the new school almanac & trends 2014
DESCRIPTION
The new Almanac & Trends (formerly called Fact Book) provides key institutional data about The New School. It is a reference for data users who need summary data at both university and College levels with historic trends and growth patterns.TRANSCRIPT
Introduction - 2
This new Almanac & Trends (formerly called Fact Book) is one of three vehicles that provide key institutional data about The New School. All three vehicles, as described below, are based on a common core of consistently defined data, and are produced collaboratively by the Office of Institutional Research and Effectiveness, the Data and Reporting Group, and Marketing and Communication, with feedback and input from academic and administrative staff and leadership.
Argos Analysis Tools are interactive and designed as a deep dive into data at the program level, allowing users to ask and answer specific questions. These tools are designed particularly for The New School administrators engaged in a range of micro-level data reporting, planning and assessment projects.
The new Fact Book highlights selected facts that tell our extraordinary story. We use design, animation, and a love of creativity to bring our remarkable data to life. This piece provides a snapshot of our university for anyone looking to learn more about what sets our school apart.
This Almanac & Trends is less of a deep dive but more than a high-level summary. It is a reference for data users who need a fuller range of summary data at both university and college levels with historic trends and growth patterns.
A Guide to Data at The New School
PAULA MAASASSOCIATE PROVOST FOR INSTITUTIONAL RESEARCH AND [email protected]
Introduction - 3
Our Commitment to Robust and Consistent Data Reporting
Over the last few years several factors have converged to increase the need for access to quality data, analysis and information about higher education in general, and The New School in particular. Changes in University organization, leadership and preparation for our regional re-accreditation served to make the University community more aware of our data and the need to understand trends. External calls for increased accountability to accreditors, government and consumers require us to be cognizant of our data in social and economic context. We are committed to providing internal and external data users with timely and accurate data that will drive relevant insight for effective decision-making processes.
Please reach out to us for clarifications or with ideas to further improve the way we report and present data. By continually responding to inquiries and feedback from those who rely on institutional data, we will continue to produce reliable, unique and well-designed reports to inform planning and assessment.
Access to Argos Analysis Tools
DaRG website (https://sites.google.com/a/newschool.edu/datawarehouse/)Feedback: [email protected]
Introduction - 4
In an ongoing effort to assist data producers and consumers to develop and maintain a common understanding and interpretation of data, we have placed functional definitions of data in the introduction page of each section. In some tabulations, the relevant definitions are presented again for clarity. These definitions were developed in collaboration with data custodians at The New School in the context of those widely accepted in the higher education community (such as the glossary maintained by the federal Integrated Postsecondary Education Data System (IPEDS)). This ensures that The New School data presented here is comparable with other institutions’ data. Definitions are also formally codified in The New School’s Data Cookbook.
The data reporting and visualization used in this Almanac was consistently guided by a comprehensive diagram of Student Enrollment Classification (Page 13).
The development of functional definitions, as described above, required new and more logical ways to classify data in ways that better reflect The New School’s activities. Therefore, the time-series data (starting from 2004) has gone through rigorous validation. In many cases, this resulted in differences of data reported here compared with data reported in the previous Fact Books. We recommend that current data as presented within this The New School Almanac & Trends be compared to the historical trend data reported here, and not compared to that in previous years’ Fact Books. This inaugural version of The New School Almanac & Trends, and related Fact Sheet, should be considered the official reference of data from this point forward.
Notes
Functional Data definitions
Student Enrollment Classifications
Robustly-validated data
Introduction - 5
The Office of Institutional Research and Effectiveness (OIRE) would like to thank the following for reviewing this report and providing with their invaluable feedback and ideas.
David Rosenberg, Marketing & CommunicationsDeborah Bogosian, President’s OfficeEren Hock, Provost’s Office (past appointment)Meghan Hefferan, Provost’s OfficePat Baxter, Provost’s Office
This publication would not have been possible without our collaboration with our lead designer, Ms. Dongin Shin, a graduate of Parsons MFA Transdisciplinary Design ‘15. Her systems thinking approach and collaborative design-led research skills were instrumental to the realization of our vision.
Acknowledgment
Introduction - 6
All StudentsEnrollmentDegrees/Awards
New StudentsApplicationsAdmissionsEnrollment
Student Progress & OutcomesGraduation Rates
International StudentsEnrollment
Faculty and Staff Profile
Financial, Library and Physical Resources
Table of Contents
107
125
110
126
107
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N/A
134
1456
1856
1856/58
41-
64 68 64/68
98 -
N/A
-
N/A
-
N/A
7065 65/70 --
-7266 66/72
University CollegeUndergraduate/
Graduate Degree
This data represents the most often requested summary data. Additional data summaries are available to the campus community through the Argos Analysis Tools or the Office of Institutional Research and Effectiveness.
Introduction - 7
Table of Contents
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126
N/A
128
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107
128
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125
44 33 52 32 23
100 99 - 99 101
--- - N/A-
N/A
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-
N/A
-
-
N/A
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-88 78 9090
Gender Ethnicity AgeGeographic
Origin Time Status
Introduction - 8
Students are categorized by two distinct, overlapping methods:
Effort ApproachCredit
• Earning credits toward a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• Earning credits to transfer to another college or university (e.g. visiting students)• Earning credits for personal or professional development, with a transcripted record
Non-Credit• Continuing, professional, executive, or pre-college education courses (may be for non-credit certificate, but not necessarily)• Continuing, professional, executive, or pre-college student in a for- credit course not earning credit
Intended Outcome ApproachDegree Seeking
• Intended outcome is a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• May not be enrolled for credit in a given term
1. Maintaining status graduate students2. Mobility out or study abroad students
Non-Degree Seeking• Enrolled in credit or non-credit courses, and not intending to receive a recognized New School degree or certificate. • Visiting from anther institution • Students taking courses for personal or professional skill development (either credit or non-credit)
Introduction - 9
credit
Degree seeking non-Degree seekiing
noncredit
Degree SeekingNon-Degree Visiting Students Non-Degree General CreditContinuing EducationNon-Credit Certificate
Section 1 - All Students
The metrics in this section describe the credit and non-credit enrollment of the entire population of students. These metrics include enrollment by demographics such as race/ethnicity, geographic origin, gender, age, and time status.
Section 1 - 12
Definitions:
CREDIT ENROLLMENT refers to the headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-Degree, General Credit, and Visiting students.
Exclusions are: Non-Credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.
CONTINUING EDUCATION comprises the broad spectrum of alternative learning opportunities - across disciplines, interests, formats and fields - designed for a non-traditional student body. Included are all academic courses and programs, on-site and online, which are accessible to the public at large (children, teens, executives, post-graduates, lifelong learners).
FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual.
GENERAL CREDIT STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School. There is no formal admissions process, and students typically register on a course-by-course basis.
MOBILITY-IN see “VISITING STUDENTS”
MOBILITY-OUT is a student who is matriculated at The New School for a given semester, but is enrolled at an institution outside The New School during that same semester. These students are grouped with degree-seeking students for reporting purposes, but are often not credit-seeking.
NON-CREDIT ENROLLMENT refers to the headcount of students who are enrolled in non-credit certificates or continuing education.
NON-DEGREE STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School.
Section 1 - 13
Non-Degree students are part of a group which includes Mobility-In and Visiting students.
NON-RESIDENT ALIENS are non- U.S. citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students” and additional details may be found in Section 4.
RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. citizens. Federal reporting requirements have been followed in aggregating and reporting this data.
SITELINE describes a course that has the majority of its delivery online and a minority of its delivery onsite/on campus, making it a hybrid. It is specifically identified this way (rather than “Online, On Campus”) because some external agencies measure these courses in differing ways.
STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.
STUDENT TIME STATUS, denoted as either full-time or part-time, refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.
VISITING STUDENTS are matriculated at a different institution, but are enrolled in credit-bearing courses at The New School. Visiting students are part of a group which includes Mobility-In and Non-Degree students. There is an application process for admission.
Section 1 - 14
CREDIT Degree seeking Associate, Bachelors, Masters, Doctoral Diploma & Certificate
Non-degree seeking Continuing Education Non-degree Visiting Student NON-CREDIT Degree seeking Associate, Bachelor, Masters Non-degree seeking Continuing Education Non-Credit & Non-Credit Certificate Associate, Bachelor, Masters
Total Headcount
Table 1. Credit and Non-credit Enrollment
Credit and Non-credit Enrollment
Data Interpretation GuideIn accordance with IPEDS (Integrated Postsecondary Education Data System) definitions and standard reporting, certain students may be classified as ‘Degree-seeking and Non-credit’. For example, suppose in Fall 2014 a typical degree-seeking student is enrolled in for-credit course/s at The New School-Paris campus. This student is counted as ‘Degree-seeking and Non-credit’ in the Fall 2014 enrollment report. In addition, due to external reporting guidelines, students enrolled in degree programs at the Paris campus will be counted as non-credit and non-degree, because their degree will be awarded at a branch campus not within the United States. Enrollments were organized in this format to permit direct comparison to publically available IPEDS data. Members of the campus community may use additional analysis tools and reports available to explore this further.
Section 1 - 15
University Summary
2004
8,858
8,079
7,933
146
779
327
387
65
7,092
58
7,034
5,624
1,398
12
15,950
2005
9,040
8,556
8,422
134
484
297
93
94
6,567
65
6,502
5,011
1,482
9
15,607
2006
9,128
8,726
8,574
152
402
247
86
69
5,780
85
5,695
4,167
1,516
12
14,908
2007
9,692
9,276
9,138
138
416
253
89
74
5,378
66
5,312
3,933
1,372
7
15,070
2008
10,106
9,700
9,520
180
406
231
97
78
3,986
59
3,927
2,512
1,400
15
14,092
2009
10,471
10,144
10,001
143
327
168
75
84
3,432
52
3,380
2,015
1,358
7
13,903
2010
10,736
10,396
10,251
145
340
157
87
96
3,249
49
3,200
1,812
1,374
14
13,985
2011
10,765
10,452
10,279
173
313
141
77
95
3,037
42
2,995
1,701
1,289
5
13,802
2012
10,406
10,225
10,061
164
181
0
106
75
2,952
54
2,898
1,616
1,280
2
13,358
2013
10,301
10,035
9,895
140
266
91
96
79
2,995
100
2,895
1,503
1,337
55
13,296
2014
10,381
10,084
9,952
133
297
88
67
141
2,831
101
2,730
1,366
1,275
89
13,212
Section 1 - 16
University Summary
Figure 1. Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate
Table 1a. Credit and Non-credit enrollemnt by Degree Level
Total
Associate
Bachelors
Masters
Doctoral
Diploma & Certificate
Total
Associate, Bachelors, Masters, Doctoral, Diploma & Certificate
Visiting Students
Non-degree
Continuing Education
Non-Credit & Non-Credit Certificate
12,000
10,000
8,000
6,000
4,000
2,000
0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
10,2758,149
4,280
2,597
535591
5,866
2,845880551
0
2,000
4,000
6,000
8,000
10,000
12,000
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Total Associate
Bachelor Masters
Doctoral Diploma & Certificate
Total
Bachelor
Doctoral
Associate
Masters
Diploma & Certificate
Section 1 - 17
2004
8,149
535
4,280
2,597
591
146
2004
15,950
8,149
65
387
5,951
1,398
2005
8,630
736
4,580
2,603
577
134
2005
15,607
8,630
94
93
5,308
1,482
2006
8,823
801
4,747
2,516
607
152
2006
14,908
8,823
69
86
4,414
1,516
2007
9,349
859
5,151
2,603
598
138
2007
15,070
9,349
74
89
4,186
1,372
2008
9,776
960
5,331
2,695
609
181
2008
14,092
9,774
78
97
2,743
1,400
2009
10,203
1,021
5,606
2,883
550
143
2009
13,903
10,203
84
75
2,183
1,358
2010
10,460
999
5,743
2,990
582
146
2010
13,985
10,459
96
87
1,969
1,374
2011
10,499
947
5,816
2,964
599
173
2011
13,802
10,499
95
77
1,842
1,289
2012
10,281
895
5,807
2,847
568
164
2012
13,358
10,281
75
106
1,616
1,280
2013
10,191
866
5,835
2,792
556
142
2013
13,296
10,190
79
96
1,594
1,337
2014
10,275
880
5,866
2,845
551
133
2014
13,212
10,275
141
67
1,454
1,275
Section 1 - 18
Total Undergraduate
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing ArtsContinuing Education
Total Graduate-level
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing ArtsContinuing Education
Total Undergraduate and Graduate-level
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education
1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students
Table 2. Credit Enrollment: Degree seeking and non-degree seeking
Growth Rate
College-level Summary
1%
0%2%0%
11%-3%
0%
16%-1%-7%0%
1%
2%-1%2%
-5%7%
-3%
-1%
5%-0%33%
8%-48%
-1%
80%-14%-15%
-5%
-1%
13%-14%
0%-20%
3%-48%
24%
59%50%38%
-31%-73%
5%
100%-16%
1%-26%
17%
65%-16%50%
-13%-29%-73%
1 Yr.2013 v. 2014
5-Yr.2009 v. 2014
10-Yr.2004 v. 2014
Section 1 - 19
2004
5,502
2,693997759726327
3,356
4421,1161,424
3740
8,858
3,1351,116
9972,1831100
327
2005
5,720
2,9951,126
829473297
3,320
4301,0901,472
3280
9,040
3,4251,0901,1262,301
801297
2006
5,857
3,1551,188
806461247
3,271
4181,1071,412
3340
9,128
3,5731,1071,1882,218
795247
2007
6,369
3,5431,329
802442253
3,323
4111,1141,468
3300
9,692
3,9541,1141,3292,270
772253
2008
6,645
3,8001,399
738477231
3,461
4251,1211,593
3220
10,106
4,2251,1211,3992,331
799231
2009
6,908
4,0901,487
700463168
3,563
4911,0841,695
3930
10,471
4,5811,0841,4872,395
756168
2010
7,014
4,1991,546
677435157
3,722
5571,0961,776
2930
10,736
4,7561,0961,5462,453
728157
2011
7,043
4,2661,527
656457137
3,722
5851,0881,755
2904
10,765
4,8511,0881,5272,411
747141
2012
6,799
4,2711,471
589468
0
3,607
6591,0181,649
2810
10,406
4,9301,0181,4712,238
7490
2013
6,777
4,2971,468
470451
91
3,524
761945
1,540278
0
10,301
5,058945
1,4682,010
72991
2014
6,844
4,2901,493
472501
88
3,537
885937
1,438277
0
10,381
5,058937
1,4931,910
77888
Section 1 - 20
Total Undergraduate
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing ArtsContinuing Education
Total Graduate-level
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
Total Undergraduate and Graduate-level
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education
1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students
Table 3. non-Credit Enrollment: Degree seeking and non-degree seeking
Growth Rate
College-level Summary
-6%
-6%32%
6%-3%-9%
250%
750% 200%
25%-
-5%
-4%200%
32%7%
-3%-9%
-18%
-29%61%19%
-21%-32%
300%
-200%
0%-
-18%
32%200%
61%-19%-21%-32%
-60%
-23%107%
57%4%
-76%
75%
750%-
-62%-
-60%
25%-
107%-57%
4%-76%
1 Yr.2013 v. 2014
5-Yr.2009 v. 2014
10-Yr.2004 v. 2014
Section 1 - 21
2004
7,076
63714
345456
5,624
16
20
131
7,092
6390
14358457
5,624
2005
6,552
58622
289644
5,011
15
03
120
6,567
5863
22301644
5,011
2006
5,771
63723
308636
4,167
9
0180
5,780
6371
23316646
4,167
2007
5,359
55619
244607
3,933
19
02
161
5,378
5562
19260608
3,933
2008
3,973
64922
189601
2,512
13
1381
3,986
6503
22197602
2,512
2009
3,425
60718
186599
2,015
7
0250
3,432
6072
18191599
2,015
2010
3,240
66318
179568
1,812
9
0351
3,249
6633
18184569
1,812
2011
3,032
61216
145558
1,701
5
0320
3,037
6123
16147558
1,701
2012
2,949
68624
117506
1,616
3
1020
2,952
6870
24119508
1,616
2013
2,987
83022
141491
1,503
8
2240
2,995
8322
22145491
1,503
2014
2,803
78329
150475
1,366
28
17650
2,831
8006
29155475
1,366
Section 1 - 22
Definition
FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. While there are many acceptable methods for the calculation of FTE, the method used throughout the Almanac is 1 full-time student equals 1 FTE. 1 part-time student equals 1/3 FTE.
CREDIT AND NON-CREDIT ENROLLMENT BY HEADCOUNT AND FULL-TIME EQUIVALENT (FTE)
HeadcountFull-time (A)Part-time
FTE of Part-time1 (B)
Total Full-time Equivalent (FTE) (A+B)
1 Part-time headcount multiplied by 1/3
Section 1 - 23
University Summary
Table 4. Headcount and Full-time Equivalent (FTE)
Table 5. Undergraduate and graduate-level Headcount and Full-time Equivalent (FTE)
HeadcountUndergraduateGraduate-level
FTEUndergraduateGraduate-level
2004
15,9506,5169,434
3,144
9,660
2005
15,6076,9068,701
2,900
9,806
2006
14,9087,1277,781
2,593
9,720
2007
15,0707,6327,438
2,479
10,111
2008
14,0927,8846,208
2,069
9,953
2009
13,9038,3355,568
1,856
10,191
2010
13,9858,7145,271
1,757
10,471
2011
13,8028,7505,052
1,684
10,434
2012
13,3588,4924,866
1,622
10,114
2013
13,2968,5624,734
1,578
10,140
2013
13,2969,7643,532
10,1407,2702,870
2014
13,2128,7484,464
1,488
10,236
2014
13,2129,6523,560
10,2367,2792,957
Section 1 - 24
The New School Parsons School of Design The New School for Social ResearchSchools of Public EngagementEugene Lang College of Liberal ArtsLang/Jazz BA/BFALang/Parsons BA/BFACollege of Performing ArtsContinuing Education
The New School Parsons School of Design The New School for Social ResearchSchools Public EngagementEugene Lang College of Liberal ArtsLang/Jazz BA/BFALang/Parsons BA/BFACollege of Performing ArtsContinuing Education
FALL 2013
FALL 2014
Note: Includes credit and non-credit enrollment
Section 1 - 25
College-level Summary
Table 6. Undergraduate Headcount and Full-time-Equivalent (FTE)
Headcount Full-time Equivalent (FTE)
3,741 1,157
0373
187
3529
1,591
Part-time(B)
3,5591,103
5401
9306
5011,450
7,270 4,356
0362
261,189
214589533
Total FTE(E)=(A)+(D)
7,2794,338
2355
1,22429
203641487
9,764 5,127
0611
271,247
216942
1,594
Total(C)=(A)+(B)
9,6525,073
5622
1,28629
207976
1,454
6,023 3,970
0238
261,160
213413
3
Full-time(A)
6,093 3,970
0221
1,19329
201475
4
1,247 386
0124
029
1176530
Part-time(D)=(B)*0.33
1,186368
2134
3102
166483
Section 1 - 26
The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
FALL 2013
FALL 2014
Note: Includes credit and non-credit enrollment
Section 1 - 27
college-level Summary
Table 7. Graduate-level Headcount and Full-time Equivalent (FTE)
Headcount Full-time Equivalent (FTE)
993 61
276652
4
Part-time(B)
905 55
273574
3
2,870 722763
1,109275
Total FTE(E)=(A)+(D)
2,957 865756
1,060275
3,532 763947
1,544278
Total(C)=(A)+(B)
3,560 902938
1,443277
2,539 702671892274
Full-time(A)
2,655 847665869274
331 2092
2171
Part-time(D)=(B)*0.33
302 1891
1911
Section 1 - 28
DEFINITION: A description of the delivery method of a course. Possible values for courses are online, siteline, and on campus. Possible values for students (who may be registered for multiple courses) in a given term are: On Campus; Online; Sitleline; Online and On campus; Online and Siteline; On campus and Siteline; On campus, Online, and Siteline.
ONLINE and ON CAMPUS HEADCOUNT
Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Undergraduate
Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Graduate
Section 1 - 29
University Summary
EACH CATEGORY IN TABLES 8&9 BELOW IS DESCRIBED AS: Online: 100% online Mixed: (a) Online, On Campus + (b) Online, Siteline + (c) Online, Siteline, On CampusOn Campus: (a) 100% On Campus + (b) Siteline + (c) Siteline, On Campus
Table 8. Undergraduate Online and On campus Enrollment
Table 9. Graduate-level Online and On campus Enrollment
2004
4,88499
3634,422
7,694124
637,507
12,578
2004
3,253101
743,078
11911
117
3,372
2005
5,38398
4294,856
6,889126
856,678
12,272
2005
3,23870
1153,053
9711
95
3,335
2006
5,611122535
4,954
6,017143
735,801
11,628
2006
3,20068
1093,023
8002
78
3,280
2007
6,070158565
5,347
5,658129
495,480
11,728
2007
3,2729981
3,092
7000
70
3,342
2008
6,369175639
5,555
4,249127
674,055
10,618
2008
3,390105224
3,061
8401
83
3,474
2009
6,686190686
5,810
3,647113
593,475
10,333
2009
3,510114308
3,088
6022
56
3,570
2010
6,783171692
5,920
3,471196
873,188
10,254
2010
3,662151333
3,178
6910
68
3,731
2011
6,830198651
5,981
3,245239
992,907
10,075
2011
3,664164277
3,223
6321
60
3,727
2012
6,757211589
5,957
2,991239
752,677
9,748
2012
3,522161216
3,145
8810
87
3,610
2013
6,678153593
5,932
3,086246
672,773
9,764
2013
3,457183179
3,095
7512
72
3,532
2014
6,695211621
5,863
2,957263
562,638
9,652
2014
3,490208188
3,094
7001
69
3,560
Section 1 - 30
Degree-seeking Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement Non-degree seeking Parsons School of Design Schools of Public Engagement College of Performing Arts Continuing Education Total Undergraduate
Degree-seeking Parsons School of Design Schools of Public Engagement Non-degree seeking Schools of Public Engagement Continuing Education Total Graduate-level
Section 1 - 31
University Summary
Table 10. Undergraduate Online Enrollment (Headcount)
Table 11. Graduate-level Online Enrollment (Headcount)
2004
9912
780
12422
90
93
223
2004
1013
98
110
102
2005
9842
92
1262319
084
224
2005
700
70
110
71
2006
12252
115
1433123
089
265
2006
670
67
000
67
2007
15813
2143
1292
180
109
287
2007
990
99
000
99
2008
17535
2138
1274
220
101
302
2008
1050
105
000
105
2009
19061
2127
1134
200
89
303
2009
1140
114
220
116
2010
17172
495
1961870
0108
367
2010
1510
151
110
152
2011
19883
3112
23915
1030
121
437
2011
1640
164
211
166
2012
21191
6114
2396
1271
105
450
2012
16121
140
110
162
2013
15374
673
24612
1460
88
399
2013
18343
140
110
184
2014
21187
5119
26314
1620
87
474
2014
20860
148
000
208
Section 1 - 32
DEFINITION: Students from different ethnic groups refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.
CREDIT AND NON-CREDIT ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN
Non-Resident AliensU.S. Citizens
Ethnic GroupsWhiteNot Reported
Non-Resident AliensU.S. Citizens
Ethnic GroupsWhiteNot Reported
Section 1 - 33
University Summary
Table 12. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin
Figure 2. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%)
2004
1,854
2,2363,8068,054
15,950
2004
11.6
14.023.950.5
2005
1,995
2,3494,0387,225
15,607
2005
12.8
15.125.946.3
2006
2,095
2,3994,0096,405
14,908
2006
14.1
16.126.943.0
2007
2,210
2,5674,1966,097
15,070
2007
14.7
17.027.840.5
2008
2,333
2,8174,3244,618
14,092
2008
16.6
20.030.732.8
2009
2,392
2,9894,4534,069
13,903
2009
17.2
21.532.029.3
2010
2,609
2,8344,5783,964
13,985
2010
18.7
20.332.728.3
2011
2,823
2,9324,6183,429
13,802
2011
20.5
21.233.524.8
2012
2,970
2,9754,3633,050
13,358
2012
22.2
22.332.722.8
2013
3,243
2,9874,1062,960
13,296
2013
24.4
22.530.922.3
2014
3,502
3,0413,8262,843
13,212
2014
26.5
23.029.021.5
0.0
20.0
40.0
60.0
80.0
100.0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Unreported by Students International Ethnic Groups White
Percent
100.0
80.0
60.0
40.0
20.0
0.02004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
23.929.0
14.023.011.6
26.550.5
21.5
Non Reported International Ethnic Groups White
Section 1 - 34
Hispanic or LatinoNon-Hispanic
American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races
Hispanic or LatinoNon-Hispanic
American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races
Section 1 - 35
University Summary
Table 12a. Credit and Non-credit Enrollment of Different Ethnic Groups
Table 12b. Credit and Non-credit Enrollment of Different Ethnic Groups (%)
2004
568
19790601
0258
2,236
2004
25.4
0.835.326.9
0.011.5
100%
2005
580
23839591
0316
2,349
2005
24.7
1.035.725.2
0.013.5
100%
2006
590
29863550
0367
2,399
2006
24.6
1.236.022.9
0.015.3
100%
2007
643
28919565
0412
2,567
2007
25.0
1.135.822.0
0.016.0
100%
2008
713
371,000
5640
503
2,817
2008
25.3
1.335.520.0
0.017.9
100%
2009
830
441,008
5970
510
2,989
2009
27.8
1.533.720.0
0.017.1
100%
2010
940
371,029
61619
193
2,834
2010
33.2
1.336.321.7
0.76.8
100%
2011
965
241,035
61722
269
2,932
2011
32.9
0.835.321.0
0.89.2
100%
2012
1,032
18975634
16300
2,975
2012
34.7
0.632.821.3
0.510.1
100%
2013
1,002
10915684
12364
2,987
2013
33.5
0.330.622.9
0.412.2
100%
2014
1,092
12876685
7369
3,041
2014
35.9
0.428.822.5
0.212.1
100%
Section 1 - 36
The New School of Social
Research
The New School of Social
Research
Parsons School of
Design
Parsons School of
Design
Non-Resident AliensU.S. Citizens
Ethnic GroupsWhiteNot Reported
Non-Resident Aliens U.S. Citizens
Ethnic GroupsWhiteNot Reported
294
157410
82
943
31.2
16.643.5
8.7
100%
2395
14871339
754
5,975
40.1
24.922.412.6
100%
Section 1 - 37
College-level Summary
Table 13. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014
Table 13a. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%)
Continuing Education
Continuing Education
Schools of Public
Engagement
Schools of Public
Engagement
Eugene Lang College of
Liberal Arts
Eugene Lang College of
Liberal Arts
College of Performing
Arts
College of Performing
Arts
Total
Total
313
681884187
2,065
15.2
33.042.8
9.1
100%
123
480767152
1,522
8.1
31.550.410.0
100%
21.1
14.425.738.8
100%
264
181322486
1253
3,502
3,0413,8262,843
13,212
26.5
23.029.021.5
100%
113
55104
1182
1,454
7.8
3.87.2
81.3
100%
Section 1 - 38
63
13031
032
157
40.1
0.619.119.7
0.020.4
100%
463
3637229
4151
1,487
31.1
0.242.815.4
0.310.2
100%
The New School of Social
Research
The New School of Social
Research
Parsons School of
Design
Parsons School of
Design
Hispanic or LatinoNon-Hispanic
American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races
Hispanic or LatinoNon-Hispanic
American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races
Section 1 - 39
College-level Summary
Table 14. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014
Table 14a. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%)
252
577
2680
79
681
37.0
0.711.339.4
0.011.6
100%
220
177
1053
74
480
45.8
0.216.021.9
0.615.4
100%
42.5
0.019.923.2
0.014.4
100%
77
03642
026
181
1,092
12876685
7369
3,041
35.9
0.428.822.5
0.212.1
100%
17
21910
07
55
30.9
3.634.518.2
0.012.7
100%
Continuing Education
Continuing Education
Schools of Public
Engagement
Schools of Public
Engagement
Eugene Lang College of
Liberal Arts
Eugene Lang College of
Liberal Arts
College of Performing
Arts
College of Performing
Arts
Total
Total
Section 1 - 40
Non-Resident Aliens U.S. Citizens
Hispanic or LatinoNon-Hispanic
American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races
Not Reported
Non-Resident Aliens U.S. Citizens
Hispanic or LatinoNon-Hispanic
American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races
Not Reported
DEGREE/AWARDS LEVEL ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN
Section 1 - 41
University Summary
Table 15. Credit and non-credit enrollment: Undergraduate by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014
Table 15a. Credit and non-credit enrollment: graduate-level by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014
Diploma
DoctoralMasters
Associate
Graduate Certificate
Bachelor
Diploma
Non-credit Certificate, Non-degree
Non-degree
Diploma, Associate, Bachelor
Masters, Doctoral,
Certificate and Diploma
Total
Total
912
2
0100306
21
175
30
22326
0228
2047
551
826
276
1124268
21132
102114
2,845
413467
65
06243
1232
2341
880
19
4
0520
2104
55
1,7364,130
682
7621324
42,038
212242
5,866
35
2
3
1313
57
2,1584,609
749
7684367
52,273
235289
6,767
1055
312
3155296
21394
123168
3,508
2682,617
31
23719
15111
2,366
2,885
21
0
003080
20
52
2,4267,226
780
9721386
52,424
2462,655
9,652
1,076
312
3155299
21,402
123188
3,560
Section 1 - 42
Undergraduate Associates Bachelors Diploma
Graduate-level Masters Doctoral Graduate Certificate Diploma
Total
Section 1 - 43
University Summary
Table 16. Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014
Female Male Total
4,881767
4,10014
2,2141,867
2833331
7,095
1,886113
1,7667
1,294978268
2226
3,180
6,767880
5,86621
3,5082,845
5515557
10,275
Section 1 - 44
Undergraduate - Diploma, Associate, Bachelor (A)
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts Graduate-level - Masters, Doctoral, Diploma, Graduate Certificate (B)
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
Total Undergraduate and Graduate-level (A+B)
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA
Section 1 - 45
College-level Summary
Table 17. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014
Female Full-timeMale Part-timeTotal
4,881
3,3931023
287178
2,214
636459958161
7,095
4,029459
1,0231,245
339
5,954
3,8691,393
221471
2,637
843653867274
8,591
4,712653
1,3931,088
745
1,886
928450191317
1,294
261445472116
3,180
1,189445450663433
813
45280
25724
871
54251563
3
1,684
506251
80820
27
6,767
4,3211,473
478495
3,508
897904
1,430277
10,275
5,218904
1,4731,908
772
Section 1 - 46
Undergraduate - Diploma, Associate, Bachelor (A)
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Graduate-level - Masters, Doctoral, Diploma and Certificate (B)
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
Total Undergraduate and Graduate-level (A+B)
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
Section 1 - 47
College-level Summary
Table 17a. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%)
Female Full-timeMale Part-timeTotal
72.1
78.569.5
6036.0
63.1
70.950.8
6758.1
69.1
77.250.869.565.343.9
88.0
89.594.646.295.2
75.2
9472.260.698.9
83.6
90.372.294.6
5796.5
27.9
21.530.5
64.0
36.9
29.149.2
3341.9
30.9
22.849.230.534.756.1
12.0
10.55.4
53.84.8
24.8
627.839.4
1.1
16.4
9.727.8
5.443
3.5
6,767
4,3211,473
478495
3,508
897904
1,430277
10,275
5,218904
1,4731,908
772
Section 1 - 48
Undergraduate - Diploma, Associate, Bachelor (A)
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Graduate-level - Masters, Doctoral, Diploma and Certificate (B)
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
Total Undergraduate and Graduate-level (A+B)
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
Section 1 - 49
College-level Summary
Table 18. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014
Other U.S. States Not ReportedTotalNon-Resident
Aliens New York
2,942
1599940159244
1,265
285274586120
4,207
9401,873
285745364
309
207454611
234
1364552
1
543
45252136
9812
6,767
4,3211473
478495
3,508
904897
1,430277
10,275
1,4735,218
9041,908
772
2,158
1859105
50144
1,055
281425233116
3,213
1052,284
281283260
1,358
656383223
96
954
202153559
40
2,312
383809202782136
Section 1 - 50
Undergraduate - Diploma, Associate, Bachelor (A)
Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Graduate-level - Masters, Doctoral, Diploma and Certificate (B)
Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
Total Undergraduate and Graduate-level (A+B)
Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
Section 1 - 51
College-level Summary
Table 18a. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)
54.432
5.48.2
100%
26.640.322.1
11100%
3.371.1
8.78.88.1
100%
6714.614.9
3.5 100%
58.119.222.2
0.5100%
8.346.4
2518
2.3100%
63.921.8
7.17.2
100%
25.825.640.8
7.8 100%
14.350.8
8.818.6
7.5100%
86.14.92.36.7
100%
21.216
58.64.2
100%
16.635
8.733.8
5.9100%
48.328.216.4
7.1100%
22.521.746.3
9.5100%
22.344.5
6.817.7
8.7100%
Other U.S. States Not ReportedTotalNon-Resident
Aliens New York
Section 1 - 52
University Summary
Table 19. Undergraduate Enrollment by Age
Figure 3. Undergraduate Enrollment by age: Trend in Proportion by category
Under 18 18-1920-2122-2425-2930-3435-3940-4950-6465 and overAge Unknown
Under 18 18-1920-2122-2425-2930-3435-3940-4950-6465 and overAge Unknown
2009
8461,8612,0951,5631,352
621328385415452415
10,333
2010
7801,9142,1601,6081,284
579308380433445363
10,254
2011
7641,8712,2141,6481,258
555297332398445293
10,075
2012
7511,8102,2231,7121,134
492238276314433365
9,748
2013
7242,0262,2121,6391,119
457227290289439342
9,764
2014
7762,0412,3221,6411,105
450253300294422
48
9,652
Low
7.4%
20.3%
15.1%
11.4%
4.7%
2.3%
2.8%
3.0%
4.3%
0.5%
High
8.2%
24.1%
17.6%
13.1%
6.0%
3.2%
3.7%
4.2%
4.5%
4.0%
2009 2010 2011 2012 2013 2014
Section 1 - 53
University Summary
Table 20. Graduate-level Enrollment by Age
Figure 4. Graduate-level Enrollment by Age: Trend in proportion by category
Under 18 18-1920-2122-2425-2930-3435-3940-4950-6465 and overAge Unknown
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age Unknown
2009
00
38795
1,435635306228111
1111
3,570
2010
00
46869
1,528643316201118
73
3,731
2011
02
49885
1,503659287223107
102
3,727
2012
0 1
41860
1,430628292227107
618
3,610
2013
00
38879
1,393653274190
9771
3,532
2014
01
38908
1,393643298181
8413
1
3,560
Low
1.1%
22.3%
39.1%
17.2%
7.7%
5.1%
2.4%
0.2%
0.0%
High
1.3%
25.5%
41.0%
18.5%
8.6%
6.4%
3.2%
0.4%
0.5%
2009 2010 2011 2012 2013 2014Notes:18-19 years old = 0.1% in 2011 and zero in other yearsUnder 18 = zero in all years
Section 1 - 54
Section 1 - 55
Schools of Public EngagementBachelors Bachelor of Arts Bachelor of Fine Arts Bachelor of ScienceNon-Credit Certificate
19213776154655
18513776154655
Headcount Awards2013-2014
Degrees/awards
This sub-section refers to the total number of (credit and non-credit) degrees, diplomas, and certificates awarded and the number of students receiving such awards, as of the degree freeze date.
The Headcount and Award Count will differ depending upon the level of granularity. For example, a student receiving both a Non-Credit Certificate and a Bachelor of Science in the same year and at the same College, would be counted once under Headcount and once under Awards Count in the total row for both the Non-Credit Certificate and total row for the Bachelor of Science. As such, this student would be counted twice under Award Count and once under Headcount in the total row for the Division (see example below).
DATA INTERPRETATION GUIDEIn 2013-2014, the difference of seven between Awards (n=192) and Headcount (n=185) means that there were seven students who completed more than one of the awards indicated (in this case, completed both a non-credit certificate and bachelors degree in the same year.)
Section 1 - 56
College-level Summary
Table 21. Undergraduate Headcount and degree Awards
Parsons School of Design
Eugene Lang College of Liberal Arts
Schools of Public Engagement
College of Performing Arts
All Undergraduate
Associate in Applied ScienceBachelors
Bachelor of ArtsBachelor of Business AdminBachelor of Fine ArtsBachelor of Science
Non-Credit Certificate
Bachelor of ArtsBachelor of Fine ArtsBachelor of Science
BachelorsBachelor of ArtsBachelor of Fine ArtsBachelor of Science
Non-Credit Certificate
Associates DiplomaBachelors
Bachelor of Fine Arts Bachelor of MusicBachelor of ScienceUndergraduate Diploma
Non-Credit Certificate
2009-2010
1,189446681
0140540
162
277276
01
258214
98397755
1154
1117929
301
1,827
1,190447681
0140540
162
277276
01
270214
98397756
1154
1117929
301
1,853
Headcount Awards
Section 1 - 57
2010-2011 2010-2011 2012-2013 2013-2014
1,176448686
0145540
142
326326
00
230192
88426246
1008
926725
000
1,804
1,208455733
1146578
820
317310
16
208166
76355550
1015
966234
000
1,811
1,229412785
0129651
533
317316
01
233176
9038486593
7865231
210
1,844
1,364428893
0183704
644
322319
03
185137
76154655
1044
1026834
000
1,937
1,177448686
0145540
143
326326
00
238192
88426246
1008
926725
000
1,841
1,208455733
1146578
820
317310
16
216166
76355550
1015
966234
000
1,842
1,230412785
0129651
533
317316
01
243176
9038486793
7865231
210
1,883
1,365428893
0183704
644
322319
03
192137
76154655
1044
1026834
000
1,985
Headcount Headcount Headcount HeadcountAwards Awards Awards Awards
Section 1 - 58
College-level Summary
Table 22. Graduate-level Headcount and degree Awards
Parsons School of Design
The New School for Social Research
Schools of Public Engagement
College of Performing Arts
Total Graduate-level
Master
Master of ArchitectureMaster of ArtsMaster of Fine ArtsMaster of Science
Credit Certificate Doctorate
Doctor of PhilosophyDoctor of Social Science
Master Master of ArtsMaster of PhilosophyMaster of Science
Doctor of Philosophy Master
Master of ArtsMaster of Fine ArtsMaster of PhilosophyMaster of Professional StudiesMaster of Science
Credit Certificate Master
Master of Fine Arts Master of Music
Professional Studies Diploma
2009-2010
173173
1932
12200
2465454
0194172
716
5902
569287
9710
18431
12199415822
1,130
173173
1932
12200
2495454
0195172
716
6022
569287
9710
18431
12199415822
1,145
Headcount Awards
Section 1 - 59
2010-2011 2010-2011 2012-2013 2013-2014
200200
2132
14700
2624646
0218204
104
6441
612310102
80
19249
11895415423
1,224
252252
3140
18200
2606464
0197182
105
6634
636367104
11
16358
10984335125
1,284
236232
1640
18004
2576262
0196181
105
6473
626355102
20
16747
11890444628
1,256
294286
1861
16346
8228
7272
0158146
75
6056
577306106
20
16346
10785315422
1,234
200200
2132
14700
2644646
0218204
104
6621
612310102
80
19249
11895415423
1,244
253253
3140
18200
2616464
0197182
105
6984
636367104
11
16358
10984335125
1,321
240236
1640
18004
2586262
0196181
105
6763
626355102
20
16747
11890444628
1,292
296288
1861
16346
8230
7272
0158146
75
6296
577306106
20
16346
10785315422
1,262
Headcount Headcount Headcount HeadcountAwards Awards Awards Awards
Section 2- New Students
The metrics in this section describe new degree-seeking students classified as either full-time/first-time freshmen, undergraduate transfers and new/first-time graduate students. These metrics include numbers of applicants, admitted students, enrollment, admit and yield rates, and demographics such as race/ethnicity, geographic origin, gender and time status (full- or part-time).
Section 2 - 62
DEFINITIONS
ACTIONABLE APPLICATIONS refer to the total number of applications that have fulfilled The New School’s requirements to be considered for admission and that have been assigned one of the following actions: admission, non-admission, placement on waiting list, or application withdrawn by applicant. An applicant may submit actionable applications to more than one school in the university; therefore, an applicant may have multiple actionable applications.
ADMITTED APPLICATIONS refers to the number of students offered admission to The New School. This includes students who deposited and withdrew at a later date or deferred enrollment to a later academic term.
ADMIT RATE refers to the number of admitted applications divided by the number of actionable applications.
CREDIT ENROLLMENT refers to headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-degree, General Credit, and Visiting students. Exclusions are: Non-credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.
FULL-TIME / FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and is attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).
NEW / FIRST-TIME GRADUATE refers to a student who may or may not have taken prior graduate-level classes but is new to The New School at the graduate-level.
NON-CREDIT ENROLLMENT refers to headcount of students who are enrolled in non-credit certificates or continuing education.
Section 2 - 63
NON-RESIDENT ALIENS are non- U.S. Citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students.”
RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. Citizens. Federal reporting requirements have been followed in aggregating and reporting this data.
STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who self-reported as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.
STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.
UNDERGRADUATE TRANSFER STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.
YIELD RATE refers to the number of students who enrolled after having been offered admission. It is calculated by dividing the number of new enrolled students by the number of admitted applicants.
Section 2 - 64
University Summary
Table 23. Actionable Applications
Figure 5. Actionable Applications trend
Table 23a. Actionable Applications Growth Rates
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level
All Students
2009
4,1812,5705,137
11,888
1-Year
13.2%-12.3%
1.4%
3.7%
Growth Rate
2010
4,5562,5705,834
12,960
5 Year
36.7%-22.5%
-0.4%
7.8%
2011
4,8822,5205,658
13,060
2012
4,8702,2985,231
12,399
2013
5,0482,2715,043
12,362
2014
5,7151,9915,114
12,820
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0 2009 2010 2011 2012 2013 2014
Freshmen
Transfers
Graduate Students
Section 2 - 65
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0 2009 2010 2011 2012 2013 2014
Freshmen
Transfers
Graduate Students
Table 24. Admitted applications
Figure 6. Admitted Applications Trend
Table 24a. Admitted applications Growth Rates
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level
All Students
2009
31832,1832,999
8,365
1-Year
13.2%-12.3%
1.4%
3.7%
Growth Rate
2010
33442,0282,989
8,361
5 Year
36.7%-22.5%
-0.4%
7.8%
2011
33811,9402,935
8,256
2012
31681,7693,092
8,029
2013
33631,8063,073
8,242
2014
376615723330
8,668
University Summary
Section 2 - 66
Figure 7. Enrollment Trend
Table 25a. Enrollment Growth Rates
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level Students
2009
1,2061,2081,210
3,624
1-Year
17.6%-19.4%
7.6%
2.5%
Growth Rate
2010
1,2421,1331,288
3,663
5 Year
6.6%-30.5%
8.8%
-5.0%
2011
1,1651,0661,261
3,492
2012
1,116965
1,222
3,303
2013
1,0941,0421,224
3,360
2014
1,286840
1,317
3,443
Table 25. Enrollment
New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level
University Summary
0
1000
2000
3000
4000
2009 2010 2011 2012 2013 2014
4,000
3,000
2,000
1,000
0
14,000
2009 2010 2011 2012 2013 2014
Freshmen
Transfers
Graduate Students
Section 2 - 67
Section 2 - 68
College-level Summary
Table 26. Actionable Applications, Fall 2014
Figure 8a. Undergraduate Freshman: Actionable Applications Trend
Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Total
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
2,929-
1,94655
784
5,714
Under- graduateFreshmen
Under- graduateTransfers
Graduate-level
TotalApplications
1,250-
398177165
1,990
1,941833
-1,344
996
5,114
6,120833
2,3441,5761,945
12,818
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Low
1,988
1,515
6
638
4,181
High
2,929
1,946
55
811
5,714
2009 2010 2011 2012 2013 2014
Note: Applications in Drama for Undergraduates started in Fall 2013
Section 2 - 69
Figure 8b. Undergraduate Transfers: Actionable Applications Trend
Figure 8c. Graduate-level: Actionable Applications Trend
College-level Summary
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Parsons
Social Research
Public Engagement
Performing Arts
Total
Low
1,250
390
137
165
1,990
Low
1,166
780
1,344
991
5,043
High
1,696
440
302
260
2,570
High
1,941
1,043
2,031
1,342
5,834
2009 2010 2011 2012 2013 2014
2009 2010 2011 2012 2013 2014
Section 2 - 70
College-level Summary
Table 27. Admitted Applications, Fall 2014
Figure 9a. Undergraduate Freshmen: Admitted Applications Trend
Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Total
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
1,718-
1,48425
538
3,765
Under- graduateFreshmen
Under- graduateTransfers
Graduate-level
TotalApplications
942-
335172122
1,571
1,066694
-1,135
435
3,330
3,726694
1,8191,3321,095
8,666
Note: Applications in Drama for Undergraduates started in Fall 2013
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Low
1,580
1,125
5
320
3,168
High
1,825
1,484
25
538
3,765
2009 2010 2011 2012 2013 2014
Section 2 - 71
Figure 9c. Graduate-level: Admitted Applications Trend
Figure 9b. Undergraduate Transfers: Admitted Applications Trend
College-level Summary
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Low
942
335
130
107
1,571
High
1,418
362
286
180
2,183
2009 2010 2011 2012 2013 2014
Parsons
Social Research
Public Engagement
Performing Arts
Total
Low
567
602
1,135
341
2,935
High
1,066
793
1,325
435
3,330
2009 2010 2011 2012 2013 2014
Section 2 - 72
College-level Summary
Table 28. Enrollment, Fall 2014
Figure 10a. Undergraduate Freshmen: Enrollment Trend
Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
Total
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
735-
39314
144
1,286
Under- graduateFreshmen
Under- graduateTransfers
Graduate-level
TotalApplications
523-
153114
50
840
481215
-484137
1,317
1,739215546612331
3,443
Note: Applications in Drama for Undergraduates started in Fall 2013
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Low
637
304
3
91
1,094
High
805
393
17
144
1,286
2009 2010 2011 2012 2013 2014
Section 2 - 73
College-level Summary
Figure 10b. Undergraduate Transfers: Enrollment Trend
Figure 10c. Graduate-level: Enrollment Trend
Parsons
Eugene Lang
Public Engagement
Performing Arts
Total
Low
523
153
86
47
840
High
799
205
185
71
1,208
2009 2010 2011 2012 2013 2014
Parsons
Social Research
Public Engagement
Performing Arts
Total
Low
250
168
484
126
1,210
High
481
237
633
139
1,317
2009 2010 2011 2012 2013 2014
Section 2 - 74
College-level Summary
Figure 11. New Students Admit and Yield Rates, Fall 2014
Undergraduate Freshmen
Undergraduate Transfer
Total
Total
Parsons
Parsons
Eugene Lang
Eugene Lang
Admit Rate
Admit Rate
Yield Rate
Yield Rate
PublicEngagement
PublicEngagement
PerformingArts
PerformingArts
65.9%
79.0%
58.7%
75.4%
76.3%
84.2%
45.5%
97.2%
68.6%
73.9%
34.1%
53.4%
42.8%
55.5%
26.5%
45.7%
56.0%
66.3%
26.8%
41.0%
Section 2 - 75
Total Parsons Social Research
Admit Rate Yield Rate
PublicEngagement
PerformingArts
65.1%
54.9%
83.3% 84.4%
43.7%39.5%45.1%
31.0%
42.6%
31.5%
New Graduate-level
Section 2 - 76
College-level Summary
Table 29. Admit Rate (%)
Figure 12. admit Rate Trend
Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total
2009
76.876.075.671.143.8
70.4
2010
67.372.778.468.936.1
64.5
2011
63.674.678.371.637.0
63.2
2012
62.770.875.175.647.5
64.8
2013
62.977.281.580.446.7
66.7
2014
60.983.377.684.556.3
67.6
Parsons
Social Research
Eugene Lang
Public Engagement
Performing Arts
Total
Low
60.9
70.8
75.1
68.9
36.1
63.2
High
76.8
83.3
81.5
84.5
56.3
70.4
2009 2010 2011 2012 2013 2014
Section 2 - 77
Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total
2009
49.629.934.348.634.7
43.3
2010
48.531.633.351.837.1
43.8
2011
45.334.433.351.535.0
42.3
2012
45.927.734.248.131.6
41.1
2013
48.328.228.845.433.7
40.8
2014
46.731.030.045.930.2
39.7
College-level Summary
Table 30. Yield Rate (%)
Figure 13. Yield rate trend
Parsons
Social Research
Eugene Lang
Public Engagement
Performing Arts
Total
Low
45.3
27.7
28.8
45.4
30.2
39.7
High
49.6
34.4
34.3
51.8
37.1
43.8
2009 2010 2011 2012 2013 2014
Section 2 - 78
University Summary
Table 31. New Student Enrollment by Geographic Origin
NEW FRESHMEN
New YorkOther U.S. StatesNon-Resident Aliens
NEW UNDERGRADUATE TRANSFER
New YorkOther U.S. StatesNon-Resident Aliens
NEW GRADUATE-LEVEL
New YorkOther U.S. StatesNon-Resident Aliens
TOTAL
New YorkOther U.S. StatesNon-Resident Aliens
2009
225685252
1,162
285505384
1,174
403495279
1,177
9131,685
915111
3,624
2010
189672312
1,173
288464348
1,100
428572263
1,263
9051,708
923127
3,663
2011
192610318
1,120
257464309
1,030
360552323
1,235
8091,626
950107
3,492
2012
178555341
1,074
219431284
934
370506317
1,193
7671,492
942102
3,303
2013
195499351
1,045
222446339
1,007
286512397
1,195
7031,4571,087
113
3,360
2014
240624372
1,236
197356267
820
331465482
1,278
7681,4451,121
109
3,443
Section 2 - 79
0.0
20.0
40.0
60.0
80.0
100.0
2009 2010 2011 2012 2013 2014
New Figure 14. New Student Enrollment by Geographic Origin (%)
0.0
20.0
40.0
60.0
80.0
100.0
2009 2010 2011 2012 2013 2014
New York Other U.S. States Interna;onal
New
0.0
20.0
40.0
60.0
80.0
100.0
2009 2010 2011 2012 2013 2014
New York Other U.S. States Interna;onal
New
100.0
80.0
60.0
40.0
20.0
0.0
100.0
80.0
60.0
40.0
20.0
0.0
100.0
80.0
60.0
40.0
20.0
0.0
2009 2010 2011 2012 2013 2014
2009 2010 2011 2012 2013 2014
2009 2010 2011 2012 2013 2014
Other U.S. States
Other U.S. States
Other U.S. States
Non-Resident Aliens
Non-Resident Aliens
Non-Resident Aliens
New York
New York
New York
59.0
42.2
43.2
50.5
36.9
43.2
21.6
35.4
30.4
30.1
36.1
32.3
19.4
22.4
26.4
19.4
27.0
24.5
New Freshmen
New Graduate-level
New Undergraduate Transfer
Section 2 - 80
New Undergraduate Freshmen - Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
Section 2 - 81
Table 32. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014
College-level Summary
372311
301
30
267218
142114
48268
2619855
1,12144
79068
12099
1,286735393
14144
840523153114
50
1,317215481484137
3,443546
1739215612331
626284249
885
360199
845522
47386
119204
64
1,459333602
86267171
240107101
428
19792533814
3315686
17118
768154285
56213
60
483313
11
1614
200
315
1511
0
951562
512
1
Other U.S. States Not ReportedTotalNon-Resident
Aliens New York
Section 2 - 82
New Undergraduate Freshmen - Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA
Section 2 - 83
Table 33. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014 (%)
College-level Summary
83.68.10.3
8100%
81.65.27.95.3
100%
14.154.120.311.5
100%
470.5
6.110.7
8.8100%
57.230.6
1.111.1
100%
62.318.213.6
5.9100%
16.336.536.810.4
100%
1650.5
6.217.8
9.6100%
45.439.8
1.313.5
100%
55.323.315.3
6.1100%
18.225.243.113.5
100%
2341.3
5.918.311.7
100%
44.642.1
1.711.6
100%
46.726.919.3
7.1100%
16.926
51.75.4
100%
2037.1
7.327.7
7.8100%
68.827.1
2.12
100%
87.512.5
00
100%
16.148.435.5
0100%
1665.3
5.312.6
1.0100%
Other U.S. States Not ReportedTotalNon-Resident
Aliens New York
Section 2 - 84
University Summary
Table 34. enrollment (domestic and international)
Table 34a. domestic Students from all ethnic groups
New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level
Total
New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level
Total
Percentage1
1 New domestic students who self-reported as belonging to at least one ethnic group (2014:1,013/3,443=29.4%)
2009
1,2061,2081,210
3,624
2009
410297276
983
2010
1,2421,1331,288
3,663
2010
406302312
1,020
2011
1,1651,0661,261
3,492
2011
342285291
918
2012
1,116965
1,222
3,303
2012
343269320
932
2013
1,0941,0421,224
3,360
2013
333273316
922
2014
1,286840
1,317
3,443
2014
452244317
1,013
27.1%
27.8%
26.3%
28.2%
27.4%
29.4%
Section 2 - 85
2009 2010 2012 2012 2013 2014 New Freshmen 34.0 32.4 29.7 30.5 30.7 35.3
New Undergraduate Transfer 24.4 26.7 26.7 27.3 26.3 27.9
New Graduate-‐level 23.0 24.4 22.7 26.1 26.2 23.9
0.0
20.0
40.0
60.0
80.0
100.0
Percent
University Summary
Figure 15. Domestic Students from all Ethnic Groups (%)
100.0
80.0
60.0
40.0
20.0
0.02009
34.024.622.8
2010
32.726.724.2
2011
29.426.723.1
2012
30.727.926.2
2013
30.426.225.8
2014
35.129.024.1
New Undergraduate Freshmen
Percent
New Undergraduate TransferNew Graduate Students
2014: 452 (New Freshmen from all ethnic groups) / 1,286 (Total Freshmen) = 35.1%
Section 2 - 86
University Summary
Figure 16. New undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%)
Figure 17. New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%)
Native Hawaiian or Other Pacific Islander = 0
Native Hawaiian or Other Pacific Islander, n=0.1%American Indian or Alaska Native, n=0
Asia
Asia
Black
Black
Hispanic
Hispanic
American Indian
or Alaska native
Cumulative %
Cumulative %
Two or More Races
Two or More Races
Non-ResidentAliences
Non-ResidentAliences
White
White
U.S.Unreported
U.S. Unreported
16.7
N=1,286
N=840
14.2
30.9
25.6
31.2
29.0
35.1
63.4
65.7
68.0
71.1
99.9
100.0
9.6 7.1 14.2 0.3 4.0 30.5 5.4 28.9
6.9 7.3 11.4 3.3 34.5 4.6 31.9
Section 2 - 87
University Summary
Figure 18. New Graduate-level from Different Ethnic Groups, Fall 2014 (%)
Native Hawaiian or Other Pacific Islander, n=0.1%American Indian or Alaska Native, n=0.1%
Asia Black Hispanic
Cumulative %
Two or More Races
Non-ResidentAliences
White U.S. Unreported
N=1,317
12.421.6 24.1
58.863.4
100.0
4.4 8.0 9.2 2.4 34.8 4.6 36.6
Section 2 - 88
New Undergraduate FreshmenParsons School of DesignEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
New Undergraduate TransferSchools of Public EngagementThe New School for Social ResearchParsons School of DesignEugene Lang College of Liberal ArtsCollege of Performing Arts
New Graduate-levelSchools of Public EngagementThe New School for Social ResearchParsons School of DesignCollege of Performing Arts
Total
Total
1,286735393
14144
840114
0523153
50
1,317483216481137
3,443
42110
0----0
11--0
5
372311
301
30
26721
-218
1414
4829868
26155
168
1838570
325
9625
-451610
12169212011
400
American Indian or
Alaska native
Hispanic or Latino
Non-Resident Aliens
Section 2 - 89
Asia
0---0
1--1
0
1--10
2
1239722
-4
581-
5052
5814
831
5
239
512221
17
285-
1481
3119
543
110
914332
313
6110
-3317
1
10571
623
5
257
393157174
557
29046
-143
8219
458188
96122
52
1,141
691843
08
396-
1911
3
60231219
6
1,121
College-level Summary
Table 35. Enrollment by Ethnicity, Fall 2014
Black or African
American
Two or More Races
Native Hawaiian or other Pacific
IslanderWhite
Not Reported
Section 2 - 90
New Undergraduate Freshmen: Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA
Section 2 - 91
Table 36. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014
College-level Summary
Female Full-timeMale Part-timeTotal
924571286
1255
588402
947616
855338111326
80
2,3671,311
111380414151
1,248711387
8142
738466147
7649
1,148468173372135
3,1341,645
173534456326
362164107
289
252121
593834
462143104158
57
1,076428104166198180
3824
662
10257
638
1
1691342
1122
309944212
1565
1,286735393
14144
840523153114
50
1,317481215484137
3,4431,739
215546612331
Section 2 - 92
New Undergraduate Freshmen: Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1
Schools of Public EngagementCollege of Performing Arts
New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts
New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA
Section 2 - 93
Table 36a. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)
College-level Summary
Female % Full-time %Male % Part-time %Total
71.977.772.885.7
38.19
7076.961.4
32177.9
64.970.351.658.4
113.5
68.775.451.669.667.645.6
9796.798.557.1
98.61
87.989.196.1
98397.1
87.297.380.598.5
194.9
9194.680.597.874.598.5
28.122.327.214.3
61.81
3023.138.6
68222.1
35.129.748.441.686.5
31.324.648.430.432.454.4
33.31.5
42.91.39
12.110.9
3.92
2.9
12.82.7
19.51.55.1
95.4
19.52.2
25.51.5
1,286735393
14144
840523153114
50
1,317481215484137
3,4431,739
215546612331
Section 3- Student progress and outcomes
The metrics in this section describe the graduation rates of specific student population groups, such as new undergraduate transfer and new graduate-level (Masters) students. These rates are also presented by specific demographic characteristics, such as ethnicity, time status, gender, and financial aid status.
Section 3 - 96
Section 3 - 97
DEFINITIONS
FOUR-YEAR GRADUATION RATE refers to the percent of full-time/first time undergraduate students in Bachelor programs from a cohort term four years prior, who completed their degree within four years. For example, the four-year graduation rate for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2012.
FULL-TIME/FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).
NEW GRADUATE-LEVEL (MASTERS) refers to a student who may or may not have taken prior graduate-level classes, but is new to The New School graduate-level.
PELL RECIPIENT refers to a student who received funds from the Federal pell grant program at the time of entry.
SIX-YEAR GRADUATION RATE refers to the percent of full-time/first time undergraduate students in Bachelor programs from a cohort term six years prior, who completed their degree within six years. For example, the six-year rate graduation for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2014.
STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.
UNDERGRADUATE TRANSFER-IN STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.
Section 3 - 98
University Summary
Table 37. Four- and Six-year Graduation Rates: First time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin
U.S. Citizens
American Indian or Alaska Native Asian Black or African American Hispanic or Latino Two or More Races White
Non-Resident Aliens
U.S. Citizens
American Indian or Alaska native Asian Black or African American Hispanic or Latino Two or More Races White
Non-Resident Aliens
FALL 2007 COHORT
FALL 2008 COHORT Graduated within Four Years
47.6%
66.7%63.9%34.1%35.4%46.7%45.3%
54.1%
Graduated within Six Years
61.7%
80.0%74.5%38.9%65.8%54.5%58.4%
79.1%
Entering Students
716
5157367933
406
158
Graduated within Six Years
65.1%
-83.3%58.5%68.3%60.0%58.8%
76.1%
Entering Students
704
6144418245
386
218
Graduated within Four Years
49.0%
60.0%57.3%33.3%55.7%36.4%46.8%
57.6%
Note: No graduates recorded between four to six years
Section 3 - 99
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Domestic students
American Indian or Alaska
Native
Asian Black or African
American
Hispanic or Latino
Two or More Races
White International Students
Within 4 Years Within 6 Years
University Summary
Figure 19. Four- and Six-year Graduation Rates: First-time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin
U.S. Citizens
Within 4 Years
49.0%
61.7%
80.0%74.5%
57.3%
33.3%38.9%
55.7%65.8%
36.4%
54.5%
79.1%
57.6%58.4%
46.8%
60.0%
Within 6 Years
American Indian or
Alaska Native
Asian Black or African
American
Hispanic or Latino
Two or More Races
White Non-Resident Aliens
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Fall 2007 Cohort
Section 3 - 100
University Summary
Figure 20. Four- and Six-year Graduation Rates: First-time/Full-time Freshmen in baccalaureate degree, by gender
Female
Female
Male
Male
Within 4 years
Within 4 years
Within 6 years
Within 6 years
55.6%
58.8%
67.4%
69.5%
51.8%
44.4%
61.6%
58.0%
FALL 2007 COHORT
FALL 2008 COHORT
Section 3 - 101
University Summary
Table 38. Four- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in baccalaureate degree
20042005200620072008
20042005200620072008
Rate
70.9%73.9%74.4%68.2%69.7%
Rate
36.8%57.0%46.8%47.7%33.3%
Rate
75.8%78.3%78.1%71.7%73.1%
Rate
46.3%63.4%55.0%50.5%38.7%
525552520551577
9514211110993
Total Entering Students
Total Entering Students
Graduated within Four Years
Graduated within Four Years
Graduated within Six Years
Graduated within Six Years
Number
372408387376402
Number
3581525231
Number
398432406395422
Number
4490615536
FULL-TIME
PART-TIME
Section 3 - 102
University Summary
Table 39. Four- and Six-year Graduation Rates: full-time undergraduate freshmen Pell Recipients in baccalaureate degree
Non-Pell RecipientsPell Recipients
Non-Pell RecipientsPell Recipients
Rate
66.2%65.3%
Rate
66.4%65.1%
Rate
54.5%55.3%
Rate
54.8%53.7%
764199
783218
Total Entering Students
Total Entering Students
Graduated within Four Years
Graduated within Four Years
Graduated within Six Years
Graduated within Six Years
Number
506130
Number
520142
Number
416110
Number
429117
FALL 2007
FALL 2008
Section 3 - 103
SECTION 4- INTERNATIONAL STUDENTS
This section describes the enrollment of non-resident aliens by country/region of origin.
Section 4 - 106
DEFINITION
A NON-RESIDENT ALIEN The New School has a large international student enrollment. For the purposes of this year’s Almanac, we have restricted our definition to those students who are non-resident aliens: non- U.S. Citizens who are studying at The New School on specific VISA types.
Section 4 - 107
University Summary
Table 40. non-resident Aliens Enrollment by Region
UndergraduateAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
Undergraduate & Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
2009
8756
4216119197
15355
1,670
4196
5151
6460
9234
723
12952
9367183257
24589
2,393
2010
8808
5255146182
21423
1,848
8216
3174
687614
202
761
161024
8429214258
35625
2,609
2011
18911
8259191195
28422
2,032
11248
3172
838918
167
791
291159
11431274284
46589
2,823
2012
171027
8273207193
23410
2,158
11255
1184
957921
166
812
281282
9457302272
44576
2,970
2013
151177
6269203209
23418
2,320
10297
1208118
7430
185
923
251474
7477321283
53603
3,243
2014
181232
6313221212
25399
2,426
20379
0214152
8536
190
1,076
381611
6527373297
61589
3,502
Note: ‘With unreported country’ refers to missing entries as of census freeze date of each year. However, almost all these missing entries are known/completed based on live data after census date.
Section 4 - 108
Table 41. non-resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%)
UndergraduateAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
Undergraduate & Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country
1-Year
20.04.70.0
16.48.91.48.7
-4.5
1-Year
100.027.6
0.02.9
28.814.920.0
2.7
1-Year
52.09.3
-14.310.516.2
4.915.1-2.3
5-Year
125.063.050.044.985.7
7.666.712.4
5-Year
400.093.4
-100.042.7
137.541.7
300.0-18.8
5-Year
216.769.2
-33.344.0
103.815.6
154.20.0
University Summary
2013 v. 2014
2013 v. 2014
2013 v. 2014
2009 v. 2014
2009 v. 2014
2009 v. 2014
Section 4 - 109
University Summary
Table 42. non-resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014
ChinaKoreaCanadaIndiaBrazilTaiwanHong KongUnited KingdomTurkeyFranceOther Countries (=91)With unreported country
ChinaCanadaKoreaGermanyMexicoIndiaBrazilAustraliaUnited KingdomColombiaOther Countries (=71)With unreported country
Number
369285212134
817256545351
660399
2,426
Number
112854939393737323131
394190
1,076
%
15.211.7
8.75.53.33.02.32.22.22.1
27.216.4
%
10.47.94.63.63.63.43.43.02.92.9
36.617.7
Undergraduate
Graduate-level
Section 4 - 110
Table 43. non-resident Aliens Enrollment: Top 5 countries of enrollment, fall 2014
ChinaKoreaCanadaIndiaBrazilAustraliaTaiwanIsraelGermanyTurkeyMexicoColombiaUnited KingdomItalyNetherlandsSwedenNorwayGermanyGreece
40427021814893
1,13347%
481334297171118
3,502 2,395 294
1,40140%
Total from top 5 countries% of total international students
24
2014149
8128%
College-level Summary
The New School
Total Non-Resident Aliens
Note: Not presented above: Continuing Education=13; Mannes Next=9
Parsons Social Research
Section 4 - 111
313 154 123 83 18
2427
998
7747%
12
5
666
3528%
68
11
4
3
3239%
3
2
411
1161%
16
2213
12
16
7925%
Mannes Eugene Lang Jazz DramaPublic Engagement
Section 4 - 112
Undergraduate
Graduate-level
Mexico
212
38
Section 4 - 113
Mexico
Costa Rica
Panama
4 1
Bahamas1
Honduras
Guatemala
El SalvadorNicaragua
Canada49
1 2
15
39
22
1
1
1
Section 4 - 114
Undergraduate
Graduate-level
Colombia
Venezuela
Argentina14 12
Domenican Republi
Chile6 8
Peru6 3
Ecuador
Aruba
5
22 31
13 1
1
20 11
2
Section 4 - 115
Brazil
Venezuela
Argentina
Domenican Republic
2
3781
Uruguay
2
2
Barbados
Saint Vincent1
Trindad and Tobago
Section 4 - 116
Undergraduate
Graduate-level
1251
France
54 31
United Kingdom
24 5
Sweden
73Austria
17 11
Norway
16 39
Germany
19 5
Swirzerland
18 6
Russia
21 11Italy
20 20
Spain
Denmark2 11
Belgium19
Iceland15
Poland62
Ireland3
Monaco3 1
Ukraine3 1
Moldova1
Croatia2 3
Portugal2 2
Hungary2 3
Finland3
Slovenia2 1
Albania1
Czech Republic4
Bulgaria
Greece109
Netherlands
1012
Gibraltar1
Latvia1
Lithuania1
Macedonia1
Romania1 2
Serbia1 1
Slovakia1
Belarus2
3 2
Cyprus13
Azerbaijan1Turkey
53 28
Georgia1 1
Section 4 - 117
1251
France
54 31
United Kingdom
24 5
Sweden
73Austria
17 11
Norway
16 39
Germany
19 5
Swirzerland
18 6
Russia
21 11Italy
20 20
Spain
Denmark2 11
Belgium19
Iceland15
Poland62
Ireland3
Monaco3 1
Ukraine3 1
Moldova1
Croatia2 3
Portugal2 2
Hungary2 3
Finland3
Slovenia2 1
Albania1
Czech Republic4
Bulgaria
Greece109
Netherlands
1012
Gibraltar1
Latvia1
Lithuania1
Macedonia1
Romania1 2
Serbia1 1
Slovakia1
Belarus2
3 2
Cyprus13
Azerbaijan1Turkey
53 28
Georgia1 1
Section 4 - 118
285
369
Republicof Korea
Japan
Taiwan
Macau
VietnamCambodia
Thailand
Singapore
Indonesia
Philippines
Malaysia
72 29
56 5
41 16
112China
27 12
23 6
40 7
15 4
10
6 2
Myanmar2
2
Brunei1
2 1
Laos1
Hong Kong
Kazakhstan4 1
Bangladesh3 1
Turkmenistan1
Uzbekistan1
Afghanistan1
Sri Lanka
India
2
134 37
Pakistan12
Nepal1
85
Undergraduate
Graduate-level
Section 4 - 119
285
369
Republicof Korea
Japan
Taiwan
Macau
VietnamCambodia
Thailand
Singapore
Indonesia
Philippines
Malaysia
72 29
56 5
41 16
112China
27 12
23 6
40 7
15 4
10
6 2
Myanmar2
2
Brunei1
2 1
Laos1
Hong Kong
Kazakhstan4 1
Bangladesh3 1
Turkmenistan1
Uzbekistan1
Afghanistan1
Sri Lanka
India
2
134 37
Pakistan12
Nepal1
85
Section 4 - 120
Undergraduate
Graduate-level
Austrailia
21 32
Section 4 - 121
New Zealand
4 4
Section 5- Faculty and staff
This section describes faculty and staff demographic characteristics such as gender, time status and ethnicity.
Section 5 - 124
Parsons School of DesignNew School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total Faculty
Source: Human Resources, data from 11/1/2014
Definitions
FACULTY refers to all persons directly employed by The New School whose primary role is designated as being either a full-time faculty member or a part-time faculty member.
FULL-TIME EMPLOYMENT is defined as employment at 100% of effort.
FULL-TIME EQUIVALENT (FTE) is a single calculated value providing ameaningful combination of full-time and part-time students, faculty orstaff. In general terms, this is an individual’s “work” divided by a definedamount of “work” performed by a full-time individual. While there aremany acceptable methods for the calculation of FTE, the method usedthroughout the Almanac is 1 full-time faculty or staff equals 1 FTE. 1 part-time faculty or staff equals 1/3 FTE.
PART-TIME EMPLOYMENT is defined as employment at anything less than 100% effort.
STAFF refers to all persons directly employed by The New School whose primary role is designated as being executive or administrative, or who are members of the university’s recognized clerical or service unions.(Note: Temporary/miscellaneous employees, along with students who are working in positions designated specifically for student employment, are not included in the counts of faculty and staff)
Section 5 - 125
Table 44. Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014
Table 45. Faculty by Time Status
Executive/Administrative/Managerial
Other ProfessionalsClerical & SecretarialService/Maintenance
1,719
6411
4256
1,783
9481381
316361
1,719
2,135
982358
334116174
3,117
1,11086
155402382
2,135
989
964355
322115172
1,953
15%85%48%21%
5.5%
19%
85%15%52%79%
94.5%
81%
416
918347
292111168
1,334
16273748621
416
Faculty
Staff
Total Employees
Full-time
Full-time Full-time (%)
Part-time 1
Part-time Part-time (%)
Total
Total
FTE
1 Derivation of Faculty Total FTE is based on Common Data Set (CDS) method: Number of full-time headcount + 1/3 total number of part-time headcountSource: Human Resources, data from 11/1/2014
UNIVERSITY Summary
Section 5 - 126
Full-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Part-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total Faculty
Source: Human Resources, data from 11/1/2014
Section 5 - 127
Table 46. Faculty by Gender, FALL 2014
Female MaleFemale % Male %Total
1997927414111
866503
245
171145
1,065
2178346334510
853445
1136
145216
1,070
48%49%37%55%48%52%
50%53%15%56%54%40%
50%
52%51%63%45%52%48%
50%47%85%44%46%60%
50%
416162
73748621
1,719948
1381
316361
2,135
College-level Summary
Section 5 - 128
Table 47a. Faculty by Ethnicity and Geographic Origin headcount, Fall 2014
Table 47b. Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014 (%)
Full-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Part-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total Faculty
Full-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Part-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts
Total Faculty
Total
Total
Hispanicor Latino
Hispanicor Latino
American Indianor Alaska Native
American Indianor Alaska Native
Non-ResidentAliens
Non-ResidentAliens
416162
73748621
1,719948
1381
316361
2,135
416162
73748621
1,719948
1381
316361
2,135
1322450
7445
069
14
87
3%1%3%5%6%0%
4%3%0%5%7%4%
4%
100010
530101
6
0%0%0%0%1%0%
0%0%0%0%1%0%
0%
3816
9940
2515
0442
63
9%10%12%12%
5%0%
1%1%0%2%5%1%
3%
Source: Human Resources
Section 5 - 129
White
White
Two or more races
Two or more races
Not Reported
Not Reported
Asian
Asian
Black or AfricanAmerican
Black or AfricanAmerican
Native Hawaiian or Other Pacific
Islander
Native Hawaiian or Other Pacific
Islander
258103
43415417
1,289692
1155
258273
1,547
62%64%59%55%63%81%
1%82%85%73%68%
1%
1%
512011
910
1
8551
17
1016
136
12%12%15%12%12%
5%
5%3%8%5%9%4%
6%
000000
2516
0315
25
0%0%0%0%0%0%
1%0%0%2%4%1%
1%
3515
6761
14085
11
2825
175
8%9%8%9%7%5%
8%9%8%9%1%7%
8%
2062462
7641
046
25
96
5%4%3%5%7%
13%
4%2%0%4%5%7%
4%
000000
000000
0
0%0%0%0%0%0%
0%0%0%0%0%0%
0%
College-level Summary
Section 6- University Resources
The metrics in this section describe key University financial measures and library resources.
Section 6 - 132
Section 6 - 133
DEFINITIONS
ENDOWMENT: The endowment consists of donor-restricted funds and funds designated by the Board of Trustees. The principal or corpus of the endowment must remain intact. The university’s endowment spending policy provides a sustainable flow of funds to support annual operations, and balances current spending needs against preservation of the endowment’s future purchasing power.
OPERATING BUDGET: The operating budget includes all revenues and expenses that relate to the university’s educational programs, research, training, and supporting activities.
Section 6 - 134
University Summary
Table 48. Endowment and Operating Budget FY 2010-2014
Figure 21. Endowment and Operating Budget FY 2010-2014
Endowment($millions)
OperatingBudget
($ millions)
$ 188
$ 288
FY 2010Fiscal Year (FY)
$ 205
$ 330
FY 2012
40.2 %
3.7 %
1 Yr %Change
$ 216
$ 307
FY 2011
$ 300
$ 335
FY 2014
$ 214
$ 323
FY 2013
59.6 %
16.3 %
5 Yr %Change
$0
$50
$100
$150
$200
$250
$300
$350
$400
FY2010 FY2011 FY2012 FY2013 FY2014
$400
$350
$300
$250
$200
$150
$100
$50
$0FY2010 FY2011 FY2012 FY2013 FY2014
Operating Budget
Endowmentmill
ions
Section 6 - 135
University Summary
BooksJournal TitlesMusical ScoresAudioVideoMicrofilmArchival CollectionsImagesDatabases
Physical Materials
(Volume count)
Electronic Content
(Title count)Total Holdings
203,576335
34,15314,8013,1531,112250
867,951111,98194,000
190,72437,277
2,930,280530
1,071,527112,316128,153205,52540,4301,112250
2,930,280530
Source: Office of the University Librarian
Table 49. Library Resources, Fall 2014
Library locations available to The New School students and faculty
New School LibrariesUniversity Center Forum Library
List Center LibraryHarry Scherman Music Library
University Archives
Consortium LibrariesElmer Bobst Library - New York University
Avery Fischer Center for Music and Media - New York UniversityCourant Institute of Mathematical Science - New York University
Cooper UnionNew York Academy of Art
New York Historical SocietyCardozo Law School Library
Index - 138
INDEX
T. 1T. 1aT. 2T. 3T. 4T. 5
T. 6T. 7T. 8T. 9T. 10T. 11T. 12
T. 12aT. 12bT. 13
T. 13a
T. 14
T. 14a
T. 15
T. 15a
T. 16
T. 17
T. 17a
T. 18
T. 18a
P. 14P. 16P. 18P. 20P. 23P. 23
P. 25P. 27P. 29P. 29P. 31P. 31P. 33
P. 35P. 35P. 37
P. 37
P. 39
P. 39
P. 41
P. 41
P. 43
P. 45
P. 47
P. 49
P. 51
UniversityUniversityCollege-LevelCollege-Level UniversityUniversity
College-LevelCollege-LevelUniversityUniversityUniversityUniversityUniversity
UniversityUniversityCollege-Level
College-Level
College-Level
College-Level
University
University
University
College-Level
College-Level
College-Level
College-Level
Credit and Non-credit Enrollment Credit and Non-credit Enrollment by Degree levelCredit Enrollment: Degree seeking and Non-degree seeking Non-Credit Enrollment: Degree seeking and Non-degree seekingHeadcount and Full-time Equivalent (FTE)Undergraduate and Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Headcount and Full-time Equivalent (FTE)Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Online and On-campus EnrollmentGraduate-level Online and On-campus EnrollmentUndergraduate Online Enrollment (Headcount)Graduate-level Online Enrollment (Headcount)Credit and Non-credit Enrollment by Ethnicity and Geographic OriginCredit and Non-credit Enrollment of Different Ethnic Groups Credit and Non-credit Enrollment of Different Ethnic Groups (%)Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%)Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%)Credit and Non-credit Enrollment: Undergraduate by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014Credit and Non-credit Enrollment: Graduate-level by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%)Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)
SECTION 1 - ALL STUDENTS
LIST OF TABLES
Index - 139
P. 52P. 53P. 56P. 58
P. 64P. 64P. 65P. 65P. 66P. 66P. 68P. 70P. 72P. 76P. 76P. 78P. 81
P. 83
P. 84P. 84P. 89P. 91
P. 93
P. 98
P. 101 P. 102
Undergraduate Enrollment by AgeGraduate-level Enrollment by AgeUndergraduate Headcount and Degree AwardsGraduate-level Headcount and Degree Awards
Actionable ApplicationsActionable Applications Growth RatesAdmitted ApplicationsAdmitted Applications Growth Rates Enrollment Enrollment Growth RatesActionable Applications, Fall 2014 Admitted Applications, Fall 2014Enrollment, Fall 2014Admit Rate (%)Yield Rate (%)Enrollment by Geographic OriginUndergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014Undergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014 (%)Enrollment (domestic and international)Domestic Students from all Ethnic GroupsEnrollment by Ethnicity, Fall 2014Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)
Four- and Six-year Graduation Rates: First time/full-time Freshmen in Baccalaureate Degree, by Ethnicity and Geographic OriginFour- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in Baccalaureate DegreeFour- and Six-year Graduation Rates: Full-time Undergraduate Freshmen Pell Recipients in Baccalaureate Degree
T. 19T. 20T. 21T. 22
T. 23T. 23aT. 24T. 24aT. 25T. 25aT. 26T. 27T. 28T. 29T. 30T. 31T. 32
T. 33
T. 34T. 34aT. 35T. 36
T. 36a
T. 37
T. 38
T. 39
UniversityUniversityCollege-LevelCollege-Level
UniversityUniversityUniversityUniversityUniversityUniversityCollege-LevelCollege-LevelCollege-LevelCollege-LevelCollege-LevelUniversityCollege-Level
College-Level
UniversityUniversityCollege-LevelCollege-Level
College-Level
University
University
University
SECTION 2 - NEW STUDENTS
SECTION 3 - STUDENT PROGRESS AND OUTCOMES
Index - 140
T. 40T. 41
T. 42
T. 43
T. 44
T. 45T. 46T. 47aT. 47b
T. 48T. 49
UniversityUniversity
University
College-Level
University
UniversityCollege-LevelCollege-LevelCollege-Level
UniversityUniversity
Non-Resident Aliens Enrollment by RegionNon-Resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%)Non-Resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014Non-Resident Aliens Enrollment: Top 5 Countries of Enrollment, Fall 2014
Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014Faculty by Time StatusFaculty by Gender, Fall 2014Faculty by Ethnicity and Geographic Origin Headcount, Fall 2014Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014(%)
Endowment and Operating Budget FY 2010-2014Library Resources, Fall 2014
P. 107P. 108
P. 109
P. 110
P. 125
P. 125P. 127P. 128P. 128
P. 134P. 135
INDEXLIST OF TABLES
SECTION 5 - FACULTY AND STAFF
SECTION 6 - UNIVERSITY RESOURCES
SECTION 4 - INTERNATIONAL STUDENTS
Index - 141
F. 1
F. 2F. 3F. 4
F. 5F. 6F. 7F. 8aF. 8bF. 8cF. 9aF. 9bF. 9cF. 10aF. 10bF. 10cF. 11F. 12F. 13F. 14F. 15F. 16F. 17F. 18
F. 19
F. 20
F. 21
P. 16
P. 33P. 52P. 53
P. 64P. 65P. 66P. 68P. 69P. 69P. 70P. 71P. 71P. 72P. 73P. 73P. 74P. 76P. 77P. 79P. 85P. 86P. 86P. 87
P. 99
P. 100
P. 134
Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%) Undergraduate Enrollment by Age: Trend in Proportion by CategoryGraduate-level Enrollment by Age: Trend in Proportion by Category
Actionable Applications TrendAdmitted Applications TrendEnrollment TrendUndergraduate Freshman: Actionable Applications TrendUndergraduate Transfers: Actionable Applications TrendGraduate-level: Actionable Applications TrendUndergraduate Freshman: Admitted Applications TrendUndergraduate Transfers: Admitted Applications TrendGraduate-level: Admitted Applications TrendUndergraduate Freshmen: Enrollment TrendUndergraduate Transfers: Enrollment TrendGraduate-level: Enrollment TrendNew Students Admit and Yield Rates, Fall 2014Admit Rate TrendYield Rate TrendEnrollment by Geographic Origin (%)Domestic Students from All Ethnic Groups (%)New Undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%)New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%)New Graduate-level from Different Ethnic Groups, Fall 2014 (%)
Four-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Ethnicity and Geographic OriginFour-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Gender
Endowment and Operating Budget FY 2010-2014
SECTION 3 - STUDENT PROGRESS AND OUTCOMES
SECTION 2 - NEW STUDENTS
SECTION 1 - ALL STUDENTS
LIST OF FIGURES
SECTION 6 - FINANCIAL, LIBRARY AND PHYSICAL