What kind of school it is, before talking about numbers
Lewis-Clark State College is a public four-year institution located in Lewiston, Idaho, within Nez Perce County and the city’s metropolitan area. That does not mean the campus is downtown; it means its census code places it within an urban area. If your child plans to live at home and drive every day, do not rely on the map: make the trip yourself on a weekday, at the exact time of your child’s classes. The actual travel time is almost never what Google Maps promises.
The Carnegie system, which classifies the country’s colleges and universities by what they do, describes it as a baccalaureate college with diverse fields: small and primarily nonresidential. That last term has a specific technical definition; it is not an opinion about the campus environment. It means that fewer than 25 out of every 100 degree-seeking undergraduate students lived in institution-provided housing, or that fewer than half studied full-time. The data do not clarify which of the two conditions applied, nor do they mean that residence halls do not exist—in fact, they do, as we will see later.
One fact worth emphasizing if your child is coming from another college or is considering transferring later: Carnegie places Lewis-Clark in the higher-transfer-in branch of its category. That does not say how many credits students bring with them or how many are lost along the way. If this is a real possibility for your family, ask in writing, before enrolling, which courses count and which do not.
Regarding academic level, IPEDS—the federal higher education data system—lists a postbaccalaureate certificate as the highest level the institution reports offering and classifies it as a school that primarily offers bachelor’s degrees or higher. This is an aggregate institutional fact, not a list of the credential offered by each program. If your child’s field requires a specific credential, verify it directly with the department.
One thing worth clarifying right away: Lewis-Clark State College has none of these three special designations. It is not a historically Black college or university (HBCU), a tribal college or university, or a land-grant institution. Of the 3,012 colleges and universities in the federal directory, only 138 have at least one of the three. Not having one says nothing about which students it serves or how your child will feel there. Investigate that by asking about cultural centers and student organizations that are active today and by speaking with someone who already attends the campus.
A small community, with more women and few Latino students
With 3,706 students enrolled in the official fall count, Lewis-Clark is a medium-sized school—between 1,000 and 4,999 students—but is on the small side compared with its peers: among the 519 selective-admission, public four-year schools in this census, seven out of ten have more students. Of that total, 3,702 are undergraduates and only 4 are graduate students. Nearly everyone here is pursuing a bachelor’s degree.
The enrollment figure does not tell you how many people are in a classroom at the same time. For that same enrollment, IPEDS estimates a full-time-equivalent enrollment of 2,701 students and reports 411 first-time, full-time, credential-seeking students—a group that does not include the entire entering class. With so many part-time students in the mix, ask directly when courses in your child’s intended field are offered before assuming a typical college schedule.
Who makes up that community? Out of every 100 undergraduate students, 64 are women. Twenty are between 25 and 64 years old—so this is not solely a campus of recent high school graduates. And 78 out of every 100 first-time students had a permanent address in the same state.
As for Hispanic or Latino students, they account for 8 out of every 100 undergraduates. That is a small minority, and compared with its 519 selective peers, the school ranks below the comparison group’s midpoint. This does not remove the school from any list or make it bad; nor does it mean it is good. It only describes who is enrolled today. If your child will be among the few, the task is to ask which student group, cultural center, or person in the admissions office speaks Spanish and to talk with a current student before deciding. The figure covers the entire school; your child’s experience within a particular field may be different.
How the academic year works and which prior credits count
The calendar here follows semesters: two long terms of about 15 weeks each. That means consistent dates for everyone, without the surprises of a quarter system.
The institution reported that it accepts credit from AP exams, as well as what IPEDS calls “credit for life experience”: learning acquired through independent study, adult courses, work experience, a portfolio, prior licenses, or other military or professional avenues. It also reports accepting credit for military training. In addition, it enrolls high school students in college courses for credit, both within and outside a formal dual-enrollment program.
Here is the part you should not skip: reporting that it accepts AP does not mean it awards credit for every exam at every score. The report does not say how many points are required or whether those credits count toward your child’s specific field. Ask for the equivalency evaluation in writing before enrolling. Do not calculate time or financial savings until you have that document in hand.
As for what students study: in the reported year, the institution awarded 554 bachelor’s degrees across 21 program families. But the concentration is strong: health professions accounted for 220 of those 554 degrees—40 out of every 100. Compared with 514 similar selective schools, Lewis-Clark ranks in the bottom quarter for the total number of bachelor’s degrees awarded annually. The existence of 21 program families does not mean there are 21 equally sized majors: one family groups several programs, and some rows may report zero. Verify the exact program your child is interested in, not merely the general family.
Regarding group size, the reported ratio is 16 students for each full-time-equivalent faculty member. It is an average figure, neither among the lowest nor among the highest compared with its peers. And here is an important clarification: this ratio does not tell you the actual size of a classroom. It is an aggregate institutional calculation; the file does not say which method the school used to calculate it or provide the sizes of first-year classes.
The academic paths and opportunities it reports offering
Lewis-Clark reports offering study abroad, cocurricular undergraduate research, a complete program that can be taken entirely in the evenings or on weekends, developmental education with and without credit, teacher-certification preparation below the baccalaureate level, and state approval for initial teacher-certification programs. The institution’s report that it has these paths says nothing about their quality or current availability for your child’s specific field; it is starting information for further questions.
Getting in: what it requires, what it does not, and what actually happens afterward
Let’s begin with the essential point: admission is not open. Requirements are reviewed before an applicant is accepted. Of the nine possible considerations reported by IPEDS, three are marked as required: the high school record, the high school GPA, and an English-proficiency exam when applicable. If your child studied outside the United States or attended high school in Spanish, ask today whether that exam is required and what would provide an exemption. It is one of those things families discover late, complicating their schedules.
The list of what is NOT considered is longer: class rank, completion of a particular college-preparatory program, the personal essay, letters of recommendation, a portfolio or competency exam, work experience, and whether a relative attended the school. The SAT and ACT are also not considered in the admission decision, although another test, such as the Wonderlic or WISC, may be considered if submitted even though it is not required. None of these checkboxes says whether those items are used for scholarships or placement; ask about that separately. One practical detail: the published undergraduate application fee is $0.
Now, the numbers on how likely admission is. In the 2023 cycle, Lewis-Clark received 4,256 first-time applications and offered admission to 3,821 applicants. That is 90 out of every 100 applicants. Compared with its 519 selective peers, it is on the more accessible side: seven out of ten of those schools accepted a smaller percentage. Put simply, out of every 100 applicants, 90 are accepted. Even so, the application must be complete and submitted on time.
But here is a figure that changes the conversation: out of every 100 admitted students, only 11 enrolled. In other words, out of every 9 young people who were admitted, about one ended up attending. Compared with its peers, this proportion is among the lowest: nine out of ten similar schools have a higher rate. Do not read this as a stain on the school—the federal record does not explain why each person made that decision, nor does it say whether those students went to another college or what else happened. What matters for you is that other people’s decisions do not predict what your child will be offered. Wait for your child’s letter showing the actual net price before deciding whether this school stays on the list.
Regarding transfers: of the first-time, full-time class that entered in 2017 seeking a bachelor’s degree, 23 out of every 100 left for another institution without completing here. That proportion is typical compared with its peers, neither high nor low. Changing schools is not failing, but if that possibility exists for your child, it is helpful to know in advance how to request the transfer documents. On the other hand, in the fall of 2023, 288 new students arrived from another institution. That figure does not say how many courses were accepted: ask for that in writing, with the list of credits in hand, before your child transfers.
The list price and the price families actually pay
At Lewis-Clark State College, among 62 first-time, full-time, credential-seeking students who received federal Title IV aid, paid in-state or in-district tuition, and whose EFC records showed family income below $30,000, the average net price was $11,234. Among 35 students from the same population whose EFC family income was between $48,001 and $75,000, it was $13,343; among 37 students whose EFC family income exceeded $110,000, it was $16,387. For dependent students, the band combines their parents’ income with their own.
The difference between the average for the lowest-income band, which included 62 students, and the average for the highest-income band, which included 37 students, is $5,153. Among first-year students who received any grant or scholarship aid, the average was $12,508.
$11,234 was the average net price for families in the lowest-income band during the 2022-23 academic year. That does not mean it is what your family will pay. It helps you decide whether it is worth requesting the financial aid letter.
The income bands in this profile describe first-time, full-time, credential-seeking students who received federal Title IV aid; at this public institution, they use the in-state or in-district tuition rate. The overall average for students receiving grant or scholarship aid, when shown, describes first-time, full-time, credential-seeking students who received federal, state, local, or institutional grants or scholarships; it also uses that tuition rate. If your family lives outside the state or district, the calculation is different. Ask for it before applying.
Grants, loans, and separating what must be repaid from what does not
Among degree- or certificate-seeking students, 74 out of every 100 received some type of grant or scholarship aid that does not have to be repaid, with an annual average of $7,607 among recipients. Separately, 38 out of every 100 received a Pell Grant, the federal aid for low-income families.
Be careful: the percentage and the average should not be multiplied. One measures how many received something; the other says how much recipients received. And these data are from the 2022-23 school year, not this year.
As for federal loans, 26 out of every 100 undergraduate students took one out, with an average of $6,304 among borrowers. Compared with its 519 peers, Lewis-Clark is on the low side: seven out of ten similar schools had a higher proportion of students with debt. That average counts only one year of federal loans in the student’s name—it does not include Parent PLUS loans that parents sometimes sign for, credit card debt, or the debt accumulated by graduation.
Some young people here get through the year without debt, and others borrow. This percentage does not determine which group your child will fall into; your child’s own financial aid letter does. Wait for it before ruling out the school or committing to it.
As a practical payment option, the institution reports offering a tuition installment plan.
Campus life: housing, ROTC, sports, and digital learning
The institution does control housing, although it is not required for all first-time, full-time students. Meal plans are also available, with a fixed number of meals per week under the largest plan. The reported maximum capacity of institution-controlled housing is 457 students. The existence of a room does not guarantee that a bed is available: ask for the year’s rate, the application deadline, and whether a place is guaranteed or your child will be put on a waiting list.
For ROTC, the only branch confirmed in writing is the Army; neither the Navy nor the Air Force is marked. Not confirmed is not the same as impossible—it means you need to ask directly if your child is interested in another branch.
Lewis-Clark competes in intercollegiate sports and is affiliated with the NAIA (National Association of Intercollegiate Athletics), with reported membership in basketball, baseball, and cross-country or track and field. This does not say how many spots are available on each team or whether any sport provides scholarships. If sports are part of the plan, write directly to the coach and request a written response.
As for distance education, it is offered at both the undergraduate and graduate levels. Out of every 100 undergraduate students, 21 took their entire course load online, and 79 took at least one in-person class. The institution also reports having at least one complete program that can be taken through distance education, although the data do not confirm its specific level.
The library operates with paid staff, and its annual spending exceeds the $100,000 threshold recorded by the government; it has physical and digital materials and offers interlibrary lending. Exceeding that threshold does not guarantee that the specific databases needed for your child’s field are available—ask using the field’s name.
Finally, reported services and support include combined academic and career counseling, employment services for current students and placement services for graduates, on-campus child care, participation in the Yellow Ribbon program, a dedicated point of contact for veterans and military service members, a veterans’ student organization, and a webpage for services for students with disabilities. The fact that these services are reported says nothing about their actual quality or effectiveness; you learn that by visiting and asking questions.
How many stay and how many finish: the hardest part of this record
This is where we need to speak plainly, because this is the section where the record weighs most heavily.
Of the class that entered in the fall of 2022 as first-time, full-time students, 64 out of every 100 were still enrolled here one year later or had already completed their bachelor’s degree. The other 36 fell outside that official count, and the data do not say what happened to them: they do not distinguish among someone who transferred, someone who paused for personal reasons, or someone who took a different path. Compared with its 519 selective peers, this is one of the schools that retains the smallest share of its first-time class: nine out of ten similar schools retained a higher proportion.
As for graduation, of the 395 students who entered in 2017 seeking a bachelor’s degree full-time, with no prior college attendance, 145 earned their degree here within six years. That is 37 out of every 100. At the four-year mark, the figure falls to 23 out of every 100. Compared with 518 similar schools, Lewis-Clark ranks in the bottom quarter of the group: three out of four similar schools graduated a higher proportion.
It is worth looking at the complete breakdown of those 395 students because it tells a fuller story than a single percentage:
| Outcome after six years | Students |
|---|---|
| Completed a bachelor’s degree here | 145 |
| Completed a program of less than 4 years here | 32 |
| Transferred to another institution | 90 |
| Were still enrolled here without completing | 11 |
| Were no longer shown as enrolled anywhere | 117 |
That last group, consisting of 117 people, is not equivalent to “dropped out.” The federal “no longer enrolled” category does not explain the reason and may include people who completed their studies after the measured period. And someone who transferred did not necessarily fail; this figure simply does not show whether that person finished elsewhere.
Now consider the longer window: in a different cohort—1,155 students who entered between July 2015 and June 2016, combining first-time and transfer students, both full-time and part-time—50 out of every 100 had earned a degree or certificate from this school eight years later. Among Pell Grant recipients, that figure fell to 46 out of every 100; among those who did not receive one, it was 54. Compared with its 519 peers, this proportion also ranks below the comparison group’s midpoint.
This is the truth that must be stated directly: at Lewis-Clark, most of those who enter do not appear as having earned a credential here within the time frames measured by the government. That is not a prediction about your child in particular, and the data themselves do not explain why. But it is information that must be included in your plan, not something to minimize with optimism. If this school remains on the list, the right question to ask during the visit is not “What is your graduation rate?”—you already know it—but “What concrete support exists to help my child be among those who do finish?” Ask about an assigned adviser, emergency assistance, and whether the scholarship renews each year. And ask for the answers in writing.
What this record gives you, and what you need to do with it
You now know one piece of the puzzle well: who Lewis-Clark State College is according to its own reports to the federal government. You know that it is accessible for admission, but that few admitted students decide to attend; that its published cost is among the lowest compared with its peers, but that the actual net price depends on your own letter; that most students receive some type of aid that does not have to be repaid; and that graduation, measured at six and eight years, is one of the hardest parts of this record.
None of this answers the most important question for you: what your child wants to study, what your child has built so far, and what your family can afford without jeopardizing what comes afterward. That combination—what the school is, what your child wants, and what you can sustain—is what creates a real plan. Your child’s responsibility is to decide what to study and work hard at it. Your responsibility is to understand the money, ask the uncomfortable questions before signing anything, and provide support without carrying alone a system that neither of you inherited.
Source note: the information in this article comes from data reported by the institution to the U.S. Department of Education’s IPEDS (Integrated Postsecondary Education Data System), primarily corresponding to the years 2022-23 and 2023-24, as indicated in each section. Best College Aid does not represent Lewis-Clark State College or any government agency; this article is an independent analysis for informational purposes.