Miller-Motte College-Chattanooga

What are the graduation rates for students at Miller-Motte College-Chattanooga?

Miller-Motte College-Chattanooga's reported overall graduation rate for the 2024-25 IPEDS reporting cycle is 60%. That is a cohort-based completion measure, not a prediction that six of every ten people who enroll today will graduate.

The rate rose from a reported 56% in the preceding cycle. To interpret it fairly, students should check the cohort definition and measurement window used in the college's current consumer disclosures: federal graduation-rate measures commonly focus on a defined group of first-time, full-time students and may not describe transfer students, part-time students, or people in every program equally.

For a decision about a specific credential, the more useful follow-up is its program-level completion information, including the usual program length and the number of students represented. A college-wide rate cannot explain why an individual student completed or left.

What is the earning potential for graduates at Miller-Motte College-Chattanooga?

Federal College Scorecard program figures offer a limited view of early earnings after completion at Miller-Motte College-Chattanooga. In the October 2026 figures, the reported one-year earnings measure is $25,482 for health and medical administrative services and $39,434 for business administration, management, and operations.

These are program-level, one-year-after-completion measures for the graduates represented in federal earnings records - not starting-salary offers and not a promise about what any particular graduate will make. Earnings can reflect prior work experience, location, hours worked, occupation, and the size of the measured group. The figures also do not show what students paid to earn the credential or whether their jobs were directly related to it.

Applicants comparing programs should put earnings alongside completion, borrowing, program length, and the qualifications required for their target jobs. A difference between the two reported fields is not, by itself, evidence that one program teaches more effectively than the other.