MINORITY STUDENT REPORT 2007 A SNAPSHOT OF ARIZONA’S EDUCATIONAL ACHIEVEMENT Pre KindergardenPostsecondary Graduation PREPARED BY TONYA M. DRAKE, PH.D. AND NANCY L. OSBORNE, M.ED. AMEPAC ARIZONA MINORITY EDUCATION POLICY ANALYSIS CENTER A POLICY ANALYSIS CENTER OF THE ARIZONA COMMISSION FOR POSTSECONDARY EDUCATION AMEPAC MEMBERS 2007 Ralph Romero, Chair ................................................. Arizona Department of Education Panfilo Contreras, Chair Elect ................................. Arizona School Boards Association Dr. Johnson Bia................................................... Pima Community College, Downtown Dr. David Camacho ............................................................. Northern Arizona University Barbara Clark ............................................................................................ Motorola, Inc. Elisa de la Vara ................................................. Fannie Mae Arizona Partnership Office Dr. Alfredo G. de los Santos Jr................................................. Arizona State University Founder and Honorary Lifetime Member Dr. Mark S. Denke..................................................................Arizona Board of Regents Jaime P. Gutierrez ......................................................................... University of Arizona Dr. Steven R. Helfgot ..................................................... Maricopa Community Colleges Aleena Hernandez .......................................................................... Pascua Yaqui Tribe Fred Lockhart .......................................................... Arizona Private School Association Jose Martinez ............................................................................ Chicanos Por La Causa Dr. Louis Olivas ........................................................................ Arizona State University Magdalena Verdugo ........................................................................ Calli Ollin Academy COMMISSION STAFF: Dr. April L. Osborn ............................................................................ Executive Director Carol Williams ........................................................... Program and Office Administrator 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] 602.258.2483 [fax] The report is available online at: http://www.amepac.org TABLE OF CONTENTS INTRODUCTION .................................................................................................. 1 EXECUTIVE SUMMARY ...................................................................................... 2 ARIZONA DEMOGRAPHICS ............................................................................... 5 MEASURING UP .................................................................................................. 6 K-12 Enrollment.................................................................................................. 8 AIMS Test Scores ...................................................................................... 9 Dropout Rates .......................................................................................... 10 Graduation Rates ..................................................................................... 11 Advanced Placement ............................................................................... 12 POSTSECONDARY Eligibility for University Admission ........................................................... 13 Standardized Test Scores (ACT/SAT) ..................................................... 14 Enrollment................................................................................................ 15 Graduation Rates ..................................................................................... 19 Degrees & Certificates ............................................................................. 20 GLOSSARY ........................................................................................................ 21 DATA SOURCES ............................................................................................... 24 APPENDICES Appendix A: PK-12 Enrollment Trend by Grade ...................................... 27 Appendix B: PK-12 Percentage Enrollment by Grade ............................. 27 Appendix C: High School Annual Dropout Rates ..................................... 28 Appendix D: Four-Year High School Graduation Rates ........................... 28 Appendix E: Advanced Placement ........................................................... 29 Appendix F: ACT Composite Scores ....................................................... 30 Appendix G: SAT Composite Scores ....................................................... 30 Appendix H: Arizona Postsecondary Institutions ..................................... 31 Appendix I: Degrees & Certificates .......................................................... 36 INTRODUCTION 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 proud to provide policymakers, educators, and the public with the third edition of the Minority Student Report 2007: A Snapshot of Arizona’s Educational Achievement. The report is a “snapshot” of the educational achievement of minority students in Arizona, from pre-kindergarten through postsecondary education. Each section provides information on students by race/ethnicity (African American, American Indian, Asian American, Hispanic, and White) and by gender. The report provides information from existing data sources and is open to interpretation. Readers are encouraged to both read and analyze the report to determine what the numbers mean for you, for your organization, for our students, for 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 additional assistance to you in that process, please contact us. Sincerely, AMEPAC Members Report Notes: Several different sources were used to compile the information for this 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 racial/ethnic identifications. The most current data available were used to provide information for this report. The years fluctuate throughout the report due to varying report schedules and information available through state and national databases. The data sources are listed starting on pages 24 and are marked throughout the report. Tables that describe the proportion of a group that is ‘minority’ exclude the number of people whose race/ethnicity is unknown from the calculation (both numerator and denominator), so as not to make an assumption about their race/ethnicity. For this reason, the result ‘% Minority’ may not equal the sum of the % African American, % American Indian, % Asian American, and % Hispanic. Tables identifying the graduation rate or drop rate of the “total minority” group are weighted averages for African American, American Indian, Asian American, and Hispanic student populations. All postsecondary data related to Arizona student enrollment and graduation includes only institutions that are headquartered in Arizona. Private institutions with Arizona campuses, but headquarters outside Arizona, are excluded from data summaries as well as the institution list in Appendix H. www.amepac.org 1 EXECUTIVE SUMMARY ARIZONA DEMOGRAPHICS1 Age Distribution [2005] 28.6% of Arizona’s population is school-aged students (ages 5-24) Race/Ethnicity [2005] 39.8% of Arizona’s population is comprised of people of color 2.9% African American 4.4% American Indian 2.3% Asian American and Pacific Islander 28.6% Hispanic 1.6% More than one race Educational Attainment [2005] 25.5% of Arizona’s citizenry have achieved a bachelor’s degree or higher Economic Indicators [2005] $23,365 per capita personal income 14.2% poverty rate MEASURING UP 2006 – ARIZONA PROFILE2 A Report by the National Center for Public Policy [2006] Preparation: D Participation: B+ Affordability: F Completion: B Benefits: B+ Learning: I K-12 Enrollment3 [2006-2007] 54.2% of total PK-12 enrollment is comprised of students of color 5.3% African American 6.0% American Indian 2.6% Asian American 40.2% Hispanic AIMS Test Scores4 [2006] African American, American Indian, and Hispanic students consistently score lower on all sections of the AIMS test compared to Asian American and White students. Female students score higher than male students in all three sections of the test. 2 Arizona Minority Student Report 2007 EXECUTIVE SUMMARY K-12 (CONTINUED) Dropout Rates5 [2005-2006] 8.5% annual dropout rates for minority students; 4.3% for White students 5.6% females; 7.1% males Graduation Rates6 [2004] 67.8% four-year graduation rates for minority students; 84.3% for White students 80.4% females; 73.3% males Advanced Placement (AP)7 [2006] 51.8% of minority students scored a 3 or higher on AP tests compared to 62.2% 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. POSTSECONDARY Eligibility for University Admission8 [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 (ACT/SAT)9 [2006] African American, American Indian, and Hispanic students scored lower on both tests compared to Asian American and White students. Female and male students have similar average composite ACT scores. Male students have higher average composite SAT scores than female students. Enrollment10 [2005] 32.2% total postsecondary enrollment is comprised of students of color (when those of unknown race are excluded from the calculation) 4.2% African American 3.9% American Indian 3.4% Asian American 17.3% Hispanic 58.0% White 2.8% Foreign (Non-resident Alien) 10.3% Unknown race 56.5% females; 43.5% males www.amepac.org 3 EXECUTIVE SUMMARY POSTSECONDARY (CONTINUED) Enrollment10 [2005] (Continued) Percentage minority enrollment: 27.4% private, for-profit schools offering certificates of two years or less 53.4% public skill centers offering certificates of two years or less 45.2% for-profit schools offering two-year associate’s degrees 36.0% public community colleges offering two-year associate’s degrees 33.3% 4-year private, for-profit colleges and universities 26.3% 4-year private, not-for-profit colleges and universities 24.7% 4-year public universities Graduation Rates11 [2006] Using the methodology and cohort definitions devised by the federal government as part of the Student Right-to-Know Act of 1990, the following percentages of Arizona postsecondary students completed their degree within 150% of time (6 years for bachelor-degree students and 3 years for associatedegree students): Associate degree graduates: African American American Indian Asian American Hispanic White Female Male Graduation Rate: 43.1% 39.5% 57.4% 47.8% 49.4% 48.2% 46.6% Bachelor’s degree graduates: African American American Indian Asian American Hispanic White Female Male Graduation Rate: 54.4% 57.0% 62.8% 59.3% 59.9% 59.9% 56.4% Degrees & Certificates12 [2005-2006] Arizona minority students make up a larger portion of certificate-completers than they do in the degree categories: 34.6% of certificate completers are minority students 32.2% of associate degree recipients are minority students 21.5% of bachelor degree recipients are minority students 15.0% of graduate degree recipients are minority students 4 Arizona Minority Student Report 2007 A R I Z O N A D E M O G R A P H I C S1 2005 American Community Survey Data Profile Highlights: Arizona 5,829,839 Nation 288,378,137 Male Female 49.8% 50.2% 49.0% 51.0% Under 5 years 5 to 17 years 18 to 24 years 25 to 34 years 35 to 44 years 45 to 54 years 55 to 64 years 65 to 74 years 75 years and over 8.0% 19.1% 9.5% 14.3% 13.8% 12.8% 9.9% 7.0% 5.6% 7.0% 18.3% 9.1% 13.5% 15.0% 14.6% 10.4% 6.4% 5.7% Median age (years) 34.5 36.4 Average family size 3.24 3.18 2.9% 4.4% 2.3% 28.6% 1.6% 60.2% 11.9% 0.7% 4.4% 14.5% 1.7% 66.8% 1,554,918 75,919,435 Nursery school, preschool Kindergarten Elementary school (grades 1-8) High school (grades 9-12) College or graduate school 5.3% 5.5% 43.8% 21.8% 23.6% 6.3% 5.2% 42.3% 22.4% 23.8% Educational attainment of population 25 years and over: 3,703,355 188,950,759 16.2% 25.6% 15.8% 29.6% 32.7% 27.5% 16.2% 9.3% 17.2% 9.9% 4.0% $23,365 14.2% 4.5% $25,035 13.3% Total population: African American American Indian Asian American Hispanic or Latino Other Race(s) White, non-Hispanic Population 3 years and over enrolled in school: Less than high school diploma High school graduate (includes equivalency) Some college or associate's degree Bachelor's degree Graduate or professional degree Economic Indicators: Unemployment rate: Per capita income: Poverty rate: www.amepac.org 5 M E A S U R I N G U P2 MEASURING UP 2006: The State Report Card on Higher Education (ARIZONA) The following is an excerpt from a report published by The National Center for Public Policy in Higher Education. All statements expressed reflect the research and analysis done by The National Center for Public Policy, and are not the opinions of the Arizona Minority Education Policy Analysis Center. The full report is available at www.highereducation.org. Arizona’s underperformance in educating its young population could limit the state’s access to a competitive workforce and weaken its economy over time. As the welleducated baby boomer generation begins to retire, the diverse young population that will replace it does not appear prepared educationally to maintain or enhance the state’s position in a global economy. While Arizona is one of the top-performing states in enrolling working-age adults in college, relatively few high school students graduate within four years, and the state continues to fall far behind in enrolling students in college by age 19. Moreover, there are large disparities in educational achievement by ethnicity and income. Since the early 1990s, colleges and universities in Arizona have become less affordable for students and their families. If Arizona’s downward trends are not addressed, they could undermine the state’s ability to develop an educated workforce. STRENGTHS Participation „ Arizona is one of the leading states in the percentage of working age adults enrolled part-time in collegelevel education or training. However, the state has declined on this measure over the past decade. Completion „ Large percentages of first-year students in two- and four-year colleges and universities return for their second year. During the past 15 years, Arizona has improved substantially on the measure for twoyear colleges. „ A large proportion of students complete certificates and degrees relative to the number enrolled. The state has improved on this measure over the past 12 years, with the greatest growth in the number of certificates awarded. 6 Arizona Minority Student Report 2007 National Center for Public Policy in Higher Education Measuring Up 2006 Findings Related to Minority Education in Arizona: • Among the young adult population (ages 18 to 24), the gap in college participation between Whites and other ethnic groups has widened. Currently, White young adults are twice as likely to attend college as young adults from other ethnic groups. • If all ethnic groups had the same educational attainment and earnings as Whites, total personal income in the state would be about $6.2 billion higher. • In Arizona, White adults are more than twice as likely as adults from other ethnic groups to have a bachelor’s degree. This is among the widest gaps in the country on this measure. WEAKNESSES Preparation „ Eighth graders perform very poorly on national assessments in science and writing, and poorly in reading. Arizona has declined in these measures over the past several years. „ Low-income 8th graders perform very poorly on national assessments in math. „ Very small proportions of 11th and 12th graders take and score well on Advanced Placement tests and college entrance exams. „ Young adults (ages 18-24) from low-income families are about two-thirds as likely as those from highincome families to earn a high school credential. Participation „ High school students are not very likely to enroll in college by age 19, primarily because many 9th graders do not graduate from high school on time and, of those who do, few enroll in college. „ About 16% of adults do not have a high school diploma or its equivalent (compared with 14% of adults nationwide), reducing their likelihood of participating or succeeding in higher education. „ Among young adults (ages 18-24), the gap in college participation between Whites and non-Whites has widened. Currently, Whites are twice as likely as non-Whites to be enrolled in college. In addition, young adults from high-income families are about twice as likely as those from low-income families to attend college. Affordability „ Net college costs for low- and middle-income students to attend community colleges represent nearly 38% of their annual family income. (Net college costs equal tuition, room, and board after financial aid.) For these students at public four-year institutions, net college costs represent 47% of their annual family income. These two sectors enroll 71% of college students in the state. „ Arizona’s investment in need-based financial aid is very low, and the state offers no low-tuition college opportunities. Benefits „ Whites are more than twice as likely as non-Whites to have a bachelor’s degree. www.amepac.org 7 E N R O L L M E N T3 K-12 [See Appendix A & B for Detailed Tables] From 1996-1997 to 20062007, the percentage of students of color in Arizona’s public elementary (PK-8) and secondary (912) schools continues to increase (10.8%) as the White student population decreases (10.8%). During this same time period, White students continue to represent the largest student population, followed by students of Hispanic origin, American Indians, African Americans, and Asian Americans. It is also important to note that Hispanic students have grown from 30.1% in 19961997 to 40.2% in 20062007. Figure 1 Percentage PK-12 Student Enrollm ent (White/Total Minority) 1996-1997 to 2006-2007 2006-2007 2005-2006 2004-2005 2003-2004 2002-2003 2001-2002 2000-2001 1999-2000 1998-1999 1997-1998 1996-1997 White Total Minority 0% 10% 20% 30% 40% 50% 60% Figure 2 Total PK-12 Enrollment by Race/Ethnicity 1996-1997 to 2006-2007 600,000 500,000 African American 400,000 American Indian 300,000 Asian American Hispanic 200,000 White 100,000 In 2006-2007, students of 0 color comprised 54.2% (607,006) of the total student enrollment in Arizona’s public elementary and secondary schools. Hispanic students represented the largest enrollment of students of color (40.2% or 450,664), followed by American Indians (6.0% or 67,073), African Americans (5.3% or 59,908), and Asian Americans (2.6% or 29,361). The proportion of males and females had remained steady with males comprising a small majority (51.4%) for total enrollment. 8 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 20061997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Figure 3 Total PK-12 Enrollm ent 2006-2007 Asian American 3% American Indian 6% African American 5% Arizona Minority Student Report 2007 Hispanic 40% White 46% A I M S T E S T S C O R E S4 K–12 Students graduating from an Arizona public high school are 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. Students have several opportunities to pass the test starting in grade 10 through grade 12. African American, American Indian, and Hispanic students consistently score lower on all sections of the AIMS test compared to Asian American and White students. Female students score higher than male students in all three sections of the test. Table 1 Percentage "Meets or Exceeds" Standards on AIMS by Grade, Race/Ethnicity and Gender 2006 African American American Indian Asian American Hispanic White Female Male Total Reading 59% 53% 86% 58% 82% 74% 67% 70% Writing 46% 44% 71% 47% 61% 64% 45% 54% Math 61% 55% 88% 65% 85% 75% 74% 74% Reading 58% 47% 84% 56% 81% 72% 65% 68% Writing 61% 59% 85% 62% 75% 78% 59% 68% Math 62% 57% 90% 66% 85% 76% 74% 75% Reading 58% 50% 85% 57% 82% 73% 65% 69% Writing 51% 45% 75% 50% 66% 69% 48% 59% Math 54% 51% 87% 60% 81% 71% 69% 70% Reading 57% 45% 85% 54% 81% 71% 64% 67% Writing 83% 83% 96% 86% 92% 94% 83% 89% Math 50% 42% 85% 52% 77% 66% 63% 64% Reading 57% 49% 84% 55% 81% 74% 63% 67% Writing 89% 82% 98% 88% 94% 96% 86% 90% Math 56% 48% 88% 59% 81% 72% 68% 70% Reading 55% 45% 82% 51% 79% 70% 61% 65% Writing 76% 69% 92% 75% 87% 89% 73% 80% Math 46% 42% 81% 49% 75% 62% 62% 62% Reading 64% 50% 86% 60% 86% 77% 71% 74% Writing 60% 53% 82% 53% 75% 75% 57% 66% Math 53% 44% 85% 53% 79% 68% 66% 66% Reading 39% 34% 73% 37% 64% 52% 43% 47% Writing 25% 26% 56% 28% 44% 51% 36% 33% Math 35% 36% 67% 30% 56% 36% 31% 42% Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Grade 11 Grade 12 Reading 34% 39% 62% 33% 58% 46% 39% 42% Writing 30% 39% 52% 29% 54% 48% 34% 40% Math 23% 27% 45% 23% 39% 30% 27% 28% www.amepac.org 9 D R O P O U T R A T E S5 K-12 [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 over the past decade from 12.1% in 1994-1995 to 6.4% in 2005-2006. African American, American Indian, and Hispanic students continue to have higher dropout rates than Asian American and White students. Smaller student groups such as African American, American Indian and Asian American have greater fluctuations due to population size. Figure 4 Annual Dropout Rate by Race/Ethnicity High School Students (Grades 9 - 12) 1994-1995 to 2005-2006 25% 20% African American 15% American Indian 10% Asian American Hispanic 5% White 0% 9495 9596 9697 9798 9899 9900 0001 0102 0203 0304 0405 0506 In 2005-2006, the total minority student dropout rate (8.5%) almost doubled that of White students (4.3%). During that same year, American Indian students in Arizona had the highest dropout rate (11.6%), followed by Hispanic students (8.6%) and African American students (6.5%). White and Asian American students had the lowest dropout rates at 4.3% and 2.3% respectively. Male students (7.1%) had higher dropout rates than female students (5.6%). Figure 5 Annual Dropout Rate by Race/Ethnicity and Grade High School Students (Grades 9-12) 2005-2006 14% 12% 10% 8% 6% 4% 2% 0% 11.6% 4.3% 5.6% 7.1% 2.3% African American 10 8.6% 6.5% American Indian Asian American Hispanic White Arizona Minority Student Report 2007 Female Male G R A D U A T I O N R A T E S6 K–12 [See Appendix D for Detailed Tables] The overall four-year high school graduation rate for students attending Arizona public schools has increased from 68% for the class of 1993 to 76.8% for the class of 2004. All student groups have seen increases in graduation rates over the past decade, although the smaller populations such as African American, American Indians, and Asian American students have greater fluctuations due to population size. Figure 6 Four-year Graduation Rates by Race/Ethnicity 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% African American American Indian Asian American Hispanic White 1993 1994 2000 2001 2002 2003 2004 For the cohort class of 2004, the graduation rate for minority students (67.8%) was significantly lower than that of White students (84.3%). American Indian students had the lowest graduation rate (63.2%), followed by Hispanic students (66.6%) and African American students (72.9%). White and Asian American students had the highest graduation rates at 84.3% and 87.1% respectively. Female students (80.4%) had a higher graduation rate than male students (73.3%). Figure 7 Four-year Graduation Rates by Race/Ethnicity Class of 2004 87.1% 100% 80% 84.3% 72.9% 80.4% 73.3% 66.6% 63.2% 60% 40% 20% 0% African American American Indian Asian American Hispanic www.amepac.org White Female Male 11 A D V A N C E D P L A C E M E N T7 K-12 [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 8 Percentage of AP Scores 3 or Higher by Race/Ethnicity 2001 to 2006 White 2006 Hispanic 2005 2004 Asian American 2003 2002 American Indian 2001 African American 0% 10% 20% 30% 40% 50% 60% 70% 80% In 2006, Arizona total minority students (51.8%) proportionally received fewer scores of 3 or higher than White students (62.2%). American Indian students received the lowest percentage (26.3%), followed by African American students (45.4%), and Hispanic students (46.1%). White and Asian American students received the highest percentage with 62.2% and 65.2% respectively. Arizona male students (63.0%) received a higher proportion of AP scores of 3 or higher than female students (56.5%). Figure 9 Percentage AP Scores 3 or Higher by Race/Ethnicy and Gender 2006 100% 80% 60% 40% 20% 0% 65.2% 62.2% 56.5% 63.0% White Female Male 26.3% African American 12 46.1% 45.4% American Indian Asian American Hispanic Arizona Minority Student Report 2007 ELIGIBILITY FOR UNIVERSITY ADMISSION8 POSTSECONDARY The Arizona Board of Regents conducts eligibility studies for the three public fouryear universities (Arizona State University, Northern Arizona University, and University of Arizona). An updated study has not been conducted since the release of the last AMEPAC report. During the most recent study, 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, 3-years lab science, 2-years social science, 2-years foreign language, and 1-year fine arts. African American, American Indian, and Hispanic students consistently had lower eligibility rates for meeting all core high school course requirements compared to White and Asian American students. Females had 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 2002 Female Male 1998 American Indian 2002 Female Male 1998 Asian American 2002 Female Male 1998 Hispanic 2002 Female Male 1998 White 2002 Female Male 1998 Total 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% www.amepac.org 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% 13 STANDARDIZED TEST SCORES (ACT/SAT)9 POSTSECONDARY [See Appendix F & G for Composite Scores and Number of Test Takers] The two most prominent standardized tests used for university admission are ACT and SAT. Arizona total minority student average composite scores were lower on both tests compared to White students. Figure 10 ACT Com posite Test Scores by Race/Ethnicity 2002-2006 White Total Minority 2006 Hispanic 2005 2004 Asian American 2003 2002 American Indian African American 0.0 5.0 10.0 15.0 20.0 25.0 Figure 11 SAT Com posite Test Scores by Race/Ethnicity and Gender 2002-2006 White Total Minority 2006 Hispanic 2005 2004 Asian American 2003 2002 American Indian African American 0 14 200 400 600 800 1,000 1,200 In 2006, Asian American and White students both had the highest average composite ACT scores of 22.9 followed by Hispanic students (19.8), African American students (18.9), and American Indian students (16.8). During the same year, female and male students had similar average composite ACT scores of 21.5 and 21.8 respectively. In 2006, Asian American students had the highest average composite SAT scores of 1091 followed by White students with scores of 1072. American Indian students scored 968 followed closely by Hispanic students with scores of 967. African American students had the lowest average composite SAT scores of 923. During the same year, male students had higher average composite SAT scores of 1068 compared to female students of 1032. Arizona Minority Student Report 2007 E N R O L L M E N T10 POSTSECONDARY [See Appendix H for Detailed Data by Institution] Over the past decade, minority student representation* in Arizona higher education has increased across all educational sectors. The proportion of minority students is highest at Arizona’s skill centers (Less than 2-year Public), which prepare students for entry-level jobs in vocational trades. However, the number of students enrolled in the skill centers is small compared to the number enrolled in 2-year schools, where minorities are also highly represented. Minority participation continues to lag at Arizona’s public universities, though it is 5% greater in 2005 than in 1995. Table 3 Fall Enrollment Trend and Percentage "Minority Enrollment" by Educational Sector Educational Sector Less than 2-yr Private, For-Profit Less than 2-yr Public 2-yr Private, For-Profit 2-yr Public 4-yr Private, For-Profit 4-yr Private, Not-For-Profit 4-yr Public All Arizona Post-secondary Fall 1995 Number Percent Students Minority 2,621 19.1% 71 41.5% 6,615 34.8% 157,705 28.5% 16,226 22.2% 4,933 20.0% 101,718 19.3% 289,889 24.7% Fall 2000 Number Percent Students Minority 3,563 23.6% 1,538 47.5% 5,825 42.5% 178,680 32.6% 29,783 28.0% 7,441 23.8% 105,842 21.6% 332,672 28.5% Fall 2005 Number Percent Students Minority 6,661 27.4% 1,976 53.4% 13,192 45.2% 201,115 36.0% 39,455 33.3% 9,414 26.3% 120,020 24.7% 391,833 32.2% The growth in enrollment at Arizona’s private, for-profit colleges may warrant further study in light of the recent national debate about the challenges some students attending them have faced when attempting to transfer credit to other institutions (GAO, October 2005). Table 3 shows that two-year, private schools have a higher proportion of minority students than most other educational sectors. Table 4 shows that in Fall 2005, minority students were overrepresented at Arizona’s 2-year colleges and underrepresented at Arizona’s 4-year colleges. Further research is required to determine the causes for these differences. Table 4 Enrollment Distribution & Full-time Tuition by Educational Sector Fall 2005 Educational Sector Less than 2-yr Private, For-Profit Less than 2-yr Public 2-yr Private, For-Profit 2-yr Public 1 4-yr Private, For-Profit 4-yr Private, Not-For-Profit 4-yr Public All Arizona Post-secondary Percent Minorities Fall 2005 2005-06 Annual Total Enrollment Minority Minority Over(+) or Under(-) Tuition Enrollment Distribution Enrollment Distribution Represented -16.4% n/a 6,661 1.7% 1,609 1.4% 81.9% n/a 1,976 0.5% 1,038 0.9% 41.5% $12,512 13,192 3.4% 5,392 4.8% 13.9% $1,292 201,115 51.3% 66,181 58.5% -21.2% $14,772 39,455 10.1% 8,984 7.9% -22.2% $11,393 9,414 2.4% 2,114 1.9% $4,368 120,020 30.6% 27,844 24.6% -19.7% $7,919 391,833 100.0% 113,162 100.0% *Minority student representation data (i.e. ‘Percent Minority’) exclude students of ‘Unknown’ race/ethnicity from the calculation, so as not to make an assumption about whether those students are minority or not. www.amepac.org 15 E N R O L L M E N T10 POSTSECONDARY Sub-dividing ‘minority’ enrollment into broad race/ethnic categories shows that Hispanic students have made the most progress in terms of participation in higher education compared to the other minority groups. The representation of students who identify themselves as White decreased by more than 10% over the past decade, and Figure 12 shows that in Fall 2005, White students were underrepresented in Arizona postsecondary education. They represented 58% of the student body, but 60.2% of Arizona population. Table 5 Arizona Postsecondary Enrollment Trend by Race/Ethnicity and Gender African American American Indian Asian American Hispanic White Nonresident alien Unknown Female Male All Arizona Postsecondary Fall 1995 3.2% 9,156 3.9% 11,260 8,485 2.9% 39,939 13.8% 202,143 69.7% 2.5% 7,343 4.0% 11,563 159,579 55.0% 130,310 45.0% 289,889 Fall 2000 3.6% 11,855 4.0% 13,388 11,198 3.4% 52,735 15.9% 64.1% 213,262 3.1% 10,350 6.0% 19,884 54.8% 182,351 45.2% 150,321 332,672 Fall 2005 4.2% 16,646 3.9% 15,150 13,399 3.4% 67,967 17.3% 58.0% 227,275 2.8% 11,022 10.3% 40,374 56.5% 221,404 43.5% 170,429 391,833 However, this comparison may be misleading. Colleges did not capture the race/ethnicity of more than 10% of Arizona postsecondary students. Less than 2% of respondents to the U.S. Census bureau survey chose not to provide this information. Therefore, it is difficult to know the extent to which the difference reflects a participation gap. At least part of that gap is a result of the data collection variances. Figure 12 Ethnic/Race Composition of Postsecondary Students Fall 1995, Fall 2000, Fall 2005 Compared to 2005 Arizona Population Ethnic/Race Composition 100% 90%23.8% 80% 70% 60% 50% 40% 30% 20% 10% 0% 26.9% 69.7% Fall 1995 16 28.8% 64.1% Fall 2000 38.2% 58.0% 60.2% Fall 2005 2005 AZ Population Arizona Minority Student Report 2007 African American American Indian Asian American Hispanic White Non-Resident Alien Unknown Race E N R O L L M E N T10 POSTSECONDARY Parity in the context of access to higher education is based on the assumption that if all barriers to higher education (financial, geographic, cultural, academic preparation, etc.) were eliminated, the demographics of the student body would mirror that of the population the institution serves. Based on this assumption, differences between the demographic make-up of the student body and general population may indicate that barriers to higher education exist for the group. However, other factors may contribute to a gap that may not be attributable to access parity. Some examples include differences in demand for the type of educational sector, differences in the missions of the colleges in the sector, and differences in the customer-base the sector serves. The parity measure does not indicate why a gap exists, so further study is required to identify potential causes. Table 6 Fall Term Race/Ethnicity Distribution and Percent from Parity Arizona University System (ASU, NAU, Univ. of Arizona) Fall 1995, Fall 2000, Fall 2005 Ethnicity African American American Indian Asian American Hispanic Other Unknown White Student State Student State Student State Body Population % from Body Population % from Body Population % from (1995) (1990) Parity (2000) (2000) Parity (2005) (2005) Parity 2.3% 2.9% -19.8% 2.7% 2.9% -8.6% 3.1% 2.9% 7.0% -48.9% -33.9% -33.1% 2.7% 5.2% 3.0% 4.5% 2.9% 4.4% 3.8% 1.4% 170.8% 4.2% 1.9% 124.8% 4.5% 2.3% 99.5% 10.2% 18.8% -45.8% 11.2% 25.3% -55.8% 12.6% 28.6% -56.1% 5.0% 0.1% n/a 5.8% 1.6% n/a 4.9% 1.6% n/a 2.2% n/a n/a 2.6% n/a n/a 6.0% n/a n/a 10.5% 10.5% 9.6% 73.9% 71.7% 70.5% 63.8% 65.9% 60.2% The table above shows that the most significant shift in parity over the past decade in the public university sector occurred for African Americans. Ten years ago, African American students were underrepresented in the university system, but now they are slightly overrepresented. Asian Americans have historically, and continue to be, overrepresented in higher education. Hispanic and American Indian students continue to be underrepresented at the state’s public universities. White students, though underrepresented in Arizona higher education in Fall 2005 overall (as shown in Figure 12), are overrepresented at the public universities. The parity gap is not a valid indicator for the ‘Other’ category due to differences in data collection methodologies. The tables on the following page show the trends in the parity measure for the other sectors of higher education. As you review these data, consider the following: • • • differences in the parity measure for a particular group over time, differences for a particular group across educational sectors, differences between groups within a sector. Remember that policies and processes at the various institutions within the sector could contribute to these differences, as could other factors. www.amepac.org 17 E N R O L L M E N T10 POSTSECONDARY Fall Term Race/Ethnicity Distribution and Percent from Parity Fall 1995, Fall 2000, Fall 2005 Table 7 Arizona Community Colleges (Public 2-Year) Ethnicity African American American Indian Asian American Hispanic Other Unknown White Student State Student State Student State Body Population % from Body Population % from Body Population % from (1995) (1990) (2000) (2000) (2005) (2005) Parity Parity Parity 3.4% 2.9% 3.7% 2.9% 4.3% 2.9% 19.2% 27.7% 47.4% 4.8% 5.2% 4.8% 4.5% 4.6% 4.4% -6.6% 6.0% 4.9% 2.5% 1.4% 2.9% 1.9% 3.0% 2.3% 79.2% 54.5% 30.3% 16.5% 18.8% -11.9% 19.1% 25.3% -24.4% 21.0% 28.6% -26.6% 0.9% 0.1% 1.4% 1.6% 1.3% 1.6% n/a n/a n/a 4.1% n/a 6.3% n/a 8.6% n/a n/a n/a n/a 67.7% 71.7% -5.5% 61.8% 63.8% -3.1% 57.2% 60.2% -17.6% Table 8 Arizona Public Skill Centers (Less than 2-Year ) Ethnicity African American American Indian Asian American Hispanic Other Unknown White Student State Student State Student State Body Population % from Body Population % from Body Population % from (1995) (1990) Parity (2000) (2000) Parity (2005) (2005) Parity 294.0% 218.1% 10.4% 253.3% 11.3% 2.9% 9.3% 2.9% 2.9% 90.1% 97.3% 16.2% 9.9% 5.2% 9.0% 4.5% 5.1% 4.4% -100.0% 5.4% 46.7% 0.0% 1.4% 2.0% 1.9% 3.3% 2.3% -10.0% 7.9% 33.7% 17.8% 16.9% 18.8% 27.2% 25.3% 28.6% n/a n/a n/a 0.0% 0.1% 30.9% 1.6% 8.1% 1.6% n/a n/a n/a 8.5% n/a n/a n/a 1.6% n/a 53.5% 71.7% -25.3% 21.6% 63.8% -66.2% 37.8% 60.2% -37.2% Table 9 Arizona Private 4-Year Colleges (Non-Profit and For-Profit Grouped) Ethnicity African American American Indian Asian American Hispanic Other Unknown White Student State Student State Student State Body Population % from Body Population % from Body Population % from (1995) (1990) (2000) (2000) (2005) (2005) Parity Parity Parity 4.8% 2.9% 4.9% 2.9% 6.0% 2.9% 67.9% 66.3% 105.1% 3.0% 5.2% 2.9% 4.5% 2.3% 4.4% -42.5% -36.5% -48.4% 2.4% 1.4% 70.1% 3.8% 1.9% 103.1% 2.9% 2.3% 25.9% 10.8% 18.8% 12.1% 25.3% 11.5% 28.6% -42.3% -52.3% -59.6% 3.9% 0.1% 3.2% 1.6% 4.8% 1.6% n/a n/a n/a 3.3% n/a n/a 13.1% n/a n/a 28.3% n/a n/a 71.8% 71.7% 60.0% 63.8% 44.2% 60.2% 0.2% -5.9% -26.6% Table 10 Arizona Private 2-Year and Less than 2-Year Colleges (Grouped) Ethnicity African American American Indian Asian American Hispanic Other Unknown White 18 Student State Student State Student State Body Population % from Body Population % from Body Population % from (1995) (1990) (2000) (2000) (2005) (2005) Parity Parity Parity 4.6% 2.9% 4.4% 2.9% 5.2% 2.9% 59.8% 49.1% 75.8% 3.1% 5.2% 4.1% 4.5% 5.6% 4.4% -39.7% -10.8% 27.0% 1.4% 1.4% 2.7% 1.9% 2.7% 2.3% 2.4% 47.3% 16.6% 13.0% 0.4% 23.5% 53.9% 18.8% 0.1% n/a 71.7% -30.8% n/a n/a -24.7% 20.2% 0.6% 9.7% 58.4% 25.3% 1.6% n/a 63.8% -19.9% n/a n/a -8.5% Arizona Minority Student Report 2007 21.9% 0.2% 10.3% 54.3% 28.6% 1.6% n/a 60.2% -23.6% n/a n/a -9.8% G R A D U A T I O N R A T E S11 POSTSECONDARY [See Last Column in Appendix H for Cohort Graduation Rate by Arizona Institution] Graduation rate is a common indicator of how well postsecondary institutions facilitate the success of the students they serve. The federal government created a methodology for measuring the graduation rate when it instituted the Student Rightto-Know Act in 1990. This methodology gives students 150% of time to complete their degree. For bachelor’s degree students this is six years, and for associate’s degree students it is three years. The rate is calculated for a cohort that is a relatively small portion of the school’s total enrollment, limited to students who are full-time, degree-seeking, and are in college for the first time. Figure 13 Graduation Rate of Students Across Postsecondary Sectors Percent of Cohort that Graduated within 150% of Time 2005-06 70% 60% 50% 40% 30% 20% 10% 0% 61.4% 47.0% 52.7% African American Asian American Indian American n=2,190 n=2,095 n=1,356 Hispanic n=8,660 48.5% 56.8% White n=23,752 53.8% 54.3% Female n=20,216 Male n=21,628 The above graph shows disparity among demographic groups, most notably African Americans and American Indians. The nuances in graduation rate data become more apparent when the data is separated by educational sector. Table 11 Cohort Graduation Rates (150%) for Demographic Sub-groups by Educational Sector 2005-06 African American Asian Indian American Hispanic Educational Sector American Less than 2-yr Private, For-Profit n/a n/a n/a n/a Less than 2-yr Public n/a n/a n/a n/a 2-yr Private, For-Profit 55.9% 63.1% 72.9% 63.0% 2-yr Public 24.6% 13.7% 32.7% 29.7% Associates Degree Graduates: 43.1% 39.5% 57.4% 47.8% 4-yr Private, For-Profit 57.0% 66.1% 63.1% 60.4% 4-yr Private, Not-For-Profit 90.1% 94.2% 70.7% 92.7% 4-yr Public 42.7% 28.7% 62.2% 49.6% Bachelor's Degree Graduates: 54.4% 57.0% 62.8% 59.3% All Arizona Post-secondary 48.5% 47.0% 61.4% 52.7% www.amepac.org White n/a n/a 68.3% 27.8% 49.4% 62.8% 76.7% 57.0% 59.9% 56.8% Female n/a n/a 62.5% 32.6% 48.2% 52.0% 88.3% 58.7% 59.9% 54.3% Male n/a n/a 67.0% 18.3% 46.6% 60.2% 70.2% 51.4% 56.4% 53.8% 19 DEGREES & CERTIFICATES12 POSTSECONDARY [See Appendix I for Race/Ethnicity Breakdowns by Degree Type] Table 12 2005-06 Postsecondary Degrees & Certificates by Race/Ethnicity African American American Indian Asian American Hispanic White Non-Resident Alien Unknown Race Total Certificates Associate Degrees Bachelor Degrees Graduate Degrees 1,931 6.3% 814 5.4% 647 2.9% 286 2.4% 1,176 3.8% 805 5.4% 470 2.1% 234 1.9% 743 2.4% 369 2.5% 962 4.2% 427 3.5% 6,837 22.1% 2,841 18.9% 2,790 12.3% 868 7.2% 16,079 52.1% 8,538 56.8% 15,411 68.0% 6,257 52.0% 295 1.0% 162 1.1% 746 3.3% 1,626 13.5% 3,830 12.4% 1,502 10.0% 1,645 7.3% 2,332 19.4% 30,891 100.0% 15,031 100.0% 22,671 100.0% 12,030 100.0% Total Awards 3,678 4.6% 2,685 3.3% 2,501 3.1% 13,336 16.5% 46,285 57.4% 2,829 3.5% 9,309 11.5% 80,623 100.0% During the 2005-06 academic year, more than 80,000 degrees and certificates were conferred to Arizona students. The table above shows that African American, American Indian and Hispanic students comprise a greater proportion of those receiving certificates and associate degrees. Table 13 When compared with the state’s demographic 2005 Estimated Arizona Population composition, Hispanic students are African American 171,174 2.9% underrepresented in all degree categories. American Indian 256,469 4.4% African Americans and American Indians are Asian American 132,768 2.3% overrepresented in certificate and associate Hispanic or Latino 1,668,524 28.6% degree attainment and underrepresented in White 3,507,357 60.2% Other Race(s) 93,547 1.6% bachelor and graduate degree attainment. Total Population 5,829,839 100.0% This is a concern because census bureau data show a relationship between the level of degree attained and future earnings potential. The 2005 annual median earnings of workers over 18 with a bachelor’s degree was $55,689 compared to $33,496 for those with some college or an associate’s degree. 100% 90% 34.6% 80% Figure 14 Ethnic/Race Composition of Postsecondary Graduates 2005-06 32.2% 21.5% 15.0% African American American Indian 70% 60% 50% Asian American 40% Hispanic 30% White 20% Non-Resident Alien 10% 0% Unknown Race Certificates 20 Associate Degrees Bachelor Degrees Graduate Degrees Arizona Minority Student Report 2007 GLOSSARY Advanced Placement (AP) 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. 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 who graduated in 2006 were 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 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. Certificate A formal award certifying the satisfactory completion of a postsecondary education program. Certificate programs often require a year or less of full-time study and are typically sub-baccalaureate programs. NOTE: In 2005-06, postbaccalaureate certificates comprised less than 1% of the total certificates awarded in Arizona. 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, and have been in business for at least 2 years. 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. Enrollment The total number of students registered in a given school unit at a specified time (often Fall term). www.amepac.org 21 GLOSSARY 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 program of study. Graduate enrollment (Postsecondary) The number of students who are working towards a professional, master's or doctor's degree. 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. Graduation Rates (Postsecondary) – also see ‘Student Right-to-Know Act’ The federal government requires that data are collected on the number of students entering the institution as full-time, first-time, degree- or certificate-seeking undergraduate students in a particular year (cohort), by race/ethnicity and gender. The graduation rate is calculated as the number completing their program within 150 percent of normal time to completion plus the number that transfer to other institutions if transfer is part of the institution’s mission. Minority enrollment/Minority student The terms minority enrollment, minority students, or students of color are used in the context of this report to refer to students reported as belonging to the following groups: Hispanic (of any race), African American, American Indian or Alaskan Native, Asian American or Pacific Islander. 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 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. 22 Arizona Minority Student Report 2007 GLOSSARY Racial/ethnic group Classification indicating the general racial or ethnic heritage used to describe groups to which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote scientific definitions of anthropological origins. The designations are used to categorize U.S. citizens, resident aliens, and other eligible non-citizens. NOTE: In 1997, the Office of Management and Budget revised the racial/ethnic category definitions. However, this report uses the old definitions because data is not reported consistently using the new categories. African American - A person having origins in any of the black racial groups in Africa. 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. SAT Previously known as the Scholastic Aptitude Test, this is an examination administered by the Educational Testing Service (ETS) and used to predict the facility with which an individual will progress in learning college-level academic subjects. Student Right-to-Know Act - also see ‘Graduation Rates (Postsecondary)’ Title I, Section 103 of the Student Right-to-Know Act of 1990 requires institutions who participate in the federal student financial aid program to disclose completion or graduation rates of certificate- or degree-seeking, full-time students entering an institution. Colleges report these completion rates as a component of the annual IPEDS Graduation Rate survey. 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. www.amepac.org 23 DATA SOURCES DEMOGRAPHICS 1. SOURCE: U.S. Census Bureau, American Community Survey 2005 (http://www.census.gov/acs) MEASURING UP 2. SOURCE: The National Center for Public Policy and Higher Education, Measuring Up 2006: The State Report Card on Higher Education - Arizona (http://www.highereducation.org) K-12 3. Enrollment SOURCE: Arizona Department of Education, October Enrollment Counts Report (http://www.ade.state.az.us/researchpolicy/azenroll/) DATE: 1996-1997 through 2006-2007 NOTE: PK-8 includes preschool, kindergarten, grades 1 through 8 and ungraded elementary. 9-12 includes grades 9 through 12 and ungraded secondary. 4. AIMS Test Scores SOURCE: Arizona Department of Education, AIMS Results (Wizard) (http://www.ade.state.az.us/ResearchPolicy/AIMSResults/) DATE: 2006 NOTE: AIMS scores were not shown in the table for students who did not identify gender or race/ethnicity. 5. Dropout Rates SOURCE: Arizona Department of Education, Annual Dropout Rate Study (http://www.ade.state.az.us/researchpolicy/dropoutinfo/) DATE: 1994-1995 through 2005-2006 NOTE: ADOE calculates annual dropout rates by dividing the dropout count by the total enrollment over the course of one year. 6. Graduation Rates SOURCE: Arizona Department of Education, Graduation Rate Study (http://www.ade.state.az.us/ResearchPolicy/grad/) DATE: 1993, 1994, 2000, 2001, 2002, 2003, 2004 NOTE: The ADOE calculates four-year graduation rates by dividing the number of graduating students by the total cohort enrollment. 24 Arizona Minority Student Report 2007 DATA SOURCES K-12 (CONTINUED) 7. Advanced Placement SOURCE: College Board, State Summary Report DATE: 2001 through 2006 POSTSECONDARY EDUCATION NOTE: Postsecondary data exclude University of Phoenix-Online and Axia College of University of Phoenix. Fewer than 5% of students in these national, on-line programs are Arizona students. 8. 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. 9. ACT/SAT Scores SOURCE: ACT, High School Profile Report. SAT, College Board, State Summary DATE: ACT 2002 through 2006, SAT 2002 through 2006 10. Enrollment - Summary Data and Institution List in Appendix H SOURCE: U.S. Department of Education, IPEDS Fall Enrollment Survey, IPEDS Institutional Characteristics and Student Charges, (http://nces.ed.gov/ipedspas) DATE: 1995, 2000, 2005 (Fall Enrollment) NOTE: Tables that describe the proportion of a group that is ‘minority’ exclude the number of people whose race/ethnicity is unknown from the calculation (both numerator and denominator), so as not to make an assumption about their race/ethnicity. For this reason, the result ‘% Minority’ may not equal the sum of the % African American, % American Indian, % Asian American, and % Hispanic. NOTE: All postsecondary data related to Arizona student enrollment and graduation includes only institutions that are headquartered in Arizona. Private institutions with Arizona campuses, but headquarters outside Arizona, are excluded from data summaries as well as the institution list in Appendix H. NOTE: The reference to the study by the U.S. General Accountability Office on pg. 15 can be accessed at www.gao.gov by searching for report GAO-06-22. This report was retrieved on-line at http://www.gao.gov/new.items/d0622.pdf on July 9, 2007. 11. Graduation Rates SOURCE: U.S. Department of Education, IPEDS Graduation Rate Survey (http://nces.ed.gov/ipedspas) DATE: 2005-06 NOTE: Tables that describe the proportion of a group that is ‘minority’ exclude the number of people whose race/ethnicity is unknown from the calculation (both numerator and denominator), so as not to make an assumption about their race/ethnicity. For this reason, the result ‘% Minority’ may not equal the sum of the www.amepac.org 25 DATA SOURCES % African American, % American Indian, % Asian American, and % Hispanic. NOTE: All postsecondary data related to Arizona student enrollment and graduation includes only institutions that are headquartered in Arizona. Private institutions with Arizona campuses, but headquarters outside Arizona, are excluded from data summaries as well as the institution list in Appendix H. NOTE: See glossary entry ‘Graduation Rates (Postsecondary)’ for additional information on how the graduation rate is calculated. 12. Degrees & Certificates SOURCE: U.S. Department of Education, IPEDS Completions Survey (http://nces.ed.gov/ipedspas) DATE: 2005-06 NOTE: Tables that describe the proportion of a group that is ‘minority’ exclude the number of people whose race/ethnicity is unknown from the calculation (both numerator and denominator), so as not to make an assumption about their race/ethnicity. For this reason, the result ‘% Minority’ may not equal the sum of the % African American, % American Indian, % Asian American, and % Hispanic. NOTE: All postsecondary data related to Arizona student enrollment and graduation includes only institutions that are headquartered in Arizona. Private institutions with Arizona campuses, but headquarters outside Arizona, are excluded from data summaries as well as the institution list in Appendix H. NOTE: The earnings comparison can be found at http://www.census.gov/population/socdemo/education/cps2006/tabA-3.xls 26 Arizona Minority Student Report 2007 APPENDIX A PK – 12 ENROLLMENT TREND BY GRADE PK-12 Enrollment by Grade, Race/Ethnicity, and Gender 1996-1997 to 2006-2007 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 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 34,212 35,830 38,421 40,029 41,392 43,556 46,859 48,932 52,454 56,863 59,908 25,634 26,719 28561 29,362 30,550 31,709 33,563 34,290 36,412 38,661 40,398 8,578 9,111 9,860 10,667 10,842 11,847 13,296 14,642 16,042 18,202 19,510 57,592 56,744 58,475 59,688 59,498 60,405 63,307 66,882 65,546 67,493 67,073 42,565 41,037 42,373 42,764 42,371 42,738 42,518 41,676 41,238 40,567 40,409 15,027 15,707 16,102 16,924 17,127 17,667 20,789 25,206 24,308 26,926 26,664 14,018 14,885 16,171 16,847 18,230 19,362 21,109 22,300 24,273 27,110 29,361 9,802 10,330 11,274 11,863 12,790 13,667 14,498 15,203 16,621 18,192 20,150 4,216 4,555 4,897 4,984 5,440 5,695 6,611 7,097 7,652 8,918 9,211 240,795 250,656 268,098 284,993 303,101 325,700 355,295 376,088 404,845 426,642 450,664 181,578 189,173 202,926 216,193 230,600 246,669 264,417 276,784 296,417 308,095 324,667 59,217 61,483 65,172 68,800 72,501 79,031 90,878 99,304 108,428 118,547 125,997 346,617 358,115 381,165 401,557 422,221 449,023 486,570 514,202 547,118 578,108 607,006 259,579 267,259 285,134 300,182 316,311 334,783 354,996 367,953 390,688 405,515 425,624 87,038 90,856 96,031 101,375 105,910 114,240 131,574 146,249 156,430 172,593 181,382 452,633 455,123 466,597 470,518 471,225 473,257 491,558 497,757 506,388 516,118 512,934 326,367 325,552 331,978 332,597 332,127 332,001 333,161 332,099 334,710 333,813 333,165 126,266 129,571 134,619 137,921 139,098 141,256 158,397 165,658 171,678 182,305 179,769 387,996 395,054 411,913 423,007 434,259 447,902 474,243 490,237 510,458 531,082 544,071 283,752 287,810 299,956 307,179 315,199 323,624 333,738 339,507 351,500 359,156 368,700 104,244 107,244 111,957 115,828 119,060 124,278 140,505 150,730 158,958 171,926 175,371 411,254 418,175 435,849 449,068 459,187 474,378 503,886 521,722 543,048 563,144 575,869 302,194 304,992 317,156 325,600 333,239 343,160 354,420 360,545 373,898 380,172 390,089 109,060 113,183 118,693 123,468 125,948 131,218 149,466 161,177 169,150 182,972 185,780 799,250 813,229 847,762 872,075 893,446 922,280 978,129 1,011,959 1,053,506 1,094,226 1,119,940 585,946 592,802 617,112 632,779 648,438 666,784 688,158 700,052 725,398 739,328 758,789 213,304 220,427 230,650 239,296 245,008 255,496 289,971 311,907 328,108 354,898 361,151 APPENDIX B PK – 12 PERCENTAGE ENROLLMENT BY GRADE PK-12 Percentage Enrollment by Grade, Race/Ethnicity, and Gender 1996-1997 to 2006-2007 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 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 4.3% 4.4% 4.5% 4.6% 4.6% 4.7% 4.8% 4.8% 5.0% 5.2% 5.3% 4.4% 4.5% 4.6% 4.6% 4.7% 4.8% 4.9% 4.9% 5.0% 5.2% 5.3% 4.0% 4.1% 4.3% 4.5% 4.4% 4.6% 4.6% 4.7% 4.9% 5.1% 5.4% 7.2% 7.0% 6.9% 6.8% 6.7% 6.5% 6.5% 6.6% 6.2% 6.2% 6.0% 7.3% 6.9% 6.9% 6.8% 6.5% 6.4% 6.2% 6.0% 5.7% 5.5% 5.3% 7.0% 7.1% 7.0% 7.1% 7.0% 6.9% 7.2% 8.1% 7.4% 7.6% 7.4% 1.8% 1.8% 1.9% 1.9% 2.0% 2.1% 2.2% 2.2% 2.3% 2.5% 2.6% 1.7% 1.7% 1.8% 1.9% 2.0% 2.0% 2.1% 2.2% 2.3% 2.5% 2.7% 2.0% 2.1% 2.1% 2.1% 2.2% 2.2% 2.3% 2.3% 2.3% 2.5% 2.6% 30.1% 30.8% 31.6% 32.7% 33.9% 35.3% 36.3% 37.2% 38.4% 39.0% 40.2% 31.0% 31.9% 32.9% 34.2% 35.6% 37.0% 38.4% 39.5% 40.9% 41.7% 42.8% 27.8% 27.9% 28.3% 28.8% 29.6% 30.9% 31.3% 31.8% 33.0% 33.4% 34.9% 46.0% 47.3% 48.7% 49.7% 50.8% 51.9% 52.8% 54.2% 43.4% 44.0% 45.0% 44.3% 45.1% 46.2% 47.4% 48.8% 50.2% 51.6% 52.6% 53.9% 54.8% 56.1% 40.8% 41.2% 41.6% 42.4% 43.2% 44.7% 45.4% 46.9% 47.7% 48.6% 50.2% 56.6% 56.0% 55.0% 54.0% 52.7% 51.3% 50.3% 49.2% 48.1% 47.2% 45.8% 55.7% 54.9% 53.8% 52.6% 51.2% 49.8% 48.4% 47.4% 46.1% 45.2% 43.9% 59.2% 58.8% 58.4% 57.6% 56.8% 55.3% 54.6% 53.1% 52.3% 51.4% 49.8% 48.5% 48.6% 48.6% 48.5% 48.6% 48.6% 48.5% 48.4% 48.5% 48.5% 48.6% 48.4% 48.6% 48.6% 48.5% 48.6% 48.5% 48.5% 48.5% 48.5% 48.6% 48.6% 48.9% 48.7% 48.5% 48.4% 48.6% 48.6% 48.5% 48.3% 48.4% 48.4% 48.6% 51.5% 51.4% 51.4% 51.5% 51.4% 51.4% 51.5% 51.6% 51.5% 51.5% 51.4% 51.6% 51.4% 51.4% 51.5% 51.4% 51.5% 51.5% 51.5% 51.5% 51.4% 51.4% 51.1% 51.3% 51.5% 51.6% 51.4% 51.4% 51.5% 51.7% 51.6% 51.6% 51.4% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% www.amepac.org 27 APPENDIX C HIGH SCHOOL ANNUAL DROPOUT RATES Annual Dropout Rate by Race/Ethnicity and Gender High School Students (Grades 9-12) 1994-1995 to 2005-2006 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 10.8% 101,366 10,985 13.2% 108,605 14,384 12.1% 209,971 25,369 African American # Enrolled # Drops American Indian # Enrolled # Drops Asian American # Enrolled # Drops Hispanic # Enrolled # Drops Total Minority # Enrolled # Drops White # Enrolled # Drops Female # Enrolled # Drops Male # Enrolled # Drops Total # Enrolled # Drops 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 10.7% 103,431 11,030 13.7% 112,236 15,371 12.2% 215,667 26,401 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 11.2% 114,374 12,778 14.2% 123,129 17,516 12.8% 237,503 30,294 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 10.2% 116,780 11,946 12.6% 127,727 16,053 11.5% 244,507 27,999 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 10.8% 123,477 13,353 13.5% 136,649 18,491 12.2% 260,126 31,844 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 9.6% 112,351 10,782 12.6% 121,768 15,315 11.1% 234,119 26,097 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 8.7% 140,543 12,210 10.9% 153,177 16,652 9.8% 293,720 28,862 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 8.5% 144,532 12,291 10.4% 155,198 16,084 9.5% 299,730 28,375 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 7.4% 151,530 11,320 9.4% 161,145 15,196 8.5% 312,675 26,516 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 6.7% 151,889 10,164 8.0% 163,712 13,127 7.4% 315,601 23,291 04-05 7.7% 14,411 1,104 8.0% 19,246 1,540 2.5% 6,945 176 10.2% 98,897 10,136 9.3% 139,499 12,956 4.6% 147,611 6,738 6.0% 140,632 8,473 7.7% 146,478 11,221 6.9% 287,110 19,694 05-06 6.5% 18,440 1,198 11.6% 23,120 2,685 2.3% 8,338 193 8.6% 120,229 10,335 8.5% 170,127 14,411 4.3% 164,507 7,004 5.6% 162,608 9,171 7.1% 172,025 12,244 6.4% 334,633 21,415 APPENDIX D FOUR-YEAR HIGH SCHOOL GRADUATION RATES Four-Year High School Graduation Rates by Race/Ethnicity and Gender Class of 1993, 1994, 2000, 2001, 2002, 2003, 2004 African American American Indian Asian American Hispanic Total Minority White Female Male Total 28 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 64.10% 27,533 81.9% 34,514 2004 72.9% 2,933 63.2% 4,331 87.1% 1,475 66.6% 19,891 67.8% 28,632 84.3% 34,454 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 80.4% 31,020 73.3% 32,064 76.8% 63,084 Arizona Minority Student Report 2007 ADVANCED PLACEMENT APPENDIX E Percentage of Advanced Placement Scores 3 or Higher by Race/Ethnicity and Gender for 2000, 2001, 2002, 2003, 2004, 2005, 2006 African American Arizona National American Indian Arizona National Asian American Arizona National Hispanic Arizona National Total Minority Arizona National White Arizona National Female Male Total Arizona National Arizona National Arizona National 2001 42.8% 31.4% 27.2% 44.6% 61.7% 63.6% 56.6% 52.9% 56.4% 54.7% 63.0% 64.2% 2002 42.3% 33.3% 29.4% 46.1% 62.2% 65.5% 55.5% 52.8% 56.0% 55.8% 63.5% 57.0% 2003 42.6% 31.9% 30.7% 45.3% 64.6% 64.5% 53.7% 50.7% 55.7% 54.2% 64.1% 65.0% 2004 46.4% 31.7% 30.3% 46.3% 65.7% 64.5% 54.1% 50.4% 56.7% 53.9% 65.8% 65.2% 2005 40.3% 28.6% 27.5% 44.1% 66.9% 64.1% 50.3% 46.9% 55.0% 51.6% 62.2% 63.5% 2006 45.4% 28.2% 26.3% 44.3% 65.2% 64.9% 46.1% 46.5% 51.8% 51.5% 62.2% 63.7% 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% 56.5% 56.6% 64.1% 63.2% 59.9% 59.6% 55.5% 56.5% 63.0% 63.4% 58.9% 59.6% www.amepac.org 29 APPENDIX F ACT COMPOSITE SCORES ACT Composite Scores and Number of Test Takers by Race/Ethnicity and Gender 2002, 2003, 2004, 2005, 2006 2002 2003 2004 2005 African American 18.1 18.1 18.6 18.8 Number 373 437 333 408 American Indian 16.3 16.8 16.9 16.7 Number 980 1,055 1,027 1,023 Asian American 21.6 22.8 22.9 22.9 Number 381 413 368 392 Hispanic 19.3 19.3 19.8 19.7 Number 1,567 1,819 1,735 1,601 Total Minority 18.5 18.9 19.2 19.1 Number 3,301 3,724 3,463 3,424 White 22.7 22.6 22.7 22.9 Number 6,496 6,956 6,581 5,853 Female 21.2 21.3 21.5 21.4 Number 4,273 7,090 6,707 6,137 Male 21.5 21.5 21.7 21.7 Number 6,589 4,688 4,550 4,221 Total 21.3 21.4 21.5 21.5 Number 10,862 11,778 11,257 10,358 Note: The number of students tested vary between gender and race/ethnicity due eliminating students that did not self-identify. 2006 18.4 386 16.8 920 22.9 387 19.8 1,644 19.2 3,337 22.9 5,727 21.5 5,810 21.8 4,361 21.6 10,171 APPENDIX G SAT COMPOSITE SCORES SAT Composite Scores and Number of Test Takers by Race/Ethnicity and Gender 2002, 2003, 2004, 2005, 2006 African American Number American Indian Number Asian American Number Hispanic Number Total Minority Number White Number Female Number Male Number Total Number 2002 914 435 918 182 1,068 650 963 1,492 979 2,759 1,068 7,269 1,025 7,212 1,065 6,234 1,043 13,446 2003 919 465 958 195 1,079 701 964 1,794 984 3,155 1,068 8,920 1,032 8,401 1,068 6,920 1,048 15,321 2004 906 548 920 245 1,074 832 964 2,243 977 3,868 1,066 10,215 1,029 9,481 1,071 8,098 1,047 17,579 2005 919 677 944 265 1,096 1,010 972 2,606 990 4,558 1,078 11,718 1,035 9,806 1,080 8,378 1,056 18,184 Note: The number of students tested vary between gender and race/ethnicity due eliminating students that did not self-identify. 30 Arizona Minority Student Report 2007 2006 923 689 968 269 1,091 1,107 967 2,718 989 4,783 1,072 12,096 1,032 10,032 1,068 8,585 1,068 18,615 APPENDIX H ARIZONA POSTSECONDARY INSTITUTIONS Institution List begins on next page. Refer to these abbreviations for ‘Institution Type: Institution Type: Description: < 2 Private F-P Privately-funded, for-profit institutions offering certificates in vocational programs. Beauty Schools often fall into this category. < 2 Public Publicly-funded skill centers offering certificates in vocational programs. Included in this category are the Maricopa Skill Center and the Southwest Skill Center. 2 Private F-P Privately-funded institutions offering certificates and associate degrees primarily in vocational programs. Some examples of institutions in this category include The Bryman School and High Tech Institute (HTI). 2 Public Publicly-funded community colleges offering certificates and associate degrees in a wide range of vocational and academic programs. Examples of institutions in this category include Mesa Community College and Mohave Community College. 4 Private NFP Privately-funded institutions operating on a not-for-profit basis offering bachelor’s degrees and possibly graduate degrees in academic fields. Examples of institutions in this category include Grand Canyon University and the Thunderbird School of Global Management. 4 Private F-P Privately-funded institutions that operate for-profit and offer bachelor’s degrees and possibly graduate degrees in academic fields. Examples of institutions in this category include the University of Phoenix and the Art Institute of Phoenix. 4 Public Publicly-funded universities offering bachelor’s degrees and graduate degrees. Included in this category are Arizona State University (ASU), Northern Arizona University (NAU), and The University of Arizona (U of A). Examples of institutions listed above are provided to aid in understanding and do not imply an endorsement by AMEPAC. www.amepac.org 31 APPENDIX H Postsecondary Institution Academy of Radio Broadcasting American Indian College American Institute of Technology Apollo College-Phoenix Inc Argosy University-Phoenix Campus Arizona Academy of Beauty Inc Arizona Academy of Beauty-North Arizona Automotive Institute Arizona College of Allied Health Arizona School of Oriental Medicine ASU Polytechnic Campus ASU Tempe Campus ASU West Campus Arizona Western College Artistic Beauty Colleges-Chandler Artistic Beauty Colleges-Flagstaff Artistic Beauty Colleges-Glendale Artistic Beauty Colleges-Phoenix Artistic Beauty Colleges-N. Phoenix Artistic Beauty Colleges-Prescott Artistic Beauty Colleges-Scottsdale Artistic Beauty Colleges-Tucson Artistic Beauty Colleges-N. Tucson Carsten Institute Central Arizona College Chandler-Gilbert Comm. College Chaparral College Charles of Italy Beauty College Cochise College Coconino County Comm. College College America Collins College Conservatory of Recording Arts Cortiva Institute-Healing Arts Cortiva Institute-Massage Therapy DeVoe College of Beauty DeVry University-Arizona Dine College Earls Academy of Beauty East Valley Institute of Technology Eastern Arizona College Embry Riddle Aeronautical University Estrella Mountain Community College Everest College-Mesa Everest College-Phoenix Gateway Community College Glendale Community College Golf Academy of Arizona Grand Canyon University Hair Academy of Safford HDS Truck Driving Institute High-Tech Institute-Phoenix International Academy of Hair Design 32 ARIZONA POSTSECONDARY INSTITUTIONS Institution Type <2 Private F-P 4 Private NFP <2 Private F-P 2 Private F-P 4 Private F-P <2 Private F-P <2 Private F-P 2 Private F-P 2 Private F-P 4 Private F-P 4 Public 4 Public 4 Public 2 Public <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P 2 Public 2 Public 4 Private F-P <2 Private F-P 2 Public 2 Public 2 Private F-P 4 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P <2 Private F-P 4 Private F-P 2 Public <2 Private F-P <2 Public 2 Public 4 Private NFP 2 Public 2 Private F-P 4 Private F-P 2 Public 2 Public 2 Private F-P 4 Private F-P <2 Private F-P <2 Private F-P 4 Private F-P <2 Private F-P 2005-06 Tuition Amount n/a $5,595 n/a n/a n/a n/a n/a $18,289 $9,600 n/a $4,294 $4,406 $4,251 $1,140 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a $1,332 $1,450 $10,320 n/a $1,178 $1,344 n/a $33,950 n/a n/a n/a n/a $12,100 $850 n/a n/a $1,128 $1,450 $12,507 $12,432 $1,450 $1,450 $9,563 $9,750 n/a n/a n/a n/a 1995 Total Enrollment 2000 2005 69 122 148 1,064 0 51 66 470 0 0 0 42,040 4,770 5,754 0 72 44 114 0 0 57 67 0 31 5,576 3,529 385 19 4,319 2,738 0 657 47 152 200 48 2,714 1,779 110 0 5,212 0 2,165 0 230 6,806 17,699 0 2,119 0 0 778 90 110 76 147 1,013 181 29 32 277 141 0 1,939 44,126 5,325 5,214 38 11 90 95 0 27 70 124 0 125 4,536 6,217 339 30 4,966 3,167 22 5,833 225 158 121 29 3,705 1,712 102 0 6,223 0 4,300 0 154 7,895 20,091 179 3,615 17 0 1,487 117 37 64 254 2,598 529 59 59 737 197 36 4,865 51,612 7,734 6,761 134 62 154 149 77 82 53 190 126 136 6,388 8,940 385 48 4,610 3,816 227 979 533 169 230 73 1,753 1,825 197 158 5,239 1,685 5,978 12 804 7,846 20,070 226 7,969 39 56 2,853 79 Arizona Minority Student Report 2007 % Minority Enrollment 1995 2000 2005 26.1% 88.5% 20.9% 33.0% 0.0% 31.3% 36.9% 35.1% 0.0% 0.0% 0.0% 18.0% 17.5% 51.2% 0.0% 12.5% 40.9% 23.7% 0.0% 0.0% 12.3% 37.3% 0.0% 43.3% 38.9% 19.6% 46.0% 10.5% 37.9% 26.8% 0.0% 34.7% 17.0% 10.6% 10.3% 39.6% 25.5% 94.4% 23.6% 0.0% 26.1% 0.0% 30.9% 0.0% 33.2% 26.8% 21.9% 0.0% 14.5% 0.0% 0.0% 48.6% 26.7% 47.3% 88.2% 28.6% 45.7% 11.8% 62.1% 46.9% 0.0% 72.8% 0.0% 18.5% 20.4% 22.2% 65.9% 21.1% 45.5% 53.7% 30.5% 0.0% 7.4% 18.6% 35.5% 0.0% 26.6% 40.2% 24.2% 52.5% 0.0% 40.9% 27.7% 57.1% 33.8% 22.7% 17.7% 9.9% 37.9% 29.6% 96.6% 18.6% 0.0% 29.9% 0.0% 38.6% 0.0% 37.7% 38.5% 29.3% 6.2% 13.8% 29.4% 0.0% 44.1% 58.1% 45.9% 84.4% 36.1% 60.8% 22.7% 53.4% 76.3% 69.7% 46.4% 8.3% 20.9% 24.1% 30.4% 60.5% 29.5% 25.0% 76.0% 36.9% 13.7% 13.9% 28.9% 61.4% 56.1% 20.7% 45.3% 26.8% 54.3% 24.4% 45.0% 32.1% 81.3% 38.0% 23.3% 23.0% 18.1% 49.3% 36.6% 98.6% 23.4% 36.1% 29.0% 17.9% 50.2% 30.0% 53.1% 45.6% 35.3% 8.1% 21.8% 46.2% 43.6% 52.2% 27.4% Fall 2005 % Men % Women 64.9% 56.3% 87.8% 15.7% 21.2% 8.5% 5.1% 95.3% 12.7% 30.6% 48.9% 48.4% 34.8% 40.3% 5.2% 9.7% 5.2% 2.0% 5.2% 3.7% 3.8% 3.2% 2.4% 7.4% 40.1% 44.5% 39.5% 4.2% 39.8% 43.0% 32.2% 72.8% 93.1% 23.1% 22.2% 5.5% 68.6% 24.1% 4.6% 40.5% 40.8% 82.9% 38.3% 25.0% 20.0% 46.5% 43.9% 99.1% 26.9% 2.6% 78.6% 36.1% 3.8% 35.1% 43.8% 12.2% 84.3% 78.8% 91.5% 94.9% 4.7% 87.3% 69.4% 51.1% 51.6% 65.2% 59.7% 94.8% 90.3% 94.8% 98.0% 94.8% 96.3% 96.2% 96.8% 97.6% 92.6% 59.9% 55.5% 60.5% 95.8% 60.2% 57.0% 67.8% 27.2% 6.9% 76.9% 77.8% 94.5% 31.4% 75.9% 95.4% 59.5% 59.2% 17.1% 61.7% 75.0% 80.0% 53.5% 56.1% 0.9% 73.1% 97.4% 21.4% 63.9% 96.2% % African % American American Indian 27.0% 0.0% 0.0% 67.2% 15.4% 2.8% 6.4% 11.5% 7.9% 1.3% 8.5% 0.0% 6.8% 1.7% 18.2% 14.5% 12.2% 6.6% 2.8% 2.8% 2.7% 2.5% 3.5% 2.4% 5.4% 1.9% 2.8% 1.9% 10.4% 0.0% 1.6% 0.0% 16.2% 0.0% 8.1% 0.0% 1.3% 0.0% 0.0% 0.0% 17.0% 0.0% 6.3% 0.0% 0.0% 0.0% 0.7% 2.2% 4.7% 5.8% 3.1% 2.0% 6.2% 7.5% 0.0% 4.2% 5.5% 1.0% 1.3% 20.3% 0.9% 76.2% 3.7% 1.6% 8.6% 1.1% 4.1% 0.6% 3.9% 2.2% 16.4% 0.0% 7.8% 5.4% 0.2% 98.1% 9.1% 2.0% 5.7% 3.2% 2.0% 7.6% 2.2% 0.8% 5.9% 1.4% 0.0% 8.3% 10.8% 4.0% 7.5% 5.4% 5.1% 1.7% 0.4% 0.4% 1.2% 0.3% 0.0% 0.0% 10.7% 1.8% 19.2% 5.3% 8.9% 1.3% % Asian American 0.0% 7.8% 1.2% 1.7% 2.6% 0.0% 0.0% 1.1% 2.5% 0.0% 3.9% 5.0% 4.4% 1.6% 1.5% 3.2% 1.9% 2.7% 2.6% 1.2% 0.0% 2.1% 2.4% 2.9% 1.3% 4.5% 0.3% 0.0% 3.5% 1.4% 0.0% 0.9% 2.6% 0.6% 1.3% 4.1% 6.7% 0.3% 0.5% 1.9% 1.0% 6.8% 3.4% 0.0% 1.7% 3.5% 4.2% 1.3% 0.3% 0.0% 1.8% 2.7% 1.3% Fall 2005 % White % Hispanic 54.1% 15.6% 62.6% 36.4% 70.1% 45.8% 23.7% 30.1% 49.7% 91.7% 68.6% 64.5% 65.8% 28.6% 69.4% 67.7% 22.7% 59.7% 81.8% 82.9% 60.4% 37.4% 39.7% 76.5% 53.0% 66.0% 36.9% 70.8% 51.6% 66.4% 18.5% 16.3% 76.0% 75.1% 80.9% 50.7% 62.8% 1.4% 76.6% 63.9% 68.3% 69.9% 40.3% 58.3% 39.8% 48.9% 58.0% 88.1% 11.6% 53.8% 55.4% 44.4% 67.1% www.amepac.org 18.9% 9.4% 16.1% 36.8% 9.3% 44.1% 67.8% 35.4% 21.8% 2.8% 10.1% 11.4% 17.4% 52.7% 17.2% 17.7% 53.9% 24.2% 9.1% 12.2% 7.5% 51.1% 48.4% 14.7% 32.4% 14.9% 40.3% 18.8% 32.8% 8.6% 3.1% 3.8% 10.9% 17.2% 10.4% 28.8% 16.7% 0.0% 11.7% 25.3% 17.6% 6.2% 30.6% 16.7% 28.5% 25.2% 21.3% 5.8% 1.7% 46.2% 28.6% 21.3% 13.9% 2005 Cohort % Non- % Unknown Grad Rate Resident Race 0.0% 0.0% 72% 0.0% 0.0% 9% 0.0% 2.0% 77% 0.0% 7.2% 57% 1.9% 6.8% n/a 0.0% 1.7% 62% 0.0% 0.0% 65% 0.0% 0.7% 57% 0.0% 7.1% 67% 0.0% 0.0% n/a 4.0% 8.2% 51% 5.6% 7.6% 76% 0.8% 4.4% 68% 9.9% 2.6% 67% 0.0% 1.5% n/a 0.0% 9.7% n/a 0.0% 5.2% 69% 0.0% 5.4% 74% 0.0% 5.2% 80% 0.0% 3.7% 69% 0.0% 15.1% 100% 0.0% 3.2% 55% 0.0% 9.5% n/a 2.2% 0.7% 84% 0.5% 2.2% 22% 1.0% 8.5% 19% 8.8% 0.0% 54% 0.0% 6.3% 75% 0.7% 5.0% 18% 0.1% 1.9% 13% 0.0% 1.3% 100% 0.0% 73.6% 84% 0.8% 0.0% 90% 0.0% 2.4% 78% 0.0% 1.3% 72% 0.0% 0.0% 81% 0.6% 0.1% 37% 0.0% 0.0% 5% 0.0% 0.0% 38% 0.0% 0.0% 41% 0.6% 3.0% 27% 3.1% 11.1% 61% 0.6% 17.8% 18% 0.0% 16.7% n/a 0.0% 15.2% 30% 0.9% 8.6% 21% 1.1% 8.6% 21% 2.2% 1.8% 79% 0.9% 84.0% 49% 0.0% 0.0% 66% 0.0% 1.8% 89% 0.0% 7.1% 65% 0.0% 7.6% 25% 33 ARIZONA POSTSECONDARY INSTITUTIONS APPENDIX H Postsecondary Institution International Baptist College International Institute of the Americas ITT Technical Institute-Tempe ITT Technical Institute-Tucson Lamson College Long Technical College Long Technical College-East Valley Maricopa Beauty College LLC Maricopa Skill Center Mesa Community College Metropolitan College Midwestern University Mohave Community College Mundus Institute Northcentral University Northern Arizona University Northland Pioneer College Ottawa University-Phoenix Paradise Valley Community College Phoenix College Pima Community College Pima Medical Institute-Tucson Pima Medical Institute-Mesa Prescott College Refrigeration School Inc Remington College-Tempe Campus Rio Salado College Roberto-Venn School of Luthiery Scottsdale Community College Scottsdale Culinary Institute South Mountain Community College Southwest College of Naturopathic Medicine & Health Sciences Southwest Institute of Healing Arts Southwest Skill Center-EMCC Southwestern College The Art Center Design College The Art Institute of Phoenix The Bryman School The Bryman School-East Thunderbird School of Global Mgt. Tohono O'Odham Comm. College Toni & Guy Hairdressing Academy Tucson College Tucson Design College Turning Point Beauty College Universal Technical Institute (UTI) UTI-Motorcycle Mechanics University of Advancing Tech. University of Arizona University of Phoenix-Phoenix University of Phoenix-S. Arizona Western International University Yavapai College 34 Institution Type 4 Private NFP 4 Private NFP 4 Private F-P 4 Private F-P 2 Private F-P 2 Private F-P 4 Private F-P <2 Private F-P <2 Public 2 Public 4 Private NFP 4 Private NFP 2 Public <2 Private F-P 4 Private F-P 4 Public 2 Public 4 Private NFP 2 Public 2 Public 2 Public 2 Private F-P 2 Private F-P 4 Private NFP 2 Private F-P 4 Private F-P 2 Public <2 Private F-P 2 Public 4 Private F-P 2 Public 4 Private NFP 2005-06 Tuition Amount $5,760 $9,900 $14,196 $14,196 $12,600 n/a n/a n/a n/a $1,450 $6,534 n/a $1,380 n/a $9,000 $4,393 $1,008 n/a $1,450 $1,450 $1,136 n/a n/a $17,280 n/a $31,490 $1,450 n/a $1,450 n/a $1,450 n/a 0 703 325 219 70 302 50 39 71 21,244 83 0 5,223 110 0 20,131 4,506 1,635 5,576 11,689 27,866 471 442 736 255 43 8,754 19 9,775 316 2,418 0 61 1,102 330 224 88 299 51 73 1,538 22,821 186 979 5,883 38 0 19,964 5,096 2,171 7,000 12,386 28,078 364 493 904 171 239 11,275 33 10,391 602 3,514 263 79 1,543 734 469 250 388 168 124 1,243 26,528 183 1,350 5,782 140 2,820 18,773 4,253 1,740 8,717 12,549 30,884 690 670 1,044 307 297 17,415 34 11,261 1,328 4,561 343 0.0% 51.9% 36.0% 41.6% 31.4% 21.1% 2.0% 0.0% 41.5% 20.4% 7.2% 0.0% 15.3% 13.6% 0.0% 17.5% 37.5% 12.6% 9.6% 38.6% 36.2% 29.1% 18.8% 18.7% 28.7% 16.3% 18.1% 5.3% 13.7% 5.1% 68.5% 0.0% 19.7% 58.3% 39.8% 45.2% 56.8% 27.4% 23.4% 47.9% 47.5% 24.8% 28.8% 26.7% 15.6% 23.7% 0.0% 20.7% 35.7% 16.4% 15.6% 46.9% 40.3% 56.5% 35.0% 16.2% 44.5% 43.5% 20.6% 12.1% 16.1% 14.5% 75.3% 14.1% 25.3% 67.0% 45.4% 50.3% 48.1% 29.3% 35.2% 40.5% 55.4% 27.9% 35.2% 18.3% 21.4% 26.6% 21.6% 23.1% 36.9% 26.8% 18.9% 56.0% 41.2% 55.8% 40.2% 11.6% 51.9% 64.1% 25.5% 5.9% 21.7% 28.9% 66.0% 22.3% 2 Private F-P <2 Public 4 Private NFP 4 Private F-P 4 Private F-P 2 Private F-P 2 Private F-P 4 Private NFP 2 Public <2 Private F-P <2 Private F-P 4 Private F-P <2 Private F-P 2 Private F-P <2 Private F-P 4 Private F-P 4 Public 4 Private F-P 4 Private F-P 4 Private F-P 2 Public n/a n/a $11,130 $17,064 $17,712 n/a n/a n/a $1,080 n/a n/a $10,560 n/a n/a n/a $14,600 $4,498 $9,765 $9,675 $9,540 $1,056 0 0 196 156 0 1,470 0 1,458 0 40 227 0 0 2,071 801 520 34,777 4,856 1,663 1,195 5,077 0 0 60 350 1,070 687 0 1,639 0 44 175 0 0 2,091 1,503 931 34,488 9,152 0 1,520 7,915 1,752 575 281 321 1,165 1,429 193 1,102 270 95 207 101 39 3,516 3,026 1,203 37,036 9,413 3,394 2,734 7,422 0.0% 0.0% 7.1% 42.3% 0.0% 46.5% 0.0% 9.5% 0.0% 10.0% 41.4% 0.0% 0.0% 0.0% 8.4% 13.5% 22.3% 17.1% 20.3% 19.5% 10.8% 0.0% 0.0% 8.8% 32.9% 23.8% 59.5% 0.0% 6.9% 0.0% 11.4% 49.7% 0.0% 0.0% 35.8% 11.1% 23.3% 23.6% 24.7% 0.0% 27.9% 9.7% 6.7% 53.7% 13.7% 36.4% 35.1% 59.1% 59.7% 9.8% 97.8% 22.6% 53.7% 38.0% 59.0% 37.8% 16.0% 17.2% 25.4% 27.1% 38.7% 31.4% 12.2% 1995 Total Enrollment 2000 2005 Arizona Minority Student Report 2007 % Minority Enrollment 1995 2000 2005 Fall 2005 % Men % Women 51.9% 16.9% 83.2% 77.0% 12.4% 24.7% 17.3% 3.2% 49.0% 46.2% 3.8% 48.4% 34.7% 75.7% 55.4% 36.7% 33.2% 27.2% 40.5% 37.9% 43.0% 21.2% 20.9% 35.8% 99.3% 22.9% 37.1% 97.1% 45.4% 59.1% 35.1% 25.9% 48.1% 83.1% 16.8% 23.0% 87.6% 75.3% 82.7% 96.8% 51.0% 53.8% 96.2% 51.6% 65.3% 24.3% 44.6% 63.3% 66.8% 72.8% 59.5% 62.1% 57.0% 78.8% 79.1% 64.2% 0.7% 77.1% 62.9% 2.9% 54.6% 40.9% 64.9% 74.1% 19.6% 17.9% 54.4% 50.8% 55.5% 21.4% 14.0% 74.7% 35.9% 3.2% 16.9% 13.9% 0.0% 98.0% 97.4% 92.0% 46.9% 40.6% 43.0% 41.4% 38.1% 80.4% 82.1% 45.6% 49.2% 44.5% 78.6% 86.0% 25.3% 64.1% 96.8% 83.1% 86.1% 100.0% 2.0% 2.6% 8.0% 53.1% 59.4% 57.0% 58.6% 61.9% % African % American American Indian 5.1% 3.8% 13.2% 7.3% 6.9% 11.7% 4.5% 5.1% 10.4% 11.6% 4.6% 3.9% 7.7% 6.5% 5.6% 1.6% 11.3% 6.6% 3.8% 2.8% 6.6% 2.2% 1.6% 0.4% 1.0% 2.6% 3.6% 4.3% 13.1% 1.3% 2.2% 6.5% 0.6% 26.9% 4.5% 1.4% 2.2% 1.1% 8.1% 3.7% 3.8% 2.5% 2.2% 1.7% 5.1% 3.1% 1.3% 2.6% 8.5% 7.2% 10.8% 6.7% 5.9% 1.7% 2.9% 0.0% 3.0% 4.0% 3.5% 3.7% 14.3% 4.1% 9.3% 1.2% 0.9% 9.6% 3.2% 1.9% 3.9% 8.7% 17.6% 0.7% 0.4% 1.1% 9.2% 4.0% 5.1% 2.5% 1.6% 3.7% 2.8% 5.8% 5.5% 6.8% 0.8% 1.3% 2.4% 1.4% 1.2% 1.6% 9.2% 14.0% 0.1% 94.1% 2.1% 2.4% 0.0% 0.0% 3.9% 1.7% 0.7% 2.1% 1.6% 2.0% 1.5% 2.7% % Asian American 3.8% 0.7% 3.3% 3.6% 2.8% 1.3% 2.4% 0.8% 2.6% 4.0% 1.6% 11.1% 1.7% 10.7% 3.1% 1.8% 0.5% 0.8% 2.6% 2.1% 3.1% 3.3% 3.6% 1.0% 2.3% 1.3% 3.7% 0.0% 2.8% 1.7% 2.5% 5.8% 0.9% 5.4% 1.8% 1.9% 2.3% 2.8% 2.6% 4.3% 1.1% 3.2% 0.5% 2.0% 0.0% 6.4% 1.4% 3.7% 5.5% 2.3% 2.0% 8.5% 1.1% Fall 2005 % White % Hispanic 70.9% 27.7% 53.5% 48.6% 44.8% 67.0% 61.3% 56.5% 31.7% 65.7% 63.4% 76.0% 75.9% 67.1% 66.5% 73.0% 59.3% 44.5% 67.3% 35.0% 53.7% 43.5% 42.4% 81.0% 46.3% 28.3% 65.4% 88.2% 69.9% 57.9% 29.1% 72.0% 12.7% 35.1% 22.6% 36.0% 16.8% 18.0% 16.7% 31.5% 34.9% 15.4% 24.0% 4.1% 15.3% 5.7% 4.1% 12.1% 6.7% 9.7% 10.2% 31.9% 29.3% 47.5% 16.7% 5.7% 31.9% 31.6% 11.1% 2.9% 10.1% 14.7% 37.9% 5.0% 78.4% 43.8% 85.1% 56.7% 43.2% 39.8% 38.9% 25.3% 2.2% 74.7% 45.9% 57.4% 41.0% 54.3% 64.5% 62.1% 63.9% 48.3% 35.6% 50.4% 76.4% 2.6% 33.4% 7.1% 27.4% 15.8% 36.9% 23.3% 4.0% 2.2% 15.8% 41.1% 31.7% 53.8% 20.3% 7.7% 5.0% 13.7% 10.3% 21.4% 8.6% 5.9% www.amepac.org 2005 Cohort % Non- % Unknown Grad Rate Resident Race 3.8% 0.0% 25% 0.0% 16.0% 99% 0.0% 1.9% 50% 0.0% 2.1% 22% 0.0% 13.6% 39% 0.0% 5.2% 44% 0.0% 5.4% 48% 1.6% 2.4% 85% 12.9% 0.0% 100% 1.4% 6.9% 12% 0.0% 2.2% 28% 1.0% 5.8% n/a 0.0% 3.4% 30% 0.0% 8.6% 74% 11.8% 0.0% 100% 1.9% 2.5% 48% 0.0% 5.9% 11% 0.3% 38.7% n/a 1.1% 15.6% 12% 1.0% 18.0% 19% 1.4% 6.2% 39% 0.0% 1.7% 70% 0.0% 29.1% 55% 0.1% 8.2% 43% 0.0% 3.9% 81% 0.0% 21.2% 85% 0.3% 11.9% 10% 5.9% 0.0% 96% 1.6% 8.6% 12% 0.0% 18.6% 71% 1.2% 11.0% 15% 2.3% 4.4% n/a 0.1% 0.0% 0.4% 0.0% 0.6% 0.0% 0.0% 58.6% 0.0% 1.1% 0.0% 4.0% 0.0% 0.1% 0.4% 1.1% 6.6% 5.9% 13.4% 5.2% 0.0% 15.9% 5.4% 1.1% 10.9% 32.5% 2.7% 3.6% 7.0% 0.0% 2.1% 1.0% 1.0% 0.0% 12.6% 22.8% 23.7% 5.4% 25.8% 20.1% 19.0% 13.0% 76% 64% 55% 45% 48% 65% n/a n/a 50% 82% 67% n/a 100% 73% 70% 26% 59% 11% 17% 11% 17% 35 POSTSECONDARY DEGREES & CERTIFICATES APPENDIX I Postsecondary Degrees & Certificates by race/ethnicity and degree type: 2005-2006 African American Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 1,922 814 647 286 9 3,678 52.3% 22.1% 17.6% 7.8% 0.2% 100.0% American Indian Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 1,173 805 470 234 3 2,685 43.7% 30.0% 17.5% 8.7% 0.1% 100.0% 6,812 2,841 2,790 868 25 13,336 51.1% 21.3% 20.9% 6.5% 0.2% 100.0% Asian American Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 738 369 962 427 5 2,501 29.5% 14.8% 38.5% 17.1% 0.2% 100.0% Hispanic Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards White Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 15,876 8,538 15,411 6,257 203 46,285 34.3% 18.4% 33.3% 13.5% 0.4% 100.0% Non-Resident Alien Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 273 162 746 1,626 22 2,829 9.7% 5.7% 26.4% 57.5% 0.8% 100.0% Unknown Race Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 3,793 1,502 1,645 2,332 37 9,309 40.7% 16.1% 17.7% 25.1% 0.4% 100.0% Women Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 15,847 8,795 12,605 6,935 213 44,395 35.7% 19.8% 28.4% 15.6% 0.5% 100.0% Men Certificates Associate Degrees Bachelors Degrees Graduate Degrees Post-Bac. Certificates Total Awards 14,534 6,236 10,066 5,095 91 36,022 40.3% 17.3% 27.9% 14.1% 0.3% 100.0% 36 Arizona Minority Student Report 2007 COMMISSIONED AMEPAC PUBLICATIONS 2006 The Road to Higher Education: Closing the Participation Gaps for Arizona Minority Students Preparation, Access, Affordability, Achievement Prepared by The Latina/o Policy Research Initiative in the College of Humanities, The University of Arizona Arizona Minority Student Success Report (2005 & 2003) Prepared by Tonya M. Drake and Christine A. Forester Dropping Out of Arizona’s Schools: The Scope, The Costs, and Successful Strategies to Address the Crisis (2002) By the Intercultural Development and Research Association. San Antonio, Texas. Arizona Minority Dropout Solutions (2001) Prepared by Susan E. Brichler Minority Student Achievement and Workforce Success in Arizona. A Research Study. (1998) By the Mexican American Studies and Research Center. The University of Arizona Corporations and Schools: An Integrated Partnership (1997) Presented by William J. Post, President and Chief Executive Officer, Arizona Public Service Company Arizona Education – Birth to Grad School: An Exploration into Arizona Educational Demographics (1996) By Harold Hodgkinson, Center for Demographic Policy, Washington, D.C. www.amepac.org 37