Admission vs. Enrollment Management:
Separate but Equal?
Shani Lenore-Jenkins,
Assistant Vice President of Enrollment
Maryville University in St. Louis, Missouri
www.maryville.edu or 314-529-9300
Jay W. Goff,
Vice Provost and Dean of Enrollment Management
Missouri University of Science & Technology
Rolla, Missouri
www.mst.edu or 573-341-4378
NACAC 2008 - Seattle, Washington, USA
“If you don’t know where you’re going,
any path will take you there.”
Sioux proverb
CORE ENROLLMENT
PRINCIPLES
• No Enrollment Effort is Successful without QUALITY
Academic Programs to Promote
• Recruitment and Retention is an On-going, Multi-year
PROCESS with Strong Access to Research and DATA
• +80% of Enrollments come from REGIONAL student
markets for BS/BA degrees
• The Most Successful Recruitment Programs Clearly
DIFFERENTIATE the Student Experience from
Competitor’s Programs
• The Most Successful Retention Programs Clearly
Address Students’ Needs and Regularly ENGAGE
Students in Academic and Non-Academic Programs
Why Does Your Position Exist?
Are you an admission professional
or an enrollment management
professional?
Admission Goals
• Recruitment, Profile and Processing
Focused
– % of inquiries from search process
– # of campus visits & telecounseling calls
– # of qualified applications and enrollees
– % of enrollees that fit desired student profile
Basic Admissions/Recruitment
Funnel
Admissions/Recruitment Plan
•
•
•
•
•
New Student Enrollment Goals
Previous Recruitment Performance
Market Assessment and SWOT Analysis
Communication and Outreach Plan/Schedule
What submarkets are being addressed by who,
when and how
 Pre-College Activities (camps, visits, etc)
 Freshmen
 Transfers
 Graduate Students
 Sub-Markets: traditional vs. non-traditional, campus
vs. distance/on-line
 Special Degree or Certificate Programs
The Power of Alignment
NORMAL
IDEAL
Doing Well
What is SEM?
• Strategic Enrollment Management (SEM) is defined as
“a comprehensive process designed to help an institution
achieve and maintain the optimum recruitment, retention,
and graduation rates of students where ‘optimum’ is
designed within the academic context of the institution.
As such, SEM is an institution-wide process that
embraces virtually every aspect of an institution’s
function and culture.”
Michael Dolence, AACRAO SEM 2001
• Research
• Recruitment
• Retention
Common Goals of SEM
• Stabilize, Growing, or
Reducing Enrollments
• Increase Student Access
and Diversity
• Reduce Vulnerabilities
• Align EM with Academic
Programs
• Predict and Stabilize
Finances
• Optimize Resources
• Evaluate Strategies and
Tactics
• Improve Services
• Improve Quality
• Improve Access to
Information
Adapted from Jim Black, 2003
Indiana University
Unite the Isolated
SEM builds an organizational culture that:
1. better motivates staff and faculty
collaboration,
2. demonstrates a dedication to intelligent
planning and strategy execution,
3. promotes a stronger passion for academic
and student success through shared
governance
4. embraces the regular use of solid analytical
and data-driven skill-sets.
SOURCE: Bob Wilkinson
What is included in a
Comprehensive SEM Plan?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Strategic Framework: Mission, Values, Vision
Overview of Strategic Plan Goals & Institutional Capacity
Environmental Scan: Market Trends & Competition Analysis
Evaluation and Assessment of Position in Market
Enrollment Goals, Objectives, & Assessment Criteria
Marketing and Communication Plan
Recruitment Plan
Retention Plan
Student Aid and Scholarship Funding
Staff Development and Training
Student/Customer Service Philosophy
Process Improvements and Technology System Enhancements
Internal Communication and Data Sharing Plan
Campus wide Coordination of Enrollment Activities
The enrollment plan serves as the road
map for achieving specific institutional
goals, typically connected to student body
size, enrollment mix, and revenue, while
also providing specific indicators on the
effectiveness of the learning environment.
-Janet Ward, 2005
The Purposes of SEM are
Achieved by…
 Establishing clear goals for the number and types of
students needed to fulfill the institutional mission
 Promoting students’ academic success by improving
access, transition, persistence, and graduation
 Promoting institutional success by enabling effective
strategic and financial planning
The Purposes of SEM are
Achieved by…
 Creating a data-rich environment to inform
decisions and evaluate strategies
 Improving process, organizational and financial
efficiency and outcomes
 Strengthening communications and collaboration
among departments across the campus to support
the enrollment program
What SEM is Not
 A quick fix
 An enhanced admission and marketing
operation
 An administrative function separate from the
academic mission of the institution
 Solely an organizational structure
 A financial drain on the institutional budget
• Net Revenue!
SEM Operational Definition
• Strategic enrollment management (SEM) is an
institution's program to shape the type and size of its
student body in accordance with its educational mission
and fiscal requirements.
• ALIGNMENT: SEM centers on the integration and
improvement of traditional student services, such as
recruitment, admissions, financial aid, registration,
orientation, academic support, and retention. It is
informed by demographic and institutional research, and
advanced by media messages and public relations.
Ideally, SEM embraces all departments and functions in
a comprehensive framework to best serve the student
and hence the institution.
• Jim Black, 2003, AACRAO SEM
The Concept of Optimum Enrollment
Institutional Mission
Academic
profile
Special
Skills
Degree
Programs
Ethnicity &
Gender
Program
capacity
Physical &
Virtual
Capacity
Undergrad/
Grad
Residency &
Housing Capacity
Promoting Student Success:
The Student Success Continuum
Recruitment /
Marketing
Classroom
experience
Orientation
Co-curricular
support
Degree/goal
attainment
Student’s college career
Admission
Financial
support
Academic
support
Retention
The Student Success Continuum
Traditional Enrollment Perspective
Recruitment /
Marketing
Classroom
experience
Orientation
Co-curricular
support
Degree/goal
attainment
Student’s college career
Admission
Financial
support
Academic
support
Retention
The Student Success Continuum
The SEM Perspective
Recruitment /
Marketing
Classroom
experience
Orientation
Co-curricular
support
Degree/goal
attainment
Student’s college career
Admission
Financial
Aid
Academic
support
Retention
Moving toward Proactive &
Purposeful
• Veteran admissions and financial aid professionals have
accumulated years of experience and often act instinctively
with tactical approaches to recruitment and pricing
• Student affairs professionals understand the need to connect
with students and frequently initiate new developmental
programs to help them succeed
• …But putting all of this together, while considering
changing environments, internal realities, and external
pressures, requires thoughtful planning, systems thinking,
and careful analysis
25
Strategic Enrollment Management Planning Elements
Planning Elements
Constituents
• Mission
• Academic Affairs
• Formal/Informal Expectations
• Administrators
• Philosophical Underpinnings
• Deans
• SWOT
• Chairs
• Vision
• Faculty
• Goals
• Student Affairs
•
Objectives
• Fiscal/Business Affairs
•
Strategies
• Students
•
Performance Indicators
• Alumni
•High Schools
26
A Significant Challenge
• Creating a unified SEM structure is complicated
by the fact that the university is structured to be
decentralized and protect academic units from
environmental shifts (such as what occurs in
enrollments).
• Most faculty do not know about (and even more
do not understand the importance) of strategic
enrollment management.
• All faculty, staff and alumni need to know the
difference!
Core Objectives of SEM
•
•
•
•
•
•
•
Make Enrollment Programs be Mission Driven
Institutional Culture of Student Success
Integrated in the Institution’s Strategic Plan
Involves Everyone at the Institution
External Partnerships
Assess and Measure Everything
Clear Enrollment Goals Based on Institutional Capacity
and Plan
• Maintain Appropriate Academic Programs
• Creativity and Look Outside of Higher Education for
Best Practices
• Appropriate Utilization of Technology to Enhance
Service
Tools & Resources for the
Transformation
• Data,
Data, Data
• Strategic Plan
• Retention
• Financial Aid Leveraging
• Budget: income streams, expenditures
• Market Analysis/Marketing
• Course Offerings: capacity, scheduling,
duplication, waitlists
• Institutional Policies and Procedures
• Key Performance Indicators
• Collaboration
SEM helps Define and Refine
Institutional Vision
• Forces institutions to clarify their Market Position
• Builds a comprehensive enrollment management plan
• Focuses on strategies that will ensure colleges or
universities define and meet their objectives
• Engages students using creative recruitment, marketing,
and retention strategies
• Forges dynamic alliances across administrative
departments including- Marketing, Admissions,
Registration, Financial Aid, Student Services,
Recruitment, Retention, Orientation, Academic Support,
and Information Services
– AACRAO SEM 2003
SEM
CASE STUDIES
Maryville University's
Mission & Enrollment Challenges
• Define
and Proclaim the Maryville Story
• Create an Engaging Campus Culture
• Build a Sustainable Environment
• Strengthen the Foundation of the University
• 3400 Total Students (2800 Undergrad, 600 Grad)
• Private Independent
• Commuter (1/3 live on campus)
• 70% Women, 30% Male
Maryville University’s
Focus on Brand Identity
Consistency, Consistency!
A New Brand Identity Campaign
What is Missouri S&T?
•
•
•
•
•
•
•
A Top
Top 50
50 Technological
TechnologicalResearch
ResearchUniversity
University
6300 students: 4900 Undergrad, 1400 Graduate
90% majoring in Engineering, Science, Comp. Sci.
Ave. Student ACT/SAT:
ACT/SAT:upper
upper10%
10%in
innation
nation
+60% of Freshmen from upper 20% of HS class
20% Out of State Enrollment
96% 5 Year
Year Average
Average Placement
Placement Rate
Rate within
within 33 months
months
of
Grad of Grad
• Ave. Starting Salary in 2008: +$56,000
Life as a National Outlier
Average enrollment is 6,457
75%
Average enrollment is 5,615
Missouri S&T
70%
% Engineering Enrollment
65%
South Dakota School of
Mines and Technology
60%
Colorado School of Mines
Michigan Technological
University
Worcester Polytechnic
Institute
Georgia Institute of
Technology and State
University
55%
Rensselaer Polytechnic
Institute
Polytechnic University
50%
Clarkson University
45%
Massachusetts Institute of
Technology
New Jersey Institute of
Technology
40%
35%
California Institute of
Technology
New Mexico Institute of
Mining & Technology
30%
Florida Institute of
Technology
Illinois Institute of
Technology
25%
50%
55%
60%
65%
Stevens Institute of
Technology
70%
75%
80%
85%
% Engineering, Business, Science & Math Enrollment
90%
95%
WHY A NEW NAME for University of Missouri-Rolla?
effective Jan. 1, 2008
WWW.MST.EDU
Missouri S&T: 90% Engineering, Science,
& Computing Majors
Fall 2007 Total Students
139
2.25%
846
13.72%
Engineering
Business and IST
206
3.34%
Arts and Social Sciences
Science and Computing
313
5.08%
Non-Degree/Undecided
4,663
75.61%
Missouri S&T Enrollment
33% Growth since 2000
Since 2004, 60% of Growth due to Retention Increase
Total Number of Students
6,500
6,000
5,500
5,000
4,500
4,000
3,500
3,000
Distance
On - Campus
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
314
227
233
308
392
476
471
501
469
518
4,673
4,517
4,393
4,575
4,848
4,983
4,936
5,101
5,388
5,649
Fall
On - Campus
Distance
STUDENT RETENTION
90
85
80
75
70
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
G 200
oa 5
l2
00
6
20
06
G 200
oa 7
l2
01
0
Percent Still Enrolled
Status in Fall Semester After One Year
Year
Graduation Rates
General Student Body:
2000
52%
2005
64%
Undergraduate Demographics
•
Average Age: 21.6 years old
•
•
From a Community <40,000: 55%
approx.
Gender:
– 23% Female
– 77% Male
•
Average Family Income: $72,000
•
Average Indebtedness at Graduation:
– $21,000 USD approx.
•
High Financial Need (Pell qualifier): 24%
•
Freshmen with Credit Cards:
– 24%
– 6 arrive with over $1000 USD
standing balance
•
Students with PCs:
– 94%
– +70% laptops
– 7% Macs
•
Students with Cell Phones
– 97%
•
•
•
First Generation College Students:
– 2005-06: 37%
Residency:
– Missouri Residents: 76%
– Out-State Students: 22%
– International: 2%
Ethnicity:
– African-American: 4%
– Asian-American: 3%
– Caucasian: 83%
– Hispanic: 2%
– Native-American: 1%
– Non-resident, International: 2%
– Not Disclosed: 5%
SEM at MISSOURI S&T:
Record Setting Years
Enrollment By Ethnic Group
American Indian/Alaskan Native
24
26
23
27
23
21
20
33
38%
Asian-American
127
128
137
151
142
158
198
198
56%
Black, Non-Hispanic
168
197
213
230
218
237
245
271
61%
58
63
83
100
100
126
137
139
140%
Non-Resident, International
590
723
819
749
600
565
585
619
5%
Ethnicity Not Specified
171
179
209
253
298
253
250
242
42%
4,423
4,66
5
34%
5,858
6,16
7
33%
HispanicAmerican
White, Non-Hispanic
Total
3,488
4,626
3,567
4,883
3,756
5,240
3,949
5,459
4,026
5,407
4,242
5,602
BOLD: Missouri S&T Record
High
2007 International Student Representation: 2.6% of undergraduates, 2.5% of distance grad students, 53.3% of campus grad
students
Geographic Distribution by Students’
Home States
WASHINGTON
62
MONTANA
MAINE
MINNESOTA
4
1
OREGON
NORTH DAKOTA
VT
18
5
WISCONSIN
IDAHO
SOUTH DAKOTA
3
WYOMING
PENNSYLVANIA
IOWA
26
NEBRASKA
43
UTAH
4
2
16
NEVADA
CALIFORNIA
16
KANSAS
137
MISSOURI
4,321
12
17
ARIZONA
12
OKLAHOMA
59
NEW MEXICO
3
SO.
CAROLINA
61
110
3
LA
5
8
12
2
5
Legend
GEORGIA
ALABAMA
DC
NO. CAROLINA
ARKANSAS
MS
TEXAS
MD 10
VIRGINIA
4
TENNESSEE
59
NJ
DC
WV
KENTUCKY
ALASKA
RI
2
DE
18
15
395
12
OHIO
IN
ILLINOIS
COLORADO
20
MA 12
CT
NEW YORK
MICHIGAN
5
5
15
5
2 3NH
13
11
50 or more students
10 – 49 students
13
12
1 - 9 students
FL
No students
All Students, Totals
HAWAII
1
United States
Other Countries
Total
Note: Geographic Origin is defined as student's legal residence at time of original admission to S&T.
Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4 th week of classes.
Revised 9-24-2007.
5,605
564
6,167
PUERTO
RICO
1
Armed
Forces
Pacific &
Africa
3
History of SEM
The Age of Recruitment
1970’s thru the mid 1980’s – Focus on
increasing enrollment through enhanced
recruiting models and the use of financial aid
packaging and leveraging.
– Jim Black
Who do we contact and are the specific activities successful
Suspect
Prospect
Recruitment
Who contacts us and do they become applicants
Applicant
Who do we convert to applicants
Who do we admit
Admitted
Enrolled
Who enrolls
Retention/Success
Who is successful
Post-Enrollment
SOURCE: Bob Wilkinson
Who loves us
Graduate
Active Alumni
USING FUNNEL ANALYSIS
for GOAL SETTING
Prospects (10% inquire)
Inquiries (30% apply)
Applicants (80% admit)
Admits (65% attrition)
Enrollees (8% attrition)
Matriculated
Freshmen
24,000
2,400
825
685
270
250
History of SEM
The Age of Structure
Late 1980’s thru 2005 – Focus on increasing
enrollment through enhanced recruiting models
and the use of financial aid packaging and
leveraging. However, the S.E.M. organizational
structure becomes the focal point for
implementation
– Jim Black
The Enrollment Management
Organizational Continuum,
Jim Black, 2003, EM Structure Whitepaper
History of SEM
The Age of the Academic Context
Focus on integrating S.E.M. models and involving the
academic side of the organization. The focus is still on
increasing enrollment through enhanced recruiting
models and the use of financial aid packaging and
leveraging coupled with establishing a S.E.M.
organizational structure within the institution but there is
now a recognition that academics are important.
– Stan Henderson
Traditional Core SEM Activities
• Determining, Achieving and Maintaining Optimum
Enrollment
• Establishing Clear Enrollment Goals
• Projecting Future Enrollments
• Promoting Student Success
• Enabling the Delivery of Effective Academic
Programs
• Generating Tuition
• Enabling Financial Planning
• Increasing Organizational Efficiency
• Improving Service Levels
Getting Started with SEM
Fundamental steps to the development of a comprehensive
recruitment and retention Plan
1. Determine the institution’s capacity to serve students by
degree program and types of students (traditional, nontraditional, graduate, etc.)
2. Establish Goals: need to be agreed upon by all involved
3. Formulate Strategies based on data
4. Develop action plan with tactics and an operational
calendar:
–
–
–
–
–
What exactly is going to be done
When will it be completed
Who is responsible
How much will it cost
How will you know if it has been accomplished (evaluation)
SEM Success &
Innovation Models
RETENTION PLAN: Syracuse Univ., Youngstown State U
RECRUITMENT PLAN: University of Nebraska
FINANCIAL AID: Muhlenberg College
http://www.muhlenberg.edu/admissions/aid.html
STRUCTURE & RESPONSIBILITIES: Univ of Cincinnati
ENVIRONMENTAL SCAN: Slippery Rock University
BRANDING: Washington State University
CAMPUS VISIT: Ferris State University
ORIENTATION: Missouri University of Science & Technology
CO-OP/INTERNSHIPS: WPI
Learning Disabled: Southern Illinois Univ – Carbondale
Supplemental Instruction: Univ of Missouri – Kansas City
Cross-Campus
Enrollment Development Team
•
•
•
•
•
•
•
•
•
•
Faculty from each division
Admissions
Registrar
Financial Aid
Campus Housing
Student Activities
Counseling Center
Orientation
Teacher Training Director
Faculty Senate Leaders
• Execs: Academic,
Student & Enrollment
Affairs
• Advising
• Info Tech
• Institutional Research
• Minority Programs
• International Affairs
• Cashier/Billing
• Pre-College Programs
• Reporting Services
NOTE: The EDT does not replace the campus recruitment and retention committees
Research Plan: How Data Is Used In
Strategic Enrollment Management
1.
To improve retention
2.
To build relationships with high schools and community colleges
3.
To target admissions efforts and predict enrollments
4.
To recommend changes to admissions policy
5.
To examine issues of how best to accommodate growth
6.
To improve the educational experience of students
7.
To identify needs of unique student groups
8.
To project and plan for student enrollment behavior
9.
To determine financial aid policies
10.
To assess student outcomes
Today’s Enrollment Manager
• “Successful senior enrollment managers
have to operate simultaneously on multiple
levels. They need to be up to date, even
on the cutting edge of technology,
marketing, recruitment, the latest campus
practices to enhance student persistence,
and financial aid practices.”
SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler
Associate Editors: Larry Hoezee and Dan Rogalski
Hossler continued
• “(Enrollment Managers) need to be able to
guide and use research to inform
institutional practices and strategies.
Successful enrollment managers need to be
good leaders, managers, and strategic thinkers.
• They have to have a thorough understanding of
the institutions where they work and a realistic
assessment of the competitive position in which
it resides and the niche within which it can
realistically aspire to compete. Furthermore, to
be effective, enrollment managers must also
have a sense of how public, societal, and
competitive forces are likely to move enrollmentrelated policies and practices in the future.”
SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski
Core SEM Reports
•
•
•
•
•
•
Weekly “Funnel” Reports
Key Performance Indicators (KPIs)
Annual Environmental Scans & SWOT updates
New Student Profiles Prior to Start of Classes
Student Profile after Census Date
Admission Yield Reports by Major, Ethnicity,
Gender, Geography, Date of Application
• Re-enrollment Reports by Ethnicity, Gender,
Geography, GPA, ACT/SAT Scores, HS GPA &
Class Rank and Financial Income.
Benchmarking
Determine Competitors & Comparators:
• www.collegeresults.com
• College Board: Institutional Comparison
• US News (United States)
• McCleans (Canada)
• Higher Ed Times (Great Britain)
• Shanghi Jiaotong (China)
What do SEM Leaders Read?
In addition to ACT, College Board & AACRAO SEM
publications…..
•
•
•
•
•
•
Chronicle of Higher Education
Greentree Gazette
University Business
Inside Higher Ed (like Chronicle, but free)
ACT News You Can Use (www.act.org)
Google News Search: “University Enrollment”
• Postsecondary Education OPPORTUNITY
• State Economic & Demographic Reviews (OSEDA)
• Anything by Michael Dolence, Tom Mortenson, Bob
Bontager, David Kalsbiek, Bob Sevier, Richard Whitesides,
Bob Johnson, Stan Henderson, and Jim Black
• Much, much more
RESOURCES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
www.act.org (retention study and tracking charts, labor and education
policy/tends)
www.ama.com (marketing trends and applications)
www.collegeboard.org (student psychographics
www.collegeresults.org (four-year retention benchmarking)
www.educationalpolicy.org (retention calculator)
www.nces.gov (2007 Digest of Education Statistics)
www.higheredinfo.org (college participation rates)
www.noellevitz.com (funnel analysis)
www.stamats.com (teen and parent trend analysis)
www.wiche.org (student projections)
www.educationtrust.org (k-18 environmental scans and best practices)
www.lumina.org (k-18 research and public policy analysis)
www.greentreegazette.com (higher education issues and news)
www.pewinternet.org (communication and internet trends)
www.postsecondary.org (education trends and issues reports)
www.communicationbriefings.com (tactics and analysis)
Chronicle of Higher Education August Almanac
Recruitment and Retention in Higher Education
US Student
Environmental Scan
Future Students: Demographic and
Population Changes
• Fewer first-time, traditional students in the
overall pipeline until between 2015 -- while older
population is growing
• More students of color
• More students of lower socioeconomic status
• More students unprepared college level work
WICHE, Knocking on College’s
Door, 2003 & 2008
Factors Most Noted in
Choosing a College
•
•
•
•
•
•
Majors & Career Programs Offered
Location/Campus Characteristics
Cost/Affordability
Campus Size/Safety
Characteristics of Enrolled Students
Selectivity
Labor Demand vs. Student Interests
Source: U.S. Department of Labor, Bureau of Labor Statistics,
www.bls.gov/emp/home.htm
New Students’ Intended Major
1976-77 to 2006-07
28%
21%
14%
7%
0%
Business
College Board, 2007
Engineering
Education
76-77
Biological
Sciences
86-87
Computer
Science
96-97
Social
Sciences
06-07
Art, Music,
Drama
Health
Professions
SOURCE: CIRP
Student Interest Trends in
Engineering
Potential United States Undergraduate Engineering Majors
All College Bound, ACT Tested Students Interested in Any
Engineering Field
70000
65000
60000
55000
(<5%)
50000
45000
40000
Number
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
63653
66475
67764
64571
64937
63329
63601
65329
65776
61648
54175
52112
51445
48438
SOURCE: ACT 2004, Engineering Workforce Study
SOURCE: STAMATS Teen Talk, 2005 & Chronicle of Higher Education 2007 Alamenac
In-state vs. out-of-state freshmen
recruitment funnel ratios
SOURCE: Noel Levitz 2006 Admissions Funnel Report
SOURCE: College Board, 2007
Constant Growth in One Demographic Market: Adults Over 60
SOURCE: US Census Bureau
WICHE, 2008
National vs. Regional Trends
WICHE, 2008
SOURCE: US Dept. of Education 2005
HOMESCHOOLED STUDENTS: Number and distribution of
school-age children who were home schooled, by
amount of time spent in schools: 1999 and 2003
NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade
equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who
were homeschooled only because of temporary illness.
SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S.
Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent
and Family Involvement in Education Survey of the NHES, 2003.
PARTICIPATION IN REMEDIAL EDUCATION: Percentage of
entering freshmen at degree-granting institutions who enrolled
in remedial courses, by type of institution and subject area:
Fall 2000
NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2year, private 2-year, public 4-year, and private 4-year institutions. Data from private not-for-profit and for-profit institutions are reported together because there are too few private
for-profit institutions in the sample to report them separately. The estimates in this indicator differ from those in indicator 18 because the populations differ. This indicator deals with
entering freshmen of all ages in 2000 while indicator 18 examines a cohort (1992 12th-graders who enrolled in postsecondary education).
SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of
Education, NCES, Postsecondary Education Quick Information System (PEQIS), “Survey on Remedial Education in Higher Education Institutions,” fall 2000.
SOURCE: http://www.postsecondary.org/archives/Posters/192Chart1.pdf
COLLEGE COST COMPARISON
SOURCE: The College Board 2006, MAP: TIME, November 6, 2006
Student Success Trends
SOURCE: ACT, 2007
SOURCE: ACT, 2007
Financial considerations the most common
reason for leaving college
Financial reasons
40%
Other
35%
Family responsibilities
30%
Class not available / scheduling
inconvenient
Dissatisfaction with program / school /
campus / faculty
Completion of degree / certificate
25%
20%
15%
Academic problems
10%
Finished taking desired classes
5%
Personal health reasons
0%
Reasons for discontinuing
postsecondary education
Traumatic experience
Military service
SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the
High School Sophomore Class of 2002 (National Center for Education Statistics)
MOBILITY OF COLLEGE STUDENTS: Percentage of freshmen who had graduated from high
school in the previous 12 months attending a public or private not-for-profit 4-year college in their
home state: Fall 2006
NOTE: Includes first-time postsecondary students who were enrolled at public and private not-for-profit 4-year degree-granting institutions that participated in Title IV federal financial aid programs.
See supplemental note 9 for more information. Foreign students studying in the United States are included as out-of-state students. See supplemental note 1 for a list of states in each region.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fall 2006 Integrated Postsecondary Education Data System (IPEDS), Spring 2007.
Female Enrollments Exceed 57% of All College Students
SOURCE: NCES, The Condition of Education 2006, pg. 36
NATIONWIDE HS SENIORS ACT TESTED 2001-2007
1400000
1200000
1000000
800000
All Students
Female
Male
600000
400000
200000
0
2001
SOURCE: ACT
2002
2003
2004
2005
2006
2007
Top Twenty Graduate Degrees
Searched for on gradschools.com since 2004
1.
2.
3.
History
Physical Therapy
Journalism
Communications
4. Social Work
5. Fashion & Textile
Design
6. Clinical Psychology
7. Law
8. Architecture
9. Biology
10. Creative Writing
11. Physician Assistant
12. Sports Administration
13. MBA
14. Fine Arts
15. International Relations
16. Art Therapy
17. Counseling & Mental Health
Therapy
18. Public Health
19. Educational & School
Counseling
20. School Psychology
HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93
bachelor’s degree recipients who had earned an advanced degree by
2003, by bachelor’s degree field of study and highest degree attained
# Rounds to zero.
NOTE: Master’s degrees include students who earned a post-master’s certificate. First-professional programs include Chiropractic (D.C. or D.C.M.), Pharmacy (Depart), Dentistry (D.D.S. or D.M.D.),
Podiatry (Pod.D. or D.P.), Medicine (M.D.), Veterinary Medicine (D.V.M.), Optometry (O.D.), Law (L.L.B. or J.D.), Osteopathic Medicine (D.O.), or Theology (M.Div., M.H.L., or B.D.). Detail may not
sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September
2005).
National Trends Summary
1.
2.
3.
4.
5.
6.
7.
Decreasing numbers of high school graduates in
the Midwest and Northeast
Declining percentage of high school graduates
pursuing higher education directly out of high
school
Increasing numbers of freshmen choosing to start
at community colleges
Increasing diversity and financial need of future
high school graduates
Increasing dependence on student loans and a
larger percentage of household income needed to
pay for college
Continued growth in the college student gender
gap
Ongoing interest declines for non-biology STEM
majors
SEM Strategies for Success
1. Increase Student Retention
2. Reach-out Further in Student Markets
3. Increase College Participation in Primary
Markets
4. Look for Post Retirement Student
Opportunities - Certificate Programs
5. Focus on Transfers from 2-year Colleges
6. Further develop Graduate Outreach and
Graduate Certificate Programs
The Entire Campus Must be
Engaged in the Solution
“Changing demographics is not simply an issue
for enrollment managers—and enrollment
managers cannot “do magic” to perpetuate the
status quo.
Trustees, presidents, deans, faculty, and other
administrators need to engage in some
serious strategic planning to project
manageable goals, not only from the institution’s
perspective, but also from the perspective of
providing access and opportunity to this new
group of students.”
SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”
Additional SEM Professional
Development
AACRAO’s Annual SEM Conference:
• November 16-19, Anaheim, California
• www.aacrao.org
EPI’s Fall Leadership Institute: A Focuson
Student Success and SEM
• October 23-25, Tucson, Arizona
• www.educationalpolicy.org
QUESTIONS?