USHE MEASURING UTAH HIGHER EDUCATION 2005 OFFICE OF THE COMMISSIONER OF HIGHER EDUCA TION USHE MEASURING UTAH HIGHER EDUCATION 2005 STA TE BOARD OF REGENTS Utah System of Higher Education 60 South 400 West Salt Lake City, Utah 84101 Nolan E. Karras, Chair; E. George Mantes, Vice Chair; Jerry C. Atkin; Daryl C. Barrett; Bonnie Jean Beesley; Janet A. Cannon*; Katharine B. Garff; David J. Grant; James S. Jardine; Michael R. Jensen; David J. Jordan; Trenton Kemp**; John C. Pingree*; Jed H. Pitcher; Sara V. Sinclair; Marlon O. Snow; Maria Sweeten Dr. Richard E. Kendell, Commissioner of Higher Education * Ex-Officio Member representing the Utah State Board of Education ** Student Regent MEASURING UTAH HIGHER EDUCATION 2005 INTRODUCTION CONTENTS It’s all about accountability. What are the public and students getting for their investment in Higher Education? ACCESS AND PREPARATION In its most recent Master Plan, the State Board of Regents reiterated its Total Headcount Enrollments . 5 commitment to be accountable to the people of Utah and pledged to Total FTE Enrollments . 5 report regularly “on education efficiencies, effectiveness, and the quality UCAT Enrollment . 6 of student learning outcomes.” For several years, the Commissioner of Participation Rates . 7 Higher Education has prepared reports, at least biennially, on a range of Education Pipeline to Higher Education. 7 performance measures. In 2004, the Board of Regents directed the Enrollment Ethnic/Racial Diversity. 8 Commissioner to bring a sharper focus to the report and zero in on Percent of Technologically-delivered Courses . 8 several measures—some used in previous reports and some new—to help the Board, other policy makers and the general public readily see QUALITY the performance of Utah’s public colleges and universities. ACT Test Scores. 9 Advanced Placement Qualifying . 9 This Report looks at three areas of performance: Concurrent Enrollment . 9 • Access and Preparation—How well are students able to gain access to First-time Freshmen and Remedial Courses . 10 college and are they well prepared? • Quality—Are students receiving a quality education? Degrees and Awards Earned. 10 • Efficiency and Finance—How is Higher Education financed and what Degree Production/Efficiency . 11 are the trends? Student-to-Faculty Ratio . 12 Courses Delivered by Part-Time Faculty. 12 The Report also includes the findings of the National Center for Higher Education Management Systems, showing how Utah compares to other EFFICIENCY AND FINANCE states in terms of Higher Education efficiency—outputs versus inputs. Total Education Funding per FTE Student . 13 Tax Funds to Higher Education This report represents the dynamic efforts of a working group comprised per $1,000 of Personal Income . 13 of representatives from each of the 10 public colleges and universities, Tuition as Percent of Total Instructional Costs . 13 the Commissioner’s Office, members of the Utah State Legislature’s Tuition—Resident Undergraduate Comparisons . 14 Higher Education Appropriations Subcommittee and its staff. A wide State Reliance on Tuition for Funding. 15 range of possible measures were considered including data collected State Need-Based Financial Aid . 15 from Utah System of Higher Education (USHE) institutions as well as regional and national sources. Where possible, a “baseline” of 2000-2001 Percent of Family Income Needed to Pay for College. 16 has been adopted. In each case, the most recent data available has been Average Amount of Student Loans. 16 used to measure against this baseline. Faculty Compensation Compared to Peer Institutions. 16 Economic Impact--Degrees in Engineering In most cases, the data is for the nine credit-granting USHE institutions. and Computer Science . 17 Where appropriate the Utah College of Applied Technology—which Economic Impact—Research Grants and Contracts. 17 provides open-entry/open-exit non-credit training for both high school and post-high school students in a variety of fields—has also been EFFICIENCY OF STATES IN PROVIDING HIGHER EDUCATION included. Data is provided on a system-wide basis (nine credit-granting Report by National Center for Higher institutions) or categorized by the mission and type of the institution, as Education Management Systems . 18 follows: Doctoral/Research: University of Utah and Utah State University Masters Universities: Weber State University and Southern Utah University Baccalaureate: Dixie State College and Utah Valley State College Community/ Associates Colleges: Snow College, College of Eastern Utah, Salt Lake Community College INTRODUCTION 4 UTAH SYSTEM OF HIGHER EDUCATION MEASURING UTAH HIGHER EDUCATION 2005 ACCESS & PREPARATION Fall Headcount Enrollment 60,000 2000-01 Baseline (126,379 Total) 50,000 2003-04 (144,937 Total) 47,67054,387 Headcount enrollments, or the number of students 40,000 enrolled at the third week of fall semester, continue to climb for all institutional 30,000 types, growing in total by 28,907 32,290 14.7% over 4 years. 27,461 32,713 22,341 25,547 ta Book 20,000 10,000 ce: USHE 2005-06 Da Sour 0 Doctoral/ Masters Baccalaureate Community/ Research Universities Colleges Associates Universities Colleges Annual Budget-Related FTE Enrollment 50,000 40,000 39,851 44,308 2000-01 Baseline (94,097 Total) Full-time equivalent 2003-04 (105,040 Total) enrollments also grew over this period. FTE enrollment is a measure of 30,000 the number of instructional hours completed by students over an entire academic 20,000 year. Budget related 18,942 21,225 enrollments include those 17,510 18,855 17,793 20,652 ta Book instructional programs and courses eligible for state 10,000 funding. From 2000-01 to 2004-05, USHE budget related FTE grew 11.6%. ce: USHE 2005-06 Da Sour 0 Doctoral/ Masters Baccalaureate Community/ Research Universities Colleges Associates Universities Colleges ACCESS & PREPARATION 5 UTAH SYSTEM OF HIGHER EDUCATION MEASURING UTAH HIGHER EDUCATION 2005 Utah College of Applied Technology Enrollment 6,000,000 2001-02 Baseline 2003-04 5,000,000 UCAT enrollment is 4,696,455 5,150,737 measured differently than other USHE institutions. 4,000,000 Instructional activity is measured in membership hours rather than credits. The number of 3,000,000 membership hours declined by 1.2% from 2003-04; 2001-02 to 2003-04. t, 2,000,000 December 2004 ual Repor Ann t a Glance, 1,000,000 T A acts a ce: UC T F A 0 Sour UC Instructional Membership Hours 80,000 2001-02 Baseline 2003-04 70,000 UCAT participation is 60,000 measured in annual headcount, or the number of students served over an 50,000 entire year. The total 63,107 51,767 unduplicated headcount 40,000 enrollment has declined by 18.0% from 2001-02 to 2003-04. 30,000 2003-04; t, December 2004 20,000 ual Repor Ann t a Glance, T A 10,000 acts a ce: UC T F A UC Sour 0 Annual Headcount (with Custom Fit) ACCESS & PREPARATION 6 UTAH SYSTEM OF HIGHER EDUCATION MEASURING UTAH HIGHER EDUCATION 2005 USHE Participation Rates 25% 2000-01 Baseline 2003-04 20% 21.3% 22.4% Participation rates measured in the USHE Long Term Enrollment 15% projection model compare ollment all USHE enrollment to the total Utah population by m Enr age group. Growing 10% participation rates, combined with demographic increases, continue to fuel 5% enrollment growth in Utah. ce: USHE 2004 and 2001 Long-ter 1.9% 2.2% ojection Model Sour Pr 0 Age 18-29Age 30 and up Education Pipeline 2002: Of every 100 ninth grade students… 100 Utah U.S. Average 80 Utah’s college pipeline Top State begins relatively high compared to the rest of 83 68 90 the nation based on high 60 school graduates. However, the number of il 2004 y and Higher students who immediately Apr , olic enter college, remain 40 enrolled in the 2nd year, and who graduate with an or Public P 36 40 60 associate’s degree after tional Pipeline three years or bachelor’s 20 24 27 44 degree after six years, The Educa tional Center f trails the national average. 17 18 29 tion, Contributing factors ce: Na include large number of Educa Sour working and part-tem 0 Number who Number who Number who Number who students, earlier graduate immediately are still graduate with marriages, and the Utah high school enter college enrolled in Associate’s Degree 4 years later second year in 3 yea rs or missionary phenomenon. Bachelor’s Degree in 6 yea rs ACCESS & PREPARATION 7 UTAH SYSTEM OF HIGHER EDUCATION MEASURING UTAH HIGHER EDUCATION 2005 Enrollment Diversity, Percent of Fall Headcount Enrollment 3.5% 2000-01 Baseline (7.5% Total) 2004-05 (8.0% Total) 3.0% 3.1% 3.4% While diversity in Utah’s college enrollment is growing, the relatively 2.5% 2.9% 2.6% small number of minority students still trails the diversity of the entire 2.0% state population. 1.5% ta Book; USHE 2001-02 1.0% 0.9% 1.1% 0.5% 0.6% 0.7% ce: USHE 2005-06 Da ta Book Da 0.0 Sour American Indian/ Asian/ BlackHispanic Alaskan Native Pacific Islander T echnologically-Delivered Instruction, % of Total FTE Delivered Via Technology 2000-01 Baseline 10% 2003-04 Growth in technologically- delivered courses 8% continues to expand rapidly at all institutional 7.0% 10.0% types. 6% ed er 4.5% 9.2% 4% 4.2% 9.1% 3.9% 9.2% 3.8% 8.6% echnologically-Deliv T t 2% ce: USHE 2003-04 ollment Repor Sour 0 Enr Community/ Baccalaureate Masters Doctoral/ Total Associates Colleges Universities Research Colleges Universities ACCESS & PREPARATION 8 UTAH SYSTEM OF HIGHER EDUCATION MEASURING UTAH HIGHER EDUCATION 2005 QUALITY ACT Test Scores Utah 25 U.S. Average July 2004 21.4 21.0 20 21.5 20.9 20.7 20.7 20.9 20.7 The scores from Utah high tion, 15 school students who take ACT exams are slightly al/AP/AP02.htm, v higher than the national icer of Educa average.