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And Others Historically Black Colleges and Universities DOCUMENT RESUME ED 399 897 HE 029 533 AUTHOR Hoffman, Charlene M.; And Others TITLE Historically Black Colleges and Universities, 1976-1994. INSTITUTION National Center for Education Statistics(ED), Washington, DC. REPORT NO ISBN-0-16-048778-1; NCES-96-902 PUB DATE Sep 96 NOTE 126p.; For previous report in this series, see ED347 923. AVAILABLE FROM U.S. Government Printing Office, Superintendentof Documents, Mail Stop: SSOP, Washington, DC 20402-9328. PUB TYPE Statistical Data (110) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Black Colleges; Black Education; Black Students; Budgets; College Attendance; College Choice;*College Faculty; *Degrees (Academic); *EducationalFinance; *Enrollment Trends; Expenditure per Student; Federal Aid; Financial Support; Higher Education; Institutional Survival; Private Colleges; Public Colleges; Racial Composition; Racial Integration; Resource Allocation; Salary Wage Differentials; Statistical Analysis; Tables (Data); Teacher Salaries; Trend Analysis ABSTRACT This report presents a statistical overview of trends in the development of historically black colleges anduniversities (HBCUs). An introductory chapter reviews the history of HBCUs and discusses the current status in terms of enrollment,degrees conferred, staff, salaries, and finances. Nine textfigures and 54 summary tables provide detailed dataorganized into the same categories. Supplemental information is given for allpublic and private institutions to allow comparative evaluationswith all institutions. The report finds that:(1) as a group, HBCUs entered a period of growth during the late 1980s, with some ofthe increase due to a larger proportion of black studentschoosing HBCUs;(2) over the 1976-1994 period the student racial/ethnic mix became more diversified, especially for degree recipients;(3) the number of degrees conferred has also risen since 1990, duemainly to increased enrollments;(4) financial and faculty resources at public HBCUs are stronger than those at private institutions;(6) faculty salaries at all HBCUs have increased at about the same rate as atall institutions, but nevertheless remain at a lower level than institutions of higher education in general;(7) educational expenditures at all HBCUs have increased, but at a lesser ratethan at comparable institutions. Appendixes include aguide to the sources used and the comparability of data, information onmethodology, and a glossary. (CH) MI S I t ANA A p A I: . ; War 11VAIIIIi9:51710.; II -=11100.- 11111.0 IBM .11M 11.161...,_ wr IPMISIvelr 1.11111111111 WM=13111111111 msse, wo9P".."1.wv.1. U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) dThisdocument has been reproduced as received from the person or organization originating it Minor changes have been made to Iimprove reproduction quality Points of view or opinions stated in this 1111111111 document do not necessarily represent official OERI position or policy \V) I. , I . rt I , I BEST COPY AVAILABLE 2 NATIONAL CENTER FOR EDUCATION STATISTICS HISTORICALLY BLACK COLLEGES AND UNIVERSITIES 1976 -1994 CHARLENE M. HOFFMAN THOMAS D. SNYDER BILL SONNENBERG U.S. Department of Education Office of Educational Research and Improvement NCES 96-902 3 U.S. Department of Education Richard W. Riley Secretary Office of Educational Research and Improvement Sharon P. Robinson Assistant Secretary National Center for Education Statistics Pascal D. Forgione, Jr. Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations.It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NOES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NOES product or report, we would like to hear from you. Please direct your comments to: National Center for Education Statistics Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue NW Washington, DC 20208-5574 September 1996 Suggested Citation U.S. Department of Education. National Center for Education Statistics. Historically Black Colleges and Universities, 1976-1994, NCES 96-902, by Charlene M. Hoffman, Thomas D. Snyder, and Bill Sonnenberg, National Center for Education Statistics. Washington, DC: 1996. Contact: Charlene M. Hoffman (202) 219-1688 4 For sale by the U.S. Government Printing Office Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 ISBN 0-16-048778-.1, Foreword The purposeofthisreportistoprovidea and traditionallyblackinstitutions.However, the compilation of statistical information covering recent scope of institutions included in the historically black trendsinthedevelopmentofhistoricallyblack colleges and universities designation is slightly dif- colleges and universities. The data for Historically ferent than the list used for the traditionally black in- Black Colleges and Universities: 1976 to 1994 draws stitutions reports. on the results of the "Higher Education General Past NCES reports on black colleges proved to be Information Survey" and "Integrated Postsecondary of interest and value to education researchers and Education Data System" programs carried out by the administrators, government officials, the media, the National Center for Education Statistics (NCES). The business community, and the general public. publicationcontainsinformationon a varietyof We welcome comments andsuggestionsto educationstatistics,including enrollment, degrees improve future editions. conferred,staff,facultysalaries,revenues,and expenditures. Supplemental information on all public andprivatecollegesprovidesbackgroundfor Jeanne E. Griffith, evaluating conditionsinhistorically black colleges Associate Commissioner and universities. National Center for Education Statistics This publication may be viewed as an update of July 1996 our previous reports on historically black institutions 5 iii Acknowledgments Many people have contributedin one way or Consultants, Inc., provided computer support. In the another to the development of Historically Black Col- Office of Educational Research and Improvement leges and Universities:1976 to1994. Foremost Phil Carr designed the cover. Jerry Fairbanks of the among these contributors is Charlene Hoffman, who U.S. Government Printing Office managed the type- servedasprojectmanager anddesignedthe setting. tabulations used in the report. Thomas D. Snyder, Historically Black Colleges and Universities: 1976 Program Director of Annual Reports, was responsible to 1994has received extensivereviews by for the analytical text and conceptual design of the individuals within and outside the Department of report. Celestine Davis prepared materials dealing Education. We wish to thank them for their time and with enrollment and provided statistical support of all expert advice. In the Office of Educational Research phases of the production. Bill Sonnenberg was re- and Improvement (OERI), Patricia Q. Brown, Mary forthehistoricalbackground onthe sponsible Frase, Dr. Vance Grant, and Celeste A. Loar re- institutions and also prepared materials dealing with viewed the entire manuscript. Marion Hooker (White staff data. Claire Geddes and Debra Gerald reviewed House Initiative on Historically Black. Colleges and theentiremanuscript. The report was prepared under the general direction of Jeanne E. Griffith, As- Universities), Susan Hill (National Science Founda- sociate Commissioner for the National Center for tion),arid Hugh Fordyce (United Negro College Education Statistics (NCES). Fund) also reviewed the entire document. The tech- Several individualsoutsidetheCenteralso nical review was done by Mike Cohen of the National expended large amounts of time andeffort on Center for Education Statistics. Agency reviews were Historically Black Colleges and Universities: 1976 to conducted by the -Office of the Under Secretary, 1994. Robert Craig of Pinkerton Computer Budget Service, U.S. Department of Education. 6 Executive Summary Historically black colleges and universities The number of master's degrees conferred by (HBCUs) are institutions established prior to 1964, HBCUs declined by 23 percent from 1976-77 to whose principal mission was, and is, the education of 1993-94. The number of degrees fell more rapidly black Americans. This statistical overview covers the (31 percent) for men than for women (11 percent). development of HBCUs over the past 19 years. The number of doctor's degrees conferred by HBCUs increased by 223 percent between 1976-77 How many students attend HBCUs?
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