1. Serving the Needs of New Orleans
presented to
The Louisiana Board of Regents
February 8, 2011

2. Louisiana Parish by Parish Population, 2010
Source:

3. Louisiana Total Population Change by Parish, 2010-30
Source:

4. Louisiana Total Population Change by Parish, Age 15-24 2010-30
Source:

5. Louisiana Total Population Change by Parish, Age 25-44 2010-30
Source:

6. Projected Orleans Population by Race, All Ages, 2010-30
Source:

7. Projected Orleans Population by Race, Ages 15-24, 2010-30
Source:

8. Projected Orleans Population by Race, Ages 25-44, 2010-30
Source:

9. Percent of Adults with an Associate Degree or Higher by Age Group – Orleans Parish, Louisiana, U.S. & Leading OECD Countries
Source: OECD, Education at a Glance 2010

10. Percent of Population Ages 25-64 with an Associate Degree or Higher, 2009
Source: U.S. Census Bureau, 2009 American Community Survey

11. New Orleans Region - Percent of Population Age 18-24 by Education Level and Race, 2009
Source: U.S. Census Bureau, 2009 ACS PUMS File.

12. New Orleans Region - Percent of Population Age 24-44 by Education Level and Race, 2009
Source: U.S. Census Bureau, 2009 ACS PUMS File.

13. Percent African-Americans

14. Annual Drop Out Rates

15. 2006-2010 ACT Results Orleans, Louisiana, and National
2007
2008
2009
2010
Orleans
17.8
19.1
19.0
State
20.1
20.3
National
21.1
21.2
21.0
Scores from the laboratory schools (Grambling State University Lab High School, Louisiana State University Lab School, and Southern University Lab School), and other schools such as the Louisiana School for Mathematics, Science and the Arts, are not included in the district averages, but are included in the state averages.
The district averages include scores for public school students; the state and national averages include scores for public and nonpublic school students.
Source: American College Test (ACT) data file Louisiana Department of Education Strategic Research and Analysis, November 2010

16. 2010 ACT Scores Orleans, Louisiana, and National
Student Count
Composite
English
Mathematics
Reading
Science
Orleans
948
19.0
18.7
18.8
19.2
State
35,601
20.1
19.6
20.2
National
1,568,835
21.0
20.5
21.3
20.9
Average scores are not reported for schools with fewer than ten students who took the 2010 ACT, but are included in the district, state, and national averages.
The district averages include scores for public school students only; the state and national averages include scores for public and nonpublic school students.
Source: American College Test (ACT) data file Louisiana Department of Education Strategic Research and Analysis, November 2010

17. Distribution of ACT Composite Scores - Two-Year Average (UNO 2007-08, SUNO 2006-07)
Source: Louisiana Board of Regents

18. First-Time Undergraduates Directly Out of High School as a Percent of High School Graduates by Parish of Origin Annual Average
Source: Louisiana Board of Regents

19. First-time undergraduates Directly Out of High School as a Percent of High School Graduates Annual Average

20. Additional First-Time Enrollments Would be
If Orleans Parish Residents Were to Participate in College at Rates of Residents of
Additional First-Time Enrollments Would be
East Baton Rouge
464
Lafayette
580
State
320

21. Institutions in Which Residents of Orleans Parish Enrolled as Freshmen, 2009-10
All Students
African Americans
Delgado
44.9
50.7
SUNO
12.8
20.2
UNO
6.5
LSU and A&M
11.3
1.9
Southeastern
3.7
3.2
Nunez
3.5
4.7
Southern-Baton Rouge
2.2
3.4
LTC-Jefferson
2.1
1.5
UL-Lafayette
1.6
Nichols
1.2
All Others
3.9
4.8
Source: Louisiana Board of Regents

22. Fall 2009 Enrollments in New Orleans Public Institutions
Delgado
SUNO
UNO
First-time Full Time
2275
399
1221
First-time Part Time
885 38
Full-time Undergraduate
7658
2048
6662
Part-time Undergraduate
7756
471
1853
Full-time Graduate --
323
1392
Part-time Graduate
228
1586
Total Head Count
18,574
3507
12,752
Source: IPEDS

23. Fall 2009 Enrollments in New Orleans Public Institutions - % African American
Delgado
SUNO
UNO
First-time Full Time
43.8
98.5
16.0
First-time Part Time
42.5
94.7
13.2
Full-time Undergraduate
39.3
97.3
17.1
Part-time Undergraduate
38.1
96.8
19.5
Full-time Graduate --
92.3
10.4
Part-time Graduate
93.4
16.9
Source: IPEDS

24. Student Characteristics Comparisons
Delgado
SUNO
UNO
% Pell Recipients (08-09)
31%
55%
26%
% 25 & Older
47%
Mean ACT --
15.5
21.8
% Freshmen in Developmental Ed
84.7%
63.4%
19.1%
% Taking Regents Core
54.0%
91.0%
% Part-time
52.4%
24.5%
31.8%
% TOPS
2.0%
9.0%
18.0%

25. Percent First-Time Freshmen Enrolled in Developmental Education Fall 2009
Source: Louisiana Board of Regents

26. Transfers of Students Who Enrolled as First-Time Freshmen at Delgado – Total for Years 2008-09
Transfers to:
UNO
1,578
Southeastern LA
807
SUNO
761
Nicholls St
212
Southern U and A&M
107
LSU and A&M
100
UL Lafayette 93
Total
3,658
Source: Louisiana Board of Regents

27. Transfers of Students Who Enrolled as First-Time Freshmen at UNO – Total for Years 2006-09
Transfers to:
Delgado
181
LSU and A&M 20
Baton Rouge CC 21
Southeastern 17
Other Two-Year 31
Other Four-Year 29
Total
299
Source: Louisiana Board of Regents

28. Transfers of Students Who Enrolled as First-Time Freshmen at SUNO – Total for Years 2006-09
Transfers to:
Delgado 37
UNO 9
Southern U and A&M 5
Nunez 4
Other Two-Year 11
Other Four-Year 3
Total 69
Source: Louisiana Board of Regents

29. Delgado Graduation Rates
Entering Cohort
Graduating Prior to or During AY
Same Institution
Statewide
Fall 1995
3.5%
7.1%
Fall 1996
3.6%
7.0%
Fall 1997
2.5%
6.7%
Fall 1998
3.9%
6.8%
Fall 1999
2.6%
4.3%
Fall 2000
6.1%
Fall 2001
5.4%
Fall 2002
4.8%
Fall 2003
1.3%
3.4%
Source: Louisiana Board of Regents

30. Graduating Prior to or During AY
SUNO Graduation Rates
Entering Cohort
Graduating Prior to or During AY
Same Institution
Statewide
Fall 1995
10.4%
10.8%
Fall 1996
9.3%
11.5%
Fall 1997
12.2%
13.2%
Fall 1998
13.4%
14.8%
Fall 1999
8.8%
9.5%
Fall 2000
11.4%
Fall 2001
8.2%
9.6%
Fall 2002
5.2%
6.6%
Fall 2003
8.0%
Source: Louisiana Board of Regents

31. Graduating Prior to or During AY
UNO Graduation Rates
Entering Cohort
Graduating Prior to or During AY
Same Institution
Statewide
Fall 1998
23.4%
29.4%
Fall 1999
21.5%
27.2%
Fall 2000
22.7%
27.0%
Fall 2001
23.6%
29.2%
Fall 2002
23.0%
26.7%
Fall 2003
23.5%
27.4%
Fall 2004
23.2%
28.1%
Fall 2005
21.6%
27.6%
Fall 2006
20.8%
27.8%
Source: Louisiana Board of Regents

32. Undergraduate Awards as a Percent of FTE Undergraduate Enrollments, 2008-09
Delgado
18.0%
SUNO
10.1%
UNO
16.7%
Source: IPEDS

33. Proportion of Degree Recipients Who Are African-American--
Number of recipients who are African-American
Baccalaureate
Masters
Ph.D.
SUNO
218
128 --
UNO
235 94 6
Source: IPEDS

34. Percent of Faculty by Institution and Race, 2007
Source: NCHEMS NCES IPEDS Fall Staff Survey, 2007

35. Summary Observations
Significant Educational Needs of New Orleans African American Population
Pipeline Leaks at Every Point
High School Graduation
College Participation
College Completion
Not Served Well By the Status Quo
Relates to All Three Public Institutions
Not Just a SUNO/UNO Issue. Delgado Must Be Included

36. Mission Differentiation by Student Clientele
Institutional Mission
Student Populations/Primary Student Clientele
Community College
4-Year Institution Focused on Student Success for At-Risk Populations Seeking 4-Year Degree
4-Year Institution Focused on Well-prepared Students Seeking 4-Year Degree Preparation for Professional or Graduate Education
First-time students directly, sub-divided by level of preparation:
ACT score below16 and need for remediation in two or more subjects X
ACT score from with need for remediation in not more than one subject
ACT score of 19 and above and no need for remedial education
First-time students who have been out of high school for more than X years, subdivided by level of preparation

37. Mission Differentiation by Service Capacity
Institutional Mission
Community College
4-Year Institution Focused on Student Success for At-Risk Populations Seeking 4-Year Degree
4-Year Institution Focused on Well-prepared Students Seeking 4-Year Degree Preparation for Professional or Graduate Education
Significant developmental education capacity (including basic academic/workforce skills for adults)
Extensive student support services
Certificate and Associate Degree Programs (career preparation and transfer)
Rapid-response workforce development
Targeted developmental education capacity, primarily “imbedded” in credit-bearing courses
Campus culture and climate that fosters engagement and success of at-risk, first-generation students
Bachelor’s Degree programs with particular focus on Human Service Needs in Region (Criminal Justice, Social Work, Nursing and Allied Health, etc,)
Faculty rewarded primarily for teaching with expertise in success of at-risk students
No developmental education
Student services as necessary for student success
Bachelor’s, master’s and Limited Doctoral Programs
Faculty rewarded for teaching at the bachelor’s and master’s levels and primarily applied research and engaging in public service (regional stewardship)

38. Criteria For Assessing Organizational Alternatives for New Orleans
Aligns academic programs and support services with the needs of New Orleans
Students
Employers
The City
Provides services that recognize the needs of students with different backgrounds, levels of academic preparation, and interests. The structure must foster best practices in serving each different student subpopulation in order to achieve student success and degree/certificate completion

39. Criteria (Continued)
Supports and promotes good practice in promoting student learning:
“Seven Principles of Good Practice” in undergraduate education (Gamson and Chickering )
Encourages contact between students and faculty
Develops reciprocity and cooperation among students
Encourages active learning
Gives prompt feedback
Emphasizes time-on-task
Communicates high expectations
Respects diverse talents and ways of learning
Effective Educational Practice (NSSE)
Level of academic challenge
Active and collaborative learning
Student-faculty interaction
Enriching educational experiences
Supportive campus environment

40. Criteria (Continued)
Aligns institutional processes with successfully meeting the priority needs of clients
Determination & statement of mission
Promotion & tenure
Development, review & approval of academic programs
Promotes strong relationships with key external constituents
P-12 system
Employers
Workforce & economic development agencies

41. Criteria (Continued) Makes efficient use of facilities & technology
Classrooms
Library
Food service
Student recreation
Utility &maintenance facilities
Makes efficient use of support services that are not “mission specific”
Testing/assessment
Counseling
Student financial aid
Campus security
Custodial services
Facilities maintenance

42. Criteria (Continued)
Provides a clear pathway of student progression to point of program completion regardless of point of entry
As a minimum, serves the differing needs of the following sub-populations
Academically well prepared recent high school grads
Recent high school grads with academic deficiencies
Adults
With some college
With high school, no college
Less than high school