrepresented minority (URM) status, college, first-generation status, and Pell Grant eligibility.

The Equity Dashboard is intended to serve as a starting point for identifying and understanding patterns of inequity across the institution. While it highlights where disparities exist, it does not explain why they occur or identify the specific factors contributing to them. Instead, the dashboard is designed to prompt deeper inquiry and guide more focused analyses that can help uncover the underlying causes of observed gaps and inform evidence-based strategies for advancing equity.

Explore the Dashboards (UIC log-in required)

For Public Access Dashboard Snapshot

The Dashboards

Access measuring/comparing key inputs across groups including:
Application, admission, enrollment volume
Admit rate
Yield rate
Achievement measuring/comparing key outcomes across groups including:
Retention and graduation outcomes
ABC and DFW rates by course

The Dashboards

Inclusion emotional/psychological aspects of how students interact with UIC including:
Campus climate continuums
Academic and social supports
Comfort expressing views
Having quality interactions on campus
Engagement behavioral aspects of how students interact with UIC, including:
Time spent in a typical week
Balancing school and life
Student interactions with academic, co-curricular activities
Participation in clubs, student orgs, undergraduate research

Data Dictionary

College at Entry

the college in which students were admitted to during their first fall term. This is used to report student application and enrollment in the Access Dashboard and to report student retention and graduation rates in the Achievement Dashboard.
Course College/Department

the college/department offering the course. This is used to report student DFW rates in the Achievement Dashboard.
DFW Rates

DFW rates refers to students who received a grade of D or F in a course or withdraw at a point in the term where a withdrawal notation is included on the transcript. Dashboard DFW data excludes satisfactory/unsatisfactory courses and credit/no credit course grades.
Four Year Graduation Rate

the rate at which transfer students or full-time, first year students enrolled in the fall, graduated by the end of their fourth academic year. Graduation is counted through the summer of the fourth year.
First Generation

neither parent(s) nor legal guardian has attended college (NCES definition). First generation data only exists starting with fall 2013 and for incoming first-time students.
First Year Retention Rate

the rate at which full-time, first year or new transfer students enrolled in the fall, remained registered for the following fall semester.
Gender

according to IPEDS recommendations for reporting graduation and retention rates, with unknown gendered students added to the ‘Men’ category. For Application, Admit, Enrollment and DFW data, gender is reported as is.
Six Year Graduation Rate

the rate at which full-time, first year students enrolled in the fall, graduated by the end of their sixth academic year. Graduation is counted through the summer of the sixth year.
Two Year Graduation Rate

the rate at which transfer students enrolled in the fall, graduated by the end of their second academic year. Graduation is counted through the summer of the second year.
Non-URM status

students who identify themselves as White.
Other minority status

students who identify themselves as Asian or multi-race Asian/White.
Pell status

students who have received a Pell grant during their first term of enrollment at UIC.
Student College/Department

the college/department students were enrolled in during a specific term of enrollment. This is used to report student DFW rates in the Achievement Dashboard.
Under-represented minority status (URM)

students who identify themselves as American Indian or Alaska Native, Black or African American, Hispanic/Latinx, or Native Hawaiian or Other Pacific Islander or a multi-race combination of any of these.

Notes

Graduation rates may vary slightly than historical reports. Starting in the fall of 2014, graduation rates were frozen. Therefore, prior to this, late degrees are included in the graduation counts.

DFW data excludes satisfactory/unsatisfactory courses and credit/no credit course grades.

Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

Office for Engagement

The Equity Dashboard Project