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Profile Catholic Colleges and Universities Ellen Boylan, Ph.D. and Sister Jane Wakahiu, LSOSF Marywood University SelectedCharacteristics from the Integrated.

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Presentation on theme: "Profile Catholic Colleges and Universities Ellen Boylan, Ph.D. and Sister Jane Wakahiu, LSOSF Marywood University SelectedCharacteristics from the Integrated."— Presentation transcript:

1 Profile Catholic Colleges and Universities Ellen Boylan, Ph.D. and Sister Jane Wakahiu, LSOSF Marywood University SelectedCharacteristics from the Integrated Postsecondary Data System (IPEDS) Selected Characteristics from the Integrated Postsecondary Data System (IPEDS) Peer Analysis System (PAS) Annual Forum March 29-30, 2009

2 Objectives  Identify and select variables that describe Catholic Colleges and Universities in USA  Explore the mission of Catholic Colleges and Universities in light of the selected variables  Develop a profile for Catholic Colleges and Universities

3 Purpose  The changing landscape of higher education necessitates collaboration to define and articulate characteristics of Catholic Colleges and Universities.  Dynamic trends require availability of current data for leaders to make informed decisions to facilitate active and rapid response to rising circumstances

4 Background  The rising cost of higher education is reported to influence students choices (Archibald and Fieldman, 2008)  Institutional aid to students has an impact on recruitment, retention and institutional success (Orsuwan and Heck, 2009).  Integrated in the mission for the Catholic postsecondary institutions is the goal to increase diversity (Gallin, 2000)  At the ACCU 2009 meeting in Washington, DC, leadership, diversity, and managing financial aid were top topics.

5 Background (Cont.)  The search for increased access is changing the mix of awarding need-based financial aid relative to merit aid (Western Interstate Commission for Higher Education report, 2007)  Institutions use endowments to enhance and support student’s financial aid, teaching, scholarship, research, and public service (Broad, 2008).

6  ACCU member institutions who exist in the IPEDS Peer Analysis System (PAS)  Information was found on 235 of the current member institutions Subjects

7 Method  The list of member institutions of ACCU was obtained.  Data on selected variables on institutions were drawn from the IPEDS peer analysis system (PAS) at the collection level and developed into tables.  Selected variables were analyzed.

8 Choosing Variables  Variables of interest articulated by the CHERC leadership, together with a review of relevant literature, generated the following list for consideration in the profile development. Percentage of financial aid SAT/ACT scores Carnegie classification (2000 and 2005 Basic) Graduation rate Gender Race and ethnicity Urbanicity Resident/Commuter* *Not available in IPEDS PAS

9 IPEDS Data Set

10 Institutions by Carnegie Class 2005 (Basic)

11 Additional Variables Selectivity Headcount of students by level (U/G), attendance status (FT/PT) and age range Institution size 1-year retention rate  In addition to the proposed variables, the following from IPEDS were considered. Instruction expense/FTE End of fiscal year endowment Tuition & fees revenue/FTE Financial aid information by source of aid

12 Graduate Headcount by Student Status and Gender – Fall 2007

13 Undergraduate Headcount by Student Status and Gender – Fall 2007

14 Overall Student Characteristics Fall 2007

15 Variables from US News  When available, data from US News and World Report’s America’s Best Colleges 2009 publication was also added on participating institutions (approx. 165 schools): Institution type (Master’s/ Baccalaureate/Liberal Arts/National) and region Rank Score Tuition & Fees Acceptance Rate Selectivity Setting

16 Institution Size by US News Classification

17 Student Characteristics  Student Headcount Undergraduate/Graduate Full-time/Part-time Male/Female Diversity  Non-resident Alien  White  Other (non-white)  Unknown  Entering student test scores (SAT/ACT) 25 th percentile 75 th percentile  First-time full-time freshmen as a percentage of total undergraduate enrollment

18 Quality of FTFTF – 2007 SAT Percentiles* *Where 50% or more of FTFTF submitted scores

19 Race/Ethnicity by Region Undergraduate

20 Change in Diversity by Region North

21 Change in Diversity by Region South

22 Average Grant Aid to FTFT Freshmen by Region ( )

23 Average Grant Aid to FTFT Freshmen by Institution Size ( )

24 FTFTF Student Grants and Loans by Institution Size ( )

25 Average Instruction Expenses and Tuition & Fees Revenues per FTE Student

26 Discussion

27 References ACCU. (2009) Association of Catholic Colleges and Universities-Logo. Accessed on March 26, Archibald, B.R. and Fieldman, H. D. (2008). Explaining increases in Higher education. The Journal of Higher Education, 79(3), Baum. S. (2007). It’s time for serious reform of the student-Aid system. Change.39(2), Broad, M. C. (2008). Endowments are both vital and misunderstood. Chronicle of higher education, 55(13), A32 Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher Education, 52, McDonough, P. M., Calderone, M. Shannon. M. and Purdy, W. C. (2007). Changing direction- Integrating Higher Education financial aid and Financing policy: State grant aid and its effect on student choices. Western Interstate commission for higher education (WICHE). Orsuwan, M. and Heck, R. H. (2009). Merit-Based Student Aid and Freshman Interstate College Migration: Testing a Dynamic Model of Policy Change. Research in High Education, 50, Shireman, R. (2009). College affordability and student success. Change 54(2), Williford, A. M. and Wadley, J. Y. (2008). How institutional research can create and synthesize retention and attrition information. Professional file, 108, 1- 23

28 Ellen Boylan, Ph.D. Director of Institutional Research and Assessment Sister Jane Wakahiu, LSOSF, MA Graduate Assistant Phone:


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