CREATING A CULTURE OF INCLUSIVITY
REPORT OF THE 2011-12
UNDERGRADUATE MARKETING AND
ENROLLMENT TASK FORCE
CREATING A CULTURE OF INCLUSIVITY
REPORT OF THE 2011-12 UNDERGRADUATE MARKETING AND ENROLLMENT
TASK FORCE
MEMBERS
Sharon Alston, Office of Enrollment – Co-chair
Fanta Aw, Office of Campus Life – Co-chair
Stefanie Matthews – Administrative Assistant
Nana An, Office of Finance and Treasurer
Maria Green Cowles, School of International Services
Teresa Flannery, University Communications and Marketing
Karen Froslid-Jones, Office of Institutional Research and Assessment
Greg Grauman, Office of Enrollment - Admissions
Brian Lee Sang, Office of Enrollment – Financial Aid
Rob Linson, Office of Enrollment -- Administration and Fiscal Affairs
Hossein Modarres, Office of Enrollment -- Systems
Chris Moody, Housing and Dining Programs
Phyllis Peres, Academic Affairs
Alice Poehls, Office of the University Registrar
James Raby, Office of Enrollment -- Marketing
Lauren Renner, Kogod School of Business
Rose Ann Robertson, School of Communication
Tiffany Sanchez, New Student Programs
Catherine Schaeff, College of Arts and Sciences
Virginia Stallings, Undergraduate Studies
Meg Weekes, School of Public Affairs
Acknowledgement: The co-chairs wish to express their appreciation to all members
of the Task Force with a special note of thanks to Dr. Maria Green Cowles and Ms.
Shirleyne McDonald for their leadership in preparing the respective sub-committee
reports Accounting for the AU Experience: Beyond the Cost of Attendance and Financial
Literacy.
CREATING A CULTURE OF INCLUSIVITY
REPORT OF THE 2011-12 UNDERGRADUATE MARKETING AND ENROLLMENT
TASK FORCE
EXECUTIVE SUMMARY
INTRODUCTION
The Undergraduate Marketing and Enrollment Task Force (UMET) convened in the fall of 2011 at
the request of Provost Scott Bass to discuss the changing student population at American University
and its implications.
In approaching its work the task force considered data from a variety of sources including internal
data as well as outside readings. Based on its review UMET focused on the new student population,
the AU student experience, and financial concerns.
BACKGROUND
Demographic Projections
According to the Western Interstate Commission for Higher Education (WICHE), projections
through 2021-22 indicate that there will be shifts in the number and composition of high school
graduates with growth occurring in the Western and Southern regions of the U.S. and decreases in
the Northeast and Midwest. Using AY 2011-12 as a baseline, by 2014-15 the number of high school
graduates from the Northeast region will decrease by 5.7%; and ten years from now, by 2021-22,
that number will be 7.4% lower than the AY 2011-12 baseline. Of immediate concern is that the
university draws over 40% of its undergraduates from this region.
Projected Change in Public High School Graduates: By Region
Baseline
2014-15
% Change
2021-22
2011-12
from
Baseline
Northeast
586,021
552,894
-5.7%
542,730
Midwest
732,309
707,917
-3.3%
720,073
South
1,110,377
1,137,400
2.4%
1,252,153
West
794,743
786,503
-1.0%
841,124
Knocking at the College Door, March 2008, WICHE
%Change
from
Baseline
-7.4%
-1.7%
12.8%
5.8%
WICHE projections also reflect the pattern of the changing composition of public high school
graduates by race and ethnicity. Again, using AY 2011-12 as the baseline, the data show that by AY
2021-22 there will be an increased number of public high school graduates, but the primary source
of growth in that number will come from Hispanic and Asian American students. Indeed, there will
be consistent, if not dramatic, increases in these two groups while the number of White, nonHispanic and African American high school graduates will decrease.
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Projected Change in Public High School Graduates: By Race and Ethnicity
Baseline
2011-12
2014-15
%
Change
from
Baseline
9.8%
8.4%
Hispanic
535,197
587,438
Asian/Pacific 173,494
188,103
Islander
American
32,687
32,455
-1.6%
Indian/Alaska
Native
Black/non420,388
396,466
-5.7%
Hispanic
Wh/non-H
1,722,896
1,654,471
-4.0%
R/E total
2,884,662
2,858,933
-0.9%
Knocking at the College Door, March 2008, WICHE
2021-22
780,268
244,143
%
Change
from
Baseline
45.8%
40.7%
35,187
7.7%
393,363
-6.4%
1,588,455
3,041,416
-7.8%
5.4%
The AU Response
To address the changing student population, AU’s Office of Enrollment looked at its outreach,
admission, and financial aid practices to determine how to create access. In addition, a new
program, the Frederick Douglass Distinguished Scholars was created in response to AU’s strategic
goals to Provide an Unsurpassed Undergraduate Experience and to Reflect and Value Diversity.
Outreach
High schools with diverse student populations who are college bound are always included in the mix
of the more than 700 schools which are visited annually. However, for the past three years, the
Admissions team focused its recruitment resources on adding more of the latter as well as inner city
schools with motivated counselors to the fall travel schedule.
In addition, the team focused more resources on reaching out to students within the local region, as
well as connecting with community based organizations nationwide. The staff also participated in
more multicultural college fairs.
With the increase in the number of high school graduates occurring in the western and southern
regions of the US, the Admissions staff underwent a restructure with the goal of maximizing its
outreach across the United States and specifically within the west and the south. As a result there
was a 55% increase in the number of students enrolling from those states (135 compared to 87 the
previous year). For the western and southern regions combined, there was a 6.6% increase in the
number of students enrolling from these regions (435).
Admission Practices
A review of the SAT averages of each new first year cohort indicates that AU has grown increasingly
selective over the past ten or more years. For the most recent four admission cycles the average
SAT has ranged between 1259 and 1276.
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2008-09
2009-10
2010-11
2011-12
SAT Average
1259
1267
1276
1262
Mid-50% Range
1160 – 1360
1180 – 1360
1180 – 1370
1180 – 1360
The increase in the university’s SAT profile has been a point of pride and an indication of the quality
of the institution as well as the talent of its student body. As is the case at most institutions such
information is shared widely in a variety of media including the institutional website, college
guidebooks, admission presentations, etc. However, to the extent that one believes that
standardized testing is a measure of academic talent, reliance on scores in the evaluation process can
put students of color at a significant disadvantage as these data from The College Board illustrate.
Total SAT Test Takers by Range and with a B+ or greater GPA: 2011 College Bound Seniors*
1100 - 1190
1200 – 1290
1300 – 1390
1400 – 1490
American Indian
842
593
272
109
or Alaska Native
Asian or Pacific
16,638
15,628
12,796
8,675
Islander
African American 8,020
4,172
1,756
582
Hispanic
15,813
9,314
4,426
1,577
White
113,735
89,529
54,824
25,686
*Source: Data from the College Board Enrollment Planning Service. N = 1,493,588 SAT test takers
Total SAT Test Takers by Range and with a A- or greater GPA: 2011 College Bound Seniors*
1100 - 1190
1200 – 1290
1300 – 1390
1400 – 1490
American Indian
641
492
244
99
or Alaska Native
Asian or Pacific
12,771
12,789
11,175
8,022
Islander
African American 5,764
3,332
1,501
520
Hispanic
12,047
7,688
3,912
1,482
White
87,115
74,775
48,860
24,099
*Source: Data from the College Board Enrollment Planning Service. N = 1,493,588 SAT test takers
1500 - 1600
20
4,864
110
388
8,073
1500 - 1600
19
4,699
100
374
7,791
The Admissions staff at AU evaluates each candidate for admission in a holistic manner, focusing on
the student’s entire record, including academic performance throughout four years of high school,
extracurricular involvement/achievement, and personal qualities. But, because the university profile
is so public, students may assume, incorrectly, that standardized scores play a larger role in the
evaluation process than is actually the case. To the extent to which students are aware of AU’s
profile, this can serve as a deterrent to students with more modest test scores who, in other respects
are a good fit with AU and who, if they had applied, would likely have been admitted because of the
holistic nature of the evaluation.
The National Association for College Admission Counseling (NACAC), in its 2008 Report of the
Commission on the Use of Standardized Tests in Undergraduate Admission, urged institutions to rethink their
use of test scores in the admission process. As a result in 2009 the Office of Enrollment launched a
Test Optional pilot program which allowed Fall 2010 Early Decision (ED) candidates to indicate
their preference regarding the use of their test scores in the evaluation process.
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In the inaugural year of the pilot, 79 students applied under the Test Optional Pilot. The pilot has
subsequently been extended to Regular Decision candidates who apply by November 1. Prior to the
Test Option pilot, students of color comprised 18% or fewer of the ED pool. Based on the data
below, it can be argued that the Test Optional offering has encouraged more students of color to
declare AU as their first choice by applying ED.
Early Decision Multicultural Applicants
2010
ED apps
538
MC ED apps*
105
% ED MC
20%
*MC refers to Multicultural students
2011
526
134
25%
2012
787
238
30%
Additionally, as the number of students choosing to apply under the Test Optional Pilot has
increased, so has the number of students of color choosing to do the same.
Admission offerings such as the Test Optional Pilot send a message to students that they are valued
for more than their standardized test scores and remove what may have been a barrier to applying to
AU. Refer to Appendix A for a more detailed summary of AU’s Test Optional Pilot.
Test Optional Applicants
2010
Total Test
79
Optional
MC Test
27
Optional
apps*
% MC Test
34%
Optional
*MC refers to Multicultural students
2011
870
2012
1302
254
478
29%
37%
Frederick Douglass Distinguished Scholars
Launched in 2010 the Frederick Douglass Distinguished Scholars program (FDDS) was developed
to address two of American University’s strategic goals:
• Provide an unsurpassed undergraduate experience; and
• Reflect and value diversity.
Additionally, a principal goal of the program was to attract high achieving students of color to AU.
In its first year, 560 students applied for the program. Of that initial group, students of color
represented 27.1% of the applicants; white students represented 59.6% of the total. For the Fall
2011 cohort, there were 531 applicants – a decrease of 5.2% over the previous year’s total, but for
this cycle, students of color comprised 50.3% of the total. Even more significant was the growth
over that two year period in African American applicants from 18 in 2010 to 112 in 2011 – 522.2%!
And there was a similar, though less dramatic, boost in the number of Hispanic applicants – 104.1%
(49 to 100). Conversely, the number of white students applying for the program decreased by 36.8%
(334 to 211). The change in the composition of the applicant pool followed a similar trend for the
Fall 2012 cycle with students of color representing 63.7% of all FDDS applicants with comparative
increases in the number of African American and Hispanic applicants, 45.5% and 41.0%
respectively.
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As it enters its third year, in collaboration with Admissions, the program has
• attracted and recruited 731 applicants (compared to 531 for AY 2011-12);
• selected and awarded seven high-achieving students – reflecting a 100% conversion rate for
the first time.
On average, an incoming scholar graduated in the top 10% with a 4.2 weighted GPA and has a SAT
of 1329 or an ACT of 31.
With the incoming cohort of seven new scholars The FDDS are a community of 16 including:
• Seven males and nine females;
• One white, five Hispanic, eight African American, and two Asian students coming from
California, New Jersey, New York, Maryland, Georgia, Arizona, Missouri, Florida, New
Mexico, and Pennsylvania;
• Three Pell-eligible scholars; and,
• Three first-generation college students.
All are University Honors students and represent Kogod, CAS, SIS, and SPA.
Financial Aid Practices
Financial aid is a means of creating affordability, access, and choice for students. Without sufficient
financial support American University is not a choice for many students. Within the past few years,
staff within the Office of Enrollment noticed a trend in the direction of higher percentages of AU
funds going toward merit rather than need-based aid. For the Fall 2000 admission cycle, 62% of
funds offered were for merit aid. By the Fall 2008 admission cycle the figure was 83%, leaving little
to support AU’s neediest applicants.
Beginning with the Fall 2009 admission cycle, the Office of Enrollment took steps to correct this
situation, looking to modify the merit to need-based aid ratio. However, the strategic use of
institutional funds to manage enrollment is key to achieving targets and meeting the goals of the
university. Hence, the shift needed to occur gradually. The table below reflects the adjustment for
the most recent admission cycles.
Percentage of AU funds used for merit aid
2000
2008
62%
83%
2009
71%
2010
76%
2011
54%
The result of this shift is that the university has been able to meet a higher percentage of the
demonstrated need of a larger number of first year students and socio-economic diversity has
increased as indicated by the percentage of Pell-eligible students in each of the recent entering first
year classes.
First year Pell-eligible students
2000
2008
9.2%
7.9%
2009
14.2%
2010
15.4%
2011
23.2%
Who are the AU undergraduate students?
The data indicate that there have been significant shifts in the student population at AU.
5
Academically, the profile of each incoming class indicates that they are a stronger group:
HS GPA
SAT average
Ranked top
10%
Admit rate
Fall 2000
3.21
1194
28%
Fall 2005
3.51
1267
47%
Fall 2011
3.82*
1262
44.7%
72%
51.3%
41.6%
* GPA scale changed in 2009.
Recent freshman classes are more socioeconomically diverse as indicated by the data above
regarding Pell-eligible students.
The racial/ethnic mix of each entering class has also changed:
Af. Am./Black
American Indian
Asian-Am/Pacific
Islander
Hispanic
International
White
2000
4.8%
0.2%
3.5%
2005
5.2%
0.1%
5.4%
2011
7.0%
0.2%
6.7%
3.5%
11.3%
61.2%
4.0%
2.5%
67.4%
11.4%
4.0%
58.5%
First generation students have also increased as a percentage of each entering first year class:
2000*
n/a
2005
2.0%
2011
9.3%
*Data regarding first generation students was not tracked until Fall 2005.
And, there are also regional shifts in the overall undergraduate population:
Mid-Atlantic
Midwest
New England
South
West
2000
63%
9%
13%
9%
6%
2011
51%
9%
15%
13%
12%
These trends suggest that we are truly a “new” AU. But with such shifts in the student population,
is the university prepared and does it offer a climate that is both welcoming to new populations and
that will nurture success?
Assumptions
In making its recommendations, task force members made the following assumptions:
• the goal of the university is to have enrollment numbers at AU remain stable;
• the goal of the university is to maintain its current academic profile;
• retention rates will hold;
• there will be continued emphasis on increasing the number of domestic students of color at
AU;
• faculty will continue to maintain high expectations for student performance; and
6
•
academic rigor in the classroom will continue to be the hallmark of the academic experience
at AU.
FOCUS OF THE TASK FORCE
The UMET focused its attention on the growing trend of two-year to four year college transfer;
understanding how our emerging populations experience AU; and the development of financial
literacy programs as a means to help students to develop fiscally responsible habits. Representatives
from UMET are also members of the Faculty Retreat Planning Committee for 2012. Sessions for
this retreat will include the findings from this report and best practices in teaching to and
accommodating a diverse population.
New Student Populations - Transfer Students at AU
With projected decreases in its major feeder markets, AU has focused its attention on transfer
students, specifically those from community colleges, as a means of maintaining enrollment.
Applicant data
For the most recent three years, there has been steady growth in the number of applicants who have
completed work at a community college. Between 2009 and 2011 that percentage increase was
36.9%, with annual increases of 17.8% from 2009 to 2010, and 16.2% from 2010 to 2011. For the
Fall 2011 semester, transfer applicants from community colleges constituted 47% of all transfer
applicants, and 57% of enrolled transfer students at AU. And, as the data below indicate, not only
has the growth been in absolute numbers of applications, but also as a percentage of the total
number of transfer applicants.
Community College
Applications
Total Applications
Community College as
% of Transfers
2009
574
2010
676
2011
786
1338
42.9%
1530
44.2%
1659
47.4%
There is a similar trend at the point of enrollment with growth in community college students as a
percentage of the enrolled group.
Community College
Enrollment.
Total Dep.
Community College
as a % of Transfers
2009
149
2010
183
2011
175
377
39.5%
418
43.8%
346
50.6%
Profile
On the whole, transfer students coming to American University have earned a grade point average
of 3.0 or higher and most (61.7% to 64.8%) are transferring 30 to 90 credits.
Transfer- Avg. GPA
2009
3.21
2010
3.26
2011
3.22
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They are increasing in terms of racial and ethnic diversity.
2009
GPA
3.21
MC Students*
17.5%
*MC refers to multicultural students
2010
3.26
25.1%
2011
3.22
34.3%
Academic performance
First semester GPAs of transfer students show varied performance. Just over 37% of transfer
students made below a B average their first semester at AU, compared to 23% of first-time
freshmen.
Freshmen Mean GPA, Fall 2011 (N=1529)
First Term GPA: 3.30
1st Term
GPA
Range
>2
Frequency
Percent
49
3.20
2.00-2.24
27
2.25-2.49
Transfer Students 2011 (n=306)
First Term GPA 3.10
1st Term GPA
Range
Frequency
Percent
>2
20
7.07
1.77
2.00-2.24
11
3.89
51
3.34
2.25-2.49
15
5.30
2.50-2.74
82
5.36
2.50-2.74
22
7.77
2.75-2.99
141
9.22
2.75-2.99
37
13.07
3.00-3.24
214
14.00
3.00-3.24
36
12.72
3.25-3.49
338
22.11
3.25-3.49
45
15.90
3.50-3.74
308
20.14
3.50-3.74
48
16.96
3.75-3.99
273
17.85
3.75-3.99
41
14.49
4
46
3.01
4
8
2.83
The one-year retention rate for the entering cohort of 2011 will be available fall 2012. Of those
transfer students who entered in sophomore status in 2007, 71% graduated in four years at AU. The
graduation rate for the entering class of 2009 sophomore transfer students will be available late
summer 2012.
Financial Need
There is a growing level of financial need among AU’s transfer students.
% Needy
2009
41.9%
2010
48.1%
2011
46.2%
Within the transfer pool, students coming from community colleges in particular reflect a greater
level of need in comparison to students coming from other types of institutions. For the most
recent academic year (AY 2011-12) the data reflect the following:
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Avg. Income
4-year private
$110,251
university
4-year private
$82,118
college
4-year public
$74,460
Community
$72,690
colleges
All transfers
$78,770
*EFC = Expected Family Contribution
Avg. EFC*
$30,741
Avg. Need
$33,031
$29,277
$37,053
$22,778
$18,832
$33,729
$42,187
$23,188
$38,983
Funding
While funding for transfer students does not fit neatly into the concept of “culture,” it does relate to
the extent to which these students are able to integrate themselves into the AU community based on
the degree to which they are supported financially. The current funding model provides for 29% of
the revenue from tuition to be used for financial support, including both need- and merit-based aid
for all full-time, degree-seeking students. On average first-year students are discounted at a rate
between 32% and 34%, while the comparable rate for transfer students is between 7% and 11%.
Much of the difference has to do with the increasing level of competition to recruit new first year
students to AU by making strategic use of those resources to create attractive financial packages.
Remaining resources are used to support and retain continuing students, thereby leaving little to
fund transfers.
As the data on the profile of new transfer students indicate, the financial needs of this group will
only continue to grow. In the absence of additional funds allocated for financial support, the Office
of Enrollment will look at best practices for stretching its resources; including but not limited to reexamining the current practice of awarding merit scholarships to transfer students and re-directing
some of these funds for use for need-based aid. While this is an approach that would be useful for
the short-term, projected demographic shifts suggest that the university will need to increase the
current financial aid budget to address the needs of these students.
However, there is currently no long-term, comprehensive university-wide strategy that accounts for
this growth. As American University positions itself to prepare for decreases in its major feeder
markets there must be more intentionality about developing strategies that will create a pipeline not
only to ensure enrollments but to position AU as a “transfer friendly” institution. These would
include strategies that create a clear pathway to transfer to AU from the community college as well
as those that create transparency in the credit articulation process for students.
Recommendations
The following recommendations are offered to facilitate a more transfer-friendly environment:
• Pursue “2+2” programs that create a transparent pathway for guaranteed admission to AU
• Create a database of transfer equivalencies to facilitate the course articulation process and
create consistency. Additionally, post this information on a website for transfer students
that will allow them to determine early on in the process how their credits will transfer.
• Increase participation rate in Transfer Transition Program using freshman participation rates
as a benchmark.
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•
•
Consider the creation of a Transfer Student Center – a “one stop shop” for transfers and
determine how this would fit into AU’s existing services.
Revisit current funding models for transfer students to make best strategic use of current
resources.
Accounting for the AU Experience: Beyond the Cost of Attendance
With the downturn in the economy in the last decade, much attention has been paid to the rising
costs of a college or university education. The Task Force examined the impact of indirect costs
(cost beyond the standard cost of attendance) – lab fees, new student programs fees, move-in costs,
internship-related costs, etc., and their impact on the student experience.
In conducting its research, the subcommittee recognized that while Pell-eligible students are
impacted by these additional costs beyond attendance, some of these costs may be addressed and
mitigated through Cost of Attendance (COA) appeals. However, there appear to be at least two
other groups of students for whom the impact of these costs may be greater. The first group is
comprised of those students who are not Pell-eligible but have low Expected Family Contributions
(EFC). The EFC, determined by the Department of Education, is based on the financial data
provided by the student on the Free Application for Federal Student Aid (FAFSA). The students
with a low EFC are generally identified as “high need.”
During AY 2011-12, 50% of the eligible undergraduate student population applied for financial aid.
Of the 50% who apply, approximately 65% receive some form of institutional financial aid. As the
table below notes, AU has a significant percentage of Pell-eligible (high need) students. Based on
financial aid data from fall 2011, 1170 students who applied for financial aid were in the Pell-eligible
category. This constituted 18% of the undergraduate population. Another 1,098 students were in
the Moderate financial aid category, comprising 17% of the undergraduate population. Taken in
total, 35% of undergraduates for AY 2011-12 were of high to moderate need.
Table 1: Financial Need of Undergraduate Students who applied for financial aid in Fall 2011
Need Level
EFC Range
Number of Applicants
Percentage of Class
Pell-eligible (high
need)*
$0-$5,499
1170
18%
Moderate
$5,500-$19,999
1098
17%
Low
$20,000-39,999
899
14%
No Need
$40,000-$54,000
345
5%
Note: Pell eligibility may not always be an accurate indicator of a student’s financial need or financial
strength. In some cases, students and families may actually demonstrate significant financial
resources. Due the limited nature of the financial data that is captured on the FAFSA, families may
exclude information regarding businesses and certain assets. While a number of these families are
Federally eligible for Pell funding and hence, appear to be high need, for purposes of institutional
funding they demonstrate little to no financial need.
The cost of attending AU impacts the students in the Pell-eligible (High Need) and moderate need
students in two key ways. The first is the actual financing mechanisms. Families are responsible for
making up the difference between what the university provides and what the family is expected to
contribute toward the student’s educational expenses (EFC) up to and beyond the standard COA.
Oftentimes, families opt to finance this difference through the use of additional parent and or
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student loans. Unfortunately, most loans – parent and student – are contingent on credit worthiness
and thus may not be available to some families. Additionally, many of these families do not have a
four-year plan for funding a student’s education. There appears to be a willingness to secure loans
initially, with the assumption that AU or outside scholarships will reduce the out-of-pocket
expenses. The second impact – the focus of this report – is that for these students, even small costs
beyond the basic COA may preclude students from fully participating in the AU experience. While
indirect costs impact everyone, those who are high to moderate need – 35% of undergraduates –
may face particular challenges in addressing these costs.
The second group of students for whom indirect costs may pose a great challenge is the transfer
population, of which an increasing number come from community colleges. While these students
may be Pell-eligible or demonstrate high-financial need, they do not enter the university with the
same type of institutional funding as first year students -- a common practice in universities across
the country.
Oftentimes indirect costs that relate to the broader “AU experience” are not included in AU’s COA
as these are not mandatory activities. This is again a common practice at many U.S. universities.
However, because AU is regarded as an institution in which students are encouraged to participate
in internships; study abroad; assume leadership positions on campus; prepare for careers in
medicine, media, law, government, and public and private sector, etc.; these indirect costs have
major significance for the student experience at AU.
Indirect costs related to the “AU experience” are many and fall into the following categories and add
up to significant additional costs to students and their families:
1) academic programming (including undergraduate research and first-year experiences)
2) internships
3) national awards
4) study abroad opportunities
5) residential life
6) wellness programming
7) leadership/team/service opportunities in student clubs and organizations
8) social/integration opportunities
9) career and graduate school opportunities
10) graduation
Recommendations
The committee is proposing five recommendations for addressing indirect costs:
1. Examine ways to reduce indirect costs that are part of the AU experience.
2. Restructure budgets to absorb key indirect costs and create a self-help orientation to help
High Need students understand how best to communicate their needs to university
administrators (requesting fee waivers, etc.)
3. Conduct further study on financial aid and cost-structure for transfer students.
4. Work with the Development Office to identify ways to significantly expand donor support
of high-need students and programming activities.
5. Re-evaluate work study program.
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Financial Literacy
The fragile economy and anemic job market has contributed to students’ mounting concerns
regarding student loan debt and their overall financial welfare. Research published by the National
Student Debt Project indicates that over the past decade, the average amount of student
indebtedness has increased more than threefold. This increase in student debt compounded with a
national unemployment rate of more than 8% is troubling. Current students and recent graduates
are grappling with limited job prospects and loan repayment responsibilities. Students’ relative lack
of knowledge regarding financial matters has exacerbated these concerns. According to a recently
published report by the Government Accountability Office, in 2009, only 13 states required a course
in personal finance prior to high school graduation.
Program
The aim of the financial literacy initiative is to provide students with the tools and resources needed
to understand and negotiate their personal finances so that students are empowered to prosper at
AU and beyond. Through a comprehensive financial literacy program, students will gain the ability
to use knowledge and skills to manage financial resources effectively for a lifetime of financial wellbeing. In particular, the initiative seeks to:
•
•
•
Provide fundamental money management skills to include:
o Banking
o Budgeting
o Credit
o Lifestyle choices
Counsel students on career planning and financial needs assessment
Educate students on debt and loan management while in school and during repayment
Recommendations
The task force proposes a multi-phased implementation of a financial literacy program. The first
phase of the implementation began during the spring semester of AY 2011-12. The following
details the recommendations:
•
•
•
•
Design a financial literacy program to promote continuous learning throughout a student’s
academic career.
Provide audience specific programming to promote student management of financial
decisions.
Present program offerings through a myriad of mediums.
Engage a cross section of the AU community in the financial literacy initiative.
Based on the evaluation of best practices, the task force recommends consideration of the following
elements for incorporation in the development of the AU financial literacy program:
• Financial literacy inventory assessment
• Marketing campaign
• Student and parent seminars
• Peer-to-peer/one-on-one counseling
12
•
•
•
•
•
Program evaluation
Online resources
Presentation series
Career planning and financial counseling
Alumni involvement
FROM ACCESS TO INCLUSION
The Association of American Colleges and Universities (AAC&U) defines Inclusion as The active,
intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities
(intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness,
content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact
within systems and institutions.
Given increased socio-economic, racial/ethnic, and geographic diversity in the student body, AU
must ensure that staff, faculty, students and administrators have the appropriate level of awareness,
content knowledge and empathic understanding to manage and embrace increased diversity in the
student population. According to the 2011 Campus Climate Survey results, underrepresented
students (African-American/Black, Latino/Hispanic, and Native American students) report the
following:
•
•
•
•
52.4% feel that there is a sense of community in their school or college;
66.7% agree or strongly agree that the AU community demonstrates a commitment to
creating an inclusive campus community;
81.5% agree or strongly agree that overall the AU commitment demonstrates a respect for
diverse views and perspectives;
73.1% are generally satisfied with the quality of the academic advising provided by the
school/college.
However, based on focus group findings, African-American and Latino students, students are at
times feeling alienated in the classrooms and report being called upon often to speak on behalf of
their respective communities or to represent the “Black” or “Latino” perspective.
Recommendations for Achieving Inclusion at AU
• Continue to work to create a sense of belonging at AU among students with lower financial
means.
• Support students who are juggling two distinct worlds and dealing with feelings of guilt,
shame and betrayal:
o 1/3 of students from low socio-economic backgrounds feel unprepared for college
level work;
o Family burdens have an effect on academic success (pressures to succeed
academically to maintain financial support, to later support their families financially,
and to be involved in family matters).
13
•
•
•
•
•
•
•
•
Engage faculty, staff, and students in structured dialogues around issues of race and class.
Infuse dialogues about race and class further into the academic curriculum.
Re-examine institutional traditions to ensure that traditions are inclusive.
Increase the intentionality of existing dialogue groups – Dialogue Development Group.
Rally stakeholders across campus about how to support students more effectively.
Examine and address the costs above cost of attendance encountered by students while
attempting to be engaged at AU and in DC
Enhance efforts to raise faculty awareness and engagement with diversity and inclusion in
the classroom beyond the faculty retreat. AU faculty in attempting to create safe, inclusive
classrooms should consider multiple factors, including the syllabus, course content, class
preparation, their own classroom behavior, and their knowledge of students’ backgrounds
and skills.
Create resources to assist faculty with teaching and pedagogy. The Center for Teaching and
Research might want to create a website and workshops similar to Vanderbilt site on
“Diversity and Inclusive Teaching”- http://cft.vanderbilt.edu/teachingguides/interactions/diversity/.
Next Steps
• Consult with AAC&U on Diversity and Inclusive Excellence initiatives and identify institutions
with best practices to emulate
• Campus Life and CTRL are collaborating to create resources and workshops for faculty on
teaching pedagogy
• The Fall faculty retreat will focus on diversity and inclusion and the role of faculty
• The UMET needs to be reconstituted with a strong faculty presence and a charge to focus
on inclusive classroom and co-curricular programming
14
CREATING A CULTURE OF INCLUSIVITY
FULL REPORT
2011-12 UNDERGRADUATE MARKETING AND ENROLLMENT TASK FORCE
Section I: Transfer Students
Background
National Landscape
The interest of four-year institutions in community college students is not new and there has always
been a steady supply of students seeking transfer to four year institutions. However, for many
institutions the interest in transfer students has been more tactical than strategic with some colleges
and universities looking to transfer students as “backfill” for gaps in freshman enrollment.
However, there are a number of trends which are now prompting many of these institutions to be
more strategic (and intentional) in their commitment to enrolling transfer students.
According to the American Association of Community Colleges (AACC), nearly 44% of all
undergraduates in the United States are enrolled in community colleges. This represents the
country’s largest postsecondary segment and it’s been increasing. The AACC estimates that between
2007 and 2009 the number of full-time students enrolled in community colleges grew by 24% with
much of this increase coming from traditional age students (18 to 24 years).
There are three major factors which account for this trend. First, increased concern with the economic
downturn and rising college costs make community colleges an attractive option for beginning a fouryear degree. Next, increasing academic competition for admission to four year institutions is another
contributing factor. Finally, demographic trends project increases in the number of students from
underrepresented racial/ethnic groups. Given that these students have traditionally enrolled in
community colleges in greater numbers than in public four-year institutions, it is reasonable to
expect proportional increases in community college enrollments among these groups.
The change in the traditional college-bound population is another demographic trend that is fueling
the interest of four-year colleges and universities. According to data from the Western Interstate
Commission on Higher Education (WICHE), the number of high school graduates is expected to
decline in certain regions of the country, specifically the Mid-Atlantic, New England, and Midwest.
The projected decrease of students in what amounts to feeder markets for many four-year
institutions is fueling the need to be more intentional about including transfer students in a strategic
enrollment plan.
In summary, there is a “perfect storm” of circumstances that make community college transfer
students a desirable target market; thus prompting four-year institutions to be more focused on
students from community colleges.
Transfer Students at AU
Transfer students have long been an intentional part of the enrollment management strategy at
American University with specific targets set for the fall and spring semesters. On average, more
than 400 transfer students matriculate at the university annually.
15
Applicant data
For the most recent three years, there has been steady growth in the number of applicants who have
completed work at a community college. Between 2009 and 2011 that percentage increase was
36.9%, with annual increases of 17.8% from 2009 to 2010, and 16.2% from 2010 to 2011. And, as
the data below indicate, not only has the growth been in absolute numbers of applications but also
as a percentage of the total number of transfer applicants.
Community College
Applications
Total Applications
Community College as
% of Transfers
2009
574
2010
676
2011
786
1338
42.9%
1530
44.2%
1659
47.4%
There is a similar trend at the point of enrollment with growth in community college students as a
percentage of the enrolled group.
Community College
Enrollment.
Total Dep.
Community College
as a % of Transfers
2009
149
2010
183
2011
175
377
39.5%
418
43.8%
346
50.6%
Profile
On the whole, transfer students coming to American University have earned a grade point average
of 3.0 or higher and most (61.7% to 64.8%) are transferring 30 to 90 credits.
Transfer- Average
GPA
2009
3.21
2010
3.26
2011
3.22
They are increasing in terms of racial and ethnic diversity.
GPA
Multicultural
Students
2009
3.21
17.5%
2010
3.26
25.1%
2011
3.22
34.3%
Academic performance
First semester GPAs of transfer students show varied performance. Just over 37% of transfer
students made below a B average their first semester at AU, compared to 23% of first-time
freshmen.
16
Freshmen Mean GPA, Fall 2011 (N=1529)
First Term GPA: 3.30
1st Term
GPA
Range
>2
Frequency
Percent
49
3.20
2.00-2.24
27
2.25-2.49
Transfer Students 2011 (n=306)
First Term GPA 3.10
1st Term GPA
Range
Frequency
Percent
>2
20
7.07
1.77
2.00-2.24
11
3.89
51
3.34
2.25-2.49
15
5.30
2.50-2.74
82
5.36
2.50-2.74
22
7.77
2.75-2.99
141
9.22
2.75-2.99
37
13.07
3.00-3.24
214
14.00
3.00-3.24
36
12.72
3.25-3.49
338
22.11
3.25-3.49
45
15.90
3.50-3.74
308
20.14
3.50-3.74
48
16.96
3.75-3.99
273
17.85
3.75-3.99
41
14.49
4
46
3.01
4
8
2.83
The one-year retention rate for the entering cohort of 2011 will be available fall 2012. Of those
transfer students who entered in sophomore status in 2007, 71% graduated in four years at AU. The
graduation rate for the entering class of 2009 sophomore transfer students will be available late
summer 2012.
Financial Need
There is a growing level of financial need among AU’s transfer students.
% Needy
2009
41.9%
2010
48.1%
2011
46.2%
Within the transfer pool, students coming from community colleges in particular reflect a greater
level of need in comparison to students coming from other types of institutions. For the most
recent academic year (AY 2011-12) the data reflect the following:
4-year private
university
4-year private
college
4-year public
Community
colleges
All transfers
Avg. Income
110,251
Avg. EFC
30,741
Avg. Need
33,031
82,118
29,277
37,053
74,460
72,690
22,778
18,832
33,729
42,187
78,770
23,188
38,983
Funding
While funding for transfer students does not fit neatly into the concept of “culture,” it does relate to
the extent to which these students are able to integrate themselves into the AU community based on
the degree to which they are supported financially. The current funding model provides for 29% of
the revenue from tuition to be used for financial support, including both need- and merit-based aid
17
for all full-time, degree-seeking students. On average first-year students are discounted at a rate
between 32% and 34%, while the comparable rate for transfer students is between 7% and 11%.
Much of the difference has to do with the increasing level of competition to recruit new first year
students to AU by making strategic use of those resources to create attractive financial packages.
Remaining resources are used to support and retain continuing students, thereby leaving little to
fund transfers.
As the data on the profile of new transfer students indicate, the financial needs of this group will
only continue to grow. In the absence of additional funds allocated for financial support, the Office
of Enrollment will look at best practices for stretching its resources; including but not limited to reexamining the current practice of awarding merit scholarships to transfer students and re-directing
some of these funds for use for need-based aid. While this is an approach that would be useful for
the short-term, projected demographic shifts suggest that the university will need to increase the
current financial aid budget to address the needs of these students.
Building a Pipeline
The university is experiencing increases in the number of students coming from community
colleges. However, there is currently no long-term, comprehensive university-wide strategy that
accounts for this growth. As American University positions itself to prepare for decreases in its
major feeder markets there must be more intentionality about developing strategies that will create a
pipeline that positions AU to be seen as a “transfer friendly” institution to ensure enrollments.
These would include strategies that create a clear pathway to transfer to AU from the community
college as well as those that create transparency in the process for students.
Among these are “2+2” programs, defined as articulation agreements that allow students to
complete the first half of the bachelor’s degree at a community college and then transfer to a fouryear college or university to complete the second half.
AU enjoys “feeder” relationships with a number of local community colleges including:
• Anne Arundel Community College
• Howard Community College
• Montgomery College
• Northern Virginia Community College
• Prince George’s Community College
A next step would be to solidify/formalize these relationships by developing formal agreements
(Memoranda of Understanding – MOUs) with these institutions that would create a clear pathway
toward transfer and enrollment at AU for their students.
At this time, the university has an MOU with Miami-Dade College and other MOUs are in the
works with local institutions. Highlights of the terms of these agreements which target students
with competitive GPAs and associate’s degrees include:
• guaranteed admission;
• early advising;
• a “scholars/honors” program for selected students; and,
• registration with their credit cohort for students with a GPA of 3.5 or above.
18
As AU looks to expand and develop markets in other parts of the U.S. where growth is projected,
including the western, southern, and southwestern regions, similar agreements should be developed
with priority given to community colleges in California, Arizona, and North Carolina.
Equally as important as creating a transfer pipeline is creating transparency in the process,
specifically as it pertains to the transfer of course credits. Under the current system at AU, transfer
students are provided with information regarding their transferrable credits at the point of admission
with information regarding credit articulation, in most instances, coming only after the student has
paid his/her enrollment deposit. Students need to know prior to accepting the offer of admission
how their credits will fit into their academic program. As a best practice, for the short term, this is
information that should be shared within two weeks after the release of the offer of admission. This
is currently the practice at Georgetown University, one of AU’s competitors. As a long-term goal,
this should be included within the packet of materials sent at the point of admission.
The creation of a database of transfer equivalencies is currently underway with a target date of
completion for AY2014. The database will facilitate the transfer articulation process and ensure
consistency in the course articulation process. Additionally, this information can be posted on the
website for transfer students, hence early on in the process, allowing a prospective student to see for
himself/herself how their credits will transfer.
Creating Transfer-Friendly Culture
Services
While the strategies referenced above address the academic needs of transfer students, there are
other concerns which impact their comfort at the university. The Office of Campus Life has
initiated a number of new programs/policies to create a transfer-friendly culture.
The new Housing and Dining Programs policy which guarantees housing in the first year to transfer
students with 36 or fewer credits is a positive step toward creating a welcoming environment for
these students.
Additionally the Office of Campus Life collaboration with the Transfer Student Association has led
to the creation of new commuter lounges in the East Quad Building and Library dedicated for use
by these students. Having a place to “land” between classes, lockers in which to store books, and a
space to interact with other transfer students provides a “sense of place” at AU.
New to the offerings at AU is the Transfer Student Experience program, which has been designed
to introduce students to the unique campus resources and opportunities available at American
University. This program includes a six-week workshop series which provides students with an
opportunity to meet fellow transfer students, including current students who serve as mentors and
offer guidance about how to get involved in the AU community. Workshop topics include: career,
internship, and resume advising; expectations of AU faculty; undergraduate research opportunities;
research tools provided by the AU library; and more.
Similar to Eagle Summit (freshman orientation), the Summer and Fall Transfer Transitions
programs provide opportunities for new transfer students to get to know their peers, learn about
resources and services, finalize class schedules, and take care of tasks like purchasing a parking
permit, getting an AU photo ID, and setting up a bank account. The program is similar to Eagle
19
Summit which is the orientation program for new first-year students. Unlike Eagle Summit, which
has a participation rate above 90% for new freshmen, the participation rate of transfer students in
the Transfer Transitions programs is lower (but has been improving).
Percentage
participating
Total students
Total deposits
2009
53.8%
2010
56.2%
2011
67.9%
203
377
235
418
235
346
It is not uncommon for transfer students to believe that orientation is not necessary as they have
already been enrolled in college. However, aside from orientation as a means of learning more
about the administrative aspects of the university, it is an important time to be exposed to the
culture of AU. As a long-term goal, the university should work to have a participation rate in
Transfer Transitions that is at least comparable to that of Eagle Summit for first year students.
Learning Communities
University College and the other learning communities at AU have proven to be successful retention
strategies as well as a means of building community among new students. Effective for AY 2012-13
living-learning communities will be expanded to include transfer students. These new communities
include a special transfer floor in Leonard, a Social Justice community in Roper, and a Substance
Free community in Clark.
Envisioning the Future
Next Steps
The university is taking the appropriate measures to attract and welcome transfer students,
specifically those from community colleges. There is now a Manager of Special Undergraduate
Programs who is assigned, among other responsibilities, to provide oversight on transfer student
initiatives. The Office of the Vice Provost for Undergraduate Studies and the Manager of Special
Undergraduate Programs convened a meeting of representatives from the academic units and from
the offices of Campus Life, Enrollment, and the University Registrar. As a result, a spreadsheet that
describes the array of transfer initiatives across campus has been compiled.
A next step to consider would be the need for a Transfer Student Center – a “one stop shop” for
transfers. Such a center would consolidate and bring into one space all the offices and departments
that respond to the questions and needs of transfer students. These include: admissions,
registration, financial aid, credit transfer, advising, etc. Just as AU Central was created to streamline
services to better serve current students, a comprehensive transfer center would facilitate
interdepartmental collaboration among all of those areas of the university that serve transfers and
simplify administrative procedures for these students.
The literature on transfer students describes three models that guide the development of transfer
centers:
• student development model;
• academic model; and,
• documents model.
20
The student development model focuses on advising students of transfer opportunities including
admission, developing academic plans and course selection, college costs, and financial aid. The
academic model considers faculty efforts to align courses and programs between the two-year and fouryear institutions. Finally, the documents model is intended to create and maintain formal agreements
(articulation agreements).
A transfer center might focus on one of these three aspects or it could be a hybrid. Should the
university pursue this course, more campus-wide discussion will need to take place. This should
identify the specific needs of the students as well as faculty and staff and consider appropriate
staffing such as a dedicated transfer advocate as well as identification of assessment measures to
ensure that the center is effective.
Recommendations
The following recommendations are offered to facilitate a more transfer-friendly environment:
• Pursue “2+2” programs that create a transparent pathway for guaranteed admission to AU
• Create a database of transfer equivalencies to facilitate the course articulation process and
create consistency. Additionally, post this information on a website for transfer students
that will allow them to determine early on in the process how their credits will transfer.
• Increase participation rate in Transfer Transition Program using freshman participation rates
as a benchmark.
• Expand the concept of learning communities to include more opportunities for transfer
students.
• Consider the creation of a Transfer Student Center – a “one stop shop” for transfers and
how this would fit into AU’s existing services.
• Revisit current funding models for transfer students to make best strategic use of current
resources.
21
Section II: Accounting for the AU Experience Beyond the Cost of Attendance: A
Description of Indirect Costs
Introduction
With the downturn in the economy in the last decade, much attention has been paid to the rising
costs of a college or university education. The Undergraduate Marketing and Enrollment Task
Force (UMET) examined indirect costs associated with attendance at AU. These include but are not
limited to lab fees, new student programs fees, move-in costs, internship-related costs, etc.
Beyond the Pell-eligible Students
In conducting its research, the subcommittee recognized that while Pell-eligible students are
impacted by these additional costs beyond attendance, some of these costs may be addressed and
mitigated through Cost of Attendance (COA) appeals. However, there appear to be at least two
other groups of students for whom the impact of these costs may be greater. The first group is
comprised of those students who are not Pell-eligible but have low Expected Family Contributions
(EFC). The EFC, determined by the Department of Education, is based on the financial data
provided by the student on the Free Application for Federal Student Aid (FAFSA). The students
with a low EFC are generally identified as “High Need”.
During AY 2011-12, 50% of the eligible undergraduate student population applied for financial aid.
Of the 50% who apply, approximately 65% receive some form of institutional financial aid. The
Financial Aid Office estimates that approximately 35% of the students who applied for financial aid
demonstrate high to moderate need. As the table below notes, AU has a significant percentage of
Pell-eligible (high need) students. Based on financial aid data from Fall 2011, 1,170 students who
applied for financial aid were in the Pell-eligible category. This constituted 18% of the
undergraduate population. Another 1,098 students were in the Moderate financial aid category,
comprising 17% of the undergraduate population. Taken in total, 35% of undergraduates for AY
2011-12 were of high to moderate need.
Table 1: Financial Need of Undergraduate Students who applied for financial aid in Fall 2011
Need Level
EFC Range
Number of Applicants Percentage of Class
Pell-eligible (high
need)*
$0-$5,499
1170
18%
Moderate
$5,500-$19,999
1098
17%
Low
$20,000-39,999
899
14%
No Need
$40,000-$54,000
345
5%
Note: Pell eligibility may not always be an accurate indicator of a student’s financial need or financial
strength. In some cases, students and families may actually demonstrate significant financial
resources. Due the limited nature of the financial data that is captured on the FAFSA, families may
exclude information regarding businesses and certain assets. While a number of these families are
Federally eligible for Pell funding and hence, appear to be high need, for purposes of institutional
funding they demonstrate little to no financial need.
The cost of attending AU impacts the students in the Pell-eligible (High Need) and moderate need
students in two key ways. The first is the actual financing mechanisms. Families are responsible for
making up the difference between what the university provides and what the family is expected to
contribute toward the student’s educational expenses (EFC) up to and beyond the standard COA.
22
Oftentimes, families opt to finance this difference through the use of additional parent and or
student loans. Unfortunately, most loans – parent and student – are contingent on credit worthiness
and thus may not be available to some families. Additionally, many of these families do not have a
four-year plan for funding a student’s education. There appears to be a willingness to secure loans
initially, with the assumption that AU or outside scholarships will reduce the out-of-pocket
expenses. The second impact – the focus of this report – is that for these students, even small costs
beyond the basic COA may preclude students from fully participating in the AU experience. While
indirect costs impact everyone, those who are high to moderate need – 35% of undergraduates –
may face particular challenges in addressing these costs.
The second group of students where indirect costs may pose a great challenge is the transfer
students, of which an increasing number come from community colleges. While these students may
be Pell-eligible or demonstrate high-financial need, they do not enter the university with the same
type of institutional funding as new students -- a common practice in universities across the country.
During AY 2011-2012, for example, 80 incoming transfer students were Pell-eligible but did not
receive the same type of funding granted four-year students. (A number of these students appear to
come from minority populations. The Office of Multicultural Affairs, for example, reports that it is
increasingly working with transfer students who have low Expected Family Contributions but have
limited or no institutional AU funding.) These students appear to accrue significant debt for
university tuition and have limited options for paying for additional AU expenses While there is no
specific data, a number of anecdotal references about this population suggests they may not be able
to participate in the larger AU experience due to costs.
Beyond the Indirect Cost of AU
When we talk about costs that are not always captured in the Tuition and Fee table of COA, we are
oftentimes referring to indirect costs that relate to the broader “AU experience”. Because these are
not mandatory activities, these indirect costs are not included in AU’s COA by virtue of Federal
regulations. Hence this is typical practice at any U.S. university. However, we market the university
as a place where students are encouraged to participate in internships, study abroad, assume
leadership positions on campus, etc., activities deemed integral to the student’s development.
There are financial costs associated with these activities – and their totality can be daunting. Thus,
these costs can serve as financial barriers to students to participate in key academic and/or cocurricular activities at AU.
The “AU Experience”
In order to understand the indirect costs of the AU experience we must first look at the direct costs
of attending AU as mandated by Federal regulations. The Office of Financial Aid office estimates
that for AY 2012-13, the total annual cost of attendance is $53,947.
23
Table 2: Estimated Cost of Attending AU in AY 2012-13
Tuition
Fees
Room
Board
Books
Transportation
Personal
Loan Fees
TOTAL
$37,554
$ 517
$ 9,326
$ 4,616
$ 800
$ 700
$ 400
$
34
$53,947
Source: http://www.american.edu/financialaid/freshmanprospects.cfm
The “AU experience” can be broken down into the following broad categories:
1. academic programming (including undergraduate research and first-year experiences)
2. internships
3. national awards
4. study abroad opportunities
5. residential life
6. wellness programming
7. leadership/team/service opportunities in student clubs and organizations
8. social/integration opportunities
9. career and graduate school opportunities
10. graduation
Academic Programming
The academic experience is core to American University. However, there are some important
indirect costs associated with academics.
Books/supplies/tutoring
Despite the inclusion of books and supplies in the COA, some students are opting not to purchase
books, considering instead the opportunity costs – making other use of these funds.
The Academic Support Center (ASC) provides a variety of services free of charge, including
workshops and individual academic counseling in areas such as time management and study skills.
The university provides tutoring free of charge for writing, language, and math (through calculus).
However, there are charges related to other course content tutoring, and these are an indirect cost
that is not included in the COA. Tutoring costs range from $11 to $13 an hour. The ASC has a
fund to cover tutoring fees for students with significant financial need.
Undergraduate Research
Promoting undergraduate research opportunities is also deemed important to the AU experience.
Students can participate in multiple research conferences on campus every year, as well as national
student conferences (i.e. the National Conference on Undergraduate Research), professional
conferences, and international conferences. The university provides funding for students to
participate in these activities. The office of the Vice Provost for Undergraduate Studies provides
24
$300 for regional conferences, $500 for national conferences, and $800 for international
conferences. 1 Individual schools and colleges also contribute funding.
The university also provides summer research awards for students to conduct research with faculty.
The award is for $4,000 and covers living expenses for the summer. Students can also opt to use
part of the $4,000 for summer courses that directly aid their research. These are generous grants
and clearly are designed to cover the living expenses. The challenge for high-need students in
participating in these undergraduate research opportunities is that these students are often focused
on making financial ends meet during the academic year and do not have the time to forge the type
of faculty relationships necessary to develop this type of research project. They may also be
reluctant to give up existing jobs for the summer program for fear of losing their income flow
during the academic year.
Additionally, it is rare for this funding to cover all expenses – which can, in turn, impact students’
participation in these activities. In spring 2011, two SIS faculty members led a group of 21 students
who qualified for the National Conference on Undergraduate Research in Ithaca, New York. The
professors were able to cut costs by renting a van and driving to the location. A year later, one
faculty member is leading a group of five to the conference in Ogden, Utah, where the average cost
rose to $1,400. While there are other factors that contributed to the decrease in student
participation (schedules and conflicts), the cost may simply have been too prohibitive for many
students to consider applying in the first place.
First-year and other special programming
The University College programming and other first-year academics also have indirect costs
associated with them. While there is no program fee associated with University College, students
regularly pay for metro tickets to accompany their student mentor on trips to visit different groups
and organizations in Washington, DC. The typical metro fee for a subway trip to/from the US
Capitol costs approximately between $ 3.20 and $6.00 (depending on time of day) or $12.80 and
$24.00 a month for UC outside activities.
Certain courses also require fees such as a lab fee for science courses and a film-screening fee for a
literature course. Similarly, a number of schools and programs have their own first-year programs
and mentorship activities. University Honors has its Honors 101, SPA has its Leadership Program,
SIS will be rolling out a revised Mentorship Program in fall 2012. All of these programs involve offcampus excursions and activities that require out-of-pocket expenses such as transportation costs.
While standard transportation costs and fees are incorporated in the Cost of Attendance (COA),
certain students who incur costs beyond that standard expense may experience hardship in covering
the additional costs.
Computers
The university provides numerous computer labs where students can do their assignments and
research. The School of Communication (SOC) is discussing requiring that all incoming students
have their own laptop given the changing nature of their curriculum and pedagogy. This follows the
lead of dozens of universities around the country including a number of public institutions. While
students may appeal to have the cost of a computer incorporated in their cost of attendance, federal
regulations require universities to have a single COA and prohibit the university from establishing
1
http://www.american.edu/provost/undergrad/research.cfm
25
variable COAs relating to specific programs. In such cases institutional aid may not be sufficient to
cover the cost. For some students, the cost may mean additional loans.
Internships
The ability of students to gain work experience in Washington, DC, and thus to strengthen their
post-graduation job prospects is also a key marketing message of the university. Many of these
internships are unpaid, thus making it difficult for high-need students who oftentimes need to earn
money to pay for basic expenses. Moreover, the internships themselves involve a number of indirect
costs to the students, such as transportation, food, clothing, etc.
The most challenging and prestigious among these are unpaid summer internships. Students not
only incur the normal internship costs, but also the overall living expenses for the summer. They
forgo the possibility of earning and saving money to pay for basic needs during the academic year.
Two years ago, Housing and Dining Programs estimated that the cost of AU summer housing
would be $2,550 for ten weeks. 2 While Career Center staff recognizes the challenges for students to
take these unpaid internships, the staff still encourages students to consider the unpaid internship as
an “investment.”
Efforts are underway to locate funding for undergraduate students to receive funding to participate
in unpaid summer internships. For summer 2012, the School of International Service will offer two
undergraduate and two graduate summer internship fellowships that will provide students with
$4,000 to cover living expenses.
National Awards
Competing for national scholarships is also part of the unsurpassed undergraduate education profile
at American University. The university has been very successful in competing for Truman,
Pickering, Boren, Critical Language, Udall and other major scholarship awards. The indirect costs of
applying for these national awards are found in the lost opportunities of high-need students who are
not able to engage in the academic, co-curricular, and internship opportunities necessary to be
successful in these competitions. As a senior staff member in the Office of Merit Awards reveals,
… the biggest “loss” for students from economically disadvantaged backgrounds is that the need
to work can prevent them from building up the kind of profile needed to succeed in a “merit”
scholarship competition. For scholarships with a strong leadership/service component, this can
mean struggling to amass the record of volunteerism/campus leadership that would make them
stand out. For those awards with a strong cultural component, students’ inability to devote
summers to language acquisition and/or to study abroad can negatively affect their profiles. 3
While selection committees often try to take these circumstances into account, it can be difficult for
these students to be competitive given the overall candidate pool.
Merit Awards staff have also been known to purchase interview clothing for students the day before
major interviews when they realize that the students do not own proper interview clothes. The
2
See Appendix A, “Student Costs” spreadsheet created in March 2011 as part of a Office of Campus Life 2010 retreat on financial barriers to
student participation in campus life. Here after referred to as “Student Costs.”
3
Email, 2/22/2012.
26
office also pays for finalists’ travel to their interviews (hotels, meals) – a cost which comes out of the
Career Center’s budget.
Study Abroad
American University markets itself as a “Premier Global University” and is known for study abroad
programs in over 100 different destinations around the world. AU Abroad is transparent in
addressing the costs of study abroad and provides students with a document delineating what can
and cannot be covered using financial aid. Key information includes:
•
•
•
Housing and food costs may be the same or even less expensive than what a student might
pay on campus.
The COA can be adjusted to cover additional costs. 4
Budget sheets outlining the cost of individual study abroad programs, dividing the programs
into “billable” and “non-billable.”
These budget sheets also highlight a number of financial aid points that, as discussed below, impact
Pell-eligible, high-need, and transfer students:
• Federal regulations preclude students from working Federal Work Study positions while
studying abroad.
• There are a number of costs (program/housing deposits, airplane tickets) that must be paid
up front, prior to the date in which federal regulations allow financial aid to be disbursed.
• Financial aid regulations mandate that students’ financial aid for the following year cannot be
dispersed until all the grades from the previous academic year are posted and evaluated.
• Financial aid is not available to students for summer study abroad. 5
These costs are not hidden but may impact students with financial need. Many low-income students
rely on Work Study positions to cover basic living expenses while at AU. These students need to
think very carefully as to whether or not they can forego their work study earnings during the period
in which they are abroad.
Federal regulations regarding the timing of aid disbursement pose challenges for students. Students
may have their costs covered by their aid packages but, depending on when travel occurs, they may
not be able to receive their financial aid funds in advance of travel. Additionally, if they are on
programs that do not submit grades until early fall, the Financial Aid Office cannot determine the
student’s eligibility for aid until the grades have been posted and evaluated. Thus students may not
receive their financial aid package until after the start of the semester.
The Study Abroad and Financial Aid offices work closely together to assist all students interested in
studying abroad. They may steer students to less expensive program options – or away from
programs whose semesters may interfere with U.S. financial aid disbursement dates. Study abroad
4
http://auabroad.american.edu/_customtags/ct_FileRetrieve.cfm?File_ID=020274774F060A0000000773721F73727C7C1B7C007F026B7604737
30102067771037B727500007A
5
http://auabroad.american.edu/_customtags/ct_FileRetrieve.cfm?File_ID=020274774F060A0000000773721F73727C7C1B7C007F026B760473
730102067771037B727500007A
27
also provides $2,500 “mobility awards” for students and lists additional funding sources where
students might secure funding to study abroad. 6
Residential Life
Living on campus and participating in residential life is an important part of the collegiate
experience. However, there are many indirect costs associated with living on campus. As part of an
Office of Campus Life initiative to examine financial barriers to full participation in student life (see
Appendix A), Housing and Dining Programs noted additional costs that students may or may not
anticipate such as the cost of bringing basic residence hall necessities (sheets, pillows, etc.). Two
years ago, Housing and Dining Programs estimated these basic necessities to run approximately
$500. In addition, students will need $50 to pay for laundry. For a number of students who cannot
afford transportation home over the winter break (including international students), there is the
additional fee of staying on campus of $576. 7
While many of these costs are included in the COA, for High Need students, including transfer
students, these costs are often met through loans, outside work or, in extreme cases, foregoing basic
necessities. The costs of living off-campus – a prospect facing many transfer students – are also
significant. Housing and Dining Programs estimated these 12-month costs to include rent
($12,000), utilities ($1,680), and furniture ($1,000) plus, for those not in walking distance, Metro
costs ($900) for a total of $15,580 for the year.
In recent years, Housing and Dining Programs has sought ways to reduce both the direct and
indirect costs for students. For instance, students can choose to remain “tripled” in the residence
halls through the year for increased saving. Additional efforts were made to address lower offcampus housing accommodations for students. 8
Wellness
All full-time students are required to provide proof of health insurance coverage. All students are
enrolled in the university health plan unless they waive the plan by providing proof of health
insurance coverage. The AU health insurance plan cost $1,720. Students have a co-pay of $10 for
generic prescription drugs, $25 for formulary brand prescription drugs, and $45 for non-formulary
brand prescription drugs. 9 The Student Health Center also charges basic fees for its services. In
addition, the director of Student Health Care works with the university to waive certain fees in
known hardship student cases.
Primary psychological services are provided at the Counseling Center. Students are able to meet free
of charge with counselors individually and, for specific topics, in special groups. In an effort to
address financial barriers for students, the Counseling Center moved to a “time-limited” treatment
model in order to provide more students with counseling services. Students are able to meet with an
individual counselor a number of times. If additional services are needed, students may go to an offcampus provider. Those on the AU insurance plan will pay a $150 deductible if they meet with a
Preferred Provider, or a $300 deductible if the person is a Non-Preferred Provider. The Counseling
6
See http://auabroad.american.edu/index.cfm?FuseAction=Abroad.ViewLink&Parent_ID=EFE5F2C6-BCDE-E7F35E7103FE6E3C91AD&Link_ID=F4A329E7-BCDE-E7F3-51E413A932463762&pID=3&lID=5
7
“Student Costs,” see Appendix A.
8
See Appendix A.
9
See AU Student Health Care Plan brochure, http://www.american.edu/loader.cfm?csModule=security/getfile&pageid=596854
28
Center estimates that as a result of this shift in services, its caseload has increased by approximately
100 clients in 2011-2012.
The Student Health Center also provides some psychiatric care for students. The initial fee costs
$75 for 60 minutes, and $35 for follow-up 30-minute sessions. These are out-of-pocket costs not
covered by insurance. The out-of-pocket maximum expenses (including deductibles) are
$4,000/year.
These health costs may pose a financial barrier for Pell-eligible students and/or transfer students. As
a result, may decide to forego basic physical and mental health wellness. For a number of these
students, the cost of health insurance is itself formidable.
Disability Support Services (DSS) is another dimension of the AU wellness equation. In accordance
with federal, state, and university policies eligible students are provided, free of charge, with such
services as physical access to classes and events, test accommodations, materials in alternative
format, note taker and scribe services, sign language and oral interpreters, assistive listening devices,
and adaptive technology and auxiliary aides. 10 However, personal care services and medical devices
are not provided by the university. The individual with a disability is responsible for these additional
costs. Examples include personal care attendants, wheelchair repair, hearing aids, medical or
psychological reevaluations, and possible increased cost of living in an accessible off-campus
apartment.
Leadership/Team/Service Opportunities
The university is quick to highlight all the clubs and organizations that students can join on campus.
The Career Center and the Office of Merit Awards underline the importance of these opportunities
in preparing students to be successful on the job market or in national scholarship competitions.
These activities involve a number of indirect costs. The fee to participate in a Fraternity or Sorority
ranges from $400-$900 a semester. An intramural sports fee is $10. Even Latin Honor Society (e.g.
Economics, International Service) can cost $35. 11 Additionally, attending musical concerts or theater
productions, or attending a sporting or arts event on campus, even the Founders Ball, include
indirect costs.
The Office of Campus Life has attempted to address some of these indirect costs for students
through a series of initiatives. Please refer to Appendix I for more information.
For any number of high-need students, however, they may not be able to participate in these
activities due to their outside work commitments. Simply put, a number of these students feel that
they must forego these activities and work to pay for health insurance, personal expenses, and other
indirect costs.
Social/Integration/Retention Activities
We often assume that the college experience begins on the first day of class. In reality, the student
experience can begin months before the start of a student’s semester.
10
11
See the DSS website, http://www.american.edu/ocl/dss/For-Students-Services-Provided.cfm
See Appendix A.
29
One of the first costs that a newly admitted student and her/his family may encounter is the cost of
attending an “Eagle Summit,” the new student orientation program. As the table below notes, there
are a number of potential costs to a student and parent attending an Eagle summit. Indeed, a parent
and student flying to an Eagle Summit could easily pay over $1,300 to participate in the event. While
many of our current students come from driving distance on the East Coast and would not incur the
airline costs, the costs are quite real for students from the West Coast – and from other places we
consider to be our future undergraduate markets.
Table 3: Estimated Cost of Attending Eagle Summit in June or July
2 airline tickets
Two night stay in residence halls for parent
To/from driving/taxi costs
Eagle Summit student fee
Eagle Summit guest fee
Other Food
Total
$800
$150
$100
$160
$ 85
$100
$1,395
Source: New Student Programs
Students are encouraged to participate in Welcome Week, either through the Freshman Experience
or Discover DC programs. The cost of participation is $115, plus approximately $15/day for meals
and transportation.
Finally, there are other indirect costs that students incur prior to moving on campus:
• Transportation to AU
• Packing crates/boxes
• Shipping
• Proper clothing for the weather
• Hotel stay for parent(s)
• Cell phone (as there are no phones in room) and/or a new cell phone plan
Thus, there are considerable costs that students incur prior to the first day of class. Yet successful
early integration of students into campus life is recognized as an important factor in overall
retention.
Being a student at American University also involves taking part in the life of the nation’s capital,
another important aspect of the AU experience that we market to our students. While some of the
activities in DC are free, most involve transportation costs into the city and back to the campus.
Career and Graduate School Opportunities
The indirect costs of preparing for career opportunities and graduate programs after AU can be
quite costly. As Career Center staff point out, students are encouraged to take preparation classes
for the GRE, LSAT, MCAT, GMAT, etc. Students might also find it helpful to take various
assessments such as Myers-Briggs Type Indicator (MBTI), Strong Interest Inventory, etc., as they
examine career paths. Students also incur fees for applying to various graduate programs and other
certification programs.
30
Students who apply to medical and dental schools tend to have the highest costs in pursuing
graduate school opportunities. Career Center staff estimate that this application process can cost
several thousand dollars. Students are required to travel to mandatory interviews, often on short
notice, and are responsible for their airfare, hotels, meals, etc. They must have the right interview
clothing for these highly competitive interviews. Students must also spend considerable time and
money volunteering for medical-related activities to demonstrate their interest and commitment to a
medical career. These students must therefore forego earning any outside income while they
undertake these volunteer activities. As one Career Center staff noted, “Graduate school
applications in general can engender costs, but med school is a killer that students may not plan on
in advance.”
Graduation
There are even costs to graduate. The cost of a cap and gown rental is approximately $50. Other
costs may include announcements ($60), tickets for the parents to attend the Toast to Graduates
($40), and overnight hotel costs for parents attending graduation ($300-400 for two nights). 12
For some students, of course, it simply may not be possible for themselves or their family members
to attend the graduation ceremony.
The Cost of Attendance and the AU Experience
In determining financial aid award packages, the Financial Aid office will use a standard Cost of
Attendance (COA). The COA includes tuition, fees, room, board, books, personal expenses,
transportation and loan fees. The Department of Education determines the components schools
can use when determining a cost of attendance and schools must follow Department of Education
requirements.
AU requires students and their families to complete both a CSS Profile (College Scholarship Service
Profile) as well as a FAFSA (Free Application for Federal Student Aid) to determine aid eligibility. 13
Most private schools require the CSS Profile as it gathers more information about a family's financial
strength including house value, investment value, and all business information. At AU, a family's
Expected Financial Contribution (EFC) is determined through a combination of the information on
both the CSS Profile as well as FAFSA.
Need is determined by subtracting the EFC from the COA (COA- EFC = Need). For example, if
an institution has a COA of $50,000 and a student has an EFC of $10,000, the student has $40,000
in need. An institution will then determine a financial aid package examining both a student's (and
family's) financial strength as well as the availability of institutional funding. Packages consist of a
combination of federal, state, and institutional awards. Packages may include Federal Stafford
student loans, Federal Pell (if eligible), Federal FSEOG (if eligible) 14, Federal Work Study, AU merit
funding, AU grant funding, state awards, and any outside need-based or scholarship aid.
12
See Appendix A.
The initial CSS profile costs $25 for one college. Additional profiles cost $16. See
https://profileonline.collegeboard.com/prf/VignetteServlet/VignetteServlet.srv?relativePath=/profile/pdfs/1213_profile_regist_guide.pdf One
administrator noted that many students – as well as their guidance counselors – are not familiar with CSS. Thus, when they do not complete it,
this impacts their eligibility for institutional aid. According to this administrator, AU needs to make prospective students and their families more
aware of the CSS for this reason.
14
American University does not cover the gap when this federal program is closed. This becomes stressful for families as this money must then
be obtained through an unexpected loan.
13
31
While every effort is made to bridge the gap between the COA attendance and the EFC, in some
instances families may need to utilize tuition payment plans, parent PLUS loan, outside scholarship
resources, and as a last resort alternative/private loans.
The COA is re-evaluated annually to ensure the accuracy of school costs as well as inflation.
Students can appeal to the financial aid office through a Cost of Attendance appeal when their costs
exceed those included in the COA for that academic year. 15 Reasons for COA appeals include study
abroad, one-time computer expense, added housing expenses or increased course fees for special
courses. If a student is required to purchase a computer as a condition of enrollment for example,
then institutions are allowed by the Department of Education to incorporate a one-time computer
purchase allowance into the COA. A COA increase allows students to borrow additional funding (if
needed) to cover these expenses.
As mentioned previously, the COA includes personal expenses, transportation, and books. Students
can obtain refund checks through Student Accounts if their financial aid covers all of their billable
expenses. Federal Work Study (FWS) is included as a form of financial aid per federal regulations.
Students who chose to accept FWS as part of their financial aid package are expected to use these
funds towards their cost of attendance components including personal expenses, transportation, and
books. Many students in current economic times have difficulty securing off-campus employment
so FWS assists these students with earning money to cover educational expenses.
So how do the indirect costs of AU figure into the COA? Many of these indirect costs are
recognized as an essential part of the AU experience, but they are not considered mandatory. The
Eagle Summit and Freshman Service Experience are important programs that give students a better
understanding of AU and build a sense of belonging but they are not mandatory. Similarly,
internships are all important for enabling a student to pursue career interests and to network, but
they are not required.
The university could determine that certain activities such as study abroad are, in fact, mandatory –
or at least part of the standard fees at the university. While it is possible to include these in the COA,
this also makes the university even more expensive for students. Going back to the original example,
need is determined by subtracting the EFC from the COA (COA- EFC = Need). If AU decides
that study abroad is mandatory and this raises the Cost of Attendance by $5,000, then the COA
would be $55,000 (not $50,000). A student with an EFC of $10,000 would require $40,000 in need.
The “gap” between COA and EFC becomes greater. The higher COA may also dissuade students
from attending the university especially if other universities do not include these indirect costs in
their COA financial aid packaging.
Recommendations
There are no easy solutions to the indirect costs that are part of the American University experience.
The task force did not find that raising the COA would be the appropriate solution, especially since
this would not be in step with other universities around the country. While it might make sense to
include some additional costs – for example, mandatory health insurance – this would not be
sufficient. Raising the COA would only result in higher loans for these students.
15
Various administrators have noted that this appeal process is not well known and the website is not student-friendly. In addition, they
recommend greater explanation regarding the documentation required to make changes and the messaging (or lack thereof) for denying appeals
could also be improved.
32
The task force also did not find that itemizing the indirect costs more explicitly would be the
solution.
The task force therefore focused on five recommendations for addressing indirect costs. The
recommendations are:
1. Examine ways to reduce indirect costs that are part of the AU experience.
2. Restructure budgets to absorb key indirect costs and create a self-help orientation to help
High Need students understand how best to communicate their needs with university
administrators (requesting fee waivers, etc.).
3. Conduct further study on financial aid and cost-structure for transfer students.
4. Work with the Development Office to identify ways to significantly expand donor support of
high-need students and programming activities.
5. Re-evaluate work study program.
Recommendation 1: Examine ways to reduce indirect costs that are part of the AU experience.
The Office of Campus Life has taken an important first step in reducing some of the financial
barriers for these students, as highlighted in Appendix I. The university might also explore whether
or not it would be helpful to move some types of programming to different formats. Prospective
students could attend an on-line version of Freshman Day, for example, or participate in an on-line
version of an Eagle Summit. This would save students and their parents the cost of attending the
event (airfare, hotel, food, etc.). The university would need to provide additional funding to create
these new formats, plus the personnel to sustain them in addition to those staff members providing
the more traditional on-campus experiences.
The university might also examine course credit patterns that can delay a student’s graduation from
the university and potentially limit their opportunities to expand their academic portfolio. The
Career Center points out, for example, that 5-credit language courses impair students’ ability to take
a greater variety of course options that might strengthen students’ opportunities on the job market. 16
Similarly, the addition of one-credit options has a similar effect. Currently, undergraduate students
can take 12-17 credits each semester, which in past years has meant four to five 3-credit courses per
semester. First-year students who wish to take a language, however, are often faced with taking
fewer courses. Consider a hypothetical first-year Honors student schedule:
General Education course
Gen Ed course with lab
Arabic
Introductory major course
Honors 101
TOTAL CREDITS
3 credits
4 credits
5 credits
3-4 credits
1 credit
16-17 credits
University College students face similar credit scenarios. The end result is that these students –
sometimes the best students – fall behind one 3-credit course each semester compared to their
counterparts. Students who wish to become proficient in a language will need to follow this type of
schedule for 2-3 years.
16
Email, 2/20/2012.
33
Recommendation 2: Restructure budgets to absorb key indirect costs and create a self-advocacy orientation for High
Need students.
Any effort to reduce financial barriers for High Need students will likely require a restructuring of
the university budget. Currently, administrators in Campus Life work with Financial Aid to waive
the cost of the Eagle Summit and the Freshmen Service Experience for high need students to ensure
that these students can participate in Eagle Summits or Welcome Week activities. However, this is
an unfunded initiative. We recommend that in the next budget cycle, money be set aside for fee
waivers. Similarly, if the university could provide high need students with summer housing so they
could pursue unpaid summer internships. This would require the Budget Office to adjust summer
conference revenue requirements.
The university should also evaluate the barriers to studying abroad. Efforts should be made to
ensure that final grades from study abroad partners are submitted in a timely manner to facilitate
financial aid awarding.
Finally, AU Central, Financial Aid, and New Student Programs should work together to create an
orientation that promotes self-advocacy for High Need students. The orientation should help
students understand their financial need and the need for them to be effective self-advocates as they
traverse the AU experience.
Recommendation 3: Conduct further study on financial aid and cost structure for transfer students.
Most universities give less merit and other types of aid to incoming transfer students. Indeed,
transfer student tuition can provide significant revenue for universities and allow them to maintain
their growth and enrollment numbers. In recent years, universities across the country have sought
to create special programs with community colleges to encourage these students to continue their
degree at a 4-year institution. AU, for example, has embarked on its “2+2” program with Miami
Dade, with other potential twinning programs under discussion.
Just as the country has seen an increasing number of students go to community college because they
could not afford a four-year institution, many of these same students cannot afford the direct and
indirect costs of their degree program at American University. Depending on what funding is
available when a potential transfer student applies to financial aid, a student with an Estimated
Family Contribution of zero or near-zero may receive limited institutional aid. With AU’s signing of
the 2+2 programs and more students transferring into AU, the university should expect increased
number of transfer students in need of aid.
The task force recommends that the university further study the financial aid packaging for transfer
students. In particular, the task force recommends that a) the university closely examine transfer
retention rates, and looks in particular at the relationship to the financial need of these transfer
students; b) the university explores different funding models for transfer students – particularly
those who have little or no EFC, c) the university promotes a very intentional financial literacy
program that identifies not only the COA but AU’s indirect costs. This program should be shared
with the prospective student and their families prior to admission to the 2+2 programs.
Given the number of first-generation and non-English speaking populations that may come into the
university through the 2+2 programs, it will be important to create messaging that will be readily
understood by this population.
34
Recommendation 4: Work with the Development Office to identify ways to significantly expand donor support of
high-need students and programming activities.
The university has an exciting ambitious facilities plan that will require strong donor support. At the
same time, a significant expansion of donor support for high-need students is needed. The two
types of donor requests need not be mutually exclusive. While some donors would prefer one type
of donation over another, there is the possibility to expand the donor pool – including attracting
new donors to the university – for high profile donor opportunities to support high-need, at-risk
students.
The Development Office should work with various offices across campus to establish targeted
donation opportunities that would appeal to funders. Specific fundraising could focus on financial
support for High Need students who could take unpaid internships in the summer, attend research
conferences, purchase books, attend medical school interviews, etc.
We are beginning to see success stories in this area. The Office of Campus Life, for example,
worked to establish two book endowments: the Bohn Wright Endowment provides 8-10 book
scholarships amounting to $700 per semester; the Gloria Brown Scholarship provides 5-7 book
scholarships per semester. The School of International Service recently launched its summer
internship support grants and has already attracted a number of donors. Creating special target
opportunities will likely increase donor participation in the future.
Recommendation 5: Reevaluate work study program
A closer examination of the campus federal work study (FWS) program is also recommended.
Currently, most on-campus FWS opportunities are during regular business hours. Moreover, the
FWS jobs may be in areas that allow students little opportunity to develop professional skills needed
for post-AU employment.
The task force recommends that the university develop more flexible work-study opportunities that
allow students to work on weekends or late-night employment so that they can focus on their
coursework and possibly pursue unpaid internships.
Conclusion
The task force concluded that given the financial constraints, the university must be willing to
reevaluate the AU experience and how we market it. Simply put, if the University wants to increase
the economic, social and cultural diversity of its student body and if the present cost structure
cannot accommodate these goals, then it may also be important to consider a redefinition of the AU
experience.
35
Section III: Financial Literacy
Purpose of Initiative
The purpose of this initiative is to establish a multipronged financial literacy program. The program
will encompass a series of financial competencies workshops, online interactive financial education
programming and classroom/virtual instructional course offerings.
To address these concerns, the Office of the Provost tasked the Office of Enrollment to establish a
comprehensive financial education program. The Financial Aid Office spearheaded the formation
of the Financial Literacy Working Group (FLWG) as a means to engage the university community in
the development, implementation and administration of the Financial Literacy Program. The FLWG
is comprised of members from the Office of Provost, Campus Life, Alumni and Faculty.
Program Objectives
The aim of the financial literacy initiative is to provide students with the tools and resources needed
to understand and negotiate their personal finances so that students are empowered to prosper at
AU and beyond. Through a comprehensive financial literacy program, students will gain the ability
to use knowledge and skills to mange financial resources effectively for a lifetime of financial wellbeing. In particular, the initiative seeks to:
•
•
•
Provide fundamental money management skills to include:
o Banking
o Budgeting
o Credit
o Lifestyle choices
Counsel students on career planning and financial needs assessment
Educate students on debt and loan management while in school and during repayment
Financial Literacy Initiatives
Due to the scope of the financial literacy initiative, the working group proposes a multi-phased
implementation. The first phase of the implementation began during the spring 2012 semester.
Phase I Overview
Financial Literacy Inventory Assessment
The Financial Literacy Working Group continues to evaluate the financial literacy assets that are
available at AU to meet program objectives. The group is assessing strategies to best utilize the
known resources such as TALON, the first year student athlete financial literacy program; Kogod
School of Business personal finance course offerings and Summer Transition Enrichment Program
financial literacy pilot (FDIC). Initial discussions focused on the expansion of these offerings to the
greater AU community. Based on the assessment outcomes, additional recommendations will be
forthcoming.
Financial Awareness and Debt Management Presentation and Publication
The Financial Aid Office organized the development, presentation and dissemination of a financial
awareness and debt management presentation and publication. The following provides an overview
of the purpose, scope, and outcomes of these initiatives.
36
“Money Talks” Presentation
A debt and money management presentation and discussion was held on April 19, 2012. The
purpose of the presentation was provided easily incorporated financial practices and principles
aimed at empowering attendees to make sound decisions in matters that impact student
indebtedness. Prior to the event, the Financial Aid office in conjunction with the Enrollment
Marketing Office mounted an aggressive marketing campaign that entailed:
• Targeted e-mail communications and MYAU portal announcements for all first-year student
borrowers
• Advertisements on AU Four Winds monitors, AU Today, and Campus and Residential Life flyers
• An I-Pad raffle open to all attendees
As a result, there were 89 confirmed registrants and 46 attendees. The majority of the attendees
were first year students, but a strong contingent of seniors were also present. The discussion
segment of the event focused on benefits of federal loans and repayment options; credit impact and
financial terminology. The “Money Talks” presentation was well received and concluded with
students providing suggestions for future presentations and events. A new “Financial Literacy”
option was added to the Financial Aid Office website left navigation menu. This link provides
access to the debt and money management presentation and publication. Additional material will be
added as other topics discussed and programs are adopted as part of the financial literacy initiative.
“Do This, Not That” Publication
As with the “Money Talks” presentation, the target audience for the Do This, Not That publication is
for first year students and first-time borrowers. The content of the publication centers on providing
students with concrete, pertinent and practical ways to reduce educational cost and debt. The
Financial Aid Office and Enrollment Marketing collaborated to ensure the widest distribution of the
material. Both the “Money Talks” presentation and the Do This, Not That publication are available to
all students through the Financial Literacy option on FA’s Left Navigation menu. This information
was also made available on the MYAU portal through the “Finances” link.
Service and Communications Enhancements
In an effort to encourage students and families to exercise their federal loan options prior to seeking
alternative educational loans, the Financial Aid Office has developed new communications and
initiatives. These include expanded offerings for Master Promissory Note (MPN), Entrance and
Exit Counseling sessions, parent communications and revised language on FA websites and
publications.
Expanded Counseling Sessions
Master Promissory Note completion, Entrance and Exit counseling are mandatory federal
requirements for students who opt to borrow federal student loan funds. These requirements may
be fulfilled online. However, some students indicate that they often have questions regarding the
information provided during these online sessions. Upon degree completion or separation from the
university, AU student borrowers are required to complete an Exit counseling session. Recognizing
that students may need additional information or personalized assistance with this process, the
Financial Aid Office collaborated with AU Central to expand its spring 2012 in-person Exit
Counseling sessions. A number of students attended these sessions and received individualized
assistance.
37
During summer 2012 orientation sessions, the Financial Aid Office has coordinated with the Office
of New Student Programs and AU Central to provide personalized MPN and Entrance Counseling
sessions. These sessions are designed to assist students and parent in understanding their rights and
responsibilities as Federal loan borrowers. These sessions will also serve to reinforce benefits of the
utilizing federal student loan options as opposed to private/ alternative student loan sources.
New Communication for Undergraduate Parents
To ensure that both students and parents remain informed throughout the financial aid loan
process, new communications regarding the status of federal student loan processing were
developed and sent to parents of dependent undergraduate borrowers. The aim of this
communication was to reduce the volume of loan process status inquiries and to increase borrower
responsiveness to loan information requests. FA intends to collaborate with AU Central to
determine the efficacy of this communication.
Financial Aid Website and Loan Publications
During academic year 2011-2012, the Financial Aid website and Alternative Loan Financing Option
Information sheet were revamped to emphasis the benefits of Federal loan options. Except in cases
of International student and Non-Degree Student publications, information and references to
private alternative were removed. All information regarding private/alternative student loans advise
borrowers to examine alternative options prior to borrowing private student loans. In addition,
additional language was added to communications sent to alternative/private loan borrowers
counseling them if possible to pursue Federal loan option prior to obtaining a private loan.
Recommendations
• Design a financial literacy program to promote continuous learning throughout a student’s
academic career
• Provide audience specific programming to promote student management of eminent
financial decisions
• Present program offerings through a myriad of mediums
• Engage a cross section of the AU community in the financial literacy initiative
Based on the evaluation of best practices, we recommend consideration of the following elements
for incorporation in the development of the AU financial literacy program:
• Financial literacy inventory assessment
• Marketing campaign
• Student and parent seminars
• Peer-to-peer/ one-on-one counseling
• Program evaluation
• Online resources
• Presentation series
• Career planning and financial counseling
• Alumni involvement
Next Steps
A Financial Literacy Working Group is scheduled to meet in June. Meeting agenda items include:
• Reviewing the findings of the financial literacy resources audit;
38
•
•
Designating subgroups to work on various aspects of the literacy program; and,
Drafting a proposal detailing the FLWG program recommendations, cost analysis, and
statement of outcomes to be submitted to the Office of the Provost for consideration by spring
2013.
Conclusion
Increasing financial literacy among our students and families will prepare them for the challenges of
an ever changing global economy. The proposed financial literacy program will provide the tools
and resources needed to accomplish this objective. Through a phased approach, the framework will
be laid for continued development and enhancement of the program. AU community involvement
is imperative to the success of this initiative. Working together to weave financial literacy into the
fabric of AU will not only enhance the student experience, but also produce thoughtful responsible
world citizens.
39
Section IV: A Final Word
In order to address the changing student population, the Office of Enrollment looked at its
outreach, admission, and financial aid practices to determine how to create access. As a
consequence, the university has experienced a number of successes in diversifying its student body
in the areas of race/ethnicity, socioeconomic diversity, and geography.
Outreach
Annual visits to high schools are part of the standard outreach activities on the part of the
Admissions Office. Schools are targeted for visits for a variety of reasons but generally include
those from which there is a substantial amount of application activity and those with a strategic fit
with the university. The Admissions staff visits more than 700 high schools nationwide. High
schools with diverse student populations who are college bound are always included in the mix of
schools visited annually. However, for the past three years, the Admissions team focused its
recruitment resources on adding more of the latter as well as inner city schools with motivated
counselors to the fall travel schedule. These schools have remained a part of the schedule,
regardless of resulting application activity with the idea being to focus on relationship building.
In addition, the team focused more resources on reaching out to students within the local region, as
well as connecting with community based organizations nationwide to connect with students,
families, and counselors they would not meet during normal high school visits. The staff also
participated in more multicultural college fairs organized by such groups as 100 Black Men, National
Hispanic Fairs, the National Scholarship Service, and others.
With the increase in the number of high school graduates occurring in the western and southern
regions of the U.S., the OE looked at how it could best promote the university using its existing
resources. In Fall 2011, the Admissions staff underwent a restructure with the goal of maximizing
its outreach across the United States and specifically within the west and the south.
Whereas previously, California had been covered by one staff person, the new Admissions structure
divided the state into two regions which were covered by two team members; thereby doubling the
university’s presence. As a result there was a 55% increase in the number of students enrolling from
that state (135 compared to 87 the previous year). For the western and southern regions combined,
there was a 6.6% increase in the number of students enrolling from these regions (435).
As a next step, the OE will research how it can further expand its presence leveraging the resources
of University Communications and Marketing as well as Alumni Relations. Additionally, the office
will explore the feasibility of creating a position that would be based in one of these two key regions.
Admission Practices
A review of the SAT averages of each new first year cohort indicates that AU has grown increasingly
selective over the past ten or more years. For the most recent four admission cycles the average
SAT has ranged between 1259 and 1276.
40
2008-09
2009-10
2010-11
2011-12
SAT Average
1259
1267
1276
1262
Mid-50% Range
1160 – 1360
1180 – 1360
1180 – 1370
1180 – 1360
The increase in the university’s SAT profile has been a point of pride for the institution and an
indication of the quality of the institution as well as the talent of its student body. As is the case at
most institutions such information is shared widely in a variety of media including the institutional
website, college guidebooks, admission presentations, etc. However, to the extent that one believes
that standardized testing is a measure of academic talent, reliance on scores in the evaluation process
can put students of color at a significant disadvantage as these data from The College Board
illustrate.
Total SAT Test Takers by Range and with a B+ or greater GPA: 2011 College Bound Seniors*
1100 - 1190
1200 – 1290
1300 – 1390
1400 – 1490
American Indian
842
593
272
109
or Alaska Native
Asian or Pacific
16,638
15,628
12,796
8,675
Islander
African American 8,020
4,172
1,756
582
Hispanic
15,813
9,314
4,426
1,577
White
113,735
89,529
54,824
25,686
*Source: Data from the College Board Enrollment Planning Service. N = 1,493,588 SAT test takers
Total SAT Test Takers by Range and with a A- or greater GPA: 2011 College Bound Seniors*
1100 - 1190
1200 – 1290
1300 – 1390
1400 – 1490
American Indian
641
492
244
99
or Alaska Native
Asian or Pacific
12,771
12,789
11,175
8,022
Islander
African American 5,764
3,332
1,501
520
Hispanic
12,047
7,688
3,912
1,482
White
87,115
74,775
48,860
24,099
*Source: Data from the College Board Enrollment Planning Service. N = 1,493,588 SAT test takers
1500 - 1600
20
4,864
110
388
8,073
1500 - 1600
19
4,699
100
374
7,791
The Admissions staff at AU evaluates each candidate for admission in a holistic manner, focusing on
the student’s entire record, including academic performance throughout four years of high school,
extracurricular involvement/achievement, and personal qualities. But, because the university profile
is so public, students may assume, incorrectly, that standardized scores play a larger role in the
evaluation process than is actually the case. To the extent to which students are aware of AU’s
profile, this can serve as a deterrent to students with more modest test scores who, in other respects
are a good fit with AU and who, if they had applied, would likely have been admitted because of the
holistic nature of the evaluation.
The National Association for College Admission Counseling, in its 2008 Report of the Commission on the
Use of Standardized Tests in Undergraduate Admission, urged institutions to rethink their use of test scores
in the admission process. As a result in 2009 the Office of Enrollment in 2009 launched a Test
Optional pilot program which allowed Fall 2010 Early Decision (ED) candidates to indicate their
preference regarding the use of their test scores in the evaluation process.
41
In the inaugural year of the pilot, 79 students applied under the Test Optional Pilot. The pilot has
subsequently been extended to Regular Decision candidates who apply by November 1. Prior to the
Test Option pilot, students of color comprised 18% or fewer of the ED pool. Based on the data
below, it can be argued that the Test Optional offering has encouraged more students of color to
declare AU as their first choice by applying ED.
Early Decision Multicultural Applicants
2010
ED apps
538
MC ED apps
105
% ED MC
20%
2011
526
134
25%
2012
787
238
30%
Additionally, as the number of students choosing to apply under the Test Optional Pilot has
increased, so too has the number of students of color choosing to do the same.
Admission offerings such as the Test Optional Pilot send a message to students that they are valued
for more than their standardized test scores and remove what may have been a barrier to applying to
AU. Refer to Appendix A for a more detailed summary of AU’s Test Optional Pilot.
Test Optional Applicants
2010
Total Test
79
Optional
MC Test
27
Optional apps
% MC Test
34%
Optional
2011
870
2012
1302
254
478
29%
37%
Frederick Douglass Distinguished Scholars
Launched in 2010 the Frederick Douglass Distinguished Scholars program (FDDS) was developed
to address two of American University’s strategic goals:
• Provide an unsurpassed undergraduate experience; and
• Reflect and value diversity.
Additionally, a principal goal of the program was to attract high achieving students of color to AU.
In its first year, 560 students applied for the program. Of that initial group, students of color
represented 27.1% of the applicants; white students represented 59.6% of the total. For the Fall
2011 cohort, there were 531 applicants – a decrease of 5.2% over the previous year’s total, but for
this cycle, students of color comprised 50.3% of the total. Even more significant was the growth
over that two year period in African American applicants from 18 in 2010 to 112 in 2011 – 522.2%!
And there was a similar, though less dramatic, boost in the number of Hispanic applicants – 104.1%
(49 to 100). Conversely, the number of white students applying for the program decreased by 36.8%
(334 to 211). The change in the composition of the applicant pool followed a similar trend for the
Fall 2012 cycle with students of color representing 63.7% of all FDDS applicants with comparative
increases in the number of African American and Hispanic applicants, 45.5% and 41.0%
respectively.
As it enters its third year, in collaboration with Admissions, the program has
42
•
•
attracted and recruited 731 applicants (compared to 531 for AY 2011-12);
selected and awarded seven high-achieving students – reflecting a 100% conversion rate for
the first time.
On average, an incoming scholar graduated in the top 10% with a 4.2 weighted GPA and has a SAT
of 1329 or an ACT of 31.
With the incoming cohort of seven new scholars The FDDS are a community 16 including:
• Seven males and nine females;
• One white, five Hispanic, eight African American, and two Asian students coming from
California, New Jersey, New York, Maryland, Georgia, Arizona, Missouri, Florida, New
Mexico, and Pennsylvania.
• Three Pell-eligible scholars;
• Three first-generation college students; and,
• All are University Honors students and represent Kogod, CAS, SIS, and SPA.
Financial Aid Practices
Financial aid is a means of creating affordability, access, and choice for students. Without sufficient
financial support American University is not a choice for many students. Within the past few years,
staff within the Office of Enrollment noticed a trend in the direction of higher percentages of AU
funds going toward merit rather than need-based aid. For the Fall 2000 admission cycle, 62% of
funds offered were for merit aid. By the Fall 2008 admission cycle the figure was 83%, leaving little
to support AU’s neediest applicants.
Beginning with the Fall 2009 admission cycle, the Office of Enrollment took steps to correct this
situation, looking to modify the merit to need-based aid ratio. The strategic use of institutional
funds to manage enrollment, however, is key to meeting achieving targets and meeting the goals of
the university. Hence, the shift needed to occur gradually. The table below reflects the adjustment
for the most recent admission cycles.
Percentage of AU funds used for merit aid
2000
2008
62%
83%
2009
71%
2010
76%
2011
54%
The result of this shift is that the university has been able to meet a higher percentage of the
demonstrated need of a larger number of first year students and socio-economic diversity has been
increased as indicated by the percentage of Pell-eligible students in each of the recent entering first
year classes.
2000
9.2%
2008
2009
14.2%
2010
15.4%
43
2011
23.2%
APPENDIX I
Test Optional Admissions: Some Considerations
Prepared by Professor Emeritus Charles Tesconi, School of Education
CONTEXT
Colleges and universities offering applicants some form of test optional application choice are
increasing in number (Test Optional Admissions List, 2009). Most of the 800 plus test optional
institutions listed by the advocacy organization FairTest are liberal arts colleges, proprietary
institutions, or technical schools (Milewski and Camara, 2002). Many are non-selective or open
admissions institutions. The different forms of test optional policies include the option of excluding
standardized test scores altogether, accepting test scores if students want them considered, requiring
test scores to be submitted but not using them in admissions decisions, and requiring test scores to
be submitted by some students (e.g., those with low senior high school GPAs) but not all (Milewski
and Camara, 2002; FairTest, 2008).
Test optional institutions identify themselves as having holistic or comprehensive admissions
practices. They give significant weight to such putative predictors of college academic performance
as high school GPA, rigor of high school courses taken, and quality of academic and co-curricular
performance. Application essays, written statements from college advisors, teachers, and others in
positions to judge an applicant’s character and potential for success are typically required.
Test optional admissions indicate the extent to which institutions value performance on a variety of
measures as a predictor of success in college. Such schools are not necessarily easier to get into.
While applicants may still be required to present a compelling academic record, other important
themes in their applications are considered and valued. Thus test results will not stand as a sole
barrier to admission.
In 2009, administrative officers at American University suspended the requirement that students
applying for early decision for fall 2010 submit their SAT or ACT scores. AU then became one of
the largest competitive private universities to offer a test optional route to admission. Limiting the
test optional alternative to one group of applicants ensured focus and control for a pilot study of a
test optional approach. The Office of Enrollment planned for formative evaluation of the test
optional pilot program, which would provide direction for future policy and practice.
The formative evaluation study was to provide a context for the increasingly widespread practice of
making SAT and ACT tests optional as part of colleges’ and universities’ admissions criteria. That
context was addressed in Perspectives on Test-Optional Admissions Policies: A brief look at the literature, a
report submitted to Sharon Alston, AU’s Executive Director for Enrollment, in fall 2010. The
following questions were addressed:
Why are an increasing number of colleges and universities opting for the “test optional”
admissions policy?
44
What forms does “test optional” take?
What are possible consequences of the “test optional” practice, for students and for
institutions?
What might answers to those questions recommend regarding future admissions policy for
American University?
Answers to these questions, as well as other decisions internal to the Office of Enrollment moved
AU officials to extend the test optional alternative to all applicants (Early and Regular Decision) for
the Fall 2012 semester. Students who do not wish to submit standardized test scores as part of their
application are exempt from doing so provided they complete all of the following by the November
1, 2011:
Submit the test optional form (available on the Admissions Office Web page)
Submit a completed application
Submit all supporting documents including the application fee, counselor recommendation,
teacher recommendation, essay, and statements regarding extracurricular activities
Once the test optional form is submitted, test scores will not be considered in admission decisions.
45
OUTCOMES ASSOCIATED WITH TEST OPTIONAL ADMISSIONS
In General
Few applicable evaluations of test optional practices and their outcomes currently exist. Only a few
select liberal arts colleges have a comparatively long history of test optional practices, so,
longitudinal studies are rare. Many reports of outcomes derive from internal institutional
assessments. These are typically not fully accessible and are found in institutional reports serving
purposes beyond reporting test optional policies and practices.
Among the studies most helpful for consideration by AU is the Bates College report of its twenty
year SAT optional admissions policy. In 1989, after five years of monitoring the test optional
admissions policy, the faculty voted to make all admissions- related standardized testing optional.
After twenty years, Bates College conducted a comprehensive analysis of outcomes related to the
test optional policy. The performance and life experience of about 7,000 test score submitters and
non-submitters since 1984 were examined. Among the findings of the 20-year study are these:
The difference in graduation rates between submitters and non-submitters
was 0.1%.
The overall GPA for submitters was 3.11 versus 3.06 for non-submitters.
About one-third of each class since the initiation of test optional entered
Bates as non-submitters.
The applicant pool nearly doubled since test optional was initiated.
The test optional policy significantly increased application rates from
all groups typically perceived as disadvantaged by standardized testing:
women, U.S. citizens of color, international applicants, working class and lowincome students, rural students, and students with learning disabilities.
Non-submitters tended to major in fields that place a premium on creativity
and originality.
Modest differences existed between submitters and non-submitters in career
fields accessible through standardized testing such as medicine, law, M.B.A
and Ph.D.
Submitters and non-submitters were equally represented in fields where
success does not depend on further standardized testing, including business
executive officers and careers in finance (Bates SAT Study, 2004).
Some of the consistencies among studies reported in reliable outlets matched findings of the Bates
study. Among common overall findings are the following:
Less Favorable Consequences
Having test optional admissions is seen as labor intensive and costly. Test optional policies
can make admissions practices and decisions complex and less transparent to students,
parents and college advisors.
46
Admissions officers report that without a common admissions test it is difficult to evaluate
the strength of students from a geographically diverse population, given variation in grading
policies and practices that are embedded in GPAs.
Non-submitters have slightly lower collegiate grade point averages than submitters.
A recent study of test optional admission (Wainer, 2011) compared non submitters and submitters
who enrolled at test optional colleges. Wainer compared the performance of students who did and
did not submit SAT scores at Bowdoin College, for example. In the case of Bowdoin, 72 percent of
applicants submitted SAT scores. Using data obtained from the College Board, Wainer reported that
submitters outperformed nonsubmitters on the SAT -- 1323 to 1201. Wainer concludes that nonsubmitters made an understandably rational decision, as their scores might have resulted in rejection.
Wainer also tracked the academic performance of both groups of students in their first year and
found that those who did not submit scores received grades in the first year that were 0.2 points
lower than those of students who submitted scores. This suggests, he wrote, that the SAT does
predict academic performance in a meaningful way. The average GPA of freshman students was
not available, but Wainer’s conclusion seems a stretch, if not peculiar. It is difficult to see how a
difference between a GPA of 3.2, say, and 3.4 is meaningful; it would likely be meaningful only were
it a difference between 1.8 and 2.0. Moreover, that a difference in SAT scores of 122 points would
yield a difference of only .2 points in GPA may be statistically significant, but it is meaningful only in
its inconsequentiality.
Wainer examined four other test-optional colleges for which first-year grades were also available:
Barnard and Colby Colleges, Carnegie Mellon University and the Georgia Institute of Technology.
At all of these institutions, the students who submitted SAT scores had slightly better first-year
grades than those who did not. "Making the SAT optional seems to guarantee that it will be the
lower SAT-scoring students who perform more poorly, on average, in their first-year college
courses, even though the admission office may have found other evidence on which to offer them a
spot" (Wainer, 2011).
Favorable Consequences
Virtually all studies found test optional admissions yielded substantial increases, often by
30% or more, in number of applicants, score submitters as well as non-submitters.
Several studies noted a substantial rise attributed to test optional admissions in number of
international applicants.
Test optional admissions resulted in increased diversity relative to race, ethnicity, family
income (measured through proxies, e.g., Pell eligibility), geographic background and life
experience.
Non-submitters were less likely to be admitted than submitters.
Admitted non-submitters were much more likely to enroll than submitters.
There was no difference between submitters and non-submitters in rates of graduation.
Students perceived test-optional policies as favorable to their chances for admission.
47
Students reported test-optional policies matched their values, and the number of submitters
as well as nonsubmitters often increased where test optional admissions was in place.
Admissions officers tended to report that SAT and ACT scores did not add enough
predictive value to require students and their families to invest in them.
At American University
Test Optional data collected through the Admissions Office and the Office of Institutional Research
reveal outcomes consistent with what has been reported in the literature and summarized above.
The AU outcomes reported below are labeled to match domains by which findings were reported.
Actual reports are included in Appendix A, thanks to the Office of Enrollment and the Office of
Institutional Research, where the reports were originated and generated.
At this early point in the AU initiative in test optional admissions, available data are centered on
students who enrolled as freshmen during the time of the test-optional pilot, and compared with
enrollees prior to the test-optional period. Results are remarkably comparable to results found in
the literature reviews reported in a prior paper and this paper.
Numbers of Test Optional Early Decision Enrollees and Total Number of Enrollees
In fall 2010, the first year test optional applicants were enrolled, the number of enrollees was 119; in
fall 2011 the number of enrollees was 161. To date, there has been no overall increase in
enrollment, as was seen in several studies cited. Total freshman enrollees were as follows: 2008:
1569, 2009: 1524, 2010: 1496, 2011: 1539.
Scores: Test Optional and Standard Admissions Enrollees
Of 119 test optional enrollees in 2010, 48 submitted SAT or ACT scores in addition to their high
school GPA. Their mean SAT score was 1091, mean ACT score was 22.2, and mean high school
GPA was 3.59.
Of 161 test optional enrollees in 2011, 56 submitted SAT or ACT scores in addition to high school
GPAs. The mean SAT score was 1072, mean ACT score was 22.8, and mean high school GPA was
3.73.
On all three measures, the total new freshmen enrollees showed higher scores for 2010 and 2011,
the years for which there are comparison data for submitters and non-submitters. For 2010 and
2011 respectively the scores were as follows—mean SAT: 1275 and 1262, mean ACT: 28.8 and 28.1:
mean high school GPA: 3.80 and 3.82.
The mean difference in SAT scores of nearly 200 points was a larger difference that what Wainer
reported at Bowdoin. It is also greater than one standard deviation, which could imply a significant
difference. A much smaller magnitude of difference, however, was seen in the mean high school
GPAs; these were well within one standard deviation, meaning that there was not a meaningful
difference between test optional and test submitters groups in terms of high school grades.
48
Grades and Retention at AU: Test Submitters and Non-submitters
Most important in AU’s consideration of whether and how to continue the test-optional policy is
whether students admitted under the two different conditions perform substantially differently at
American University. Preliminary data indicate they do not.
For the test-optional enrollees, data for fall 2010 and spring 2011 are available. For those 119
students, the mean fall 2010 GPA was 3.06; for spring 2011 the mean GPA was 3.15.
For all freshmen enrollees, the mean GPA for fall 2010 was 3.34. For spring 2011 the mean GPA
for all freshman enrollees was 3.36. Grades were higher for all freshmen than for the subset of
those admitted in the test-optional pilot, but the differences are well within one standard deviation.
That test-optional students get through their first year with a B grade average indicates they are
performing well, and far better than their SAT scores would seem to predict.
Retention rates for the test optional and the test required groups are comparable. The fall-to-spring
retention rate for test optional students was 98.3%; for all freshmen that rate was 97.2%. Fall 2010
to fall 2011 retention rate for test optional students was 87.4%, and for all freshmen enrollees the
fall 2010 to fall 2011 retention rate was 90.7%. These are impressive retention rates, and there is no
reason to believe retention is much of an issue for either group.
Diversity of AU Enrollees Prior to and After Institution of Test Optional Admissions
One of the most compelling arguments in support of test optional admissions is that use of
standardized test scores has led to unfair de-selection of students in underserved groups. In
considering differences in representation of underserved groups since AU has begun test optional
admissions, it is important to make clear that changes in student composition cannot be directly
ascribed to the test optional practice. Even so, if there is more diversity in more recent freshman
classes, the trend is in the right direction. If there is less diversity, this is clear indication testoptional admissions have not yet led to a hoped-for increase in service to underserved populations
of students.
The table below shows the percentage each race/origin represents of the total in the freshman
classes from 2009 through 2011. The year 2009 can be used as a comparison year because there was
not a test optional group in that year.
49
Table: Percentage of students by race/origin for three years, all freshman enrollees and test
optional enrollees
All Freshmen Enrollees
Race/Origin
2009
2010
International
4.8%
4.3%
Hispanic
7.1%
Native American
Test Optional Enrollees
2010
2011
6.3%
.8%
5.6%
7.8%
11.0%
4.2%
13.6%
.7%
.3%
.7%
1.7%
0.0%
Asian/Pacific Islander
6.3%
7.5%
6.0%
3.4%
4.3%
Black/African American
4.1%
4.5%
6.6%
9.2%
11.1%
59.9%
62.3%
57.6%
63.0%
53.1%
1.7%
2.9%
5.6%
.8%
4.3%
15.2%
10.3%
6.7%
16.8%
8.0%
White
Multi-racial
Unknown/Not reported
2011
It can be seen that there is a somewhat larger representation of African American enrollees in 2011
versus in 2009 and 2010, as well as a higher representation of African American students in the test
optional group. There is an even greater increase in the percentage of Hispanic students, in both the
“all freshmen enrollees” and in the “test optional enrollees” groups. As stated earlier, it would not
be appropriate to draw conclusions about causal relationships between broader representation of
underserved groups and implementation of the test-optional admissions policy. That said, the
results, though preliminary, do reflect those reported in the literature, that is, that test optional
policies tend to be accompanied by a more diverse student body.
CONCLUSIONS
There are financial, logistic, political, and perhaps even moral ramifications to the decision AU
makes with regard to whether and how SAT and ACT scores are used in making admissions
decisions. Many admissions professionals struggle philosophically with what they see as moral
tensions evoked by the negative impact of standardized testing on admissions chances for
historically underserved populations. The most salient arguments regarding AU’s choice of future
course of action come from the published experience of other institutions and from AU’s pilot
project. With reference to the latter, these facts are noteworthy:
SAT scores are redundant for a large subset of AU applicants. Given the small difference in
grades and retention for test submitters and non-submitters once students are enrolled,
standardized test scores seem to add little or nothing.
Choosing not to use test scores may very well yield a larger and more diverse applicant pool,
and a more diverse student body. The test optional policy has not been in effect at AU for
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long enough nor with a large enough population to yield more clear conclusions in this
regard.
There is no evidence that a larger and more diverse student body occasioned by a testoptional policy will have more need of special or remedial services.
Choosing not to use test scores requires deeper and more labor-intensive assessments of
applicants’ credentials. This can cost substantially in time and personnel. The largest
administrative costs for a change in policy will be incurred by the Office of Admissions.
The issue of efficiency could be addressed in a few ways. The most creative remedy seen in the
literature review was highlighted by Foderaro (2009). She reported that at the University of Florida,
faculty do reading of admissions applications as part of their community service. This provides a
stable group of people who can be trained to achieve a high degree of inter-rater reliability and who
can be available on an as-needed basis without the typical problems of a temporary workforce.
Another possibility would be to train and give part-time contracts to area high school guidance
counselors.
Given what is learned from the review of the literature, it would seem difficult to defend maintaining
wholesale use of the SAT and ACT tests. Efficiency would seem to be the only strong argument to
maintain a test score requirement; public perception and prestige would be a second and weaker
argument. Neither issue should be given short shrift as the decision making process moves forward,
but whether either issue should outweigh issues of equity and diversity needs attention.
RECOMMENDATIONS
The choice American University makes regarding whether to be a test-optional institution may be
determined by what profile the University chooses, on where and how it will choose to spend its
resources. Additional internal institutional research to inform future decisions is worth considering.
To that end, it is recommended that the Office of Enrollment should
consider conducting in-depth focus groups sessions under the auspices of the Office of
Institutional Research with AU students admitted through the test optional;
request the Office of Institutional Research to track the academic performance of test
optional students through completion of their undergraduate studies;
request the Office of Institutional Research to track the engagement activity of test optional
students through completion of their undergraduate studies;
request the Office of Institutional Research to determine academic and other honors
accorded students admitted to AU through the test optional alternative;
report the nature of and outcomes associated with the test optional pilot program;
determine the views of the faculty with respect to various possible test optional policies;
conduct a study of the geographical origins (city, state, suburb, rural) of the student body
admitted prior and subsequent to implementation of the test optional policy;
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determine the percentage of pre- and post- test optional admissions students for whom
American University was a fist choice.
Finally, it should be noted that American University could make a significant contribution to higher
education by developing a reliable evaluation tool that aids in assessing student applicants’ qualities
consistent with those found to matter regarding capacity to contribute to society.
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REFERENCES
Appelrouth, J. (2010, 1/26). “Trends in Admissions Testing: Inside Information from the National
Association of College Admissions Counselors.” Retrieved 6/7/2010 from
http://www.appelrouthtutoring.com/blog/trends.
Bates College Office of Communications and Media (2004) SAT Study: 20 Years of Optional Testing.
Retrieved 4/22/2010 from http://www.bates.edu/in-optional –testing.
Early Results from MHC Study Reaffirm SAT-Optional Policy. Mount Holyoke Notes (2005,
March 18). Retrieved 4/29/2010 from
http://www.mtholyoke.edu/offices/comm/sat/earlyresults_sat.html
“Eliminating Standardized Entrance Exams May Make Colleges More Diverse” March 27, 2009
retrieved 4/22/2010 from http://www.citytowninfo.com/career-and-educationnews/articles/eliminating standardized...
Foderaro, Lisa (2009, Nov. 9) “The Whole Applicant.” Retrieved 6/5/2010 from
www.nytimes/edlife
“The Impact of Dropping the SAT” (2009, 3/26). Retrieved 6/11/2010 from
http://www.insidehighered.com/news/2009/03/26/sat
Kahlenberg, R. D. (2010, 5/3). “5 Myths about Who Gets Into College.” Washington Post (p. 3)
Milewski, G.B. and Camara, W.J. (2002, September). “Colleges and Universities That Do Not
Require SAT or ACT Scores. (College Board RN-18) New York: The College Entrance
Examination Board.
National Association for College Admissions Counseling, “Statement of Principles of Good Practice”.
Rooney, C. and Schaeffer, B. (1998) Test Scores Do Not Equal Merit: Enhancing Equity and
Excellence in College Admissions by Deemphasizing SAT and ACT results. Cambridge, MA,
National Center for Fair and Open Testing.
SAT Study: 20 Years of Optional Testing (2004, 10/1). Retrieved 5/30/2010 from
http://www.bates.edu/ip-optional-testing-20years.xml
Schaffner, P.E. (1985 Jan/Feb). “Competitive Admission Practices when the SAT is Optional.”
Journal of Higher Education, vol. 56, no. 1.
Syverson, S. (2009, 8/5). “Going SAT/ACT Optional“retrieved 6/5/2010 from
http://www.nacacnet.org/PublicationsResources/Admitted/Lists/Posts/ViewPost.aspx?ID=45.
“Test Optional Admissions List Tops 815” (2009, March). Retrieved 4/29/2010 from
http://www.fairtest.org/test-optional-admissions-list-tops-815.
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“Test Optional Success Stories” (2008, April). Retrieved 4/29/2010 from
http://www.fairtest.org/univ.optional.htm
Wainer, Howard (2011) Uneducated Guesses: Using evidence to uncover misguided education
policies. Princeton University Press. Retrieved 8/15/2011 from http://www.insiderhighered.com
.
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APPENDIX II
Office of Campus Life
Removing Financial Barriers Activities
Prepared by Gail Short Hanson, Vice President of Campus Life
Campus Life’s 2010 Retreat, based on the book, Race and Class Matters, by Elizabeth Aries, launched
us on a mission to pay more attention to socio-economic factors in the lives of AU students and to
remove as many financial barriers as possible to full participation in student life. Small groups
brainstormed strategies at the retreat and took ideas home to bring the best of the ideas to fruition.
At the Mid-Year Retreat in January, we did a check-in so that departments could share information
about the strategies they were implementing. Directors followed up with written accounts of their
work to create a full inventory of our actions. The list that follows accounts for measures that are
new this year. We will continue to refine and add to these measures and find ways to assess their
effects on student engagement.
MEASURES IMPLEMENTED BY THE OFFICE OF CAMPUS LIFE IN 2010-2011
The Dean of Students staff completed a two-hour financial aid training with AU Central to better
understand regulations and practices that guide financial aid decisions, so they could account for
financial aid considerations in their advising and advocate for students in need of fee waivers from
other offices.
The Academic Support Center used a cash allocation as a fund to provide free tutoring to students
whose need was verified by the Financial Aid Office. In this cycle, five students drew 31 hours of
free tutoring from the fund ($345); all self-identified to the ASC as needing this assistance.
The Center for Community Engagement & Service now provides Metro Cards for all DC Reads
tutors to ensure that transportation costs do not prevent students from volunteering as tutors.
Fundraising for Alternative Break trips has been stepped up to increase scholarship availability, and
trip options have been expanded to include more domestic opportunities, which are lower in cost.
The Counseling Center shifted to a time-limited treatment model in order to accommodate more
students in free, on-campus counseling. The Counseling Center has increased its caseload by about
100 clients this year.
Disability Support Services consulted with Financial Aid, developed scholarship criteria and is
offering a $500 book scholarship, based on financial need, to a student with a documented disability.
Housing & Dining Programs implemented a number of measures:
• It honored requests for triples before making assignments to temporary triples and allowed
these students to remain tripled through the year – 122 students benefitted from this lower
cost housing option.
• Students placed in temporary triples were allowed to stay in them for the full year, even
though there were unbudgeted vacancies – 255 students chose this option.
• The basis for de-tripling was changed to eliminate the advantage of an early deposit date,
because students receiving financial aid usually deposit later than other students.
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•
•
•
•
•
Students who wanted to live in campus housing but could not afford the required dining
plan were allowed to move to vacancies in Nebraska Hall and the Berkshire where the
requirement does not apply.
The Residence Hall Association was encouraged to increase no-charge programming and
stretched from 507 to 550 programs from 2009-10 to 2010-11.
Handouts were developed for the residence hall front desks that feature “cheap eats” and
“free things to do in DC.”
Guest housing was opened at Tenley for All American Weekend to give families a low cost
option for overnight accommodations – 7 guests made reservations.
Off Campus Housing Services added a focus on lower cost housing accommodations and
services and on coaching students on all the costs associated with off campus living.
International Student and Scholar Services added more coffee hours to expand no-cost, oncampus social options for international students; off-campus events focused on free programs in
DC
Multicultural Affairs’ new Emerging Scholars Mentorship Program focused activities on-campus,
such as basketball games that are free with an AU ID. The staff collaborated in qualifying eligible
STEP students and Emerging Scholars for free tutoring at the Academic Support Center. The staff
has begun to cover financial aid and campus climate as part of their one-on-one advising sessions
with multicultural and first generation students and to incorporate more scholarship resources in
their weekly e-newsletter.
New Student Programs is inviting all Pell-eligible students to apply for fee waivers to participate in
New Student Orientation; a waiver will cover a student’s fee and the fee for one parent/guest. We
anticipate this will cost about $10,000 in foregone revenue.
Student Conduct and Conflict Resolution Services has eliminated fines for failure to complete
sanctions. Incomplete sanctions now result in a stop on a student’s account. A $60 alcohol
education class has been replaced by a free online program, AlcoholEdu, for Sanctions; and when a
student is found responsible for a minor marijuana offense, he has three sanction options: an online
course for $35; a mentoring sanction (no cost) and a decision-making workshop (no cost).
The Student Health Center has reviewed circumstances that might be appropriate reasons for “nocharge” visits. New codes are being added to the encounter forms to provide a “no-charge”
checklist: student indicates financial hardship; healthcare financial counseling indicated, etc.
Scheduling for healthcare financial counseling is being set up for the director and associate director.
Medical providers are exploring options with pharmaceutical companies to provide discount
coupons for common prescription medications.
The Student Activities staff has worked with Student Government and student organizations to
lower the cost of sponsored programs. For example, this year, they were able to reduce the cost of a
Founder’s Day Ball ticket to $10.
The University Center has been allocated programming funds to produce no-cost programs and
events in the Tavern. In fall 2010, they hosted 31 events – most with free food – that attracted 125
students per event. Overall rating for the events was 4.2 on a 5 point scale; there is a strong
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preference for recent release movies. The Center sponsored a total of 50 no-cost events by the end
of spring classes.
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Continuing Efforts to Remove Financial Barriers to Full Participation in Student Life at AU
Initiatives Identified by OCLDH Team for 2011-2012
Center for Community Engagement & Service
• Freshman Service Experience (FSE) is covering all transportation costs this year and will
grant program fee waivers on request and verification by Student Financial Aid
• New van will eliminate transportation costs for some DC Reads volunteers
• Continue to fund raise for Alternative Break grants
Counseling Center
• Refine clinical service delivery model with attention to financial need in making referrals
• Strengthen connections to low fee resources for local counseling services
Dean of Students
• Working on adding low to no cost health screenings to the Wellness Fair
Disability Support Services
• A parent donation is being used to fund four $500 scholarships for 2011-12.
Multicultural Affairs
• Free tutoring for High Need students in the Mentorship Program
New Student Programs
• Creating “Travel Scholarships” for new students who cannot afford to attend Eagle Summit
– eligibility clearance provided by Student Financial Aid; donors being sought from AU
parents and former members of the orientation staff.
Student Activities
• Working with sororities and fraternities to reduce the cost of membership: Membership
costs included in recruitment brochure; IFC/Panhel are creating a “scholarship fund” for
new members out of membership dues. IFC will award five $100 scholarships in 2011-12;
Panhel proposal is still under development.
Student Health Center
• Full implementation of Financial Counseling on Cost-Effective Health Care and Insurance
Management
• Exploring option to charge health care fees to AU student account
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