Surviving 2010….
AND BEYOND
Jay W. Goff Missouri S&T www.enrollment.mst.edu MACRAO, Lake Ozark, Missouri October 27, 2008
Record Classes Now….Later?
Total Enrollment Fall 2000 - 2008 38% Enrollment Growth: 1745 Additional Students Exceeded Strategic Plan Goal by 221 Additional Student or 3.5%
6500
6000
5500
5000
5602
5858
6167
6371
Total Enrollment
4500
5459
3500
3000 2000 2001 2002 2003 2004 2005 2006 2007 2008
4626
4000
4883
5240
5407
Source: WICHE 2003
The External Environment in which Colleges and Universities Operate is Changing Quickly
•Dramatic changes in student markets.
•Public expectations for a wide variety of high quality student services.
•Greater needs for an institution-wide understanding of how to best react to the emerging student trends, needs and markets.
NATIONAL Shift Impacts on Higher Education
1. Nationally, in 2009-10 the number of high school graduates will begin a gradual decline. 2. The proportion of minority students is increasing and will account for about half of school enrollments within the next decade. 3. High school graduates in the future will include higher percentages from families with low incomes.
Knocking at the College Door: Projections of High School Graduates by State, Income, and Race/Ethnicity, WICHE 2008.
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
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
What is included in a 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
SEM DATA RESOURCES
• www.act.org • www.collegeboard.org • www.collegeresults.org • www.nces.gov • www.wiche.org • www.ama.com • www.educationtrust.org • www.lumina.org • www.greentreegazette.com • www.postsecondary.org • www.communicationbriefings.com Missouri Resources • http://www.oseda.missouri.edu/ • www.mcdc2.missouru.edu • www.ded.mo.gov/researchandplanning • www.nces.ed.gov/sdds • www.dhe.mo.gov
“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage.” Dr. John F. Carney, III Missouri S&T Chancellor
The National Picture
Over 4200 Colleges & Universities: Heavy Competition for Students Number of Colleges and Universities
SOURCE: U.S. Education Department http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8
Shifting Student Populations
―The demographic shifts we are beginning to experience are largely the result of welcome advances in technology and public health that have extended life expectancy, improved living standards, and reduced population growth.‖
SOURCE: Jane Sneddon Little and Robert K. Triest. (2001) SEISMIC SHIFTS: THE ECONOMIC IMPACT OF DEMOGRAPHIC CHANGE.
College Board, 2007
Undergraduate Enrollment by Attendance Status 1986-2016
12,000,000
10,333,000
10,000,000
9,009,000
8,000,000
7,169,000 6,259,000 5,618,000 5,094,000
6,348,000
6,000,000
4,271,000
4,000,000
2,000,000
0
8586 88 90 92 94 96 98 00 02 04 06 08 10 12 14 1516
Full-time
Part-Time
College Board, 2007
Source: U.S. Department of Education
SOURCE: US Dept. of Education 2005
SOURCE: WICHE, 2003, Knocking At College‘s Door.
Constant Growth in One Demographic Market: Adults Over 60
SOURCE: US Census Bureau
College Board, 2007
College Board, 2007
SOURCE: WICHE 2008
NATIONWIDE HS SENIORS ACT TESTED 2001-2007
1400000
1200000
1000000
800000
All Students Female Male
600000
400000
200000
0 2001 2002 2003 2004 2005 2006 2007
Female Enrollments Exceed 57% of All College Students
SOURCE: NCES, The Condition of Education 2006, pg. 36
52.8% Missouri‘s College-Going Rates of High School Graduates - Directly from HS
The Impact of Demographic Changes on Higher Education
Some Institutions will: • • • • Expand their enrollments. Enroll student bodies that are less academically prepared. See shrinking enrollments. Need to expand their recruitment strategies and redefine the target populations. • Have racial and ethnic composition of students may be markedly different from current classes.
SOURCE: College Board. (2005). ―The Impact of Demographic Changes on Higher Education‖
Labor Demand vs. Student Interests
Source: U.S. Department of Labor, Bureau of Labor Statistics, www.bls.gov/emp/home.htm
Ongoing interest declines in key fields
Changes in Intended Major 1976-77 to 2006-07
28%
21%
14%
7%
0% Business Engineering Education Biological Sciences 86-87 Computer Science 96-97 Social Sciences 06-07 Art, Music, Drama Health Professions
76-77
CHART SOURCE: College Board, 2007
DATA 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 50000 45000 40000 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
(<5%)
Fall 2008 Total Students
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).
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
HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, 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.
Student Success Trends
ACT, 2007
Financial considerations the most common reason for leaving college
Financial reasons
40% 35% 30% 25% 20% 15% 10% 5% 0% Reasons for discontinuing postsecondary education
Other Family responsibilities Class not available / scheduling inconvenient Dissatisfaction with program / school / campus / faculty Completion of degree / certificate Academic problems Finished taking desired classes Personal health reasons 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)
Average Annual Wages: Missouri, 2000-2005
$35,000 $34,000 $33,000 $32,000 $31,000 $30,000
SOURCE: U.S. Bureau of Labor Statistics.
$29,000
2000
2001
2002
2003
2004
2005
SOURCE: U.S. Bureau of Labor Statistics.
COLLEGE COST COMPARISON
SOURCE: The College Board 2006, MAP: TIME, November 6, 2006
College Costs and Disposable Per Capita Income, 1996-97 to 2006-07
$35,000 Published Charges $30,000
$25,000
$20,000
$15,000
$10,000
$5,000
$0 1996-97 1997-98 1998-99 19992000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Private 4-Year
Public 4-Year
Per Capita Income
Source:The College Board
Percent For Whom Financing was a Major Concern 1992-93 to 2006-07 (Selected Years)
25%
20%
15%
10%
5%
0% 92-93 94-95 96-97 97-98 99-00 Private Univ 00-01 01-02 Public 4-Yr 02-03 03-04 04-05 05-06 06-07 Public Univ Private (Non-Sect) 4-Yr
Source: CIRP
College Board, 2007
Measuring Up Report Cards
Missouri‘s FTC FTE Freshmen Trends
1981 2007
2-year Colleges 28,085 4-year Private 6,761 4-year Public 19,265
32,696 9,375 17,862
Alabama Louisiana Mississippi Tennessee Nevada Texas Oregon Washington Missouri South Dakota South Carolina Idaho Florida North Carolina Indiana Iowa California New Mexico Utah Montana United States Rhode Island Alaska Pennsylvania Illinois Hawaii Georgia New York Arizona Michigan Kentucky West Virginia Colorado Minnesota Oklahoma Nebraska Virginia Arkansas Kansas Connecticut North Dakota Ohio Vermont Wisconsin Massachusetts Maryland Maine New Jersey Delaware New Hampshire
-10.7 -10.5 -9.8 -9.3 -9.3 -8.9 -8.2 -8.0 -7.4 -7.0 -7.0 -6.9 -6.8 -6.7 -6.5 -6.3 -6.2 -5.9 -5.8 -5.8 -5.7 -5.7 -5.7 -5.6 -5.6 -5.3 -5.2 -5.2 -5.1 -4.8 -4.8 -4.8 -4.4 -4.4 -4.3 -4.3 -4.2 -4.2 -3.9 -3.8 -3.3 -3.0 -2.9 -2.8 -2.3 -2.1 -1.6 -1.0 -1.0 -0.5
Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2013
0
-3
-6
-9
-12
Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005
By 2015
• All States will have a structural budget deficit • Higher Education will likely lose funding to health care, transportation, prisons and K12 education. • Tuition revenue will become the majority source of operational income
Shift Conclusions
―Virtually all public and private colleges and institutions will see changes in their student bodies during the next decade. The only exceptions might be the top-tier, most popular institutions that already have many more highly qualified applicants than available spaces.‖ College Board, 2005
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
Other Shifts to be Aware of…
• First Generation Participation Rate • Increased Competition for International Students • Increased numbers of students with identified mental Illnesses • Changes in Work Force needs and training Development • Communication/Technology patterns: +90% with cell phones and 63% using Social Networking Facebook and MySpace prior to freshmen year
Building a Comprehensive Approach
Enhance Alumni Relations
Target Prospective Students
Graduate Students
Assist Students’ Success
Strategic Enrollment Management is About Interacting Relationships
Qualify Prospective Students
Delight-Satisfy Students
Offer/Deposit/Enroll Students •
Cultivate Relationships Applicants
SEM as a life-cycle process: – David Kalsbeek, DePaul University, SEM IX
The Missouri Perspective
Factors Most Noted in Choosing a College
• • • • • • Majors & Career Programs Offered Location/Campus Characteristics Cost/Affordability Campus Size/Safety Characteristics of Enrolled Students Selectivity
Student Trends in Missouri: 2010-2015
• Missouri high schools will likely graduate at least 5,000 fewer students • HS student profiles will become more ethnically diverse • One-third are not prepared for college level work • Women will compose more than 57% of the college enrollments
SOURCES: WICHE 2008, MO DHE 2007
Percent of Population by Age Group and Race/Ethnicity in 2000 and Projected Percent of Population by Age and Race/Ethnicity from 2020 to 2040 Under Alternative Scenarios of Age/Sex and Race/Ethnicity-Specific Net Migration for the State of Missouri
Age Group Non-Hispanic White Black Hispanic Other Total
All Scenarios <18 18-24 25-44 45-64 65+ 24.2 9.2 28.7 23.3 14.6 33.4 10.8 29.6 17.8 8.4 35.9 15.2 32.1 12.4 4.4 25.8 12.8 36.7 19.3 5.4 25.5 9.6 29.1 22.3 13.5
Assuming Rates of Zero Migration 2020 <18 18-24 25-44 45-64 65+ 2040 <18 18-24 25-44 45-64 65+ 21.6 8.7 24.8 24.8 20.1 27.2 10.4 26.8 23.2 12.4 21.7 9.1 26.4 26.8 16.0 16.0 6.7 23.1 25.2 29.0 22.3 8.9 25.1 24.6 19.1 22.4 8.3 25.9 25.9 17.5 29.1 10.1 29.0 22.0 9.8 24.5 12.0 31.6 24.4 7.5 19.4 8.9 26.5 30.2 15.0 23.2 8.7 26.4 25.5 16.2
S&T‘s Total Recruit Cycle
DECLINES IN MISSOURI’S SCHOOL AGE CHILDREN
• The 30-39 age cohort following the baby boomers is: • much smaller, • having fewer children and • more are leaving the state than migrating in to Missouri • The 30-39 age cohort in Missouri declined from 820,280 in 2000 to 769,020 in 2004 - a decline of 51,260 in a four-year time period. • Only 13 counties gaining school age children from 20002004
SOURCE: 2007 OSCEDA
The Baby boom cohort is now concentrated in the 40-64 age range
Missouri = 9.6%
Most families in that age range no longer have school age children living at home.
Projected Missouri Population – Number Growth from 2000 to 2020
350,000 280,000 210,000 140,000 70,000 0 -70,000
54,445 39,98 1 17,872 14,676 7,694 -5,314 14,467 20,350 21,730 29,474 8,851
White
(By Age and Race)
Black
Hispanic
306,072 275,074
-3,844
-57,435
0 to 17
18 to 24
25 to 44
45 to 64
65 and Older
Source: National Systems of Higher Education Management Systems based on data from the U.S. Census Bureau, 2003
SEM Ways to Succeed
• Increase Retention • Reach-out Further • Increase College Participation in Primary Markets • Look for Different Student Markets • Focus on Transfers from 2-year Colleges
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‖
The Strategy of SEM
• Stabilizing enrollments • Reducing Vulnerabilities • Aligning EM with Academic Programs • Stabilize Finances • Optimize Resources • Evaluate Strategies and Tactics • Improve Services • Improve Quality • Improve Access to Information
Adapted from Jim Black, 2003
Reach Out Further - Think Global
Rolla, Missouri ―The Middle of Everywhere‖
Geographic Origin of All Students - Fall 2008
WASHINGTON
49
MONTANA OREGON NORTH DAKOTA MINNESOTA VT MAINE
1
IDAHO
5 21
WISCONSIN SOUTH DAKOTA
7
12
NEW YORK MICHIGAN
2 2 NH
MA 15 CT
4
WYOMING
3
IOWA
16 15
1
PENNSYLVANIA
2
NEVADA NEBRASKA UTAH
RI
5
NJ
5
43
COLORADO
26
ILLINOIS IN
OHIO
11
WV DC VIRGINIA
1
CALIFORNIA
430
KANSAS
16 16
21 5
DE 2 MD 14 DC
22
124
MISSOURI
4,433
ARKANSAS
KENTUCKY
17
NO. CAROLINA
2
23
58
TENNESSEE ARIZONA OKLAHOMA NEW MEXICO
9
SO. CAROLINA
21
54
2
61
MS GEORGIA ALABAMA
6 11 16
Legend 50 or more students 10 – 49 students
TEXAS
LA
19
3
ALASKA
115
9 12
FL
1 - 9 students No students
All Students, Totals
HAWAII
United States Other Countries Total
5,774 597 6,371
Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T. Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4 th week of classes. Revised 9-23-2008.
PUERTO RICO 1
Armed Forces Pacific & Europe 6
Geographic Origin of Total Enrolled Students by County - Fall 2008
WORTH ATCHISON
PUTNAM MERCER HARRISON
1
NODAWAY
1
SULLIVAN
SCHUY- SCOTLAND LER
0
HOLT
0
GRUNDY
1
ADAIR
4
CLARK
4
KNOX LEWIS
8 1
GENTRY
2 1
2
ANDREW DAVIESS DE KALB
5
LINN
15
MACON
7 4
SHELBY
6
MARION
4 29
BUCHANAN
8
CALDWELL CALDWELL
2
CLINTON
LIVINGSTON
11
4
CHARITON CARROLL
6
MONROE
25
RALLS
Total Enrollment from Missouri Missouri 4,433 Other Locations 1,938 Total 6,371
7
PLATTE CLAY
2 2
RAY
1
RANDOLPH
9
PIKE
1
SALINE
12
HOWARD
4
AUDRAIN
57
89
10
LAFAYETTE
12
LINCOLN
11
BOONE
JACKSON
13
4
7
COOPER
69
CALLAWAY
MONTGOMERY
53
WARREN ST CHARLES
278
JOHNSON CASS PETTIS
7 20
MONITEAU
15
GASCONADE
26 7
COLE
39
1058
ST
427
24
ST LOUIS
117 LOUIS
CITY
49
HENRY MORGAN BENTON
87
MILLER
OSAGE
FRANKLIN
11
MARIES
22
Legend 50 or more students 10 – 49 students 1 - 9 students
BATES
8
ST. CLAIR
11 25
CAMDEN
139
JEFFERSON
6 2
VERNON
8 27
210
CRAWFORD WASHINGTON
17
PHELPS PULASKI
HICKORY
2
DALLAS POLK LACLEDE
29
45
STE GENEVIEVE PERRY
12
IRON
9
BARTON
CEDAR
156 8 25
305
DENT
24 ST FRANCOIS
9
CAPE GIRARDEAU
6 8
JASPER DADE
14 5
GREENE TEXAS WEBSTER WRIGHT
42
REYNOLDS
6 6
MADISON
11
5
BOLLINGER
No students
71
SHANNON WAYNE CARTER
142
LAWRENCE
20
6
DOUGLAS
20 11
42
NEWTON
SCOTT
4
STODDARD BUTLER
13
MISSISSIPPI NEW MADRID
14 18
MCDONALD BARRY STONE
CHRISTIAN
44
TANEY
6
HOWELL OZARK OREGON
6
RIPLEY
11 5
3
6
10
10
19
7
15
1
11
24
Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T. Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, 4th week after enrollment. Updated 9-23-08
11
DUNKLIN
PEMISCOT
6
Helping Missouri Build a Stronger Pipeline of “STEM” Focused Students
S&T Pre-College Programs by Grade Level
R = residential C = commuter
Summer Programs
1 2 3 4 5 6 7 8 9 10 11 12
College Freshmen
C R R R R R R R
Camp Invention (1 week) Aerospace Camp (4 days) Robotics Camp (3 days) Missouri Academy for Youth Advancement (MAYA) (1 month) It's A Girl Thing! (3 day) Summer Solutions (girls) (1 week) Summer Research Experience Summer Research Academy
R
R R R R R R R
Summer Transportation Instit. (1 month)
Business Tech Week Jackling Introduction to Engineering (1 week) Minority Introduction to Technology & Engineering (MITE) (1
week)
Nuclear Engineering Camps (1 week) C.H.I.P. Camp Computer Highly Interactive Program (4 days) Materials Camp (1 week) Explosives (1 week)
R
Hit the Ground Running (3 weeks)
Focus on OUTCOMES
Missouri S&T Starting Salaries
Undergraduate 2003 2004 2005 2006 $ 47,305 $ 46,567 $ 49,181 $ 51,059 Graduate $ 52,744 $ 52,945 $ 53,042 $ 58,120
2007
2008
$ 53,669
$ 55,975
$ 62,751
$ 63,640
New Ranking by Starting Salary!
Missouri S&T :
#25 among all universities in the nation #1 among Midwestern universities
SOURCE: Payscale Inc, Wall Street Journal, July 30, 2008.
SEM Strategies for Success
Increase the College Going Rate Increase Retention Reach-out Further Increase College Participation in Primary Markets 5. Look for Post Retirement Student Opportunities - Certificate Programs 6. Focus on Transfers from 2-year Colleges 7. Further develop Graduate Outreach and Graduate Certificate Programs 1. 2. 3. 4.
• Is our faculty prepared to teach students who have different academic and personal backgrounds from current students?
• If more ―at-risk‖ students are anticipated, are there any changes that might help ensure college completion? • Does the campus (particularly the faculty and administrators) resemble in any way the composition of future student bodies? • Does the institution want to intentionally target new groups of students or will it simply adapt to changes as they occur? • What are the financial resources (including financial aid) necessary to meet the institution‘s enrollment goals?
SOURCE: College Board, 2005
Questions that Institutions Need to Consider:
Strategic Enrollment Management Plan 2007-2011
• Increase Success of Students
– – Retention Rates Graduation Rates Access & Affordability Pipeline of College Ready Students Strategic Partnerships Outreach/Education Scholarships Out-of-state students Transfer Students Female Students Underrepresented Minority Students International Students Graduate Students Nontraditional Students
•
Increase College Going Rate & Access
1. 2. 3. 4. 5.
•
Expanding Current Markets & Capturing New Markets
1. 2. 3. 4. 5. 6. 7.
QUESTIONS?
Jay W. Goff
Vice Provost and Dean for Enrollment Management Missouri University of Science and Technology Rolla, Missouri
www.enrollment.mst.edu goffjw@mst.edu 573-341-4378
Enrollment Performance Fall 2000 - 2008
2000 3698 928 4626 2001 3756 1127 4883 2002 3849 1391 5240 2003 4089 1370 5459 2004 4120 1287 5407 2005 4313 1289 5602 2006 4515 1343 5858 2007 4753 1414 6167 2008 4912 1459 6371 2000 -2008 change 33% 57% 38%
Undergraduate Graduate TOTAL
Enrollment By Location On-Campus Distance or On-Line Enrollment By Ethnic Group American Indian/Alaskan Native Asian-American Black, Non-Hispanic Hispanic-American Non-Resident, International Ethnicity Not Specified White, Non-Hispanic Total
Total Minorities, Non-Caucasian US Citizens % of Total Under-Represented Minority US Citizens % of Total Non-Resident, International % of Total Enrollment By Gender Female Male
BOLD: Missouri S&T Record High
4393 233
4575 308
4848 392
4983 4936 5101 5389 476 471 501 469
5649 518
5764 607
31% 161%
24 26 23 27 23 21 20 33 33 127 128 137 151 142 158 198 198 191 168 197 213 230 218 237 245 271 299 58 63 83 100 100 126 137 139 132 590 723 819 749 600 565 585 619 674 171 179 209 253 298 253 250 242 248 3,488 3,567 3,756 3,949 4,026 4,242 4,423 4,665 4,794 4,626 4,883 5,240 5,459 5,407 5,602 5,858 6,167 6,371 377 8% 250 5% 590 13% 414 8% 286 6% 723 15% 456 9% 319 6% 819 16% 508 9% 357 7% 749 14% 483 9% 341 6% 600 11% 542 10% 384 7% 565 10% 600 10% 402 7% 585 10% 641 10% 443 7% 619 10% 655 10% 464 7% 674 11%
38% 50% 78% 128% 14% 45% 37% 38% 74% 86% 14%
1,050 1,097 1,133 1,248 1,209 1,224 1,326 1391 23% 23% 22% 23% 22% 22% 23% 23% 3576 3786 4107 4211 4198 4378 4532 4776 77% 77% 78% 77% 78% 78% 77% 77%
1419 22% 4952 78%
35% 38%
Total Enrollment 2000 - 2008 38% Total Enrollment Growth: 2000: 4626, 2008: 6371 33% Undergraduate Growth: 1,214 Additional Students 57% Graduate Growth: 531 Additional Students
1370
4000
928
1127
1391
1287
5000
1289
1343
1414
1459
6000
Graduate Students
3000
Undergraduate Students
2000
1000
0 2000 2001 2002 2003 2004 2005 2006 2007 2008
3698
3756
3849
4089
4120
4313
4515
4753
4912
Missouri S&T
Campus and Distance/On-line Enrollments 2000-2008 31% Growth of Campus Enrollment: 1371 Additional Students 161% Growth of Distance Enrollment: 374 Additional Students
6000
518 469 476 471 501
607
5000
392
308
233
4000
Distance/On-line
4983
2000
1000
0 2000 2001 2002 2003 2004 2005 2006 2007 2008
4393
4575
4848
4936
5101
5389
3000
5649
5764
Campus
Classroom Utilization
Classroom Utilization Comparison
HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, 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.