1 2005 Minority Student Report AMEPAC Members 2005 Ralph Romero—AMEPAC Chair Arizona Department of Education Giovanna Grijalva Leona Group, Inc. Dr. David Camacho Northern Arizona University Jaime P. Gutierrez University of Arizona David Castillo Inter Tribal Council of Arizona, Inc. Dr. Steven R. Helfgot Maricopa County Community College District Barbara Clark Motorola, Inc. Aleena Hernandez Pascua Yaqui Tribe Panfilo Contreras AZ School Boards Association Edmundo E. Hidalgo Chicanos Por La Causa Elisa de la Vara Fannie Mae AZ Partnership Office Fred Lockhart Arizona Private School Association Dr. Alfredo G. de los Santos Jr. Dr. Louis Olivas Arizona State University (AMEPAC Founder) Arizona State University Dr. Mark Denke Arizona Board of Regents COMMISSION STAFF: Dr. April L. Osborn Executive Director Geneva Escobedo Pima Community College District Toni Fleisher 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 [tel] 602.228.2483 [fax] The report is available online at: www.amepac.org Cover photography courtesy of Kristin Bjorge, R & R Partners AMEPAC Vision All students succeed in higher education as a result of quality research 2 that shapes policy on critical issues. 2005 Minority Student Report Table of Contents Executive Summary ............................................................................................ ii Demographics Population ..................................................................................................1 Age Distribution ..........................................................................................1 Racial/Ethnic Distribution............................................................................1 Educational Attainment...............................................................................2 Per-capita Personal Income .......................................................................2 Poverty Rate...............................................................................................2 Projected High School Graduates ..............................................................2 Measuring Up ......................................................................................................3 K-12 Enrollment ..................................................................................................5 AIMS Test Scores.......................................................................................6 Dropout Rates ............................................................................................7 Graduation Rates – High School ................................................................8 Advanced Placement..................................................................................9 Postsecondary Eligibility ...................................................................................................10 Standardized Test Scores ........................................................................11 Enrollment ................................................................................................12 Degrees Awarded.....................................................................................14 School Listing w/Fall 2003 Enrollment Figures .........................................16 Sources ..............................................................................................................20 Glossary.............................................................................................................23 Appendices........................................................................................................27 AMEPAC i 3 2005 Minority Student Report 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. AMEPAC is excited to provide policymakers, educators, and the public with the second edition of the Minority Student Report 2005: A Snapshot of Arizona’s Educational Achievement. The report is a “snapshot” of the educational achievement of minority students in Arizona, from kindergarten through college. As a snapshot it is simply a description of what is, and the data are, thus, open to interpretation. How the numbers look and what they mean may be two different things. For example, an apparently small change in some category may in fact represent much greater progress than an apparently larger change in some other category. What all this suggests is that it is important to both read and analyze the Report and to determine what the numbers mean, for you, for your organization, for our students, our communities and for the State. We believe that such a process will give the Report its real meaning and its real value. If we can be of any assistance to you in that process, please feel free to call on us. Sincerely, AMEPAC Members Each section provides information on students by race/ethnicity and by gender. (African American, American Indian, Asian American, Hispanic, and White). Following is a summary of the report: AMEPAC ii 4 2005 Minority Student Report Demographics Age Distribution [2003] • 29.3% of Arizona’s population is school-aged students (ages 5-24) Race/Ethnicity [2003] • 39.4% of Arizona’s population is comprised of people of color • 27.1% Hispanic • 5.3% American Indian • 3.3% African American • 2.0% Asian American • 1.5% More than one race • 0.2% Pacific Islander Educational Attainment [2003] • 30.3% of Arizona’s citizenry have achieved an Associate’s degree or higher Per Capita Income and Poverty Rate [2003] • $26,838 per capita personal income • 14.1% poverty rate New High School Graduates • 55,164 estimated graduates in 2004-2005 Measuring Up 2004—Arizona Profile Preparation: D Completions: C+ AMEPAC Participation: B+ Benefits: B Affordability: Learning: F I iii 5 2005 Minority Student Report K-12 Enrollment [2004-2005] • 51.9% of total PK-12 enrollment is comprised of students of color • 38.4% Hispanic • 6.2% American Indian • 5.0% African American • 2.3% Asian American AIMS Test Scores [2004] • African American, American Indian, and Hispanic students consistently score lower on all sections of the AIMS test compared to White and Asian American students. • Females score higher on reading and writing tests and generally have equivalent scores to males on the math test. Dropout Rates [2003-2004] • 9.8% annual dropout rates for minority students more than double white student dropout rates of 4.8%. • 8.0% of males drop out annually compared to 6.7% of females. Graduation Rates – High School [2003] • 64.1% four-year graduation rates for minority students compared to 81.9% for white students. • 78.1% females; 70.1% males. Advanced Placement [2003] • 56.7% of minority students scored 3 or higher on AP tests compared to 65.8% of white students. It is important to note that the College Board does not report on the percentage of minority students who actually take AP courses. AMEPAC iv 6 2005 Minority Student Report Postsecondary Eligibility for University [2002] • African American, American Indian, and Hispanic students consistently have lower eligibility rates for meeting all core high school course requirements compared to White and Asian American students. • Females have higher eligibility rates in all academic areas than males. Standardized Test Scores [2004] • African American, American Indian, and Hispanic students scored lower on both tests compared to Asian American and White students. • Males scored higher than females on the SAT, but both genders scored virtually equal on the ACT. • Arizona minority student scores do not meet current public four-year university standards for admission of 21 ACT or 1040 SAT. Enrollment [2003] • 28.3% minority student enrollment in Arizona. • Proportion of enrollment made up of minority students: • 21.8% at public four-year • 32.9% at public two-year • 23.4% at private four-year • 44.3% at private two-year • 55.3% female; 44.7% male Degrees Awarded Over the past ten years the proportion of undergraduate degrees awarded to minorities has increased almost 8% and the proportion of graduate degrees awarded to minorities has increased by around 2%.” However, the net impact on the Arizona minority community resulting from this apparent increase in both undergraduate and graduate degrees can only be assessed by evaluating the proportionate increase of these degrees in comparison to the proportionate increase in population of individual minority groups in the state. Further study on this issue is required. Institutional Listing/Fall Enrollment A listing of Arizona’s postsecondary institutions is provided including enrollment by gender and race/ethnicity. AMEPAC v 7 2005 Minority Student Report NOTES: Several different sources were used to compile the information for this Minority Student Success Report. In doing so, racial/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. 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 available through national databases. Tables identifying “total minority” are weighted averages for African American, American Indian, Asian American, and Hispanic 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. AMEPAC vi 8 2005 Minority Student Report Demographics Arizona is one of the fastest growing states and has moved up in the population rankings from 20th to 18th in the last two years. The proportion of school aged students (ages 5-24) remains unchanged at 29.3%. Arizona has a more diverse population than the national average with 39.4% being people of color compared to the national average of 32.7%. Hispanic (27.1%) populations comprise the largest race/ethnic group among people of color followed by American Indians (5.3%), African Americans (3.3%), and Asian Americans (2.0%). Population: Arizona: Nation: Age Distribution: 5,580,811 290,809,777 (Rank: 18) Up to 4 5 to 13 14 to 17 18 to 24 25 to 44 45 to 64 65 and older State: 7.7% 13.6% 5.8% 9.9% 28.7% 21.5% 12.9% Nation: 6.8% 12.8% 5.7% 9.8% 29.4% 23.1% 12.3% Racial and Ethnic Distribution: African American American Indian Asian American State: 3.3% 5.3% 2.0% Nation: 12.7% 1.0% 4.0% Hispanic (may be any race) More than one race Pacific Islander White (includes Hispanic) People of color 27.1% 1.5% 0.2% 87.8% 39.4% 13.4% 1.4% 0.2% 80.7% 32.7% AMEPAC 1 9 2005 Minority Student Report Demographics (Continued) The proportion of Arizona’s citizenry that have achieved an Associate’s degree or higher is slightly lower than the national percentile, 30.3% versus 30.7% respectively. Arizona also has a lower per-capita income ($26,838) than the national average ($31,632), and a higher poverty rate (14.1%) than the national average (11.9%). Educational Attainment of Adults 2003: State: Nation: 8th grade or less 7.8% 7.5% Some high school, no diploma 11.2% 12.1% High school diploma 24.3% 28.6% Some college, no degree 26.4% 21.0% Associate degree 6.7% 6.3% Bachelor's degree 15.2% 15.5% Graduate or professional degree 8.4% 8.9% State: Nation: Per-capita personal income: $26,838 Poverty rate: $31,632 14.1% 11.9% New High School Graduates: Over the next ten years estimated high school graduation rates for the nation are expected to increase by 11% compared to a 30% increase for Arizona, which is second only to Nevada. Total population projections for our state site a 21% increase in total population during the same period. However, Arizona continues to lag behind the rest of the nation in the percent of students earning a high school degree. 2004-05 (estimate) 2014-15 (estimate) AMEPAC State % of Change Nation 55,164 71,661 30% 2,983,477 3,046,008 % of Change 11% 2 10 2005 Minority Student Report Measuring Up 2004 This state report card is derived from Measuring Up 2004, which is published by the National Center for Public Policy and Higher Education, a nonpartisan organization focused on policy research. These reports provide state policymakers with information to promote improvements in postsecondary education. Each state receives a grade for each of the following six performance indicators: Preparation: Are students adequately prepared for education and training beyond high school? Participation: Are there sufficient opportunities to enroll in education and training beyond high school? Affordability: How affordable is higher education for students and their families? Completion: Do students make progress toward and complete their certificates and degrees in a timely manner? Benefits: What benefits does the state realize from a highly educated population? Learning: What is known about student learning due to higher education? Measuring Up 2000 AMEPAC 2002 2004 Preparation D+ D D Participation C B- B+ Affordability C- D- F Completion C- C+ C+ Benefits Learning BI BI B I 3 11 2005 Minority Student Report MEASURING UP 2004—ARIZONA SCORES PREPARTION: D • One of the top states in percentage of working-age adults enrolled in college• • • level education or training. One of the lowest performing states in percentage earning a high school diploma. 8th graders perform poorly on national assessments in math, science, writing, and reading. Small proportion high school 11th and 12th graders take and score well on Advanced Placement tests and college entrance exams. PARTICIPATION: B+ th • During past 10 years, likelihood of 9 graders enrolling in college within four • years declined substantially more than the national average. (Due to decrease in the percentage of students graduating from high school.) About 16% of adults don’t have high school diploma (14% nationally). COMPLETION: C+ • Large percentage of freshmen at 4-year colleges and universities return for • sophomore year. Arizona improved among the top 10 states in the nation over the last 10 years. Arizona has led the nation in increasing the proportion of students completing certificates and degrees relative to number enrolled. (Mainly certificates – proportion earning bachelors degrees has declined.) BENEFITS: B • Ahead of the nation in percentage of adults who have a bachelor’s degree. • Narrowed the gap between whites and minorities in percentage who have bachelor’s degree. However, the gap is still substantial and whites are more than twice as likely than minorities to have a bachelor’s degree. AFFORDABILITY: F • Net college costs for low and middle-income students at community college • • equals 40% of their annual income. 58% students are enrolled in community colleges. 26% in public four-year universities. POLICY QUESTIONS BASED ON THIS REPORT: 1. Can and will Arizona be able to accommodate not only the numbers but the diversity of high school students preparing for postsecondary education? 2. What can be done to minimize transfer difficulties between community colleges and public 4-year institutions? 3. How to make higher education affordable for everyone? AMEPAC 4 12 2005 Minority Student Report K-12 Enrollment [See Appendix A & B for Detailed Tables] The percentage of students of Figure 1 color in Arizona’s public P e r c e n t a g e En r o l l m e n t b y R a c e / Et h n i c i t y 19 9 6 - 19 9 7 t o 2 0 0 4 - 2 0 0 5 elementary and secondary 2004-2005 schools has grown from 43.5% 2003-2004 8.6% Decrease Whi te 2002-2003 in 1996-1997 to 51.9% in 20042001-2002 2005, an 8.4 percentage point 2000-2001 8.4% Increase 1999-2000 Total Mi nor i ty increase. Students of Hispanic 1998-1999 origin represent the largest 1997-1998 0% 10% 20% 30% 40% 50% 60% 1996-1997 proportional growth of students of color during this same time period (8.4% increase), followed by African Americans (0.8% increase), and Asian Americans (0.5% increase). The proportion of white students and American Indian students decreased during this time period by 8.6% and 1.0% respectively. Figure 2 Total PK-12 Enrollm ent by Race/Ethnicity 1996-1997 to 2004-2005 600,000 500,000 Af rican Amer ican 400,000 Amer ican Indian 300,000 Asian American Hispanic 200,000 Whit e 100,000 0 19 9 6 - 19 9 7 19 9 7 - 19 9 8 19 9 8 - 19 9 9 19 9 9 - 2 0 0 0 2000-2001 2 0 0 1- 2 0 0 2 2002-2003 2003-2004 2004-2005 In 2004-2005, students of color comprised 51.9% (547,118) of the total student enrollment in Arizona’s public elementary (PK-8) and secondary (9-12) schools. Students of Hispanic origin represent the largest enrollment of students of color (38.4% or 404,845), followed by American Indians (6.2% or 65,546), African Americans (5.0% or 52,454), and Asian Americans (2.3% or 24,273). The proportion of males and females has remained steady over the last decade with males comprising a small majority (51.5%) for total enrollment during the past three years. AMEPAC 5 13 2005 Minority Student Report AIMS Test Scores Students graduating from a public Arizona high school in 2006 will be required to “meet or exceed” standards on all three sections (reading, writing, and mathematics) of the Arizona Instrument for Measuring Standards (AIMS) test to earn a high school diploma. Table 1 Percentage "Meets or Exceeds" Standards on AIMS by Grade, Race/Ethnicity and Gender 2004 African Native Asian American American American Hispanic 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 White Female Male Total 57% 73% 46% 50% 70% 38% 86% 91% 83% 62% 76% 53% 80% 84% 74% 75% 86% 64% 68% 75% 64% 72% 81% 64% 37% 54% 29% 27% 48% 23% 69% 77% 67% 37% 53% 32% 66% 70% 61% 55% 70% 47% 50% 55% 47% 52% 62% 47% 36% 51% 13% 23% 47% 10% 68% 73% 49% 33% 48% 14% 62% 66% 36% 53% 66% 26% 47% 51% 27% 50% 59% 26% 49% 58% 23% 31% 43% 17% 72% 77% 64% 37% 47% 20% 76% 73% 53% 61% 68% 38% 56% 56% 40% 59% 62% 39% 30% 43% 16% 23% 35% 13% 47% 61% 40% 24% 32% 13% 50% 50% 28% 37% 48% 18% 31% 35% 20% 33% 40% 19% 20% 37% 7% 22% 32% 8% 37% 53% 22% 21% 33% 8% 37% 44% 16% 28% 43% 11% 25% 33% 11% 26% 37% 11% African American, American Indian, and Hispanic students consistently score lower on all sections of the AIMS test compared to Asian American and White students. Females score higher on reading and writing tests and math scores appear to be gender neutral. Students in grades 11 and 12 in the table above are not required to pass all sections of the AIMS test to graduate from high school, since they will graduate prior to the 2006 requirement. AMEPAC 6 14 2005 Minority Student Report Dropout Rates [See Appendix C for Detailed Tables] Annual dropout rates are calculated using the total number of students that have dropped out of high school over the course of one year. Arizona’s total annual high school dropout rate has decreased from 12.1% in 1994-1995 to 7.38% in 2003-2004. Minority student dropout rates are improving at a faster rate (percentage decrease of 6.6%) than white students (percentage decrease of 4.3%) during the same time period. Students from Hispanic origins have seen the largest decreases in dropout rates over the past decade (decrease of 7.0%), followed by African Americans (6.7% decrease), American Indians (5.4% decrease), and Asian Americans (3.9% decrease). However, we still have the opportunity for substantially greater gains. Figure 3 Annual Dropout Rate by Race/Ethnicity High School Students (Grades 9 - 12) 1994-1995 to 2003-2004 25% African American 20% American Indian 15% Asian American 10% Hispanic 5% White 0% 94- 95- 96- 97- 98- 99- 00- 01- 02- 0395 96 97 98 99 00 01 02 03 04 Minority student dropout rates (9.8%) in 2003-2004 are more than double that of white students (4.8%). In 2003-2004, American Indian students in Arizona had the highest dropout rates (12.4%), followed by Hispanic Figure 4 Annual Dropout Rate by Race/Ethnicity and Grade students (10.1%) and High School Students (Grades 9-12) African American 2003-2004 students (7.6%). White 12.4% 15% and Asian American 10.1% 7.6% 10% 4.8% students have the lowest 2.7% 5% dropout rates at 4.8% 0% African American Asian Hispanic White and 2.7% respectively. American Indian American Male students (8.0%) AMEPAC 7 15 2005 Minority Student Report Graduation Rates – High School [See Appendix D for Detailed Tables] Total Arizona high school graduation rates have increased from 68% in 1993 to approximately 74% in 2003. All student groups have seen increases in graduation rates over the past decade, although the smaller populations such as American Indians and African Americans have fluctuated due to population size. Figure 5 Four-year Graduation Rates by Race/Ethnicity Class of 1993, 1994, 2000, 2001, 2002, 2003 White 2003 2002 Hispanic 2001 2000 Asian American 1994 American Indian 1993 African American 0% 20% 40% 60% 80% 100% In 2003, total minority student graduation rates (64.1%) were significantly lower than white students (81.9%). American Indian students had the lowest graduation rates (58.5%), followed by Hispanic student (63.1%) and African American students (66.4%). White and Asian American students have the highest graduation rates at 81.9% and 88.7% respectively. Females continue to graduate at a higher percentile than do males. In 2003, female graduation rates were 78.1% compared to males 70.1%. Figure 6 Four-year Graduation Rates by Race/Ethnicity Class of 2003 88.7% 100% 80% 81.9% 66.4% 63.1% 58.5% 60% 40% 20% 0% African American American Indian AMEPAC Asian American Hispanic White 8 16 2005 Minority Student Report Advanced Placement [See Appendix E for Detailed Tables] Advanced Placement (AP) courses and tests (offered by the College Board) allow high school students an opportunity to experience college-level work and potentially earn college credits. Higher education institutions generally award college credit for AP test scores of 3, 4, or 5. Figure 7 Percentage of AP Scores 3 or Higher by Race/Ethnicity 2001 to 2004 White 2004 Native American 2003 Hispanic 2002 Asian American 2001 African American 0% 10% 20% 30% 40% 50% 60% 70% In 2003, Arizona total minority students (56.7%) proportionally received fewer scores of 3 or higher than white students (65.8%). American Indian students received the lowest percentage (30.3%), followed by African American students (46.4%) and Hispanic students (54.1%). Asian Figure 8 American and White Percentage AP Scores 3 or Higher students received the by Race/Ethnicy highest percentage of 2004 65.7% and 65.8% respectively. Arizona 100% 65.7% 65.8% 80% 54.1% male students (66.2%) 46.4% 60% 30.3% 40% receive a higher 20% 0% proportion of AP scores African American Indian Asian American Hispanic White of 3 or higher than American female students (60.7%). AMEPAC 9 17 2005 Minority Student Report Eligibility for University Admission The Arizona Board of Regents conducts eligibility studies for the three public four-year universities (Arizona State University, Northern Arizona University, and University of Arizona). Student transcripts were collected to measure the eligibility rates of students in meeting the 16 core high school courses needed to meet college admission standards. The core courses include: 4-years English, 4-years math, 3years lab science, 2-years social science, 2-years foreign language, and 1-year fine arts. African American, American Indian, and Hispanic students consistently have lower eligibility rates for meeting all core high school course requirements compared to White and Asian American students. Females have higher eligibility rates in all academic areas than males. Table 2 Eligibility for Arizona University Admission by Race/Ethnicity and Gender 1998, 2002 African American American Indian Asian American Hispanic White Total AMEPAC 2002 Female Male 1998 2002 Female Male 1998 2002 Female Male 1998 2002 Female Male 1998 2002 Female Male 1998 2002 1998 English 71.0% 80.0% 60.0% 75.0% 59.0% 66.0% 50.0% 75.8% 81.0% 85.0% 77.0% 69.3% 65.0% 71.0% 58.0% 69.2% 82.0% 87.0% 77.0% 81.1% 76.0% 76.7% Math 21.0% 21.0% 21.0% 27.1% 17.0% 17.0% 16.0% 32.8% 65.0% 70.0% 59.0% 53.8% 22.0% 24.0% 19.0% 25.9% 42.0% 46.0% 39.0% 38.8% 35.0% 35.2% Lab. Science 48.0% 51.0% 44.0% 47.2% 35.0% 38.0% 32.0% 48.2% 78.0% 82.0% 74.0% 69.3% 45.0% 49.0% 40.0% 54.5% 62.0% 68.0% 56.0% 64.2% 56.0% 60.3% Social Foreign Science Language Fine Arts 80.0% 45.0% 71.0% 87.0% 54.0% 79.0% 72.0% 36.0% 62.0% 98.5% 46.9% 73.2% 74.0% 39.0% 70.0% 79.0% 45.0% 72.0% 68.0% 31.0% 68.0% 98.2% 44.5% 76.7% 92.0% 73.0% 79.0% 94.0% 78.0% 84.0% 91.0% 68.0% 74.0% 97.2% 73.6% 78.8% 82.0% 45.0% 69.0% 86.0% 52.0% 75.0% 78.0% 38.0% 62.0% 97.8% 48.5% 67.4% 88.0% 60.0% 79.0% 90.0% 69.0% 86.0% 86.0% 52.0% 72.0% 99.4% 63.3% 77.9% 86.0% 55.0% 76.0% 98.8% 58.0% 75.1% 10 18 2005 Minority Student Report Standardized Test Scores [See Appendix F for Number of Test Takers] The two most prominent standardized tests used for university admission are ACT and SAT. Arizona students scored higher than the national averages on both tests. Table 3 ACT Scores by Race/Ethnicity and Gender 2002, 2003, 2004 African American American Indian Asian American Hispanic Total Minority White 2002 18.1 16.3 21.6 19.3 18.5 22.7 2003 18.1 16.8 22.8 19.3 18.9 22.6 2004 18.6 16.9 22.9 19.8 19.2 22.7 Female Male Total 21.2 21.5 21.3 21.3 21.5 21.4 21.5 21.7 21.5 National 2004 17.1 18.8 21.9 18.5 Not Available 21.8 20.9 21.0 20.9 Table 4 SAT Scores by Race/Ethnicity and Gender 2002, 2003, 2004 African American American Indian Asian American Hispanic Total Minority White 2002 914 963 1068 963 979 1068 2003 919 958 1079 964 984 1068 2004 906 920 1074 964 977 1066 National 2004 857 971 1084 916 945 1059 Female Male Total 1025 1065 1043 1032 1068 1048 1029 1071 1047 1005 1049 1026 AMEPAC In 2004, Arizona African American, American Indian, and Hispanic students scored lower on both tests compared to Asian American and White students. The total minority scores on both tests do not meet current Arizona Board of Regents requirements for admission to the three public four-year universities (Arizona State University, Northern Arizona University, and University of Arizona) of 21 ACT, or 1040 SAT. For students enrolling fall 2006, the Arizona Board of Regents will delegate the required standardized test scores to the universities. Males scored higher than females on the SAT, but both genders scored virtually equal on the ACT. 11 19 2005 Minority Student Report Postsecondary Enrollment In 2003, the majority of students enrolled in Arizona’s postsecondary institutions attended public two-year colleges (50.4%), followed by public four-year institutions (29.8%), private four-year institutions (17.0%), and private two-year institutions (2.8%). Enrollment: At public 4-year institutions At public 2-year institutions State: 109,375 184,799 Nation: 6,236,455 5,996,701 62,240 10,071 3,440,953 253,878 Undergraduate Graduate Professional 319,259 44,513 2,713 13,715,610 1,903,730 308,647 American Indian Asian American African American Hispanic White Foreign 14,565 13,450 16,027 59,736 252,108 10,599 366,485 158,151 1,019,048 1,850,420 1,560,587 10,774,519 565,262 15,927,987 55.3% 51.0% 28.3% 2.9% 56.3% 59.3% 28.8% 3.5% At private 4-year institutions At private 2-year institutions Total Enrollment Highlights: Women Full-time Minority Foreign AMEPAC 12 20 2005 Minority Student Report Postsecondary Enrollment (continued) Students of color comprise 28.3% of the total enrollment in Arizona. White students comprised the largest student population (68.8%), followed by Hispanic students (16.3%), African American students (4.4%), American Indian students (4.0%), Asian American students Figure 9 (3.6%), and foreign Minority Students students (2.8%). Proportion of 2003 Enrollment The largest 50.0% 44.3% proportion of minority 39.4% 40.0% enrollment is at 34.9% 32.9% private (44.3%) and 30.0% 24.9% State: 23.4% 24.5% 21.8% public (32.9%) twoNation: 20.0% year institutions. Females enroll at 10.0% higher rates (55.3%) 0.0% than males (44.7%). Public 4-year Public 2-year Private 4-year Private 2-year institutions institutions institutions institutions 10-Year Comparison Figure 10 Total Enrollment Fall 1993 and Fall 2003 400,000 300,000 200,000 100,000 0 1993 2003 AMEPAC Asian American African American American Indian Unknown Hispanic White TOTAL 6,988 10,976 7,749 12,018 10,193 12,684 14,093 36,151 33,885 54,363 190,567 197,991 265,468 326,186 13 21 2005 Minority Student Report Degrees Awarded [See Appendix G for Detailed Tables] Undergraduate Over the past ten years the proportion of undergraduate degrees awarded to minorities has increased almost 8% and the proportion of graduate degrees awarded to minorities has increased by around 2%.” However, the net impact on the Arizona minority community resulting from this apparent increase in both undergraduate and graduate degrees can only be assessed by evaluating the proportionate increase of these degrees in comparison to the proportionate increase in population of individual minority groups in the state. Further study on this issue is required. T a b le 5 UNDERGRAD TOTAL 1 9 9 3 -9 4 # 939 760 3 ,6 4 4 897 6 ,2 4 0 A f r i c a n A m e r ic a n A s ia n A m e r ic a n H is p a n ic N a t i v e A m e r ic a n T O T A L M in o r ity % 3 .0 % 2 .4 % 1 1 .7 % 2 .9 % 2 0 .1 % 2 0 0 3 -0 4 # % 4 ,9 0 2 4 .9 % 2 ,4 8 6 2 .5 % 1 7 ,5 9 8 1 7 .6 % 3 ,1 3 2 3 .1 % 2 8 ,1 1 8 2 8 .1 % W h it e Unknown N o n r e s id e n t A lie n 2 3 ,6 3 4 399 780 7 6 .1 % 1 .3 % 2 .5 % 5 3 ,3 7 9 1 6 ,7 2 5 1 ,7 3 1 5 3 .4 % 1 6 .7 % 1 .7 % T O T A L F e m a le T O T A L M a le GRAND TOTAL 1 7 ,0 3 1 1 4 ,0 2 2 3 1 ,0 5 3 5 4 .8 % 4 5 .2 % 5 7 ,3 5 1 4 2 ,6 0 2 9 9 ,9 5 3 5 7 .4 % 4 2 .6 % Minorities highest increase over the ten-year period was in the less than 2 year schools (7.1%), then Associate degrees (5.5%), and lastly a 4.0% increase in Bachelors degrees. It should be noted that over the past 10 years there has been a significant increase in the percent of students reporting as Unknown. As the federal government strives to identify very specific minority segments, this statistic demonstrates the resulting confusion. Table 6 less than 2 yrs 1993-94 Associate 1993-94 Bachelors African American Asian American Hispanic Native American TOTAL Minority # 234 122 1,067 229 1,652 % 3.4% 1.8% 15.5% 3.3% 24.0% # 3,422 1,167 12,152 1,851 18,592 % 5.7% 2.0% 20.4% 3.1% 31.1% # 322 179 1,225 432 2,158 % 4.0% 2.2% 15.2% 5.3% 26.7% # 688 336 2,732 762 4,518 % 4.9% 2.4% 19.5% 5.4% 32.2% # 383 459 1,352 236 2,430 % 2.4% 2.9% 8.4% 1.5% 15.1% 2003-04 # % 792 3.0% 963 3.7% 2,714 10.3% 519 2.0% 5,008 19.1% White Unknown Nonresident Alien 5,093 113 36 73.9% 1.6% 0.5% 28,540 11,754 824 47.8% 19.7% 1.4% 5,775 88 64 71.4% 1.1% 0.8% 8,164 1,184 152 58.2% 8.4% 1.1% 12,766 198 680 79.4% 1.2% 4.2% 16,675 3,787 755 63.6% 14.4% 2.9% TOTAL Female TOTAL Male GRAND TOTAL 4,033 2,861 6,894 58.5% 41.5% 34,996 24,714 59,710 58.6% 41.4% 4,412 3,673 8,085 54.6% 45.4% 7,918 6,100 14,018 56.5% 43.5% 8,586 7,488 16,074 53.4% 46.6% 14,437 11,788 26,225 55.1% 44.9% AMEPAC 2003-04 2003-04 1993-94 14 22 2005 Minority Student Report Degrees Awarded (Continued) Graduate Degrees Total minorities gained only slightly in the three levels identified for graduate degrees. Once again the largest increase over this ten-year period was in the Unknown category (20%). Overall, African Americans, Asian Americans recorded increases (2.8% and 0.5% respectively), Native Americans remained unchanged and Hispanics decreased 1.8%. Table 7 GRADUATE TOTAL African American Asian American Hispanic Native American TOTAL Minority 1993-94 # % 120 1.6% 166 2.2% 530 7.0% 88 1.2% 904 11.9% 2003-04 # % 837 4.4% 524 2.7% 1,005 5.2% 224 1.2% 2,590 13.5% White Unknown Nonresident Alien 4,694 779 1,192 62.0% 10.3% 15.7% 8,679 5,799 2,100 45.3% 30.3% 11.0% TOTAL Female GRAND TOTAL 3,788 3,781 7,569 50.0% 50.0% 10,960 8,205 19,165 57.2% 42.8% At the Masters level while all other categories increased, Hispanics decreased by 1.9%. Again, there is a notable increase in the Unknown category in Masters degrees of 20.9 percentage points. Table 8 Masters 1993-94 Doctorate 1993-94 First-Professional African American Asian American Hispanic Native American TOTAL Minority # 102 122 441 71 736 % 1.6% 1.9% 6.9% 1.1% 11.6% # 794 426 877 196 2,293 % 4.5% 2.4% 5.0% 1.1% 13.1% # 4 21 37 3 65 % 0.5% 2.8% 4.9% 0.4% 8.6% # 22 23 57 8 110 % 2.4% 2.5% 6.1% 0.9% 11.8% # 14 23 52 14 103 % 3.0% 5.0% 11.3% 3.0% 22.3% 2003-04 # % 21 2.7% 75 9.7% 71 9.2% 20 2.6% 187 24.3% White Unknown Nonresident Alien 3,871 752 994 60.9% 11.8% 15.6% 7,595 5,705 1,871 43.5% 32.7% 10.7% 484 7 198 64.2% 0.9% 26.3% 547 50 224 58.8% 5.4% 24.1% 339 20 0 73.4% 4.3% 0.0% 534 44 5 69.4% 5.7% 0.6% TOTAL Female TOTAL Male GRAND TOTAL 3,330 3,023 6,353 52.4% 47.6% 10,119 7,345 17,464 57.9% 42.1% 260 494 754 34.5% 65.5% 445 486 931 47.8% 52.2% 198 264 462 42.9% 57.1% 396 374 770 51.4% 48.6% AMEPAC 2003-04 2003-04 1993-94 15 23 2005 Minority Student Report Institutions Listing 2003 Fall Enrollment Institution ACADEMY OF RADIO BROADCASTINGPHOENIX AMERICAN INDIAN COLL OF THE ASSEMBLIES OF GOD INC AMERICAN INSTITUTE OF TECHNOLOGY Type FALL 2003 Men Women NR Alien Black 17.1% <2 82 68.3% 31.7% 4 80 41.3% 58.8% <2 321 88.5% APOLLO COLLEGE 2 Unknown APOLLO COLLEGE-PHOENIX INC 2 2,262 APOLLO COLLEGE-TRI CITY INC 2 Unknown APOLLO COLLEGE-WESTSIDE 2 Unknown ARGOSY UNIVERSITY-PHOENIX CAMPUS 4 ARIZONA ACADEMY OF BEAUTY INC Asian Amer White 15.9% 67.1% Unknown 7.5% 17.5% 19.0% 62.6% 31.6% 43.1% 4.4% 42.9% 14.3% 65.0% 11.5% 17.1% 1.2% 16.5% 83.5% 6.5% 12.4% 333 7.1% 92.9% 35.7% 7.1% <2 74 5.4% 94.6% 6.8% 1.4% 2.7% 37.8% 50.0% ARIZONA ACADEMY OF BEAUTYNORTH <2 54 5.6% 94.4% 9.3% 1.9% 3.7% 44.4% 40.7% ARIZONA AUTOMOTIVE INSTITUTE 2 677 92.0% 8.0% 5.2% 15.2% 33.1% 44.9% 1.6% 2 202 9.9% 90.1% 16.3% 4.0% 2.5% 25.7% 46.5% 5.0% 4 48,901 48.3% 51.7% 3.1% 3.6% 2.3% 5.2% 12.0% 70.2% 3.6% 4 7,105 32.4% 67.6% 1.0% 5.1% 2.1% 3.9% 17.9% 66.5% 3.5% ARIZONA STATE UNIVERSITY EAST 4 3,551 51.8% 48.2% 1.8% 2.4% 2.6% 3.9% 10.6% 75.1% 3.6% ARIZONA WESTERN COLLEGE 2 6,454 39.9% 60.1% 0.3% 2.9% 2.3% 1.7% 57.0% 33.1% 2.7% <2 142 6.3% 93.7% 7.7% 3.5% 3.5% 19.7% 64.1% 1.4% <2 50 8.0% 92.0% 2.0% 14.0% 14.0% 70.0% <2 135 6.7% 93.3% 21.5% 2.2% 3.0% 32.6% 39.3% 1.5% <2 143 4.9% 95.1% 2.8% 0.7% 4.2% 16.8% 73.4% 2.1% <2 49 4.1% 95.9% 4.1% 91.8% 4.1% <2 69 10.1% 89.9% 1.4% 11.6% 62.3% 8.7% <2 166 3.0% 97.0% CARSTEN INSTITUTE <2 133 5.3% 94.7% CENTRAL ARIZONA COLLEGE 2 5,745 42.9% 57.1% ARTISTIC BEAUTY COLLEGESCHANDLER ARTISTIC BEAUTY COLLEGESFLAGSTAFF ARTISTIC BEAUTY COLLEGESGLENDALE ARTISTIC BEAUTY COLLEGESPHOENIX ARTISTIC BEAUTY COLLEGESPRESCOTT ARTISTIC BEAUTY COLLEGESSCOTTSDALE ARTISTIC BEAUTY COLLEGESTUCSON AMEPAC 1.4% 15.9% 1.8% 0.4% 5.0% Hispanic 3.8% ARIZONA COLLEGE OF ALLIED HEALTH ARIZONA STATE UNIVERSITY AT THE TEMPE CAMPUS ARIZONA STATE UNIVERSITY AT THE WEST CAMPUS 1.3% Amer Indian 1.9% 9.0% 2.4% 0.6% 42.2% 44.0% 2.3% 1.5% 4.5% 9.8% 80.5% 1.5% 4.5% 6.3% 0.8% 28.8% 55.7% 3.6% 16 24 2005 Minority Student Report Institution Type FALL 2003 Men Women NR Alien Black Amer Indian Asian Amer Hispanic White Unknown 2.6% 2.3% 3.3% 13.8% 68.9% 8.4% 11.2% 10.2% 1.8% 35.5% 41.3% 14.1% 83.1% 1.4% CHANDLER/GILBERT COMMUNITY COLLEGE 2 8,025 45.8% 54.2% CHAPARRAL COLLEGE 4 383 43.1% 56.9% CHARLES OF ITALY BEAUTY COLLEGE <2 71 1.4% 98.6% CLINTON TECHNICAL INSTITUTEMOTORCYCLE MECH DIV 2 1,288 97.4% 2.6% COCHISE COLLEGE 2 4,225 39.4% 60.6% COCONINO COUNTY COMMUNITY COLLEGE 2 3,018 40.8% COLLEGE AMERICA 2 119 COLLINS COLLEGE 4 0.6% 1.4% 0.5% 1.3% 2.2% 6.1% 71.5% 18.5% 6.1% 1.0% 3.6% 25.8% 56.9% 6.2% 59.2% 1.1% 17.1% 1.5% 8.7% 69.5% 2.0% 16.8% 83.2% 4.2% 63.9% 8.4% 23.5% 1,945 73.3% 26.7% 2.2% 1.9% 1.9% 5.1% 21.1% 68.0% <2 322 94.7% 5.3% 4.7% 0.6% 1.2% 9.0% 83.5% 0.9% <2 71 21.1% 78.9% 1.4% 1.4% 1.4% 14.1% 80.3% 1.4% DEVOE COLLEGE OF BEAUTY <2 51 11.8% 88.2% 11.8% 2.0% 3.9% 41.2% 41.2% DEVRY UNIVERSITY-ARIZONA 4 2,526 76.2% 23.8% 6.0% 5.5% 5.5% 17.2% 63.4% 1.7% DINE COLLEGE 2 1,878 23.6% 76.4% 0.2% 97.5% 0.1% 0.1% 1.8% 0.3% EARLS ACADEMY OF BEAUTY <2 125 7.2% 92.8% 9.6% 1.6% 5.6% 17.6% 64.0% EAST VALLEY INSTITUTE OF TECHNOLOGY <2 65 38.5% 61.5% 3.1% 1.5% 16.9% 78.5% EASTERN ARIZONA COLLEGE 2 3,925 45.2% 54.8% 0.3% 2.5% 3.8% 0.8% 20.3% 69.7% 2.5% 4 1,669 83.7% 16.3% 2.0% 1.7% 1.1% 5.7% 5.8% 74.7% 9.0% 2 5,410 38.1% 61.9% 0.3% 5.9% 1.5% 3.0% 31.3% 47.9% 10.0% EVEREST COLLEGE 2 535 20.2% 79.8% 12.7% 7.1% 2.1% 32.3% 39.8% 6.0% GATEWAY COMMUNITY COLLEGE 2 7,795 45.8% 54.2% 1.0% 8.8% 5.3% 2.9% 25.3% 50.3% 6.4% GLENDALE COMMUNITY COLLEGE 2 20,692 43.3% 56.7% 1.0% 4.8% 1.8% 4.1% 19.4% 60.4% 8.5% GOLDEN GATE BAPTIST THEOLOGICAL SEMINARY-PHOENIX 4 52 80.8% 19.2% 9.6% 1.9% 9.6% 5.8% 71.2% 1.9% GOLF ACADEMY OF ARIZONA 2 193 97.4% 2.6% 4.1% 0.5% 0.5% 2.6% 2.6% 89.1% 0.5% GRAND CANYON UNIVERSITY 4 3,091 33.3% 66.7% 1.7% 3.9% 1.3% 1.3% 7.9% 51.8% 32.0% HDS TRUCK DRIVING INSTITUTE <2 25 100.0% 0.0% 4.0% 4.0% 36.0% 56.0% HIGH-TECH INSTITUTE-PHOENIX 2 1,352 71.2% 28.8% 12.3% 5.0% 1.5% 35.1% 35.9% 10.3% INTERNATIONAL ACADEMY OF HAIR DESIGN <2 170 2.9% 97.1% 5.3% 0.6% 5.9% 18.2% 65.9% 4.1% INTERNATIONAL BAPTIST COLLEGE 4 75 53.5% 46.5% 4.2% 1.4% 7.0% 12.7% 73.2% CONSERVATORY OF RECORDING ARTS AND SCIENCES DESERT INSTITUTE OF THE HEALING ARTS EMBRY RIDDLE AERONAUTICAL UNIVERSITY-PRESCOTT ESTRELLA MOUNTAIN COMMUNITY COLLEGE AMEPAC 0.4% 0.7% 1.6% 1.4% 17 25 2005 Minority Student Report Institution INTERNATIONAL INSTITUTE OF THE AMERICAS INTERNATIONAL INSTITUTE OF THE AMERICAS INTERNATIONAL INSTITUTE OF THE AMERICAS INTERNATIONAL INSTITUTE OF THE AMERICAS Type FALL 2003 Men Women NR Alien Black Amer Indian Asian Amer Hispanic White Unknown 4 527 19.7% 80.3% 11.6% 6.3% 0.6% 48.0% 27.9% 5.7% 4 563 19.9% 80.1% 17.9% 6.4% 1.4% 37.3% 29.7% 7.3% 4 542 22.7% 77.3% 7.6% 11.8% 1.5% 28.6% 46.1% 4.4% 4 446 26.7% 73.3% 9.0% 4.5% 1.1% 47.3% 34.3% 3.8% ITT TECHNICAL INSTITUTE 4 413 82.3% 17.7% 7.0% 1.9% 1.7% 34.6% 49.9% 4.8% ITT TECHNICAL INSTITUTE 4 529 85.3% 14.7% 6.0% 6.4% 2.8% 20.4% 50.9% 13.4% LAMSON COLLEGE 2 265 17.7% 82.3% 13.6% 9.8% 3.4% 23.4% 39.2% 10.6% LONG TECHNICAL COLLEGE 2 107 17.8% 82.2% 5.6% 9.3% 0.9% 16.8% 53.3% 14.0% LONG TECHNICAL COLLEGE-EAST VALLEY 4 140 16.0% 84.0% 2.0% 12.0% 2.0% 10.0% 46.0% 22.0% MARICOPA BEAUTY COLLEGE <2 54 0.0% 100.0% 5.6% 35.2% 59.3% MARICOPA SKILL CENTER <2 1,763 49.3% 50.7% 15.1% 8.2% 7.8% 2.3% 27.7% 26.4% 12.4% MESA COMMUNITY COLLEGE 2 26,138 46.8% 53.2% 1.5% 3.7% 3.2% 3.9% 14.0% 66.0% 7.6% METROPOLITAN COLLEGE 4 168 4.2% 95.8% 5.4% 3.6% 0.6% 19.6% 67.9% 3.0% MIDWESTERN UNIVERSITY 4 1,241 38.5% 61.5% 5.4% 3.1% 10.0% 10.9% 65.4% 5.4% MOHAVE COMMUNITY COLLEGE 2 6,248 35.4% 64.6% 0.5% 1.7% 1.7% 12.5% 78.8% 4.8% MUNDUS INSTITUTE <2 54 70.4% 29.6% 7.4% 11.1% 1.9% 3.7% 68.5% 7.4% NORTHCENTRAL UNIVERSITY 4 Unknown NORTHERN ARIZONA UNIVERSITY 4 18,820 40.5% 59.5% 1.9% 6.9% 1.9% 10.1% 76.2% 1.3% NORTHLAND PIONEER COLLEGE 2 4,595 33.4% 66.6% 0.7% 27.5% 0.6% 6.9% 58.9% 5.4% OTTAWA UNIVERSITY-PHOENIX 4 1,963 30.0% 70.0% 3.2% 0.7% 0.9% 6.6% 40.8% 47.7% PARADISE VALLEY COMMUNITY COLLEGE 2 7,879 39.3% 60.7% 1.0% 2.0% 1.2% 2.7% 9.0% 68.8% 15.4% PHOENIX COLLEGE 2 13,150 38.3% 61.7% 0.9% 7.3% 3.4% 2.2% 29.7% 35.5% 21.1% PHOENIX THERAPEUTIC MASSAGE COLLEGE <2 422 21.3% 78.7% 2.6% 4.5% - 7.6% 82.5% 2.8% PIMA COMMUNITY COLLEGE 2 31,216 42.6% 57.4% 4.0% 3.5% 3.2% 28.9% 53.4% 5.3% PIMA MEDICAL INSTITUTE 2 581 18.4% 81.6% 5.3% 2.1% 1.0% 45.3% 42.5% 3.8% PIMA MEDICAL INSTITUTE-MESA 2 607 18.8% 81.2% 4.4% 4.8% 0.7% 21.6% 52.1% 16.5% PRESCOTT COLLEGE 4 1,024 42.6% 57.4% 1.1% 2.9% 0.7% 4.5% 84.3% 5.9% REFRIGERATION SCHOOL INC 2 322 98.8% 1.2% 6.8% 4.3% 1.2% 25.5% 59.3% 2.8% REMINGTON COLLEGE 4 427 28.6% 71.4% AMEPAC 6.0% 1.7% 1.7% 0.6% 100.0% 18 26 2005 Minority Student Report Institution Type FALL 2003 Men Women NR Alien Black Amer Indian Asian Amer Hispanic White Unknown 4.6% 1.3% 2.8% 8.4% 58.7% 24.0% 2.6% 87.2% 34.9% 65.1% RIO SALADO COLLEGE 2 14,527 38.2% 61.8% 0.2% ROBERTO-VENN SCHOOL OF LUTHIERY <2 39 94.9% 5.1% 10.3% SAFFORD COLLEGE OF BEAUTY <2 43 2.3% 97.7% SCOTTSDALE COMMUNITY COLLEGE 2 11,808 44.4% 55.6% SCOTTSDALE CULINARY INSTITUTE 2 1,241 64.6% 35.4% 2 4,303 37.9% 62.1% 4 310 27.1% 2 1,804 <2 2.5% 3.7% 2.8% 8.7% 71.2% 9.4% 1.2% 1.3% 0.3% 8.4% 70.3% 18.5% 0.8% 12.4% 4.4% 2.5% 41.9% 29.3% 8.7% 72.9% 2.6% 8.7% 1.9% 5.2% 4.5% 73.9% 3.2% 26.7% 73.3% 0.1% 0.4% 0.1% 0.7% 1.3% 16.6% 80.7% 245 16.3% 83.7% 9.8% 1.2% 1.6% 32.7% 46.5% 8.2% 4 267 47.9% 52.1% 2.2% 0.7% 0.7% 7.5% 85.4% 2.2% 4 295 47.8% 52.2% 0.7% 1.4% 36.6% 59.3% 2.0% THE ART INSTITUTE OF PHOENIX 4 1,216 61.4% 38.6% 3.1% 2.5% 2.3% 13.0% 40.3% 38.7% THE BRYMAN SCHOOL 2 1,319 21.9% 78.1% 9.6% 7.4% 2.2% 35.3% 40.1% 5.4% 4 1,357 74.9% 25.1% 0.7% 0.1% 2.4% 3.1% 25.0% 6.0% 2 181 22.7% 77.3% 0.6% 95.0% 2.2% 2.2% <2 208 3.8% 96.2% 1.4% 1.4% 1.4% 12.5% 83.2% TUCSON COLLEGE <2 311 11.3% 88.7% 0.3% 10.9% 1.9% 0.6% 45.0% 40.5% 0.6% TUCSON DESIGN COLLEGE 2 Unknown TURNING POINT BEAUTY COLLEGE <2 Unknown 2 1,867 98.7% 1.3% 0.1% 2.2% 1.9% 5.7% 18.3% 50.7% 21.0% 4 801 87.0% 13.0% 1.5% 3.7% 1.8% 4.2% 7.8% 68.2% 12.9% 4 37,083 46.9% 53.1% 3.5% 3.0% 1.8% 5.6% 14.8% 66.3% 5.0% 4 71,052 43.1% 56.9% 9.1% 10.0% 0.8% 2.1% 5.3% 49.5% 23.2% 4 7,892 44.9% 55.1% 4.6% 4.6% 1.5% 1.5% 8.4% 39.8% 39.5% 4 3,137 43.1% 56.9% 14.5% 4.8% 1.9% 1.0% 19.7% 31.6% 26.5% 4 2,138 38.3% 61.7% 2.3% 5.9% 1.1% 1.5% 13.2% 61.0% 14.9% 2 8,188 37.0% 63.0% - 0.7% 2.6% 0.9% 4.8% 70.5% 20.4% SOUTH MOUNTAIN COMMUNITY COLLEGE SOUTHWEST COLLEGE OF NATUROPATHIC MED & HEALTH SCI SOUTHWEST INSTITUTE OF HEALING ARTS SOUTHWEST SKILL CENTER-CAMPUS OF ESTRELLA MTN CC SOUTHWESTERN CONSERVATIVE BAPTIST BIBLE COLLEGE THE ART CENTER DESIGN COLLEGETUCSON THUNDERBIRD-THE GARVIN SCHOOL OF INTERNATIONAL MANAGEMENT TOHONO O'ODHAM COMMUNITY COLLEGE TONI & GUY HAIRDRESSING ACADEMY UNIVERSAL TECHNICAL INSTITUTE INC UNIVERSITY OF ADVANCING TECHNOLOGY UNIVERSITY OF ARIZONA UNIVERSITY OF PHOENIX-ONLINE CAMPUS UNIVERSITY OF PHOENIX-PHOENIX CAMPUS UNIVERSITY OF PHOENIX-SOUTHERN ARIZONA CAMPUS WESTERN INTERNATIONAL UNIVERSITY YAVAPAI COLLEGE AMEPAC 1.5% 1.1% 0.1% 62.9% 19 27 2005 Minority Student Report Sources DEMOGRAPHICS Population: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Age distribution: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Racial and ethnic distribution: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Educational attainment of adults (highest level): SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Per-capita personal income: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Poverty rate: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 New high-school graduates: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Measuring Up SOURCE: Measuring Up The National Report Card on Higher Education The National Center for Public Policy and Higher Education (http://www.highereducation.org) DATE: 2004, 2002, 2000 AMEPAC 20 28 2005 Minority Student Report Sources (continued) K-12 K-12 Enrollment: SOURCE: Arizona Department of Education, October Enrollment Counts Report (http://www.ade.state.az.us/researchpolicy/azenroll/) DATE: 1996-1997 through 2004-2005 NOTE: PK-8 includes preschool, kindergarten, grades 1 through 8 and ungraded elementary. 9-12 includes grades 9 through 12 and ungraded secondary. AIMS Test Scores: SOURCE: Arizona Department of Education, AIMS Results (Wizard) (http://www.ade.state.az.us/standards/aims/) DATE: 2004 NOTE: AIMS scores were not shown in the table for students who did not identify gender or race/ethnicity. Dropout Rates: SOURCE: Arizona Department of Education, Annual Dropout Rate Study (http://www.ade.state.az.us/researchpolicy/dropoutinfo/) DATE: 1994-1995 through 2003-2004 NOTE: ADOE calculates annual dropout rates by dividing the dropout count by the total enrollment over the course of one year. Graduation Rates: SOURCE: Arizona Department of Education, Graduation Rate Study (www.ade.state.az.us/ResearchPolicy/grad/ Date: 1993, 1994, 2000, 2001, 2002, 2003 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 DATE: 2001 through 2004 Eligibility Study: SOURCE: Arizona Board of Regents. Arizona High School Transcript Study DATE: 1998, 2002 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. AMEPAC 21 29 2005 Minority Student Report Sources (continued) K-12 (continued) ACT/SAT Scores: SOURCE: ACT, High School Profile Report. SAT, College Board, State Summary Report DATE: ACT 2002 through 2004, SAT 2002 through 2004 POSTSECONDARY EDUCATION College Enrollment: SOURCE: The Chronicle of Higher Education DATE: Almanac 2004-05 Degrees Awarded: SOURCE: U.S. Department of Education (http://nces.ed.gov) DATE: IPEDS Completions 1993-94 and 2003-04 College Enrollment Listing: SOURCE: U.S. Department of Education (http://www.ed.gov) DATE: IPEDS COOL Website Fall 2003 AMEPAC 22 30 2005 Minority Student Report 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 college-level 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 over the course of one year. Educational attainment The highest grade of regular school attended and completed. AMEPAC 23 31 2005 Minority Student Report Glossary (Continued) Enrollment The total number of students registered in a given school unit at a given time, generally in the fall of a year. 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. Master's degree A degree awarded for successful completion of a program generally requiring 1 or 2 years of full-time college-level study beyond the bachelor's degree. One type of master's degree, including the Master of Arts degree, or M.A., and the Master of Science degree, or M.S., is awarded in the liberal arts and sciences for advanced scholarship in a subject field or discipline and demonstrated ability to perform scholarly research. A second type of master's degree is awarded for the completion of a professionally oriented program, for example, an M.Ed. in education, an M.B.A. in business administration, an M.F.A. in fine arts, an M.M. in music, an M.S.W. in social work, and an M.P.A. in public administration. A third type of master's degree is awarded in professional fields for study beyond the first-professional degree, for example, the Master of Laws (L.L.M.) and Master of Science in various medical specializations. 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. AMEPAC 24 32 2005 Minority Student Report Glossary (Continued) 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. 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. AMEPAC 25 33 2005 Minority Student Report Glossary (Continued) 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. 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 26 34 2005 Minority Student Report Appendix A PK-12 Enrollment Numbers by Grade, Race/Ethnicity, and Gender 1996-97 to 2004-2005 African American PK-8 9-12 American Indian PK-8 9-12 Asian American PK-8 9-12 Hispanic PK-8 9-12 Total Minority PK-8 9-12 White PK-8 9-12 Female PK-8 9-12 Male PK-8 9-12 Total PK-8 9-12 AMEPAC 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 34,212 35,830 38,421 40,029 41,392 43,556 46,859 48,932 52,454 25,634 26,719 28561 29,362 30,550 31,709 33,563 34,290 36,412 8,578 9,111 9,860 10,667 10,842 11,847 13,296 14,642 16,042 57,592 56,744 58,475 59,688 59,498 60,405 63,307 66,882 65,546 42,565 41,037 42,373 42,764 42,371 42,738 42,518 41,676 41,238 15,027 15,707 16,102 16,924 17,127 17,667 20,789 25,206 24,308 14,018 14,885 16,171 16,847 18,230 19,362 21,109 22,300 24,273 9,802 10,330 11,274 11,863 12,790 13,667 14,498 15,203 16,621 4,216 4,555 4,897 4,984 5,440 5,695 6,611 7,097 7,652 240,795 250,656 268,098 284,993 303,101 325,700 355,295 376,088 404,845 181,578 189,173 202,926 216,193 230,600 246,669 264,417 276,784 296,417 59,217 61,483 65,172 68,800 72,501 79,031 90,878 99,304 108,428 346,617 358,115 381,165 401,557 422,221 449,023 486,570 514,202 547,118 259,579 267,259 285,134 300,182 316,311 334,783 354,996 367,953 390,688 87,038 90,856 96,031 101,375 105,910 114,240 131,574 146,249 156,430 452,633 455,123 466,597 470,518 471,225 473,257 491,558 497,757 506,388 326,367 325,552 331,978 332,597 332,127 332,001 333,161 332,099 334,710 126,266 129,571 134,619 137,921 139,098 141,256 158,397 165,658 171,678 387,996 283,752 104,244 411,254 302,194 109,060 799,250 585,946 213,304 395,054 287,810 107,244 418,175 304,992 113,183 813,229 592,802 220,427 411,913 299,956 111,957 435,849 317,156 118,693 847,762 617,112 230,650 423,007 307,179 115,828 449,068 325,600 123,468 872,075 632,779 239,296 434,259 315,199 119,060 459,187 333,239 125,948 893,446 648,438 245,008 447,902 323,624 124,278 474,378 343,160 131,218 922,280 666,784 255,496 474,243 490,237 510,458 333,738 339,507 351,500 140,505 150,730 158,958 503,886 521,722 543,048 354,420 360,545 373,898 149,466 161,177 169,150 978,129 1,011,959 1,053,506 688,158 700,052 725,398 289,971 311,907 328,108 27 35 2005 Minority Student Report Appendix B PK-12 Enrollment Percentages by Grade, Race/Ethnicity, and Gender 1996-97 to 2004-2005 African American PK-8 9-12 American Indian PK-8 9-12 Asian American PK-8 9-12 Hispanic PK-8 9-12 Total Minority PK-8 9-12 White PK-8 9-12 Female PK-8 9-12 Male PK-8 9-12 Total AMEPAC 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 4.3% 4.4% 4.5% 4.6% 4.6% 4.7% 4.8% 4.8% 5.0% 4.4% 4.5% 4.6% 4.6% 4.7% 4.8% 4.9% 4.9% 5.0% 4.0% 4.1% 4.3% 4.5% 4.4% 4.6% 4.6% 4.7% 4.9% 7.2% 7.0% 6.9% 6.8% 6.7% 6.5% 6.5% 6.6% 6.2% 7.3% 6.9% 6.9% 6.8% 6.5% 6.4% 6.2% 6.0% 5.7% 7.0% 7.1% 7.0% 7.1% 7.0% 6.9% 7.2% 8.1% 7.4% 1.8% 1.8% 1.9% 1.9% 2.0% 2.1% 2.2% 2.2% 2.3% 1.7% 1.7% 1.8% 1.9% 2.0% 2.0% 2.1% 2.2% 2.3% 2.0% 2.1% 2.1% 2.1% 2.2% 2.2% 2.3% 2.3% 2.3% 30.1% 30.8% 31.6% 32.7% 33.9% 35.3% 36.3% 37.2% 38.4% 31.0% 31.9% 32.9% 34.2% 35.6% 37.0% 38.4% 39.5% 40.9% 27.8% 27.9% 28.3% 28.8% 29.6% 30.9% 31.3% 31.8% 33.0% 43.4% 44.0% 45.0% 46.0% 47.3% 48.7% 49.7% 50.8% 51.9% 44.3% 45.1% 46.2% 47.4% 48.8% 50.2% 51.6% 52.6% 53.9% 40.8% 41.2% 41.6% 42.4% 43.2% 44.7% 45.4% 46.9% 47.7% 56.6% 56.0% 55.0% 54.0% 52.7% 51.3% 50.3% 49.2% 48.1% 55.7% 54.9% 53.8% 52.6% 51.2% 49.8% 48.4% 47.4% 46.1% 59.2% 58.8% 58.4% 57.6% 56.8% 55.3% 54.6% 53.1% 52.3% 48.5% 48.4% 48.9% 51.5% 51.6% 51.1% 100.0% 48.6% 48.6% 48.7% 51.4% 51.4% 51.3% 100.0% 48.6% 48.6% 48.5% 51.4% 51.4% 51.5% 100.0% 48.5% 48.5% 48.4% 51.5% 51.5% 51.6% 100.0% 48.6% 48.6% 48.6% 51.4% 51.4% 51.4% 100.0% 48.6% 48.5% 48.6% 51.4% 51.5% 51.4% 100.0% 48.5% 48.5% 48.5% 51.5% 51.5% 51.5% 100.0% 48.4% 48.5% 48.3% 51.6% 51.5% 51.7% 100.0% 28 48.5% 48.5% 48.4% 51.5% 51.5% 51.6% 100.0% 36 2005 Minority Student Report Appendix C Annual Dropout Rate by Race/Ethnicity and Gender High School Students (Grades 9-12) 1994-95 to 2003-2004 African American # Enrolled # Drops American Indian # Enrolled # Drops Asian American # Enrolled # Drops Hispanic # Enrolled # Drops Total Minority # Enrolled # Drops White # Enrolled # Drops 94-95 14.3% 8,935 1,277 17.8% 14,701 2,617 6.6% 4,072 267 17.1% 58,047 9,912 16.4% 85,755 14,073 9.1% 124,216 11,296 95-96 16.4% 9,317 1,532 18.3% 14,079 2,573 7.0% 4,107 289 17.8% 61,761 11,015 17.3% 89,264 15,409 9.5% 126,403 10,992 96-97 14.8% 10,491 1,557 22.6% 16,947 3,834 6.1% 4,579 278 18.6% 68,725 12,806 18.3% 100,742 18,475 8.6% 136,761 11,819 97-98 14.6% 10,966 1,597 18.8% 16,516 3,104 5.8% 4,894 282 17.0% 71,449 12,129 16.5% 103,825 17,112 7.7% 140,682 10,887 98-99 15.4% 12,187 1,879 19.1% 18,216 3,483 8.2% 5,341 437 17.6% 76,739 13,514 17.2% 112,483 19,313 8.5% 147,643 12,531 99-00 13.0% 11,143 1,446 16.8% 17,418 2,919 4.8% 4,867 232 15.4% 71,188 10,969 14.9% 104,616 15,566 8.1% 129,503 10,531 00-01 11.9% 14,597 1,740 15.1% 19,113 2,881 4.6% 6,266 286 14.3% 90,913 12,965 13.7% 130,889 17,872 6.7% 162,831 10,990 01-02 11.7% 14,958 1,749 16.1% 21,393 3,453 3.7% 6,534 243 13.2% 94,763 12,545 13.1% 137,648 17,990 6.4% 162,082 10,386 02-03 10.4% 16,032 1,665 15.3% 20,238 3,092 3.4% 7,034 237 11.8% 103,311 12,162 11.7% 146,615 17,156 5.6% 166,060 9,360 03-04 7.6% 17,645 1,345 12.4% 20,883 2,593 2.7% 6,590 175 10.1% 118,438 11,914 9.8% 163,556 16,027 4.8% 152,045 7,264 Female # Enrolled # Drops Male # Enrolled # Drops Total # Enrolled # Drops 10.8% 101,366 10,985 13.2% 108,605 14,384 12.1% 209,971 25,369 10.7% 103,431 11,030 13.7% 112,236 15,371 12.2% 215,667 26,401 11.2% 114,374 12,778 14.2% 123,129 17,516 12.8% 237,503 30,294 10.2% 116,780 11,946 12.6% 127,727 16,053 11.5% 244,507 27,999 10.8% 123,477 13,353 13.5% 136,649 18,491 12.2% 260,126 31,844 9.6% 112,351 10,782 12.6% 121,768 15,315 11.1% 234,119 26,097 8.7% 140,543 12,210 10.9% 153,177 16,652 9.8% 293,720 28,862 8.5% 144,532 12,291 10.4% 155,198 16,084 9.5% 299,730 28,375 7.4% 151,530 11,320 9.4% 161,145 15,196 8.5% 312,675 26,516 6.7% 151,889 10,164 8.0% 163,712 13,127 7.38% 315,601 23,291 AMEPAC 29 37 2005 Minority Student Report Appendix D Four-Year High School Graduation Rates by Race/Ethnicity and Gender Class of 1993, 1994, 2000, 2001, 2002, 2003 African American American Indian Asian American Hispanic Total Minority White Female Male Total AMEPAC 1993 59.5% 1,775 61.5% 3,064 78.3% 863 55.6% 11,388 58.2% 17,092 74.2% 26,785 1994 61.7% 1,643 55.3% 3,037 80.5% 907 57.2% 11,396 58.6% 16,985 76.2% 26,074 2000 67.8% 2,367 55.9% 3,968 84.0% 1,200 58.6% 16,814 60.3% 24,351 78.9% 33,236 2001 63.4% 2,652 59.9% 4,243 83.5% 1,358 57.1% 18,089 59.5% 26,344 79.5% 34,025 2002 65.4% 2,693 56.8% 4,102 87.1% 1,368 61.3% 17,588 62.4% 25,753 80.5% 34,002 2003 66.4% 3,003 58.5% 4,362 88.7% 1,472 63.1% 18,694 64.1% 27,533 81.9% 34,514 71.3% 21,580 64.8% 22,295 68.0% 43,876 73.7% 21,063 65.0% 21,994 69.3% 43,058 75.2% 28,984 67.0% 28,601 71.0% 57,586 74.5% 29,635 67.3% 30,732 70.8% 60,368 76.4% 29,525 69.0% 30,228 72.7% 59,754 78.1% 30,314 70.1% 31,731 74.0% 62,046 30 38 2005 Minority Student Report Appendix E Percentage of Advanced Placement Scores 3 or Higher by Race/Ethnicity and Gender 2000, 2001, 2002, 2003 African American American Indian Asian American Hispanic Total Minority White Female Male Total AMEPAC Arizona National Arizona National Arizona National Arizona National Arizona National Arizona National 2000 42.8% 31.4% 27.2% 44.6% 61.7% 63.6% 56.6% 52.9% 56.4% 54.7% 63.0% 64.2% 2001 42.3% 33.3% 29.4% 46.1% 62.2% 65.5% 55.5% 52.8% 56.0% 55.8% 63.5% 57.0% 2002 42.6% 31.9% 30.7% 45.3% 64.6% 64.5% 53.7% 50.7% 55.7% 54.2% 64.1% 65.0% 2003 46.4% 31.7% 30.3% 46.3% 65.7% 64.5% 54.1% 50.4% 56.7% 53.9% 65.8% 65.2% Arizona National Arizona National Arizona National 57.8% 58.7% 65.4% 65.0% 61.2% 61.7% 58.7% 60.7% 64.9% 66.6% 61.5% 63.4% 58.5% 58.8% 66.3% 65.1% 62.0% 61.7% 60.7% 59.0% 66.2% 64.8% 63.2% 61.6% 31 39 2005 Minority Student Report Appendix F ACT & SAT Number of Test Takers in Arizona by Race/Ethnicity 2002, 2003, 2004 African American ACT SAT American Indian ACT SAT Asian American ACT SAT Hispanic ACT SAT Total Minority ACT SAT White ACT SAT Total ACT SAT AMEPAC 2002 2003 2004 373 435 437 465 333 548 980 182 1,055 195 1,027 245 381 650 413 701 368 832 1,567 1,492 1,819 1,794 1,735 2,243 3,301 2,759 3,724 3,155 3,463 3,868 6,496 7,269 6,956 8,920 6,581 10,214 9,797 10,028 10,680 12,075 10,044 14,082 32 40 2005 Minority Student Report Appendix G Degrees Awarded by Race/Ethnicity and Gender 1993-94 and 2003-04 African American Men Women 1994 2004 % change 1994 2004 % change Associates 2.2% 2.4% 0.2% 1.8% 2.6% 0.8% Bachelors 1.0% 1.2% 0.2% 1.4% 1.8% 0.4% Masters 0.7% 1.3% 0.6% 0.9% 3.3% 2.4% Doctors First Professional 0.0% 1.5% 1.0% 0.9% 1.0% -0.6% 0.5% 1.5% 1.4% 1.8% 0.9% 0.3% American Indian Men Women 1994 2004 % change 1994 2004 % change Associates 1.7% 1.5% -0.2% 3.6% 4.0% 0.4% Bachelors 0.5% 0.7% 0.2% 1.0% 1.3% 0.3% Masters 0.4% 0.3% -0.1% 0.7% 0.8% 0.1% Doctors First Professional 0.3% 1.3% 0.4% 1.6% 0.1% 0.3% 0.1% 1.7% 0.4% 1.0% 0.3% -0.7% Asian American Men 1994 2004 AMEPAC % change Women 1994 2004 % change Associates 1.3% 1.1% -0.2% 0.9% 1.3% 0.4% Bachelors 1.5% 1.9% 0.4% 1.3% 1.9% 0.6% Masters 1.0% 1.1% 0.1% 0.9% 1.4% 0.5% Doctors First Professional 1.7% 2.4% 1.0% 4.2% -0.7% 1.8% 1.1% 2.6% 1.5% 5.6% 0.4% 3.0% 33 41 2005 Minority Student Report Degrees Awarded by Race/Ethnicity and Gender 1993-94 and 2003-04 Hispanic Men Associates Bachelors Masters Doctors First Professional Women 1994 2004 % change 1994 2004 % change 6.9% 3.6% 3.1% 2.9% 6.9% 7.7% 4.1% 1.7% 2.3% 5.5% 0.8% 0.5% -1.4% -0.6% -1.4% 8.3% 4.8% 3.8% 2.0% 4.3% 11.7% 6.3% 3.3% 3.9% 3.8% 3.4% 1.5% -0.5% 1.9% -0.5% Unknown Men Associates Bachelors Masters Doctors First Professional Women 1994 2004 % change 1994 2004 % change 0.6% 0.7% 7.1% 0.7% 2.4% 4.6% 6.8% 13.2% 3.0% 3.6% 4.0% 6.1% 6.1% 2.3% 1.2% 0.4% 0.6% 4.7% 0.3% 1.9% 3.8% 7.6% 19.5% 2.4% 2.1% 3.4% 7.0% 14.8% 2.1% 0.2% Non-Resident Alien Men 1994 Associates Bachelors Masters Doctors First Professional AMEPAC 2004 0.5% 0.5% 2.7% 1.7% 11.1% 7.0% 21.1% 16.3% 0.0% 0.3% Women % change 1994 2004 % change 0.0% -1.0% -4.1% -4.8% 0.3% 0.3% 1.5% 4.5% 5.2% 0.0% 0.6% 1.1% 3.7% 7.7% 0.4% 0.3% -0.4% -0.8% 2.5% 0.4% 34 42 43