admission vs. enrollment management: separate but equal? shani lenore-jenkins, assistant vice...

Admission vs. Enrollment Management:

Separate but Equal?

Shani Lenore-Jenkins, Assistant Vice President of Enrollment

Maryville University in St. Louis, Missouriwww.maryville.edu or 314-529-9300

Jay W. Goff, Vice Provost and Dean of Enrollment Management

Missouri University of Science & TechnologyRolla, Missouri

www.mst.edu or 573-341-4378

NACAC 2008 - Seattle, Washington, USA

“If you don’t know where you’re going,

any path will take you there.”Sioux proverb

CORE ENROLLMENT PRINCIPLES

• No Enrollment Effort is Successful without QUALITY Academic Programs to Promote

• Recruitment and Retention is an On-going, Multi-year PROCESS with Strong Access to Research and DATA

• +80% of Enrollments come from REGIONAL student markets for BS/BA degrees

• The Most Successful Recruitment Programs Clearly DIFFERENTIATE the Student Experience from Competitor’s Programs

• The Most Successful Retention Programs Clearly Address Students’ Needs and Regularly ENGAGE Students in Academic and Non-Academic Programs

Why Does Your Position Exist?

Are you an admission professional or an enrollment management professional?

Admission Goals

• Recruitment, Profile and Processing Focused– % of inquiries from search process– # of campus visits & telecounseling calls– # of qualified applications and enrollees– % of enrollees that fit desired student profile

Basic Admissions/Recruitment Funnel

Admissions/Recruitment Plan• New Student Enrollment Goals• Previous Recruitment Performance• Market Assessment and SWOT Analysis• Communication and Outreach Plan/Schedule• What submarkets are being addressed by who, when and how

Pre-College Activities (camps, visits, etc)FreshmenTransfersGraduate StudentsSub-Markets: traditional vs. non-traditional, campus vs. distance/on-

lineSpecial Degree or Certificate Programs

The Power of Alignment

NORMAL IDEAL Doing Well

What is SEM?

• Strategic Enrollment Management (SEM) is defined as “a comprehensive process designed to help an institution achieve and maintain the optimum recruitment, retention, and graduation rates of students where ‘optimum’ is designed within the academic context of the institution. As such, SEM is an institution-wide process that embraces virtually every aspect of an institution’s function and culture.”

Michael Dolence, AACRAO SEM 2001• Research• Recruitment• Retention

Common Goals of SEM

• Stabilize, Growing, or Reducing Enrollments

• Increase Student Access and Diversity

• Reduce Vulnerabilities• Align EM with Academic

Programs• Predict and Stabilize

Finances• Optimize Resources

• Evaluate Strategies and Tactics

• Improve Services• Improve Quality• Improve Access to

Information

Adapted from Jim Black, 2003

Indiana University

Unite the Isolated

SEM builds an organizational culture that:

1. better motivates staff and faculty collaboration,

2. demonstrates a dedication to intelligent planning and strategy execution,

3. promotes a stronger passion for academic and student success through shared governance

4. embraces the regular use of solid analytical and data-driven skill-sets.

SOURCE: Bob Wilkinson

What is included in a Comprehensive SEM Plan?

1. Strategic Framework: Mission, Values, Vision2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis4. Evaluation and Assessment of Position in Market5. Enrollment Goals, Objectives, & Assessment Criteria6. Marketing and Communication Plan7. Recruitment Plan8. Retention Plan9. Student Aid and Scholarship Funding10. Staff Development and Training11. Student/Customer Service Philosophy12. Process Improvements and Technology System Enhancements13. Internal Communication and Data Sharing Plan14. Campus wide Coordination of Enrollment Activities

The enrollment plan serves as the road map for achieving specific institutional goals, typically connected to student body size, enrollment mix, and revenue, while also providing specific indicators on the effectiveness of the learning environment.

-Janet Ward, 2005

The Purposes of SEM are The Purposes of SEM are Achieved by…Achieved by…

Establishing clear goals for the number and types of students needed to fulfill the institutional mission

Promoting students’ academic success by improving access, transition, persistence, and graduation

Promoting institutional success by enabling effective strategic and financial planning

The Purposes of SEM are The Purposes of SEM are Achieved by…Achieved by…

Creating a data-rich environment to inform decisions and evaluate strategies

Improving process, organizational and financial efficiency and outcomes

Strengthening communications and collaboration among departments across the campus to support the enrollment program

What SEM is NotWhat SEM is Not

A quick fix

An enhanced admission and marketing operation

An administrative function separate from the academic mission of the institution

Solely an organizational structure

A financial drain on the institutional budget

• Net Revenue!

SEM Operational Definition• Strategic enrollment management (SEM) is an

institution's program to shape the type and size of its student body in accordance with its educational mission and fiscal requirements.

• ALIGNMENT: SEM centers on the integration and improvement of traditional student services, such as recruitment, admissions, financial aid, registration, orientation, academic support, and retention. It is informed by demographic and institutional research, and advanced by media messages and public relations. Ideally, SEM embraces all departments and functions in a comprehensive framework to best serve the student and hence the institution.

• Jim Black, 2003, AACRAO SEM

Academic Academic profileprofile

The Concept of Optimum EnrollmentThe Concept of Optimum Enrollment

Ethnicity & Ethnicity & GenderGender

SpecialSpecialSkillsSkills

DegreeDegreeProgramsPrograms

Physical & Physical & VirtualVirtual

CapacityCapacity

Residency &Residency &Housing CapacityHousing Capacity

Undergrad/Undergrad/GradGrad

ProgramProgramcapacitycapacity

Institutional Mission

Promoting Student Success:Promoting Student Success:The Student Success ContinuumThe Student Success Continuum

Recruitment / Recruitment / MarketingMarketing

AdmissionAdmission

OrientationOrientationCo-curricular Co-curricular

supportsupport Degree/goal Degree/goal attainmentattainment

Academic Academic supportsupport RetentionRetention

Financial Financial supportsupport

Student’s college careerStudent’s college career

Classroom Classroom experienceexperience

The Student Success ContinuumThe Student Success Continuum


AdmissionAdmission


supportsupport Degree/goal Degree/goal attainmentattainment


Financial Financial supportsupport



Traditional Enrollment PerspectiveTraditional Enrollment Perspective

The Student Success ContinuumThe Student Success Continuum


AdmissionAdmission


supportsupportDegree/goal Degree/goal attainmentattainment


Financial Financial AidAid



The SEM PerspectiveThe SEM Perspective

25

Moving toward Proactive & Purposeful

• Veteran admissions and financial aid professionals have accumulated years of experience and often act instinctively with tactical approaches to recruitment and pricing

• Student affairs professionals understand the need to connect with students and frequently initiate new developmental programs to help them succeed

• …But putting all of this together, while considering changing environments, internal realities, and external pressures, requires thoughtful planning, systems thinking, and careful analysis

26

Planning Elements

• Mission

• Formal/Informal Expectations

• Philosophical Underpinnings

• SWOT

• Vision

• Goals

• Objectives

• Strategies

• Performance Indicators

Constituents

• Academic Affairs

• Administrators

• Deans

• Chairs

• Faculty

• Student Affairs

• Fiscal/Business Affairs

• Students

• Alumni

•High Schools

Strategic Enrollment Management Planning Elements

A Significant Challenge

• Creating a unified SEM structure is complicated by the fact that the university is structured to be decentralized and protect academic units from environmental shifts (such as what occurs in enrollments).

• Most faculty do not know about (and even more do not understand the importance) of strategic enrollment management.

• All faculty, staff and alumni need to know the difference!

Core Objectives of SEM• Make Enrollment Programs be Mission Driven• Institutional Culture of Student Success• Integrated in the Institution’s Strategic Plan• Involves Everyone at the Institution• External Partnerships• Assess and Measure Everything• Clear Enrollment Goals Based on Institutional Capacity and

Plan• Maintain Appropriate Academic Programs• Creativity and Look Outside of Higher Education for Best

Practices• Appropriate Utilization of Technology to Enhance Service

Tools & Resources for the Transformation

• Data, Data, Data• Strategic Plan• Retention• Financial Aid Leveraging• Budget: income streams, expenditures• Market Analysis/Marketing• Course Offerings: capacity, scheduling, duplication, waitlists• Institutional Policies and Procedures• Key Performance Indicators• Collaboration

SEM helps Define and Refine Institutional Vision

• Forces institutions to clarify their Market Position• Builds a comprehensive enrollment management plan• Focuses on strategies that will ensure colleges or

universities define and meet their objectives• Engages students using creative recruitment, marketing,

and retention strategies• Forges dynamic alliances across administrative

departments including- Marketing, Admissions, Registration, Financial Aid, Student Services, Recruitment, Retention, Orientation, Academic Support, and Information Services

– AACRAO SEM 2003

SEMCASE STUDIES

Maryville University's Mission & Enrollment Challenges

• Define and Proclaim the Maryville Story

• Create an Engaging Campus Culture

• Build a Sustainable Environment

• Strengthen the Foundation of the University

• 3400 Total Students (2800 Undergrad, 600 Grad)

• Private Independent

• Commuter (1/3 live on campus)

• 70% Women, 30% Male

Maryville University’s Focus on Brand Identity

Consistency, Consistency!

A New Brand Identity Campaign

What is Missouri S&T?• A Top 50 Technological Research University• 6300 students: 4900 Undergrad, 1400 Graduate• 90% majoring in Engineering, Science, Comp. Sci.• Ave. Student ACT/SAT: upper 10% in nation• +60% of Freshmen from upper 20% of HS class• 20% Out of State Enrollment• 96% 5 Year Average Placement Rate within 3

months of Grad• Ave. Starting Salary in 2008: +$56,000

• A Top 50 Technological Research University• 6300 students: 4900 Undergrad, 1400 Graduate• 90% majoring in Engineering, Science, Comp. Sci.• Ave. Student ACT/SAT: upper 10% in nation• +60% of Freshmen from upper 20% of HS class• 20% Out of State Enrollment• 96% 5 Year Average Placement Rate within 3


• A Top 50 Technological Research University• 6300 students: 4900 Undergrad, 1400 Graduate• 90% majoring in Engineering, Science, Comp. Sci.• Ave. Student ACT/SAT: upper 10% in nation• +60% of Freshmen from upper 20% of HS class• 20% Out of State Enrollment• 96% 5 Year Average Placement Rate within 3


Average enrollment is 6,457Life as a National Outlier

California Institute of Technology

Polytechnic University

Colorado School of Mines

Georgia Institute of Technology and State

University

Illinois Institute of Technology

Michigan Technological University

New Jersey Institute of Technology

Rensselaer Polytechnic Institute

South Dakota School of Mines and Technology

Stevens Institute of Technology

Missouri S&T

Massachusetts Institute of Technology

Clarkson University

Florida Institute of Technology

New Mexico Institute of Mining & Technology

Worcester Polytechnic Institute

25%

30%

35%

40%

45%

50%

55%

60%

65%

70%

75%

50% 55% 60% 65% 70% 75% 80% 85% 90% 95%

% Engineering, Business, Science & Math Enrollment

% E

ng

ine

eri

ng

En

rollm

en

t

Average enrollment is 5,615

WHY A NEW NAME for University of Missouri-Rolla? effective Jan. 1, 2008

WWW.MST.EDU

Missouri S&T: 90% Engineering, Science, & Computing Majors

Fall 2007 Total Students

4,663 75.61%

313 5.08%

206 3.34%

846 13.72%

139 2.25%

Engineering

Business and IST

Arts and Social Sciences

Science and Computing

Non-Degree/Undecided

Missouri S&T Enrollment33% Growth since 2000

Since 2004, 60% of Growth due to Retention Increase

3,000

3,500

4,000

4,500

5,000

5,500

6,000

6,500

Fall

Tota

l Num

ber

of S

tudents

On - Campus Distance

Distance 314 227 233 308 392 476 471 501 469 518

On - Campus 4,673 4,517 4,393 4,575 4,848 4,983 4,936 5,101 5,388 5,649

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

STUDENT RETENTIONStatus in Fall Semester After One Year

70

75

80

85

90

Year

Per

cent Still

Enro

lled

Graduation Rates 2000 2005

General Student Body: 52% 64%

Undergraduate Demographics• Average Age: 21.6 years old

• Gender: – 23% Female– 77% Male

• First Generation College Students:– 2005-06: 37%

• Residency:– Missouri Residents: 76%– Out-State Students: 22%– International: 2%

• Ethnicity: – African-American: 4% – Asian-American: 3% – Caucasian: 83% – Hispanic: 2% – Native-American: 1% – Non-resident, International: 2%– Not Disclosed: 5%

• From a Community <40,000: 55% approx.

• Average Family Income: $72,000

• Average Indebtedness at Graduation: – $21,000 USD approx.

• High Financial Need (Pell qualifier): 24%

• Freshmen with Credit Cards:– 24%– 6 arrive with over $1000 USD

standing balance

• Students with PCs:– 94%– +70% laptops– 7% Macs

• Students with Cell Phones– 97%

SEM at MISSOURI S&T: Record Setting Years

Enrollment By Ethnic Group

American Indian/Alaskan Native 24 26 23 27 23 21 20 33 38%

Asian-American 127 128 137 151 142 158 198 198 56%

Black, Non-Hispanic 168 197 213 230 218 237 245 271 61%

Hispanic-American 58 63 83 100 100 126 137 139 140%

Non-Resident, International 590 723 819 749 600 565 585 619 5%

Ethnicity Not Specified 171 179 209 253 298 253 250 242 42%

White, Non-Hispanic 3,488 3,567 3,756 3,949 4,026 4,242 4,4234,66

5 34%

Total 4,626 4,883 5,240 5,459 5,407 5,602 5,8586,16

7 33%

BOLD: Missouri S&T Record High

2007 International Student Representation: 2.6% of undergraduates, 2.5% of distance grad students, 53.3% of campus grad students

All Students, Totals

United States 5,605 Other Countries 564 Total 6,167

ALASKA

CALIFORNIA

IDAHO

OREGON

WASHINGTON

MONTANA

WYOMING

UTAH

COLORADO

ARIZONA

NEW MEXICO

TEXAS

OKLAHOMA

KANSAS

NEBRASKA

SOUTH DAKOTA

NORTH DAKOTA MINNESOTA

WISCONSIN

IOWA

ILLINOIS

OHIOIN

KENTUCKY

WV

VIRGINIA

NO. CAROLINA

GEORGIA

FL

ALABAMA

MS

MISSOURI

ARKANSAS

LA

NEVADA

HAWAII1

MICHIGAN

PENNSYLVANIA

NJ

NEW YORK CTMA

VT

NH

MAINE

TENNESSEE

CAROLINASO.

MD

DE

RI

DC

62

5

3

1

5

5

4

20

59

123

59

137

43

5

26

4,321

61

13110

8

418

15

395 15

16

18

16

17

1211

5

12

5

124

12

132 3

3

Note: Geographic Origin is defined as student's legal residence at time of original admission to S&T. Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4th week of classes. Revised 9-24-2007.

12

2

2

10

DC 2

50 or more students

10 – 49 students

1 - 9 students

No students

Legend

PUERTORICO

1

Armed Forces

Pacific & Africa

3

Geographic Distribution by Students’ Home States

History of SEM

The Age of Recruitment

1970’s thru the mid 1980’s – Focus on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging.

– Jim Black

Suspect

Prospect

Applicant

Admitted

Enrolled

Graduate

Active Alumni

Who do we contact and are the specific activities successful

Who contacts us and do they become applicants

Who do we convert to applicants

Who do we admit

Who enrolls

Who is successful

Who loves us

Recruitment

Retention/Success

Post-Enrollment

SOURCE: Bob Wilkinson

USING FUNNEL ANALYSISfor GOAL SETTING

Prospects (10% inquire) 24,000

Inquiries (30% apply) 2,400

Applicants (80% admit) 825

Admits (65% attrition) 685

Enrollees (8% attrition) 270

Matriculated

Freshmen 250

History of SEM

The Age of Structure

Late 1980’s thru 2005 – Focus on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging. However, the S.E.M. organizational structure becomes the focal point for implementation

– Jim Black

The Enrollment Management Organizational Continuum,

Jim Black, 2003, EM Structure Whitepaper

History of SEM

The Age of the Academic Context

Focus on integrating S.E.M. models and involving the academic side of the organization. The focus is still on increasing enrollment through enhanced recruiting models and the use of financial aid packaging and leveraging coupled with establishing a S.E.M. organizational structure within the institution but there is now a recognition that academics are important.

– Stan Henderson

Traditional Core SEM Activities

• Determining, Achieving and Maintaining Optimum Enrollment

• Establishing Clear Enrollment Goals

• Projecting Future Enrollments

• Promoting Student Success

• Enabling the Delivery of Effective Academic Programs

• Generating Tuition

• Enabling Financial Planning

• Increasing Organizational Efficiency

• Improving Service Levels

Getting Started with SEM

Fundamental steps to the development of a comprehensive recruitment and retention Plan

1. Determine the institution’s capacity to serve students by degree program and types of students (traditional, non-traditional, graduate, etc.)

2. Establish Goals: need to be agreed upon by all involved3. Formulate Strategies based on data4. Develop action plan with tactics and an operational

calendar:– What exactly is going to be done– When will it be completed– Who is responsible– How much will it cost– How will you know if it has been accomplished (evaluation)

SEM Success & Innovation Models

RETENTION PLAN: Syracuse Univ., Youngstown State URECRUITMENT PLAN: University of NebraskaFINANCIAL AID: Muhlenberg College

http://www.muhlenberg.edu/admissions/aid.html

STRUCTURE & RESPONSIBILITIES: Univ of CincinnatiENVIRONMENTAL SCAN: Slippery Rock University BRANDING: Washington State UniversityCAMPUS VISIT: Ferris State UniversityORIENTATION: Missouri University of Science & TechnologyCO-OP/INTERNSHIPS: WPILearning Disabled: Southern Illinois Univ – CarbondaleSupplemental Instruction: Univ of Missouri – Kansas City

Cross-Campus Enrollment Development Team

• Faculty from each division• Admissions• Registrar• Financial Aid• Campus Housing• Student Activities• Counseling Center• Orientation• Teacher Training Director• Faculty Senate Leaders

• Execs: Academic, Student & Enrollment Affairs

• Advising• Info Tech• Institutional Research• Minority Programs• International Affairs• Cashier/Billing• Pre-College Programs• Reporting Services

NOTE: The EDT does not replace the campus recruitment and retention committees

Research Plan: How Data Is Used InStrategic Enrollment Management

1. To improve retention

2. To build relationships with high schools and community colleges

3. To target admissions efforts and predict enrollments

4. To recommend changes to admissions policy

5. To examine issues of how best to accommodate growth

6. To improve the educational experience of students

7. To identify needs of unique student groups

8. To project and plan for student enrollment behavior

9. To determine financial aid policies

10. To assess student outcomes

Today’s Enrollment Manager

• “Successful senior enrollment managers have to operate simultaneously on multiple levels. They need to be up to date, even on the cutting edge of technology, marketing, recruitment, the latest campus practices to enhance student persistence, and financial aid practices.”

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

Hossler continued• “(Enrollment Managers) need to be able to

guide and use research to inform institutional practices and strategies. Successful enrollment managers need to be good leaders, managers, and strategic thinkers.

• They have to have a thorough understanding of the institutions where they work and a realistic assessment of the competitive position in which it resides and the niche within which it can realistically aspire to compete. Furthermore, to be effective, enrollment managers must also have a sense of how public, societal, and competitive forces are likely to move enrollment-related policies and practices in the future.”

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

Core SEM Reports

• Weekly “Funnel” Reports• Key Performance Indicators (KPIs)• Annual Environmental Scans & SWOT updates• New Student Profiles Prior to Start of Classes• Student Profile after Census Date• Admission Yield Reports by Major, Ethnicity,

Gender, Geography, Date of Application• Re-enrollment Reports by Ethnicity, Gender,

Geography, GPA, ACT/SAT Scores, HS GPA & Class Rank and Financial Income.

Benchmarking

Determine Competitors & Comparators:

• www.collegeresults.com

• College Board: Institutional Comparison

• US News (United States)

• McCleans (Canada)

• Higher Ed Times (Great Britain)

• Shanghi Jiaotong (China)

What do SEM Leaders Read?

In addition to ACT, College Board & AACRAO SEM publications…..

• Chronicle of Higher Education• Greentree Gazette• University Business• Inside Higher Ed (like Chronicle, but free) • ACT News You Can Use (www.act.org)• Google News Search: “University Enrollment”• Postsecondary Education OPPORTUNITY• State Economic & Demographic Reviews (OSEDA) • Anything by Michael Dolence, Tom Mortenson, Bob

Bontager, David Kalsbiek, Bob Sevier, Richard Whitesides, Bob Johnson, Stan Henderson, and Jim Black

• Much, much more

RESOURCES• www.act.org (retention study and tracking charts, labor and education policy/tends)• www.ama.com (marketing trends and applications)• www.collegeboard.org (student psychographics• www.collegeresults.org (four-year retention benchmarking)• www.educationalpolicy.org (retention calculator)• www.nces.gov (2007 Digest of Education Statistics)• www.higheredinfo.org (college participation rates)• www.noellevitz.com (funnel analysis)• www.stamats.com (teen and parent trend analysis)• www.wiche.org (student projections)• www.educationtrust.org (k-18 environmental scans and best practices)• www.lumina.org (k-18 research and public policy analysis)• www.greentreegazette.com (higher education issues and news)• www.pewinternet.org (communication and internet trends)• www.postsecondary.org (education trends and issues reports)• www.communicationbriefings.com (tactics and analysis)• Chronicle of Higher Education August Almanac• Recruitment and Retention in Higher Education

US StudentEnvironmental Scan

Future Students: Demographic and Population Changes

• Fewer first-time, traditional students in the overall pipeline until between 2015 -- while older population is growing

• More students of color • More students of lower socioeconomic status• More students unprepared college level work

WICHE, Knocking on College’s Door, 2003 & 2008

Factors Most Noted in Choosing a College

• Majors & Career Programs Offered

• Location/Campus Characteristics

• Cost/Affordability

• Campus Size/Safety

• Characteristics of Enrolled Students

• Selectivity

Labor Demand vs. Student Interests

Source: U.S. Department of Labor, Bureau of Labor Statistics,

www.bls.gov/emp/home.htm

SOURCE: CIRP

New Students’ Intended Major 1976-77 to 2006-07

0%

7%

14%

21%

28%

Business Engineering Education BiologicalSciences

ComputerScience

SocialSciences

Art, Music,Drama

HealthProfessions

76-77 86-87 96-97 06-07College Board, 2007

Student Interest Trends in Engineering

Potential United States Undergraduate Engineering MajorsAll College Bound, ACT Tested Students Interested in Any

Engineering Field

40000

45000

50000

55000

60000

65000

70000

Number 63653 66475 67764 64571 64937 63329 63601 65329 65776 61648 54175 52112 51445 48438

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

(<5%)

SOURCE: ACT 2004, Engineering Workforce Study

So

me

Tre

nd

s th

at h

ave

no

t C

han

ged

:

Th

e G

ol d

en C

ircl

e fo

r R

ecru

itm

ent

+70

% e

nro

l l w

i th

in 1

40 m

ile s

of

ho

me

+80

% e

nro

l l i

n h

om

e st

a te

SOURCE: STAMATS Teen Talk, 2005 & Chronicle of Higher Education 2007 Alamenac

In-state vs. out-of-state freshmen recruitment funnel ratios

SOURCE: Noel Levitz 2006 Admissions Funnel Report

SOURCE: College Board, 2007

Constant Growth in One Demographic Market: Adults Over 60

SOURCE: US Census Bureau

WICHE, 2008

WICHE, 2008

National vs. Regional Trends

SOURCE: US Dept. of Education 2005

HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were home schooled, by amount of time spent in schools: 1999 and 2003

NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who were homeschooled only because of temporary illness.

SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S. Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent and Family Involvement in Education Survey of the NHES, 2003.

PARTICIPATION IN REMEDIAL EDUCATION: Percentage of entering freshmen at degree-granting institutions who

enrolled in remedial courses, by type of institution and subject area: Fall 2000

NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2-year, private 2-year, public 4-year, and private 4-year institutions. Data from private not-for-profit and for-profit institutions are reported together because there are too few private for-profit institutions in the sample to report them separately. The estimates in this indicator differ from those in indicator 18 because the populations differ. This indicator deals with entering freshmen of all ages in 2000 while indicator 18 examines a cohort (1992 12th-graders who enrolled in postsecondary education).

SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of Education, NCES, Postsecondary Education Quick Information System (PEQIS), “Survey on Remedial Education in Higher Education Institutions,” fall 2000.

SOURCE: http://www.postsecondary.org/archives/Posters/192Chart1.pdf

COLLEGE COST COMPARISON

SOURCE: The College Board 2006, MAP: TIME, November 6, 2006

Student Success Trends

SOURCE: ACT, 2007

SOURCE: ACT, 2007

Financial considerations the most common reason for leaving college

0%

5%

10%

15%

20%

25%

30%

35%

40%

Reasons for discontinuingpostsecondary education

Financial reasons

Other

Family responsibilities

Class not available / schedulinginconvenient

Dissatisfaction with program / school /campus / faculty

Completion of degree / certificate

Academic problems

Finished taking desired classes

Personal health reasons

Traumatic experience

Military service

SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (National Center for Education Statistics)

MOBILITY OF COLLEGE STUDENTS: Percentage of freshmen who had graduated from high school in the previous 12 months attending a public or private not-for-profit 4-year college in their

home state: Fall 2006

NOTE: Includes first-time postsecondary students who were enrolled at public and private not-for-profit 4-year degree-granting institutions that participated in Title IV federal financial aid programs. See supplemental note 9 for more information. Foreign students studying in the United States are included as out-of-state students. See supplemental note 1 for a list of states in each region.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall 2006 Integrated Postsecondary Education Data System (IPEDS), Spring 2007.

Female Enrollments Exceed 57% of All College Students

SOURCE: NCES, The Condition of Education 2006, pg. 36

NATIONWIDE HS SENIORS ACT TESTED 2001-2007

0

200000

400000

600000

800000

1000000

1200000

1400000

2001 2002 2003 2004 2005 2006 2007

All Students

Female

Male

SOURCE: ACT

Top Twenty Graduate Degrees Searched for on gradschools.com since 2004

1. History 2. Physical Therapy 3. Journalism

Communications 4. Social Work 5. Fashion & Textile

Design 6. Clinical Psychology 7. Law 8. Architecture 9. Biology 10. Creative Writing

11. Physician Assistant 12. Sports Administration 13. MBA 14. Fine Arts 15. International Relations 16. Art Therapy 17. Counseling & Mental Health

Therapy 18. Public Health 19. Educational & School

Counseling 20. School Psychology

HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93 bachelor’s degree recipients who had earned an advanced degree by

2003, by bachelor’s degree field of study and highest degree attained

# Rounds to zero.

NOTE: Master’s degrees include students who earned a post-master’s certificate. First-professional programs include Chiropractic (D.C. or D.C.M.), Pharmacy (Depart), Dentistry (D.D.S. or D.M.D.), Podiatry (Pod.D. or D.P.), Medicine (M.D.), Veterinary Medicine (D.V.M.), Optometry (O.D.), Law (L.L.B. or J.D.), Osteopathic Medicine (D.O.), or Theology (M.Div., M.H.L., or B.D.). Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September 2005).

National Trends Summary

1. Decreasing numbers of high school graduates in the Midwest and Northeast

2. Declining percentage of high school graduates pursuing higher education directly out of high school

3. Increasing numbers of freshmen choosing to start at community colleges

4. Increasing diversity and financial need of future high school graduates

5. Increasing dependence on student loans and a larger percentage of household income needed to pay for college

6. Continued growth in the college student gender gap 7. Ongoing interest declines for non-biology STEM majors

SEM Strategies for Success

1. Increase Student Retention2. Reach-out Further in Student Markets3. Increase College Participation in Primary

Markets4. Look for Post Retirement Student

Opportunities - Certificate Programs5. Focus on Transfers from 2-year Colleges6. Further develop Graduate Outreach and

Graduate Certificate Programs

The Entire Campus Must be Engaged in the Solution

“Changing demographics is not simply an issue for enrollment managers—and enrollment managers cannot “do magic” to perpetuate the status quo.

Trustees, presidents, deans, faculty, and other administrators need to engage in some serious strategic planning to project manageable goals, not only from the institution’s perspective, but also from the perspective of providing access and opportunity to this new group of students.”

SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”

Additional SEM Professional Development

AACRAO’s Annual SEM Conference:

• November 16-19, Anaheim, California

• www.aacrao.org

EPI’s Fall Leadership Institute: A Focuson Student Success and SEM

• October 23-25, Tucson, Arizona• www.educationalpolicy.org

QUESTIONS?

admission vs. enrollment management: separate but equal? shani lenore-jenkins, assistant vice...

Documents