Our Peer Institutions: Loras College, St. Thomas Aquinas College, Thomas More University, Gonzaga University, The College of Idaho, Whitman College, Whitworth University, Montana State University, Montana Technological University, Rocky Mountain College, University of Providence
As part of Carroll College’s commitment to institutional effectiveness and mission fulfillment, we have undertaken a comprehensive process to establish a clearly defined set of comparable institutions for benchmarking and continuous improvement. This work aligns with the expectations set forth by the Northwest Commission on Colleges and Universities (NWCCU), particularly Standard 1.D.2, which calls for institutions to "establish and assess achievement of meaningful student learning and student achievement indicators, identified through disaggregated data, and comparative data as appropriate," and Standard 1.D.3, which emphasizes the importance of setting "goals for student achievement, disaggregated as appropriate," and comparing those goals against peer institutions. This effort also supports the broader goals outlined in Standards 5.1 through 5.3, which require institutions to demonstrate mission fulfillment through ongoing assessment, evaluation, and planning.
Our revised approach to peer institution selection reflects Carroll’s desire to balance institutional distinctiveness with appropriate benchmarking practices, ensuring that comparisons are both relevant and mission aligned. The finalized comparison list is structured into three categories—Montana Comparables, Regional Comparables, and National Comparables—each selected based on specific criteria and each serving a distinct evaluative purpose.
Montana Comparables: Local Market Transparency
The first category of our peer comparison framework consists of institutions located within the state of Montana. While these schools may vary from Carroll in terms of mission, size, classification, or governance structure (e.g., public vs. private), they represent the institutions most frequently considered by prospective students in our immediate recruitment region. For many Montana students and families, the college selection process is geographically focused and shaped by familiarity with in-state options. As such, we believe it is both appropriate and essential to include Montana colleges and universities in our benchmarking group—not only from an institutional planning standpoint, but as a tool for transparent communication with students and families.
This inclusion reflects our student-centered values and aligns with NWCCU Standard 1.D.2, which emphasizes the use of comparative data that is “appropriate” to institutional context. For Carroll, the local context is paramount: students regularly weigh Carroll’s offerings—academic, financial, and experiential—against those of other Montana schools. By explicitly incorporating these institutions into our comparables list, we aim to provide students with clear, contextualized data that helps them make informed decisions about the value and outcomes of a Carroll education.
Our goal is not only to benchmark institutional performance for internal planning, but also to increase transparency and build trust with our local stakeholders. When prospective students see how Carroll compares to nearby alternatives in areas such as cost of attendance, graduation rates, financial aid, and job placement, they are better equipped to understand the return on investment that Carroll provides. We view this as a matter of educational integrity and service to our community.
In short, the inclusion of Montana institutions in our comparables list reflects a commitment to our students—meeting them where they are, acknowledging the options they are realistically considering, and helping them understand why Carroll may be the right choice for their goals. It is also a reflection of our role as a regional anchor institution, one that takes seriously its responsibility to provide accessible, honest, and useful information to those we serve.
Montana Institutions: Montana State University, Montana Technical University, Rocky Mountain College, University of Providence
Regional Comparables: Shared Accreditation and Context
The second category of our comparables, identified as “regional”, is defined as institutions accredited by the Northwest Commission on Colleges and Universities (NWCCU). While not all of these colleges and universities share Carroll College’s size, specific religious affiliation, or urbanization level, they are united by a common quality assurance framework and operate within the broader geographic region that shapes many of the same challenges and opportunities Carroll faces. We view these institutions as aspirational peers—organizations that provide powerful insights into what is achievable under the same standards, and within the same broad educational and demographic landscape.
This approach aligns closely with NWCCU Standard 1.D.2, which encourages institutions to use comparative data that is “appropriate” to institutional context, and Standard 5.2, which calls for evaluation of mission fulfillment through meaningful, evidence-based comparisons. While our regional peers may not mirror Carroll’s characteristics precisely, they represent a community of institutions operating under shared expectations for student learning, operational effectiveness, and mission alignment. Within this shared context, many have achieved notable outcomes that offer valuable benchmarks and innovative practices that Carroll can learn from.
We intentionally selected NWCCU-accredited institutions because they function under the same evaluative standards and reporting requirements, making comparisons more valid and actionable. Furthermore, these institutions face similar regional dynamics including rural or frontier geography, shifting enrollment patterns, and evolving workforce demands—offering Carroll a realistic yet ambitious lens through which to view our institutional progress.
Importantly, this regional group also helps us envision future directions. For example, institutions in this category may have successfully launched new academic programs, improved retention outcomes, or enhanced community partnerships within the same broader regional constraints that Carroll navigates. By studying their strategies and progress, we gain inspiration for how Carroll might innovate and grow without losing sight of our mission or context.
This aspirational lens also reinforces our commitment to continuous improvement, as outlined in NWCCU Standard 5.3, which asks institutions to use evaluative processes for planning and adapting in ways that ensure long-term viability and relevance. Our regional comparables provide both pragmatic insights and aspirational benchmarks—examples of how institutions within our region and accrediting family are transforming themselves to meet the future.
In sum, while these regional peers may not all share Carroll’s identity, they offer valuable models of progress and possibility within a framework we understand and share. Their inclusion in our comparables list reflects a forward-looking commitment to growth, innovation, and excellence grounded in regional relevance and a common foundation of quality and accountability.
Regional Institutions: Gonzaga University, The College of Idaho, WWU, Whitman College, Whitworth University
National Comparables: Mission- and Identity-Aligned Institutions
The third and most selective tier of our comparison list includes national institutions that most closely resemble Carroll in mission, identity, and institutional profile. In constructing this group, we prioritized private liberal arts colleges with a Catholic religious affiliation, relative tuition and cost of attendance, comparable undergraduate enrollment size, and geographic characteristics similar to Carroll's urbanization.
This group provides the clearest mirror for assessing Carroll’s outcomes and strategic choices in the context of similarly situated institutions. National comparables are used primarily for benchmarking academic quality, institutional mission effectiveness, resource allocation, and student success outcomes. Because these institutions share many of the defining characteristics that shape Carroll’s experience—faith-based mission, intimate campus environment, and liberal arts focus—they offer the most relevant comparisons for planning, goal-setting, and continuous improvement.
National Institutions: Loras College, St. Thomas Aquinas College, Thomas More University
Selection Process and Use
To compile these lists, we used a combination of IPEDS data, Carnegie classifications, institutional mission statements, and accreditation directories. Each group was curated to reflect a balance of objectivity (based on institutional characteristics) and strategic relevance (based on recruitment, identity, and peer performance expectations).
Going forward, Carroll College will use these comparison groups to:
- Track performance on key student achievement indicators (retention, graduation rates, etc.)
- Evaluate financial positioning and aid strategies
- Inform strategic planning and institutional effectiveness reviews
- Provide transparent context for internal and external stakeholders, including NWCCU
We recognize that peer comparison is a dynamic process and expect to revisit and revise this list as Carroll evolves and as higher education landscapes shift. However, the current tiered approach enables Carroll to engage in nuanced, mission-anchored assessment at the local, regional, and national levels.