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
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
Traditional Enrollment PerspectiveTraditional Enrollment Perspective
The Student Success ContinuumThe Student Success Continuum
Recruitment / Recruitment / MarketingMarketing
AdmissionAdmission
OrientationOrientationCo-curricular Co-curricular
supportsupportDegree/goal Degree/goal attainmentattainment
Academic Academic supportsupport RetentionRetention
Financial Financial AidAid
Student’s college careerStudent’s college career
Classroom Classroom experienceexperience
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
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
months of Grad• Ave. Starting Salary in 2008: +$56,000
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?