General Assembly Student Outcomes Report: 2019 - Placement Statistics and Demographics, Study notes of Software Engineering

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STUDENT

OUTCOMES

REPORT

GA’s Full-Time Program Data:

Jan. 1, 2019–Dec. 31, 2019

Overview

A Note from Our CEO

A Note From Our Vice President of Consumer Operations:

The State of Hiring & How General Assembly Meets Global Shifts

About General Assembly

About Career Services

Our Latest Data: Outcomes & Demographics

Appendix

Independent Accountants’ Review Report

TABLE OF CONTENTS

A NOTE FROM OUR CEO

OVERVIEW

NOTE FROM CEO

Hello,

I’m Lisa Lewin, CEO of General Assembly, and it is my pleasure to share our fifth Outcomes report. We began publishing these reports in 2016 as part of our commitment to provide prospective students with clear, validated data about what they can expect from their job search after completing a GA Immersive program.

Across all previously published reports we have shared data on 15,376 career changers in our Outcomes reports — data that has been reviewed by KPMG, one of the largest, most-respected accounting firms in the world. Here, you will find the data-driven stories of the 4,313 students who embarked upon brave education and career-change journeys by enrolling in our Immersive programs in 2019.

Unquestionably, much has changed in our world since the students included in this report attended GA. We are in a new climate for job seekers, and while our students continue to reliably secure employment, we know future reports that capture the period during and after the pandemic will look different than those that came before. The landscape has changed — and many of the former rules no longer apply.

Still, as the leading provider of digital skills education for adults, we know our graduates will have the benefit of access to our global network of over 80,000 alumni (and counting); our consistent track record of getting our graduates hired across 37 markets in 7 countries; and our robust relationships with corporate clients who still face talent shortages for tech, data, and design roles — even as hiring in other sectors is slow to recover.

Our dedicated team of top-caliber instructors, student success specialists, and career coaches are here to ensure our students’ success in the classroom, in the job search arena, and in new beginnings. Our commitment to success will never waver, regardless of what is happening in the outside world.

I joined GA because, as a longtime education executive, I watched GA grow from disruptive innovator to global industry leader — and I wanted to contribute to and be a part of what’s to come. We are proud of our achievements from the first ten years and are doubling down on innovation, impact, and international expansion as we look to the next ten — and beyond.

I’m proud to have joined this extraordinary global community, and I look forward to welcoming you to #TeamGA.

Lisa Lewin (she/her) CEO General Assembly

ABOUT GA

ABOUT CAREER SERVICES

OUR LATEST DATA

APPENDIX

NOTE FROM VP OPERATIONS

ACCOUNTANTS’ LETTER

THE STATE OF HIRING &

HOW GENERAL ASSEMBLY

MEETS GLOBAL SHIFTS

General Assembly was founded in 2011, in the aftermath of the last recession, to create pathways to meaningful work for people whose careers had been interrupted and wanted to find inspiration in a strong community of entrepreneurs, technologists, creators, and innovators.

Today, ten years later, that mission remains the same. There’s no question that an increasingly digital world demands digital-first skills — in greater numbers — and that’s not only for full-time software engineers or data scientists, but the people who have to advise, lead, and collaborate with them every day. The technology, marketing, design, and data skills we teach will be more resilient and relevant in a post-COVID-19 era.

While many businesses are still ramping up to their pre-COVID 19 hiring levels, the skills we teach will continue to be in demand and our graduates continue to land aspirational jobs in their field of study. In this Outcomes report, most of our job seekers secured roles before unemployment rose due to the pandemic — we’re proud to share that 99.2% of full-time job seekers in this report had landed roles in their field of study at time of publication.

The purpose of this year’s report is to help you to make an informed decision about whether a GA Immersive program is right for you, and job placement data is critical to that decision. Indisputably, COVID-19 dramatically impacted the hiring landscape; however, not all students

A NOTE FROM OUR VICE PRESIDENT OF CONSUMER OPERATIONS

who graduated in 2019 experienced its impact due to varying graduation times. While we have seen reduction in hiring and lengthened job searches for our graduates due to the global health crisis, we see rising demand in the fields of data science, software engineering, and UX design.

Regardless of what is happening in the world, our vision to set our students up for success as they acquire new skills, pursue new careers, and join our thriving global community remains the same. We hope you will join us!

Betsy Leonhardt (she/her) Vice President, Consumer Operations General Assembly

NOTE FROM VP OPERATIONS

OVERVIEW

ABOUT GA

ABOUT CAREER SERVICES

OUR LATEST DATA

APPENDIX

NOTE FROM CEO

ACCOUNTANTS’ LETTER

Our team’s work revolves around identifying individuals’ experiences and interests and aligning them with relevant upskilling or reskilling opportunities. In my role, it is my top priority to help potential students find the best fit for their education and career goals. My discussions with potential students are honest and empathetic; they usually focus on where they are currently in their careers and envision themselves going in the future. We talk about interests, career prospects, relevant industries, and match certain areas of study to explore further. Our Admissions Team believes that every student conversation is unique and requires an understanding of their circumstances. Potential students are typically hoping to understand how they can make the best use of their experience and interests to further their careers in the world of tech — I use my knowledge of GA’s offerings and the tech industry to bridge this gap. Once we have identified the best course, I take students through our robust admissions processes to ensure they are fully prepared to study and thrive in that program.

The advice I give most to students thinking about investing in themselves and their education is research — and a lot of it! This will increase the understanding of tech’s specificities and help erase doubts about continuing education. Realizations that an industry may — or may not — be right for you are equally valuable! Books, podcasts, or online tutorials are great resources to help further your understanding and give opportunities to try basic exercises. An intro class or a short workshop with GA is an excellent jumping-off

point that will offer a better understanding of what it could look like to be a developer, designer, or analyst!

For a student to be successful, two key things repeatedly come up: passion and a desire to work towards a job they will love doing. Successful students develop an understanding of what a new role in a specific industry could look like and weigh the pros and cons of continuing in their current industry instead of transitioning. They consider all possible situations due to this big transition and are aware that it will be a challenging yet enriching journey. Successful students — and people — take risks!

INSIDE THE

GENERAL ASSEMBLY

ADMISSION PROCESS

KARAN DWIVEDI (HE/HIM)

Senior Admissions Producer & Operations Lead Sydney, Australia

If you’re reading this, chances are you’re thinking about taking an Immersive program at General Assembly and want to know what you can expect from our Career Services team during your program, as well as once you graduate.

Here is a high-level view of who we are and how we work with our Immersive students:

• We have a network of over 50 career coaches. Throughout your Immersive program, your dedicated career coach will give you a detailed job search curriculum and work with you to develop the skills and tools you will need to compete in the job market.
• Once you’ve graduated, your career coach will work 1:1 with you on your job search strategy until you’ve achieved an outcome.
• Our coaches support you in developing your personal brand. They’ll make sure that your online presence captures your skills and competencies, that your materials are compelling and error- free, and that you’re prepared for every interview.
• When job opportunities arise within our network, we’ll recommend you for ones that align with your skills and goals.
• We strive to ensure you put your best foot forward by conducting technical interview prep sessions and providing feedback on materials for specific opportunities.
• Our coaches are incredible, but their efforts alone won’t land you a job. You’ll be expected to do weekly work that includes networking, applying to jobs, and continuing to develop technical skills.

ABOUT CAREER SERVICES

ABOUT CAREER SERVICES

OVERVIEW

OUR LATEST DATA

APPENDIX

ACCOUNTANTS’ LETTER

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

Let’s start with the best part of my job! My absolute favourite moments are working with students that are nervous and unsure but have excellent problem-solving abilities. They have some rocky moments to start, but with some encouragement and reassurance (as well as a push out of their comfort zone), they thrive and get more confident with each day of new content.

I work with students daily, first in a morning stand-up to check-in and get everyone’s thoughts on the previous day’s content and homework assignment. The instructional team also gives feedback on the day, sprinkled with some advice and reassurance. Stand-up is one of my favourite interactions: we hear from everyone individually and get to know everyone better.

While teaching, I encourage open discussions — and lots of questions — about certain aspects that need further explanation or context. My personal style is to keep things light and relaxed in the classroom — I hope this creates a safe space for students to ask questions that they might think are “stupid” (There are no stupid questions in software engineering). My more personal interactions with students come during labs or code challenges, where I spend more focused 1: or small group time with students.

Two questions I often get are how to best prepare for programs at General Assembly and the job search after graduation. My advice is to clear the schedule! The Immersive experience, followed by a job search and career change, is rewarding and exciting. Still, students need to understand that it requires a lot of hard work,

determination, and commitment. I also encourage students to spend some time exploring the growth mindset — “failure” is an opportunity to learn. Things rarely go right the first time when it comes to coding, and the earlier students can switch into the mindset that “I don’t know” is a perfectly acceptable response, the better!

At the end of the day, students can expect support, support, support from their GA instructors. A large part of my job is supporting and encouraging students, whether they are finding everything a breeze or finding things a bit tricky, and it’s one of my favourite things to take on. We encourage an open and honest classroom; if we feel like a student is not making as much progress as we would hope at a certain point, then we’ll make a plan together to get back on track. As long as our students are willing to put in the work, we are here to help! Come prepared to work hard, be kind, and collaborate as much as you can.

INSIDE THE GENERAL

ASSEMBLY CLASSROOM

CHARLOTTE MORGAN (SHE/HER)

Lead Instructor, Software Engineering Immersive London, UK

a committed liaison as they embark on their studies and navigate a new environment. My favorite part of my role is connecting with our students, 1:1. These safe and brave spaces allow students to feel seen and heard as they express whatever is on their mind that’s relevant to their studies. Immersive courses are rigorous, and with that comes a lot of feelings that we encourage our students to share. Through these 1:1s, Student Success specialists can address any hindrances that arise, encourage students to embrace a growth mindset, and get back on track to graduation. A student that joins General Assembly can be confident knowing they have a tenacious team that will aid their progress towards meeting graduation requirements.

I adore our students! They’re the most hard- working and committed learners I’ve ever had the privilege to support. Similarly, it’s truly rewarding seeing a student’s growth, particularly around their projects. It’s moments like these that empower a student to achieve and excel. Graduating from a 3-month intensive program while meeting everyday life demands is impressive and deserves to be acknowledged. Students can expect encouragement and support from us all — we truly understand.

Our team closely works with every team within our organization, including, but not limited to, our Admissions, Instructional, and Outcomes teams. The Student Success team is well versed in GA policy, expectations, and creating safe and engaging environments across all of our programs. With this knowledge, we’re able to set our students up for complete success. We’re also committed to providing a fun environment to our students by producing community events, networking opportunities, and social gatherings (due to COVID-19, our events and programs are remote until further notice). These are great moments to get to know peers, prospective mentors and expand our networks and support system.

I’m a Student Success specialist based in New York. When describing my role, I tell newly enrolled students to consider me their “go-to for all things GA-related.” My goal is to provide students confidence in knowing they have

HOW WE SET OUR

STUDENTS UP FOR SUCCESS

LO FUNES (SHE/HER/THEY/THEM)

Student Success Specialist New York, New York

STUDENT OUTCOMES & DEMOGRAPHICS (CONTINUED)

GA CAREER SERVICES Total # Total %

Full-Time Seekers 2,276 -

Placement Within 180 Days of Graduation 2,059 90.5%

Placement More Than 180 Days After Graduation 198 8.7%

No Placement as of This Report 19 0.8%

Total Placement Rate Of total placement rate, 96.8% are full-time outcomes; 3.2% are part-time outcomes -^ 99.2%

Extended Seekers 235 -

Placement Within 365 Days of Graduation 192 81.7%

Placement More Than 365 Days After Graduation 17 7.2%

No Placement as of This Report 26 11.1%

Extended Seeker Placement Rate Of total placement rate, 84.7% are full-time outcomes; 15.3% are part-time outcomes -^ 88.9%

Graduates Who Do Not Participate to Completion 1,152 -

Unresponsive to Coach Outreach 432 11.8%

Noncompliant With Career Service Requirements 324 8.8%

Job Seeking Outside of Field of Study 121 3.3%

Return to School 88 2.4%

Family or Health Issue 65 1.8%

Return to Previous Job 57 1.6%

Personal Interest Only 36 1.0%

Visa or Geographic Barrier 28 0.8%

Return to Active Duty 1 <0.01%

Overall Nonparticipant % - 31.5%

OUR LATEST DATA

OVERVIEW

APPENDIX

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

ACCOUNTANTS’ LETTER The accompanying Appendix is an integral part of Student Outcomes and Demographics.

OUR OUTCOMES

Of the 4,313 students who enrolled in the Immersive programs above, here’s how the data breaks down in aggregate. To see a breakdown of data by course, please refer to the tables included on pages 21-23 of our Appendix.

A YEAR AT A GLANCE

96.8% of graduates who participated in our Full-Time Career Services program accepted a job offer in their field of study within 365 days of graduating. 90.5% of graduates who participated in our Full-Time Career Services program accepted a job offer in their field of study within 180 days of graduating. For graduates of Q1 2019-Q3 2019, this number is 92.4%. For graduates of Q4 2019, who kicked off their job search as COVID-19 impacted the economy, this number is 84.8%. An additional 8.7% of all full-time job seekers accepted a job offer after 180 days, for a total of 99.2% of this eligible population working in the field.

81.7% of graduates who participated in our Extended Seeker Career Services program accepted a job offer in their field of study within 365 days of graduating. An additional 7.2% accepted a job after 365 days. This represents graduates who need to take on contract or part-time work to make extra income as they continue to look for staff positions in their field of study. Contract and part-time work have become especially relevant for graduates over the past year as they navigate life needs and the impact of COVID-19 on their personal worlds, health needs, and job searches. In the past, these graduates were considered nonparticipants in our Career Services program, even if they were actively looking for a job and working with their career coach. We only put graduates on

this pathway if they self-select this option, and it aligns with their personal goals and needs. Extended Job Seekers represents an additional 209 graduates working in their field of study that our career coaches wouldn’t have been able to consistently support in the past.

31.5% of graduates did not participate in GA’s Career Services program. The reasons why graduates fall into this category are provided in the charts provided on page 21–23. While graduates either choose not to participate or do not qualify for continued support due to their lack of engagement in the job search process, we’ve seen a slight increase driven by graduates unresponsive to their Career Coaches during their job search. We know that motivation is drained faster in today’s environment, and we are committed to supporting our grads through their entire job search, through setbacks and triumphs, so long as they are willing to do the work.

OUR LATEST DATA

OVERVIEW

APPENDIX

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

ACCOUNTANTS’ LETTER

FINANCING

For more information on the myriad of financing options available, turn to our Financing Handbook.

RACE & ETHNICITY

Nearly half (47.0%) of General Assembly students identify as White. The other most-represented groups are students who identify as East Asian (12.2%), Southeast Asian (8.7%), Black or African American (7.9%), and Latinx (7.3%). The racial composition of our campuses varies by location. For example, a majority of students in Singapore identify as East Asian, which is not the case for other campus locations. Note: Students were allowed to provide multiple answers to this question to accommodate the intersections between racial and ethnic identities.

White 47.0% East Asian 12.2% Southeast Asian 8.7% Black or African-American 7.9% Latin American 7.3% Prefer Not to Answer 4.6% South Asian 4.3% Other 3.9% Middle Eastern 2.1% Pacific Islander 1.3% Native American 0.7% Aboriginal or Torres Straight Islander 0.1%

EDUCATION

More than half of General Assembly’s Immersive students represented in this report — 56.8% — have a bachelor’s degree, and 15.8% have an advanced degree such as a master’s or a Ph.D. We saw that 5.1% of students in this report attained a high school diploma or GED but no further education, 18.7% had taken some college or earned an associate’s degree, and 3.7% had some other form of non-college training.

High School / Secondary Education Some College / University

Undergraduate

Graduate (Masters)

Graduate (PhD)

Other

5.1%

1.2%

3.7%

18.7%

14.6%

56.8%

OUR LATEST DATA

OVERVIEW

APPENDIX

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

ACCOUNTANTS’ LETTER

Thank you for reading our Outcomes report! The student body represented in this report is just one example of how we continue to expand our reach.

2020 was a tough year, and the pandemic is ongoing as this report goes to publication. We know that so many in our community — students, alumni, staff, and instructors — felt the stress and uncertainty shared by people around the globe.

Nothing will stop us in 2021. We’ll be expanding to new markets to help reskill workforces and giving more workers the chance to reinvent themselves in a world that never stops changing. We will always remain committed to the career success, health, and wellness of our students and graduates. We’re excited to tackle the next set of challenges and meet the education and hiring needs of the future.

If you have any questions about General Assembly or the contents of this report, our Admissions team is here to help: drop us a note at admissions@generalassemb.ly. For more information about our vast suite of programs, please visit our education offerings page. Learn more about how our Outcomes support and the people behind it on our career services page.

WHAT’S NEXT

OUR LATEST DATA

OVERVIEW

APPENDIX

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

ACCOUNTANTS’ LETTER

• Have accepted an offer that is paid, 32 hours a week or more, and in an occupation for which students are trained (or in a related, comparable, recognized occupation). Contract work for at least one month or freelancing for the equivalent of full-time, as well as internships and apprenticeships, are included as long as they are paid and 32 hours a week or more.
• Have received three offers that meet the above criteria and turn down all offers.
• Are using their new skills to launch a new company or expand a company of their own.
• Have returned to a former company and are utilizing new skills learned through course participation in their role.

PLACEMENT WITHIN 180 DAYS OF GRADUATION, FULL-TIME OUTCOME: Participating graduate who notifies GA (via verbal or written communication) within 180 days of graduation that they have met one of the following criteria:

• Have accepted an offer that is paid, 32 hours a week or more, and in an occupation for which students are trained (or in a related, comparable, recognized occupation). Contract work for at least one month or freelancing for the equivalent of full-time, as well as internships and apprenticeships, are included as long as they are paid and 32 hours a week or more.
• Have received three offers that meet the above criteria and turn down all offers.
• Are using their new skills to launch a new company or expand a company of their own.
• Have returned to a former company and are utilizing new skills learned through course participation in their role.

PLACEMENT AFTER 180 DAYS SINCE

GRADUATION, PART-TIME OUTCOME:

Participating Graduate who notifies GA (via verbal or written communication) after 180 days of graduation that they have met the following criteria:

• Have accepted an offer in an occupation for which students are trained or in a related, comparable, recognized occupation that is either less than 32 hours a week or unpaid.
• Are self-selecting to end their job search at the given time due to acceptance of this offer.

PLACEMENT WITHIN 180 DAYS OF GRADUATION, PART-TIME OUTCOME: Participating Graduate who notifies GA (via verbal or written communication) within 180 days of graduation that they have met the following criteria:

• Have accepted an offer in an occupation for which students are trained or in a related, comparable, recognized occupation that is either less than 32 hours a week or unpaid.
• Are self-selecting to end their job search at the given time due to acceptance of this offer.

REPORTING PERIOD: The students reported are those who participated in an immersive program (Software Engineering, Data Science, or User Experience Design) that ended between January 1, 2019, and December 31, 2019.

APPENDIX

OVERVIEW

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

OUR LATEST DATA

ACCOUNTANTS’ LETTER

APPENDIX

OVERVIEW

NOTE FROM CEO

NOTE FROM VP OPERATIONS

ABOUT GA

ABOUT CAREER SERVICES

OUR LATEST DATA

ACCOUNTANTS’ LETTER

RETURN TO ACTIVE DUTY: Graduate who notifies GA (via verbal or written communication) that they are not seeking to start and/or continue the job-search process because they are returning to active military duty.

RETURN TO PREVIOUS JOB: Graduate who notifies GA (via verbal or written communication) that they are not seeking to start and/or continue the job-search process because they are returning to the same job by which they were employed prior to enrolling in the program.

RETURN TO SCHOOL: Graduate who notifies GA (via verbal or written communication) that they are not seeking to start and/or continue the job-search process because they are returning to school or continuing their education.

UNRESPONSIVE TO COACH OUTREACH: Graduate who does not respond to three or more outreach attempts from GA Career Services staff.

VISA OR GEOGRAPHIC BARRIER: Graduate who notifies GA (via verbal or written communication) that, as of the end of the reporting date, they are relocating to a region where GA did not have a physical presence during the reporting period or did not obtain a visa in the current location, restricting their ability to work in the desired location.

WITHDRAWALS: Student who starts a program but does not complete it. Students may withdraw from GA at any time after their cancellation period, which may vary by state. Students may also be withdrawn by GA for failure to maintain satisfactory progress, failure to abide by rules and regulations, absences in excess of maximum set forth by

GA, and/or failure to meet financial obligations to GA. Refunds for withdrawals are determined in accordance with state-prescribed refund policies. Most states provide for prorated refunds based on the amount of the course attended through a certain duration of the course.