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Overall Higher Ed Enrollments Drop, But Four-Year Public School Enrollments Continue to Rise

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For the first time in 15 years, fewer students are enrolling in higher education overall. Enrollments at public four-year and private non-profit institutes actually increased, but falling for-profit and two-year enrollments pulled down the average. According to released this week by the U.S. Department of Education’s National Center for Education Statistics, colleges and universities eligible for federal financial aid experienced a 0.2 percent decrease in their total enrollments between Fall 2010 (21,588,124 students) and Fall 2011 (21,554,004 students). Although slight, this drop could indicate that fewer individuals are using some sectors of higher education as a refuge from the recent recession and/or that rising tuition rates are driving students out of some markets. Regardless, the new trend could be problematic for those advocating for higher education attainment as well as for universities hoping to derive more revenue from increased enrollments.

Some specific findings include:

  • For-profit institutions were hit the hardest. Enrollments dropped by 1.9 percent at four-year for-profits and by a whopping 7 percent at two-year for-profits. This is likely due to on for-profits as well as for-profit institutions deciding to use practices.
  • Two-year institutes struggled, while four-year schools continued to thrive. Two-year enrollments (across all sectors) are down by an average of 2.4 percent, while four-year enrollments are up an average of 1.2 percent. Much of the two-year drop was driven by the aforementioned drop in two-year for-profit enrollments; however, California鈥檚 recent limit on community college enrollments can also help explain the decrease in two-year numbers.
  • Part-time enrollments grew, but full-time enrollments shrunk. About 0.8 percent more students enrolled in part-time programs (across all sectors), whereas 0.8 percent fewer students enrolled in full-time programs. Two possible explanations are that the job market has recovered enough to keep more students employed or that more students now need income to support themselves during school.

91探花enrollments reflect those of four-year public institutes across the country. Total enrollments at four-year public institutes increased by an average of 1.5 percent from Fall 2010 to Fall 2011. UW鈥檚 total enrollments (undergraduate and graduate students combined) increased by 1.6 percent from Fall 2010 (49,940 students) to Fall 2011 (50,745 students) and by another 1.6 percent from Fall 2011 to Fall 2012 (51,576 students). For more 91探花enrollment statistics, see the 91探花Profiles.

UW’s Impressively-Low Student Loan Default Rates Contrast with National Averages

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Last Friday, the U.S. Department of Education released its annual on federal student loan cohort default rates (CDRs) and, although national CDRs are gloomily high, UW鈥檚 rates are impressively low. As the Department is in the process of switching to a more accurate three-year CDR measure, this year鈥檚 report includes both the FY 2010 two-year and the FY 2009 three-year CDRs. These rates represent the percentage of student borrowers who failed to make loan payments for 270 days within two or three years, respectively, of leaving school.

The Department provides breakdowns of its data by , and . Here are some key findings:

Nationally

  • The FY 2010 two-year CDR increased from 8.8 to 9.1 percent overall. Public institutions increased from 7.2 to 8.3 percent, private nonprofits increased from 4.6 to 5.2 percent, but for-profits decreased from 15.0 to 12.9 percent (though their two-year CDR is still the highest).
  • The FY 2009 three-year CDR is 13.4 percent overall (this is the Department鈥檚 first year reporting three-year data) with public institutions at 11 percent, private nonprofits at 7.5 percent, and for-profits at 22.7 percent.

Locally

  • UW鈥檚 three-year CDR is a remarkable 3.1 percent鈥攎ore than 10 percentage points below the national average.
  • UW鈥檚 two-year CDR increased slightly from 1.4 to 2.1 percent, but is still well below the national average.
  • The State of Washington鈥檚 three-year CDR is 11.3 percent鈥攂elow the national average, but still above approximately half the states.

Unfortunately, the Department does not release loan default rates disaggregated by student demographic (even though it collects this information), which prevents schools from identifying and catering assistance to students with the most need. While third-parties have conducted studies indicating that and are more likely to default on loans, schools and legislators need better data from the federal government in order to fully identify at-risk groups and mitigate rising default rates.

Is It All About the Money?

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As a recent discussed, if you attend college, you are more likely to earn more money. But, as you might imagine, the financial value of higher education depends on what program you choose and where.

Information on the annual earnings of students from different programs and institutions is exactly what Sen. Ron Wyden, a Democrat of Oregon, and Sen. Marco Rubio, a Republican of Florida, hope to provide. Their recently-introduced “” proposes creating a state-based, individual-level data system linking the average costs and graduation rates of specific programs and institutions to their graduates鈥� accrued debt and annual earnings.

Although useful, Senator Wyden acknowledged that such information is limited and that focusing on financial indicators alone could undermine the importance of liberal arts鈥攚hose graduates may not earn large salaries right after college. He stated that the bill鈥檚 intention is 鈥渢o empower people to make choices.鈥� However, 鈥減eople鈥� include not just students, but policy makers鈥攕uch as Florida鈥檚 who sparked controversy last October when he asserted that state money should go to job-oriented fields, rather than fields like anthropology which, he said, do not serve the state’s vital interest.

Regardless of the bill鈥檚 success, about half of the states already have the ability to link postsecondary academic records with labor data. And some, such as , have already done so. Here in Washington, the is in the process of connecting certain employment and enrollment data for schools, such as the UW, to analyze in the coming months.

All this begs the question: Is college chiefly for personal economic gain?

A recent by the College Board highlights both the financial and nonfinancial payoffs of college. Additionally, David A. Reidy, head of the philosophy department at University of Tennessee Knoxville, stated in a recent Chronicle that four-year degrees, particularly in liberal-arts, are not solely for job training. “The success of the American democratic experiment depends significantly on a broadly educated citizenry, capable of critical thinking, cultural understanding, moral analysis and argument,” he wrote. Philosophy and other core disciplines help nurture such a citizenry, he continued, “And the value there is incalculable.”

Federal Report Makes Economic Case for Higher Ed

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The US Departments of Treasury and Education teamed up to analyze higher education and economic data, and that highlights the following familiar points:

  • Education is correlated with higher earnings: median weekly earnings for a worker with a BA degree are now 64% higher than for a worker with only a high school degree.
  • Education is key to socio-economic mobility: almost half of children born聽into the bottom income quintile remain there as adults compared to only 20% of those who receive a degree.
  • Funding cuts result in higher tuition: Public funding for institutions has, on average, declined from 60% of revenue to less than 40% over two decades while tuition revenue has increased by almost the same amount of the decline.

As a result of the above, federal financial aid has become an increasingly important contributor to college affordability, comprising over half of all grants and loans awarded to students. While protecting and increasing federal funding for aid is imperative, the report makes clear that states and institutions will have to make changes as these trends continue or broad access to higher education in the US will be at serious risk.

Research Universities and the Future of America: New NRC Report

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In 2009, the National Research Council received a request from Congress for a 鈥渞eport that examines the health and competitiveness of America鈥檚 research universities vis-脿-vis their counterparts elsewhere in the world鈥�.

Responding to the request, the NRC assembled a 22-member panel of university and business leaders and mandated them to identify the 鈥渢op ten actions that Congress, the federal government, state governments, research universities, and others could take to assure the ability of the American research university to maintain the excellence in research and doctoral education needed to help the United States compete, prosper, and achieve national goals for health, energy, the environment, and security in the global community of the 21st 肠别苍迟耻谤测鈥�.

The panel released its final report last week under the title . The following were the strongest themes:

  • State and federal governments must increase their investment in research universities, allow these institutions more autonomy and agility, and reduce their regulatory burden: The panel identified the state and federal governments as the key actors in the strategy it proposed; indeed, seven of its ten recommendations were primarily aimed at them. In one of its more ambitious statements, the panel recommended that states should strive to restore and maintain per-student funding for higher education to the mean level for the 15-year period 1987-2002, adjusted for inflation. In Washington, this translates into recommending a per-FTE funding increase of between 70% and 80%. The panel acknowledged that this could be difficult to implement in the near term given current state budget challenges and shifting state priorities, but nevertheless stressed that 鈥渁ny loss of world-class quality for America鈥檚 public research institutions seriously damages national prosperity, security, and quality of life.鈥�

  • Strengthen the role of business and industry in the research partnership: The panel recommended that tax incentives be put in place to encourage businesses to invest in partnerships with universities both to produce new research and to define new graduate degree programs. It also encouraged business leaders and philanthropists to help increase the participation and success of women and underrepresented minorities in science, technology, engineering and mathematics (STEM).

  • Research universities should strive to increase their cost-effectiveness and productivity: The panel recommended that universities should 鈥渟trive to contain the cost escalation of all ongoing activities [鈥 to the inflation rate or lower through improved efficiency and productivity鈥�. However, it made no mention of the difficulties raised in the concerning the impact of cost-reduction measures on quality.

The panel鈥檚 recommendations are not novel: they have already been made by multiple parties in the higher education sector over the last few years. However, given the weight of the signatures on the report, this document may prove useful in raising the profile of higher education in upcoming budget battles both at the state and federal level.

Pace of College Enrollment Slows

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At the beginning of the economic downturn in late 2008, a higher than expected number of Americans turned to higher education, leading to a 7.1 percent increase in college enrollment for 2009. This phenomenon is typical of recessions as many need to refresh their qualifications and/or increase their skill sets when faced with a volatile job market. A new report finds that while enrollment increased again in 2010, it went up by at a more modest rate, 2.8 percent. Some other interesting findings from the latest NCES data include:

  • For first-time freshmen, one-year retention rates were 72 percent for full-time students, but only 44 percent for part-time students.
  • Public four-years got 19 percent of their funding from tuition dollars, while private non-profits and for-profits relied on tuition for 33 percent and 91 percent of their revenues, respectively.
  • The average six-year graduation rate for full-time students across all four-year schools, public and private,聽was 58 percent in 2004.
  • In 2009-2010, 82 percent of first-time, full-time undergraduates received financial aid. Of those students receiving grant aid, the average net price (sticker price minus grant aid) of attending a public 4-year university was $10,200 (the net price was $16,700 at private non-profits and $23,800 at private for-profits).
  • Men made up a slightly higher proportion of enrollments in 2009 than they did in 2008, 42.8 percent versus 42.6 percent respectively.

The report and data are available in the . Find additional analysis in this .

More Science and Engineering Degrees Awarded in WA

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A new report put out by the examines math and science education at the elementary, secondary and post-secondary level. In general, the news is sobering: elementary and secondary proficiency in science and math is languishing below 40 percent nationwide. Chapter 8 of the report focuses on state indicators, featuring state-by-state breakdowns of science and math education. Important indicators include the number of Bachelor鈥檚 degrees conferred, the proportion of degrees in science and engineering (S&E) fields, state expenditures on higher education, and the prevalence of S&E jobs in the workforce. Interesting findings include:

  • In 2009, 1.6 million bachelor鈥檚 degrees were conferred in the United States, up 29 percent since 2000. Of these degrees, more than 501,000 were in S&E fields. In Washington State, 32.9 percent of degrees conferred were S&E degrees.
  • During 2010, the annual sticker price for a public 4-year education was $15,014, which represents a 43 percent increase since 2000 (after adjusting for inflation). This does not represent net price, since this number does not include financial aid.
  • In 2009, undergraduate education at a state institution consumed 35.7 percent of a Washington resident鈥檚 disposable income. Note that this number does not account for the 20 percent tuition hike in 2010.
  • State funding for major public research universities per student enrolled in 2000 was $10,107, which dropped to $8,815 in 2009.
  • In Washington, 32.5 percent of 25-44 year olds hold a bachelor鈥檚 degree.
  • 5.83 percent of Washington鈥檚 residents in 2009 were employed in S&E fields, up from 5.16 percent in 2000.
  • Washington has one of the highest rates of patents awarded per worker in S&E occupations in the US鈥�28.2 patents per 1000 S&E workers.

The report indicates that research is flourishing and that Washington is increasingly awarding more degrees in S&E fields, but also that state funding for higher education and affordability have decreased dramatically. We will explore this report more in future posts. To read more about the report, check out the Higher Ed Chronicle or read the .

New OPB Brief

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This week, UPenn鈥檚 Institute for Research on Higher Education (IRHE) released a report assessing the state of higher education policy in Washington State. While satisfactorily describing the key facts and long-term trends and potential future problems for higher education in Washington State, the report is somewhat unrealistic in its recommendations. It seems to assume that, absent any change in state funding trends, policymakers can dramatically alter educational attainment via structural changes in governance.

Read the latest for more information.

Higher Education Increasingly Key to Entering the Middle Class

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A new report by the finds that higher education is becoming increasingly integral to earning a middle class wage. The Center predicts that, in 2018, while there will still be jobs for high school dropouts and workers with only a high school degree, good jobs for these candidates will be scarce and an associate鈥檚 degree, and for many, a bachelor鈥檚 degree will be necessary.

The report seeks to paint a picture of the likely employment landscape in 2018, including those job fields (or 鈥渃lusters鈥�) that are expected to be growing and pay higher wages. It further analyzes what educational qualifications jobs in that cluster will require, finding that upward mobility for workers without higher education will be difficult to achieve鈥攎ost workers do not stay in the same job for very long and most higher-paying jobs require more education, not simply more experience. Other key findings include:

  • In 2018, 37 percent of jobs are expected to require a high school diploma or less. Of these jobs, however, only one third will pay over $35,000 a year (defined here as the Minimum Earnings Threshold necessary to enter the middle class) and will be concentrated in the areas of Transportation, Distribution and Logistics, Architecture and Construction, and Manufacturing. The higher paying clusters are also heavily male-dominated, making higher education even more determinant for women seeking higher paying employment.
  • Completing any degree significantly improves a worker鈥檚 job prospects and earnings. 54 percent of workers with an A.A .degree earn more than $35,000 a year, as do 69 percent of workers with B.A.s and 80 percent of workers with M.A.s.
  • Health Sciences, Information Technology, Law, Public Safety, Corrections and Security are career clusters defined by this report as High Wage, High Demand, and High Skill. This means that wages are higher than the average wage, employment is growing quickly (more than 10 percent expected between 2008 and 2018), and most workers in these industries hold a postsecondary degree.

To read more about the report, refer to the or the . Also see the Chronicle of Higher Education鈥檚 on the topic.

Does America Have a STEM Supply Problem?

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Georgetown University鈥檚 released a report that investigates the importance of American science, technology, engineering and math (STEM) positions in the US economy and the perceived shortage of qualified STEM workers to fill them. The report finds that, contrary to popular belief, America already has enough students studying STEM related fields to potentially satiate the demand for STEM workers in the economy without seeking talent from abroad. However, they hold that a process they label 鈥榙iversion鈥� redirects many students majoring in STEM fields toward employment in non-STEM areas because their professional interests and values do not correspond with traditional STEM jobs. The Center estimates that 43 percent of students that graduate with STEM majors immediately choose non-STEM jobs. It also finds that many high school students capable of entering STEM majors, as measured by their math SAT scores, choose not to because of their preferences or values.

The Center also provided some interesting statistics on the present and future of STEM professions, including:

  • Wages in STEM fields are, on average, higher than wages in other fields (no matter what level of educational attainment), though healthcare and professional and managerial occupations still have higher wages
  • Women and minorities are still underrepresented in STEM jobs, with women constituting only 23 percent of STEM workers. Women and minorities also make less than Caucasian men in STEM positions, though the wage gap is smaller than for other occupations.
  • STEM jobs will grow to represent 5 percent of the labor market in 2018.
  • Two thirds of STEM jobs will require a Bachelor鈥檚 degree or higher by 2018.

To read more about this report, check out the or the . Also note Inside Higher Ed鈥檚 and our previous blog posts on Georgetown Center reports: