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Inside: • States Ask High School Seniors: “What Next?”• For Women, Earning Lags Learning• Higher Education’s Indebted Future• Will New England Continue to Attract the World’s Students?• 60-plus Tables and Charts on Demography, Enrollment, Finance … and More

CONNECTION

VOLUME XIX

NUMBER 5

SPRING 2005

THE JOURNAL OF THE NEW ENGLAND BOARD OF HIGHER EDUCATION

Trends &Indicatorsin Higher Education

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Volume XIX, No. 5Spring 2005CONNECTION

THE JOURNAL OF THE NEW ENGLAND BOARD OF HIGHER EDUCATION

C O V E R S T O R I E S

13 Demographic Perfect StormNew England Confronts a Shortage of College-Bound StudentsRebecca Brodigan

15 Ask and You Shall PerceiveVermont and New Hampshire Ask High School Seniors: “What Next?”Ingrid Lemaire and Wanda Arce

17 MismatchFor New England Women, Earning Lags LearningRoss Gittell, Allison Churilla andAnn McAdam Griffin

19 Loan RangersHigher Education’s Indebted FutureThomas D. Parker

21 Education MeccaWill New England Continue to Attract the World’s Students?Philip G. Altbach

T R E N D S & I N D I C A T O R S

25 Introduction

26 Index of Figures

27 Demography

29 School Spending

30 Enrollment

36 Graduation Rates and Degrees

43 Financing Higher Education

47 University Research

C O M M E N T A R Y & A N A L Y S I S

50 Bases Empty?Military Closures Could Sting New England’s Innovation EconomyJames T. Brett

D E P A R T M E N T S

5 Editor’s Memo861,625John O. Harney

7 Short Courses

11 Message from the PresidentComing HomeEvan S. Dobelle

53 BooksTale of Two Law Schools Against the Tide and the History of the Yale Law School reviewed by John Cunningham

56 Data Connection

CONNECTION SPRING 2005 3

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W H E N E V E R A N D W H E R E V E R

T H E Y C O M E T O G E T H E R .


E D I T O R ’ S M E M O

CONNECTION: THE JOURNAL OF THE NEW ENGLAND BOARD

OF HIGHER EDUCATION is published five times a year by the New England Board of Higher Education, 45 Temple Place, Boston, MA 02111-1325 Phone: 617.357.9620 Fax: 617.338.1577Email: [email protected]

Vol. XIX, No. 5 Spring 2005 ISSN 0895-6405Copyright © 2005 by the New England Board of Higher Education.

Publisher: Evan S. DobelleExecutive Editor: John O. HarneySenior Director of Communications:

Charlotte StrattonDesign and Production: tpgcreative, Boston, MA

Back Issues: Back issues of CONNECTION

are accessible on the World Wide Web atwww.nebhe.org/connection.html. Hard copies of regular issues may be purchased from NEBHE for $3.95each; annual directory issue, $20.

For advertising information, contact Edwin Vargasat [email protected].

CONNECTION is printed in New England.

CONNECTION is indexed and abstracted in EBSCOhost’sAcademic Search Elite, Academic Search Premier andProfessional Development Collection, and indexed inPAIS International, the MLA International Bibliographyand ERIC’s Current Index to Journals in Education.

The New England Board of Higher Education is anonprofit, congressionally authorized, interstate agencywhose mission is to promote greater educational opportunitiesand services for the residents of New England. NEBHE was established bythe New England Higher Education Compact,a 1955 agreement among the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont.

Chair: Senator Lou D’Allesandro, New Hampshire State Senate

President: Evan S. Dobelle

CONNECTION Editorial Advisory Board

Cathryn AddyPresident, Tunxis Community College

Katherine SloanPresident, Massachusetts College of Art

Robert WhitcombVice President and Editorial Pages Editor, Providence Journal

Ralph Whitehead Jr.Public Service Professor, University of Massachusetts

Robert L. WoodburyFormer Chancellor, University of Maine System

CONNECTIONTHE JOURNAL OF THE NEW ENGLAND BOARD OF HIGHER EDUCATION 861,625

Of all the numbers packed into CONNECTION’s 2005 Trends &

Indicators issue, one will be cited throughout the year by reporters,economists and regional boosters as a sort of gauge of New

England’s demographic and educational vitality: 861,625.That’s the record-high number of students enrolled on New England’s

college campuses. And it would be cause for celebration in this region thatlives and dies on brainpower if not for the suspicion that a few well-fundedaccess initiatives for low-income New England residents and a few well-conceived recruitment strategies aimed at foreign students could push thatmagic number much higher.

The lucky 861,625, meanwhile, confront some sobering new possibilities,ranging from being stripped of their federal student aid, to being denied theopportunity to hear dissenting voices, to being drafted.

The high stakes facing this group make the findings of another researchendeavor doubly disturbing. The national survey of college freshmen con-ducted annually by the Higher Education Research Institute at theUniversity of California at Los Angeles reveals that just one in three enter-ing college students consider “keeping up to date with political affairs” tobe very important or essential.

Even if you figure that upperclassmen and graduate students acquirepolitical awareness as they progress from freshman year onward, it seemssafe to assume that a fairly large segment of today’s students lack the political engagement to see troubles coming, much less to head them off.

If they haven’t kept up to date with political affairs, they probably missedthe U.S. Education Department’s recent tightening of eligibility for federal Pell Grants—unless of course they were among the million-plusneedy students who will see their aid slashed as a result. They may haveheard that the Bush administration has also proposed raising the maximumPell Grant for lower-income students by $500. But do they know the grantshave been allowed to shrink so much in value that they now cover less thanhalf the cost of attending a four-year college? Or that the administrationwould also nix Upward Bound and Talent Search programs that help lower-income students become the first in their families to go to college? Ditto forPerkins Loans, the low-interest student loan program whose distributionformulas historically have favored the blue states of New England.

Politically uncritical students may even swallow the recently revivedcrackpot theory that rising college tuition is actually caused by federal student aid. They may not ask nor care whether the “journalist” they’rereading is on the government payroll.

The irony is that, in some ways, today’s college students are more engaged than their predecessors. Many performed community servicein high school. Many who must now work longer and longer hours to payfor college are getting a valuable firsthand look at the types of jobs per-formed by Americans without college degrees. And many have displayedthe political backbone to stick up for lower-paid campus workers and otheraggrieved parties.

Now the question is can they help their own cause.If this noble 861,625 can mobilize to expand aid programs for needy

students and stanch the flow of human and financial resources to more mil-itary adventures, they could leave quite a legacy—their activism could helppush that magic New England enrollment number past 1,000,000.

John O. Harney is executive editor of CONNECTION.

S H O R T C O U R S E S


The Best and the FulbrightestAbout 1,000 American students wereoffered Fulbright Awards this academ-ic year to study, teach English andconduct research in more than 110countries around the world. Not sur-prisingly, elite New England collegesare overrepresented among the win-ners of the prestigious awards.

Yale, Harvard, Brown, BostonCollege and 20 other New Englandinstitutions produced nearly 15 per-cent of all Fulbright winners.

Wellesley College produced 10 grantees, the most of any U.S. baccalaureate college, and Smith produced nine. Three additionalWellesley students won Fulbrights butdeclined them to pursue other oppor-tunities, and another applied and wonindependently, so wasn’t included inthe college’s total.

But New England’s strength inFulbrights is more evenly distributedthan one might guess. FairfieldUniversity led U.S. master’s institu-tions with four of the awards. TheRhode Island School of Designsnagged one too.

Perhaps the most newsworthyhonor is the Fulbright SeniorSpecialist award bestowed onMiddlesex Community CollegeProfessor Ken Dunn. Like the better-known Fulbright Awards to stu-dents, these short-term assignmentsfor accomplished professionals andPh.D.s, rarely land at community col-leges. Dunn has the credentials. Hewas the in-country administrator for aFulbright-Hays research project thattook six Middlesex faculty and twocolleagues from the University ofMassachusetts Lowell to Cambodia inJune for four weeks of intensive studydesigned to deepen understanding ofthe Cambodian experience. He alsodirected a State Department-fundedprogram to establish a legal mediationprogram in Phnom Penh.

Dunn’s work has plenty of applica-tions at home. Lowell has the secondlargest Cambodian population in theUnited States, and both Middlesexand UMass Lowell expect an increas-ing number of Cambodian students.

Buying LocalThree- to five-year olds who attendthe University of Maine atFarmington’s Sweatt-Winter ChildCare Center get something many oftheir peers elsewhere may neverknow: fresh food.

The center was recently awardeda $7,500 grant by the MaineCommunity Foundation’s Birch CoveFund to buy locally produced foodsfor use in children’s menus and create a cookbook focusing on localfood sources for other area child-care providers.

Children at the university’s lab forearly childhood education studentsdrink fresh milk from Bailey HillFarms in Farmington and eat turkeyfrom the Turkey Farm in NewSharon. Other local farms will provide apples, beans, strawberries,butter and more.

The idea is to improve children’snutrition while helping local farmers.The foundation has supported simi-lar projects in western Maine. Lastyear, it helped the Goodwill HinckleySchool in Somerset County bringpublic school children to its farm tolearn about food production andorganic farming. In PiscataquisCounty, food pantries are partnering

with local farmers to provide freshproduce to disadvantaged families.

Real locally grown food may bemaking a comeback.

In February, Amherst College din-ing halls began serving milk only from nearby Cook Farm, whosecows are fed hay and corn grown onHampshire College pastures. The other partners in the FiveCollege consortium of Pioneer Valleyin Massachusetts are also nowexploring cooperative purchasingfrom local farmers.

Happy as a ClamQuahogs are rugged mollusksindeed. Observing that the hard-shellclams survive the PCB-infused broth of the Acushnet River in south-eastern Massachusetts, University ofMassachusetts Dartmouth biochemistBal Ram Singh is now studying howthe common New England shellfishalso fights off botulism, a potentialbioterror weapon.

Inject a quahog with enough botu-linum to kill 100,000 people, and themollusk will turn from white tobrown, but it won’t die. Singh and colleagues from India are working atthe campus’s federally funded bioter-rorism research lab to figure out howthe quahogs natural resistance mightlead to a botulism antidote for people.

Dean of Presidents?Harry Courniotes began working as an instructor at American InternationalCollege when Harry Truman was in the White House. By the time, NealArmstrong landed on the moon, Courniotes was president of the four-year col-lege in Springfield, Mass. Until he retires after commencement in May, he willreign as New England’s longest-serving college president, according toNEBHE records. Eight other New England college presidents have also servedin their current positions for at least 20 years. Here they are:

President College Starting YearHarry J. Courniotes American International College 1969

Richard I. Gouse New England Institute of Technology 1971

Sister Janet Eisner Emmanuel College 1979

Hannah McCarthy Daniel Webster College 1980

William T. Hogan University of Massachusetts Lowell 1981

Sister Julia McNamara Albertus Magnus College 1982

Frank Migliore College of St. Joseph of Vermont 1983

Margaret A. McKenna Lesley University 1985

Sister Joanne Bibeau Marian Court College 1986

The educational challenges facing New England require a healthy exchange of

information and ideas. To help promote this dialogue, the Nellie Mae Education

Foundation is pleased to announce our new series of online commentaries: Viewpoints.

Viewpoints brings together educators, non-profit and business leaders, government

officials, and civic-minded citizens as they share their insights in an effort to

enhance the education discussion in New England.

Viewpoints can now be found at www.edviewpoints.org A permanent link to

Viewpoints, as well as information on the Nellie Mae Education Foundation,

can be found at www.nmefdn.org

1250 Hancock Street, Suite 205N • Quincy, MA 02169-4331Tel. 781-348-4200 • Fax 781-348-4299

www.nmefdn.org

S H O R T C O U R S E S


Who’s an Entrepreneur?More than 70 million people aroundthe world either own or manageyoung businesses or are “nascententrepreneurs,” according to the sixthannual Global EntrepreneurshipMonitor directed by Babson Collegeand the London Business School.

The international study finds thatthe relationship between entrepre-neurship and education varies basedon a nation’s wealth. In low-incomecountries, less-educated people tendto start businesses. In high-incomecountries, those with higher levels ofeducation tend to. The reason,according to the researchers, is thatin richer countries, better-educatedpeople become entrepreneursbecause they perceive promisingbusiness opportunities. In poorercountries, less-educated people startbusinesses out of necessity, whiletheir more educated countrymenwork for wages.

The study also finds that informalinvestment fuels entrepreneurshipworldwide. Fully 99.9 percent of newventures are launched without formal venture capital or supportfrom wealthy “business angelinvestors.” The entrepreneurs them-selves provide 66 percent of thestartup capital.

In the United States, 88 percent of the 500 fastest growing privatecompanies got no financing frombusiness angels. A third of the fast-growers raised startup capital fromfamily and friends.

Aid and TuitionGenerous federal student financial aidis the cause of rising college tuition?

That notion has been advanced asa way to rationalize limits on federalinvestment in aid in the past. Now aprofessor at Hillsdale College inMichigan and the libertarian CatoInstitute suggest that federal studentaid be phased out altogether.

An article authored by Hillsdaleprofessor Gary Wolfram and pub-lished by Cato proposes phasing outthe current federal student aid system

over the next 12 years. The effect,according to Wolfram, will be declin-ing tuition prices and a response bythe private market to fill the void.That response, the author says, willinclude more private-sector loans,

more private scholarships and theemergence of “human capital con-tracts” in which students pledge aportion of their future earnings inreturn for help paying tuition.

SloganeeringCan you match the New England institution to its slogan?

v

1 University of Maine at Presque Isle A. The University of Science and Technology. And Life.

2 The Forsyth Institute B. A Small College in a World-Class City

3 Worcester Polytechnic Institute C. The Premier Private College with a Public Minded Spirit

4 Fisher College D. Working Hands • Working Minds

5 Newbury College E. American’s Environmental College

6 American International College F. A World Force in Science and Health

7 Sterling College G. North of Ordinary

8 Unity College in Maine H. Evolving by Degrees

S N I P P E T S

“Only a very good education could have prepared me to be a troublemak-er. I came to Hanover fearing trouble. I left looking for it.”

—From “Babes in Boyland” (University Press of New England, 2004),University of Connecticut professor Gina Barreca’s new account

of being a working-class woman at Dartmouth College in the early years of coeducation.

“In situations like this, you don’t have to rely on a teacher’s judgment for tough criticism. Reality does it for you. You know when your creation isn’t working. And you don’t just get a bad grade—you want to make itwork and eventually do so perhaps with the aid of a teacher who serves asadvisor rather than as standards-imposing judge.”

—Education technology expert Seymour Papert, cofounder ofthe MIT Artificial Intelligence Lab and founder of the Maine-based LearningBarn, describing an experimental program at Maine’s Sedgwick School in

which second-graders build LEGO robots and create computer programsto control their movement.

Answers: 1G, 2F, 3A, 4B, 5H, 6C, 7D, 8E

Stay connected to New England higher education news and events online with

CONNECTION’s Campus NewslinkFor more information on how to become a Friend of NEBHE and receive CONNECTION’s

Campus Newslink and other benefits, visit www.nebhe.org/friends.html, [email protected] or call 617.357.9620.

y


ou can’t go home again.

Or so they say. I have the rareopportunity to come home to NewEngland. Moreover, I have the highhonor of leading an organization that Ibelieve will have quite a bit to sayabout whether the future of NewEngland will be marked by worseningsocial and economic polarization orby true commonwealth.

The polar route is too familiar.Punish school districts because theyare poor. Allow privilege to dominatecollege admissions. Build a wallbetween the college campus and thesurrounding community. View theworld beyond our national borders aslittle more than a source of cheaplabor. Go it alone.

The route to shared regional prosperity, in contrast, is marked bypartnership: innovative pre-K-20 edu-cational partnerships, seamless path-ways between two-year and four-yearcolleges, and a shared internationalsavvy that seeks to understand andengage the world’s vibrant culturesand emerging markets.

I come to NEBHE knowing some-thing about this business of partner-ship. As president of MiddlesexCommunity College, I had the experi-ence of building new collaborations in the very different communities of Bedford and of Lowell, Mass. At Trinity College, I had the privilegeof forging a remarkable partnershipthat bound together a private liberalarts college and a complicatedHartford community. In San Franciscoand Hawaii, we energized huge urban

institutions with initiatives thatrevived neighborhoods as we forgedvital partnerships with business and labor.

Unfortunately, however, I return toa New England whose commitment toeducational excellence is under siegein Washington and under strain hereat home.

Our region’s knowledge-driveneconomy depends upon successful,accessible higher education systems.Yet the recent higher education budgetproposals from the administration inWashington, and its recent revision ofPell Grant eligibility formulas, repre-sent an extraordinary assault on highereducation access and affordability.

From the Morrill Act that createdland-grant universities in the 1860sthrough the post-World War II GI Billand the Pell Grant legislation of the1970s, our nation’s leaders have recog-nized that educational opportunity isthe ticket to the American Dream—and the hallmark of an upwardlymobile society. Now, some inWashington would stand squarely in

the door of our colleges and universi-ties and tell middle-class working peo-ple, single parents, poor, minoritiesand recent immigrants that they neednot apply. We need to resist theseefforts to privatize opportunity.

In addition, we need to be moreinnovative here in New England. Thatbegins with meaningful early child-hood education programs for all ourchildren. Kids who had effective pre-Kexperiences whether at Boys Clubs,YMCAs, CYOs or Head Start centers,tend to thrive. Kids who didn’t may bealready left behind when they enterfirst grade, destined for a life of remedi-ation at every successive level. Yet theHead Start program for lower-incomefamilies is always underfunded.

We also need to find new ways tokeep students on track to college andthe educated workforce. The young-ster who is about to drop out of highschool is usually bored and lackingnot intelligence, but direction. Thesekids can and must be engaged andexcited by “early college high schools”combining high school and college orskills training programs modeled afterEuropean apprenticeship systems.

We need to nurture interactive,real-time distance learning programs,always keeping an eye on quality,which means, among other things,limiting class sizes and paying facultythe same for distance learning coursesas for classroom instruction.

Most importantly, it has been saidthat the regions that will succeed intomorrow’s economy will be thosethat most effectively turn immigrants

Coming Home EVAN S. DOBELLE

M E S S A G E F R O M T H E P R E S I D E N T

People everywhere exploit the name “New England”

to convey an image of superior higher education.

But we don’t use it to our own advantage.

12 NEW ENGLAND BOARD OF HIGHER EDUCATION

into knowledge workers. This is par-ticularly true for slow-growing NewEngland. Our immigrant populationsare exploding, but these new NewEnglanders are not participating inhigher education in large numbers. Wemust reach out to them.

We also need to welcome, indeedrecruit, more people to New England.Our higher education institutionshave the “brand” to do that. Peopleeverywhere exploit the name “NewEngland” to convey an image of supe-rior higher education. But we don’tuse it to our own advantage.

Students are permanent touristswith disposable income. The Chinesegovernment alone has announced aplan to educate 300 million new bach-elor’s degree-holders over the nextdecade—30 million a year—who willbe fluent in English. Many NewEngland institutions, meanwhile, arelooking at falling enrollments and thegrim demography of diminishing num-bers of 18-year olds. We should beusing our New England brand to make

sure many of those Chinese studentsand their counterparts around theworld come to our campuses, and notjust to the world-famous ones but toall our institutions. Instead, we’re losing students to English-speakingcountries with more welcoming visapolicies and more aggressive recruit-ment efforts, including Canada, as wellas Australia and New Zealand, whichalso offer the advantage of proximity.

Where will those students go forbusiness deals and other relationshipswhen they start forming companies?Just as Asian business people oncepartnered with their MIT and Harvardclassmates to form high-tech compa-nies, this new generation of talent willrevisit their school ties … but they willbe in Sydney and Auckland. Not here.

I come home to New England withsome ambitious goals that we may notachieve—among them, free tuition forall community college students, if notall non-occupational students, and a50 percent pay increase for teachers.But we can accomplish some more

modest goals if we work at it: forstarters, that every New England statewill mandate and fully fund preschoolfor all kids, that the administration inWashington will stop the unfundedmandates of the No Child Left BehindAct, that every New England highschool will offer students courses inAsian history, and that the NewEngland Board of Higher Educationwill grow as a passionate, well-informed advocate for excellence inNew England, in Washington andaround the globe.

Evan S. Dobelle became president

and CEO of the New England Board

of Higher Education on Jan. 1, 2005.

Dobelle has been president of the

University of Hawaii System,

Trinity College, the City College

of San Francisco and Middlesex

Community College of Massachusetts.

He served two terms as mayor of

Pittsfield, Mass., while in his 20s,

and was chief of protocol in the

Carter White House.

For more information on how to become a Friend of NEBHE,please call us at 617.357.9620, ext. 103, or visit www.nebhe.org/friends.html

Linda AcciardoTerry AddisonMartin AmmerMark AndreozziPatricia AnzianoJoseph AustinBrian BakerWilder BakerGouri BanerjeeLinda BarrettTracey BarrettBrian BartoliniWilliam BenoitFran BergerGail BessetteDonna BirdJeff BlodgettBeverly BockusHelen BodellPamela BoisvertKaren BouciasHenry BourgeoisMariam BoyajianSharon BrennanTimothy BrennanBrian BrittonRoger BrownMike BurnsJudith BurrowsPatrick CallanMonica CalzolariKevin CarletonLance CarluccioRobert CarniauxMildred & FredCarstensenCandy Center

Bruce ChandlerMichael ChmuraTom ChmuraLinda ChojnickiMichael CiarlanteWilliam CibesKelly ClarkBrenda CollinsCatherine CookAl CormierClare CottonWilliam CrenshawKimberly CroneChristine DalyKyle DaviePeter DavisJ. DayMichael DeCiccoPeter DeckersFrancescaDeFabrizioJohn DeLoreyJoanne DeMouraJoseph DesautelUrbain DeWinterPhillip DiChiaraJoseph DiMariaThomas DimieriRene DrouinRosanne DruckmanNorma DuBoisPauline DuchesneDonald DunbarCynthia DuncanDavid DuncanChristine DunlapBernard Dupuis

Linda DyndiukMaling EbrahimpourDavid ElderkinDavid EllisMatthew EynonFrank FalcettaEdna Farace WilsonLarry FinkelsteinStephan FintonDouglas FisherRobert FloydRichard FlynnJohn FobertJames FonsecaJohn ForanPeter FranceseVance FreymannStephanie GagnonKim GazzolaJon GeigerGeorge GeorgenesJoan GernerScott GibsonMarilyn GittellDavid Glenn-LewinRoger GoldsteinDebra GranatieroErnie GreensladeJoAnn GriffinJay HalfondBrent HallPatricia HansburyMarjorie HansenShaevitzGyme HardyJohn HazekampPatrick Healy

Joyce HedlundDebbie HeidaRichard HerboldDeborah HirschDavid HoldenEvan HollandPaula HollisThomas HorganThomas HubbardJennifer HuntJudith JohnsonRichard JolyMeredith JonesPhyllis JoycePatrick KandianisSandra KanterRobert KaynorChristopher KeatingJ.J. KilkellyStanley KowalskiMichael LaliberteRobert LarsonJoseph LavinRobert LayDavid LeveilleArthur LidskyBradley LimaCynthia LinzBridget LongT.W. MacDermottRonald MachtleyTheresa MadonnaJames MageeDeirdre MageeanDavid MagnaniPaul ManzieEdward Marth

Tamara MarzSusan MatteiLarryl MatthewsSusan McCarthyWilliam McCarthyGary McCloskeyAmy McGlashanJoy McGuirl-HadleySharon McLaughlinJames McManusDavid MegquierJulie MenendezSharon MerrillDana MignognaCynthia MitchellRobert MoonKathleen MooreViola MorseThomas MortensonLouise MottaRichard MurphyElizabeth NeumannJim NevilleElizabeth NewmanMichael NoetzelEllen OnoratoSarah ParrottSherry PenneyLivingstonCharles PerkinsGregory PerkinsChristopher PerryWilliam Pruden, IIILinda RagostaYvonne RaiaRosa RedonnettAngela Renaud

Frank ResnickLeonard RiccioTom RichardHarry RichardsPersis RickesJames RoachEllen RonzioElaine RosselleBarbara RubelJohn RubinoCharles RuchRobert RuePatricia SamsonMegan SansonsChristine SarkisianRichard ScaldiniMary ScerraMary FrancesSchlichterRick SchmidtJohn SchneiderPaula SchumannWalter SchuylerAndrew ScibelliTed ScontrasRobert ScottJeff SeemannMahesh SharmaSuman SinghaJane SjogrenSusan SomersDonna SorrentinoJudith SteinkampM. StrongRobert SturtevantTim SullivanWalter Sussenguth

Donald SweeneyStacy SweeneyBrian TavaresSandra ThurstonPaul TortolaniSara TortoraPhilip TrostelSamuel TylerWilliam TylerAnne ValentinePatricia VampatellaMatthew VettelCharles VohsThomas WardSylvia WelshPatricia WeyandJohn WilcoxDianne WilliamsXandy WilsonBertram YaffeDeanna YameenYaman Yener

And very specialthanks to:The Nellie MaeEducationFoundationandThe John H. and H. Naomi TomfohrdeFoundation

Join our widening circle of friends, and help build New England’s higher education agenda.

Back in 1978 when I was a young lobbyist inWashington, D.C., I vividly remember seeing a presentation about the demographic change

that would reshape the United States over the following 25 years. Whites would no longer makeup the majority of the population. The speaker talkedof a “minority majority.” The changes that were forecast were dramatic but not imminent, so the talk received very little attention. Now, 25 yearslater, demographic projections still don’t draw muchattention. But they should, especially from presidentsand trustees of New England colleges, whose admis-sions offices are confronting a series of factors thatconstitute a demographic perfect storm.

What are these factors?The total number of students graduating from

New England high schools will decline by almost11,000 between now and 2018—a drop of 7 percent.The number of white students graduating from theregion’s high schools will plunge by 18,000, while thenumber of students of color graduating will grow bymore than 11,000. (See Figure 1.) But these students of color have lower college-going rates than their disappearing white peers.

Nationally, only about 40 percent of African-American high school graduates and 34 percent ofHispanic graduates, age 18 to 24, enroll in college,

compared with 46 percent of white high school gradu-ates, according to a recent report by the AmericanCouncil on Education.

Moreover, among boys, particularly those whosefamilies make under $50,000, high school graduationrates are likely to decline along with total numbers of graduates. According to the most recent data, just 55 percent of ninth-grade boys will graduate from high school three years later.

New England colleges and universities thereforeneed to focus their recruitment strategies on increasingcollege participation among New England Hispanicsand African-Americans, while hanging on to the NewEngland Asian-American and white students who arealso being recruited by other states. And they need toincrease their market share of students from outsidethe Northeast.

New England colleges can target their admissionsefforts to states outside the Northeast where populationincreases are projected. But these states have signifi-cantly lower college-going rates than New England, and students from those states who do go on to pursuehigher education may be more likely than their NewEngland counterparts to go to colleges in their homestates. Only about 8 percent of California students and 11 percent of Texas students leave their states forcollege, compared with 32 percent of Massachusetts students and 46 percent of Connecticut students. (See Figure 2.)

Demographic Perfect StormNew England Confronts a Shortage of College-Bound StudentsREBECCA BRODIGAN

-20,000

-15,000

-10,000

-5,000

0

5,000

10,000

OverallNative American

HispanicAfrican- American

Asian-American

White-17,842

4,407

575

5,800

492

-10,829

Figure 1: Change in Number of New England High SchoolGraduates from 2006 to 2018

10%

20%

30%

40%

50%

60%

70%

80%

% Entering From Out of State

% Leaving State

USCalif.TexasAriz.Mass.R.I.MaineConn.N.H.Vt.

57%

70%

48%51%

46%42%

67%

32%

40%

11%

25%

11%8% 8% 8%

18% 20%

39%42%

34%

Figure 2: Freshman Migration: Percentage Leaving Stateto Start College and Percentage Entering State fromElsewhere to Start College

Source: Knocking at the College Door: Projections of High School Graduates by State,Income and Race/Ethnicity: Western Interstate Commission for Higher Education,December 2003. Source: Postsecondary Education Opportunity, 2004.


Gender GapWith headlines like “Where are the boys?,” interest andconcern about the particular plight of boys is beginningto catch the attention of college and university admin-istrators across the country. But there is also a fearthat expressing concern for young men will be viewedas anti-female. At a recent New England meeting of theCollege Board, at least two speakers felt they neededto apologize for bringing up the issue of the decliningnumbers of males who are graduating from high schooland going on to college.

Meanwhile, women have been incredibly successfulin gaining access to higher education, and now com-prise a majority of the traditional undergraduate popu-lation at colleges and universities across the country.Of particular note is growth in the number of women ofcolor in the college population—particularly relative tomale students of color. At liberal arts colleges, womenaccount for nearly six out of 10 students and an evenhigher share of students of color. (See Figure 3.)

Woman are more likely than men to complete a highschool curriculum that prepares them for college andthose who do finish high school continue on to college atsignificantly higher rates than men (70 percent vs. 60 per-cent) and graduate from college at higher rates as well.

Women now receive well over half of the bachelor’sand master’s degrees awarded in New England, half thefirst-professional degrees and nearly half the doctorates.

Differing college-going rates among racial and ethnicgroups will also be a critical factor in shaping NewEngland higher education. Whites and Asian-Americansare much more likely to attend college than African-Americans and Hispanics. Asian-Americans have the highest college continuation rates of all groups and theiroverall numbers are projected to increase, but not enoughto make up for the large decline in white students.

Increasingly, states have begun to discuss strategiesfor increasing the number of out-of-state students.There are several reasons for these actions.

Aging populations mean fewer college-age students.Some states like Vermont have declining birth rates andalso export large numbers of young people; six in 10Vermonters leave their home state for college.

One result of having fewer in-state students to drawfrom is that pressure will build to provide full merit-based scholarships for the top students in the state. Theexperience of the Georgia Hope Scholarship Programsuggests that when merit-based aid increased, increaseswere funded from cuts to need-based programs. Highereducation funding is mostly a zero-sum game. (Note theBush administration’s proposal to increase the maxi-mum Pell Grant in part by eliminating Perkins loans.)

Will we now begin to pay attention to the fact thatwe are heading down a road where educated womenwill greatly outnumber men? And that there aren’tenough high school graduates to sustain current levelsof enrollment in higher education institutions? And thatthe competition to attract our best and brightest stu-dents is going to intensify?

If we don’t begin to have serious conversationsabout these three topics, New England higher educa-tion institutions will suffer significant losses in enroll-ment and some will go out of business.

Rebecca Brodigan is director of institutional

research at Middlebury College and past president of

the North East Association for Institutional Research.


10%

20%

30%

40%

50%

60%

70%

TotalUnknownWhiteHispanicAsian- American

Native American

African- American

Inter-national

Men Women

58%

42%

60%

40%

57%

43%

61%

39%

66%

34%

60%

40%

59%

41%

54%

46%

Figure 3: Enrollment at Liberal Arts Colleges

Source: U.S. Department of Education, IPEDS Fall Enrollment Survey, 2003.

New England colleges and universitiesneed to focus their recruitment strategieson increasing college participationamong New England Hispanics andAfrican-Americans, while hanging on to the New England Asian-American and white students who are also beingrecruited by other states. And they needto increase their market share of studentsfrom outside the Northeast.


Who are New England’s future college stu-dents? What is the shape of the region’sfuture educated workforce? The answers

to these questions may be found in part in theregion’s high schools where each year, 150,000 orso graduating seniors decide whether and where togo to college. It’s a group most states don’t consultoften enough as they forge higher education poli-cies. But Vermont has been doing so for a quarter-century, and New Hampshire is now following suit.

In the spring of 2002, a K-12 and higher education collaborative called the New Hampshire Partnership forthe Advancement of Postsecondary Education Research,or NH PAPER, piloted a survey modeled after Vermont’s,asking seniors at 21 New Hampshire high schools abouttheir postsecondary education and career plans andtheir perceptions of the education they received in highschool. Last year, with support from the New HampshireHigher Education Assistance Foundation, the MeasuringAspirations and Participation survey was administeredstatewide to 8,100 graduating seniors at 56 public highschools and eight private high schools.

The New Hampshire initiative offers a unique oppor-tunity for students to provide feedback on their highschool experience and for administrators to gatherimportant trend information and useful data for plan-ning, revising and upgrading curriculum. Some schoolshave used the findings to make curricular and guidanceadjustments necessary to meet the requirements of thefederal No Child Left Behind Act.

The survey provides the higher education communitywith valuable insights about student preparation and plansfor higher education. It also promotes understanding ofthe “pipeline” to New Hampshire higher education and, tothe extent that students who go to college in their homestate are more likely to work in that state upon gradua-tion, a glimpse of the state’s future educated workforce.

Following are some key findings from the class of2004 survey:

• A large majority of New Hampshire high schoolseniors—81 percent of seniors at public schools and96 percent at private schools—planned to enroll incollege in the fall of 2004.

• Those seniors who planned to continue their educa-tion decided to do so at a very early age; 21 percentof public high school seniors and 31 percent of pri-vate high school seniors said they had “always”known they would attend college. An additional 38percent of public and 46 percent of private highschool seniors said they had decided by sixth grade.

• Parents have a very strong influence on their children’seducational plans. Nearly nine of 10 public high schoolseniors who planned to attend a four-year college saidtheir parents wanted them to. Nearly seven in 10 ofthose who planned instead to get a full-time job alsoreported that their parents encouraged them to do so.

• Young women are more likely to plan to continuetheir education than their male peers. Sixty-sevenpercent of female graduates in the class of 2004planned to continue their education at four-year col-leges, compared with 55 percent of young males.

• Among seniors not planning to go to college in fall 2004, there was a slight increase in the proportionplanning on joining the military—from 14 percent in2003 to 17 percent in 2004. Broken down by gender, the data show that 20 percent of non-college-boundmen and 9 percent of non-college-bound womenplanned to join the military.

In analyzing 2004 survey results, NH PAPER alsoplaced certain findings on a “watch list”:

• More than half of college-bound public high school seniors and 70 percent of the state’s private high school seniors planned to enroll in colleges outside New Hampshire.

• College-bound public high school seniors whoplanned to enroll outside New Hampshire increasinglycite financial reasons for deciding against a NewHampshire institution. Between 2002 and 2004, the percentage of public high school seniors who citedexpenses as a reason not to attend public and privatefour-year campuses in New Hampshire more thandoubled from 3 percent to 7 percent, while the per-centage who cited this reason for not choosing a com-munity or technical college in New Hampshire rosefrom 2 percent to 6 percent. In each case, the percent-age citing lack of financial aid also increased.

Ask and You Shall PerceiveVermont and New Hampshire Ask High School Seniors: “What Next?”INGRID LEMAIRE AND WANDA ARCE

• More than half of the seniors—53 percent at publicschools and 67 percent at privates—planned to livesomewhere other than New Hampshire after completingtheir education.

New Hampshire has not conducted a follow-up survey with graduates to learn whether they followedthrough on their plans to pursue postsecondary educa-tion. But we know from national data that aspirationsare higher than participation—that is, more high schoolseniors report that they plan on going to college thanactually attend. NH PAPER is exploring various waysto compare survey results with national data, such asthe “Successful Outcomes Program” available throughthe National Student Clearinghouse. This program, cur-rently being piloted at 11 New Hampshire high schools,will provide previously unavailable longitudinal data onthe actual college attendance and persistence patternsof high school graduates. Successful Outcomes willgenerate reports for the high schools, indicating wherestudents enroll in college, whether they attend full-time

or part-time, and, once they graduate, the date anddegree they earn.

The Vermont Student Assistance Corp. (VSAC), in contrast, surveys Vermont high school seniors ontheir post-high school plans during their senior yearand then again one year later. Vermont’s results arebased on a statewide survey representing all public and most private high schools.

VSAC’s most recent survey revealed that 71 percent ofthe class of 2003 (the most recent year for which data onVermont seniors are available) planned to pursue post-secondary education. One year later, about 68 percentreported that they had actually enrolled at a postsec-ondary institution. The gap between aspirations and par-ticipation is the narrowest it has been in Vermont since1994. Fully 95 percent of those students attended collegeon a full-time basis and 87 percent were at four-year insti-tutions. Enrollment at public and private institutions wassplit about evenly. The majority of those Vermont collegefreshmen—59 percent—were enrolled in colleges outsideVermont, but nearly half of those who enrolled out-of-state attended New England institutions.

More than 64 percent of Vermont graduates who didnot pursue education in the fall of 2003 reported thatthey planned to continue their education at some pointin the future. Many of these young people said theywould need to continue their education to get the jobthey wanted.

Vermont’s next biennial surveywill take place in 2005, allowingfor the first time a meaningfulexamination of differences andsimilarities in the career and edu-cational preferences of studentshailing from the two neighboringstates on either side of theConnecticut River.

To the extent that NewEngland’s higher education andlabor supply operate in a singleregional market, a regionwide,six-state assessment of highschool seniors’ preferences—witha follow-up to see how participa-tion matches aspirations—couldgo a long way in helping NewEngland educators, business lead-ers and policymakers betterunderstand the region’s future.

Ingrid Lemaire is vice presi-

dent for research and govern-

ment relations at Granite State

Management & Resources, a

NHHEAF Network Organization.

Wanda Arce is director of

research at the Vermont Student

Assistance Corp.


A six-state assessment of high schoolseniors’ preferences could help educators,business leaders and policymakers betterunderstand the region’s future.


Over the past 30 years, there has been significant progress in the educationaladvancement of women in the United

States and New England. Nationally, the percentageof adult women with four-year college degrees shotfrom 8 percent in 1970 to 24 percent in 2000.Women closed the gap with men in college completion, as the female-to-male ratio in percent-ages of Americans with four-year college degreeswent from below 60 percent to 85 percent. But economically, women have made less significantprogress as measured by the ratio of income for full-time female workers to that of full-time male workers. (See Figure 1.)

In many respects, New England is a leader in theeducation of women. In all the New England states, thepercentage of adult women with a four-year collegedegree is at the U.S. average or higher, and the ratio offemale adults with college degrees to male adults withcollege degrees in all six New England states is higherthan the U.S. average. (See Figure 2.) Connecticut andMassachusetts rank in the top five of the 50 states inthe percentages of females with four-year collegedegrees, and Vermont is one of only three states wherethe percentage of women college graduates actuallyexceeds the male percentage.

The greatest progress for women in higher educa-tion occurred in the 1970s. This was the decade whenbaby boomers reached college age and when thewomen’s movement, legal battles and legislative victo-ries opened doors to higher education for women. InNew England, female college enrollment increased by75 percent at both public and private institutions dur-ing the ’70s while male enrollment inched up only 3percent at private campuses and 19 percent at publicones. What started in the ’70s continued through 2000,as women went from a little over one-third of all stu-dents enrolled in private institutions to a majority in2000 and from 45 percent of students in public institu-tions to nearly 60 percent.

By 2002, women accounted for 58 percent of bache-lor’s and 60 percent of master’s degree recipients atNew England institutions.

Yet women’s progress in higher education over thepast 30 years has not translated into proportionate eco-nomic advancement in the workplace. In 1970, full-timeworking women nationally earned about 60 cents forevery $1 earned by full-time working men. By 2000,that had grown to 76 cents—equal to only two-thirdsthe increase in educational attainment. And since 1990,progress has slowed.

In New England, women earn a low of 69 cents onthe men’s dollar in New Hampshire to a high of 78cents in Vermont.

All six New England states have female-to-male education ratios at least 3 percentage points above theU.S. average. But only two—Vermont and Massachusetts—have female-to-male earnings ratios 3 percentagepoints above the U.S. average. (See Figure 3.)

In all states except Massachusetts, the return to

education ratio—as measured by the full-time workingfemale-to-male earnings ratio divided by the full-timeworking female-to-male education ratio—is below theU.S. average of 86 percent. In other words, the eco-nomic returns to a college degree for women relativeto men in New England is below the U.S. average.

Why does this economic disparity remain so pronounced, even with the significant advancement of female students in higher education? How mightinstitutions of higher education advance the economicstatus of women?

Consider the case of New Hampshire, where theearnings disparity is the largest in New England and the

MismatchFor New England Women, Earning Lags LearningROSS GITTELL, ALLISON CHURILLA AND ANN McADAM GRIFFIN

1970

1975

1980

1985

1990

1995

2000

Earnings Ratio Bachelor’s Degrees

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

73%85%

71%78%

72%76%

65%69%

60%65%

59%60%

59%58%

Figure 1: U.S. Female-to-Male Ratios in Bachelor’sDegrees and Full-Time Worker Earnings, 1970 to 2000

fifth largest in the nation, and the return to education

for women compared to men is among the lowest. In the Granite State, educational attainment only min-

imally explains earnings differentials between womenand men. In fact, full-time male workers get significantlygreater monetary returns from education at almost alllevels of educational attainment. For example, full-timeworking women with four-year college degrees earn only69 cents for each $1 earned by their male counterparts.This is the lowest such ratio in New England and wellbelow the U.S. average of 74 percent.

There are a few explanations as to why women in New Hampshire earn so much less than males even at the same levels of educational attainment. These include:gender roles in family responsibilities, gender-based occu-pational and industry segregation and pay differentials.

The women’s movement of the 1970s had a limitedimpact in New Hampshire on female household respon-sibilities. In New Hampshire, marriage is a distinct economic advantage for males, but not forfemales. The median annual income of full-time married men was one-quarter higher than the medianannual income for full-time working unmarried men,and close to one-third higher than the income of full-time working married women.

During their childrearing years, women at all educa-tional levels in New Hampshire tend to shift to part-timework and leave career tracks, while very few men do this.In New Hampshire, two-thirds of women without childrenare employed full-time, compared with less than one-halfof women with children under age 6. Men’s full-timeemployment is greater for men with children than formen without children. Life-cycle earnings data indicatethat family responsibilities (manifested in withdrawalsfrom the full-time workforce) have a cumulative negativeimpact on the earnings of women in New Hampshire rela-tive to men. The New Hampshire experience furthermoresupports the view that public policies and corporations in our country, in general, do not compensate or helpfemales fulfill family leadership roles without significantpersonal economic loss. Females in some other nationsdo better economically, most notably in the Scandinaviancountries, which do a better job of supporting families and working parents and ensuring that taking on familyresponsibilities does not come with significant penaltiesin the workplace.

As for the role of occupation and industry ofemployment, New Hampshire female-dominated andmale-dominated occupations and industries are consis-tent with traditional gender stereotypes of women as caretakers and men as decision-makers and physicallaborers. Female-dominated occupations and industries(where 60 percent or more of workers are women) in New Hampshire pay significantly less than male-dominated ones, even where education requirementsand work demands are similar.

Median annual income for the top five female-domi-nated occupations (secretaries and administrative assis-tants, accounting and bookkeeping clerks, nurses, homehealth aides and customer service representatives) isone-eighth lower than for the top five male-dominatedoccupations (carpenters, truck drivers, janitors, freightand stock movers and chief executives). In addition,three of the top five female-dominated industries (retailstores, nursing care facilities, banking) are low-incomewith median incomes in the bottom third of all NewHampshire industries; none of the top five male-domi-nated industries are.

Gender differences in occupation and industryreflect decisions made in college about which fields ofstudy to pursue. The most recent data on what fresh-men are studying at New England institutions suggeststhat occupational and industry of employment differ-ences are likely to continue. For example, females comprise nearly 80 percent of education majors, butonly 16 percent of higher-paying, high-demand engineer-ing majors and fewer than 50 percent of business and


5%

10%

15%

20%

25%

30%

35%

40%

U.S.VermontR.I.N.H.Mass.MaineConn.

Percent of all Females Percent of all Males

29%

33%

23% 24%

31%

35%

27%

30%

24%27%

30%29%

23%

26%

Figure 2: Percentages of Adults with Bachelor’s Degrees, 2000

20%

40%

60%

80%

100%

Female/Male Education Ratio

Female/Male Earnings Ratio

Conn.

88%

72%

Maine

96%

74%

Mass.

89%

77%

N.H.

88%

69%

R.I.

90%

75%

Vermont

101%

78%

Figure 3: Female-to-Male Education and Earnings Ratiosfor Full-Time Workers, 2000

physical science majors. It is unclear whether any fieldwomen enter in large numbers will necessarily becomelow-paying, but it is very clear that the fields thatfemales are concentrating in currently are low-paying.

So what can be done? Colleges and universities can help females enter male-

dominated, well-paying occupations and industries bysupporting enrollment and achievement in fields such asengineering and the physical sciences. And while collegemay be late in life to significantly increase sensitivityamong male students, colleges can promote the impor-tance of sharing family responsibilities. There is strongevidence that networking and mentoring among femaleworkers at the workplace and in the professions wouldalso be beneficial. Colleges can encourage and supportnetworking and support systems among female alumni.Colleges can host events nationally and seminars oncampus targeted for female graduates and professionals.Universities can also help to promote careers and entre-preneurship among women at business and engineeringschools, with the expansion of internship opportunities

for female students. At the University of New Hampshire,there are now events targeted to female alumni in NewHampshire, Boston and New York City. In addition, ahigh technology internship course, which places businessstudents in entrepreneurial ventures, boasts femaleenrollment consistently at or near 50 percent of the class.

And finally, colleges can help to improve the systemand culture for working families by being role modelsin their organizational practices. That may mean, atleast, providing employees with flexible scheduling,family leave and meaningful child care and health care benefits.

Ross Gittell is the James R. Carter Professor at the

University of New Hampshire’s Whittemore School

of Business and Economics. Allison Churilla is a

doctoral student in UNH’s sociology program.

Ann McAdam Griffin is a research associate at

the Whittemore School. This article is drawn from

research the three are conducting for the nonprofit

New Hampshire Women’s Policy Institute.


Loan RangersHigher Education’s Indebted FutureTHOMAS D. PARKER

In colorful testimony before Congress a few years ago, Williams College economics professorGordon Winston aptly compared college presidents

to car salesmen. He was referring partly to the factthat both rely heavily on customer willingness to gointo debt to buy their products.

Many college presidents are presiding over institu-tions where the operating budget is 50 percent or morederived from money borrowed by students and theirparents. The fact that borrowing for higher educationhas skyrocketed in recent years and that the imbalancebetween loans and grants has widened is well-docu-mented. Student loan volume grew by more than 200percent over the past 10 years, while outright grant aidrose by 135 percent, according to the College Board.

One of the most striking trends in family borrowingfor education is the very rapid growth in borrowingfrom outside the federal loan programs.

To date, the lion’s share of education borrowing inAmerica has been subsidized by the federal govern-ment through the Federal Family Education LoanProgram (FFELP). Outstanding FFELP volume nowstands at nearly $400 billion and is increasing byapproximately $60 billion per year.

But even Uncle Sam cannot write loan checks fastenough to keep up with rising higher education costs.Limits on need-based, subsidized federal loans havebeen stuck since 1992 at $5,500 for third- or fourth-yeardependent undergraduates and less for underclassmen,while total charges at four-year institutions have grownby around 70 percent to approach $12,000 at publicsand $28,000 at private campuses nationally (and

significantly more in New England). Despite the press-ing need, Congress, because of its own debt burdenproblems, will not be able to produce significantincreases in FFELP loan limits when it reauthorizes theHigher Education Act this year or next.

Increasingly therefore students are turning to private sources to borrow.

At First Marblehead Corp. in Boston, for example,loan volume has increased from under $100 million in2000 to $1.8 billion in 2004. (In the first quarter of fiscal2005, volume was over $1 billion.) The College Boardestimates that private student loan volume overallreached $10.6 billion in academic year 2003-04, up 46 percent from a year before.

What do these numbers mean for the future? Here are a few speculations:

• As parents and students look at higher and higherpost-graduation debt burdens, they will pay more andmore attention to the issue of value received. Is thevalue of the education really worth the debt burden?Middle and upper-middle-income families may focusvery intently, for instance, on the relative merits ofhigh-priced private education versus lower-pricedpublics. Middle and lower-middle income families maydebate community college versus four-year publics.

• Larger numbers of students will demand postsec-ondary training geared specifically to the job market,increasing the already growing cohort enrolled in theproprietary sector.

• While previous studies suggest that debt burden hasnot had a significant effect on career choices, thiscould change quickly as debts increase. There havealso been suggestions that high education debt could

eventually delay first home and condo purchases and have a negative impact on the housing mortgageindustry, but there is no proof of this so far. There areother quality-of-life issues. Will graduates with heavydebt have to postpone or pare down car purchasesand in general live more Spartan lives? As burdensincrease, there is more and more buzz about thisprospect on campuses.

• Borrowing from the private sector will be a bit moreexpensive for individual students and parents thanborrowing from government-subsidized programswhere Uncle Sam is assuming some of the cost andalmost all the default risk.

• Postsecondary institutions will become more savvyabout how to find the best and easiest financingoptions for students with many creating customizedprograms tailored to their individual needs much as theauto industry makes it easy to borrow through affiliat-ed loan companies. GM and Ford recently announcedthat they were able to maintain overall profitability lastyear not because of car sales but because of the profitsof their finance company subsidiaries. Expect to seemore and more colleges engaged in “school as lender”programs and other self-generated financing arrange-ments in which they administer their own loan pro-grams and, in many cases, subsequently sell their loans to generate revenue.

Everyone in higher education should be gettingready for this new surge of debt financing. It is a world-wide phenomenon fueled by escalating demand forhigher education, ever-increasing cost of the productand the inability of government support to keep upwith the need. We used to say that the price of a year ata prestigious private institution of higher educationwas about the same as the price of a new car. This isstill true, but one has to keep trading up in cars for theanalogy to work. Watch for higher education to learn afew tricks of the trade from the local Lexus dealer.

Thomas D. Parker is senior advisor to the chair-

man of First Marblehead Corp. He is former executive

vice president and treasurer of the Nellie Mae

Education Foundation and former president and

CEO of The Education Resources Institute (TERI).


Expect to see more and more colleges engaged in “school as lender”programs and other self-generatedfinancing arrangements in which theyadminister their own loan programs and,in many cases, subsequently sell theirloans to generate revenue.


New England is known worldwide as a centerof educational excellence. It has attracted“the best and brightest” from across the

United States and around the world for more than acentury—since higher education became an interna-tional enterprise at the end of the 19th century withthe rise of research universities. Now, in the early21st century, as the most powerful higher education magnet in the world, New England stillattracts many of the best students and faculty to its academic and research institutions. The regionenrolls more than 45,000 international students whocontribute more than $1.2 billion to the economy. A recent ranking by the Times Higher EducationSupplement in the United Kingdom listed eight NewEngland institutions among the world’s top 200.

New England lures foreign students and scholarsbecause of the quality of its academic institutions andprograms, research infrastructure, research-basedindustries (e.g., biotechnology and medical technologyand services) and the links among these elements. Thesocial, cultural and other historical qualities of theregion are also attractive.

Does the region face challenges to its internationalacademic and research leadership? Yes and no. Thestrength that New England has built up over the years isnot going away. The “academic and research capital” thatthe region has developed will continue to pay dividends.

Harvard, Yale, and MIT have, of course, long pre-vailed as international leaders. A significant number ofother key New England institutions have built remark-able prestige in the past half century. Boston College,Boston University, Brandeis, Brown, Dartmouth andTufts have become world-renowned relatively recently.The University of Massachusetts has improved itsstanding significantly, and Northeastern University iscurrently trying to transform itself into a nationallyranked institution. These examples indicate thestrength of the higher education industry in the region.

International TrendsSignificant changes underway in higher educationworldwide will inevitably affect New England’s interna-

tional role. The latter half of the 20th century saw theworldwide “massification” of higher education, asenrollments expanded and access was made availableto ever-growing numbers of students worldwide. Theemphasis was on providing places at the “bottom end”of higher education systems. Now, many of the recentlyexpanded higher education systems are upgrading thequality of their premier universities. China, SouthKorea, Taiwan, Singapore and other countries that havebeen the major providers of foreign students to theUnited States are now building research-focused uni-versities and devoting considerable resources to thistask. They have more capacity for graduate study athome, and the academic quality of their institutions isimproving. Some students from these countries who at one time would have sought overseas degrees willchoose to remain at home.

Meanwhile, New England’s major overseas competi-tors for foreign student enrollments—especially theUnited Kingdom and Australia, but also Canada, NewZealand, Japan and a few others—look to foreign stu-dents to produce income for cash-strapped universities.Indeed, Australia has a national policy of helping to payfor domestic higher education from income produced by foreign enrollments. All these countries have compet-itively recruited foreign students, which has increasedtheir foreign enrollments significantly. Australia, forexample, now enrolls more than 70,000 international students—more than doubling its numbers in a decade.

A wild card in the equation is the European Union.The “Bologna Agreement,” signed in 1999 by the EUcountries, focuses on harmonizing the very diverseEuropean academic systems with the aim of permittingEuropean students to study anywhere in the EU. WhatBologna will mean for European students and staff com-ing to the United States is not yet clear. Another ques-tion is whether harmonization will build barriers tostudents from outside Europe—Asians, Africans andLatin Americans as well as those from the United States.

Clearly, there are major changes taking place in theinternational student marketplace worldwide. Howthese changes will affect the United States—and NewEngland—remains somewhat murky, but it is clear thatglobal competition will increase, as new providers ofinternational education services enter an expandingmarket: one Australian study estimated that the world-wide number of foreign students will increase from thecurrent 2 million to 8 million in two decades.

Education MeccaWill New England Continue to Attractthe World’s Students?PHILIP G. ALTBACH

9/11 RealitiesLargely due to security concerns raised by 9/11, it ismuch more difficult for foreign students and academicstaff to enter the United States. While it seems to bethe case that most legitimate students who apply forU.S. visas eventually obtain them, the applicationprocess has become more difficult, and many see it asdemeaning. Stories abound of long waits, disrespectfultreatment by overseas U.S. officials and other prob-lems. High-profile cases such as rejection of Islamicscholar Tariq Ramadan’s visa after his appointment to a professorship at Notre Dame and worldwide web-based complaints have deterred many people fromapplying to U.S. universities.

Much attention has been focused on these difficul-ties, which are affecting the numbers of foreign stu-dents coming to the United States. For the first time inseveral decades, foreign student numbers were down in2004. Whether this is part of a long-term trend isunclear, but it is a serious problem. Significantly fewerforeign students are taking entrance examinations suchas the SAT, the GMAT and others, which means that atleast for the coming year or so, declines will continue.

The U.S. State Department has downplayed theobstacles facing foreign students while claiming to beimproving the situation. It remains to be seen whether

the United States has permanently made entry into thecountry difficult and degrading.

What It All MeansWhat do these complex trends and realities mean forNew England? The good news is that the basic strengthof the universities in New England will continue to func-tion as an international lure. Foreign students, especiallyfrom Asia, are highly brand-conscious and will choosethe most prestigious university available. New England’stop institutions should be able to retain their foreignenrollments as long as students can obtain visas and gainentry to the country. But the total number of foreignapplicants to New England institutions may decline.Universities a bit lower on the pecking order may find itdifficult to attract the desired numbers of foreign stu-dents.

Moreover, the academic world is becoming moremultipolar. New England’s colleges and universities willfind themselves competing not only with one another,but also with top-quality academic institutions in China,Australia and other emerging academic powers.

Philip G. Altbach is Monan professor of higher edu-

cation and director of the Center for International

Higher Education at Boston College.



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• New England’s population increased by just 5 percentin the 1990s, while total U.S. population grew by 13 percent. Among the New England states, only New Hampshire registered double-digit growth over the decade.

• New England’s high school graduating class will grow gradually until 2009 thendecline steadily.

• About three-quarters of NewEngland students graduate fromhigh school, and about half ofthem go on to enroll in college thenext year. But this varies signifi-cantly by state and especially byfamily income.

• New England colleges and univer-sities enroll a record 860,000-plusstudents. Nearly half of themattend private institutions, com-pared with about one-quarter ofstudents nationally. Nearly two-thirds of New England college students are enrolled full-time.

• In the late 1970s, women surpassed men for the first time as the majority on New England college campuses. Today, female students outnumber males on the region’s campuses by more than 130,000.Women also earn more New England college degreesthan men, and the gap widens every year.

• Of the nearly 3,500 doctorates conferred by NewEngland universities in 2003, U.S. students of colorearned fewer than 350; foreign students earned 1,035.

• Post-9/11 visa restrictions and global competition for international students have led to an ominous dropin New England’s foreign enrollment. Moreover, nearly

half the region’s 44,319 foreign students enroll at just10 of New England’s 270-plus colleges and universities.

• Total yearly charges, including room and board, nowaverage more than $34,000 at New England’s privatefour-year colleges and more than $13,000 for state residents attending public four-year campuses. The

comparable U.S. figures are $27,516for students at four-year private campuses and $11,354 for state resi-dents at public four-year campuses.Charges for state residents attendingcommunity and technical colleges in New England, meanwhile, average about $1,000 more than the national figure.

• New Englanders invest $159 per-capita in state support of publichigher education, compared with$217 nationally. This low invest-ment is often attributed to theregion’s wealth of private highereducation offerings.

• New England’s share of research and developmentconducted by all U.S. universities continues to slidefrom over 10 percent in the early 1980s to just 7.7 percent today.

The data in CONNECTION’S special Trends & Indicatorsissue are collected and analyzed annually by the NewEngland Board of Higher Education’s Department ofPolicy and Research. The data are drawn from varioussources, including the U.S. Department of Education, theNational Science Foundation, the College Board andNEBHE’s own Annual Survey of New England Collegesand Universities.

CONNECTION and NEBHE’s Department of Policy andResearch welcome reader comments and suggestionson Trends & Indicators.

CONNECTION’S Trends & Indicators in Higher Education 2005

Tables and charts prepared by NEBHE Senior Director of Policy and Research Michael Thomas and

NEBHE Research Analyst Sue Klemer. Text by CONNECTION Executive Editor John O. Harney.

An Index of Figures appears on page 26.

Welcome to CONNECTION’S Trends & Indicators in Higher Education 2005, exploringthe condition of New England higher education. Some highlights:


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05 INDEX OF FIGURES

D E M O G R A P H YFig. 1: Change in Population, 1990 to 2004, New England States

and Other RegionsFig. 2: Population of New England by Race, 2003Fig. 3: Population of New England by Hispanic Origin and

Race, 2003Fig. 4: Components of Population Change in New England and

the United States, April 2000 to July 2004Fig. 5: New Immigrants by Region of Birth and Intended State of

Residence, 2003

S C H O O L S P E N D I N GFig. 6: Total State and Local Spending per Child Enrolled in Pre-K,

2002-03 School YearFig. 7: Total Federal Head Start Funding per Child, 2002-03

School YearFig. 8: Total Spending per Child Enrolled in K-12, 2002-03

School YearFig. 9: Public High School Graduates in New England, 2000 to 2018

E N R O L L M E N TFig. 10: High School Graduation and College Continuation, 2002Fig. 11: Intended Fields of Study of College-Bound Seniors in New

England by Race/Ethnicity, 2000Fig. 12: Total Enrollment at New England Colleges and

Universities and New England’s Share of U.S. Enrollment,1993 to 2003

Fig. 13: Higher Education Enrollment in New England by Type ofInstitution and Full-Time Status, 2003

Fig. 14: Distribution of Higher Education Enrollment, Public vs.Private, 2003

Fig. 15: Public vs. Private College Enrollment in New England,1993 to 2003

Fig. 16: Undergraduate vs. Graduate Enrollment in New England,1993 to 2003

Fig. 17: Full-Time vs. Part-Time College Enrollment in New England,1993 to 2003

Fig. 18: Total Higher Education Enrollment by Gender in NewEngland, 1973 to 2003

Fig. 19: New England Institutions with the Largest UndergraduateEnrollments, Fall 2003

Fig. 20: Enrollment at New England Colleges and Universities byRace/Ethnicity, 2003

Fig. 21: Minority Enrollment by State and Race/Ethnicity, 1993 and 2003

Fig. 22: Public and Private College Enrollment in New England byRace/Ethnicity and Type of Institution, 2003

Fig. 23: Minorities as Percentage of U.S. UndergraduateEngineering Students by Race/Ethnicity, 1990 to 2002

Fig. 24: Foreign Enrollment at New England Colleges andUniversities, 1994 to 2004

Fig. 25: Foreign Enrollment at New England Colleges and Universitiesand Share of U.S. Foreign Enrollment, 1960 to 2004

Fig. 26: New England Institutions Enrolling More than 1,000Foreign Students, 2004

Fig. 27: Foreign Students in New England by Countries of Originand Field of Study, 2004

G R A D U AT I O N R AT E S A N D D E G R E E SFig. 28: Graduation Rates by State, Race/Ethnicity and Type

of Institution, 2003Fig. 29: Graduation and Transfer Rates by State and Type of

Institution, 2003Fig. 30: Total Degrees Awarded at New England Colleges and

Universities and New England’s Share of U.S. Degrees,1993 to 2003

Fig. 31: Degrees Awarded in New England by Gender, 1972 to 2003Fig. 32: Associate Degrees Conferred on Men, Women, Minorities

and Foreign Students, 2003Fig. 33: Associate Degrees Awarded in New England, 1973 to 2003Fig. 34: Associate Degrees Awarded at New England Colleges and

Universities by Field of Study, 1971 to 2003Fig. 35: Bachelor’s Degrees Conferred on Men, Women, Minorities

and Foreign Students, 2003Fig. 36: Bachelor’s Degrees Awarded in New England, 1973 to 2003Fig. 37: Bachelor’s Degrees Awarded at New England Colleges

and Universities by Field of Study, 1971 to 2003Fig. 38: Master’s Degrees Conferred on Men, Women, Minorities

and Foreign Students, 2003Fig. 39: Master’s Degrees Awarded in New England, 1973 to 2003Fig. 40: Master’s Degrees Awarded at New England Colleges and

Universities by Field of Study, 1971 to 2003Fig. 41: First-Professional Degrees Conferred on Men, Women,

Minorities and Foreign Students, 2003Fig. 42: First-Professional Degrees Awarded in New England,

1973 to 2003Fig. 43: First-Professional Degrees Awarded at New England

Colleges and Universities by Field of Study, 1971 to 2003Fig. 44: Doctorates Conferred on Men, Women, Minorities and

Foreign Students, 2003Fig. 45: Doctorates Awarded in New England: 1973 to 2003Fig. 46: Doctorates Awarded at New England Colleges and

Universities by Field of Study, 1971 to 2003

F I N A N C I N G H I G H E R E D U C AT I O NFig. 47: Average Student Expenses, New England vs. United States,

Academic Year 2004-05Fig. 48: Tuition and Mandatory Fees, New England vs. United

States, Academic Years 1994-95 to 2004-05Fig. 49: Estimated Student Aid by Source, Academic Year 2003-04Fig. 50: New England’s Full-Time Undergraduates Receiving

Financial Aid, Academic Year 2002-03Fig. 51: Federal Student Financial Aid Programs—Total

Expenditures or Allocations and Number of RecipientsFig. 52: State Grant Aid Awarded, 1994 to 2003Fig. 53: Total Aid, Grant Aid and Loan Aid in Constant (2003)

Dollars, 1983–84 to 2003–04Fig. 54: Inflation-Adjusted Changes in Tuition, Family Income,

and Student Aid, 1983–84 to 1993–94 and 1993–94 to2003–04

Fig. 55: Appropriations of State Tax Funds for Higher EducationOperating Expenses, Fiscal 2005

Fig. 56: State Spending by Function as a Share of Total StateExpenditures, 2003

Fig. 57: New England’s 25 Largest College Endowments, Fiscal 2004

U N I V E R S I T Y R E S E A R C HFig. 58: Research and Development Expenditures at New England

Doctorate-Granting Institutions and New England’s Shareof U.S. R&D Expenditures, 1992 to 2002

Fig. 59: New England Research and Development Expenditures at Doctorate-Granting Institutions, by Source of Funds,1995 to 2002

Fig. 60: Regional Comparison of Research and DevelopmentExpenditures at Doctorate-Granting Institutions, 1997 and 2002

Fig. 61: Research and Development Expenditures at New EnglandDoctorate-Granting Institutions by Field, 2002

Fig. 62: Research and Development Expenditures at New EnglandColleges and Universities, by U.S. Rank and Source ofFunds, 2002

1990 2000 2003 2004% Change

1990 to 2000% Change

2003 to 2004

Connecticut 3,287,116 3,405,565 3,483,372 3,503,604 4% 1%

Maine 1,227,928 1,274,923 1,305,728 1,317,253 4% 1%

Massachusetts 6,016,425 6,349,097 6,433,422 6,416,505 6% -0.3%

New Hampshire 1,109,252 1,235,786 1,287,687 1,299,500 11% 1%

Rhode Island 1,003,464 1,048,319 1,076,164 1,080,632 4% 0.4%

Vermont 562,758 608,827 619,107 621,394 8% 0.4%

New England 13,206,943 13,922,517 14,205,480 14,238,888 5% 0.2%

Middle Atlantic 37,602,286 39,671,861 40,225,598 40,332,259 6% 0.3%

East North Central 42,008,942 45,155,037 45,842,992 46,031,860 7% 0.4%

West North Central 17,659,690 19,237,739 19,585,918 19,697,992 9% 0.6%

South Atlantic 43,566,853 51,769,160 54,310,395 55,182,959 19% 1.6%

East South Central 15,176,284 17,022,810 17,349,717 17,480,032 12% 0.8%

West South Central 26,702,793 31,444,850 32,831,282 33,281,974 18% 1.4%

Mountain 13,658,776 18,172,295 19,387,045 19,798,992 33% 2.1%

Pacific 39,127,306 45,025,637 47,055,375 47,610,448 15% 1.2%

United States 248,709,873 281,421,906 290,793,802 293,655,404 13% 4%

Note: Middle Atlantic includes New Jersery, New York, Pennsylvania. East North Central includes Ohio, Illinois, Indiana, Michigan, Wisconsin. West North Central includes Minnesota,Iowa, Missouri, North Dakota, South Dakota, Nebraska, Kansas. South Atlantic includes Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina, SouthCarolina, Georgia, Florida. East South Central includes Kentucky, Tennessee, Alabama, Mississippi. West South Central includes Arkansas, Louisiana, Oklahoma, Texas. Mountainincludes Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada. Pacific includes Washington, Oregon, California, Alaska, Hawaii.

Source: New England Board of Higher Education analysis of U.S. Census Bureau data.

White AloneBlack or African-American Alone

American Indian and Alaska

Native Alone Asian Alone

Native Hawaiian and Other

Pacific Islander AloneTwo or More

Races Total

Connecticut 2,974,584 348,889 11,425 101,935 2,459 44,080 3,483,372

Maine 1,267,438 8,214 7,217 10,950 468 11,441 1,305,728

Massachusetts 5,612,441 432,711 18,400 285,074 5,124 79,672 6,433,422

New Hampshire 1,240,326 11,743 3,219 20,375 472 11,552 1,287,687

Rhode Island 960,415 64,001 6,102 29,180 1,268 15,198 1,076,164

Vermont 599,936 3,666 2,383 6,418 157 6,547 619,107

Total 12,655,140 869,224 48,746 453,932 9,948 168,490 14,205,480

Note: The above categories reflect the U.S. Census Bureau Guidance on the Presentation and Comparison of Race and Hispanic Origin. For additional information, seewww.census.gov/population/www/socdemo/compraceho.html.


Fig.1: Change in Population, 1990 to 2004, New England States and Other Regions

Fig. 2: Population of New England by Race, 2003

New England’s population grew by just 5 percent in the 1990s, while total U.S. populationincreased by 13 percent. Among New England states, only New Hampshire registereddouble-digit growth over the decade.


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D E M O G R A P H Y

New England’s white population is aging and shrinking; foreign immigrant and nativeminority populations are growing.


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05 D E M O G R A P H I C S , continued

Note: The above categories reflect the U.S. Census Bureau Guidance on the Presentation and Comparison of Race and Hispanic Origin. For additional information, see:www.census.gov/population/www/socdemo/compraceho.html.


Not of Hispanic orLatino Origin White Alone

Black or African-American Alone



Native Hawaiianand Other Pacific

Islander AloneTwo or More

Races Total

Connecticut 2,667,318 317,655 7,718 100,229 1,223 37,348 3,131,491

Maine 1,258,219 7,681 7,037 10,833 416 10,993 1,295,179

Massachusetts 5,225,452 366,849 12,495 282,221 2,517 65,538 5,955,072

New Hampshire 1,219,606 10,312 2,904 20,199 399 10,866 1,264,286

Rhode Island 876,545 50,607 4,534 28,538 583 12,697 973,504

Vermont 594,654 3,474 2,306 6,374 144 6,285 613,237

Subtotal 11,841,794 756,578 36,994 448,394 5,282 143,727 13,232,769

Of Hispanic orLatino Origin White Alone

Black or African-American Alone



Native Hawaiianand Other Pacific

Islander AloneTwo or More

Races Total

Connecticut 307,266 31,234 3,707 1,706 1,236 6,732 351,881

Maine 9,219 533 180 117 52 448 10,549

Massachusetts 386,989 65,862 5,905 2,853 2,607 14,134 478,350

New Hampshire 20,720 1,431 315 176 73 686 23,401

Rhode Island 83,870 13,394 1,568 642 685 2,501 102,660

Vermont 5,282 192 77 44 13 262 5,870

Subtotal 813,346 112,646 11,752 5,538 4,666 24,763 972,711

Total Population 12,655,140 869,224 48,746 453,932 9,948 168,490 14,205,480


Natural Increase Net Migration

Total PopulationChange Total Births Deaths Total

Net InternationalMigration

Net DomesticMigration

Connecticut 98,002 53,997 181,064 127,067 45,516 63,771 -18,255

Maine 42,330 4,338 57,576 53,238 38,538 4,182 34,356

Massachusetts 67,400 105,859 347,124 241,265 -35,668 137,394 -173,062

New Hampshire 63,714 20,730 60,933 40,203 43,398 9,624 33,774

Rhode Island 32,313 10,964 52,551 41,587 21,816 15,990 5,826

Vermont 12,567 4,999 26,841 21,842 7,840 3,722 4,118

New England 316,326 200,887 726,089 525,202 121,440 234,683 -113,243

United States 12,230,802 6,901,163 17,198,187 10,297,024 5,329,639 5,329,639 NA

Fig. 3: Population of New England by Hispanic Origin and Race, 2003

Fig. 4: Components of Population Change in New England and the United States, April 2000 to July 2004


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Region of Birth Connecticut Maine MassachusettsNew

HampshireRhodeIsland Vermont

NewEngland United States

New England % ofUnited States

Europe 2,180 227 3,511 481 291 173 6,863 100,432 7%

Asia 2,375 371 6,309 743 422 147 10,367 243,918 4%

Africa 555 77 2,682 149 394 31 3,888 48,639 8%

Oceania 32 9 81 7 12 10 151 4,349 3%

North America 265 145 405 144 49 61 1,069 126,971 1%

Caribbean 1,440 23 3,750 100 695 12 6,020 68,641 9%

Central America 236 33 1,459 45 314 22 2,109 54,354 4%

South America 1,143 42 1,875 148 265 34 3,507 55,028 6%

Other/Unknown 48 65 55 51 50 60 329 1,201 27%

Total 8,274 992 20,127 1,868 2,492 550 34,303 703,542

Note: Immigrant is any person granted lawful permanent residence. North America refers to immigrants from Canada and Mexico.

Source: New England Board of Higher Education analysis of U.S. Citizenship and Immigration Services data.

Fig. 5: New Immigrants by Region of Birth and Intended State of Residence, 2003

Spending on pre-K and K-12 education varies significantly across New England.

$1,000

$2,000

$3,000

$4,000

$5,000

$6,000

$7,000

$8,000

Conn. Maine Mass. Vt.

$7,371

$4,097

$5,221

$1,197

Fig. 6: Total State and Local Spending per ChildEnrolled in Pre-K, 2002–2003 School Year

Fig. 7: Total Federal Head Start Funding perChild, 2002–03 School Year

$5,000

$5,500

$6,000

$6,500

$7,000

$7,500

$8,000

$8,500

$9,000

Vt.R.IN.HMass.MaineConn.

$7,098$6,799

$8,125$7,977

$6,808

$8,381

Fig. 8: Total Spending per Child Enrolled in K–12,2002–03 School Year

New England’s high school graduating classwill grow until 2009 then decline steadily.Fig. 9: Public High School Graduates in NewEngland, 2000 to 2018

$5,000

$6,000

$7,000

$8,000

$9,000

$10,000

$11,000

$12,000

$13,000

Vt.R.I.N.H.Mass.MaineConn.

$12,450

$10,254

$11,287

$9,166

$10,348

$11,346

110,000

115,000

120,000

125,000

130,000

135,000

140,000

145,000

00 01 02 03 04 05 06 07 08 09 10 11 12 13 15 16 17 1814

121,581

126,937

Note: New Hampshire and Rhode Island did not have statewide pre-kindergarten programs at the time of this report, though Rhode Island supports a variety of early childhood initiatives.

Source: New England Board of Higher Education analysis of National Institute for EarlyEducation Research data.



Source: New England Board of Higher Education analysis of Western Interstate Commissionfor Higher Education (WICHE) data.

S C H O O L S P E N D I N G


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05 E N R O L L M E N T

0% 20% 40% 60% 80% 100%

U.S.

Vermont

R.I.

N.H.

Mass.

Maine

Conn.

Chance for College by Age 19

College Continuation Rates

Public High School Graduation Rates

Fig. 10: High School Graduation and College Continuation, 2002

Source: Science, Technology, Engineering and Mathematics Teacher EducationCollaborative, The Science and Engineering Pipeline, 2000.

White Non-Hispanic

Black Non-Hispanic Hispanic

Asian/PacificIslanders

Humanities 14% 10% 11% 10%

Business 18 24 25 28

Social Sciences 27 31 29 15

Education 16 9 11 5

Biology 8 5 5 8

Computer Science 7 10 9 17

Engineering 8 9 10 15

Math 1 0 1 1

Physical Sciences 2 1 1 2

93 94 95 96 97 98 99 00 01 02 03

861,6255.7% 5.7% 5.7%

5.5% 5.5% 5.5% 5.5%

5.4% 5.4%

5.3% 5.3%

5.1%

5.2%

5.3%

5.4%

5.5%

5.6%

5.7%

5.8%

760,000

780,000

800,000

820,000

840,000

860,000

880,000

818,579

Shar

e of

U.S

.

Fig. 12: Total Enrollment at New England Collegesand Universities and New England’s Share of U.S. Enrollment, 1993 to 2003

About three-quarters of New England students graduate from high school, and about halfof them go on to enroll in college the next year. But this varies significantly by state andespecially by family income.

New England colleges and universitiesenroll a record 860,000-plus students.

Note: The College Continuation Rate is the percentage of public and private high school graduates who enroll in college the fall following graduation.Postsecondary Education Opportunity calculates the Chance for College by Age 19 by multiplying the Public High School Graduation Rate by the CollegeContinuation Rate.

Source: New England Board of Higher Education analysis of Postsecondary Education Opportunity data, www.postsecondary.org.

Source: New England Board of Higher Education analysis of U.S. Department of Education data.

Fig. 11: Intended Fields of Study ofCollege-Bound Seniors in New Englandby Race/Ethnicity, 2000


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Nearly half of New England college students attend private institutions, compared withabout one-quarter of students nationally.

Note: U.S. totals are projected by the U.S. Department of Education. Full-time and part-time breakdowns for public and private institutions were not available.


All Institutions Public Institutions Private Institutions

Total Full-time Part-time Total Full-time Part-time Total Full-time Part-time

Connecticut 172,436 106,628 65,808 109,798 58,819 50,979 62,638 47,809 14,829

Maine 64,327 38,897 25,430 46,714 26,546 20,168 17,613 12,351 5,262

Massachusetts 437,595 295,891 141,704 189,463 104,696 84,767 248,132 191,195 56,937

New Hampshire 70,241 45,916 24,325 41,324 24,191 17,133 28,917 21,725 7,192

Rhode Island 79,180 55,685 23,495 39,937 21,971 17,966 39,243 33,714 5,529

Vermont 37,846 26,816 11,030 22,607 14,252 8,355 15,239 12,564 2,675

New England 861,625 569,833 291,792 449,843 250,475 199,368 411,782 319,358 92,424

United States 16,361,000 9,774,000 6,587,000 12,546,000 NA NA 3,814,000 NA NA

New England as a %of the United States

5.3% 5.8% 4.4% 3.6% NA NA 10.8% NA NA

Fig. 13: Higher Education Enrollment in New England by Type of Institution and Full-Time Status, 2003

Vermont N.E. U.S.R.IN.H.Mass.MaineConn.0%

20%

40%

60%

80%

100%Private Public

Fig. 14: Distribution of Higher EducationEnrollment, Public vs. Private, 2003

93 94 95 96 97 98 99 00 01 02 03300,000

320,000

340,000

360,000

380,000

400,000

420,000

440,000

460,000

480,000

500,000 PublicPrivate

423,878

449,843

392,341

411,782

Fig. 15: Public vs. Private College Enrollment inNew England, 1993 to 2003



93 94 95 96 97 98 99 00 01 02 03

Undergraduate Graduate

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000663,253

134,774176,884

684,741

Fig. 16: Undergraduate vs. Graduate Enrollmentin New England, 1993 to 2003


93 94 95 96 97 98 99 00 01 02 03

Full-Time Part-Time

200,000

250,000

300,000

350,000

400,000

450,000

500,000

550,000

600,000 569,833

291,792

491,071

326,042

Fig. 17: Full-Time vs. Part-Time CollegeEnrollment in New England, 1993 to 2003


Despite outreach to “nontraditional college-aged” students, full-time college enroll-ment is larger and growing faster in New England than part-time enrollment.


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05 E N R O L L M E N T, continued

In the late 1970s, women surpassed men as the majority on New England college campuses.Today, female students outnumber males on the region’s campuses by more than 130,000.

73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 91908988 92 93 94 95 96 97 98 99 00 01 02 03

Female Male

497,580

276,643

344,468

364,045

200,000

250,000

300,000

350,000

400,000

450,000

500,000

Fig. 18: Total Higher Education Enrollment by Gender in New England, 1973 to 2003


Source: New England Board of Higher Education Annual Survey of New England Collegesand Universities, Summer 2004.

Institution Full-time Part-time Total

Northeastern University 14,144 4,850 18,994

University of Massachusetts Amherst 17,160 899 18,059

University of Connecticut 15,835 1,629 17,464

Boston University 15,521 432 15,953

Johnson & Wales University 13,029 1,243 14,272

Community College of Rhode Island 4,970 8,037 13,007

University of Rhode Island 9,372 1,523 10,895

University of New Hampshire 10,494 373 10,867

Boston College 9,164 526 9,690

Central Connecticut State University 6,940 1,871 8,811

Southern Connecticut State University 6,277 2,014 8,291

University of Massachusetts Boston 5,353 2,760 8,113

University of Maine 7,088 944 8,032

University of Vermont 7,257 344 7,601

Harvard University 6,822 228 7,050

Bridgewater State College 5,829 1,073 6,902

Middlesex Community College (Mass.) 3,558 3,332 6,890

University of Southern Maine 4,445 2,353 6,798

University of Massachusetts Lowell 5,543 1,248 6,791

University of Massachusetts Dartmouth 5,948 763 6,711

Rhode Island College 4,552 1,979 6,531

Brown University 5,705 101 5,806

Salem State College 4,402 1,259 5,661

Northern Essex Community College 2,146 3,453 5,599

North Shore Community College 2,331 3,097 5,428

Total 25 Largest Institutions 193,885 46,331 240,216

Breakdown of 25 Largest 81% 19% 100%

Fig. 19: New England Institutions with the LargestUndergraduate Enrollments, Fall 2003

Race Unkown13%

African-American6%

Foreign,Non U.S.Resident5%

Asian-American4%

Hispanic5%

White67%

NativeAmerican0.5%

Fig. 20: Enrollment at New England Colleges and Universities by Race/Ethnicity, 2003

Note: The U.S. Department of Education’s designations of race and ethnicity differ fromthose of the U.S. Bureau of the Census used in previous figures



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1993 % of Total 2003 % of Total

As % of 18- to 24-YearOld Population

2000

% Change inEnrollment1993-2003

Connecticut African-American 11,620 6.9% 16,139 9.4% 12% 39%

Asian-American 5,100 3.0 6,610 3.8 3 30

Hispanic 7,041 4.2 12,062 7.0 15 71

Native American 422 0.3 673 0.4 1 59

White 13,4517 79.7 115,548 67.0 63 -14

Race Unknown 4,873 2.9 14,353 8.3 NA 195

Maine African-American 460 0.8 730 1.1 1 59

Asian-American 590 1.0 818 1.3 1 39

Hispanic 254 0.4 572 0.9 1 125

Native American 518 0.9 840 1.3 1 62

White 5,3647 88.3 54,830 85.2 95 2

Race Unknown 4,645 7.6 5,131 8.0 NA 10

Massachusetts African-American 21,601 4.6 27,364 6.3 7 27

Asian-American 21,654 4.6 26,006 5.9 6 20

Hispanic 15,915 3.4 21,783 5.0 10 37

Native American 1613 0.3 1,598 0.4 0.3 -1

White 338,352 71.8 269,018 61.5 71 -20

Race Unknown 48,210 10.2 63,780 14.6 NA 32

New Hampshire African-American 926 1.3 1,104 1.6 1 19

Asian-American 1,010 1.4 1,474 2.1 2 46

Hispanic 832 1.2 1,350 1.9 1 62

Native American 280 0.4 309 0.4 1 10

White 56,053 79.2 53,345 75.7 93 -5

Race Unknown 10,733 15.2 11,282 16.0 NA 5

Rhode Island African-American 3,080 3.6 3,924 5.0 6 27

Asian-American 2,503 3.0 2,805 3.5 4 12

Hispanic 2,452 2.9 4,112 5.2 12 68

Native American 259 0.3 272 0.3 1 5

White 67,086 79.5 55,853 70.5 71 -17

Race Unknown 6,603 7.8 9,550 12.1 NA 45

Vermont African-American 358 0.9 549 1.5 1 53

Asian-American 472 1.2 715 1.9 1 51

Hispanic 421 1.1 691 1.8 2 64

Native American 135 0.4 228 0.6 1 69

White 33,680 87.7 31,809 84.1 95 -6

Race Unknown 2,544 6.6 2,991 7.9 NA 18

New England African-American 38,045 4.6 49,810 5.8 7 31

Asian-American 31,329 3.8 38,428 4.5 4 23

Hispanic 26,915 3.3 40,570 4.7 10 51

Native American 3,227 0.4 3,920 0.5 0.4 21

White 683,335 83.5 580,403 67.4 74 -15

Race Unknown 77,608 9.5 107,087 12.4 38

United States African-American 1,412,800 10.8 1,839,470 11.1 12 30

Asian-American 724,400 5.6 964,606 5.8 4 33

Hispanic 988,800 7.6 1,767,347 10.7 15 79

Native American 121,700 0.9 153,845 0.9 1 26

White 10,600,000 81.3 10,320,247 62.2 68% -3%

Note: Table does not include enrollment at military academies. African-American, Asian-American, Native American and White totals reflect non-Hispanic population. Does not include thecategory non-resident alien. United States data are provided by the U.S. Department of Education; 2002 is the most current data set available.


Fig. 21: Minority Enrollment by State and Race/Ethnicity, 1993 and 2003

Enrolled Students


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

IndependentPublic

All S

tude

nts

Whi

te N

on-H

ispan

icBl

ack

Non

-Hisp

anic

Hisp

anic

Asia

nN

ative

Am

erica

n

Fore

ign

Race

Unk

now

n

52%48%

56%

44%

55%

45%

56%

44%

36%

64%60%

40%

26%

74%

55%

45%

Fig. 22: Public and Private College Enrollment in New England by Race/Ethnicity and Type of Institution, 2003

Fig. 24: Foreign Enrollment at New EnglandColleges and Universities, 1994 to 2004

Post-9/11 visa restrictions and global competition for international students haveled to a significant drop in New England’sforeign enrollment.

Fig. 23: Minorities as Percentage of U.S.Undergraduate Engineering Students byRace/Ethnicity, 1990 to 2002

90 91 92 93 94 95 96 97 98 99 00 01 02

2%

4%

6%

8%

10%

12%

14%

Asian/Pacific IslanderHispanicBlackAmerican Indian/Alaska Native

8.1%

11.8%

5%

7.9%

6.3%5.5%

0.4% 0.6%

94 95 96 97 98 99 00 03 0401 0230,000

32,000

34,000

36,000

38,000

40,000

42,000

44,000

46,000

48,000

50,000

36,517

44,319


Source: New England Board of Higher Education analysis of American Association of Engineering Societies data.

Source: New England Board of Higher Education analysis of Institute of InternationalEducation data.


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InstitutionForeign

EnrollmentTotal

Enrollment

ForeignStudents as a % of Total

Enrollment

Boston University 4,518 29,049 16%

Harvard University 3,403 24,851 14

Massachusetts Institute ofTechnology

2,780 10,340 27

Northeastern University 2,101 18,760 11

University of Connecticut 1,817 26,156 7

Yale University 1,765 11,471 15

University of MassachusettsAmherst

1,602 24,964 6

University of Bridgeport 1,208 3,165 38

Johnson & Wales University 1,138 9,868 12

Brown University 1,111 7,882 14

Total of Above Institutions 21,443 166,506 13%

Total of All New England Institutions

44,319 861,625 5%

Above Institutions as a Share of all New England Institutions

48% 19%

Fig. 26: New England Institutions Enrolling Morethan 1,000 Foreign Students, 2004

All Other Countries57%

China11%

India11%

Japan6% Republic

of Korea7%

Canada8%

Country of Origin

Business and Management21%

Engineering11%

Physical Science9%

Social Science10%

All OtherFields49%

Field of Study

Fig. 27: Foreign Students in New England byCountries of Origin and Field of Study, 2004

Ten of New England’s 270-plus collegesaccount for nearly half of the region’s foreign enrollment.

Fig. 25: Foreign Enrollment at New EnglandColleges and Universities and Share of U.S.Foreign Enrollment, 1960 to 2004

0%

1%

2%

3%

4%

5%

6%

7%

8%

9%

10%

0

10,000

20,000

30,000

40,000

50,000

1960 1970 1980 1990 2000 2004

4,222

44,319

7.4%

8.3%

7.9%

6.3%6.8%

8.7%

U.S

. Sha

re

Students




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05 G R A D U AT I O N R AT E S & D E G R E E S

Fig. 28: Graduation Rates by State, Race/Ethnicity and Type of Institution, 2003

ForeignBlack, non-

HispanicAmerican Indian or

Alaskan NativeAsian or Pacific

Islander HispanicWhite, non-

HispanicRace/Ethnicity

Unknown Total

Public Two-Year

Connecticut 31% 12% 25% 20% 9% 14% 16% 14%

Maine 38 6 55 25 25 38 36 37

Massachusetts 26 12 18 14 11 19 13 17

New Hampshire NA 23 NA 50 13 47 32 43

Rhode Island 10 5 NA 4 9 12 9 10

Vermont NA NA NA NA NA 19 NA 18

New England 26 12 26 15 10 21 17 19

Public Four-Year

Connecticut 32 40 50 55 44 52 52 51

Maine 62 0 29 32 40 44 50 44

Massachusetts 39 34 32 38 33 47 47 46

New Hampshire 81 56 57 62 48 62 43 61

Rhode Island 50 25 100 30 28 44 36 42

Vermont NA NA 17 25 100 37 37 36

New England 41 37 38 45 39 51 47 49

Public Land Grant

Connecticut 42 68 33 68 72 71 67 70

Maine 55 55 41 69 30 61 NA 60

Massachusetts 56 56 55 57 43 67 60 64

New Hampshire 80 70 78 68 64 73 58 73

Rhode Island 55 36 40 51 44 57 61 56

Vermont 55 33 33 73 52 71 54 70

New England 56 56 49 60 51 67 62 66

Private Four-Year

Connecticut 55 65 80 85 67 70 67 65

Maine 84 67 88 82 62 70 81 71

Massachusetts 68 65 56 75 65 68 67 68

New Hampshire 75 56 60 81 59 67 56 66

Rhode Island 69 43 64 70 69 68 64 68

Vermont 79 60 48 79 66 66 56 66

New England 70% 58% 58% 76% 69% 68% 62% 67%

Note: The graduation rate is the percentage of students who complete an associate degree (at two-year institutions) within three years or a bachelor's degree (at four-year institutions)within six years.



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Note: Data not available for 1974–1976.

Source: NSF WebCASPAR Database System.

Public Two-Year Public Four-Year Public Land Grant Private Four-Year

% Graduating

% Transferringto other

Institutions % Graduating






Institutions

Connecticut 14% 12% 51% 6% 70% NA 65% 16%

Maine 37 8 44 12 60 NA 71 14

Massachusetts 17 12 46 4 64 NA 68 4

New Hampshire 43 0.5 61 NA 73 NA 66 1

Rhode Island 10 22 42 NA 56 NA 68 NA

Vermont 18 NA 36 12 70 NA 66 4

New England 19% 15% 49% 7% 66% NA 67% 5%

Fig. 29: Graduation and Transfer Rates by State and Type of Institution, 2003

Note: The graduation rate is the percentage of students who complete an associate degree (at two-year institutions only) within three years or a bachelor’sdegree (at four-year institutions) within six years. Figures are based on cohorts entering in 1997 (four-year institutions) or 2000 (two-year institutions). TheNew England figures are based on the aggregate numbers of all institutions of a given type, rather than an average of the states’ graduation rates.


Fig. 30: Total Degrees Awarded at New EnglandColleges and Universities and New England’sShare of U.S. Degrees, 1993 to 2003

Fig. 31: Degrees Awarded in New England byGender, 1972 to 2003

Women now earn more New England college degrees than men, and the gapwidens every year.

165,917

6.9% 6.9%

7.2%

7.0%

6.8%

6.7% 6.7% 6.7%

6.6%

6.5%

6.3%

5.8%

6.0%

6.2%

6.4%

6.6%

6.8%

7.0%

7.2%

7.4%

146,000

148,000

150,000

152,000

154,000

156,000

158,000

160,000

162,000

164,000

166,000

168,000

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

155,605

1972

1973

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

FemaleMale

40,000

50,000

60,000

70,000

80,000

90,000

100,000


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05 G R A D U AT I O N R AT E S & D E G R E E S , continued

New England’s lackluster growth in associate degrees awarded worries economists whoview the two-year degrees as tickets to educational and economic advancement for largenumbers of people. One bright spot is the life sciences where widely reported workershortages have sparked interest in new nursing and allied health programs.

Fig. 33: Associate Degrees Awarded in New England, 1973 to 2003

Fig. 34: Associate Degrees Awarded at NewEngland Colleges and Universities by Field ofStudy, 1971 to 2003

73 75 77 79 81 83 85 87 89 91 93 95 97 99 01 0310,000

15,000

20,000

25,000

30,000

35,000

19,662

25,837

1971 1981 1991 2001 20030

2000

4000

6000

8000

10,000

12,000

Business and Management

Science and EngineeringTechnologies

Life Sciences

Vocational Studies and Home economics

4,747

2,934

757242

5,620

4,167

2,2101,980


Total Men Women ForeignAfrican-

AmericanNative

American Asian Hispanic WhiteRace

Unknown

Connecticut 4,727 1,660 3,067 177 596 21 115 404 3,196 218

Maine 2,144 788 1,356 15 20 35 19 12 1,941 102

Massachusetts 10,880 4,239 6,641 335 984 50 355 612 7,662 882

New Hampshire 3,151 1,272 1,879 13 76 14 33 79 2,494 442

Rhode Island 3,516 1,688 1,828 127 309 13 93 203 2,561 210

Vermont 1,419 660 759 10 20 25 22 27 1,223 92

New England 25,837 10,307 15,530 677 2,005 158 637 1,337 19,077 1,946

% of New EnglandAssociate Degrees

40% 60% 3% 8% 1% 2% 5% 74% 8%

Fig. 32: Associate Degrees Conferred on Men, Women, Minorities and Foreign Students, 2003

Note: Disciplines not listed include: Arts and Music, Education, Social Service Professions,Communication and Librarianship, Engineering, Psychology, Social Sciences, Geosciences,Law, Interdisciplinary or other Sciences, Physical Sciences, Architecture and EnvironmentalDesign, Humanites, Religion and Theology, Math and Computer Sciences and unknown disciplines. These unlisted disciplines awarded 9,857 degrees in 2003.




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AmericanNative


Unknown

Connecticut 16,038 6,686 9,352 498 954 66 691 712 12,130 987

Maine 6,158 2,485 3,673 307 56 36 102 38 5,405 214

Massachusetts 44,726 18,945 25,781 2,491 2,211 178 3,157 1,987 30,011 4,691

New Hampshire 7,577 3,160 4,417 240 130 47 173 159 6,145 683

Rhode Island 9,108 3,896 5,212 464 403 32 438 357 6,652 762

Vermont 4,545 2,032 2,513 140 53 29 93 87 3,816 327

New England 88,152 37,204 50,948 4,140 3,807 388 4,654 3,340 64,159 7,664

% of New EnglandBachelor's Degrees

42% 58% 5% 4% 0.4% 5% 4% 73% 9%

Fig. 35: Bachelor’s Degrees Conferred on Men, Women, Minorities and Foreign Students, 2003

New England colleges and universities conferred 88,000 bachelor’s degrees in 2003. Businessand management fields are by far the most popular choices among the four-year programs.

Fig. 36: Bachelor’s Degrees Awarded in New England, 1973 to 2003

Fig. 37: Bachelor’s Degrees Awarded at NewEngland Colleges and Universities by Field ofStudy, 1971 to 2003

73 75 77 79 81 83 85 87 89 91 93 95 97 99 01 0355,000

60,000

65,000

70,000

75,000

80,000

85,000

90,000

68,090

88,152

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

11,967

16,651

10,478

4,537

8,2698,154

6,2015,806

11,310

8,553

6,933

4,317

3,135

2,171

1971 1981 1991 2001 2003


Humanities

Education

Social Sciences

Life Sciences

Psychology

Arts and Music

Note: Disciplines not listed include: Communication and Librarianship, Math and ComputerSciences, Engineering, Vocational Studies and Home Economics, Science and EngineeringTechnologies, Social Service Professions, Physical Sciences, Architecture and EnvironmentalDesign, Geosciences, Religion and Theology, Interdisciplinary or other Science, Law andunknown disciplines. These unlisted disciplines awarded 28,056 degrees in 2003.


Source: New England Board of Higher Education analysis of U.S. Departmentof Education data.


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Fig. 39: Master’s Degrees Awarded in New England, 1973 to 2003

Fig. 40: Master’s Degrees Awarded at NewEngland Colleges and Universities by Field of Study, 1971 to 2003

73 75 77 79 81 83 85 87 89 91 93 95 97 99 01 0315,000

20,000

25,000

30,000

35,000

40,000

4,5000

22,486

42,526

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

Education


Life Sciences

Engineering

Social Sciences

Humanities

1971 19911981 2001 2003

7,257

2,5482,0551,5101,241

910

12,457

9,618

4,354

2,1921,4841,041

New England colleges and universities conferred 42,500 master’s degrees in 2003. Women received about three in five.




AmericanNative


Unknown

Connecticut 8,261 3,327 4,934 1,250 336 10 337 194 5,122 1,012

Maine 1,349 405 944 61 7 8 14 11 1,161 87

Massachusetts 26,898 10,483 16,415 4,515 1,386 72 1,292 700 14,212 4,721

New Hampshire 2,513 1,110 1,403 427 60 6 62 48 1,411 499

Rhode Island 2,056 874 1,182 396 41 7 51 47 1,254 260

Vermont 1,449 508 941 110 13 6 11 22 1,037 250

New England 42,526 16,707 25,819 6,759 1,843 109 1,767 1,022 24,197 6,829

% of New EnglandMaster's Degrees

39% 61% 16% 4% 0.3% 4% 2% 57% 16%

Fig. 38: Master’s Degrees Conferred on Men, Women, Minorities and Foreign Students, 2003

Note: Disciplines not listed include: Physcial Science,Geosciences, Math and ComputerScience, Psychology, Science and Engineering Technologies, Interdisciplinary or otherSciences, Religion and Theology, Arts and Music, Architecture and Environmental Design,Communication and Librarianship, Law, Social Service Professions, Vocational Studies andHome Economics, unknown disciplines. These unlisted disciplines awarded 9,377 degreesin 2003.



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Women now earn slightly more first-professional (law, medical and theological)degrees than men.



AmericanNative


Unknown

Connecticut 1,008 533 475 33 71 3 93 58 721 29

Maine 172 91 81 0 0 1 6 2 161 2

Massachusetts 4,076 1,986 2,090 158 203 25 557 172 2,589 372

New Hampshire 191 105 86 22 6 1 8 7 127 20

Rhode Island 250 111 139 1 12 2 31 5 183 16

Vermont 248 121 127 6 4 1 17 9 211 0

New England 5,945 2,947 2,998 220 296 33 712 253 3,992 439

% of New England First-Professional Degrees

50% 50% 4% 5% 0.6% 12% 4% 67% 7%

Fig. 41: First-Professional Degrees Conferred on Men, Women, Minorities and Foreign Students, 2003

73 7775 79 81 83 85 87 89 91 93 95 97 99 01 032,000

2,500

3,000

3,500

4,000

4,500

5,000

5,500

6,000

6,500

5,945

3,515

Fig. 42: First-Professional Degrees Awarded inNew England, 1973 to 2003

1971 1981 1991 2001 20030

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Law

Life Sciences

Religion and Theology

426

2,105

3,414

1,666

646

352

Fig. 43: First-Professional Degrees Awarded atNew England Colleges and Universities by Fieldof Study, 1971 to 2003

Source: New England Board of Higher Education analysis of U.S. Departmentof Education data.



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AmericanNative


Unknown

Connecticut 649 333 316 188 25 2 30 17 309 78

Maine 56 32 24 22 0 0 0 0 34 0

Massachusetts 2,320 1,234 1,086 692 60 4 119 57 1,079 309

New Hampshire 142 81 61 32 1 1 2 3 97 6

Rhode Island 246 146 100 96 7 0 5 5 127 6

Vermont 44 21 23 5 2 0 0 0 28 9

New England 3,457 1,847 1,610 1,035 95 7 156 82 1,674 408

% of New EnglandDoctorates

53% 47% 30% 3% 0.2% 5% 2% 48% 12%

Fig. 44: Doctorates Conferred on Men, Women, Minorities and Foreign Students, 2003

Of the nearly 3,500 doctorates conferred by New England universities in 2003, foreign students earned 1,035; U.S. minority students earned fewer than 350.

73 75 77 79 81 83 85 87 89 91 93 95 97 99 03012,500

3,000

3,500

4,000

3,074

3,457

Fig. 45: Doctorates Awarded in New England,1973 to 2003

1971 19911981 2001 20030

100

200

300

400

500

600

700

800

900

Life Sciences

Engineering

Social Sciences

Physical Sciences

Education

Psychology

Humanities

787

434

402

358338335300

122

400374

327310

257

202

Fig. 46: Doctorates Awarded at New EnglandColleges and Universities by Field of Study, 1971 to 2003

Note: Disciplines not listed include: Geosciences, Math and Computer Science, Science andEngineering Technologies, Interdisciplinary or other Sciences, Religion and Theology, Arts andMusic, Architecture and Environmental Design, Business and Management, Communication andLibrarianship, Law, Social Service Professions, Vocational Studies and Home Economics,unknown disciplines. These unknown disciplines awarded 800 Degrees in 2003.




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F I N A N C I N G H I G H E R E D U C AT I O NTotal yearly charges, including room and board, now average more than $34,000 at NewEngland’s private four-year colleges and more than $13,000 for state residents attendingpublic four-year campuses—far in excess of comparable U.S. figures.

Note: Room & board costs for commuter students are average estimated living expenses for students living off-campus but not with parents.

Source: Table 5, Average Student Expenses, by College Board Region, 2004-2005 (Enrollment-Weighted). Trends in College Pricing 2004, (2004) 11. Copyright © 2004 College EntranceExamination Board. Reprinted with permission. All rights reserved. www.collegeboard.com.

Tuition &Fees for

StateResidents

AdditionalCharges forOut-of-State

ResidentsBooks &Supplies

Resident CommuterRoom &Board Transportation Other

Room &Board Transportation Other

New England

Two-year public $3,086 $4,963 $750 NA NA NA $5,914 $1,148 $1,554

Four-year public 6,839 7,447 741 6,677 518 1,324 6,228 887 1,468

Four-year private 25,660 850 8,851 494 1,141 7,403 871 1,178

United States

Two-year public $2,076 $4,037 $773 NA NA NA $5,747 $1,146 $1,608

Four-year public 5,132 7,291 853 6,222 774 1,659 6,177 1,109 1,943

Four-year private 20,082 870 7,434 671 1,238 6,617 1,031 1,524

Note: Figures for public institutions show rates for state residents. All data are enrollment-weighted averages, intended to reflect the average costs that students face in various types of institutions. NA indicates sample too small to provide meaningful data.

Source: Table 6a, Tuition and Fees by Region and Institution Type, in Current Dollars, 1994-1995 to 2004-2005 (Enrollment-Weighted). Trends in College Pricing 2004, (2004) 14.Copyright © 2004 College Entrance Examination Board. Reprinted with permission. All rights reserved. www.collegeboard.com.

1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

New England

Two-year public $2,204 $2,212 $2,299 $2,357 $2,302 $2,170 $2,150 $2,281 $2,620 $2,960 $3,086

Four-year public 4,094 4,237 4,315 4,526 4,635 4,677 4,748 4,890 5,353 6,239 6,839

Four-year private 15,539 16,318 17,219 18,418 19,211 20,281 21,215 22,106 23,663 24,226 25,660

United States

Two-year public $1,310 $1,330 $1,465 $1,567 $1,554 $1,649 $1,642 $1,608 $1,674 $1,909 $2,076

Four-year public 2,705 2,811 2,975 3,111 3,247 3,362 3,508 3,766 4,098 4,645 5,132

Four-year private 11,719 12,216 12,994 13,785 14,709 15,518 16,072 17,377 18,060 18,950 20,082

Fig. 47: Average Student Expenses, New England vs. United States, Academic Year 2004-05

Fig. 48: Tuition and Mandatory Fees, New England vs. United States, Academic Years 1994-95 to 2004-05

State Grants4.9%

FederalCampus-Based2.6% Other

Federal Programs3.2%

EducationTax Credits5.2%

Non-FederalLoans9.3%

Institutional Grants19%

FederalLoans45.5%

FederalPell Grants10.3%

Fig. 49: Estimated Student Aid by Source, Academic Year 2003–04

Sources of Student Financial Aid,U.S., Academic Year 2003-2004 Billions of Dollars

Federal Loans $55.5

Institutional Grants 23.2

Federal Pell Grants 12.6

Non-Federal Loans 11.3

Educational Tax Credits 6.3

State Grants 6.0

Other Federal Programs 3.9

Federal Campus-Based 3.2

Total $122.0

Source: Trends in Student Aid 2004, (2004); Copyright 2004 College Entramce ExaminationBoard. Reprinted with permission. All rights reserved. www.collegeboard.com.


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05 F I N A N C I N G H I G H E R E D U C AT I O N , continued

Fig. 50: New England’s Full-Time Undergraduates Receiving Financial Aid, Academic Year 2002-03

Public Institutions Private Nonprofit Institutions Private For-Profit Institutions

NumberEnrolled

Number ofFinancial Aid

Recipients

PercentReceiving

Financial AidNumberEnrolled


Recipients

Percent Receiving

Financial AidNumberEnrolled


Recipients

Percent Receiving

Financial Aid

Connecticut 12,771 7,819 61% 8,978 6,382 71% 612 518 85%

Maine 5,928 5,011 85 3,143 2,130 68 215 182 85

Massachusetts 24,469 13,647 56 34,470 25,937 75 1,052 913 87

New Hampshire 6,326 5,080 80 3,762 3,055 81 944 846 90

Rhode Island 5,077 2,899 57 8,150 6,437 79 0 0 NA

Vermont 3,181 2,583 81 2,699 1,958 73 215 137 64

New England 57,752 37,039 64 61,202 45,899 75 3,038 2,596 85

United States 1,441,008 967,881 67% 460,925 387,330 84% 234,176 198,001 85%

Note: Reflects all sources of student financial aid including loans.


Note: Spending on federal campus-based programs is reported as 2004-05 allocations. Spending on Pell Grants is reported as 2002-03 expenditures.


Pell Grants College Work-Study Perkins LoansSupplemental Educational

Opportunity Grants

2002-03Expenditures

2003 TotalRecipients

2004-05Allocations


2004-05Allocations


2004-05Allocations


Connecticut $72,394,859 32,790 $11,491,625 10,515 $1,087,800 8,406 $8,691,706 12,893

Maine 47,275,882 20,184 7,748,531 6,708 798,644 7,712 6,881,742 10,601

Massachusetts 158,730,171 69,038 45,208,127 39,084 4,900,524 38,208 29,834,443 38,206

New Hampshire 26,090,644 12,340 6,788,406 6,574 797,323 7,291 5,320,875 7,349

Rhode Island 27,909,141 12,473 8,233,013 7,184 860,944 9,877 7,606,018 13,017

Vermont 19,122,069 8,633 5,777,088 5,668 637,749 6,375 5,279,832 5,127

New England 351,522,766 143,203 85,246,790 75,733 9,082,984 77,869 63,614,616 87,193

United States $11,641,551,718 4,778,507 $993,871,021 759,161 $98,672,169 728,966 $770,189,207 1,354,724

New England as a% of United States

3.0% 3.0% 8.6% 10.0% 9.2% 10.7% 8.3% 6.4%

Fig. 51: Federal Student Financial Aid Programs—Total Expenditures or Allocations and Number of Recipients

New England students receive less than their proportionate share of need-based federalPell Grants but more than their share of other campus-based federal aid programs, whichhave been targets for budget-cutters in Washington.


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Note: Figures may not include aid funds provided through entities other than the principal state student aid agency.

Source: New England Board of Higher Education analysis of National Association of State Student Grant and Aid Programs (NASSGAP) 34th Annual Survey Report.

State 1994 1998 2003 5-Year % Change

Connecticut $21,005,000 $26,360,000 $37,995,000 44%

Maine 10,923,000 8,080,000 13,143,000 63

Massachusetts 45,989,000 74,400,000 87,685,000 18

New Hampshire 1,263,000 1,340,000 3,768,000 181

Rhode Island 9,586,000 6,010,000 6,780,000 13

Vermont 11,271,000 12,470,000 16,712,000 34

New England $100,037,000 $128,660,000 $166,083,000 29

United States 2,196,939,000 3,389,280,000 5,783,760,000 71%

Fig. 52: State Grant Aid Awarded, 1994 to 2003

New England states have invested far less in public higher education and state aid programs than other states. This year, the White House has proposed cutting the federal match for state grant aid, while some New England governors have advancedambitious new need-based student aid programs for residents of their states.

Fig. 53: Total Aid, Grant Aid and Loan Aid inConstant (2003) Dollars, 1983–84 to 2003–04

Fig. 54: Inflation-Adjusted Changes in Tuition,Family Income, and Student Aid, 1983–84 to1993–94 and 1993–94 to 2003–04

0

$25,000

$50,000

$75,000

$100,000

$125,000Total Aid Grant Aid Loans

7371 75 77 79 81 83 85 87 89 91 93 95 97 99 0301

Mill

ions

of D

olla

rs

50%

35%

0

20

40

60

80

100

120

54%

44%

11%6%

71%

98%

47%

111%

64%68%

Loan

Aid

per

FT

E St

uden

t

Gra

nt A

id p

er

FTE

stude

nt

Tota

l Aid

per

Full

-Tim

e

Equi

valen

t (FT

E) S

tude

nt

Med

ian

Fam

ily

Inco

me

(age

45-

54)

Tuiti

on P

ublic

Four

-Year

Insti

tutio

ns

Tuiti

on P

rivat

e

Four

-Year

Insti

tutio

ns

1983-84 to 1993-94

1993-94 to 2003-04

Source: Trends in Student Aid 2004, (2004), Copyright © 2004 College EntranceExamination Board.

Source: Trends in Student Aid 2004, (2004), Copyright © 2004 College EntranceExamination Board.


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05 F I N A N C I N G H I G H E R E D U C AT I O N , continued

New Englanders invest $159 per-capita in state support of public higher education, compared with $217 nationally. This low investment is often attributed to the region’swealth of private higher education offerings.

Fig. 56: State Spending by Function as a Shareof Total State Expenditures, 2003

0% 20% 40% 60% 80% 100%

United States

Vermont

Rhode Island

New Hampshire

Massachusetts

Maine

Connecticut

All Other

Transportation

Corrections

Medicaid

Public Assistance

Higher Education

Elementary & Secondary Education

Note: 2004 population figures were used to calculate per-capita appropriations; 2004 personal income information was used to calculate appropriations per $1,000 of personal income.

Source: New England Board of Higher Education analysis of data from Illinois State University Center for Higher Education and Education Finance.

Appropriations1-Year %Change

2-Year %Change

10-Year %Change

Per-CapitaAppropriations U.S. Rank 2005

Appropriations Per $1,000 of

Personal Income U.S.Rank 2005

Connecticut $768,999,000 2.8% 1.9% 54.0% $221 23rd $4.86 46th

Maine 239,662,000 2.6 1.4 37.3 184 38th 6.07 33rd

Massachusetts 880,555,000 6.3 -9.3 18.2 137 47th 3.34 49th

New Hampshire 115,258,000 2.5 3.8 35.1 90 50th 2.47 50th

Rhode Island 174,255,000 1.3 2.8 37.1 162 44th 4.89 45th

Vermont 79,023,000 2.4 4.5 48.5 128 49th 4.01 47th

New England 2,257,752,000 3.9 2.6 34.0 159 4.56

United States $63,005,272,000 3.8% 1.4% 47.0% $217 $6.59

Fig. 55: Appropriations of State Tax Funds for Higher Education Operating Expenses, Fiscal 2005

Source: New England Board of Higher Education data and analysis of 2004 NationalAssociation of College and University Business Officers (NACUBO) Endowment Study.

U.S.Rank

NewEngland

Rank Institution

Market Value at End of

Fiscal 2004

% ChangeFrom

Fiscal 2003

1 1 Harvard University $22,143,649,000 17%

2 2 Yale University 12,747,150,000 16

6 3 Massachusetts Instituteof Technology

5,865,212,000 14

21 4 Dartmouth College 2,454,293,000 16

25 5 Brown University 1,647,295,000 13

37 6 Williams College 1,229,516,000 14

39 7 Wellesley College 1,179,988,000 13

40 8 Boston College 1,150,148,000 19

48 9 Amherst College 993,417,000 13

53 10 Smith College 924,464,000 12

65 11 Tufts University 752,428,000 12

73 12 Boston University 694,051,000 12

86 13 Middlebury College 664,781,000 24

92 14 Wesleyan University 517,631,000 10

95 15 Bowdoin College 514,243,000 14

104 16 Northeastern University 498,481,000 21

105 17 Brandeis University 467,727,000 15

124 18 College of the Holy Cross 419,222,000 17

119 19 Mount Holyoke College 397,464,000 11

126 20 Trinity College 363,654,000 7

132 21 Colby College 357,171,000 11

149 22 Franklin W. Olin InstituteInstitute of Engineering

312,003,000 884

156 23 Worcester PolytechnicInstiture

281,582,000 11

175 24 Rhode Island Schoolof Design

253,206,000 17

185 25 University of Vermont $224,259,000 16%

Fig. 57: New England’s 25 Largest CollegeEndowments, Fiscal 2004

Source: New England Board of Higher Education analysis of National Association of StateBudget Officers data.


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U N I V E R S I T Y R E S E A R C HNew England’s share of research and development conducted by U.S. doctorate-granting institutions continues to slide fromover 10 percent in the early 1980s to just 7.7 percent today.

Fig. 58: Research and Development Expendituresat New England Doctorate-Granting Institutionsand New England’s Share of U.S. R&DExpenditures, 1992 to 2002

7.9%7.9%7.8%

7.7%

92 93 94 95 96 97 98 99 00 01 027.0%

7.2%

7.4%

7.6%

7.8%

8.0%

8.2%

8.4%

8.6%

8.8%

9.0%

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$1,625,884

$2,750,3378.9%

8.6%

8.8%

8.3% 8.2%8.3%

8.1%

Shar

e of

U.S

.Fig. 59: New England Research and DevelopmentExpenditures at Doctorate-Granting Institutions,by Source of Funds, 1995 to 2002

$100,000

$600,000

$1,100,000

$1,600,000

$2,100,000

$2,600,000

$3,100,000

95 97 98 99 00 01 0296

Other Sources

Institutional

Industry

State and Local

Federal

Source: New England Board of Higher Education analysis of National Science Foundation data.


Fig. 60: Regional Comparison of Research and Development Expenditures at Doctorate-GrantingInstitutions, 1997 and 2002

Per-Capita Expenditures Per-Capita U.S. Rank

1997 20025-Year %Change 1997 2002 1997 2002

East North Central $3,431,335,000 $5,188,655,000 51.2% $78.18 $113.70 7th 7th

East South Central 981,151,000 1,563,652,000 59.4 60.10 90.78 9th 9th

Middle Atlantic 3,481,770,000 5,285,067,000 51.8 91.12 132.00 5th 3rd

Mountain 1,535,071,000 2,176,986,000 41.8 93.13 114.38 4th 6th

New England 1,976,396,000 2,750,337,000 39.2 147.76 194.58 1st 1st

Connecticut 392,668,000 532,990,000 35.7 120.08 154.11 NA NA

Maine 33,144,000 62,149,000 87.5 26.69 48.00 NA NA

Massachusetts 1,271,576,000 1,683,483,000 32.4 207.84 262.15 NA NA

New Hampshire 107,505,000 220,061,000 104.7 91.65 172.68 NA NA

Rhode Island 111,977,000 163,052,000 45.6 113.45 152.62 NA NA

Vermont 59,526,000 88,602,000 48.8 101.06 143.74 NA NA

Outlying areas 76,447,000 70,286,000 -8.1 NA NA NA NA

Pacific 4,038,829,000 6,158,391,000 52.5 94.11 132.52 3rd 2nd

South Atlantic 4,574,763,000 6,765,430,000 47.9 94.85 126.31 2nd 4th

West North Central 1,618,559,000 2,384,278,000 47.3 87.16 122.50 6th 5th

West South Central 2,239,404,000 3,370,882,000 50.5 75.58 104.01 8th 8th

United States $23,953,725,000 $35,713,964,000 49.1% $89.50 $124.02



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Fig. 61: Research and Development Expenditures at New England Doctorate-Granting Institutionsby Field, 2002

EngineeringPhysicalSciences

EnvironmentalSciences

Math &ComputerSciences Life Sciences Psychology

SocialSciences

OtherSciences Total

Connecticut $26,477,000 $30,673,000 $12,522,000 $8,513,000 $426,179,000 $13,829,000 $14,150,000 $647,000 $532,990,000

Maine 13,041,000 4,190,000 18,952,000 1,947,000 19,654,000 550,000 3,746,000 69,000 62,149,000

Massachusetts 285,805,000 212,169,000 132,648,000 93,941,000 799,403,000 29,387,000 81,589,000 48,541,000 1,683,483,000

NewHampshire 35,388,000 7,056,000 39,731,000 6,015,000 111,534,000 6,818,000 5,211,000 8,308,000 220,061,000

Rhode Island 20,177,000 10,043,000 29,552,000 13,932,000 68,933,000 8,429,000 6,685,000 5,301,000 163,052,000

Vermont 2,072,000 1,505,000 472,000 1,155,000 79,952,000 974,000 154,000 2,318,000 88,602,000

New England 382,960,000 265,636,000 233,877,000 125,503,000 1,505,655 59,987,000 111,535,000 65,184,000 2,750,337,000

United States $5,410,293,000 $2,915,821,000 $1,960,206,000 $1,462,948,000 $21,198,996 $645,613,000 $1,539,303,000 $580,784,000 $35,713,964,000

New Englandas a % of U.S. 7% 9% 12% 9% 7% 9% 7% 11% 8%


Fig. 62: Research and Development Expenditures at New England Colleges and Universities, by U.S.Rank and Source of Funds, 2002

U.S.Rank Institution Total

FederalGovernment

State & LocalGovernments Industry

InstitutionalFunds Other

15 Massachusetts Institute ofTechnology

$455,491,000 $330,409,000 $150,000 $88,626,000 $7,301,000 $29,005,000

23 Harvard University 401,367,000 336,607,000 2,192,000 10,215,000 0 52,353,000

30 Yale University 354,243,000 274,304,000 1,042,000 13,025,000 22,334,000 43,538,000

63 Boston University 192,612,000 171,438,000 650,000 8,935,000 0 11,589,000

74 University of Connecticut(all campuses)

172,003,000 93,326,000 7,603,000 9,889,000 44,202,000 16,983,000

89 University of MassachusettsWorcester

132,729,000 93,992,000 27,891,000 3,275,000 0 7,571,000

94 Dartmouth College 126,839,000 87,255,000 3,220,000 4,425,000 19,220,000 12,719,000

103 Brown University 109,482,000 68,215,000 113,000 2,172,000 34,264,000 4,718,000

104 University of MassachusettsAmherst

109,332,000 54,770,000 4,185,000 5,417,000 35,959,000 9,001,000

105 Tufts University 109,291,000 73,236,000 2,312,000 8,888,000 13,073,000 11,782,000

111 Woods HoleOceanographic Institution

99,964,000 78,458,000 1,460,000 32,000 2,943,000 17,071,000

115 University of NewHampshire

93,222,000 50,829,000 4,650,000 5,964,000 23,011,000 8,768,000

116 University of Vermont 88,602,000 58,280,000 4,359,000 7,157,000 14,381,000 4,425,000

135 University of Maine 62,149,000 23,732,000 10,366,000 4,030,000 20,983,000 3,038,000

139 University of Rhode Island 53,347,000 45,453,000 6,145,000 353,000 1,356,000 40,000

148 Brandeis University 47,122,000 29,006,000 118,000 0 7,397,000 10,601,000

161 Northeastern University 38,540,000 24,295,000 884,000 7,487,000 5,874,000 0

176 Boston College 31,754,000 22,827,000 346,000 2,479,000 3,842,000 2,260,000

Total, Above New EnglandInstitutions

2,678,089,000 1,916,432,000 77,686,000 182,369,000 256,140,000 245,462,000

Total, Top 200 U.S.Institutions

34,633,380,000 20,833,568,000 2,320,885,000 2,056,865,000 6,850,515,000 2,571,547,000

Total, All U.S. Institutions $36,332,641,000 $21,833,953,000 $2,500,649,000 $2,188,111,000 $7,108,773,000 $2,701,155,000

Above New EnglandInstitutions as % of U.S. Total

7.4% 8.8% 3.1% 8.3% 3.6% 9.1%


New England colleges and universitiesare engaged in partnerships with theregion’s military bases on research

in areas ranging from solar energy tounderwater communications. But the futureof those partnerships is in question as theU.S. government reviews military basesaround the nation in a process that couldresult in the closure of up to 25 percent ofexisting facilities.

Base closures impact local and regionaleconomies in a variety of ways. In NewEngland, closing bases such as Hanscom AirForce Base in Bedford, Mass., the U.S. ArmySoldier Systems Center in Natick, Mass., theNaval Undersea Warfare Center (NUWC) inNewport, R.I., or the Army’s Cold RegionsResearch & Engineering Laboratory inHanover, N.H., would deal a blow to theregion’s vibrant university research anddevelopment (R&D) enterprise.

In May, the secretary of defense is sched-uled to publish a list of military installationsrecommended for closure under the 2005 BaseRealignment and Closure (BRAC) initiative.

Military bases provide thousands of jobsand inject billions of dollars into localeconomies. But the BRAC criteria take intoaccount a base’s military value, not its eco-nomic impact. New Englanders can rightlyargue that these bases’ R&D endeavorsinvolving talent from area colleges and uni-versities not only enrich the region’s high-techeconomy, but also make significant techno-logical contributions to defense capabilities.

MIT topped the list of contractors atHanscom in 2003 with more than $495 millionin contracts, while Boston College capturednearly $3 million, according to a recent studyby the University of Massachusetts-basedDonahue Institute. That year, the Army SoldierSystems Center, known as Natick Labs, award-ed more than $999,000 in contracts to theUMass campuses in Amherst, Boston andLowell, and $186,935 to Boston College.

New England colleges and universitieswould continue to capture defense contractseven if the bases were eliminated. But theregion’s innovation economy would be stung nonetheless.

Hanscom’s Electronic Systems Centerdevelops technologies in command and con-trol communications, computer intelligence,surveillance and reconnaissance. Natick Labsdevelops high-tech food, clothing, shelter andother support items for soldiers. Both havemade significant contributions to U.S. militarycapabilities, partly because of their proximityto world-class academic science programs.

UMass Lowell has entered into more than$1 million in contracts with Natick Labs overthe past 10 years. One spinoff from the R&D,Konarka Technologies Inc., is now an innova-tor in converting light to energy. Last year, thecompany received a $6 million award fromthe Defense Department to develop newmaterials for hybrid photovoltaics, or plasticsolar cells, in collaboration with Natick Labsand others. Potential military applicationsinclude battery charging, remote power andsolar power in the field. The load carried bythe typical special operations soldier weighsbetween 70 and 100 pounds, so developmentof a lightweight, portable energy source willmake a significant difference in a soldier’smobility in the field.

UMass Amherst’s Department of FoodScience has worked with Natick Labsresearchers in developing a ready-to-eatbread product that can be carried in cans forsoldiers in the field. The food has a long shelflife and can last much longer than regularbread … and they say it looks and tastes likefresh bread.

For a half century, Boston College’sInstitute for Scientific Research has collabo-rated with Hanscom researchers on projectsprincipally related to space research, includ-ing study of the ionosphere and its impact oncommunications systems such as those in air-planes and satellites. Studies have also con-tributed to new equipment such as the SolarMass Ejection Imager, a satellite camera thathas recorded auroras more than 500 milesabove Earth. The orbiting camera was built bya team that included BC researchers, and sci-entists from Hanscom, the University ofCalifornia, the Air Force Research Laboratory,the University of Birmingham in the United

Bases Empty?Military Closures Could Sting New England’s Innovation Economy

JAMES T. BRETT

Research partnershipsbetween higher education and military bases leadnot only to nationalsecurity advances, butalso to technologieswith commercialapplications.



Kingdom and Boston University.Collaborative research by the

Army’s Cold Regions Research &Engineering Laboratory in NewHampshire and the Thayer School of Engineering at Dartmouth Collegehas led to developments in the area ofice-control technology. The army lab’sfunding of research by Dartmouthengineering professor Victor Petrenkoled to the 2001 creation of a spinoffcalled Ice Engineering. The company’smain product is an electronic compo-nent that prevents ice buildup, de-icessurfaces and controls ice friction. Inaddition to military uses, the technolo-gy has commercial applications on airplanes, roads and bridges andpower lines and in footwear, refrigera-tion and winter sports.

In Rhode Island, more than one-third of computer software andservices employment and a quarter ofthe state’s patents are related to thedefense industry, according to a studycommissioned by the Southeastern NewEngland Defense Industry Alliance.Sixty-one percent of spending onundersea warfare activities goesthrough southeastern New England.For example, University of RhodeIsland engineers and oceanographerswork on dozens of projects with theNaval Undersea Warfare Center, focus-ing on sonar, marine mammal behav-ioral studies, underwater vehicles andmapping. URI received $4.7 million infiscal 2004 research funding from theOffice of Naval Research, much of itfrom the NUWC, according to JanettTrubatch, URI’s vice provost for gradu-ate studies, research and outreach.

Intellectual ecosystemResearch partnerships between highereducation and military bases lead notonly to important national securityadvances, but also to technologieswith future commercial applications.More generally, the technologies con-tribute to New England’s “intellectualecosystem,” according to MichaelGoodman, director of economic andpublic policy research at the DonahueInstitute. “In New England, theeconomies of the states are driven byhigh technology and knowledge-basedindustries. They depend on innovation

and the new ideas that come out ofNew England’s first-class higher edu-cation system.”

“The bases are a source of anincredible amount of funding to helpinstitutions create the kind of innova-tion and cutting-edge, world-classresearch that helps make the country asafer place and also results in unantici-pated discoveries that lead to break-throughs in science and new productdevelopment,” Goodman says.

While a base of operation can be moved, the synergy that existsbetween the bases and New England’scolleges and universities cannot bereplicated elsewhere.

Alan Macdonald, executive director of the Massachusetts DefenseTechnology Initiative, an organizationcreated to preserve the bases, agrees.“Companies from all over the world saythe reason they come to Massachusettsis because proximity matters. It’s howtechnology evolves and how R&Dworks—to have a cluster that attractspeople who are interested in theseproblems and working on these issues.”

Removing this link would reverber-ate throughout the innovation sectorin New England. Macdonald says. “Totake that engine out and dislocate itfrom the area has ramifications for thetechnology, innovation and energy thatreally defines the Route 128 economy.It would have a fundamental negativeimpact on the Massachusetts technolo-gy economy if the bases closed.”

Beyond the economic issue is thequestion of defense. “There is also animplication for the quality of the ulti-mate product if you dislocate theheadquarters,” Macdonald says. “Ifyou are moving its development tosomewhere else in the country, youmight not be able to develop the maxi-mum capability of the product.”

Last year, Mass Insight Corp., thepolicy and research group, released astudy that indicated thatMassachusetts was falling behind inits ability to attract federal researchand development dollars. While NewEngland continues to be a majorrecipient of federal R&D funding, thepace of federal spending in the regionhas slowed. The race for R&D dollarsis intensifying competition from otherregions of the country.

Among the many recommendationsoffered by Mass Insight are two thatare key to this discussion: focus onbuilding the research infrastructureand strengthen partnerships amonggovernment, business and institutionsof higher education. Closing militarybases with strong ties to the researchcommunity and higher educationclearly would undercut these efforts.

James T. Brett is president and

CEO of The New England Council,

the nation’s oldest regional business

organization, which is dedicated to

promoting economic development

and a high quality of life in the

six-state region.

A Natick Labs machine tests military boot components. (U.S. Army photo reproduced with permission from Natick Labs: The Science Behind the Soldier, Arcadia Publishing, 2005.)


B O O K S

Tale of Two LawSchoolsJohn Cunningham

Against The Tide, Debbie Hagan,

Hamilton Books, 2004, $30

The History of the Yale Law School,

Anthony T. Kronman ed., Yale

University Press, 2004, $30.

Yale Law School and theMassachusetts School of Law live onopposite ends of the legal educationlandscape. One has itsroots in the early 19th cen-tury—the other in the1980s. One is a spawningground for the nation’s elitejurists—the other an entry-way into the legal profes-sion for the less privileged.

Yet both battled forrecognition after their birthand both flirted with deathin their early years.

The tales of the Yale Law School and theMassachusetts School ofLaw feature the strugglesinherent in the creation andgrowth of educational insti-tutions. Two new bookswith styles as different as the lawschools they describe provide a senseof the challenges associated with devel-oping an educational mission andmethodology, as well as the faculty andfacilities necessary to support an evolv-ing mission.

Freelance writer Debbie Hagan’sstory about the launching of theMassachusetts School of Law is a dra-matic narrative centered on the effortsof the true captain of its ship—DeanLawrence Velvel—in weathering thestorms of its creation.

The author’s work reflects her painstaking investment of twoyears time interviewing the dean, thestudents and alumni while attendingthe Andover, Mass., school.

While the narrative stumbles a bit in opening chapters of background on the key characters in the drama,Hagan rewards the patient reader with an in-depth examination of the

roadblocks to establishing a modernlaw school.

Velvel’s struggle proves worthy of achronicle, as Hagan describes how thedean overcame enormous obstacles toestablish a school with a mission tomake education available to racialminorities, ethnic whites, mid-lifecareer changers and lower-middle-class people.

The strategy of keeping costs downand tuition low made business sensewhen the school started in 1985, but

it also flew in the face of over-whelming forcesdesigned to perpet-uate very expen-sive institutions.

Furthermore,the dean had todeal with afounder who bor-dered on para-noid, studentsimpatient fora c c r e d i t a t i o n ,multiple campusmoves, one fireand the scrutinyof the Associationof American Law

Schools (AALS)—a national accredit-ing entity deeply entrenched with theAmerican Bar Association (ABA).

Velvel took particular issue with theAALS methods of calculating student-faculty ratios, which did not measurethe average number of students in eachactual class, but insteaddivided the total number ofstudents by the number offull-time faculty; teacherswho also maintained lawpractices didn’t count.

After failing to per-suade accrediting authori-ties about the actualquality of education andtest result performancesof students, Velvel suedthe AALS, the ABA andothers in 1993 for conspir-ing “to maintain high pay,benefits and working con-ditions for law school pro-fessors and librarians.”

The suit failed, but by 2002, the tideturned in Velvel’s favor with the NewEngland Association of Schools andColleges praising the MassachusettsSchool of Law’s innovation of hiringnon-lawyer writing specialists toimprove legal writing, as well as creativepeer review programs that requiredclass visitation among faculty peers.

Not only did the school get arenewed regional accreditation for 10 years, but it could boast of 1,500alumni practicing law, mostly inMassachusetts and New Hampshire.

The story raises but does notanswer many questions about the ten-sion between providing high standardsfor educational facilities and facultyand making education affordable forthose with minimal ability to pay for itthrough savings or borrowing.

It also deftly illustrates one ofVelvel’s favorite quotations from aprizewinning poet: “Every crossroadson the path to the future is defendedby a thousand men appointed to guardthe past.”

The dedication of The History of

the Yale Law School tells you muchabout the primary audience to which itis directed, namely, “alumni, studentsand friends of the Yale Law School.”

The book, edited by Yale law pro-fessor Anthony T. Kronman, is noteasy reading, but rather a heavily foot-noted and edited reproduction of aseries of essays to commemorate theuniversity’s tercentenary celebration.

Still, it offers an interesting glimpseat some of the his-torical personali-ties who haveaffected Yale asstudents, facultyand alumni. It alsoavoids the tempta-tion to offer up self-serving laudatoryhistorical recon-structions whiletaking a hard lookat some difficultperiods in Yale’shistory, such as theso-called “darkages” of studentunrest and chal-

away from its historical roots as “aschool of a thousand Christian gentle-men,” and beginning to diversify itsstudent body. In 1968, the law schoolhad admitted 12 black students, themost ever in a first-year class.

The book provides some especiallyinteresting glances at the legions of prominent figures who played a rolein the school’s development, and examines some of the political tensions that developed as alumnibecame less homogenously conserva-tive and traditionalist.

The book’s final chapter fittinglynotes Yale’s arrival as the top-rankedlaw school in the country in 1990—ayear when four out of five admittedstudents would choose to enroll there.

John Cunningham is a news editor

with the Boston-based LawyersWeekly newspapers.


B O O K S

lenges to faculty authority in the late1960s and early 70s.

The book also provides historicalsnapshots of various periods in the lawschool’s evolution from its birth as aproprietary school in the law office ofa practicing lawyer.

The early years were a struggle forrecognition, not from the ABA (whichwas not formed until 1878) but fromthe university itself, which considereddissolving the law school as late as1845 and 1869.

Moreover, for a long time, law pro-fessors’ salaries were paid only fromlaw school tuitions and as late as 1869,the school had just one full-time pro-fessor (a man named Simeon Baldwinwho dedicated 50 years of his life toteaching after his wife was locked upin an asylum).

The essays, though a little disjoint-ed, give some sense of the evolution oflegal teaching methods, which began

as “text and recitation” and movedtoward case study (the effort to pre-dict in fact what courts will do withany given set of facts).

Later, some teachers would take upSocratic methods of peeling back lay-ers of analysis, and ultimately someprofessors would even question theusefulness and reality of predictingcase outcomes. (Readers might be fairly warned that to appreciate someof this commentary on methodology,they should brush up on academic lawterms such as legal formalism, legal

realism, legal liberalism and critical

legal studies, which are used liberally.)The rise in importance of adminis-

trative law—a body of law created bythe rulings of government agencies—is explored, and the association of Yalealumni with the changes of the NewDeal is examined as well. As oneessayist notes, within a few decadesafter the New Deal, Yale was moving

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D A T A C O N N E C T I O N

■ Percentage of all 1999 to 2003 doctorate recipients at U.S. universitieswho received their bachelor’s degrees at foreign institutions: 27%

■ Percentage of engineering doctorate recipients who did: 54%

■ Of people who earned doctorates at U.S. universities from 1999 to 2003,number who received their bachelor’s degrees at Harvard: 1,290

■ Number who received their bachelor’s degrees at Seoul NationalUniversity: 1,655

■ Number who received their bachelor’s degrees at Yale: 944

■ Number who received their bachelor’s degrees at National TaiwanUniversity: 1,190

■ High-tech’s share of U.S. total employment: 4.5%

■ High-tech’s share of New England’s total employment: 6%

■ Percentage of New England’s software, Internet, telecom and biomedicaltech companies that were founded before 1990: 49%

■ Percentage of New England’s software, Internet, telecom and biomedicaltech companies that employ fewer than 50 workers: 77%

■ Greater Boston’s rank among U.S. metros in total number of charitableorganizations: 6th

■ Greater Boston’s rank in percentage growth in total number of charitableorganizations from 1999-2003: 36th

■ Number of education-related charitable organizations created in the sixNew England states from 2001-2004: 1,332

■ Number of religion-related charitable organizations created in Georgiaand Florida from 2001-2004: 2,928

■ Percentage of board of directors seats in Greater Boston that are held by whites: 95%

■ Percentage held by men: 92%

■ Percentage of teens who define the American Dream as “Being Richand/or Famous”: 20%

■ Percentage who define it as “Simply Being Happy, No Matter What You Do”: 47%

■ Percentage of boys who believe the American Dream is achievable: 75%

■ Percentage of girls who believe it: 68%

■ Percentage of college freshmen who believe that military spending shouldbe increased: 35%

■ Percentage who thought so in 1992: 17%

■ Approximate number of jobs lost in the New Hampshire Seacoast regionwhen Pease Air Force Base closed in 1991: 400

■ Approximate number of new jobs created in the Seacoast region since:5,000

Sources: 1,2,3,4,5,6 National Opinion Research Center; 7,8 New England Economic Partnership;9,10 Mass High Tech; 11,12,13,14 CONNECTION analysis of Chronicle of Philanthropy data; 15,16The Partnership Inc.; 17,18,19,20 Job Shadow Coalition and Harris Interactive; 21,22 HigherEducation Research Institute at University of California, Los Angeles; 23,24 Foster’s Daily Democrat

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