Spring 2003 Prepared by Tonya M. Drake and Christine A. Forester AMEPAC Arizona Minority Education Policy Analysis Center Arizona Minority Student Success Report A policy analysis center of the Arizona Commission for Postsecondary Education AMEPAC MEMBERS Fred Lockhart ~ AMEPAC Chair Arizona Private School Association Dr. Steven R. Helfgot Maricopa Community College District Dr. Adela Artola Allen The University of Arizona Edmundo E. Hidalgo Chicanos Por La Causa Gary Bae Representing Arizona Charter Schools Dr. Robert Martin Tohono O’odham Community College David Castillo Inter Tribal Council of Arizona, Inc. Dr. Louis Olivas Arizona State University Dr. Jose Colchado Northern Arizona University Theresa Natoni Price Mesa Unified School District Dr. Alfredo G. de los Santos Jr. Arizona State University Ralph Romero Arizona Department of Education Tonya Drake Arizona Board of Regents Commission Staff: Verna L. Allen Executive Director Geneva Duarte Pima Community College Toni Flesher Program Specialist AMEPAC Arizona Minority Education Policy Analysis Center A Policy Analysis Center of the Arizona Commission for Postsecondary Education 2020 N. Central Ave., Suite 550 Phoenix, AZ 85004-4503 602.258.2435, Ext. 101 602.228.2483 fax Report available at: http://www.acpe.asu.edu/AMEPAC.htm AMEPAC Report 2003 TABLE OF CONTENTS Executive Summary............................................................................................ ii Demographics Population ..................................................................................... Age Distribution............................................................................. Racial/Ethnic Distribution............................................................. Educational Attainment .............................................................. Poverty Rate .................................................................................. Projected High School Graduates............................................. 1 1 1 2 2 2 K-12 Enrollment ...................................................................................... AIMS Test Scores............................................................................ Dropout Rate................................................................................. Graduation Rate........................................................................... Advanced Placement................................................................. Eligibility .......................................................................................... Standardized Test Scores............................................................. 3 4 5 6 7 8 9 Postsecondary Enrollment ......................................................................................10 Degrees Awarded........................................................................11 Graduation Rates .........................................................................12 School Listing w/Fall 2001 Enrollment Figures ...........................13 Sources .................................................................................................................19 Glossary................................................................................................................21 AMEPAC Report 2003 i EXECUTIVE SUMMARY Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. AMEPAC’s mission is to stimulate, through studies, statewide discussion, and debate, constructive improvement of Arizona minority students’ early awareness, access, and achievement throughout all sectors of education. PK-12 Enrollment: [2000] 46% of total PK-12 enrollment is comprised of students of color - 32.7% Hispanic - 6.8% Native American - 4.5% African American - 2.0% Asian American 15.9% increase in minority student enrollment between 1997 and 2000 48.5% females, 51.5% males While there are several state reports that incorporate minority access and success in education, AMEPAC is excited to provide policy makers, educators, and the public with a comprehensive resource guide of minority student demographics, as well as K-12 and postsecondary information. AIMS: [2001] African American, Hispanic, and Native American students consistently score lower on all sections of the AIMS compared to white and Asian students Females generally score higher on reading and Writing, while males generally score higher on the math test Each section provides information on students by gender and by race/ethnic populations (African American, Asian American, Hispanic, Native American, and White). DEMOGRAPHICS Dropout Rates: [2002] 13.1% annual dropout rates for minority students more than double white student dropout rates of 6.4% 10.4% of males drop out annually compared to 8.5% of females $47.8 million is lost annually in tax revenues to the state because of lower incomes of dropouts Age Distribution: [2000] 29.3% of Arizona’s population is school aged students (ages 5-24) Race/Ethnicity: [2000] 35.3% of Arizona’s population is comprised of people of color - 25.3% Hispanic - 5.0% Native American - 3.1% African American - 1.9% Asian/Pacific Islander Graduation Rates: [2001] 59.5% four-year graduation rates for minority students compared to 79.5% for white students 74.5% females, 67.3% males Educational Attainment: [2000] 29.6% of Arizona’s citizenry have achieved an Associate’s degree or higher Advanced Placement: [2002] 56% of minority students scored 3 or higher compared to 63.5% of white student test takers 22.5% of test takers were students of color New High School Graduates: 44,738 in 2002-2003 (est.) 53,683 in 2011-2012 (est.) AMEPAC Report 2003 ii AMEPAC’s Arizona Minority Student Success Report is designed to provide information on minority students in Arizona’s education system to help guide policy, disseminate information, and prompt additional research to improve minority students’ early awareness and achievement in all sectors of education. Eligibility for University: [1998] 41.7% of all students were eligible for university admission based on 16 core course requirements 61.8% Asian Americans 29.0% Hispanics 27.1% African Americans 21.4% Native Americans ACT/SAT Scores: [2002] 18.5 ACT mean score for Arizona minority students/ 18.1 ACT mean score for National minority students 979 SAT mean score for Arizona minority students/ 941 SAT mean score for National minority students Arizona minority student scores do not meet current university admission standards for Arizona’s public universities of 21 ACT or 1040 SAT POSTSECONDARY College Enrollment: [2002] 28.5% minority student enrollment in Arizona Proportion of enrollment made up of minority students - 22.4% at public four-year - 32.2% at public two-year - 25.2% at private four-year - 40.8% at private two-year 55.2% female, 44.8% male NOTES: Several different sources were used to compile the information for this minority student success report. In doing so, race/ethnic definitions varied. It is important to acknowledge that while one racial/ethnic name is used to identify a group for consistency in this report, it does not capture the multitude of different students, cultures, and student racial/ethnic identifications. Degrees Awarded: [2001] 197% increase in Associate degrees awarded to minority students (1991 to 2001) 70% increase in Bachelor’s degrees awarded to minority students (1991 to 2001) The most current data available was used to provide information for this report. The years fluctuate throughout the report due to varying report schedules and information availability through national databases. Institutional Listing/Enrollment: [2001] A listing of Arizona’s postsecondary institutions is provided (page 13) including enrollment by gender and race/ethnicity AMEPAC Report 2003 iii Tables identifying “total minority” are weighted averages for African American, Asian American, Hispanic, and Native American student populations. Sources and notes are provided for all data starting on page 19, and a glossary of terms is provided starting on page 21. DEMOGRAPHICS people of color compared to the national average of 29.4%. Arizona’s population is younger than the national average with over one-fourth (29.3%) of the age distribution being school aged students (ages 5 to 24). Hispanic (25.3%) populations comprise the largest race/ethnicity among people of color in Arizona, followed by Native Americans (5.0%), African Americans (3.1%), and Asians Americans (1.9%). Arizona also has a more diverse population than the national average with 35.3% being Arizona Population: [2000] 5,130,632 (Rank: 20) State: Nation: Up to 4 7.5% 6.8% 5 to 14 15.0% 14.6% 15 to 19 7.2% 7.2% 20 to 24 7.1% 6.7% 25 to 44 29.5% 30.2% 45 to 64 20.9% 22.0% 65 and older 13.0% 12.4% Racial and ethnic distribution: State: Nation: African American 3.1% 12.3% Asian American 1.8% 3.6% 25.3% 12.5% Native American 5.0% 0.9% Pacific Islander 0.1% 0.1% White 75.5% 75.1% Other single race 11.6% 5.5% 2.9% 2.4% Age distribution: Hispanic (may be any race) More than one race AMEPAC Report 2003 1 slightly higher poverty rates (12%) than the national average (11.5%). Arizona’s citizenry have lower educational attainment levels than the national average with 29.6% having achieved at least an Associate’s degree or higher compared to the national average of 31.6%. Policy makers need to be aware of the growing number of high school graduates in the state. By 2011-2012, Arizona’s high school graduates are expected to increase by 20% compared to the national average of 3.6%. Arizona’s per capita personal income ($25,479) is lower than the national average ($30,271). Arizona also has Educational attainment of adults (highest level): [2000] State: Nation: 7.5% 6.9% Some high school, no diploma 11.0% 11.5% High-school diploma 26.6% 29.5% Some college, no degree 25.4% 20.5% Associate degree 7.1% 6.5% Bachelor's degree 14.5% 16.1% 8.0% 9.0% $25,479 $30,271 12.0% 11.5% 2002-3 (estimate) 44,738 2,938,453 2011-12 (estimate) 53,683 3,045,628 8th grade or less Graduate or professional degree Per-capita personal income: Poverty rate: New high-school graduates in: AMEPAC Report 2003 2 PK-12 ENROLLMENT students of color in the PK-12 system. Between academic years 1997 and 2000, the percentage of minority students (15.9%) has increased substantially versus white students (4.0%). Students of color comprise 46% of the total student enrollment in Arizona’s public elementary and secondary schools. Students of Hispanic origin represent the largest proportion of students of color (32.7%), followed by Native Americans (6.8%), African Americans (4.5%), and Asian Americans (2.0%). The number of males and females are almost equal with males comprising a small majority (51.5%) for the total system. Policy makers will need to pay close attention to the growing number of Figure 1 Increased PK-12 Enrollment Counts for Minority and White Students 1997-2000 Minority 15.9% Increase White 4.0% Increase 2000 1999 1998 0 100,000 1997 200,000 300,000 400,000 500,000 Table 1 PK-12 Enrollment by Grade, Race/Ethnicity, and Gender 1999-2000 PS K 1 2 3 4 5 6 7 8 9 10 11 12 UE US Total % African American 185 3,114 3,514 3,433 3,298 3,434 3,147 3,135 2,948 2,863 3,089 2,574 2,214 2,050 291 740 40,029 4.5% Asian American 85 1,329 1,406 1,296 1,364 1,308 1,326 1,253 1,247 1,213 1,314 1,243 1,211 1,144 36 72 16,847 2.0% AMEPAC Report 2003 Hispanic 1,952 25,653 26,835 25,885 24,778 24,193 22,319 21,621 21,249 20,308 21,753 17,665 14,159 12,697 1,400 2,526 284,993 32.7% Native American 331 4,122 4,759 4,650 4,820 4,775 4,880 4,802 4,912 4,538 5,986 4,234 3,386 2,869 175 449 59,688 6.8% 3 White 2,896 33,620 36,151 36,067 37,284 37,549 37,108 37,049 36,574 36,816 38,444 34,945 31,895 29,543 1,483 3,094 470,518 54.0% Female 1,982 32,847 35,275 34,778 34,538 34,963 33,623 33,286 32,510 32,175 34,128 29,540 25,881 23,852 1,202 2,427 423,007 48.5% Male 3,467 34,991 37,390 36,553 37,006 36,296 35,157 34,574 34,420 33,563 36,458 31,121 26,984 24,451 2,183 4,454 449,068 51.5% Total 5,449 67,838 72,665 71,331 71,544 71,259 68,780 67,860 66,930 65,738 70,586 60,661 52,865 48,303 3,385 6,881 872,075 100.0% AIMS It is important to note that based on the table below, students in grades 8 and higher are not required to pass all sections of the AIMS test to graduate from high school. Students in the graduating class of 2006 will be required to “meet or exceed” the standards on the all three sections (reading, writing, and mathematics) of the Arizona’s Instrument for Measuring Standards (AIMS) test to earn a high school diploma. Females generally score higher on reading and Writing tests, while males generally score higher on the math test. African American, Hispanic, and Native American students consistently score lower on all sections of the AIMS compared to Asian and white students. Table 2 Percentage “Meets or Exceeds” Standards on AIMS by Grade, Race/Ethnicity, and Gender 2001 Grade 3 Reading Writing Math Grade 5 Reading Writing Math Grade 8 Reading Writing Math Grade 10 Reading Writing Math Grade 11 Reading Writing Math Grade 12 Reading Writing Math African American Asian American Hispanic Native American White Female Male 61% 65% 41% 82% 87% 74% 58% 63% 42% 46% 51% 27% 83% 85% 71% 74% 79% 57% 68% 80% 57% 41% 41% 24% 74% 72% 64% 37% 37% 25% 26% 26% 16% 69% 66% 55% 58% 58% 41% 51% 49% 41% 43% 30% 37% 73% 61% 6% 37% 25% 6% 31% 18% 6% 71% 55% 25% 59% 48% 16% 54% 36% 19% 54% 22% 17% 78% 49% 53% 48% 17% 14% 38% 9% 12% 81% 47% 42% 70% 39% 30% 65% 31% 33% 54% 6% 14% 39% 13% 41% 34% 4% 15% 32% 4% 14% 62% 18% 33% 46% 11% 23% 44% 9% 24% 32% 5% 10% 25% 9% 28% 23% 3% 10% 29% 5% 13% 44% 13% 20% 31% 9% 14% 30% 6% 16% AMEPAC Report 2003 4 DROPOUT RATES (16.1%), followed by Hispanic students (13.2%), and then African American students (11.7%). White and Asian American students have the lowest dropout rates at 6.4% and 3.7% respectively. Arizona’s total annual dropout rate has decreased between 1999 and 2002. Minority student dropout rates are improving at a faster rate (4.1%) than white students (2.1%). Minority student dropout rates (13.1%) are more than double that of the white students (6.4%). Males continue to drop out at higher rates than females, although males are gaining ground. In 2001-2002, Native American students in Arizona had the highest dropout rates Table 3 Annual Dropout Rate by Race/Ethnicity for High School Students (Grades 9-12) 1999-2002 African American Asian American Hispanic Native American Total Minority White 98-99 15.4% 8.2% 17.6% 19.1% 17.2% 8.5% 99-00 13.0% 4.8% 15.4% 16.8% 14.9% 8.1% 00-01 11.9% 4.6% 14.3% 15.1% 13.7% 6.7% 01-02 11.7% 3.7% 13.2% 16.1% 13.1% 6.4% Female Male Total 10.8% 13.5% 12.2% 9.6% 12.6% 11.1% 8.7% 10.9% 9.8% 8.5% 10.4% 9.5% Costs of Dropouts $13.6 billion in personal income in their lifetimes if they work until they are 60 years old. The long-term individual and social costs of dropouts are addressed in Dropping out of Arizona’s schools: The Scope, the Costs, and Successful Strategies to Address the Crisis, commissioned by AMEPAC and conducted by Intercultural Development Research Association. The costs of individuals who have dropped out was an annual loss of individual income estimated at $159.2 million and an estimated loss of AMEPAC Report 2003 The cost to society includes an estimated $47.8 million in lost annual tax revenue to the state because of lower incomes and an estimated $4.7 billion over the course of their lifetimes. 5 GRADUATION RATES - SECONDARY graduation rates of minority students and white students continues to grow. In 1993, the gap between minority and white student graduation rates was 16%. By 2001, the gap has grown to 20%. Total graduation rates have increased slightly between 1993 and 2001. African American (63.4%), Hispanic (57.1%), and Native American (59.9%) student populations continue to graduate at lower rates compared to White (79.5%) and Asian (83.5%) students. Females graduate at a higher percentile than do males. In 2001, female graduation rates were 74.5% compared to males 67.3%, or a 7.2% differential rate. Total minority student graduation rates (59.5%) are significantly lower than white (79.5%) students. The gap between Table 4 Four-Year High School Graduation Rates by Race/Ethnicity and Gender Class 1993, 1994, 2000, 2001 African American Asian Hispanic Native American Class of 1993 59.5% 78.3% 55.6% 61.5% Class of 1994 61.7% 80.5% 57.2% 55.3% Class of 2000 67.8% 84.0% 58.6% 55.9% Class of 2001 63.4% 83.5% 57.1% 59.9% Total Minority 58.2% 58.6% 60.3% 59.5% 74.2% 71.3% 64.8% 68.0% 76.2% 73.7% 65.0% 69.3% 78.9% 75.2% 67.0% 71.0% 79.5% 74.5% 67.3% 70.8% White Female Male Total Figure 2 Four-year Graduation Rates by Race/Ethnicity Class of 2001 100% 83.5% 80% 79.5% 63.4% 60% 40% 57.1% 59.9% Hispanic Native American 20% 0% African American AMEPAC Report 2003 Asian 6 White ADVANCED PLACEMENT TESTS (63.5%). It is important to note that students of color only represent 22.5% of the total test takers compared to white students who represent 71.5 percent. Advanced Placement courses and tests (offered by the College Board) allow high school students an opportunity to try college-level work and potentially earn college credits. Postsecondary institutions generally award credit for AP test scores of 3, 4, or 5. More female students take the AP tests than males, but females proportionally receive fewer 3 through 5 scores than males. In 2001-2002, Arizona students of color (56.0%) proportionally received fewer scores of 3 through 5 than white students Table 5 Advanced Placement Scores by Race/Ethnicity and Gender 2001-2002 African American Asian Hispanic Native American Total Minority White Other/No Response Female Male Total No. Test Takers 146 737 1,194 125 2,202 6,987 577 % of Total 1.5% 7.5% 12.2% 1.3% 22.5% 71.5% 45.9% No. Tests Taken 215 1,400 1,764 177 3,556 11,719 927 % AZ Scores 3-5 42.3% 62.2% 55.5% 29.4% 56.0% 63.5% 57.0% % National Scores 3-5 33.3% 65.5% 52.8% 46.1% 55.8% 66.5% 64.7% 5,505 4,261 9,766 56.4% 43.6% 100.0% 8,915 7,287 16,202 58.7% 64.9% 61.5% 60.7% 66.6% 63.4% Figure 3 Percentage AP Scores 3 or Higher 2001-2002 100% 80% 62.2% 60% 42.3% 40% 63.5% 55.5% 29.4% 20% 0% African American AMEPAC Report 2003 Asian Hispanic 7 Native American White ELIGIBILITY FOR UNIVERSITY ADMISSION Native Americans had the lowest total eligibility rate (21.4%), followed by African Americans (27.1%), and Hispanics (29.0%). Asian American and white students had the highest eligibility rates at 61.8% and 48.6% respectively. The Arizona Board of Regents conducted an eligibility study for university admission requirements for cohort years 1996 and 1998 after the Board increased requirements from 14 to 16 courses. Student transcripts were collected to measure the eligibility rates of students in meeting core courses in high school. Female students had higher eligibility rates (43.6%) than male students (38.2%). Findings showed that less than half (41.7%) of all students were eligible in meeting the courses required for admission to the public universities. Four years of math was the largest barrier for all students. The Board is currently conducting a followup eligibility study anticipated to be completed in spring 2004. Table 6 Eligibility for Arizona University Admission By Race/Ethnicity and Gender 1998 African American Asian Hispanic Native American White Female Male Total English Math Lab. Science Social Science Foreign Language Fine Arts Total Eligibility 75.0% 69.3% 69.2% 75.8% 81.1% 77.4% 77.5% 76.7% 27.1% 53.8% 25.9% 32.8% 38.8% 34.7% 34.0% 35.2% 47.2% 69.3% 54.5% 48.2% 64.2% 60.5% 58.5% 60.3% 98.5% 97.2% 97.8% 98.2% 99.4% 99.2% 98.5% 98.8% 46.9% 73.6% 48.5% 44.5% 63.3% 61.1% 53.4% 58.0% 73.2% 78.8% 67.4% 76.7% 77.9% 81.9% 68.2% 75.1% 27.1% 61.8% 29.0% 21.4% 48.6% 43.6% 38.2% 41.7% Figure 4 Eligibility Rate by Race/Ethnicity 1998 100% 80% 61.8% 60% 40% 48.6% 29.0% 27.1% 21.4% 20% 0% African American Asian American AMEPAC Report 2003 Hispanic 8 Native American White ACT & SAT TEST SCORES The two most prominent tests used for college admission are the ACT and the SAT. Arizona students scored higher than the national averages on both tests. Students of colors in Arizona also scored higher than the national average for all minority students. American students. Policy makers should take note that total minority mean scores do not currently meet Arizona Board of Regents requirements of 21 ACT, or 1040 SAT. The requirements for test scores will be delegated to the universities for students enrolling fall 2006. African American, Hispanic, and Native American students scored lower on both tests compared to white and Asian On the SAT, males scored higher than females particularly in math but both genders scored virtually equal on the ACT. Table 7 ACT Scores by Race/Ethnicity and Gender 2001-2002 African American Asian Hispanic Native American Total Minority White Female Male Total No. Test Takers 373 381 1,567 980 3301 6,496 6,589 4,273 10,957 % of Total 3.4% 3.5% 14.3% 8.9% 59.3% 60.1% 39.0% 100.0% AZ Composite Score 18.1 21.6 19.3 16.3 18.5 22.7 21.2 21.5 21.3 National Composite Score 16.8 21.6 18.4 18.6 18.1 21.7 20.7 20.9 20.8 Table 8 SAT Scores by Race/Ethnicity and Gender 2001-2002 African American Asian American Hispanic Native American Total Minority White Other/No Response Female Male Total AMEPAC Report 2003 No. Test Takers 465 701 1,794 195 3,155 8,920 3,246 8,401 6,920 15,321 9 % of Total 3.0% 4.6% 11.7% 1.3% 20.6% 58.2% 4.7% 54.8% 45.2% 100.0% AZ Total Score 914 1,068 963 963 979 1,068 1,040 1,025 1,065 1,043 National Total Score 857 1,070 911 962 941 1,060 1,017 1,041 1,002 1,020 COLLEGE ENROLLMENT The majority of students enrolled in Arizona’s institutions attend public two-year colleges (52.5%), followed by public fouryear institutions (32.2%), private four-year institutions (13%), and private two-year institutions (2.3%). students is at private and public two-year institutions. The largest number of degrees are Bachelor’s (20,865), followed by Associate’s (10,658), Master’s (10,234), and doctorate/professional (1,380). Students of color comprise 28.5% of the total enrollment in Arizona. The largest proportion of enrollment made up of minority Females enroll at higher rates (55.2%) than males (44.8%). Table 9 Postsecondary Enrollment 2000 Enrollment: State: Nation: At public 4-year institutions At public 2-year institutions At private 4-year institutions At private 2-year institutions 104,931 171,337 42,296 7,595 5,969,950 5,339,449 3,228,575 253,250 Undergraduate Graduate Professional 285,473 38,358 2,328 12,681,231 1,806,803 303,190 American Indian Asian Black Hispanic White Foreign Total 13,178 11,345 12,908 53,042 227,423 8,263 326,159 145,281 909,658 1,640,746 1,316,616 10,262,485 516,438 14,791,224 55.2% 50.3% 28.5% 2.5% 56.1% 9.4% 28.1% 3.5% Enrollment highlights: Women Full-time Minority Foreign Proportion of enrollment made up of minority students: At public 4-year institutions At public 2-year institutions At private 4-year institutions At private 2-year institutions 22.4% 32.2% 25.2% 40.8% 25.1% 33.3% 24.2% 34.8% Degrees awarded: Associate Bachelor's Master's Doctorate Professional AMEPAC Report 2003 10,658 20,865 10,234 764 616 10 564,933 1,237,875 457,056 44,808 80,057 DEGREES AWARDED Over the past decade, females are earning fewer Associate degrees and more Bachelor’s and Master’s degrees than males. Males continue to earn more doctorate and professional degrees than females. The number of students of color earning Associate’s and Bachelor’s degrees increased over the past decade. Between 1991 and 2001, total minority Associate degrees have increased by 197% and Bachelor degrees have increased by 70%. Table 10 Degrees Awarded 10-year comparison at least 1 yr > 2 yrs 1991 2001 # % # % Associate Bachelors 1991 2001 # % # 1991 % # 2001 % # % UNDERGRAD TOTALS 1991 2001 # % # % 80 23 194 96 393 5.3% 1.5% 12.7% 6.3% 25.8% 381 166 1,707 359 2,613 3.6% 1.6% 16.3% 3.4% 24.9% 307 132 658 250 1,347 5.3% 2.3% 11.3% 4.3% 23.0% 594 323 2,546 538 4,001 10.2% 534 5.5% 512 43.6% 1,236 9.2% 210 30.6% 2,492 3.0% 2.8% 6.9% 1.2% 13.8% 660 740 2,360 486 4,246 3.2% 921 3.5% 667 11.3% 2,088 2.3% 556 20.4% 4,232 3.6% 2.6% 8.2% 2.2% 16.7% 431 233 777 144 1,585 4.1% 2.2% 7.4% 1.4% 15.2% 894 224 11 1,129 58.7% 14.7% 0.7% 74.2% 4,912 2,796 157 7,865 46.9% 26.7% 1.5% 75.1% 4,389 74 34 4,497 75.1% 1.3% 0.6% 77.0% 8,092 138.5% 14,747 837 14.3% 123 153 2.6% 659 9,082 69.4% 15,529 81.8% 0.7% 3.7% 86.2% 14,942 945 723 16,610 71.6% 20,030 4.5% 421 3.5% 704 79.6% 21,155 78.9% 1.7% 2.8% 83.3% 6,907 452 1,508 8,867 38.3% 2.5% 8.4% 84.8% TOTAL Female 788 TOTAL Male 734 GRAND TOTAL 1,522 51.8% 48.2% 4,005 6,473 10,478 38.2% 61.8% 3,033 2,811 5,844 51.9% 48.1% 47.8% 52.2% 11,388 54.6% 9,468 45.4% 20,856 African American Asian American Hispanic Native American Total Minority White Unknown Nonresident Alien Masters Doctorate 1991 2001 % 257 193 449 75 974 16.9% 12.7% 29.5% 4.9% 12.8% 431 233 777 144 1585 5162 652 797 6611 7585 68.1% 8.6% 10.5% 87.2% 6907 452 1508 8867 10452 TOTAL Female 3,540 TOTAL Male 4,045 GRAND TOTAL 7,585 46.7% 53.3% 5,698 54.5% 4,754 45.5% 10,452 White Unknown Nonresident Alien AMEPAC Report 2003 # 1991 # African American Asian American Hispanic Native American Total Minority 6,293 48.1% 6,790 51.9% 13,083 % 2001 # % 8,608 9,413 18,021 First-Professional 1991 2001 # % # % 12,429 12,958 25,387 49.0% 51.0% 5,698 54.5% 4,754 45.5% 10,452 GRADUATE TOTALS 1991 2001 # % # % # % 2.4% 1.3% 4.3% 0.8% 15.2% 5 19 12 9 45 0.7% 2.8% 1.8% 1.3% 6.7% 19 24 42 6 91 2.7% 3.4% 6.0% 0.9% 13.1% 16 19 38 9 82 3.8% 4.5% 8.9% 2.1% 19.3% 18 86 56 17 177 2.5% 278 12.1% 231 7.9% 499 2.4% 93 25.0% 1,101 3.2% 2.7% 5.8% 1.1% 12.7% 468 343 875 167 1,853 3.9% 2.9% 7.4% 1.4% 15.6% 38.3% 2.5% 8.4% 84.8% 442 5 176 623 668 66.2% 0.7% 26.3% 93.3% 438 8 159 605 696 62.9% 1.1% 22.8% 86.9% 339 3 1 343 425 79.8% 0.7% 0.2% 80.7% 496 8 28 532 709 70.0% 5,943 1.1% 660 3.9% 974 75.0% 7,577 8678 68.5% 7.6% 11.2% 87.3% 7,841 468 1,695 10,004 66.1% 3.9% 14.3% 84.4% 212 456 668 31.7% 68.3% 193 232 425 45.4% 54.6% 45.5% 54.5% 6,363 5,494 11,857 53.7% 46.3% 322 46.3% 374 53.7% 696 11 343 48.4% 366 51.6% 709 3,945 4,733 8,678 GRADUATION RATES - POSTSECONDARY The information below captures only the data made available from the public universities. The methodology for reporting the data has changed for the last two years. Non-resident aliens and Unknowns have now been captured and reported separately. Graduation rates for students of color fluctuate due to smaller cohort enrollment numbers. Areas of concern for policy makers include changes over a six year history such as: freshman: Asian American; lower-division: African American and American Indian; and upper-division: African American. American Indian entering freshman graduation rates have more than doubled since 1991. Upper-division transfer students have higher graduation rates than entering freshman and lower-division transfers students, but it is important to note that data is not available on the total number or percentage of freshman students who enter the community college system with the intent to transfer and graduate from an Arizona public institution. Female student graduation rates are higher than males in all three categories. Table 11 Graduation Rates by Race/Ethnicity, Gender, and Transfer 6-year history Freshman: % of students who began as freshman and graduated within 6 years Year of entry 1996 1995 1994 1993 1992 1991 African American Asian American Indian American 36% 29% 56% 38% 27% 57% 35.4% 18.6% 53.8% 34.8% 21.9% 54.0% 35.6% 18.4% 51.4% 34.8% 14.3% 60.0% Hispanic 45% 45% 39.2% 40.1% 39.9% 42.3% Non-res alien 51% 45% Unknown 53% 60% White 57% 55% 50.5% 50.2% 50.1% 50.4% TOTAL 54% 52% Male 49% 47% 44.8% 43.9% 49.1% 48.4% Female 58% 57% 50.9% 51.8% 51.1% 49.8% Lower-Division Transfer: % of students who began as lower-division transfers and graduated within 5 years Year of entry 1997 1996 1995 1994 1993 1992 African American Asian American Indian American 34% 28% 55% 40% 43% 65% 38.2% 28.6% 49.5% 33.3% 26.2% 44.3% 30.0% 32.1% 45.7% 35.8% 34.7% 51.3% Hispanic 54% 50% 49.2% 45.5% 45.5% 48.7% Non-res alien 71% 70% Unknown 48% 48% White 59% 56% 54.2% 55.2% 52.8% 50.0% TOTAL 58% 58% Male 52% 53% 52.7% 52.4% 50.4% 49.0% Female 63% 58% 54.1% 54.3% 52.9% 51.3% Upper Division Transfer: % of students who began as upper-division transfers and graduated within 4 years Year of entry 1998 1997 1996 1995 1994 1993 African American Asian American Indian American 46% 51% 65% 53% 48% 73% 53.9% 37.2% 66.1% 36.9% 38.3% 60.3% 47.7% 36.1% 67.5% 52.1% 36.3% 51.5% AMEPAC Report 2003 Hispanic 69% 72% 63.0% 63.7% 63.0% 58.8% 12 Non-res alien 73% 72% Unknown 62% 55% White 70% 71% 67.1% 64.7% 64.9% 63.3% TOTAL 68% 69% Male 63% 67% 67.2% 74.5% 61.0% 58.0% Female 72% 71% 73.3% 85.0% 68.6% 65.5% INSTITUTIONS LISTING W/2001 ENROLLMENT NAME ACADEMY OF RADIO BROADCASTINGPHOENIX AIBT INTERNATIONAL INSTITUTE OF THE AMERICAS AIBT INTERNATIONAL INSTITUTE OF THE AMERICAS AIBT INTERNATIONAL INSTITUTE OF THE AMERICAS AMERICAN INDIAN COLL OF THE ASSEMBLIES OF GOD INC AMERICAN INSTITUTE OF TECHNOLOGY APOLLO COLLEGE APOLLO COLLEGEPHOENIX INC APOLLO COLLEGE-TRI CITY INC APOLLO COLLEGEWESTSIDE ARGOSY UNIVERSITYPHOENIX CAMPUS ARIZONA ACADEMY OF BEAUTY ARIZONA ACADEMY OF BEAUTY INC ARIZONA AUTOMOTIVE INSTITUTE ARIZONA COLLEGE OF ALLIED HEALTH ARIZONA STATE UNIVERSITY EAST ARIZONA STATE UNIVERSITYMAIN ARIZONA STATE UNIVERSITYWEST ARIZONA WESTERN COLLEGE City Fall 2001 Under Men grad Phoenix 110 70.0% 30.0% 19.1% Phoenix 471 22.5% 77.5% 12.1% 7.0% Mesa 278 24.5% 75.5% 10.1% Tucson 291 25.8% 74.2% Phoenix 74 41.9% Phoenix 198 87.4% Tucson Enrollment data for this campus are combined with enrollment from Apollo College - Phoenix Inc Phoenix 1,240 22.7% Women Nr African Alien Amer Amer Indian Asian Amer Hispanic White Unknown 28.2% 52.7% 1.1% 43.3% 33.8% 2.8% 14.0% 1.4% 24.8% 47.1% 2.5% 6.5% 9.3% 1.7% 46.0% 33.7% 2.7% 58.1% 5.4% 71.6% 2.7% 5.4% 14.9% 12.6% 12.6% 2.5% 0.5% 11.6% 72.7% 77.3% 6.5% 11.3% 1.5% 30.8% 47.6% 2.3% Mesa Enrollment data for this campus are combined with enrollment from Apollo College - Phoenix Inc Phoenix Enrollment data for this campus are combined with enrollment from Apollo College - Phoenix Inc Phoenix 207 22.2% 77.8% 1.4% 6.8% 1.4% 1.9% 3.4% 72.9% Tucson 66 9.1% 90.9% 1.5% 4.5% 6.1% 10.6% 39.4% 37.9% Tucson 70 11.4% 88.6% 11.4% 2.9% 1.4% 40.0% 44.3% Glendale 277 92.1% 7.9% 5.4% 14.8% 32.9% 45.1% 1.8% Glendale 188 5.3% 94.7% 0.5% 19.1% 8.0% 18.6% 31.4% 22.3% Mesa 2,403 1,862 50.0% 50.0% 2.4% 2.3% 2.5% 4.1% 11.0% 74.6% 3.2% Tempe 45,693 35,19 48.2% 1 51.8% 3.6% 3.2% 2.2% 5.1% 10.8% 71.4% 3.7% Glendale 5,804 4,226 29.2% 70.8% 1.5% 4.3% 2.0% 4.2% 16.1% 68.7% 3.1% 0.2% 3.2% 2.5% 1.3% 57.7% 32.8% 2.2% 12.1% 61.3% Yuma AMEPAC Report 2003 6,089 38.7% 13 NAME ART INSTITUTE OF COLORADO ARTISTIC BEAUTY COLLEGESCHANDLER ARTISTIC BEAUTY COLLEGESFLAGSTAFF ARTISTIC BEAUTY COLLEGESGLENDALE ARTISTIC BEAUTY COLLEGESPHOENIX ARTISTIC BEAUTY COLLEGESPRESCOTT ARTISTIC BEAUTY COLLEGESSCOTTSDALE ARTISTIC BEAUTY COLLEGESTUCSON CARSTEN INSTITUTE OF HAIR AND BEAUTY CENTRAL ARIZONA COLLEGE CHANDLER/GILBE RT COMMUNITY COLLEGE CHAPARRAL CAREER COLLEGE CHARLES OF ITALY BEAUTY COLLEGE CLINTON TECHNICAL INSTITUTEMOTORCYCLE MECH DIV COCHISE COLLEGE COCONINO COUNTY COMMUNITY COLLEGE COLLEGE AMERICA COLLINS COLLEGE CONSERVATORY OF RECORDING ARTS AND SCIENCES DESERT INSTITUTE OF THE HEALING ARTS DEVOE COLLEGE OF BEAUTY City Fall 2001 Under Men grad Amer Indian Asian Amer Phoenix 1,122 63.9% 36.1% 1.9% 2.0% 1.3% 9.2% 39.3% 46.0% Chandler 56 7.1% 92.9% 7.1% 3.6% 5.4% 12.5% 67.9% 3.6% Flagstaff 48 8.3% 91.7% 6.3% 12.5% 10.4% 29.2% 41.7% Glendale 91 5.5% 94.5% 15.4% 20.9% 62.6% 1.1% Glendale 139 7.2% 92.8% 5.8% 9.4% 44.6% 38.8% Prescott 51 0.0% 100.0% 2.0% 3.9% 94.1% Scottsdale 49 12.2% 87.8% 2.0% 8.2% 6.1% 75.5% 8.2% Tucson 174 2.3% 97.7% 3.4% 2.3% 34.5% 51.1% 8.0% Tempe 113 4.4% 95.6% 1.8% 2.7% 13.3% 82.3% Coolidge 5,328 43.3% 56.7% 0.3% 3.6% 6.6% 0.7% 27.9% 57.9% 3.1% Chandler 6,760 46.6% 53.4% 1.2% 2.0% 1.8% 3.6% 13.7% 70.3% 7.3% 0.3% 4.7% 13.4% 0.9% 37.9% 42.9% 10.6% 89.4% Women Nr African Alien Amer 0.4% 0.7% 0.7% 0.6% Hispanic White Unknown Tucson 343 41.1% 58.9% Lake Havasu city 66 4.5% 95.5% Phoenix 1,247 96.6% 3.4% 0.5% 0.6% 2.6% 1.8% 5.7% 80.2% 8.6% Douglas 5,872 46.6% 53.4% 0.4% 7.5% 1.4% 3.2% 25.5% 55.6% 6.4% Flagstaff 2,981 41.8% 58.2% 1.0% 17.8% 1.5% 8.2% 8.2% 70.0% 1.4% Flagstaff 15 0.0% 100.0% 20.0% 40.0% Tempe 2,052 68.4% 31.6% Tempe 389 89.7% Tucson 66 Sierra Vista 29 AMEPAC Report 2003 40.0% 8.2% 5.1% 4.1% 17.4% 62.6% 10.3% 5.1% 1.0% 2.3% 7.5% 84.1% 25.8% 74.2% 1.5% 1.5% 1.5% 15.2% 80.3% 6.9% 93.1% 3.4% 3.4% 20.7% 72.4% 14 0.0% 2.4% NAME DEVRY UNIVERSITY KELLER GRADUATE SCHOOL OF MANAGEMENT DEVRY UNIVERSITY KELLER GRADUATE SCHOOL OF MANAGEMENT DEVRY UNIVERSITY KELLER GRADUATE SCHOOL OF MANAGEMENT DEVRY UNIVERSITYARIZONA DIN-E COLLEGE EARLS ACADEMY OF BEAUTY EASTERN ARIZONA COLLEGE EDUCATION AMERICA-TEMPE CAMPUS EMBRY RIDDLE AERONAUTICAL UNIVERSITYPRESCOTT ESTRELLA MOUNTAIN COMMUNITY COLLEGE EVEREST COLLEGE GATEWAY COMMUNITY COLLEGE GLENDALE COMMUNITY COLLEGE GOLDEN GATE BAPTIST THEOLOGICAL SEMINARYPHOENIX GOLF ACADEMY OF ARIZONA GRAND CANYON UNIVERSITY HDS TRUCK DRIVING INSTITUTE HIGH-TECH INSTITUTE INTERNATIONAL ACADEMY OF HAIR DESIGN City Fall 2001 Phoenix 3,050 Under Men grad 76.3% Women 23.7% Nr African Alien Amer 0.9% 5.7% Amer Indian Asian Amer 4.7% 6.2% 14.7% 67.9% 6.2% 14.7% 67.9% Mesa No data available Scottsdale No data available Phoenix 3,050 76.3% 23.7% 0.9% Tsaile Mesa 5.7% 4.7% Hispanic White Unknown No data available 85 Thatcher 6,373 2.4% 97.6% 41.8% 58.2% 45.7% 54.3% 0.4% 5.9% 1.2% 4.7% 14.1% 74.1% 1.6% 6.9% 1.1% 17.3% 70.4% 2.3% 13.1% 8.1% 3.0% 23.0% 51.9% 0.9% Tempe 335 Prescott 1,740 1,724 83.9% 16.1% 8.8% 1.2% 1.3% 6.0% 5.1% 76.1% 1.5% Avondale 4,958 41.8% 58.2% 0.6% 5.0% 1.6% 3.0% 30.3% 51.7% 7.8% Phoenix 240 35.4% 64.6% 2.1% 12.9% 11.3% 1.7% 23.3% 48.8% Phoenix 7,960 53.8% 46.2% 0.8% 6.4% 5.3% 2.3% 22.3% 56.9% 6.0% Glendale 19,775 43.0% 57.0% 1.6% 4.3% 1.7% 4.2% 17.0% 63.4% 7.9% Scottsdale 59 69.5% 30.5% 10.2% 1.7% 6.8% 3.4% 55.9% 22.0% Chandler 124 97.6% 2.4% 4.0% 4.0% 4.8% 87.1% Phoenix 4,113 36.1% 63.9% 1.2% 2.0% 7.1% 55.8% 27.9% 2.5% Tucson No data available Phoenix 1,189 75.0% 25.0% Tempe 87 13.8% 86.2% AMEPAC Report 2003 3.4% 15 0.1% 8.5% 8.2% 2.8% 31.4% 44.2% 4.9% 11.5% 2.3% 14.9% 24.1% 44.8% 2.3% NAME City INTERNATIONAL Tempe BAPTIST COLLEGE INTERNATIONAL INSTITUTE OF Phoenix THE AMERICAS ITT TECHNICAL Tucson INSTITUTE ITT TECHNICAL Phoenix INSTITUTE LAMSON COLLEGE Tempe 87 Under Men grad Nr African Alien Amer Asian Amer 5.1% 2.6% 3.8% 6.4% 80.8% 14.1% 13.3% 1.6% 35.3% 31.7% 4.0% Hispanic White Unknown 249 25.7% 74.3% 280 88.2% 11.8% 1.8% 3.9% 2.5% 2.1% 31.4% 46.4% 11.8% 417 88.2% 11.8% 4.8% 3.1% 2.6% 2.9% 12.7% 32.1% 41.7% 130 35.4% 64.6% 7.7% 5.4% 6.2% 12.3% 51.5% 16.9% 285 21.4% 78.6% 3.2% 4.9% 0.7% 14.4% 74.4% 2.5% 91 2.2% 97.8% 2.2% 3.3% 33.0% 59.3% 2.2% Phoenix 4,843 49.8% 50.2% 18.0% 6.9% 6.3% 2.1% 24.6% 35.7% 6.4% Mesa 23,562 46.8% 53.2% 2.3% 3.3% 3.0% 4.1% 13.2% 66.8% 7.2% Phoenix 107 1.9% 98.1% 3.7% 2.8% 0.9% 26.2% 66.4% 35.6% 64.4% 4.2% 4.2% 6.8% 80.5% 4.2% Kingman 5,279 32.5% 67.5% 0.6% 2.2% 1.6% 9.6% 82.3% 3.6% Phoenix 88.3% 11.7% 1.7% 3.3% 60 118 1.3% Amer Indian 37.2% Glendale 1,063 78 Women 62.8% LONG TECHNICAL Phoenix COLLEGE MARICOPA BEAUTY COLLEGE Avondale MARICOPA SKILL CENTER MESA COMMUNITY COLLEGE METROPOLITAN COLLEGE MIDWESTERN UNIVERSITY MOHAVE COMMUNITY COLLEGE MUNDUS INSTITUTE NORTH AMERICAN TECHNICAL COLLEGE NORTHERN ARIZONA UNIVERSITY NORTHLAND PIONEER COLLEGE OTTAWA UNIVERSITYPHOENIX PARADISE VALLEY COMMUNITY COLLEGE PHOENIX CAREER COLLEGE PHOENIX COLLEGE PHOENIX FIRST PASTORS COLLEGE PHOENIX THERAPEUTIC MASSAGE COLLEGE PIMA COMMUNITY COLLEGE PIMA MEDICAL INSTITUTE Fall 2001 3.3% Phoenix No data available Flagstaff 19,728 13,74 40.5% 0 59.5% Holbrook 5,084 33.6% 1.6% 7.3% 1.7% 9.7% 77.7% 0.4% 66.4% 1.0% 27.6% 0.7% 6.2% 58.2% 6.3% 4.7% 0.8% 1.2% 8.0% 62.7% 22.6% 1.6% 1.3% 2.9% 9.3% 73.4% 10.0% 5.8% 1.4% 4.3% 88.4% 6.2% 3.7% 2.7% 28.4% 38.4% 19.5% Phoenix 2,411 1,363 28.6% 71.4% Phoenix 7,349 40.7% 59.3% Phoenix 69 20.3% 79.7% 39.2% 60.8% Phoenix 12,296 1.5% 1.6% 1.2% Phoenix No data available Scottsdal e 139 25.9% 74.1% Tucson 28,176 43.8% 56.2% Tucson 523 14.9% 85.1% AMEPAC Report 2003 91.7% 16 2.2% 2.9% 4.3% 2.2% 10.1% 74.1% 6.5% 3.9% 3.6% 3.1% 28.5% 52.7% 6.0% 0.6% 20.3% 63.7% 10.1% 5.4% NAME PIMA MEDICAL INSTITUTE PIMA MEDICAL INSTITUTE-MESA PRESCOTT COLLEGE REFRIGERATION SCHOOL INC RIO SALADO COMMUNITY COLLEGE ROBERTO-VENN SCHOOL OF LUTHIERY SAFFORD COLLEGE OF BEAUTY SCOTTSDALE COMMUNITY COLLEGE SCOTTSDALE CULINARY INSTITUTE SOUTH MOUNTAIN COMMUNITY COLLEGE SOUTHWEST COLLEGE OF NATUROPATHIC MED & HEALTH SCI SOUTHWEST SKILL CENTERCAMPUS OF ESTRELLA MTN CC SOUTHWESTERN CONSERVATIVE BAPTIST BIBLE COLLEGE SOUTHWESTERN SCHOOL OF MISSIONSINDIAN BIBLE COLL THE ART CENTER DESIGN COLLEGETUCSON THE BRYMAN SCHOOL THUNDERBIRDTHE AMERICAN GRAD SCH OF INTRNTL MGT TONI & GUY HAIRDRESSING ACADEMY TUCSON COLLEGE City Fall 2001 Under Men grad Mesa 648 13.3% 86.7% 3.4% Mesa 71 12.7% 87.3% 9.9% Prescott 1,005 41.5% 58.5% Phoenix 230 99.6% 0.4% Tempe 12,376 37.3% 62.7% 0.3% Phoenix 33 97.0% 3.0% 6.1% Safford 41 0.0% 100.0% Scottsdale 11,328 45.6% 54.4% Scottsdale 723 66.7% 33.3% Phoenix 3,406 39.6% 60.4% Tempe 275 26.9% 73.1% Avondale 71 8.5% Phoenix 102 36.3% 827 Women Nr African Alien Amer 0.4% Amer Indian 1.5% 12.7% 62.0% 15.5% 4.2% 62.2% 27.0% 7.8% 7.4% 1.7% 23.0% 53.0% 7.0% 3.6% 1.2% 3.0% 7.9% 59.5% 24.6% 3.0% 90.9% 36.6% 61.0% 1.7% 3.9% 2.5% 8.0% 73.4% 7.9% 0.7% 0.3% 0.6% 1.8% 96.5% 0.1% 1.2% 12.9% 3.1% 2.0% 45.8% 27.7% 7.3% 3.3% 7.6% 1.1% 4.7% 4.0% 76.7% 2.5% 91.5% 7.0% 2.8% 1.4% 54.9% 26.8% 7.0% 63.7% 6.9% 1.0% 1.0% 2.9% 88.2% Tucson No data available 17.6% 82.4% Glendale 1,548 73.8% 26.2% 67.4% Scottsdale 92 13.0% 87.0% 4.3% Tucson 158 21.5% 78.5% 0.6% AMEPAC Report 2003 48.0% 0.7% No data available 944 47.1% 4.5% 2.4% 2.5% Hispanic White Unknown 1.1% Flagstaff Phoenix Asian Amer 17 6.1% 7.7% 1.6% 31.0% 45.1% 8.4% 0.3% 0.2% 1.9% 2.0% 19.4% 8.8% 2.2% 1.1% 10.9% 81.5% 3.8% 1.3% 34.8% 44.3% 9.5% 5.7% NAME UNIVERSAL TECHNICAL INSTITUTE INC UNIVERSITY OF ADVANCING COMPUTER TECHNOLOGY UNIVERSITY OF ARIZONA UNIVERSITY OF PHOENIX-ONLINE CAMPUS UNIVERSITY OF PHOENIXPHOENIX CAMPUS UNIVERSITY OF PHOENIXSOUTHERN ARIZONA CAMPUS WESTERN INTERNATIONAL UNIVERSITY YAVAPAI COLLEGE City Fall 2001 Phoenix 1,777 Tempe 729 Tucson Under Men grad Women Nr African Alien Amer Amer Indian Asian Amer Hispanic White Unknown 99.0% 1.0% 0.2% 2.0% 2.9% 7.1% 20.0% 46.3% 21.4% 81.7% 18.3% 2.1% 5.9% 1.4% 2.6% 10.7% 74.2% 3.1% 35,747 27,53 47.3% 2 52.7% 4.2% 2.8% 2.0% 5.7% 14.4% 68.4% 2.5% Phoenix 28,930 19,94 45.4% 2 54.6% 5.4% 0.8% 1.8% 3.3% 44.9% 43.8% Phoenix 7,586 4,551 45.5% 54.5% 4.5% 1.6% 2.1% 6.6% 44.5% 40.7% Tucson 2,993 2,083 42.9% 57.1% 6.7% 3.5% 2.1% 18.7% 46.8% 22.1% Phoenix 1,322 Prescott 8,162 AMEPAC Report 2003 717 966 40.0% 60.0% 2.5% 5.4% 1.3% 2.3% 12.5% 55.8% 20.2% 37.0% 63.0% 0.0% 0.5% 1.7% 0.9% 4.5% 70.4% 22.1% 18 SOURCES DEMOGRAPHICS Population: SOURCE: Census Bureau (http://www.census.gov) DATE: 2001 Age distribution: SOURCE: Census Bureau (http://www.census.gov) DATE: 2000 Racial and ethnic distribution: SOURCE: Census Bureau (http://www.census.gov) DATE: 2000 NOTE: The complete names of the racial and ethnic categories are as follows: American Indian and Alaska Native; Asian; black or African-American; Native Hawaiian and other Pacific Islander; Hispanic or other Latino; and white. Educational attainment of adults (highest level): SOURCE: Census Bureau (http://www.census.gov) DATE: 2000 NOTE: Figures cover people 25 years and older. Per-capita personal income: SOURCE: U.S. Department of Commerce (http://www.commerce.gov) DATE: 2001 (preliminary) Poverty rate: SOURCE: Census Bureau (http://www.census.gov) DATE: 1999-2000 average NOTE: Figures are estimates based on a survey of 60,000 households conducted in March 2000 and March 2001. The figures are subject to sampling error, and the Census Bureau advises against using them to rank the states. Poverty thresholds vary by family size and composition. In 2000, for example, the threshold for a family of four was $17,463. New high-school graduates: SOURCE: Western Interstate Commission for Higher Education (http://www.wiche.edu) DATE: Projections for 2002-3 and 2011-12 were made in March 1998. NOTE: The projections cover both public and nonpublic high-school graduates in all states. PK-12 PREPARATION PK-12 Enrollments: SOURCE: Arizona Department of Education, October Enrollment Counts Report (http://www.ade.state.az.us/researchpolicy/azenroll/) DATE: 1997, 1998, 1999, 2000 NOTE: PS ~ Preschool, K ~ Kindergarten, UE ~ Ungraded Elementary, US ~ Ungraded Secondary who are not enrolled in school. AIMS Scores SOURCE: Arizona Department of Education, AIMS Results (http://www.ade.state.az.us/standards/aims/) DATE: 2001 NOTE: AIMS scores were not shown in the table for students who did not identify gender or race/ethnicity. AMEPAC Report 2003 19 Dropout Rates: SOURCE: Arizona Department of Education, Annual Dropout Rate Study: 2001-2002 (http://www.ade.state.az.us/researchpolicy/dropoutinfo/) & Dropping out of Arizona’s schools: The scope, the costs, and successful strategies to address the crisis. Commissioned by Arizona Minority Education Policy Center, research conducted by Intercultural Development Research Association. (http://www.acpe.asu.edu/AMEPAC_Study_Complete_online.pdf) DATE: ADOE Dropout Rates 2001-2002, AMEPAC Commissioned study 2002 NOTE: ADOE calculates annual dropout rates by dividing the dropout count by the total enrollment. Graduation Rates: SOURCE: Arizona Department of Education, Graduation Rate Study (http://www.ade.state.az.us/ResearchPolicy/grad/) DATE: 1993, 1994, 2000, 2001 NOTE: ADOE calculates four-year graduation rates by dividing the number of graduating students by the total enrollment. Advanced Placement Scores SOURCE: College Board, State Summary Report 2002-2003 DATE: Data for 2001-2002 Eligibility Study: SOURCE: Arizona Board of Regents. The 1996-1998 Arizona High School Transcript Study DATE: 2000 NOTE: 16 core courses include: 4 yrs. English, 4 yrs. Math, 3 yrs. Lab Science, 2 yrs. Social Science, 2 yrs. Foreign Language, and 1 yr. Fine Arts ACT/SAT Scores: SOURCE: ACT, High School Profile Report: Graduating High School Class 2002. SAT, College Board, State Summary Report 2002-2003 DATE: ACT 2002-2003, SAT 2002-2003 NOTES: ACT: Number of students reporting other or no response to race/ethnicity (1,160). Number of students with no response to gender (95). POSTSECONDARY EDUCATION College Enrollment SOURCE: The Chronicle of Higher Education DATE: Almanac 2002-3 Graduation Rates - Postsecondary SOURCE: Arizona Board of Regents. Undergraduate Consolidated Accountability Report, March 2003 DATE: Almanac 2002-3 Degrees Awarded SOURCE: U.S. Department of Education (http://www.ed.gov) DATE: IPEDS Completions 1990-91 and 2000-01 College Enrollment Listing SOURCE: U.S. Department of Education (http://www.ed.gov) DATE: IPEDS COOL Website Fall 2001 AMEPAC Report 2003 20 GLOSSARY Advanced Placement Advanced Placement courses and tests (offered by the College Board) allow high school students an opportunity to try college-level work and potentially earn college credits. Postsecondary institutions generally award credit for AP test scores of 3, 4, or 5. American College Testing Program (ACT) The ACT assessment program measures educational development and readiness to pursue collegelevel coursework in English, mathematics, natural science, and social studies. Student performance on the tests does not reflect innate ability and is influenced by a student's educational preparedness. Arizona’s Instrument for Measuring Standards (AIMS) AIMS measures students achievement of the Arizona Academic Standards adopted by the State Board of Education in three subject areas: reading, Writing, and mathematics. Students graduating in 2006 will be required to pass all sections of the AIMS test to receive a high school diploma. Associate degree A degree granted for the successful completion of a sub-baccalaureate program of studies, usually requiring at least 2 years (or equivalent) of full-time college-level study. This includes degrees granted in a cooperative or work-study program. Bachelor's degree A degree granted for the successful completion of a baccalaureate program of studies, usually requiring at least 4 years (or equivalent) of full-time college-level study. This includes degrees granted in a cooperative or work-study program. Degree-granting institutions Postsecondary institutions that are eligible for Title IV federal financial aid programs and that grant an associate's or higher degree. For an institution to be eligible to participate in Title IV financial aid programs it must offer a program of at least 300 clock hours in length, have accreditation recognized by the U.S. Department of Education, have been in business for at least 2 years, and have signed a participation agreement with the Department. Doctor's degree An earned degree carrying the title of Doctor. The Doctor of Philosophy degree (Ph.D.) is the highest academic degree and requires mastery within a field of knowledge and demonstrated ability to perform scholarly research. Other doctorates are awarded for fulfilling specialized requirements in professional fields, such as education (Ed.D.), musical arts (D.M.A.), business administration (D.B.A.), and engineering (D.Eng. or D.E.S.). Many doctor's degrees in academic and professional fields require an earned master's degree as a prerequisite. First-professional degrees, such as M.D. and D.D.S., are not included under this heading. Dropout Rates The Arizona Department of Education calculates annual dropout rates by dividing the total number of dropout counts by the total class size. Educational attainment The highest grade of regular school attended and completed. Enrollment The total number of students registered in a given school unit at a given time, generally in the fall of a year. AMEPAC Report 2003 21 First-professional degree A degree that signifies both completion of the academic requirements for beginning practice in a given profession and a level of professional skill beyond that normally required for a bachelor's degree. This degree usually is based on a program requiring at least 2 academic years of work prior to entrance and a total of at least 6 academic years of work to complete the degree program, including both prior-required college work and the professional program itself. By NCES definition, first-professional degrees are awarded in the fields of dentistry (D.D.S. or D.M.D.), medicine (M.D.), optometry (O.D.), osteopathic medicine (D.O.), pharmacy (D.Phar.), podiatric medicine (D.P.M.), veterinary medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (J.D.), and theological professions (M.Div. or M.H.L.). Full-time enrollment The number of students enrolled in higher education courses with total credit load equal to at least 75 percent of the normal full-time course load. Graduate An individual who has received formal recognition for the successful completion of a prescribed program of studies. Graduate enrollment (Postsecondary) The number of students who hold the bachelor's or first-professional degree, or the equivalent, and who are working towards a master's or doctor's degree. First-professional students are counted separately. These enrollment data measure those students who are registered at a particular time during the fall. At some institutions, graduate enrollment also includes students who are in postbaccalaureate classes but not in degree programs. In specified tables, graduate enrollment includes all students in regular graduate programs and all students in postbaccalaureate classes but not in degree programs (unclassified postbaccalaureate students). Graduation Rates (K-12) The Arizona Department of Education calculates four-year graduation rates by dividing the number of four-year graduating students by the total class size. Lower –Division Transfer Students who entered the university in a fall semester as full-time students (taking 12 or more credit hours) who brought with them between 12 and 55 transferable credits. Master's degree A degree awarded for successful completion of a program generally requiring 1 or 2 years of fulltime college-level study beyond the bachelor's degree. Nonresident alien A person who is not a citizen of the United States and who is in this country on a temporary basis and does not have the right to remain indefinitely. Part-time enrollment The number of students enrolled in higher education courses with a total credit load less than 75 percent of the normal full-time credit load. Postsecondary education The provision of formal instructional programs with a curriculum designed primarily for students who have completed the requirements for a high school diploma or equivalent. This includes programs of an academic, vocational, and continuing professional education purpose, and excludes avocational and adult basic education programs. AMEPAC Report 2003 22 Private school or institution A school or institution which is controlled by an individual or agency other than a state, a subdivision of a state, or the federal government, which is usually supported primarily by other than public funds, and the operation of whose program rests with other than publicly elected or appointed officials. Private schools and institutions include both nonprofit and proprietary institutions. Public school or institution A school or institution controlled and operated by publicly elected or appointed officials and deriving its primary support from public funds. Racial/ethnic group Classification indicating general racial or ethnic heritage based on self-identification, as in data collected by the U.S. Bureau of the Census or on observer identification, as in data collected by the Office for Civil Rights. These categories are in accordance with the Office of Management and Budget standard classification scheme presented below: African American A person having origins in any of the black racial groups in Africa. Normally excludes persons of Hispanic origin except for tabulations produced by the U.S. Bureau of the Census, which are noted accordingly in this volume. American Indian or Alaskan Native A person having origins in any of the original peoples of North America and maintaining cultural identification through tribal affiliation or community recognition. Asian or Pacific Islander A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands, and Samoa. Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. White A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. Normally excludes persons of Hispanic origin except for tabulations produced by the U.S. Bureau of the Census, which are noted accordingly in this volume. Scholastic Aptitude Test (SAT) The SAT standardized test is administered through the College Board and measures verbal and mathematical reasoning skills students have developed over time and skills they need to be successful academically. The SAT is scored on a scale of 200-800 and is typically taken by high school juniors and seniors. Undergraduate students Students registered at an institution of higher education who are working in a program leading to a baccalaureate degree or other formal award below the baccalaureate, such as an associate degree. Upper-Division Transfer Students Students who entered the university in a fall semester as full-time students (taking 12 or more units) who brought with them 56 or more transferable credits. Vocational education Organized educational programs, services, and activities which are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career, requiring other than a baccalaureate or advanced degree. AMEPAC Report 2003 23 Commissioned AMEPAC Research Publications and Policy Papers: 1) Dropping Out of Arizona’s School: the Scope, the Costs, and Successful Strategies to Address the Crisis By the Intercultural Development and Research Association, San Antonio, Texas, (2002) 2) Minority Student Achievement and Workforce Success in Arizona: A Research Study By the Mexican American Studies & Research Center, The University of Arizona, (1998). 3) Arizona Minority Dropout Solutions Prepared by Susan E. Brichler, M.A. (2001) 4) Corporations & Schools: An Integrated Partnership Presented by William J. Post, President and Chief Executive Officer, Arizona Public Service Company, (1997). 5) Arizona Education – Birth to Grad School: An Exploration into Arizona Educational Demographics By Harold Hodgkinson, Center for Demographic Policy, Washington, D.C., (1996). For a copy of these publications, please contact AMEPAC at (602) 258-2435, Ext. 101 AMEPAC Arizona Minority Education Policy Analysis Center A Policy Analysis Center of the Arizona Commission for Postsecondary Education 2020 N. Central Ave., Suite 550 Phoenix, AZ 85004-4503 602.258.2435, Ext. 101 602.228.2483 fax Report available at: http://www.acpe.asu.edu/AMEPAC.htm General Web Site: http://www.azhighered.org AMEPAC Report 2003