Summary of Retention & Graduation Trends
This analysis covers the retention and academic performance trends of students admitted into
Millersville University between Fall 1995 and Fall 2010. Data was collected by the University
and includes demographic (i.e., ethnicity and gender) as well as academic data (i.e., yearly
persistence, graduation, department and school at entry, and department and school at
graduation). Additionally, academic performance data (i.e., course grade, course semester) was
gathered from the transcripts of students who declared either no major or a major with the School
of Humanities and Social Sciences between 2003 and 2010.
University Demographics
Ethnicity
The University’s ethnic make-up has consistently been primarily Caucasian, with these students
making up 81.9% of all admitted students. African-Americans made up the next largest ethnic
group, making up 8.4% of all admitted students. Table 1 provides the raw numbers and
percentages of all students admitted between 1995 and 2010.
Table 1
Ethnic Demographics of University Population
N
Percent of Population
African-American
1668
8.4
Asian
312
1.6
Latino
710
3.6
Caucasian
16275
81.9
Other*
203
1.0
Missing
712
3.6
Total
19880
100.0
* “Other” category is comprised of Native Americans, Non-resident Aliens, and Multiethnic
individuals. None of these groups exceeded .5% of the total population on their own.
Gender
The majority of students admitted into Millersville University were female, making up 58.5% of
the population (n = 11632). Males comprised 41.5% of the total population (n = 8248).
Cohort Size
Cohort size has averaged 1242.5 students per cohort, ranging from 977 admitted students in 1995
to 1384 students admitted in 2004. All class sizes except for one since 2000 have exceeded this
average, ranging from 1238 admitted in 2001 to 1384 admitted in 2004.
Demographics by School
Ethnicity
Analysis of the data indicates that the vast majority of the student body classified themselves as
“Caucasian” (see Table 2). Caucasians made up almost 10 times the size of the next largest
ethnic group (African Americans).
Page 1 of 23
Table 2
Ethnic Make-up of Schools
Asian
Latino
Caucasian
AfricanAmerican
HMSS
629 (9.8)
99 (1.5)
258 (4.0)
Ed
262 (6.6)
35 (.9)
86 (2.2)
M&S
335 (7.9)
110 (2.5) 150 (3.3)
None
422 (8.4)
68 (1.3)
216 (4.3)
Total
1668 (8.4)
312 (1.6) 710 (3.6)
Numbers in parentheses are percentage of rows.
HMSS = School of Humanities and Social Sciences
Ed = School of Education
M & S = School of Math & Sciences
None = Exploratory
5075 (79.4)
3430 (86.7)
3660 (81.5)
4110 (81.5)
16275 (81.9)
Other
78 (1.2)
26 (.7)
51 (1.1)
48 (1.0)
203 (1.0)
Missing
Total
250 (3.9)
119 (3.0)
163 (3.6)
180 (3.6)
712 (3.6)
6389
3958
4489
5044
19880
Ethnic minority groups made up a larger percentage of the student population within the School
of Humanities and Social Sciences (HMSS) than within any other school (see Figure 1). For
example, whereas just under 80% of the student population in the HMSS were Caucasian,
Caucasians made up 83% or more of each of the other schools. African Americans and Latinos
in particular were more likely to choose a major within HMSS than the other two Schools when
first entering the University.
Figure 1
Admission Type
When examining the admission categories of students entering Millersville, a disparity appeared
in the proportions of admissions types across the three Schools (see Table 3). Of all PACE
students, 35.81% enrolled in an HMSS department, whereas less than half that number (15.31%
in Education and 17.12% in Math and Sciences) chose departments in other Schools. Almost
one-third (31.75%) of PACE students did not declare a major. Additionally, PACE students
Page 2 of 23
made up 8.96% of all admitted students in HMSS department, whereas they made up 6.19% of
students in Education (Ed), and 6.1% in Math and Sciences (M & S). In short, a greater number
of PACE students declared a major within HMSS than in the other two Schools.
Table 3
School Demographics by Admit Type and Ethnicity, 1995 -2010
Admit Type School African-American Asian Latino Caucasian Other
Regular
HMSS
296
83
141
5009
70
(5.1)
(1.4)
(2.4)
(86.1)
(1.2)
Ed
118
29
57
3374
22
(3.2)
(.8)
(1.6)
(90.9)
(.6)
M&S
175
94
111
3637
50
(4.2)
(2.2)
(2.6)
(86.3)
(1.2)
None
174
49
88
4026
38
(3.8)
(1.1)
(1.9)
(88.8)
(.8)
Overall
763
255
398
16046
180
(4.2)
(1.5)
(2.2)
(87.8)
(1.0)
PACE
HMSS
333
16
117
66
8
(58.1)
(2.8) (20.4)
(11.5)
(1.4)
Ed
144
6
28
56
4
(58.8)
(2.4) (11.4)
(22.9)
(1.6)
M&S
180
16
39
23
1
(65.7)
(5.8) (14.2)
(8.4)
(.4)
None
248
19
128
84
10
(48.8)
(3.7) (25.2)
(16.5)
(2.0)
Overall
905
57
312
229
23
(56.6)
(3.6) (19.5)
(14.3)
(1.4)
Numbers in parentheses are percentages of row.
Missing Total
217
5816
(3.7)
112
3713
(3.0)
148
4215
(3.5)
161
4536
(3.5)
638
18280
(3.5)
33
573
(5.8)
7
245
(2.9)
15
274
(5.5)
19
508
(3.7)
74
1600
(4.6)
High School Class Rank
Analysis of the data indicates a significant difference in class rank among the three Schools and
undeclared students, F (3, 17917) = 236.469, p = .000. Students entering HMSS departments as
freshmen generally had a lower class rank (m = 68.71) than students entering Education (m =
74.48) or Math and Sciences departments (m = 73.57). HMSS students’ rank exceeded only
those of undeclared students (m = 65.37). Additionally, a significant difference in class rank
emerged among the ethnicities, with Caucasians having the highest class rank (71st percentile),
and African Americans having the lowest (61st percentile), F (5, 17915) = 103.280, p = .000.
Finally, regular admission students’ class rank (71.32) exceeded those of alternative admission
students (m = 55.95), t (17919) = 30.732, p = .000.
SAT Score
SAT scores of HMSS students appear to lag behind those of their peers in other Schools, aside
from exploratory students (see Table 4). When examining the interaction effect of ethnicity and
school at entry of Math, Verbal, and Composite scores, significant differences emerged for each,
FMath (15, 19642) = 3.149, p = .000; FVerbal (15, 19642) = 2.566, p = .001; FComposite (15, 19642) =
2.838, p = .000. HMSS students’ math scores were below the University average, as were their
composite scores. However, their verbal scores were above the University average. The data
also show that Caucasians’ SAT scores exceeded those of other ethnic groups and that regular
Page 3 of 23
admit students (M = 542.38, V = 536.25, C = 1078.63) had higher scores than PACE students (M
= 400.47, V = 408.05, C = 808.53) , tMath (19664) = 80.514, p = .000; tVerbal (19664) = 73.016, p
= .000; tComposite (19664) = 92.514, p = .000.
Math
Verbal
Composite
Table 4
Average SAT Scores Across Schools and Ethnicities, 1995 - 2010
AfricanAsian
Latino Caucasian Other
Missing
American
HMSS
435.68
516.34 452.83
535.2
510.17
516.42
Ed
437.41
512.06 478.21
545.4
507.39
538.07
M&S
435.58
552.69 497.4
575.83
574.05
559.07
None
425.45
501.04 432.47
525.19
496.89
513.46
Overall
437.18
525.46 458.93
543.98
522.13
529.11
HMSS
450.63
508.39 463.54
545.46
496.95
531.02
Ed
446.06
485
478.45
537.83
522.61
528.99
M&S
448.24
487.04 488.56
545.56
499.29
523.27
None
433.66
484.48 437.81
522.31
467.78
510.39
Overall
445.11
492.81 462.65
538.03
493.25
523.67
HMSS
886.31
1024.73 916.38 1080.66
1007.12 1047.44
Ed
883.47
997.06 956.67 1083.22
1030.00 1067.06
M&S
901.82
1039.72 985.96 1121.39
1073.33 1082.35
None
589.11
985.52 870.28
1047.5
964.67
1023.85
Overall
882.29
1018.28 921.57 1082.02
1015.38 1052.78
Overall
520.79
536.09
562.39
511.86
530.98
531.21
529.68
533.32
509.83
525.95
1052.00
1065.78
1095.71
1021.69
1056.93
Summary
In sum, the diversity of the HMSS student body exceeded that of the other 2 Schools. Students
admitted through an alternative admission program also tended to gravitate toward HMSS as
opposed to the other two Schools. However, students entering HMSS appeared to lag behind
their peers who declared majors in either Education or Math and Sciences. This was evident in
generally lower SAT scores as well as lower class ranks.
Academic Performance at Millersville University
To understand the academic performance of HMSS students, we analyzed their average course
load as well as their performance in certain General Education required courses during their first
two years of enrollment.
Course Load
University-wide, students in Math & Science earned the most credits in their first term (14.80)
followed by students in HMSS (14.62), Education (14.58), and exploratory students (14.36), F
(3, 19876) = 85.851, p = .000. Additionally, a significant difference emerged in the number of
credit hours taken by regular-admit students and PACE students. Regular admission students
took an average of 14.71 credits during a semester, whereas PACE students enrolled for only
13.15 credits, t (19878) = 46.914, p = .000. Additionally, Caucasian students took the most
credits in the first term (14.71), with Latinos (13.80) and African Americans (13.76) taking
fewer, F (5, 19874) = 212.595, p = .000.
For HMSS students, similar trends emerged. On average, PACE students completed 13.21
credits per semester, whereas regular admit students completed 14.71 credits, t (6387) = 27.157,
Page 4 of 23
p = .000. African American students and Latino students averaged 13.87 and 13.74 credit hours
per semester respectively through their first four semesters whereas Asian and Caucasian
students averaged 14.24 and 14.72 credit hours respectively during the same time period, F (5,
6383) = 72.936, p = .000.
Additionally, for HMSS students between 2003 and 2010, non-majority students were more
likely to take summer courses than were majority students, x2 (5) = 783.619, p = .000. For
example, 7.9% of African-American students and 7.1% of Latino students completed a summer
course, whereas 3.5% of Asian and 1.9% of Caucasians completed a summer course. In terms of
admission type, 14.7% of PACE students completed a summer course whereas only 2% of
regular admission students completed a summer course. x2 (3) = 2282.945, p = .000.
Course Performance
To examine HMSS students’ performance while at Millersville, we analyzed the performance
during their first four semesters in courses between 2003 and 2010 as seen in their earned
qualifying points for each class completed (i.e., GPA). We also analyzed their performance in
six General Education-required courses: English 010, English 110, Communication 010,
Communication 100, Math 090, and Math 100.
Overall Grade Point Average
Analysis of students’ transcripts revealed that grade point averages generally increased from
semester 1 to semester 4. Grade point averages were 2.672 during semester 1, 2.673 during
semester 2, 2.781 during semester 3, and 2.87 during semester 4.
Data indicated that there were significant differences in first semester grade point averages
across ethnicities (F (15, 60657) = 2.747, p = .000) and admit types (F (9, 60665, = 9.706, p =
.000) (see Tables 5 and 6). Caucasians earned the highest GPA (2.799), with African-Americans
earning the lowest GPA (1.951). PACE students earned a lower GPA (2.086) than regular
admission students (2.734). These patterns were consistent through the first four semesters.
Additionally, GPA for summer classes (m = 2.629), which ethnic minority and PACE students
were more likely to take, were significantly lower than that of traditional semester (fall and
spring) courses (m = 2.732), t (54482) = -3.334, p = .001.
Analysis of majors’ overall GPA also revealed differences among departments at the end of 4
semesters, F (39, 60605) = 4.789, p =.000. GPA ranged from 2.379 to 3.149 (see Table 7).
Table 5
1st Semester and 1st Year Grade Point Averages across Ethnicities, 2003-2010
1st Semester 2nd Semester 3rd Semester 4th Semester
Overall
African American
1.951
1.891
2.069
2.273
2.612
Asian
2.591
2.762
2.727
2.599
2.649
Latino
2.267
2.216
2.333
2.437
2.818
Caucasian
2.799
2.804
2.876
2.955
2.902
Other
2.284
2.275
2.612
2.505
2.727
Missing
2.612
2.649
2.818
2.902
2.749
Page 5 of 23
Table 6
1 Semester and 1 Year Grade Point Averages across Admit Types, 2003-2010
1st Semester
2nd Semester
3rd Semester
4th Semester
Overall
Regular
2.734
2.764
2.841
2.925
2.816
PACE
2.086
1.86
1.915
2.067
1.982
June / January
2.262
2.395
2.451
2.092
2.3
st
st
Table 7
Grade Point Averages of HMSS Majors through First Four Semesters, 2003 – 2010
1st Semester
2nd Semester
3rd Semester
4th Semester
Overall
Art
2.839
2.873
2.903
2.977
2.898
Buad
2.303
2.252
2.376
2.585
2.379
Comm
2.667
2.655
2.62
2.637
2.644
Econ
2.603
2.544
2.821
2.861
2.707
Engl
2.817
2.805
2.948
3.031
2.9
Forl
2.944
2.979
2.925
2.994
2.961
Geog
2.694
2.885
2.687
3.249
2.879
Govt
2.633
2.652
2.849
2.781
2.729
Hist
2.755
2.827
3.037
3.039
2.915
Musi
3.315
3.003
3.127
3.149
3.149
Phil
2.435
2.212
2.863
2.459
2.492
Sowk
2.483
2.592
2.833
3.072
2.745
Soan
2.410
2.405
2.663
2.747
2.556
None
2.684
2.866
2.742
2.930
2.806
General Education Required Classes
A similar pattern seen above was also evident in grade point averages of required courses.
Caucasian students consistently ranked at or near the top grade point averages across all courses,
whereas African-American students consistently ranked at or near the bottom (Table 8). Latino
students’ grade point average was slightly higher than their African American peers.
Table 8
Grade Point Average for Required Courses across Ethnicities, 2003 – 2010
ENGL
ENGL
COMM
COMM
MATH
MATH
010
110
010
100
090
100
African American
1.817
1.969
2.719
2.321
1.114
1.616
Asian
1.425
2.89
-2.938
2
2.229
Latino
1.994
2.124
2.744
2.43
1.469
1.937
Caucasian
2.144
2.799
3.286
2.973
1.697
2.455
Other
2.057
2.706
2.9
2.574
1.26
2.555
Missing
1.897
2.754
2.6
2.873
1.22
2.327
Average
1.885
2.658
2.743
2.861
1.322
2.363
F
.357
39.411***
1.261
29.148***
2.795*
12.394***
*p < .05
***p < .000
Page 6 of 23
Likewise, alternative-enrollment students’ grade point average (m = 1.93) lagged behind those of
the regular admission students (m = 2.18), exceeding only those students admitted in June /
January (m = 1.86) (Table 9).
Table 9
Grade Point Averages for Required Courses across Admit Types, 2003 – 2010
ENGL
ENGL
COMM
COMM
MATH
MATH
010
110
010
100
090
100
PACE
1.901
1.952
2.87
2.279
1.188
1.386
Regular
1.00
2.751
2.942
1.79
2.423
June / January
2.373
2.265
.91
1.878
F
2.167
43.473***
-43.555*** 5.584** 18.803***
**p < .01
***p < .000
Additionally, examining pass / fail rates (Tables 10 and 11), there were differences in course
outcomes across ethnicities. Caucasian students passed at a greater rate than any other ethnic
group, and regular admission students passed at a greater rate than any other admission group.
Table 10
Pass / Fail Rates in First Year Courses across Ethnicities, 2003 – 2010
Fail
Pass
Withdraw
Z
Incomplete
African-American
469
3099
281
36
8
(12.0)
(79.6)
(7.2)
(.9)
(.2)
Asian
23
426
27
2
0
(4.8)
(89.1)
(5.6)
(.4)
(.0)
Latino
154
1339
85
9
1
(9.7)
(84.3)
(5.4)
(.6)
(.1)
Caucasian
1194
26101
905
144
25
(4.2)
(92.0)
(3.2)
(.5)
(.1)
Other
19
294
34
2
0
(5.4)
(84.2)
(9.7)
(.6)
(.0)
Missing
159
2442
122
9
3
(5.8)
(89.3)
(4.5)
(.3)
(.1)
Overall
2018
33701
1454
202
37
(5.4)
(90.1)
(3.9)
(.5)
(.1)
Numbers in parentheses are percent by row.
Table 11
Pass / Fail Rates in First Year Courses across Admit Types, 2003 – 2010
Fail
Pass
Withdraw
Z
Incomplete
PACE
333 (10.6)
2570 (82.2)
191 (6.1)
29 (.9)
5 (.2)
Regular
1562 (4.7)
30218 (91.1) 1200 (3.6)
158 (.5)
27 (.1)
June / January 120 (11.3)
866 (81.4)
61 (5.7)
12 (1.1)
5 (.5)
Numbers in parentheses are percent by row.
Page 7 of 23
Comparison to National Data
The 2003-04 Beginning Postsecondary Students Longitudinal Study conducted by the National
Center for Education Statistics provides a unique comparison with Millersville students’
experiences. For the following table, we limited the student population to those who were
enrolled at Master’s comprehensive institutions such as Millersville.
Table 12
Academic Performance of Students at Master’s Comprehensive Students, 2003
Ethnicity
Taken remedial
First Year Ever received an
Ever withdrew or
courses; percent
GPA < 2.0 incomplete; percent
dropped after the
responding “Yes” (reported
responding “Yes”
add/drop deadline;
(reported in 2004) in 2004)
(reported in 2006)
percent responding
“Yes”
(reported in 2006)
Caucasian
18.5%
12.1%
12.8%
31.1%
African29.9%
23.2%
18.9%
34.6%
American
Latino
25.3%
17.2%
22.8%
32.9%
Asian
21.7%
10.9%
11.5%
45.6%
Total
20.6%
13.8%
14.4%
32.8%
Source: NCES QuickStats computations, www.nces.ed.gov
According to the above table, African American students were more likely to have taken a
remedial course and to have a first year cumulative GPA that was below 2.0. Latino students
were more likely to have received an incomplete in a course. Asian students were more likely to
have withdrawn from a course after the add/drop deadline.
When comparing the University’s students to this national sample, students within HMSS
performed comparably or better than the average. African-American and Latino students had the
lowest cumulative first year GPA, consistent with the data in Table 12. Additionally, for
students in HMSS between 2003 and 2010, the majority of students enrolled in remedial courses
(ENGL 010, COMM 010, and MATH 090) were either African-American or Latino (see Table
13). Yet, students’ reported rates of earning Incompletes or Withdrawals were lower than the
national average. Caucasians did report the lowest frequencies of these grades (see Table 10).
Table 13
Demographic Make-Up of Remedial Courses, HMSS Students, 2003 – 2010
Ethnicity
ENGL 010
COMM 010
MATH 090
African-American
190 (56.4)
94 (65.7)
196 (48.3)
Asian
4 (1.2)
-2 (.5)
Latino
82 (24.3)
25 (17.5)
67 (16.5)
Caucasian
16 (4.7)
7 (4.9)
91 (22.4)
Other
7 (2.1)
3 (2.1)
10 (2.5)
Missing
38 (11.3)
14 (9.8)
40 (9.9)
Total
337
143
406
Numbers in parentheses are percentage by column.
Page 8 of 23
Summary
Analysis of transcripts reveals that there was a performance gap in required and other courses
among students of different ethnic groups and admission types. Caucasian and regular admission
students earned higher grade point averages and passing rates than their peers in other categories.
Retention Rates at Millersville University
Analysis of the retention data shows a variety of trends with regard to University retention of
students across admission type, ethnicity, School, and SAT score. The majority of the data
analyzed here involves cohorts between 1995 and 2005. More recent cohorts were excluded
from analysis because either the data was missing from the University’s records or because fewer
than four years had elapsed between the students’ first semester and the time of this analysis.
Ethnicity and School
University-wide, the first-year persistence rate of all students remained constant at 72% from
1995 through 2008. However, across the University, persistence fell from years 1 to 4 for all
schools (see Table 12, and Figures 2 and 3). Persistence of students who entered HMSS lagged
behind persistence of students in the other two Schools, exceeding only those students who
entered the University without a declared major.
For regular-admission students, the largest drop in persistence for all Schools came after the first
semester. The second largest drop occurred between years 1 and 2. Within HMSS, retention rate
fell from 81.2% to 69.5% 2.3% in years 1 and 2. Between year 2 and year 4, this rate fell only
another 3.3%. Within HMSS, Caucasian student and Asian student retention exceeded that of
African-American, Latino, and “Other” students. In fact, retention rates of African-American,
Latino, and “Other” students fell below 60% after year 2, whereas retention rates of Caucasian
students never fell below 67%.
Figure 2
4-Year Persistence Rates Across Schools and Exploratory Students, 1995 2005
100
90
80
Axis Title
70
60
HMSS
50
Education
40
Math & Sciences
30
None
20
10
0
Year 1
Year 2
Year 3
Page 9 of 23
Year 4
Table 12
Percent Persistence Rate Across Schools for Regular Admission Students, 1995 - 2005
Year
School
AfricanAsian
Latino Caucasian
Other
Missing
Overall
American
1
HMSS
125
51
53
2767
23
104
3123
(75.8)
(85.0)
(71.6)
(81.6)
(76.7)
(82.5)
(81.2)
Ed
61
21
25
2069
8
59
2243
(76.3)
(87.5)
(86.2)
(88.3)
(72.7)
(89.4)
(87.9)
M&S
68
43
43
2080
18
66
2308
(69.4)
(86.0)
(71.7)
(84.9)
(69.2)
(82.5)
(83.9)
None
73
26
26
2214
10
66
2427
(74.5)
(74.3)
(86.4)
(79.7)
(47.6)
(71.7)
(79.1)
Overall
327
141
149
9130
59
295
10101
(74.1)
(83.4)
(77.2)
(83.3)
(67.0)
(81.0)
(82.7)
2
HMSS
106
35
40
2388
19
86
2674
(64.2)
(58.3)
(54.1)
(70.4)
(63.3)
(68.3)
(69.5)
Ed
57
18
23
1908
9
56
2071
(71.3)
(75.0)
(79.3)
(81.4)
(81.8)
(84.8)
(81.1)
M&S
56
37
26
1840
13
51
2023
(57.1)
(74.0)
(56.5)
(75.1)
(50.0)
(63.8)
(73.5)
None
63
20
29
1869
9
56
2046
(64.3)
(57.1)
(65.9)
(67.3)
(42.9)
(60.9)
(66.7)
Overall
282
110
118
8005
50
249
8814
(63.9)
(65.1)
(61.1)
(73.0)
(56.8)
(68.4)
(72.2)
3
HMSS
96
37
39
2340
18
84
2614
(58.2)
(61.7)
(52.7)
(69.0)
(60.0)
(66.7)
(68.0)
Ed
51
16
19
1868
8
53
2015
(63.8)
(66.7)
(65.5)
(79.7)
(72.7)
(80.3)
(78.9)
M&S
50
35
26
1739
13
51
1914
(51.0)
(70.0)
(56.5)
(71.0)
(50.0)
(63.8)
(69.6)
None
52
20
27
1804
8
50
1961
(53.1)
(57.1)
(61.4)
(65.0)
(38.1)
(54.3)
(63.9)
Overall
249
108
111
7751
47
238
8504
(56.5)
(63.9)
(57.5)
(70.7)
(53.4)
(65.4)
(69.6)
4
HMSS
92
34
34
2286
18
80
2544
(55.8)
(56.7)
(45.9)
(67.4)
(60.0)
(63.5)
(66.2)
Ed
50
15
18
1840
8
56
1987
(62.5)
(62.5)
(62.1)
(78.5)
(72.7)
(84.8)
(77.8)
M&S
50
34
26
1714
12
49
1885
(51.0)
(68.0)
(56.5)
(69.9)
(46.2)
(61.3)
(68.5)
None
50
19
29
1740
6
52
1896
(51.0)
(54.3)
(65.9)
(62.7)
(28.6)
(56.5)
(61.8)
Overall
242
102
107
7580
44
237
8312
(54.9)
(60.4)
(55.4)
(69.2)
(50.0)
(65.1)
(68.0)
Page 10 of 23
Figure 3
4-Year Persistence Rates by Ethnicity, 1995 - 2005
90.0%
80.0%
70.0%
African American
Axis Title
60.0%
Asian
50.0%
Latino
40.0%
Caucasian
30.0%
Other
Missing
20.0%
10.0%
0.0%
Year 1
Year 2
Year 3
Year 4
Admission Type
Students admitted through regular admission were significantly more likely to persist through
their four years of undergraduate education than students admitted through alternative
admissions programs (x2 (1) = 287.811, p = .000) (see Table 13). Whereas persistence rate of
PACE students was 67.5% after year 1, regular-admission student persistence rates did not reach
that level until year 4 (see Figure 4). Figure 5 provides a longitudinal snapshot contrasting the
first year persistence rates of regular and PACE admission students University-wide between
1995 and 2005.
Figure 4
4-Year Retention Rates by Admission Types, 1995 - 2005
90
80
70
Axis Title
60
50
Regular
40
PACE
30
20
10
0
Year 1
Year 2
Year 3
Page 11 of 23
Year 4
Year
1
2
3
4
Table 13
Percent Persistence Rate Across Schools for PACE Students, 1995 – 2005
School
AfricanAsian
Latino
Caucasian
Other
Missing
American
HMSS
161
8
55
35
2
9
(68.2)
(53.3)
(69.6)
(67.3)
(56.3)
(56.3)
Ed
79
4
12
34
1
2
(68.7)
(66.7)
(54.5)
(75.6)
(100.0) (100.0)
M&S
77
7
14
13
0
4
(73.9)
(43.8)
(51.9)
(72.2)
(0)
(100.0)
None
113
7
44
36
3
7
(74.3)
(58.3)
(58.7)
(67.9)
(75.0)
(63.6)
Overall
452
26
125
118
6
22
(71.0)
(53.1)
(61.6)
(70.2)
(75.0)
(66.7)
HMSS
130
6
42
26
2
7
(55.1)
(40.0)
(53.2)
(50.0)
(100.0)
(43.8)
Ed
60
3
7
29
1
2
(52.2)
(50.0)
(31.8)
(64.4)
(100.0) (100.0)
M&S
79
7
10
8
0
3
(59.0)
(43.8)
(37.0)
(44.4)
(0)
(75.0)
None
79
2
30
27
2
5
(52.0)
(16.7)
(40.0)
(50.9)
(50.0)
(54.5)
Overall
348
18
89
90
5
118
(54.6)
(36.7)
(43.8)
(53.6)
(62.5)
(54.5)
HMSS
119
3
40
24
2
7
(50.4)
(20.0)
(50.6)
(46.2)
(100.0)
(43.8)
Ed
61
3
6
25
0
2
(53.0)
(50.0)
(27.3)
(55.6)
(0)
(100.0)
M&S
57
7
10
8
0
3
(42.5)
(43.8)
(37.0)
(44.4)
(0)
(75.0)
None
72
2
26
24
2
6
(47.4)
(16.7)
(34.7)
(45.3)
(50.0)
(54.5)
Overall
309
15
82
81
4
18
(48.5)
(30.6)
(40.4)
(48.2)
(50.0)
(54.5)
HMSS
107
3
37
25
2
6
(45.3)
(20.0)
(46.8)
(48.1)
(100.0)
(37.5)
Ed
57
3
5
23
0
2
(49.6)
(50.0)
(22.7)
(51.1)
(0)
(100.0)
M&S
56
7
10
7
0
2
(41.8)
(43.8)
(37.0)
(38.9)
(0)
(50.0)
None
62
2
24
23
2
4
(40.8)
(16.7)
(32.0)
(43.4)
(50.0)
(36.4)
Overall
282
15
76
78
4
14
(44.3)
(30.6)
(37.4)
(46.4)
(50.0)
(42.4)
Page 12 of 23
Overall
270
(67.5)
132
(69.1)
137
(68.5)
210
(68.4)
749
(68.2)
213
(53.3)
102
(53.4)
107
(53.5)
146
(47.6)
568
(51.7)
195
(48.8)
97
(50.8)
85
(42.5)
132
(43.0)
509
(46.4)
180
(45.0)
90
(47.1)
82
(41.0)
117
(38.1)
469
(42.7)
Figure 5
1st Year Retention Rate by Admission Type, 1995 - 2009
100
90
80
60
50
Regular
40
PACE
30
20
10
0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Figure 6
4-Year Persistence Rates of PACE Students by School, 1988 - 2005
80.0%
70.0%
60.0%
Axis Title
Axis Title
70
50.0%
HMSS
40.0%
Education
Math & Sciences
30.0%
None
20.0%
10.0%
0.0%
Year 1
Year 2
Year 3
Page 13 of 23
Year 4
Figure 7
4-Year Persistence Rates of PACE Students by Ethnicity, 1988 - 2005
80.0%
70.0%
60.0%
Axis Title
African American
50.0%
Asian
40.0%
Latino
Caucasian
30.0%
Other
20.0%
Missing
10.0%
0.0%
Year 1
Year 2
Year 3
Year 4
Among students admitted through the PACE program, students in HMSS departments
maintained a persistence rate on par with other schools. However, persistence dipped from
67.5% through year 1 to 53.3% through year 2, then slipping to 48.8% through year 3, and
45.0% through year 4. These rates were higher than the rates of students in Math and Sciences,
but lower than those in Education.
Year 1
Year 2
Year 3
Year 4
Table 14
Percent Persistence Rate in HMSS – Regular vs. Pace, 1995 - 2005
AfricanAsian Latino
Caucasian
Other
Missing
American
Regular
75.8
85.0
71.6
81.6
76.7
82.5
PACE
68.2
53.3
69.6
67.3
100.0
56.3
Regular
64.2
58.3
54.1
70.4
63.3
68.3
PACE
55.1
40.0
53.2
50.0
100.0
37.5
Regular
58.2
61.7
52.7
69.0
60.0
66.7
PACE
50.4
20.0
50.6
46.2
100.0
43.8
Regular
55.8
56.7
45.9
67.4
60.0
63.5
PACE
45.3
20.0
46.8
48.1
100.0
37.5
Overall
81.2
67.5
69.5
53.0
68.0
48.8
66.2
37.5
General Education Plan
In 2008, the University enacted a new General Education plan. Comparing retention rates of
students before this change and after this change, there appears to be a change in persistence
rates for both African-Americans and PACE students. African-American students and students
in the “Other” ethnic category witnessed notable decreases in persistence rate, as shown in Table
15. No other ethnic groups experienced this level of negative change.
Page 14 of 23
African-American
Asian
Latino
Caucasian
Other
Missing
Table 15
HMSS Retention Rate by Ethnicity by Gen Ed, 1995 - 2009
Pre 2008 Gen Ed
Retained
71.6
Not Retained
28.4
Retained
76.7
Not Retained
23.3
Retained
70.9
Not Retained
29.1
Retained
81.5
Not Retained
18.5
Retained
68.8
Not Retained
31.3
Retained
81.1
Not Retained
18.9
2008 & Later
62.3
37.7
85.7
14.3
75.7
24.3
82.9
17.1
53.8
46.2
81.1
18.9
When considering admission types, regular-admission student persistence rates remained steady
from the previous General Education plan (81.3%) to the new General Education (82.3%) plan.
However, for PACE students, persistence fell from 66.9% to 53.3% under the new plan.1
SAT Score
Students with higher SAT scores were more likely to persist through four years of college (see
Table 16). SAT scores of persisters increased with every year they were enrolled, whereas SAT
scores on non-persisters were relatively flat. For example, composite SAT scores for persisters
increased from 1065.28 in Year 1 to 1073.03 in Year 4 whereas composite scores for nonpersisters rose only from 1027.85 to 1029.91. This indicates that students who performed better
on their SAT scores in high school were more likely to persist than students who did not.
Year 1
Year 2
Year 3
Year 4
Table 16
Average SAT Scores for Non-Persisters and Persisters, 1995 - 2005
Non-Persisters
Persisters
t
Math
513.14
534.91
-12.497***
Verbal
514.71
530.36
-9.514***
Composite
1027.85
1065.28
-12.373***
Math
515.12
537.50
-15.146***
Verbal
516.15
532.22
-11.074***
Composite
1031.26
1069.71
-14.991***
Math
514.78
538.57
-16.533***
Verbal
515.15
533.35
-12.876***
Composite
1029.93
1071.92
-16.818***
Math
515.01
539.08
-16.966***
Verbal
514.9
533.95
-13.671***
Composite
1029.91
1073.03
-17.522***
*** p = .000
df = 13240
1
Caution should be taken when interpreting this data, as the sample sizes for the previous General Education group (n = 5135)
and the current General Education group (n = 810) are vastly different.
Page 15 of 23
Average Credit Hours during Year 1
Analysis of the data indicates that likelihood of persisting into year 2 was positively related
average credit hours taken during year 1, t (13312) = 4.511, p = .000. Students who persisted
took an average of 14.51 credit hours per semester whereas students who did not persist took an
average of 14.38 credit hours per semester. Additionally, students who took a larger course load
during their first semester (m = 15.02) were more likely to persist through their entire first year
than students who took fewer credit hours (m = 14.64), t (18575) = 16.557, p = .000.
Summary
As expected, the data revealed a steady decline in the numbers of persisters, with failure to
persist most likely occurring during students’ first two years. Additionally, the decline for nonmajority students (i.e., ethnic minorities and alternative admission) was greater than their
majority counterparts. Persistence was also related to SAT score and average credits taken
during year 1.
Graduation Rates at Millersville University
According ot the Condition of Education 2011 report published by the National Center for
Education Statistics, 65% of Asian, 57% of Caucasian, 46% of Latino, and 39% of African
American students who began their Bachelor’s degree at public, four-year institutions in 2002
graduated within six years. Comparatively, Millersville’s graduation rates were 51.7% for
Asians, 65.7% for Caucasians, 39.5% for Latinos, and 38.3% for African Americans
(Institutional Research, MU Fact Book, 2010-2011).
When limited to Master’s comprehensive institutions only (Millersville’s Carnegie
Classification), the rates for the 2003 cohort graduating by 2009 were slightly different (see
Table 17).
Table 17
Comparison of Graduation Rates between Millersville University and Master’s Comprehensive
Institutions, 2003 – 2009
Ethnicity
Millersville
National Average
Asian
61.1%
45.4%
Caucasian
65.7%
45.7%
Latino
25.6%
38.1%
African-American
34.9%
34.9%
Source: www.collegeresults.org
Millersville has a higher than average graduation rate for Asian and White students and an
equivalent graduation rate for Black students. The graduation rate for Hispanic students at
Millersville is well below the national average.
The following discussion provides the results of data analysis on both length to graduation as
well as likelihood of graduation. Several factors are associated with both variables, including
ethnicity, major, SAT score, and admission type.
Page 16 of 23
Length to Graduation
Since 1995, the general trend in length to graduation has been decreasing, such that there was a
significant difference that emerged in Cohort Year with regard to graduation length (F (10, 8542)
= 8.817, p = .000). The average length to graduation was 399.6 (400 = 4 years, 300 = 3 years).
However, since 2001, the average times to graduation has been less than 4 years (m2001 = 395.84,
m2002 = 397.49, m2003 = 396.1, m2004 = 391.85, m2005 = 382.12). This trend was also evident
within HMSS (F (10, 4133) = 3.493, p = .000. The average length to graduation was 400.22 for
the cohorts admitted into the University between 1995 and 2005. All cohorts since 2001
graduated in less time than the average.
Ethnicity & School
Students in HMSS took approximately four years to graduate with their Bachelor’s degree. Time
to graduation for HMSS students was significantly longer than the time span for students in
Education, but significantly shorter than the time span for students in Math and Sciences, F (3,
8533) = 4.047, p = .007 (see Table 18).
HMSS
Education
M&S
Total
Table 18
Length to Graduation x School x Ethnicity, 1988 - 2005
AfricanAsian Latino
Caucasian
Other
Missing Total
American
443.87
430.74
445.10
396.03
380.00
393.62
400.22
433.29
404.61
431.43
390.36
397.14
378.61
393.07
468.62
436.47
492.61
406.22
425.00
376.47
408.88
441.96
426.49
448.28
395.96
394.04
386.48
399.6
In general, Caucasians completed their undergraduate education more quickly than all other
ethnic groups, with African American and Latino students taking the longest time to earn their
degrees F (5, 8533) = 16.755, p = .000. There was no significant difference in the amount of
time African Americans and Latinos took to graduate. Within HMSS, Caucasian students took
just under 4 years on average to graduate. In contrast, African-Americans and Latinos took
approximately a semester longer to graduate.
Admission Type
Students admitted through an alternative program such as PACE took significantly longer (m =
463.96) than students admitted regularly (m = 396.37), t (8551) = 17.55, p = .000. In HMSS,
PACE students (m = 462.98) took significantly longer to graduate than regular-admission
students (m = 396.45), t (4142) = 12.836, p = .000.
SAT Score
There is a negative correlation between SAT score and time to graduate, r (8518) math x length
= -.110, p<.000; r(8518) verbal x length = -.124, p <.000, r(8518) composite x length = -.136, p
< .000). That is, students who performed better on their SAT exams were more likely to earn
their undergraduate degree more quickly than students who did not perform well on their test.
This is born out in the SAT score averages between graduates (M = 540.28, V = 534.93, C =
1075.21) and non-graduates (M = 514.00, V = 514.05, C = 1028.05) tmath (13240) = 18.777, p =
.000; tverbal (13240) = 15.184, p = .000, tcomposite (13240) = 19.433, p = .000.
Page 17 of 23
Average Semester Credit Hours
First, students who graduated took a slightly higher number of credits per semester throughout
the college careers (m = 14.61) than students who did not graduate (m = 14.23), t (13312) =
14.54, p = .000. Second, students who graduated took more credit hours in their first semester
(m = 15.05) than students who did not (m = 14.68), t (13312) = 16.224, p = .000.
Graduation Rates
Slightly under two-thirds (64.2%) of admitted students between 1995 and 2005 earned their
Bachelor’s degree (Table 19). Students who declared a major within Education had the highest
graduation rate (m = 74.6%), followed by Math and Sciences (m = 64.9%), HMSS (m = 62.2%),
and then undeclared (m = 57.9%). Figure 7 illustrates graduation rates of HMSS departments.
Table 19
First Department Graduation Rates, 1995 – 2005
School
Department
Did Not Graduate
Graduated
HMSS
ART
171 (34.7)
322 (65.3)
BUAD
553 (42.7)
742 (57.3)
COMM
167 (31.8)
358 (68.2)
ECON
10 (52.6)
9 (47.4)
ENGL
161 (37.2)
272 (62.8)
FORL
89 (32.5)
185 (67.5)
GEOG
7 (35.0)
13 (65.0)
GOVT
79 (37.6)
131 (62.4)
HIST
108 (32.5)
224 (67.5)
MUSI
97 (35.1)
179 (64.9)
PHIL
4 (50)
4 (50)
SOAN
106 (49.3)
109 (50.7)
SOWK
50 (37.3)
84 (62.7)
Total
1602 (37.8)
2632 (62.2)
Education
ELED
231 (17.9)
1057 (82.1)
ITEC
163 (30.8)
366 (69.2)
PSYC
210 (38.2)
340 (61.8)
SPED
94 (24.9)
283 (75.1)
Total
698 (25.4)
2046 (74.6)
Math &
BIOL
407 (37.2)
686 (62.8)
Sciences
CHEM
56 (27.9)
145 (72.1)
CSCI
262 (41.3)
372 (58.7)
ESCI
127 (29.8)
299 (70.2)
MATH
132 (28.9)
324 (71.1)
PHYS
53 (37.6)
88 (62.4)
Total
1037 (35.1)
1914 (64.9)
Other
INTL
4 (36.4)
7 (63.6)
NONE
1420 (42.1)
1954 (57.9)
Total
1424 (42.1)
1961 (57.9)
University Total
4761 (35.8)
8553 (64.2)
Numbers in parentheses are percent of row.
Page 18 of 23
Total
493
1295
525
19
433
274
20
210
332
276
8
215
134
4234
1288
529
550
377
2744
1093
201
634
426
456
141
2951
11
3374
3385
13314
Figure 7
Graduation Likelihood for First Declared Majors within HMSS, 1995 - 2005
100%
90%
80%
70%
60%
50%
Graduated
40%
Did Not Graduate
30%
20%
10%
0%
Although the average graduation rate within HMSS was 62.22%, the data indicate that
graduation rates have not exceeded 60% since 2003, as illustrated in Table 20 and Figure 8.
Table 20
Graduation Rate x First Cohort in HMSS and University-Wide, 1995 - 2005
HMSS
University
Cohort
Did Not
Graduated
Total
Did Not
Graduated
Graduate
Graduate
1995
140 (36.1)
248 (63.9)
388
378 (32.7)
778 (67.3)
1996
116 (40.6)
170 (59.4)
286
354 (36.2)
623 (63.8)
1997
110 (32.6)
227 (67.4)
337
337 (31.5)
732 (68.5)
1998
142 (40.6)
208 (59.4)
350
412 (37.2)
696 (62.8)
1999
147 (38.4)
236 (61.6)
383
435 (35.2)
801 (64.8)
2000
129 (33.3)
258 (66.7)
387
436 (34.5)
826 (65.5)
2001
126 (32.0)
268 (68.0)
394
386 (31.2)
852 (68.8)
2002
139 (34.2)
267 (65.8)
406
464 (36.8)
798 (63.2)
2003
169 (41.1)
242 (58.9)
411
504 (38.0)
821 (62.0)
2004
201 (41.0)
289 (59)
490
539 (38.9)
845 (61.1)
2005
187 (45.3)
226 (54.7)
413
516 (39.8)
781 (60.2)
Total
1604 (37.8)
2639 (62.2)
4243
4761 (35.8)
8553 (64.2)
Numbers in parentheses are percent of row.
Page 19 of 23
Total
1156
977
1069
1108
12136
1262
1238
1262
1325
1384
1297
13314
Figure 8
Graduation Trends in HMSS, 1995 - 2005
100%
90%
80%
70%
60%
50%
Graduated
40%
Did Not Graduate
30%
20%
10%
0%
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Students who declared majors within a school when they first entered the University were very
likely to graduate within the same school (see Table 21). 91% of freshmen in Education, 92.7%
of freshmen in HMSS, and 67.8% of freshmen within Math & Sciences graduate within the same
school. 8% of freshmen who began in Education and 21.1% of freshmen who began in Math &
Sciences graduated within HMSS. Of exploratory freshmen, over half (56%) graduated from
HMSS. Overall, of graduates from HMSS, 58.9% started within the School, 10.7% began in
Math and Sciences, 4% began in Education, and 26.4% began with no major.
Table 21
Rates of Remaining in the Same School from Entrance to Graduation, 1995 – 2005
School at Graduation
Education
HMSS
M&S
Total
ED
1861 (91.0)
164 (8.0)
21 (1.0)
2046
School at
HMSS
155 (5.9)
2445 (92.7)
39 (1.5)
2639
Entrance
M&S
172 (9.0)
445 (23.3)
1297 (67.8)
1914
None
695 (35.6)
1095 (56.0)
164 (8.4)
1954
Total
2883 (33.7)
4149 (48.6)
1521 (17.8)
8553
Graduate Demographics by School
Across all Schools and within HMSS, Caucasians had the highest graduation percentage of all
groups (see Table 22). African-Americans and Latinos had the lowest graduation percentages of
all groups.
However, examination of the demographics of all graduates reveals a slightly different picture.
Ethnic minority students were more likely to graduate from HMSS than from the other two
Schools. Of the 465 African-American students who graduated, 284 (61.1%) graduated from
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HMSS; of the 163 Latino students who graduated, 98 (60.1%) graduated from HMSS. These
trends were evident in each Schools’ respective graduate demographics (see Table 23).
HMSS
ED
M&S
None
Overall
Table 22
Graduation Rates for Ethnic Groups in First Schools, 1995 – 2005
AfricanAsian
Latino
Caucasian Other
American
Graduated
179
36
62
2261
20
(44.6)
(48.0)
(40.5)
(65.7)
(62.5)
No Graduation
222
39
91
1181
12
(55.4)
(52.0)
(59.5)
(34.3)
(37.5)
Graduated
100
17
24
1845
7
(51.3)
(56.7)
(47.1)
(77.3)
(58.3)
No Graduation
95
13
27
543
5
(48.7)
(43.3)
(52.9)
(22.7)
(41.7)
Graduated
94
39
33
1687
13
(40.1)
(59.1)
(45.2)
(68.3)
(48.1)
No Graduation
139
27
40
782
14
(59.9)
(40.9)
(54.8)
(31.7)
(51.9)
Graduated
93
22
44
1738
7
(37.2)
(46.8)
(37.0)
(61.4)
(28.0)
No Graduation
157
25
75
1092
18
(62.8)
(53.2)
(63.0)
(38.6)
(72.0)
Graduated
465
114
163
7531
47
(43.2)
(52.3)
(41.2)
(67.7)
(49.0)
No Graduation
613
104
233
3598
49
(56.8)
(47.7)
(58.8)
(32.3)
(51.0)
Table 23
Demographics of Graduates for Cohorts, 1995 – 2005
AfricanAsian
Latino
Caucasian Other
Missing
American
HMSS
284
54
98
3558
28
127
(6.9)
(1.3)
(2.3)
(85.8)
(.7)
(3.1)
ED
152
26
42
2584
7
72
(5.3)
(.9)
(1.5)
(89.6)
(.2)
(2.5)
M&S
29
34
23
1389
12
34
(1.9)
(2.2)
(1.5)
(91.3)
(.8)
(2.2)
Total
465
114
163
7531
47
233
(5.4)
(1.3)
(1.9)
(88.1)
(.5)
(2.7)
Numbers in parentheses are percent of row.
Missing
81
(57.0)
61
(43.0)
53
(77.9)
15
(22.1)
49
(58.3)
35
(41.7)
50
(48.5)
53
(51.5)
233
(64.2)
164
(35.8)
Total
4149
2883
1521
8553
When examining these percentages in light of the Schools’ entry demographics, graduation rates
of ethnic groups were fairly similar across all Schools (see Table 24). Caucasians comprised a
greater percentage of all Schools’ graduating populations than their entry populations. The
percentage of African Americans and Latinos fell from entry to graduation for all Schools.
Table 24
Page 21 of 23
Comparison of Entrance and Graduation Demographics by School, 1995 - 2005
African- Asian Latino Caucasian Other Missing Total
American
401
75
153
3442
32
142
4245
HMSS Entrance
(9.4)
(1.8)
(3.6)
(81.1)
(.8)
(3.3)
Graduation
284
(6.9)
54
(1.3)
98
(2.3)
3558
(85.8)
28
(.7)
127
(3.1)
4149
Entrance
195
(7.1)
30
(1.1)
51
(1.9)
2388
(87.0)
12
(.4)
68
(2.5)
2744
Graduation
152
(5.3)
26
(.9)
42
(1.5)
2584
(89.6)
7
(.2)
72
(2.5)
2883
Entrance
232
(7.9)
66
(2.2)
73
(2.5)
2469
(83.7)
27
(.9)
84
(2.8)
2951
Graduation
29
(1.9)
34
(2.2)
23
(1.5)
1389
(91.3)
12
(.8)
34
(2.2)
1521
Entrance
1078
(8.1)
218
(1.6)
396
(3.0)
11129
(83.6)
96
(.7)
397
(3.0)
13314
465
114
163
(5.4)
(1.3)
(1.9)
Numbers in parentheses are percentages of rows.
7531
(88.1)
47
(.5)
233
(2.7)
8553
ED
M&S
Total
Graduation
Summary
There are a number of trends to be noted in the data. Using Tinto’s (1980) theory of student
retention as a guide, we can break these trends down into pre-entry attributes and academic
integration as measured by scholarly performance.
Pre-Entry Attributes
1) HMSS students’ average SAT scores trail those of their peers in the other two schools.
2) HMSS students’ average class rank trails those of their peers in the other two schools.
3) The largest percentage of students admitted through an alternative program such as PACE,
AIM for Success, and the Millersville Scholars Program choose a major within HMSS.
4) The ethnic diversity of HMSS is greater than that of Education and Math and Sciences.
5) There is a relationship between SAT score and ethnicity and admission type. The lower SAT
scores and lower class rank appears to be associated with the more diverse demographic make-up
of HMSS. Both Education and Math and Sciences appear to attract those students who may be
better prepared academically for college.
Academic Integration
1) Latino and African-American students’ GPA trailed that of their Caucasian peers. In the first
semester, in particular, GPA of minority students was at or below a “C.” After 4 semesters, GPA
for Latino and African-American students had climbed to a C / B average.
2) PACE students’ GPA lagged those of regular admission students.
Page 22 of 23
3) The helpfulness of preparatory PACE programs appears questionable, as is evident in the low
“preparatory” course GPA and the lower relative GPA in “regular,” equivalent courses.
4) Majority students were more likely to take a full course load (15 credits) than minority
students.
5) Minority students were more likely to complete a summer course than majority students.
6) Minority students and PACE students were more likely to fail a course, withdraw from a
course, or earn a Z score than majority students.
Persistence and Graduation
1) Persisters and graduates tend to have higher SAT scores than non-persisters and nongraduates.
2) Persisters and graduates tend to complete more credits per semester than non-persisters and
non-graduates.
3) Graduation rates within HMSS have hovered just above 60% except for the period between
2003 and 2006.
4) A relative greater proportion of the graduating classes of HMSS is comprised of minority
students than both Education and Math and Sciences.
Page 23 of 23