GROWTH OF PROPRIETARY SCHOOLS
IN THE NORTHERN VIRGINIA AREA
Research Report No. 15-05
Office of Institutional Research
Northern Virginia Community College
March 2005
NORTHERN VIRGINIA COMMUNITY COLLEGE
OFFICE OF INSTITUTIONAL RESEARCH
The purpose of the Office of Institutional Research is to conduct analytical
studies and provide information in support of institutional planning, policy
formulation and decision making. In addition, the office provides leadership and
support in research related activities to members of the NVCC community
engaged in planning and evaluating the institution’s success in accomplishing its
mission.
ASSOCIATE VICE PRESIDENT FOR INSTITUTIONAL RESEARCH AND
ANALYSIS
Dr. George E. Gabriel
STAFF MEMBERS
Margret Chang
Johan Dennett
Laura Henderson
Ingrid Resch
4001 Wakefield Chapel Road
Annandale, VA 22003-3796
(703) 323-3129
www.nvcc.edu/oir
GROWTH OF PROPRIETARY SCHOOLS IN THE
NORTHERN VIRGINIA AREA
Table of Contents
Page
Executive Summary ........................................................................................................ 1
Introduction ..................................................................................................................... 4
Competition and Market Share ........................................................................................ 4
Section 1: Characteristics of Institutions of Higher Education .......................................... 6
A. Enrollment Trends ........................................................................................... 6
B. Tuition Trends .................................................................................................. 7
C. Areas of Specialization .................................................................................... 8
Section 2: Direct Competition .......................................................................................... 9
Section 3: Factors That Could Result in Low Growth Rates at NVCC ........................... 10
A.
B.
C.
D.
High school graduation rates……………………………………………..………10
Number of graduates attending two-year colleges …………………………...10
Other community colleges in the area …………………………………………11
For-profit institutions ………………………………………………………………11
Section 4: The Appeal of Proprietary Schools ............................................................... 13
A. Accelerated programs……………..………………………………………...……13
B. Practical programs…………………..………………………………………….…13
C. Individualized attention………………..….……………………………………….14
D. Convenience in schedule and location.. .…………………………….…………14
E. Flexible admissions standards…………..……………………………………….14
F. Focus on provision of services………….….…………………………………….14
G. Job placement rate…………………………..……………………………………15
H. Alternative to traditional schools……………...………………………………….15
I. High degree attainment rates…..…………………………………………………15
J. Breadth of appeal………………………………...………………………………...16
Section 5: Marketing at Institutions of Higher Education ................................................ 17
A.
B.
C.
D.
E.
Consulting firms…………………………………………………………………....17
Integrated marketing………………………………………………………………17
Branding…………………………………………………………………………….17
Tag lines……………………………………………………………………….……18
Internet and e-mail………………………………………………………………...18
i
F.
G.
H.
I.
Personalized web recruiting………………………………………………………18
Free online courses…………………………………………………………….....19
Proprietary schools' approaches to marketing………………………………….19
Summary…………….....……………………………………………………….....21
Appendix ....................................................................................................................... 22
References………………………………………………………………………………………30
List of Tables
Table 1: Enrollment Trends ............................................................................................ 6
Table 2: Average Tuition Costs Per Academic Year ....................................................... 8
Table 3: Characteristics of Direct Competitors................................................................ 9
List of Figures
Page
Figure 1: Enrollment Growth, 1999 to 2003 .................................................................... 7
Figure 2: Average Annual Tuition: 2000-2004………………………………………………8
ii
GROWTH OF PROPRIETARY SCHOOLS IN THE
NORTHERN VIRGINIA AREA
Executive Summary
This report was compiled in an effort to evaluate competition among institutions of higher
education for students in the Washington D.C. metropolitan area, with special attention
given to the segment of northern Virginia. Institutions of higher education are compared
in terms of enrollment, tuition and areas of instruction. Data was gathered from the
National Center for Education Statistics (NCES), the Integrated Post-Secondary
Education System (IPEDS) and individual institutions.
Through this evaluation, proprietary schools are identified as a likely contributor to the
drop in enrollment at NVCC over the past five years. In the remainder of the report,
proprietary schools are themselves considered in further detail, in an effort to understand
in what ways and how they appeal to prospective students. The information gathered
derives from a survey of the literature, selected proprietary school’s SEC filings, and
school website information.
Introduction



The population of Northern Virginia as well as the number of students graduating
from high schools in Northern Virginia has increased over the past 14 years.
Enrollment at Northern Virginia Community College has grown at a slower than
expected rate.
NVCC may be losing students to other institutions of higher education.
Competition and Market Share


In order to examine competition for students in the Northern Virginia area, a list of
institutions of higher education in Maryland, Virginia and Washington, D.C. within
75 miles of Tysons Corner, Virginia was compiled.
Forty-six institutions of higher education were examined for this study: 13
community colleges, 12 non-profit four-year institutions, and 21 for-profit
institutions.
Section 1: Characteristics of Selected Institutions of Higher Education




On average, enrollment at community colleges in the Washington D.C.
metropolitan area increased by 15.94% from 1999 to 2003. Enrollment at nonprofit four-year institutions increased by an average of 15.6% and enrollment at
three for-profit institutions of higher education (Strayer University, The University
of Phoenix, and ITT Technical Institute) increased by an average of 92.3%.
From 1999 to 2003, enrollment at Northern Virginia Community College
increased by 1.1%.
The average annual cost of tuition in 2003 was $2,306 at community colleges,
$14,144 at non-profit four-year institutions and $12,657 at for-profit institutions.
Tuition at Northern Virginia Community College increased by 63.2%, from $935
to $1,526 per year, from 1999 to 2003.
1

Twenty-one institutions included in the study were found to concentrate on one or
a few specific types of programs, largely with a career-training emphasis. Of
these, nine specialize in continuing education or business, six offer technical or
computer training, and six offer medical assistant training programs.
Section 2: Direct Competition




For the purposes of this report section, four institutions are examined as “direct
competitors” of NVCC: Germanna Community College, George Mason
University, Lord Fairfax Community College, and Strayer University.
Enrollment growth at Germanna Community College, Lord Fairfax Community
College, and George Mason University was in line with population growth in the
area. In contrast, enrollment growth at Strayer University was 75.05% from 1999
to 2003 and growth at NVCC was only 1.1%.
In 2003, Lord Fairfax Community College had the lowest tuition rates of any
institution in the study at $63.40 per credit hour. Tuition at NVCC was only
slightly higher at $63.58 per credit hour.
Tuition at Strayer University in 2003 was more than six times the tuition at NVCC
at $391.50 per credit hour.
Section 3: Factors that could result in low growth rates at NVCC





Four possible situations that, if found to be true, could result in a low growth rate
at NVCC are explored in this section. These possible situations are 1) the
number of students that are graduating from Northern Virginia high schools is
decreasing, 2) fewer high school graduates are attending community colleges, 3)
high school students are attending other community colleges, and 4) NVCC is
losing students to for-profit educational institutions.
The number of students graduating from high schools in Northern Virginia
increased by 12.05% from 1999 to 2002.
The number of high school seniors who plan to attend a two-year college
increased by 16% from 1999 to 2002.
For-profit institutions such as Strayer University and the University of Phoenix
cater to older, working students. Enrollment of students over the age of 24 and
part-time students is decreasing at NVCC.
Several for-profit institutions offer specialized training in the areas of business
and technology; NVCC has experienced decreased enrollment in computer
science, accounting, and information technology programs.
Section 4: The Appeal of Proprietary Schools




Proprietary schools offer accelerated programs, with such offerings as extensive
transfer and credit for life experience and modular course structure.
Proprietary schools have designed practical programs with few liberal arts “core”
course requirements, which seem to appeal to career-oriented students.
Proprietary schools stress individualized attention and small class size, projecting
from within this a concern to see students through their entire program(s) and an
understanding of the challenges working adults face.
Proprietary schools offer great flexibility in both location and convenience.
2






Proprietary schools are more flexible in their admissions standards, requiring
fewer aptitude or placement tests.
Proprietary schools tend to excel in the provision of services such as career
placement and counseling.
Proprietary schools can often boast very high job placement rates for their
graduates.
Proprietary schools seem to be appealing to some otherwise marginalized
students, by virtue of being different from traditional colleges and universities.
Proprietary school students have high degree attainment rates.
While many of these qualities are particularly desired by working adults
interested in going back to school, some research exists suggests that so-called
“traditional” students often value these same qualities.
Section 5: Marketing Techniques Employed by Institutions of Higher Education




Despite the stigma given to the idea that colleges and universities should market
themselves, the idea of marketing has become increasingly accepted in higher
education.
Marketing trends in higher education include:
 The use of consulting firms to design comprehensive marketing programs
 Implementation of the concept of integrated marketing in program design
 The use of branding, including the design of tag lines
 Use of the Internet and e-mail as marketing tools, including those of
personalized web recruiting and the offering of free online sample courses
Proprietary schools exhibit strength in the area of marketing, as they “trust the
market” as well as spend large sums of money in marketing.
Examples of how proprietary schools market themselves shows that they use a
full complement of methods, some of which could be considered innovative.
3
GROWTH OF PROPRIETARY SCHOOLS IN THE
NORTHERN VIRGINIA AREA
Introduction
The population of Northern Virginia has grown steadily in recent years, increasing 20%
between 1990 and 2000. This trend is projected to continue, with the population growing
by approximately 17% between 2000 and 2010. The Virginia Department of Education
reported that the number of students graduating from Northern Virginia public high
schools increased from 15,820 in 1999 to 17,726 in 2002, a 12.05% increase.
Furthermore, the number of Northern Virginia high school seniors indicating that they
plan to attend a two-year college increased from 3,563 in 1999 to 4,132 in 2002, a
15.97% increase. In comparison, 3,341 Planning Districts 8, 9, and 16 high school
graduates enrolled at NVCC in 1999-00 and 3,462 high school graduates enrolled in
2002-03. This represents 94% and 84% of 1999 and 2002 high school seniors,
respectively, who planned on attending a two-year college.
While overall population growth statistics only present a partial picture (e.g., some
growing segments of the population might not be eligible to attend NVCC), it would still
be reasonable to expect that the enrollment at Northern Virginia Community College
would experience some degree of growth that would reflect the fact of a burgeoning
population. This has not been the case. From Fall 1999 to Fall 2003, student
headcount at NVCC increased by only 1.14%. Significantly, this average growth rate
encompasses a shift in the age distribution of the College’s population; the number of
students between the ages of 18-21 has increased by 5.4%, whereas the number of
students between the ages of 30-44 has decreased by 4.7%.
Why are enrollment rates at Northern Virginia Community College not keeping up with
population growth and high school graduation rates? One explanation may be that
NVCC is losing students to competing institutions.
Competition and Market Share
In order to examine the competition that Northern Virginia Community College faces, a
list of institutions of higher education in the Washington, D.C. Metropolitan Area was
compiled. This list is composed of institutions within 75 miles of Tysons Corner, Virginia
with the restriction that they must be located in Virginia, Maryland or the District of
Columbia. Although some institutions in Pennsylvania and West Virginia are within 75
miles of Tysons Corner they were not included in the study. Furthermore, with the
exception of George Mason University, only institutions that offer programs of study
leading to a certificate or an associate’s degree were included in this analysis.
There are 46 institutions of higher education that meet the above-mentioned criteria.
Those institutions having more than one campus were only counted once. Of the 46

Source: Fact Sheet on 1999 and 2002 High School Graduates of NVCC
4
institutions, 13 are community colleges, eight are four-year, not-for-profit colleges, and
21 are for-profit/proprietary institutions.
Data was gathered from the National Center for Education Statistics (NCES), the
Integrated Postsecondary Education Data System (IPEDS), and individual institutions.
Section 1 examines the Fall undergraduate enrollment trends, annual tuition rates and
areas of specialization for each institution. Section 2 focuses on the growth and tuition
at four institutions that are direct competitors of Northern Virginia Community College.
Section 3 discusses possible explanations for low growth rates at Northern Virginia
Community College. Section 4 explores what aspects of proprietary schools’ programs
and structures appeal to prospective students. Section 5 presents various marketing
strategies used by proprietary schools, discussed within the context of marketing trends
in higher education.
5
Section 1: Characteristics of Institutions of Higher Education
In the Washington D.C. Metropolitan Area
A. Enrollment Trends
A summary of the average single-year growth rates for community colleges, non-profit
four-year institutions, and for-profit institutions is shown in Table 1. Table A-1 in the
Appendix details the fall semester enrollment data and growth rate at institutions of
higher education in the greater Washington D.C. area.
As shown in Figure 1 and Table 1, two-year colleges offering programs similar to NVCC
experienced increased student enrollment from 1999 to 2003. The average increase in
fall semester enrollment during this time was 15.9%. Hagerstown Community College
had the largest increase in student enrollment (see Table A-1 in the Appendix). Fall
enrollment at this institution increased by 28.5% from 1999 to 2003. Growth at Northern
Virginia Community College was the lowest of all community colleges studied. Fall
enrollment at NVCC increased by 1.1% from 1999 to 2003.
Fall semester enrollment at non-profit four-year institutions increased by 15.7% from
1999 to 2003. It is important to note that one institution, Capitol College, saw a 55.6%
decrease in enrollment during this time. Because this institution was an extreme outlier
in the data it was eliminated from the data set for purposes of this analysis.
While increases in enrollment at community colleges and four-year institutions were
proportional to increases in population and high school graduation rates, enrollment at
for-profit institutions was much higher. Fall semester enrollment at three of the area’s
most prominent proprietary institutions increased by an average of 92.3% from 19992003 (Strayer University grew 75.1%, ITT Technical Institute 39.8% and the University of
Phoenix 162%). This reflects the overall trend in the growth of proprietary schools; of
the 14 area proprietary schools for which enrollment information was available, the
average growth rate from Fall 2001 to Fall 2002 was 24.3%.
Table 1: Enrollment Trends
Institution Name
Growth Trends
1999-2000 1999-2001 1999-2002 1999-2003
1.11%
3.90%
4.47%
1.14%
1.07%
7.84%
13.35%
15.94%
1.31%
5.26%
13.20%
15.66%
5.28%
23.93%
56.68%
92.27%
Northern Virginia Community College
Community Colleges (including NVCC)
Public Four-Year Institutions
Select For-Profit Schools
6
Figure 1: Enrollment Growth, 1999 to 2003
100%
NVCC
CC
Public Four Year
Select For-Profit
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Academic Year
1999-2000
1999-2001
1999-2002
1999-2003
B: Tuition Trends
Table 2 summarizes the average cost of tuition at each type of institution. The average
cost of tuition at community colleges in 2003 was $2,306 ($96.08 per credit hour). The
average cost of tuition at a four-year institution in 2003 was $14,144 ($589.33 per credit
hour). Tuition at proprietary schools averaged $12,657 ($527.38 per credit hour) in
2003. The cost of tuition at each individual institution is detailed in Table A-2 in the
Appendix.
Figure 2 illustrates patterns of tuition increase at institutions of higher education in the
Northern Virginia area. Although the percentage of increase in tuition at NVCC is the
highest of any institution, (a 61.5% increase from 2000 to 2003), the actual cost of tuition
at NVCC remains one of the lowest of all 48 institutions included in this analysis.
7
Table 2: Average Tuition Costs Per Academic Year
Institution Name
Northern Virginia Community College
Community Colleges (n=13)
Four-Year Non-Profit Institutions (n=7)
For-Profit Institutions (n=19)
2000-2001 2001-2002 2002-2003 2003-2004
$945
$945
$1,063
$1,526
$1,952
$2,025
$2,135
$2,306
$11,728 $12,385 $13,354
$14,144
n/a
n/a $11,651
$12,657
Figure 2: Average Annual Tuition: 2000-2004
NVCC
Community Colleges
Four Year
For-Profit
$16,000
Annual Tuition (Dollars)
$14,000
$12,000
$10,000
$8,000
$6,000
$4,000
$2,000
$0
2000-2001
2001-2002
2002-2003
2003-2004
C: Areas of Specialization
Table A-3 in the Appendix describes the areas of specialization for several institutions
included in this analysis. Twenty-one of the 46 institutions in this analysis concentrated
on one or more specific, career-oriented areas of study such as Computer Science or
Business, as opposed to offering a full complement of courses in the traditional arts and
sciences disciplines. Of these 21 institutions (which are predominantly proprietary), nine
specialize in continuing education/business, six primarily offer technical or computer
training, and six offer medical assistant training programs.
Most institutions, such as DeVry University, ECPI College of Technology, and Lincoln
Technical Institute, offer evening classes. Others, such as Sanz School, offer both
evening and weekend classes. Additionally, a growing number of institutions such as
the University of Phoenix, Strayer University, DeVry University, ECPI College of
Technology, and ITT Technical Institute offer courses on-line. Some institutions such as
Strayer University, ECPI College of Technology and ITT Technical Institute offer special
military programs and/or scholarships.
8
Section 2: Direct Competition
Table 4 focuses on four of the 46 institutions selected for the study as direct competitors
for Northern Virginia students. These schools are Germanna Community College, Lord
Fairfax Community College, George Mason University and Strayer University.
Strayer University, which offers Associate’s, Bachelor’s and Master’s degree programs
as well as certificates in such fields as Computer Information Systems, Business, and
Accounting, has 25 campuses in the United States. Thirteen of Strayer’s campuses are
located within 75 miles of Tysons Corner. Although enrollment rates for individual
campuses are not available, nationwide enrollment at Strayer University has grown from
11,504 in Fall 1999 to 20,138 in Fall 2003, a 75.05% increase.
From 1999 to 2003, enrollment at Germanna Community College and Lord Fairfax
Community College increased by 15.4% and 24.3% respectively. At Germanna
Community College student enrollment increased from 3,822 in 1999 to 4,520 in 2003.
Similarly, enrollment increased from 3,836 in 1999 to 5,070 in 2003 at Lord Fairfax
Community College.
Undergraduate enrollment at George Mason University increased at a rate of 12.1%
from Fall 1999 to Fall 2003. The number of students enrolled at George Mason
University increased from 15,262 in 1999 to 17,102 in 2003.
Northern Virginia Community College had the lowest enrollment growth rate when
compared with its direct competitors. The number of students enrolled at NVCC
increased from 37,669 in Fall 1999 to 38,097 in Fall 2003, a 1.1% increase.
The cost of tuition at the three community colleges was very similar. Tuition for the Fall
2003 semester at Germanna Community College was $64.25 per credit hour. Tuition at
Lord Fairfax Community College was $63.40 per credit hour and tuition at NVCC was
$63.58 in Fall 2003.
Tuition at George Mason University and Strayer University in Fall 2003 was considerably
higher than tuition at the community colleges. For example, tuition at Strayer University
was more than six times the tuition at NVCC at $391.50 per credit hour. Tuition at
George Mason University for the Fall 2003 semester was $213.00 per credit hour.
Table 3: Characteristics of Direct Competitors
Institution
Enrollment Growth
(1999-2003)
Northern Virginia Community College
Germanna Community College
George Mason University
Lord Fairfax Community College
Strayer University
1.1%
15.4%
10.8%
24.3%
42.9%
9
2003 Tuition
Tuition Increase
(per credit hour)
(2000-2003)
$63.58
$64.25
$213.00
$70.40
$391.50
61.5%
54.6%
35.9%
59.0%
10.5%
Section 3: Factors that could Result in
Low Growth Rates at NVCC
Northern Virginia Community College offers a wide variety of programs at six campuses
in Northern Virginia. In addition to day, evening, and weekend courses, NVCC offers
many distance learning courses. Furthermore, the tuition at NVCC is among the lowest
of all institutions of higher education in the area. So, why is Northern Virginia
Community College experiencing lower than expected growth rates?
This section presents four possible situations, which if they were found to exist could
account for NVCC’s low enrollment growth rate from 1999-2003. These potential
situations are 1) fewer students graduating from high school with diplomas, 2) fewer
recent high school graduates attending two-year institutions, 3) NVCC losing students to
other community colleges and 4) NVCC losing students to proprietary schools.
A. High school graduation rates
A decrease in high school graduation rates could explain the relative lack of growth at
NVCC. If fewer students graduated from Northern Virginia high schools then fewer
students would have entered post-secondary educational institutions. An analysis of
high school graduation rates from 1999 through 2002 indicates, however, that the
number of students graduating with high school diplomas has been increasing in
Northern Virginia. From 1999 to 2002 the number of students graduating from high
school in the Northern Virginia Community College service area (Fairfax, Loudoun,
Prince William, Arlington, Alexandria, Falls Church, Manassas City, and Manassas Park
City) increased by 12%, from 15,820 to 17,726 students. This suggests that low high
school graduation rates are not a significant cause of declining enrollment rates at
Northern Virginia Community College.
B. Number of graduates attending two-year colleges
Another factor could be a decrease in the number of high school graduates attending
two-year colleges. An analysis of the number of high school seniors indicating that they
plan to attend a two-year college after graduation indicates that this is not the case.
According to a survey by the Virginia Department of Education, the number of high
school seniors in the Northern Virginia service area who reported that they planned to
attend a two-year college increased from 3,563 in 1999 to 4,132 in 2002, a 16%
increase.
Furthermore, analysis of enrollment at NVCC by age group shows that the number of
students between the ages of 18 and 24 has increased by 19% from 1999 to 2003. In
1999-2000, a total of 3,341 high school graduates from Planning Districts 8, 9 and 16
enrolled at NVCC, and in 2002-03 the number rose to 3,462. In contrast, the number of
students over age 25 that are enrolled at NVCC has decreased by 13% during that same
time. This suggests that the number of recent high school graduates enrolled at NVCC
is increasing and is not a significant cause of declining enrollment rates at Northern
Virginia Community College.
10
C. Other community colleges in the area
Losing students to other community colleges in the area could contribute to a decreased
growth rate at NVCC. Lord Fairfax Community College and Germanna Community
College have campuses located close to some of NVCC’s campuses. It is possible that
students close to both colleges could have chosen to attend another community college
instead of NVCC. In order to determine if NVCC is losing students to nearby community
colleges an analysis of enrollment at each of NVCC’s individual campuses was done.
Analysis of enrollment rates from 1999 to 2003 at each NVCC campus indicates that
enrollment has increased at every campus except Alexandria. Enrollment at the
Loudoun Campus has increased the greatest amount from 1999 to 2003 (23.5%).
Enrollment at the Woodbridge Campus increased by 8.7% followed by the Manassas
Campus (6.6%), and the Annandale Campus (3.2%). In contrast, enrollment at the
Alexandria Campus decreased by 16% (a loss of 1,718 students) from 1999 to 2003.
Given that it is 42 miles from the Alexandria Campus to the nearest non-NVCC Virginia
community college campus (Lord Fairfax Community College-Fauquier Campus), it
seems unlikely that NVCC would have lost such a large proportion of Alexandria
students to another community college. In fact, Manassas Campus is only 17 miles from
the LFCC Fauquier Campus and enrollment at the Manassas Campus has increased.
Based on this information, it appears that low growth rates at NVCC cannot be largely
attributed to losing potential students to other community colleges.
D. For-profit institutions
Another possible explanation for low enrollment rates may be that Northern Virginia
Community College is losing students to for-profit educational institutions. This could be
a cause of decreased enrollment at the Alexandria Campus as seven proprietary school
campuses are located within 7 miles of NVCC’s Alexandria Campus. Furthermore, the
combined enrollment at five of these campuses increased from 1,100 in Fall 2001 to
1,607 in Fall 2002, a 46.1% increase.
Research indicates that enrollment at proprietary schools is growing nationwide. For
example, between 1990 and 2000 for-profit institutions’ share of the two-year college
market grew from 19% to 28% (Kelly 6). Current enrollment rates at for-profit institutions
suggest that this trend is continuing. For example, Strayer University’s nationwide
enrollment has increased by 75.05% between 1999 and 2003.
Similarly, ITT
Educational Services, which offers technology-oriented postsecondary degrees at two
campuses within 75 miles of Tysons Corner, experienced nationwide enrollment
increases of 39.8% from 1999 to 2003. Finally, the University of Phoenix, which offers
courses and degrees similar to those offered at NVCC, but allows students to complete
their degrees completely on-line, saw its nationwide enrollment grow from 66,783 in
1999 to 174,939 in 2003, a 161.95% increase.
One reason for the success of proprietary schools is that they tend to “cherry pick” the
most profitable programs. Most for-profit institutions focus on fields such as information
technology and business that are appealing to older, non-traditional, working students.
Although demographics of students at the individual local campuses of for-profit
institutions were not available, a review of the nationwide demographics suggests that
proprietary schools are attractive to older students and working adults. For example, in
2000, 61% of the students attending Strayer University were over the age of 29.
11
Similarly, the average age of students at the University of Phoenix was 35. Strayer
University also reports that most of its students work full-time while attending classes.
While it seems that for-profit institutions are attracting older, working students to
programs in technology and business, enrollment data from NVCC suggests that these
are precisely the areas in which student enrollment is declining. For instance, enrollment
in the computer science program decreased from 1,691 in 1999 to 1,136 in 2003, a
32.8% decrease. Similarly, the number of students in the accounting program
decreased from 749 to 509, a 32% decrease. Finally, enrollment in the Information
Systems Technology program decreased from 2,540 in 1999 to 1,694 in 2003, a 33.3%
decrease.
The number of older students attending Northern Virginia Community College is also
decreasing. The number of students over the age of 24 has decreased from 20,774 in
1999 to 18,092 in 2003, a 13% decrease. Furthermore, the number of part-time
students has decreased from 27,197 in 1999 to 25,936 in 2003, a 4.6% decrease. This
pattern is particularly striking at the Alexandria Campus where part-time enrollment has
decreased by 19.5% and enrollment of students over the age of 24 has decreased by
25.6% from 1999 to 2003.
Older, non-traditional, part-time students are a crucial market for Northern Virginia
Community College. From 1999 to 2003, part-time students accounted for an average of
70% of the college’s students. Likewise, an average of 51% of NVCC’s students over
the last five years have been over the age of 24. Loss of these students to other
institutions could result in further decreases in the enrollment at Northern Virginia
Community College.
12
Section 4: The Appeal of Proprietary Schools
Because of the strong growth in proprietary schools in recent years, a good deal of
attention has been given to the question of what qualities these schools have which
draw in the applicants. From surveying secondary sources addressing this question,
several reasons why proprietary schools have the potential to appeal to prospective
students have been identified and are outlined below. The services, educational
structure, and climate that proprietary schools are often noted for are explained in this
section. The question of how they appeal, through the tools of marketing, is offered in
Section 5 of this report, and is explained within the broader context of marketing within
higher education generally.
A. Accelerated programs
First, many for-profit institutions are able to offer accelerated programs. A number of
them use a “modular” approach to classes, in which students take classes one at a time
for four to six weeks each. With this approach, new courses are started often, providing
greater convenience for students and avoiding the problem of needing to wait for the
next semester to begin as one would encounter at a traditional school (Rutherford 29).
Students can often accelerate the process of obtaining a degree through gaining credit
in ways other than completing courses. This offer is marketed to prospective students
on proprietary schools’ websites. For instance, Strayer University’s website includes a
page with the header, “Maximizing credits, because you deserve credit”. Options for
gaining credit include challenge exams, transfer credit from institutions that are not
regionally accredited, credit for work/life experience, and the registration of military
experience through ACE for credit. The University of Phoenix lists several options for
accruing credit under its website’s “transfer information” page, including credit for
corporate training programs attended, and the rendering of “learning outcomes”, gained
through such things as volunteer work and hobbies, into credit.
There are strong indications that the amount of time needed to complete a degree is an
important factor for many prospective students. In a 2001 study of the appeal of
proprietary schools, students at ten large multi-campus proprietary schools were
interviewed. Most students said that they chose a for-profit institution for their education
because they could attain a degree more quickly than they could at a community college
or traditional university (Kelly 29).
B. Practical programs
Potential students are also drawn to the practical nature of programs, designed to
directly pertain to their career goals. Most proprietary schools do not require students to
take “core” classes that don’t relate directly to their program of study. Students at forprofit institutions think that this allows them to learn the skills they need to get a job
without taking classes that may be irrelevant. Therefore, students looking for training in
particular skills rather than a full degree may be more likely to leave with formal
credentials than they would if they enrolled at a community college.
13
The practical nature of these programs seems to appeal especially to people who are
already in the workforce, who want to move up in their current field or change careers.
This practical orientation affects career development as well as pedagogy in proprietary
schools’ services. For instance, ITT works to teach their students about the need to stay
up to date with technological and industry changes and “take macro views of their fields”
(Milshtein 25). At DeVry, Strayer, ITT and other schools, a strong emphasis is placed on
lab work and hands-on experience. Ronald Taylor, CEO of DeVry University, asserts
that this is also the most appropriate pedagogical strategy for many “nontraditional”
students (Milshtein 26).
C. Individualized attention
Proprietary schools create settings that provide personalized attention to students, and
prospective students are made aware of this strength when considering the schools’
merits. Class sizes, whether virtual or traditional, are smaller than many of those at
large public universities. Faculty are known to work hard to be directly encouraging,
articulating an understanding that real life issues for working adults can make getting an
education challenging (see “Private”). University of Phoenix’s CEO Brian Mueller
described his institution’s goal as “…to grow as fast as necessary to meet demand but
keep the student experience small, warm, and comfortable” (Shea 54). UOP’s use of
technology including online classes is also in accord with its stated strength: “…small
classes emphasizing interaction, writing, and application” (Shea 54).
D. Convenience in schedule and location
Convenience, in terms of schedule and location, is also an appealing quality of
proprietary schools’ programs. The flexible scheduling of classes is of course an
important benefit of proprietary schools, particularly those that target the working adult
population, and is a feature that is used to attract prospective students. Attuned to the
large market of minorities who might not have been able to attend traditional four-year
institutions, proprietary schools also carefully locate their campuses in the major
metropolitan areas where a great many minorities live (Farrell A35).
E. Flexible admissions standards
Many students may prefer for-profit educational institutions because a number of these
schools do not evaluate potential students by high school GPA or placement tests.
Many for-profit institutions instead focus on a student’s commitment and motivation.
Proprietary school administrators suggest that these factors are more important
indicators of a student’s ability to succeed than test scores.
F. Focus on provision of services
Concentrating on the provision of services, such as counseling and job placement, and
giving them a central role, is one component of a broad approach of applying a marketbased understanding of education and approaching students from a customer-service
orientation. In a case study of one proprietary school student, the student had originally
wanted to major in one field, took several community college courses but then left out of
frustration because “her plans became muddled” – she didn’t feel she was getting the
courses she needed, and it was difficult to get the help of a counselor (A35). She
switched majors as well as schools – transferring to DeVry University – largely because
14
a DeVry representative sat down with her and clearly outlined the courses she would
need for a degree. DeVry University’s career placement office helps students to make
contacts and write résumés. The office also videotapes mock interviews with their
students for practice and review (Milshtein 25).
In the case of ITT, at one time the school identified that a large impediment to their
student enrollment numbers stemmed from students’ difficulties in completing the
financial aid application process. Students had a lack of information about financial aid,
and many did not enroll because they believed they could not afford it. ITT responded
by hiring more financial aid counselors and having financial aid offices remain open on
evenings and weekends (Farrell A35).
G. Job placement rate
Many for-profit institutions attribute part of their success to their ability to help students
get jobs after graduation. As one writer notes, “in many ways, it is placement that drives
the whole system, for placement (or, in some cases, career advancement) is both the
goal of the student customer and the tangible indicator of the value of the degree in the
marketplace” (Ruch 80). Many institutions monitor job trends and involve local
employers in program development. They are therefore able to offer extensive job
placement services. Most for-profit institutions surveyed in a study conducted by the
Education Commission of the States reported job placement rates of 85% to 95%.
Current students are often well aware of the school’s placement rate for their programs
(Kelly 25).
H. Alternative to traditional schools
Proprietary schools seem to sometimes strike a special chord with people who have
experienced some form of alienation from traditional colleges, whether because of their
minority status or unsuccessful school experiences. The alternative which proprietary
schools present to conventional higher education and its attendant barriers has been
particularly noted to appeal to minority students. Indeed, enrollment and graduation
numbers bear this out, in that for-profits are among the top producers of minority
graduates in numerous fields nationwide. Ruch reframes this idea, stating,
…because proprietary schools are themselves marginalized by the
higher-education establishment, students who are marginalized by society
may be drawn to them.
Indeed, research into the social and
psychological dynamics of student success as they relate to race and
culture appears to provide support for this assertion (Ruch 72-3).
The fact that other minority students constitute a presence at proprietary schools is likely
to itself become part of the appeal for prospective students as well. Even in cases
where the minority student population is not a big factor in the decision-making process
of whether to attend the school, the benefit of having a diverse cohort was very positively
remarked upon by students of color in a recent study (Farrell).
I. High degree attainment rates
Finally, for-profit institutions have higher degree attainment rates than community
colleges. Forty percent of students enrolled in associate degree programs at for-profit
15
institutions attained their degree after three years. In contrast, only 10% of students
enrolled at public two-year institutions obtained their associates degree within three
years.
Similarly, 54% of students enrolled in a certificate program at a for-profit
institution had earned their certificate in three years compared to only 30% of those at
public institutions. While it is true that students enroll in community colleges for a
broader array of reasons, some of which do not concern completing a degree, this rate
difference may still be, in part, due to for-profit institutions’ focus on student success.
Such degree attainment rates constitute an appeal through the ever-increasing ranks of
graduates, who spread the schools’ reputation through word-of-mouth and direct
referrals.
J. Breadth of appeal
An important question related to the issue of proprietary institutions’ appeal is that of
what kinds of prospective students respond to such appeal. While many of the factors
discussed above – career-development focus, flexible schedules to accommodate work,
accelerated programs, etc… have been noted widely as appealing to the “nontraditional” older, working student, these same strengths may also appeal to college
students who are considered to be “traditional” students (recent high school graduates).
In a study conducted at the University of Toledo, Klein, Scott and Clark (2001) concluded
that the traditional/non-traditional distinction produces certain assumptions, based on
student age, which might obscure commonalities between age groups. They assert that
a more useful distinction would be between “community-centered” and “campuscentered” students, and that especially in urban areas many students of the “traditional”
age group “have employment or family obligations that translate into needs and
behaviors comparable to those of so-called ‘non-traditionals’” and that in the course of
their undergraduate years many students who might start out as campus-centered
“migrate” to being community-centered (47). Community-centered students “base their
selection/persistence decisions on cost, the ability to pursue and complete a preferred
program of study at a time and location convenient to work and home, and on
convenient access to support services” (51). Aside from cost, these are some of the
same
appealing
aspects
that
proprietary
schools
tend
to
offer.
16
Section 5: Marketing Techniques Employed by Institutions of
Higher Education
It is widely apparent from their presence on billboards, the Internet, and many other
places, that for-profit colleges and universities place much emphasis on marketing their
institutions. This is an important component of how they have successfully attracted new
students in recent years, and reflects their financial ability to emphasize marketing to a
greater degree than can non-profit institutions (Ruch 68). This section provides a review
of the marketing trends of institutions of higher education generally, discusses the
marketing strategies of for-profit institutions specifically, and also outlines what local area
colleges are doing in their marketing campaigns.
Among colleges and universities, the attention given to marketing has grown significantly
in recent years. This has happened despite the fact that within academia, marketing has
traditionally been viewed as representing “a kind of self-promotion antithetical to the
culture of non-profit education” (Ruch 68). The context of this increasing concern for
marketing includes declining enrollments and cuts in funding among non-profit colleges
and universities (Kittle 37). The increasing competition for students reflects several
significant changes, including the growing sophistication of students who are ever more
aware that they can be demanding customers (Futures Project 3).
A. Consulting firms
One manifestation of the surge in interest in marketing is institutions’ increase in the use
of consulting firms, such as Noel-Levitz and Stamats Communications, Inc., to aid them
in developing comprehensive marketing plans. Community Colleges, while slower to
employ the services of consulting firms than four-year schools, have in recent years
been doing so in greatly increasing numbers. From 1997 to 2000, the number of
community colleges to do so increased to approximately 500, more than five times the
number a decade earlier (Lords A65). Locally, Anne Arundel Community College and
Montgomery College have hired Clarus Corporation to conduct “Market Scans”. Anne
Arundel also hired Clarus to do a “Community Scan” and a “High School Scan”.
B. Integrated marketing
The priority given to marketing also can be seen in the widespread development (often
with the help of those same consultants) of integrated marketing strategies, which orient
numerous different college departments and services towards meeting a unified goal,
through strategic, organizational, and message integration (Sevier 4). While having
become a buzzword in the 1990s on college campuses, integrated marketing was being
practiced by a majority of institutions by 1999 (Morris 45).
C. Branding
Even branding is gradually losing its taint as a tool of supposed crass commercialism,
with institutions increasingly recognizing the value of name recognition and the need,
especially in the context of growing competition, to stand out in the crowd (Pulley A30).
According to Stamats Communications, Inc., well-designed branding moves the
institution away from “interruption marketing”, consisting of unfocused message
17
inundation, and into “permission marketing”, in which audiences have been segmented,
offers have been refined, and messages are employed to carefully build a relationship
over time (Sevier 3).
The case of University of Maryland at College Park offers an illustration of the effects a
marketing campaign can have, especially one that emphasizes branding. The drug
overdose of an athlete in 1986 caused a dramatic drop in enrollment as the school’s
reputation spiraled downwards. The incident seemed to confirm the school’s reputation
as a party school with low academic standards. Branding efforts since that time have
conveyed the image of “a great research university whose commitment to discovery and
learning is a catalyst for fast-acting economic development and social and cultural
vitality” (Pulley A30). The author notes that as a result of these marketing efforts,
Maryland has found much success in terms of surging numbers of applications for
admission, membership in the alumni association, and an enlarging donor pool.
D. Tag lines
An important component of branding is the design of tag lines. Many proprietary
schools’ tag lines emphasize their flexibility and/or show their focus on adults and
working students. For example, the University of Phoenix’s tag lines are “The University
for Working Adults” and “One University. Many Ways to Earn Your Degree.” Strayer
University uses the tag line “We Fit Your Life”. DeVry’s tag line is “Your Best Career
Move” and ITT’s tag line is “Education for the Future.”
E. Internet and e-mail
The mediated means through which marketing is accomplished has also shifted in recent
years, particularly reflecting the ways that communication has been transformed by the
Internet and e-mail. This trend was jump-started in 2000 with the College Board’s
decision to sell e-mail lists of students who had taken the SAT (Gose A51), but has
continued through a proliferation of forms.
According to a leading consultant of Stamats Communications, Inc., the use of e-mail as
a form of direct media is being used by some schools for targeted recruiting. The
communication with prospective students by e-mail is sometimes done in conjunction
with the use of “catch pages” on college websites, which are dedicated to the admissions
process (Damrow 6). Damrow argues for the use of interactive media technology “to
generate qualified inquiries from prospective students who may not respond to traditional
‘search mailings’”. Furthermore, the use of e-mail instead of “snail mail” reduces “cycle
time” and costs much less (Damrow 9).
F. Personalized web recruiting
The University of Dayton’s personalized web recruiting is an example of this trend. UD
uses software designed by LiquidMatrix, which “sells and customizes software to help
colleges use the web to ‘engage students and endear them’ to specific colleges” (Foster
A37). Prospective students are encouraged to personalize their subsequent visits to the
site by filling in a brief student profile form. When students next visit the university’s
website, the information that is displayed is geared to their academic and extracurricular
interests. This includes a welcome from the chair of the relevant department, an e-mail
message box enabling the prospective student to write directly to the chair, and profiles
18
of both students currently majoring in the prospective student’s area of interest and
successful graduates of the program. UD reports that since implementing this tool, the
number of applications for admission has significantly increased, students from a
broader geographic range and with higher qualifications are applying, and the average
cost of recruiting new students has decreased (Foster A37).
G. Free online courses
Another example of using the Internet for institutional marketing is found at the University
of Washington. There, free online courses are also offered in greatly shortened versions
through the university’s Educational Outreach department. Topics range from the history
of New Orleans jazz to HTML basics to genetics techniques. These are designed to be
simultaneously a marketing strategy, a way of bolstering the reputation of online
learning, and a method of promoting lifelong learning (“U. of Washington” O26).
H. Proprietary Schools’ Approaches to Marketing
According to Ruch, the overall marketing edge that for-profit institutions have over nonprofits is that the for-profits “trust the market” (69). This entails approaching the market
as if it were a benign force, believing in the free-market economy, and having a
willingness not to change the market but rather to change in accordance with the market.
Ruch states that all of the resources of the for-profit institution are ultimately aligned with
these market demands (70).
For-profit educational institutions invest a significant proportion of their revenue in
marketing. In their latest 10K filings with the SEC, Strayer Education, Inc., reported that
for fiscal year 2003, they spent $22.8 million on selling and promotion, a 36% increase
from the previous year. This amount represented 15.5% of their revenue for 2003.
Consolidated financial information for the Apollo Group, Inc. (University of Phoenix) for
the same fiscal year lists selling and promotional expenses at over $272 million,
representing 20.3% of their total revenue.
Limited information exists on how for-profit schools market themselves, particularly since
the interest in profit making and maintaining a competitive edge take precedence over
collegiality. For instance, when contacted for information on the marketing strategies his
institution employs, one University of Phoenix representative responded, “…most of our
own information regarding marketing is not subject to public release. It would simply
have too much competitive value in the hands of numerous institutions that want to
replicate the success of institutions like ours.” However, some information is available
through direct observation, anecdotal reporting in journals such as the Chronicle of
Higher Education, and from 10K filings or annual reports.
As described in their 10K report for fiscal year 2003, Strayer Education, Inc. uses a
combination of marketing techniques, including direct mail, internet marketing (including
banner ads, pop-up ads, and advertising on search engines websites), marketing to
existing students, print and broadcast advertising, student referrals and corporate and
government outreach, information tables at conferences, expos and transfer days at
community colleges, distribution of information through corporate intranets, human
resources departments and on-site information meetings. Locally, it has been observed
that Strayer uses television and radio ads, newspaper ads in special sections of the
Sunday newspapers, and ads in Metro stations and on Metro buses.
19
Strayer’s marketing objectives include: strong branding, targeted marketing with a
sharpened focus on working adults, and rapid response to changes in market conditions.
Their brand positioning entails conveying the image of being a single purpose institution
for working adults that offers a university education with flexibility and convenience, and
is delivered through: a tailored university experience, a family-like support structure,
career-focused teaching, and in an atmosphere that treats adults like adults.
The alignment of university services referred to by Ruch in their overall support of
responding to market demands is shown in a number of Strayer’s strategies. The
corporation actively works with faculty and staff so that all employees support the brand.
Physical facilities are developed according to consistent design between campuses.
Strayer has also developed corporate alliances with such entities as AT&T, Raytheon,
and the Department of Defense, providing “targeted services, employee benefits, and
job development” for their partners and receiving in return a large volume of student
enrollment.
ITT Educational Services, Inc. directs its television advertising to a combination of the
national market and the local markets where the institutes are located. Their direct mail
campaigns are targeted at certain segments of the population, such as graduating high
school students. ITT employs approximately 800 sales representatives for local
recruiting efforts, to follow up and meet personally with individuals who have expressed
interest in the institute. In fact, visiting with an ITT representative is a required
component of the admissions process, and appears to be necessary in order to even
obtain basic information such as tuition rates. Students who express interest in online
programs are given further information through the mail and by phone. ITT has also
been noted for marketing in Spanish, running commercials and translating brochures
and informational materials; these materials are designed with the parents of potential
Latino students in mind: “In the majority of instances…the parents didn’t understand
much about the school and were confused. It made them more comfortable with
supporting their students’ decision…” (Farrell A35).
The Apollo Group, Inc. uses the Internet extensively to market the University of
Phoenix and its other institutions, through the use of banner advertisements and paying
other web sites fees on a per-lead basis through the establishment of links. For their
direct mail activities, education-related mailing lists are purchased so that people in
specific fields such as Nursing and Information Technology are targeted. Leads have the
option of responding to the mailings through sending in a postage-paid reply card, calling
a specific 1-800 number, or accessing a specific URL address “to track individual
marketing campaigns for reach and effectiveness” (“Apollo Group” 14). Re-marketing is
accomplished through both direct mail and e-mail. Print and broadcast advertising are
used both to target new prospects and build brand recognition. Despite the enormous
amount of energy and resources invested in marketing, the Apollo Group estimates that
approximately 50% of new students arrive as referrals, by employers, co-workers,
current students and others.
20
I. Summary
The relatively recent rise to prominence of for-profit institutions of higher education has
introduced new challenges to traditional institutions. Growing alongside the expansion
of online degree programs, these schools constitute a significant addition to the
increasing latitude of educational choice that students confront in higher education. It is
apparent that proprietary schools employ a host of strategies to position and present
themselves as attractive pathways for the attainment of postsecondary degrees,
appealing to a broad spectrum of the population of prospective students.
21
Appendix
22
Table A-1: Five-Year Undergraduate Enrollment Trends
(Institutions of Higher Education Within a 75-Mile Radius of Tysons Corner, Virginia)
C=Certificate A=Associate’s B=Bachelor’s
Institution Name
Northern Virginia Community College
Academy of Computer Education
Greenbelt, MD
Accutech Business Institute
Fredrick, MD
Alexandria Center for Employment Training
Alexandria, VA
Anne Arundel Community College
Arnold, MD
Applied Career Training
Arlington, VA
Averett University
Vienna, VA
Baltimore City Community College
Baltimore, MD
Baltimore International College
Baltimore, MD
Carroll Community College
Westminster, MD
Capitol College
Laurel, MD
The Chubb Institute
Arlington, VA
College of Southern Maryland
La Plata, MD
Columbia Union College
Takoma Park, MD
The Community College of Baltimore County
Cantonsville, MD
Computer Career Institute-John Hopkins University
Columbia MD & Baltimore MD
Corcoran College of Art and Design
Washington DC
DeVry University - Virginia
Arlington VA, Bethesda MD
ECPI College of Technology
Manassas, VA
Frederick Community College
Fredrick, MD
Germanna Community College
Locust Grove, VA
Gibbs School
Arlington, VA
George Mason University
Fairfax, VA
Hagerstown Business College
Hagerstown, MD
Hagerstown Community College
Hagerstown, MD
Hanover Public School Practical Nursing Program
Hagerstown, MD
Harford Community College
Bel Air, MD
Degrees Offered*
C, A
C
M=Master’s
D=Doctorate
Undergraduate Enrollment
Fall 1999 Fall 2000 Fall 2001 Fall 2002
37,669
38,087
39,138
39,353
Fall 2003
38,097
Growth*
%
1.14%
No Data Available
C
157
133
-15.29%
C
97
90
-7.22%
12,815
13,816
449
536
19.38%
30.07%
C, A
12,169
11,761
C
14,290
17.43%
A, B, M
1,214
1,266
1,339
1,579
C, A
5,905
5,883
6,268
7,095
7,268
23.08%
470
456
483
509
576
22.55%
2,395
2,488
2,634
2,765
3,012
25.76%
719
684
633
452
319
-55.63%
C, A, B
C, A
C, A, B, M
C
235
C, A, B
5,814
6,358
6,803
7,119
7,371
26.78%
A, B, M
964
1,030
1,073
1,162
1,159
20.23%
18,807
18,168
18,898
19,676
20,025
6.48%
C, A
C
No Data Available
C, A, B, M
372
688
84.95%
A, B, M
243
561
130.86%
C, A
No Data Available
C, A
4,266
4,343
4,558
4,629
C, A
3,822
3,856
4,270
4,416
15.54%
478
433
-9.41%
C, A
B, M, D
4,736
11.02%
15,262
15,186
15,802
16,687
17,102
12.06%
C, A
673
776
835
885
932
38.48%
C, A
2,484
2,516
2,679
2,852
3,191
28.46%
44
56
5,255
5,447
C
C, A
4,693
23
4,821
27.27%
5,387
14.79%
Table A-1 Cont.
Institution Name
Harrison Center for Career Education
Washington DC
Howard Community College
Columbia, MD
ITT Technical Institute (Enrollment for all US campuses)
Springfield, VA
Lincoln Technical Institute
Columbia, MD
Lord Fairfax Community College
Middletown, VA
Marymount University
Arlington, VA
Medix Schools
Towson, MD
Montgomery College
Rockville, MD
Orange Technologies
Washington, DC
Parks College
Arlington, VA
Prince Georges Community College
Largo, MD
Sanz School
Washington DC, Falls Church VA, Silver Spring MD
Shenandoah University - Northern Virginia Campus
Leesburg, VA (enrollment totals are for entire university)
Southeastern University
Washington DC
Stratford
Woodbridge VA and Falls Church VA
Strayer University ( Data for all students at all US campuses)
Arlington VA, Washington DC, Takoma Park MD,
Alexandria VA, Ashburn Va, Germantown MD, Lorton VA,
Suitland MD, Woodbridge VA, Manassas VA, BeltsvilleMD,
Millersville MD, Owings Mill MD, Towson MD, Baltimore MD,
Fredericksburg VA
Tesst College of Technology
Alexandria, VA
Tesst College of Technology (Enrollment for MD campuses)
Baltimore, Beltsville, and Towson MD
University of Northern Virginia (Tuition per course)
Manassas, VA
University of Phoenix
Reston, VA - courses available completely on-line
University of Virginia - School of Continuing & Prof. Studies
Falls Church, VA
Degrees Offered*
C
Undergraduate Enrollment
Fall 1999 Fall 2000 Fall 2001 Fall 2002
95
Fall 2003
Growth*
%
C, A
5,252
5,452
5,934
6,182
6,435
22.52%
A, B
26,428
27,640
30,778
33,352
36,947
39.80%
627
789
25.84%
16.92%
C
C, A
3,836
3,945
4,191
4,485
C, A, B
2,088
2,004
2,041
2,145
487
507
21,347
21,805
C
C, A
20,847
20,923
C
2,251
7.81%
4.11%
21,671
3.95%
12,564
2.16%
No Data Available
C
350
C, A
12,298
11,563
12,287
12,693
908
1,208
33.04%
1,339
1,361
1,391
8.25%
196
513
594
203.06%
674
648
-3.86%
14,009
16,532
C, A
311
420
C, A
1,405
1,383
C
C
1,285
C, A, B
A, B
C, A, B
11,504
12,096
C
20,138
75.05%
35.05%
1,948
38.65%
174,939
161.95%
No Data Available
C, B, M, D
66,783
C, B, M, D
70,861
89,202
133,660
No Data Available
- Four-year colleges and universities that do not offer an Associate’s Degree or Certificate Program (with
the exception of George Mason University) were not included in this data set.
- Only Institutions in Virginia, Maryland, and the District of Columbia were included in this data set.
- Note that data for each year is not available for some institutions
24
Table A-2: Five-Year Undergraduate Tuition Trends
(Institutions of Higher Education Within a 75-Mile Radius of Tysons Corner, Virginia)
C=Certificate A=Associate’s B=Bachelor’s M=Master’s D=Doctorate
Institution Name
Northern Virginia Community College
Academy of Computer Education
Greenbelt, MD
Accutech Business Institute
Fredrick, MD
Alexandria Center for Employment Training
Alexandria, VA
Anne Arundel Community College
Arnold, MD
Applied Career Training
Arlington, VA
Averett University
Vienna, VA
Baltimore City Community College
Baltimore, MD
Baltimore International College
Baltimore, MD
Carroll Community College
Westminster, MD
Capitol College
Laurel, MD
The Chubb Institute
Arlington, VA
College of Southern Maryland
La Plata, MD
Columbia Union College
Takoma Park, MD
The Community College of Baltimore County
Cantonsville, MD
Computer Career Institute-John Hopkins University
Columbia MD & Baltimore MD
Corcoran College of Art and Design
Washington DC
DeVry University - Virginia
Vienna, VA
ECPI College of Technology
Manassas, VA
Frederick Community College
Fredrick, MD
Germanna Community College
Locust Grove, VA
Gibbs School
Arlington, VA
George Mason University
Fairfax, VA
Hagerstown Business College
Hagerstown, MD
Hagerstown Community College
Hagerstown, MD
Hanover Public School Practical Nursing Program
Hagerstown, MD
Harford Community College
Bel Air, MD
Degrees Offered
C, A
C
Full-time Annual Tuition & Fees (state resident)
Note: * Cost per course
Increase*
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
%
935
945
945
1063
1526 63.21%
No Data Available
C
10,650
11,240
8,715
9,925
-6.81%
C
6,817
6,817
6,817
6,817
0.00%
C, A
2,044
2,044
2,104
2,226
8.90%
C
8,350
8,650
8,950
9,750
16.77%
13,740
14,490
15,800
16,600
20.82%
1,560
1,560
1,890
2,070
32.69%
16,448
17,270
17,948
19,046
15.80%
2,544
2,648
2,786
2,311
-9.16%
13,710
14,982
16,412
17,396
26.89%
14,000
14,000
14,000
0.00%
A, B, M
C, A
C, A, B
C, A
C, A, B, M
C
C, A, B
2,102
2,160
2,333
2,506
19.22%
A, B, M
12,810
13,450
14,548
15,248
19.03%
2,116
2,356
2,446
2,626
24.10%
C, A
C
No Data Available
C, A, B, M
15,550
A, B, M
C, A
17,000
18,700
20.26%
10,000
10,450
11,100
11.00%
8,636
8,995
9,636
11.58%
C, A
1,968
2,024
2,000
2,191
11.33%
C, A
951
951
1,000
1,542
62.15%
18,996
27,975
47.27%
4,416
5,122
115.57%
20,419
18,346
-10.15%
2,530
2,650
14.72%
6,250
6,395
2.32%
1,716
1,980
25.00%
C, A
B, M, D
2,376
3,768
3,792
C, A
C, A
2,310
2,440
C
C, A
1,584
25
1,716
Table A-2 Cont.
Institution Name
Harrison Center for Career Education
Washington DC
Howard Community College
Columbia, MD
ITT Technical Institute
Springfield, VA
ITT Technical Institute
Chantilly, VA
Lincoln Technical Institute
Columbia, MD
Lord Fairfax Community College
Middletown, VA
Marymount University
Arlington, VA
Medix Schools
Towson, MD
Montgomery College
Rockville, MD
Orange Technologies
Washington, DC
Parks College
Arlington, VA
Prince Georges Community College
Largo, MD
Sanz School
Washington DC, Falls Church VA, Silver Spring MD
Shenandoah University - Northern Virginia Campus
Leesburg, VA (enrollment totals are for entire university)
Southeastern University
Washington DC
Stratford
Woodbridge VA and Falls Church VA
Strayer University ( Data for all students at all US campuses)
Arlington VA, Washington DC, Takoma Park MD,
Alexandria VA, Ashburn VA, Germantown MD, Lorton VA,
Suitland MD, Woodbridge VA, Manassas VA, BeltsvilleMD,
Millersville MD, Owings Mill MD, Towson MD, Baltimore MD,
Fredericksburg VA
Tesst College of Technology (avg. tuition for all campuses)
Alexandria, VA, Baltimore, Beltsville, Towson, MD.
University of Northern Virginia (Tuition per course)
Manassas, VA
University of Phoenix
Reston, VA - courses available completely on-line
University of Virginia - School of Continuing & Prof. Studies
Falls Church, VA
Degrees Offered
C
C, A
Full-time Annual Tuition & Fees (state resident)
Note: * Cost per credit hour ** Cost per course
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
7,500
7,500
7,995
2,138
2,197
A, B
A, B
Growth*
%
6.60%
2,332
2,454
14.78%
11,880
12,492
5.15%
No Data Available
C
17,340
18,850
19,250
20,421
17.77%
957
957
1,058
1,521
58.93%
14,420
14,970
15,732
16,438
13.99%
C
8,150
8,150
8,150
9,042
10.94%
C, A
2,712
2,874
3,054
3,336
23.01%
18,816
21,120
12.24%
C, A
C, A, B, M
C
No Data Available
C
C, A
2,392
2,392
2,512
2,714
13.46%
C
4,250
4,460
4,640
4,850
14.12%
C, B, M, D
No Data Available
C, A, B, M
7,200
7,740
8,625
9,165
27.29%
A, B, M
8,400
8,400
9,400
9,900
17.86%
C, A, B, M
8,505
8,789
8,930
9,396
10.48%
17,428
18,400
21,125
21.21%
C, A
C, B, M
885-1180*
C, B, M, D
8,550
C, B, M, D
9,600
10,200
No Data Available
- Four-year colleges and universities that do not offer an Associate’s Degree or Certificate Program (with
the exception of George Mason University) were not included in this data set.
- Only Institutions in Virginia, Maryland, and the District of Columbia were included in this data set.
- Note that data for each year is not available for some institutions
26
19.30%
Table A-3: Specializations and Programs Offered
(Institutions of Higher Education Within a 75-Mile Radius of Tysons Corner, Virginia)
C=Certificate A=Associate’s B=Bachelor’s M=Master’s D=Doctorate
Institution Name
Academy of Computer Education
Greenbelt, MD
Accutech Business Institute
Frederick, MD
Alexandria Center for Employment Training
Alexandria, VA
Anne Arundel Community College
Arnold, MD
Applied Career Training
Arlington, VA
Averett University
Vienna, VA
Baltimore City Community College
Baltimore, MD
Baltimore International College
Baltimore, MD
Carroll Community College
Westminster, MD
Capitol College
Laurel, MD
The Chubb Institute
Arlington, VA
College of Southern Maryland
La Plata, MD
Columbia Union College
Takoma Park, MD
The Community College of Baltimore County
Cantonsville, MD
Computer Career Institute-John Hopkins University
Columbia MD & Baltimore MD
Corcoran College of Art and Design
Washington DC
DeVry University - Virginia
Arlington VA, Bethesda MD
ECPI College of Technology
Manassas, VA
Degrees Offered
Selected Specializations
C
Microsoft Engineer, A+, Network+, Cisco, Linux, Microsoft, Quickbooks
C
C
Business Management, Administrative, Computer Maintenance, Paralegal/Legal Assistant,
Electrical/Electronic Engineering Technology
Administrative Assistant
C, A
General Studies including Continuing Education and ESL
C
Dental Assisting, Medical Office Admin., Pharmacy Tech.,
A, B, M
Business
C, A
C, A, B
Culinary Arts, Hospitatlity, Business, Management
C, A
C, A, B, M
Check Point, Cisco CCNA
C
Medical Admin., Information Technology
C, A, B
A, B, M
Accounting, Computer Science, Engineering, General Studies, Repiratory Care
C, A
C
Information Technology, Healthcare, Digital Media
C, A, B, M
Fine Arts, Photography, Graphic Design, Digital Media Design, Interior Design
A, B, M
Business Administration, Computer Technology, Electronics Technology,
Network Management, Technical Management
Business, Computer, Medical Assisting
Offers degree programs specially designed for military students.
C, A
27
Table A-3 Cont.
Institution Name
Frederick Community College
Frederick, MD
Germanna Community College
Locust Grove, VA
Gibbs School
Arlington, VA
George Mason University
Fairfax, VA
Hagerstown Business College
Hagerstown, MD
Hagerstown Community College
Hagerstown, MD
Hanover Public School Practical Nursing Program
Hagerstown, MD
Harford Community College
Bel Air, MD
Harrison Center for Career Education
Washington DC
Howard Community College
Columbia, MD
ITT Technical Institute
Springfield, VA
ITT Technical Institute
Chantilly, VA
Lincoln Technical Institute
Columbia, MD
Lord Fairfax Community College
Middletown, VA
Marymount University
Arlington, VA
Medix Schools
Towson, MD
Montgomery College
Rockville, MD
Degrees Offered
Selected Specializations
C, A
C, A
C, A
Computer Network Operations, Office Administration, Criminal Justice,
Computer Programing, Medical Assisting, Health Professions
B, M, D
C, A
Legal, Business, Medical, Computer Technology
C, A
C
Nursing
C, A
C
Practical Nursing
C, A
A, B
Computer and Electronics Engineering Technology, Information Technology
A, B
Computer and Electronics Engineering Technology,
Computer Drafting and Design, Information Technology
Computer Applications, PC Support, Computer Programming, Web Technology
C
C, A
C, A, B, M
C
Medical Assistant, Dental Assistant, Medical Office Administration,
Emergency Medical Technician
C, A
28
Institution Name
Orange Technologies
Washington, DC
Parks College
Arlington, VA
Prince Georges Community College
Largo, MD
Sanz School
Washington DC, Falls Church VA, Silver Spring MD
Shenandoah University - Northern Virginia Campus
Leesburg, VA
Southeastern University
Washington DC
Stratford
Woodbridge VA and Falls Church VA
Strayer University
Arlington VA, Washington DC, Takoma Park MD,
Alexandria VA, Ashburn Va, Germantown MD,
Suitland MD, Woodbridge VA, Manassas VA,
Millersville MD, Owings Mill MD, Baltimore MD,
Fredericksburg VA
Tesst College of Technology
Alexandria, VA
Tesst College of Technology (Enrollment for MD campuses)
Baltimore, MD
Tesst College of Technology
Beltsville, MD
Tesst College of Technology
Towson, MD
University of Northern Virginia (Tuition per course)
Manassas, VA
University of Phoenix
Reston, VA - courses available completely on-line
University of Virginia - School of Continuing & Prof. Studies
Falls Church, VA
Table
Degrees Offered
C
C
A-3 Cont.
Selected Specializations
Windows, CCNP, CCNA, Oracle, E-Commerce, Net+, MOUS, MCP, MCSE,
Novell CAN/CNE, Lotus, A+
Criminal Justice, Medical Assisting, Paralegal/Legal Assistant, Homeland Security
C, A
C
Medical Assisting, Computer Applications (Microsoft)
C, B, M, D
Communications, Writing, Computer, Health Industry, Business,
Human Resources, Education
C, A, B, M
A, B, M
C, A, B, M
Computer Information Systems, Business, Accounting, Economics
Offers discounts to military students
C, A
Network Info. Sys., Computerized Business Management, Drafting and Graphic Design,
Climate Control Tech.
Network Info. Sys., Computerized Business Management, Drafting and Graphic Design,
Climate Control Tech.
Network Info. Sys., Computerized Business Management, Drafting and Graphic Design,
Climate Control Tech.
Network Info. Sys., Computerized Business Management, Drafting and Graphic Design,
Climate Control Tech.
Oracle, Internet Design, Networking, Video Editing
C, A
C, A
C, A
C, B, M
C, B, M, D
C, B, M, D
Associate's in General Studies, Certificates in Human Resources, Project and Technology Management
Counts military experience towards degree requirements.
Accounting, Education, Editing, Information Technology, Public Relations, Web Development,
Purchasing and Contracting, Technology Leadership
* Four-year colleges and universities that do not offer an Associate’s Degree or Certificate Program (with the exception of George Mason
University) were not included in this data set.
** Only Institutions in Virginia, Maryland, and the District of Columbia were included in this data set.
*** Due to the large number of programs offered at many institutions, areas of specialization were not listed for four-year and community
colleges.
29
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NVCC Mission and Strategic Goals: 2005 – 2015
Mission
The mission of Northern Virginia Community College is to respond to the educational
needs of its dynamic and diverse constituencies through an array of comprehensive
programs and services that facilitate learning and workforce development in an
environment of open access and lifelong educational opportunities.
Strategic Goals
I.
STUDENT SUCCESS - Northern Virginia Community College will move into the top tier of
community colleges with respect to the retention, graduation, transfer, and career placement of its
students.
II.
ACCESS – Northern Virginia Community College will increase the number and diversity of
students being served to mirror the population growth of the region.
III.
TEACHING AND LEARNING – Northern Virginia Community College will focus on student
success by creating an environment of world-class teaching and learning.
IV.
EXCELLENCE — Northern Virginia Community College will develop ten focal points of excellence
in its educational programs and services that will be benchmarked to being the best in the nation
and strategic to building the college's overall reputation for quality.
V.
LEADERSHIP – Northern Virginia Community College will serve as a catalyst and a leader in
developing educational and economic opportunities for all Northern Virginians and in maintaining
the quality of life and economic competitiveness of the region.
VI.
PARTNERSHIPS – Northern Virginia Community College will develop strategic partnerships to
create gateways of opportunity and an integrated educational system for Northern Virginians who
are pursuing the American Dream.
VII.
RESOURCES – Northern Virginia Community College will increase its annual funding by $100
million and expand its physical facilities by one million square feet in new construction. This
includes the establishment of two additional campuses in Western Fairfax and Loudoun Counties,
as well as additional education and training facilities in or near established population centers.
33