University System of Georgia (USG) |
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The mission of the Governor's Office of Student Achievement (GOSA) is to provide accountability for all of Georgia's education system from pre-kindergarten through postsecondary levels that will result in improving student achievement and improving school completion rates. As part of this mission, GOSA is proud to present the annual report on the University System of Georgia (USG). USG's Board of Regents was created in 1931 to unify public higher education under a single government body. The Board governs 31 institutions that are currently organized into four sectors:
Because the USG continues to evolve (institution consolidations, changes in mission and sector structure), the historical annual reports may not fully reflect the current organization of the USG institutions. To learn more about USG institutions, visit the USG website: http://www.usg.edu GOSA's annual report card on USG focuses on these indicators:
Data are reported as provided to GOSA by USG. The above indicators are reported for the USG as a whole, for each sector, and for each of the 31 institutions. GOSA reports these indicators for all students as well as by race/ethnicity and gender. When data are available, the indicators also are reported for students with the federal Pell grant and those without the Pell grant, using Pell as a proxy indicator for financial need.
A Word About Sectors: USG colleges and universities vary widely in mission. The mission of a college or university defines its purpose, the number and types of academic programs it offers, its complexity, and other activities such as research, continuing education, economic development, and public service. Universities and colleges differ in mission, and those missions are organized into sectors.
Research universities offer a broad array of undergraduate, graduate and professional programs and are characterized as doctoral-granting with a Carnegie Classification of very high or high research activity. Associate degrees are typically not offered at research universities. While teaching is a core focus at all USG institutions, the emphasis on basic and applied research is much heavier at research universities than any other institutional sector.
Comprehensive universities offer a number of undergraduate and master’s-level programs with some doctoral programs. Typically, associate-level degrees are not offered at comprehensive universities. Graduate programs at comprehensive universities are characterized as master’s-dominant. The emphasis on basic and applied research is heavier at comprehensive universities than state universities or state colleges, but not emphasized as heavily as research universities.
State universities offer a number of undergraduate and master’s-level programs, but only a few limited/select doctoral programs. Associate-level degrees may be offered at these universities, but they are also typically limited. The emphasis on research activity at these state universities includes some basic research, but is typically more focused on institutional and/or applied research.
State colleges emphasize teaching and service with limited focus on basic or applied research. They offer associate programs and select bachelor’s programs focused on specialized academic and economic development program areas and regional, college-educated workforce needs. State colleges fall into two categories: 1) balanced bachelor’s and associate state colleges and 2) associate dominant-select bachelor’s state colleges. Institutions included in the balanced bachelor’s and associate-level state colleges group offer bachelor’s degrees, associate programs, and general education courses, but no graduate programs. State colleges in the associate dominant group largely offer associate programs and general education courses, with very few, select, professionally-oriented bachelor’s degree programs. Institutions also vary widely within sectors. Universities Institutions that serve predominantly full-time traditional-aged students are different in mission than those that serve part-time and older students. Whether an institution is residential or not also makes a difference in mission. All these factors should be considered when evaluating an institution of higher education. |
Report Card USG Content |
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Retention Rates |
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Six-Year Baccalaureate Graduation Rates |
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Three-Year Associate's Graduation Rates |