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Millard reports higher-than-average college enrollment and degree completion in postgraduate review
Summary
District staff presented a postgraduate enrollment and degree-completion report showing 77% of Millard graduates enroll in two- or four-year institutions and a 60% six-year degree completion rate, with a smaller follow-up survey sample providing supplemental insights.
District staff presented the Millard Public Schools postgraduate enrollment, degree completion and college-preparatory report during the board meeting.
Dr. Wiers and Dr. Phipps summarized key indicators: 77% of Millard graduates enroll in two- or four-year postsecondary institutions, and the district’s six-year degree completion rate is 60% — higher than the state average and similar to the national average, according to the report. The presentation highlighted that 85% of college-attenders reported taking four years of mathematics in high school and 77% reported taking at least one AP course. District staff noted that 66% of survey respondents entered postsecondary education with at least 11 college credits earned (many with more), reflecting participation in early-college programs.
The report included a follow-up survey conducted with support from the University of Nebraska’s Bureau of Sociological Research. The survey response rate cited in the meeting was 15.9%, representing 171 respondents; presenters and board members characterized that as useful but limited and said it yields some actionable insights while acknowledging the sample size is not as large as preferable for statistical inference.
Board members asked when recent curriculum changes intended to encourage four years of math would begin to appear in the district’s outcome data; staff said those effects are expected to show up in two to three years because of time lags in tracking graduates and degree completion windows.
Why it matters: District leaders said the report helps validate curriculum and advising priorities — including encouraging students to take four years of mathematics, enroll in AP courses and participate in early-college credit programs — because those behaviors correlated with higher postsecondary persistence and credit attainment among respondents.
District staff and board members discussed response rates and the limitations of the survey sample, and staff committed to continuing the partnership with the University of Nebraska to improve response rates and refine actionable insights for counseling, college-credit opportunities and workforce alignment.
