A M E PAC

Arizona M i n o r i t y Ed u c a t i o n
Polic y A n a lys i s C e n te r

Commissioned AMEPAC Publications
Phase I Research: “TO LEARN AND EARN:
Arizona’s Un=inished Business in Human Capital”
Prepared by Nancy Welch, Morrison Institute for Public Policy, Arizona State University

AMEPAC

Arizona Mi nority Educat ion Policy Analysis Cente r

2009
Minority Student Progress Report

Minority Student Report 2007: A Snapshot of Arizona’s Educational Achievement
Prepared by Tonya M. Drake and Nancy L. Osborne
The Road to Higher Education:
Closing the Participation Gaps for Arizona Minority Students (2006)
Prepared by The Latina/o Policy Research Initiative in the College of Humanities,
University of Arizona
Minority Student Report 2005: A Snapshot of Arizona’s Educational Achievement
Prepared by Tonya M. Drake and Christine A. Forester
Arizona Minority Student Success Report (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 Of3icer,
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.

A Snapshot of
Arizona’s
Educational
Achievement
AMEPAC

A POLICY ANALYSIS CENTER OF THE ARIZONA
COMMISSION FOR POSTSECONDARY EDUCATION

www.amepac.org

Prepared by Sylvie Morel-Seytoux

A M E PA C

Minority Student Progress Report 2009:
A Snapshot of Arizona’s Educational Acheivement
THIS REPORT WAS PREPARED FOR AMEPAC BY:

Sylvie Morel-Seytoux, M.A.
President & Founder, International Development, Research & Evaluation Consulting, LLC

Sponsored by A M E P A C

Arizona Minority Education Policy Analysis Center
A policy analysis center of the Arizona Commission for Postsecondary Education
2020 N. Central Ave., Suite 650, Phoenix, AZ 85004
(602) 258-2435 [tel] (602) 258-2483 [fax]
The report is available online at www.amepac.org

Panfilo Contreras, Chair
Arizona School Boards Association

AMEPAC Members

Susan Carlson
Arizona Business & Education Coalition
Elisa de la Vara
Office of Representative Ed Pastor

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. Maria Harper-Marinick
Maricopa Community College District
Aleena M. Hernandez
Red Star Innovations

Fred Lockhart
Arizona Private School Association

José Martinez
Chicanos Por La Causa, Inc.
Everardo Martinez-Inzunza
Arizona Western College

Dr. Mary Ann Martinez Sanchez
Pima Community College District
Dr. Loui Olivas
Arizona State University

Ralph Romero
Arizona Department of Education
Dr. Laura Sujo-Montes
Northern Arizona University
Magdalena Verdugo
Calli Ollin Academy

Commission Staff:
Dr. April L. Osborn / Executive Director
Carol Williams / Program & Office Mgr.

TA B L E O F C O N T E N T S
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ARIZONA DEMOGRAPHICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2007 Leading Population, Education & Economic Indicators . . . . . . . . . . . . . 6

MEASURING UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
KINDERGARDEN -12TH GRADE (K-12)

Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
AIMS Test Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Dropout Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Advanced Placement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

POSTSECONDARY

Eligibility for University Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Standardized Test Scores (ACT/SAT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Degrees & Certificates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

LIST OF REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
APPENDICES

Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:

1

K-12 Enrollment Trend by Race/Ethnicity & Gender . . . . . . . . 41
K-12 Percentage Enrollment by Race/Ethnicity & Gender. . . . 41
High School Annual Dropout Rates . . . . . . . . . . . . . . . . . . . . . 42
Four-Year High School Graduation Rates . . . . . . . . . . . . . . . . 43
Advanced Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
SAT Composite Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
ACT Composite Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Arizona Postsecondary Institutions . . . . . . . . . . . . . . . . . . . . . 45
Degrees & Certificates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

INTRODUCTION
The 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 improve ment of Arizona minority students’ early awareness, access, and achievement
throughout the educational attainment process. Our vision is that all Arizona students
succeed in higher education as a result of quality research that shapes policy on cirtical
issues.

AMEPAC is proud to provide policymakers, educators, and the public with this
expanded fourth edition of the Minority Student Progress Report 2009: A Snapshot of
Arizona’s Educational Achievement. The report provides a current “snapshot” of the
educational achievement of minority students in Arizona, from kindergarten through
postsecondary education.

In guiding the reader how best to utilize this report, it is important to clarify that the
study does not provide an analysis of why minority educational disparities remain. The
focus of the report is to provide comprehensive and accurate baseline information
which clearly identifies and reveals the type, extent, and significance of educational
attainment disparities as they have occurred and/or changed over the last decade.
The reader is thus encouraged to utilize the report’s unique findings as a starting point
to initiate further studies to uncover the many causalities behind the disparities, and as
a tool toward developing effective policy and programming solutions based upon the
reports baseline and trend data.
It is our hope that this study encourages solutions in an environment that recognizes
and appreciates the complexity of the issues, and values the enormous role that
education plays toward improving the lives and well-being of Arizona’s citizens.
If we can be of additional assistance to you in this process, please contact us.
Sincerely,

AMEPAC Members

2

E X E C U T I V E SU M M A RY
This AMEPAC study investigates over a dozen key educational attainment indicators relevant to
PK-12 and postsecondary education. The educational status of Arizona’s minority students is
assessed in the context of Arizona’s progress relative to other states, and through an analysis of
trend data reflecting its performance over the last ten years. Arizona was the second fastestgrowing state in 2008, with a population of 6.3 million, comprised of 41% minorities. Hispanics
(30%) make up the largest proportion of Arizona’s minority population, with African American (4%),
American Indian/Alaskan Native (5%), and Asian Americans (2%) making up a smaller proportion.
The proportion of minorities in K-12 public schools reached 55.6% in 2008, with minorities
comprising 29.8% of total enrollment in Arizona’s public and private postsecondary degree-granting
institutions in 2007. While progress has been made over the past two decades, there remain
racial/ethnic and gender disparities. Key findings with regard to minority enrollment, participation,
and educational performance are provided below.
Kindergarden - 12th Grade (K-12)










3

Enrollment: Enrollment in Arizona’s PK-12 public schools reached 1,078,697 during the 20082009 school year, comprised of 55.6% minority students. The most notable enrollment trend
over the past 13 years has been the consistent and growing proportion of minority students,
increasing from 43.4% in 1996 to 55.6% in 2008. The Hispanic student population has
increased most rapidly, growing from 30.1% of the total PK-12 enrollment in 1996, to 41.4%
in 2009 – reflecting a 37.5% increase over the last decade.

AIMS Test Scores: African American, Native American, and Hispanic students scored lower
on all sections of the 2008 AIMS test compared to Asian American and White students. This
disparity was most notable upon review of math scores, with only 47% of Native Americans,
56% of African Americans, and 56% of Hispanics passing the section.

Dropout Rates: Arizona’s annual high school dropout rate has decreased over the past 14
years from 12.1% in 1994-95 to 4.8% in 2007-08. Every racial/ethnic group has made progress
during this period, with the Hispanic student dropout rate improving from 17.1% to 5.7%; the
African American dropout rate improving from 14.3% to 4.7%; and the American Indian dropout
rate improving from 17.8% to 10% during the same period. However, the dropout rate for most
minority groups (excluding Asian Americans) has remained significantly higher than for nonminority students.
Graduation Rates: The high school graduation rate for students attending Arizona public
schools increased from 68% in 1993 to 73.4% for the class of 2007. The graduation rate for
minority students also improved from 58.2% in 1993 to 65.3% in 2007. Nevertheless, Arizona
is among the poorest-performing states in public high school completion. In 2007, the
graduation rate for Asian American/Pacific Islander students was the highest (85.5%), followed
by White students (81%), African American students (72.3%), Hispanic students (64.7%), and
Native American students (55%).
Advanced Placement: Data from 2001 to 2008 revealed that the number of African American,
Hispanic and American Indian/Alaska Native students participating in AP exams, when
compared to their student body representation, was consistently proportionally lower than that
of White and Asian American/Pacific Islander students.

E X E C U TI V E S U M M A RY
Postsecondary










Minority Enrollment Trends: Enrollment in Arizona’s postsecondary public and private
degree-granting institutions (combined) reached a record 388,886 students in 2007 (adjusted
to exclude nationwide enrollment of online private institutions headquartered in Arizona). A
notable trend over the last decade has been a consistent increase in the proportion of minority
students, reaching 29.8% of the student body in 2007. Hispanic students remain the largest
minority group, comprising 17.5% of total enrollment, followed by Black Non-Hispanic (4.6%),
American Indian/Alaska Native (3.8%) and Asian/Pacific Islander students (3.9%). Nonminority (White) students remain a majority (58.2%) of Arizona’s postsecondary students. The
remaining 12% were reported as Race/Ethnicity Unknown or Nonresident Alien.

Minority Access to Higher Education: Enrollment data analyzed for 1995 to 2007 indicate
that while there have been some fluctuations, the trend has been a consistent underrepresentation among Black Non-Hispanic, American Indian/Alaska Native, and Hispanic
students within Arizona’s four-year public universities over the last 12 years – with the underrepresentation of Hispanics being most evident. Among Arizona’s minority students attending
a two-year public community college in 2007-2008, Asian/Pacific Islander and Black NonHispanic students were overrepresented, while Hispanics were underrepresented in these
same institutions. American Indian/Alaska Native student representation was found to be
slightly under-representative of their demographic composition. Note that two-year tribal
colleges were included in the analysis regarding student representation among Arizona’s twoyear public community colleges.

Graduation Rates: A review of the 2007 graduation rates among Arizona’s four-year public
and private postsecondary students revealed a disparity between the average non-minority
(White) student graduation rate of 52% compared to the average minority graduation rate of
46% -- with African Americans having the lowest graduation rate of 41%. The largest disparities
were found among those students attending one of Arizona’s three, four-year public universities. Asian American/Pacific Islander students had the highest graduation rates across all
three public universities (ranging from 40% to 63%), compared to the rates of American Indian
and Alaskan Native students (26% to 28%).

Eligibility for Four-Year Public University Admission: Data analyzed from 1998 to 2006
indicate that while all racial/ethnic groups have made progress over the last 16 years, the
extent of progress with respect to eligibility for four-year public university admission among
high school students in Arizona varies greatly by race/ethnicity. Under existing admissions
criteria, only 47.9% of Arizona’s high school graduates are eligible for public university
admission -- with Hispanic, African American, and American Indian students having the lowest
eligibility rates of 35%, 32% and 26%, respectively.
Standardized Test Scores (SAT/ACT): Data analyzed from 2002 to 2008 revealed that, for
both tests, minority participation and performance was consistently proportionally lower for
Hispanic, Native American, and African American students, while disproportionally higher for
Asian American and White students.

4

ARIZONA DEMOGRAPHICS
Population: Arizona has a total population of 6.3 million, of which 3.2 million (50%) are
females and 3.2 million (50%) are males. Twenty-six percent (26%) of the population
is under 18 years, and 13% is 65 years and older (ACS 2007). Arizona was the second
fastest-growing state in 2008, increasing 2.3% between 2007 and 2008 (U.S. Census
Bureau 2008).

Forty-one percent (41%) of Arizona’s population is comprised of minorities. The
racial/ethnic composition is as follows: 4% African American; 5% American Indian and
Alaskan Native; 2% Asian American; Less than 0.5% Native Hawaiian and Other Pacific
Islander; 30% Hispanic or Latino;11% Other Race(s); and 59% White, non-Hispanic
(ACS 2007).
Language: With respect to languages spoken in Arizona, 28% of individuals (age five
and older) speak a language other than English at home. Of those speaking a language
other than English at home, 78% percent speak Spanish, and 44% report that they do
not speak English “very well” (ACS 2007).

Education: According to the 2007 American Community Survey, 84 percent of
individuals in Arizona age 25 years and over had graduated from high school, and 25%
had earned a bachelor’s degree or higher. Seventeen percent (17%) of individuals in
this age group were dropouts, meaning they had not graduated from high school and
were not enrolled in school.
Economic Indicators: The median income of households in Arizona was $49,889 in
2007. Per capita personal income in Arizona was estimated at $24,811 for 2007.
Unemployment rose from 4% in January 2008 to 7% in January 2009 (U.S. Bureau of
Labor Statistics).

An estimated 14.2% of Arizona’s population was living below the poverty level in 2007
compared to 13.3% for the nation (ACS 2007). The poverty rate for minority populations
in Arizona ranged from 30-33%, compared to a poverty rate of 11% for White
populations. The female poverty rate was four percentage points higher than for males
(19% compared to 15%).

5

2 0 0 7 L E A D I N G P O P U L AT I O N , E D U C AT I O N & E C O N O M I C I N D I C AT O R S

Total Population

Male
Female

Under 5 years
5 to 9 years
10 to 14 years
15 to 19 years
20 to 24 years
25 to 34 years
35 to 44 years
45 to 54 years
55 to 59 years
60 to 64 years
65 to 74 years
75 years and over

Median age (years)
Average family size

African American
American Indian and Alaskan Native
Asian American
Native Hawaiian/Other Pacific Islander
Hispanic or Latino
Other Race(s)
White, non-Hispanic

Educational Attainment of Population > 25

Less than high school diploma
High school diploma or equivalency
Some college, no degree
Associate’s degree
Bachelor’s degree
Graduate or professional degree

Economic Indicators

Per capita income
Median household income

Poverty rate (All People)
Poverty rate - Hispanic
Poverty rate - Other Races
Poverty rate - White

Poverty rate - Male
- Female

Arizona

United States

50%
50%

50%
50%

6.3M

301.6M

7.8%
7.2%
7.1%
6.9%
6.8%
14.4%
13.8%
12.9%
5.5%
4.6%
6.6%
6.3%

6.9%
6.6%
6.7%
7.1%
6.9%
13.5%
14.3%
14.5%
6%
4.8%
6.4%
6.1%

4%
5%
2%
< 0.5%
30%
11%
59%

12.4%
1%
4.3%
0.5%
14.7%
6.2%
74.1%

17%
27%
23%
8%
16%
9%

16%
30%
19.6%
7.4%
17.1%
9.9%

$24,811
$49,889

$26,178
$50,007

15%
19%

14%
17%

34.9
3.4

14.2%
33%
30%
11%

34.9
3.19

13.3%
28%
19%
12%

(Source: Arizona Community Survey 2007; U.S. Bureau of Labor Statistics 2008 & 2009; U.S. Census Bureau 2008.)

6

MEASURING UP
MEASURING UP 2008: The State Report Card on Higher Education (ARIZONA)

The following excerpts are 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.

The 2008 State Report Card on Higher Education, which compares Arizona’s current higher educational
performance with the best-performing states on six key indicators, assessed Arizona’s performance as
follows:

PREPARATION

D

2008 Grade



Change Over Time

Arizona’s underperformance in educating its young population
could limit the state’s access to a competitive workforce and
weaken the state’s economy.
Eighth graders perform very poorly in math, science, reading,
and writing, indicating that students are not being prepared
for college.
Arizona is among the poorest-performing states in high
school completion, which limits the number of students
eligible for college. Only 69% of Hispanics have a high
school credential, compared to 93% of Whites.

PARTICIPATION

A

2008 Grade



Change Over Time

While Arizona does well in providing educational opportunities
for working-age adults, too few young adults enroll in college.
The state continues to fall behind other states in enrolling
students in college by age 19. The likelihood of enrolling in
college by 19 in Arizona is 30 percent, compared with 57
percent in the best-performing states.
Eighteen percent of Hispanic young adults (ages 18-24) are
enrolled in college, compared to 40% of Whites.

AFFORDABILITY

F

2008 Grade



Change Over Time

Higher education has become less affordable for students and
their families.
Poor and working-class families must devote 31% of their
income, even after aid, to pay for costs at two-year colleges.
Financial aid to low-income students is low. For every dollar
in Pell-Grant aid to students, the state spends only three
cents.

COMPLETION

B

2008 Grade



Change Over Time

Arizona performs well in awarding certificates and degrees
relative to the number of students enrolled, but few students
attain a bachelor’s degree in a timely manner.
Forty-three percent (43%) of college students complete a
bachelor’s degree within six years, compared with 65% in the
top performing states.
Forty-seven percent (47%) of Hispanic students graduate
within six years, compared with 52% of White students.

7

BENEFITS

B-

2008 Grade



Change Over Time

A fairly small proportion of residents have a bachelor’s degree,
which brings limited economic benefits to the state.
Ten percent of Hispanics have a bachelor’s degree,
compared with 34% of Whites.
If all racial/ethnic groups had the same educational
attainment and earnings as Whites, total annual personal
income in the state would be about $15 billion higher.

LEARNING

?

2008 Grade

Arizona received an “Incomplete”
in Learning due to insufficient data
for comparison purposes.





WHAT DO THE ARROWS MEAN?
AZ has increased or
remained stable on the key
indicator in the category
since the early 1990s.

AZ has declined on the key
indicator in the category
since the early 1990s.

Change Over Time: Key Indicators

M EASURING UP

The following reflects Arizona’s performance and progress since the early 1990s on key indicators.

Preparation

The percentage of young adults in Arizona who earn a high school diploma has
increased slightly since the early 1990s (from 82% in 1992 to 83% in 2006).
However, high school completion is well below the U.S. average (88%), as well
as below the average of top-performing states (95%).

Participation

College enrollment of young adults in Arizona
has improved since the early 1990s (from
33% in 1991 to 38% in 2007). Arizona is
above the national average (of 34%) but
below the top states in the percentage of
young adults enrolled (averaging at 44%).
The enrollment of working-age adults, relative to the number of residents without a bachelor’s degree, has increased in Arizona (from 11.3% in 1991 to 15.1% in 2007). In
contrast, the percentage of working-age adults attending college has declined nationally to 5.7% in 2007.

Affordability

The share of family income, even after
financial aid, needed to pay for college
has risen substantially in Arizona. The
percentage of income needed to pay
for public four-year colleges increased
from 20% in 2000 to 24% in 2008. To
attend public two-year and four-year
colleges in Arizona, students and families pay less than the U.S. average, but
more than those in the best-performing
states (ranging from 15% to 19% in
2008).

Completion

The number of undergraduate credentials and degrees awarded in Arizona,
relative to the number of students enrolled, has increased substantially
since the early 1990s (from 10% in 1992 to 18% in 2007). Arizona performs at the U.S. average, but is below the top states on this
measure (which average at 21%).

Benefits

The percentage of residents who have a bachelor’s degree has increased in Arizona from 22% in 1990 to 26% in 2006, but is below
the U.S. average (29%), and below the top states (at 37%).

8

K-12

ENROLLMENT1
Arizona ranked second in the nation for
the percentage increase in public school
enrollment for the Fall of 2007 (increasing
2.5% over Fall 2006 enrollment), far
outpacing the national average of 0.3%
during the same time period (NEA Ranking

In 2007, Arizona ranked
second in the nation for the
percentage increase in public
school enrollment.

of the State 2008 and Estimates of School
Statistics 2009).

As indicated in the pie chart below, enrollment in Arizona’s PK-12 public schools reached
1,078,697 for the 2008-2009 school year, comprised of 554,147 (51%) males and 524,550
(49%) females (ADE, February 2009). White students represented the largest student
population (44.3%), followed by Hispanic
students (41.4%), African American (5.8%),
Native American (5.4%) and Asian American
The Hispanic student
students (2.9%). The Hispanic student popupopulation increased
lation increased from 30.1% of the total PKfrom 30.1% of the total
12 enrollment in 1996 to 41.4% in 2009 – an
PK-12 enrollment in 1996
increase of 37.5% over 13 years. Of the total
to 41.4% in 2009 – an
PK-12 enrollment, 55.6% was comprised of
increase of 37.5% over
minority students (ADE, October 2008 Enrollment
13 years.
Count).

October 2008

White 44%
478,333
students

Hispanic 41.4%
447,008 students
African Amer. 6%
62,777 students

Native Amer. 5.4%
58,783 students
Asian Amer. 3%
32,296 students

(Source: Arizona Department of Education, 2008)

1

9

See Appendix A and B for detailed tables.

K-12

ENROLLMENT

The graphs below depict an increased percentage of minority (non-white) students in
Arizona’s public elementary (PK-8) and secondary (9-12) schools from 43.4% to 55.6% —
a 28% increase over 13 years. During this same time, the percentage of White (non
minority) students decreased from 55.6% of the student population to 44.3% — a 25.5%
decline. The proportion of male and female students has remained consistent among
Arizona’s school age population, with males comprising a small majority (51%) of total
enrollment in 2008-2009.

(Source: Arizona Department of Education)

(Source: Arizona Department of Education)

10

K-12

AI MS TEST SCORES

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
five opportunities to pass the test starting in grade 10 through grade 12.

AIMS results for Arizona’s high school students in 2008 indicate that a total of 68% of
those taking the test passed the math section; 73% passed the reading section; 68%
passed the writing section; and 32% passed the science section. The science section,
which was incorporated in 2008, is not currently a graduation requirement in Arizona.

Similar to AIMS results in 2006, African American, Native American, and Hispanic students
consistently scored lower on all sections of the AIMS test compared to Asian American and
White students. For instance, 85% of Asian American students and 81% of White students
passed the math section, while only 47% of Native Americans, 56% of African Americans,
and 56% of Hispanics passed this section.
Also consistent with results in 2006, female students scored higher than male students in
the math, reading and writing sections of the test. This differentiation was most evident
within the writing section of the 2008 AIMS test, with 76% of females passing the writing
section, and 62% of males passing the same section (ADE 2009).
Results broken down by race/ethnicity and gender are provided in the table below.
2008 AIMS Test Results for Arizona’s High School Students
by Race/Ethnicity and Gender

All Students

African American
Asian American
Hispanic

Native American
White

Female
Male

Math
% passing

Reading
% passing

Writing
% passing

Science
% passing

56%

67%

64%

21%

68%
85%
56%
47%
81%
69%
67%

73%
85%
60%
53%
87%
76%
71%

68%
82%
58%
58%
79%
76%
62%

(Source: 2007-2008 State Report Card, Arizona Department of Education)

11

32%
45%
19%
14%
47%
31%
34%

K-12

D R O P O U T R AT E S 2
Dropout Rates: Grades 7-12

Arizona’s dropout rate was calculated as 3.6% for the 2007-2008 school year. This means
that of the 525,474 students enrolled in grades 7-12, 18,779 students dropped out by the
end of the 2007-2008 school year (ADE 2008).

Native American students had by far the highest dropout rates (8.2%), followed by Hispanic
(4.3%); African American (3.7%); White (2.4%); and Asian American students (1.3%).

The dropout rates reported for other subgroups varied, including students who are English
Language Learners (3.9%); students who are a part of Special Education (3.7%); and
students who are considered Economically Disadvantaged (3.8%).
2007-2008 Arizona Dropout Rates
by Race/Ethnicity, Subgroups & Gender
(Grades 7-12)
(Grades 7-12)
Arizona

Asian Amer.

African Amer.

# of
# of
Students Dropouts
525,474

18,779

311,14

1,616

32,512

2,658

14,280

Hispanic

205,415

White

242,119

Native Amer.
English
Language
Learners

183

8,879
5,898

Dropout
Rate
3.6%
1.3%
3.7%
4.3%
8.2%
2.4%

41,794

1,627

3.9%

Economically 204,691
Disadvantaged

7,852

3.8%

Special Ed.
Female
Male

57,045

256,300
269,174

2,098
7,937

10,842

3.7%
3.1%
4%

(Source: Arizona Department of Education, October
2008)

Note: The dropout rates above are for grades seven
through twelve, and are based on a calendar year that
runs from the first day of summer recess through the last
day of school. A school’s total enrollment is used as the
population figure against which dropouts are
subsequently counted.

2

Additionally, dropout rates varied by
county and geographical region, with the
highest dropout rates in Navajo County
(7%) and Mohave County (6.5%), and the
lowest dropout rates in Greenlee County
(1.8%) and Maricopa County (3%).

Male students (4%) had higher dropout
rates than female students (3.1%).
Dropout Rates:
Grades 9-12 (High School)

Arizona’s annual high school dropout rate
has decreased over the past fourteen
years from 12.1% in 1994-95 to 4.8% in
2007-08. Every racial/ethnic group has
made progress during this period, with
the Hispanic student dropout rate improving from 17.1% to 5.7%; the African
American dropout rate improving from
14.3% to 4.7%; and the American Indian
dropout rate improving from 17.8% to
10% during the same period.
Native American students had
by far the highest dropout rates
at 8.2%.

See Appendix C for detailed table.

12

K-12

D R O P O U T R AT E S
However, the dropout rate for most minority
groups (excluding Asian Americans) has
remained significantly higher than for nonminority students. Among the 348,743
students who enrolled in grades 9-12 during
the 2007-08 school year, a total of 16,613
students dropped out. As shown in the
tables below, the high school dropout rate
increased significantly by grade level, from
3.8% for 10th graders, to 5% for 11th graders,
and peaking at 7.6% for 12th graders. Native American students had the highest
dropout rate (10%), followed by Hispanic
(5.7%); African American (4.7%); White
(3.3%); and Asian American students
(1.7%). Male students (5.3%) had higher
dropout rates than female students (4%).

The dropout rates reported for other subgroups varied, including students who are
English Language Learners (5.6%); students who are a part of Special Education
(5.2%); and students who are considered
Economically Disadvantaged (5.4%). For
all these subgroups, the dropout rate was
higher than the state dropout rate of 4.8%.
It is also important to note that male students (5.3%) had higher dropout rates than
female students (4%).

The gravity of these dropout rates is clear
when the actual numbers of student dropouts are calculated, totaling 16,613 in 2008,
and a grand total of 352,059 dropouts (comprised of 220,594 minorities) between 1994
- 2008.

Arizona High School Dropout Rates 2007-2008: Grades 9-12

Grade
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
High School (9-12)
All Grades (7-12)

# of Students # of Dropouts Dropout Rate
88,499
1,028
1.2%
88,232
1,138
1.3%
91,343
2,542
2.8%
88,160
3,306
3.8%
82,034
4,133
5.0%
87,206
6,632
7.6%
348,743
16,613
4.8%
525,474
18,779
3.6%

2007-2008 Arizona Dropout Rates
by Race/Ethnicity, Subgroups & Gender (Grades 9-12)
# of Students # of Dropouts Dropout Rate
Arizona (Grades 9-12)
348,743
16,613
4.8%
Asian American
9,338
159
1.7%
African American
20,848
978
4.7%
Hispanic
133,287
7,623
5.7%
Native American
22,490
2,238
10.0%
White
162,836
5,318
3.3%
English Language Learners
23,845
1,332
5.6%
Special Education
36,079
1,879
5.2%
Economically Disadvantaged
121,730
6,588
5.4%
Female
Male

170,168
178,631

(Source: Arizona Department of Education, October 2008)

13

6,843
9,473

4.0%
5.3%

K-12

D R O P O U T R AT E S

(Source: Arizona Department of Education, 2008)

Family Income & Educational Attainment

According to the National Center for Educational Statistics (NCES), the 2005 national
event dropout rate for students (across all racial/ethnic categories) living in low-income
families (lowest 20 percent of all family incomes) was approximately six times greater
than the rate of their peers from high-income families (top 20% of all family incomes) at
8.9%, compared with 1.5%.

The table on page 13 depicts a possible correlation between family income and
educational attainment, given the dropout rate for economically disadvantaged students
(5.4%) is higher than the annual state dropout rate (4.8%) for grades 9-12 in Arizona.
Recent studies conducted by the Pew Hispanic Center, among other reputable
organizations, document a close linkage between Hispanic student dropouts (a third of
which live in poverty in the U.S.), for instance, and their economic status — listing the
“need to work” as one of the primary reasons Latinos drop out of school.
Clearly, the linkages between family income and student educational attainment, across
all racial/ethnic groupings, merits close investigation and will likely inform policy decisions.

14

K-12

G R A D U AT I O N R AT E S 3

The overall Arizona four-year public high school graduation rate increased from 68% for
the class of 1993, to 73.4% for the class of 2007. For the class of 2007, this means that
among the 72,662 students, 53,354 successfully graduated from Arizona’s public high
schools (ADE, 2008). While there has been improvement, Arizona’s high school completion
rate (73.4%) is well below the U.S. average (88%), as well as below the 95% average of
top-performing states (National Center for Public Policy in Higher Education, 2008).

The graduation rate for Minority students also increased from 58.2% in 1993 to 65.3% in
2007. More specifically, the four-year graduation rate for Asian American students was
the highest (85.5%), followed by White students (81%), African American students
(72.3%), and Hispanic students (64.7%). Native American students had a significantly
lower graduation rate of 55%. While the graduation rate for Minority students (65.3%)
was lower than White (non-Minority) students (81%), Asian American students (a minority
population) had by far the highest graduation rates (85%) among both Minority and nonMinority (White) student populations.
Four-Year Graduation Rates Among Arizona’s Public High Schools
by Race/Ethnicity & Gender for the Class of 2007
Ethnicity/Gender
of Student

Asian American
Female
Male
African American
Female
Male
Hispanic
Female
Male
Native American
Female
Male
Total Minority
White
Female
Male
Total Graduation Rate
Grand Total Female
Grand Total Male

%
#
Graduated Graduated
85.5%
88.8%
82.2%
72.3%
77.8%
66.9%
64.7%
70.0%
59.6%
55.0%
59.2%
50.7%
65.3%
81.0%
84.7%
78.1%
73.4%
77.5%
69.4%

1,640

# in
Cohort
1,919

2,761

3,818

16,067

24,818

2,840

5,160

23,308
30,046

35,715
36,947

53,354
27,867
25,487

72,662
35,950
36,712

(Source: Arizona Department of Education, Research and Evaluation Section, 2008)
3

15

See Appendix D for detailed table.

K-12

G R A D U A T I O N R AT E S
Four-Year High School Graduation Rates
by Race/Ethnicity 1993 - 2007

95%
90%
85%
80%
75%
70%
65%
60%
55%
50%

African
American

Asian
Hispanic
American

Native
American

White

(Source: Arizona Department of Education, Research and Evaluation Section, 2008.)

Data reviewed from 1993 to 2007 revealed that female students had a
substantively higher graduation rate every year when compared to male students,
across all racial/ethnic categories. As indicated in the graph below, female
students in the class of 2007, with a total graduation rate of 77.5%, had a
significantly higher graduation rate than males at 69.4% (an 8.1% differential).
This disparity between males and females was evident across all ethnic/racial
categories, ranging from a 10.9% differential between the graduation rates of
African American males to females, to a smaller 6.6% differential between Asian
American males to females.
Four-Year High School Graduation Rates
by Gender 1993 - 2007

80%
75%
70%
65%
60%

1993

1994

2000

2001

2002

2003

2004

2006

2007

(Source: Arizona Department of Education, Research and Evaluation Section, 2008.)

16

K-12

A D VA N C E D P L A C E M E N T ( A P ) 4

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.
A review of trend data from 2001 to 2008 revealed that the number of African American,
Hispanic, and American Indian/Alaska Native students participating in AP exams, when
compared to their student body representation, was consistently proportionally lower than
that of White and Asian American/Pacific Islander students.

For instance, fourteen percent (14%) of Arizona’s public high school class of 2008 took
at least one AP exam during high school (10,573 students). This is low compared to the
national average of 25% for the nation, though an improvement from 2003, when the
percentage of participation was only 11.4%. Of those taking AP exams in Arizona, 8.9%
took at least one social science AP exam – more than in any other subject area (such as
Art, English, Language, Math or Science).
Advanced Placement (AP) Participation and Performance
Arizona Public High School Class of 2008
Race/Ethnicity
of Students

African American
Arizona
Nation
Hispanic or Latino
Arizona
Nation
American Indian or
Alaska Native
Arizona
Nation
Asian American
Arizona
Nation
White
Arizona
Nation
Total
Arizona
Nation

% of
Student
Population

% of Students
in AP Examinee
Population

31.9%
15.4%

22.9%
14.8%

19.1%
13.8%

6.5%
1.1%

2.1%
0.6%

0.8%
0.4%

59.9%
61.0%

65.7%
n/a

5.4%
14.4%

3.0%
5.3%

52.9%
62.8%
**
**

3.0%
7.8%

7.2%
10.2%

14.0%
25.0%

% Students
Scoring 3
or Higher
1.7%
3.5%

8.1%
n/a

7.9%
15.2%

(Source: College Board, 2009)
Note: The stated race/ethnicity percentages do not equal 100% given some
students chose not to identify their race/ethnicity or chose “other” as their identified
race/ethnicity category.

4

17

See Appendix E for detailed table.

K-12

A D VA N C E D P L A C E M E N T ( A P )

Among these test takers, 7.9% earned a 3 or higher on one or more AP exams during
high school, which is low compared to 15.2% for the nation. More specifically, 4.4%
earned a 3 or higher on at least one social science AP exam – more than in any other
subject area.
Among those Arizona students with at least one AP exam score of a 3 or higher in 2008,
the ethnic/racial breakdown was as follows: 1.7% Black or African American students;
19.1% Hispanic or Latino students; 0.8% American Indian or Alaska Native students; 8.1%
Asian, Asian American, or Pacific Islander students; and 65.7% White students.

The number of African American, Hispanic, and American Indian or Alaska Native students
participating in AP exams, when compared to their student population representation, was
proportionally lower than that of White and Asian, Asian American, or Pacific Islander
students.

For instance, 31.9% of the student population is comprised of Hispanic students, but only
22.9% of the AP examinee population is comprised of Hispanic students. Similarly, 6.5%
of the student population is comprised of American Indian or Alaska Native students, but
only 2.1% of the AP examinee population is comprised of American Indian or Alaska Native
students.
In contrast, Asian, Asian American, or Pacific Islander students comprise only 3.0% of the
student population, but make up 7.2% of the AP examinee population. Similarly, White
students comprise 52.9% of the student population, but share a disproportionally large
proportion (59.9%) of the total AP examinee population (College Board Annual Report, 2009).

18

PO ST S E C O N D A RY

ELIGIBILITY FOR UNI VERSITY ADMISSION

Since 1989, the Arizona Board of Regents (ABOR) has conducted a series of eligibility studies
for Arizona’s three (3) public, four-year universities: Arizona State University, Northern Arizona
University, and University of Arizona. The purpose of these studies has been to determine the
proportion of Arizona high school graduates that are eligible for admission to these public
universities, as well as to monitor the universities’ success with respect to recruiting minority
students.
For the most recent 2006 Arizona High School Eligibility Study, student transcripts were
collected to measure the eligibility rates of students for admission to Arizona’s universities,
based upon several admission criteria. Since the Fall of 2006, admission of Arizona resident
freshmen has been divided between what is termed, “delegated” and “assured” criteria.

Admission to any of the universities is automatic (“assured”) for students who are in the top
25% of their graduating class and who have completed all 16 required competency courses.
Students who are in the top half of their class, or have at least a 2.50 grade point average, are
eligible for university admission under “delegated” admissions authority.

Under the existing admission criteria, the study indicated that only 47.9% of the 2006 high
school graduates were eligible for university admission. Asian American students had the
highest eligibility rates (70.3%), followed by White (56.5%), Hispanic (35.5%), African American
(32.4%), and American Indian students (25.7%) (Arizona Board of Regents, 2007).
All five racial/ethnic groups showed progress between 2002 and 2006, but substantial gaps
remained between the groups. Hispanic students had the largest relative eligibility rate

Eligibility Rates for Arizona University Admission
by Race/Ethnicity: 1989-2006
1989

1996

1998

2002

2006

African American

32.1%

40.5%

27.1%

31.1%

32.4%

Asian American

65.7%

73.9%

61.8%

65.9%

70.3%

American Indian
Hispanic

White

Total

22.1%

31.2%

50.4%

44.2%

(Source: Arizona Board of Regents, 2007)

40.4%
41.7%
61.0%
55.3%

21.4%
29.0%
48.6%
41.7%

20.9%
29.0%
52.1%
43.9%

25.7%

35.3%

56.5%

47.9%

Note: Effective for the fall of 1998, the Board of Regents added five required high school units for a new total of 16 curricular requirements. This increase in standards resulted in a dramatic reduction in the eligibility rate for the 1998 high school graduates.

19

P O S T S E C O N D A RY

ELIGI BILITY FO R UNIVERSITY ADMISSIO N

change, increasing from 29.9% in 2002 to
35.3% in 2006 (a 5.4 percentage point
increase). The smallest increase was among
African American students, whose eligibility
rate increased only slightly from 31.1% in
2002, to 32.4% in 2006 (a 1.3 percentage
point increase).

Over the last 16 years (between 1989 and
2006), the rate of progress with respect to eligibility for four-year public university admission among high school students in Arizona
has varied among all racial/ethnic categories,
with a 0.3% increase for African American students; 3.6% increase for Amer-ican Indians;
4.6% increase for Asian Americans; 4.1% increase for Hispanics; and 6% increase for
White students. American Indian high school
students had the lowest eligibility rates among
all racial/ethnic groupings every year data
was collected from 1989 to 2006.
The study found that assured admission
requirements were met by 17.3% of 2006 high
school graduates, up slightly from an
estimated 16.8% of the 2002 high school
graduates. Asian American graduates were
most likely to have met the assured admission
requirements, and American Indian students
were the least likely to have met this requirement.

There were also substantive disparities by
gender. Female eligibility rates were greater
than rates for males by twelve (12) percentage points (54% compared with 42%, respectively).
Differences across geographical regions of
the state revealed significantly lower eligibility
rates among students attending schools in
rural areas, as well. For instance, the
eligibility rate for Maricopa and Pima County
graduates was quite similar (53% and 52%
respectively), compared to a much lower
eligibility rate of 36% for the rest of (more
rural) Arizona -- a 16-17% difference.

In terms of meeting curricular requirements,
the study of 2006 graduates found that all students (across ethnic/racial lines) had the lowest level of preparation in mathematics. Only
40% of high school graduates met the requirement of four math units, i.e., nearly two in
five students failed to meet this standard.
Looking more closely at racial/ethnic groupings, only 20% of American Indians, 26% of
Hispanics, 27% of African Americans, and
48% of White graduates met this requirement,
in contrast to 68% of Asian American graduates.

Completion Rates for ABOR Curricular Requirements
2006 Arizona High School Graduates
African American
American Indian
Asian American
Hispanic
White
Total

English

Math

86%

68%

70%
66%
65%
81%
75%

(Source: Arizona Board of Regents, 2007)

27%
20%
26%
48%
40%

Science Language
47%
49%

47%
37%

50%
69%
62%

51%
64%
59%

82%

75%

Social
Science

Arts

77%
73%

74%
64%

78%
89%
84%

71%
87%
81%

92%

91%

20

PO ST S E C O N D A RY

S TA N D A R D I Z E D T E S T S C O R E S ( A C T / S A T ) 5

The two most prominent standardized tests used for university admission include the SAT
and ACT. Arizona’s student participation rates for the SAT and ACT exams are among the
lowest in the nation (ALEC 2008). Data reviewed from 2002 to 2008 revealed that, for both
tests, minority participation and performance was consistently (and proportionally) lower
for Hispanic, Native American, and African American students, while disproportionally
higher for Asian American and White students.

SAT: Nationwide, 1.5 million students took the SAT test in 2008, of which 40% of those
test-takers were minorities, and 36% said they were the first in their families to plan to go
to college (the most of any year reported to date). On a scale of 200 to 800, students
scored on average 502 on the critical reading section; 515 on the math section; and 494
on the writing section.

In terms of performance, African American students on average scored 430 in critical
reading and 426 in math; the averages for Latino students were 455 and 461; and scores
for White students were 528 and 537. Asian American students, on average, scored 513
in reading and 581 in math. Females outperformed males on the writing section of the SAT
(501 versus 488), but continue to score lower in math, where males on average scored 33
points higher than females (522 vs. 500) (College Board 2008 Report).
Arizona: Approximately 30% (20,040) of Arizona’s high-school students at public and
private schools took the SAT in 2008 (College Board 2009). Arizona’s students scored an
average of 516 in reading; 522 in math; and 500 in writing (Arizona Republic 2008). Arizona’s
2008 SAT composite score ranked 31st in the nation (ALEC 2009).
Arizona SAT Mean Scores by Race/Ethnicity and Gender 2008

Black/African American
American Indian/Alaska Native
Asian American
Mexican/Mexican American
Puerto Rican
Other Hisp./Latino/Latin Amer.
White
Other
No Response
Female
Male
No Response
Total

993
278
1,248
2,279
107
1,171
12,734
552
678

5%
1%
6%
11%
1%
6%
64%
3%
3%

Critical
Reading
Mean Score
458
481
524
477
502
472
531
551
530

20,040

100%

516

# of Test % of Test
Takers
Takers

11,023
9,008
9

55%
45%
n/a

515
517
450

(Source: 2008 College-Bound Seniors, State Profile Report, Arizona.)

5

21

See Appendix F & G for detailed tables.

Math
Mean
Score
451
486
565
483
486
474
536
508
522

Writing
Mean
Score
442
456
511
462
471
460
514
498
511

522

500

506
541
442

506
492
479

P O S T S E C O N D A RY

S TA N D A R D I Z E D T E S T S C O R E S ( A C T / S AT )

When comparing mean/average scores by subject area, Asian American students scored
the highest in mathematics (565), and White students scored the highest in the reading
and writing subject areas (531 and 514, respectively). All other racial/ethnic groups
performed less well across all subject areas. During the same year, males had a slightly
higher SAT critical reading score to females (517 to 515), as well as higher math scores
(541 to 506), while females had higher writing scores than males (506 to 492).

In terms of SAT participation, 64% of SAT test-takers described themselves as White; 5%
Black or African American; 1% American Indian or Alaskan Native; 6% Asian American;
11% Mexican or Mexican American; 1% Puerto Rican; and 6% Other Hispanic, Latino, or
Latin American. Another 3% described themselves as “Other,” or provided no response
with respect to ethnicity.

ACT: A record 1.42 million students in the U.S. from the class of 2008 (43% of all
graduates) took the ACT. The average ACT composite score for the nation’s class of 2008
was 21.1 (a slight decline from 21.2 in 2007) on a scale of 1 to 36.

Arizona: Fifteen percent (15%) of Arizona’s graduates took the ACT test in 2008. The
average ACT composite score for Arizona’s class of 2008 was 21.9 Arizona’s 2008 ACT
composite score ranked 21st in the nation (ALEC, 2009). With respect to specific subject
matter, Arizona’s average composite scoring was: 21.3 English; 22.1 Math; 22.3 Reading;
and 21.3 Science.

Asian American students had the highest average composite ACT 2008 scores of 23.4,
followed by White students (23.1), Hispanic students (20.0), African American students
(18.6), and American Indian students (16.8). During the same year, males had an average
ACT composite score of 22.1, with females scoring slightly lower (21.6).
Arizona ACT Composite Scores & Number of Test Takers
by Race/Ethnicity & Gender 2008
African American
American Indian
Asian American

# Test Takers
444
875
446

Composite Score
18.6
16.8
23.4

Hispanic

1,826

White

6,478

23.1

4,742

22.1

Total Minority
Female
Male

Total

3,591
6,477
11,602

(Source: ACT High School Profile Reports 2008)

20.0
--

21.6
21.9

Note: The total number of students tested varies between gender and race/ethnicity given a significant number of testtakers did not self-identify with any specific race/ethnicity. ACT composite scores for minorities were not calculated as
an aggregated group so as not to undermine the performance of any particular ethnic/racial group.

22

PO ST S E C O N D A RY

ENROLLMENT6

Enrollment in Arizona Postsecondary Education Institutions

The Integrated Postsecondary Education Data Systems (IPEDS) reports a total of 624,147
students enrolled in Arizona’s public and private postsecondary degree-granting
institutions in the Fall of 2007. This includes all students enrolled in postsecondary
institutions headquartered in Arizona which are eligible for federal financial assistance
programs authorized by Title IV of the Higher Education Act.
The pie chart below depicts total enrollment by type of postsecondary degree-granting
institution in Arizona, with 47% of students receiving their education from a private (2 or
4-year) institution, and 53% receiving their education from a public (2 or 4-year) institution.
Arizona Postsecondary Enrollment
by Type of Degree-Granting* Institution Fall 2007
Total 624,147

(Source: IPEDS, 2008)

*Degree-granting institutions include all two and four-year public and private postsecondary institutions which grant an associate’s or higher degree, and whose students are eligible to participate
in the Title IV federal financial aid programs. Institutions which offer only vocational programs of
less than 2 years’ duration, and provide continuing education programs, were not included.

A situation unique to Arizona is the presence of several online private institutions, such as
the University of Phoenix, which is the largest private university in North America. Given
these private institutions are headquartered in Arizona, their nationwide online enrollment
figures are included in the Arizona IPEDS data, as depicted in the pie chart above.

Reporting this data pertaining to online students in Arizona was deemed important given
these institutions make significant contributions in tax revenue, workforce preparation,
degree completion, and offer employment opportunities. In addition, online students are
included in calculations for Arizona Title IV data, such as loan default rates and Pell grants.
However, given the enrollment of these online institutions is largely comprised of students
6

23

See Appendix H for a list of Arizona’s postsecondary institutions.

P O S T S E C O N D A RY

ENROLLMENT

who reside outside of Arizona, a closer examination of online institutional data was
required to more accurately assess the status of postsecondary student enrollment in
Arizona.

Follow-on research conducted by the staff of the Arizona Commission for Postsecondary
Education (ACPE), with the assistance of Arizona's four private online institutions included
in the IPEDS data (Anthem College, Grand Canyon University, University of Phoenix, and
Western International University) uncovered two notable findings. First, of the 624,147 students reported to be enrolled in Arizona public and private institutions, a total of 245,261
were attending one of these four Arizona-based online institutions. Second, the research
team found that 94% of the reported online students reside outside of Arizona. (Details
regarding online student enrollment can be found in Appendix H.)

As such, a revised analysis of the IPEDS data (excluding all online student enrollment figures) was undertaken in an effort to capture a more accurate "picture" of the distribution
of students among the types of degree institutions and minority enrollment of Arizona's
postsecondary students. The pie chart below illustrates the adjusted total enrollment figure
of 378,886 students (excluding online enrollment) and their distribution by type of degree
granting institution. The adjusted figures reveal that in the Fall of 2007, 12% were receiving their education from private 2- or 4-year institutions, and 88% were enrolled in Arizona
public institutions. Note that more than one-half (52%) of all students were enrolled in
Arizona community colleges.
Arizona Postsecondary Enrollment
by Type of Degree-Granting Institution Fall 2007
Total 378,886 (Online Institutions Omitted)

(Source: IPEDS, U.S. Department of Education 2009)
[Adjusted to exclude data as reported by private online institutions]

Note: IPEDS data indicated that 15,000 Arizona-residing post-secondary students were
enrolled in an Arizona-based online institution in the Fall of 2007. While a distribution
analysis which included these students would have been optimal, data available on student race/ethnicity was too incomplete and inconsistent to allow for such an assessment.

24

Total Adjusted Enrollment by Race/Ethnicity

The pie chart below reveals total adjusted enrollment in Arizona postsecondary degreegranting institutions by race/ethnicity in Fall of 2007, excluding the 245,261 online students.
Students Enrolled in Arizona Postsecondary Degree-Granting Institutions
by Race/Ethnicity Fall 2007
Total 378,886

(Source: IPEDS, 2009; Online Institution Statistics, 2009)
[Adjusted to exclude data as reported by private online institutions]

This pie chart reveals that of the total 378,886 students, minority students comprised
112,891 or 29.8% of the total enrollment figure; White students accounted for 220,501 or
58.2%; nonresident aliens accounted for 10,575 or 2.8%; and race/ethnicity unknown
accounted for 34,919 or 9.2%.

Hispanic students were the largest minority group at 17.5% of total enrollment (66,467
students). African American students made up the second largest minority group,
comprising 4.6% of total postsecondary enrollment (17,298 students). American Indian
and Asian American students made up a much smaller proportion of total enrollment,
comprising 3.9% (14,803) and 3.8% (14,322), respectively, of Arizona’s postsecondary
students.

25

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Minority Enrollment by Type of Degree-Granting Institution

Arizona’s public degree-granting institutions enrolled 332,154 students in 2007,
accounting for 87.7% of the total postsecondary student body. Among these students,
134,056 attended four-year colleges/universities (accounting for 35.4% of the total
postsecondary student body), and 198,098 attended two-year community colleges
(accounting for 52.3% of the total postsecondary student body.)

Arizona's private institutional enrollment figures, (excluding online institutions) reflect
46,732 students, accounting for 12.3% of the total postsecondary student body." Among
these students, 34,667 were attending private four-year universities (accounting for 9.1%
of the total postsecondary student body), and 12,065 were attending private two-year
colleges (accounting for 3.2% of the total postsecondary student body).

The proportion of minority students within each type of postsecondary institution
(excluding on-line institutions), is provided for 2007 in the table below. As depicted,
33,033 minority students (8.7%) were enrolled within a four-year public university; 65,631
minority students (17.3%) were enrolled within a two-year public college; 9,055 minority
students (2.4%) were enrolled at a private four-year degree-granting institution; and 5,172
minority students (1.4%) were enrolled at a private two-year degree-granting institution.
Arizona Postsecondary Enrollment by Type of Degree-Granding Institution
Fall 2007 (Excluding Online Institutions)
Race/Ethnicity
Black Non-Hispanic

Amer. Indian/Alaska Native

Asian/Pacific Islander
Hispanic
Total Minority

White Non-Hispanic
Nonresident Alien
Race/Ethnicity Unknown
Total

Total Public & Private
Distribution of Students
Total Postsecondary
Enrollment
Total Postsecondary
Minority Enrollment

Public Postscondary Institutions

4-Year Public
%
4,813
3,863
6,445
17,912
33,033
(8.7%)
86,679
6,430
7,914

134,056

Private Postsecondary Institutions

2-Year Public
4-Year Private
%
%
9,276
2,417
9,082
996
6,490
1,034
40,783
4,608
65.631 (17.3%) 9,055 (2.4%)

(22.9%) 112,016
(1.7%)
2,565
(2.1%) 17,886

(29.6%) 16,511
(0.7%) 1,562
(4.7%) 7,539

(35.4%) 198,098

332,154 (87.7%)

(52.3%) 34,667

378,886 (100%)

(4.3%)
(0.4%)
(2.0%)

2-Year Private
%
793
862
353
3,164
5,172
(1.4%)
5,295
18
1,580

(9.1%) 12,065

46,732 (12.3%)

(1.4%)
(0.0%)
(0.4%)

(3.2%)

112,890 (29.8% of total student body)

(Source: IPEDS, U.S. Department of Education 2009.)
[Adjusted to exclude data as reported by private online institutions]

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Arizona Postsecondary Minority Enrollment
by Race/Ethnicity and Type of Degree-Granting Institution Fall 2007
4-year Public Universities

White
Non-Hispanic
86,679
65%

White
Non-Hispanic
112,016
56%

Nonresident Alien, 6,430, 4.9%

Hispanic
17,912
13%

Native American/Alaska Native, 3,863,2.8%
Black Non-Hispanic, 4,813, 3.6%

Asian/Pacific Islander, 6,445, 4.8%

2-year Public Community Colleges
Nonresident Alien, 2,565, 1%

Hispanic
40,783
21%

White
Non-Hispanic
16,511
48%
Hispanic
4,608
13%

White
Non-Hispanic
5,295
44%

Hispanic
3,164
26%

27

Race/Ethnicity Unknown, 7,914, 5.9%

(Source: IPEDS, U.S. Department of Education 2009.)
[Adjusted to exclude data as reported by private online institutions]

Race/Ethnicity Unknown, 17,886, 9%

Native American/Alaska Native, 9,082, 5%
Black Non-Hispanic, 9,276, 5%

Asian/Pacific Islander, 6,490, 3%

4-year Private Institutions
Nonresident Alien, 1,562, 4%

Race/Ethnicity Unknown, 7,539, 22%

Native American/Alaska Native, 996, 3%
Black Non-Hispanic, 2,417, 7%

Asian/Pacific Islander, 1,034, 3%

2-year Private Institutions
Nonresident Alien, 18, 0%

Race/Ethnicity Unknown, 1,580, 13%

Native American/Alaska Native, 862, 7%
Black Non-Hispanic, 793, 7%

Asian/Pacific Islander, 353, 3%

P O S T S E C O N D A RY

ENROLLMENT

Minority Access to Higher Education in Arizona

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. Note that the parity measure does not indicate why a gap exists, so much further
study is required to identify potential causes. The analysis below offers a general
assessment of parity for public institutions in the context of access to higher education in
Arizona by students of different racial/ethnic backgrounds.
Public Four-Year Universities

The table below provides enrollment data from 1995 to 2007 among Arizona’s three (3)
public four-year universities: Arizona State University, Northern Arizona University, and
University of Arizona. The data indicates that while there have been some fluctuations, the
general trend has been a consistent underrepresentation among African American,
American Indian, and Hispanic students over the last twelve years. At the same time,
Asian American and White students have historically been overrepresented within these
four-year public universities.
Race/Ethnicity Distribution and Percent from Parity
Arizona’s Public Universities: Fall 1995, 2000, 2005, 2007

Student
Body
1995

State
Pop.
1990

% From Student
Parity
Body
2000
-19.8%

2.7%

State
Pop.
2000

% From Student
Parity
Body
2005
-8.6%

3.1%

State
Pop.
2005

% From Student
Parity
Body
2007
7.0%

3.5%

American 2.7%
Indian

5.2%

-48.9%

3.0%

4.5%

-33.9%

2.9%

4.4%

-33.1%

1.4%

170.8%

4.2%

1.9%

124.8%

4.5%

2.3%

Hispanic

10.2%

18.8%

-45.8%

11.2%

25.3%

-55.8%

12.6%

Other

5.0%

0.1%

n/a

5.8%

1.6%

n/a

4.9%

1.6%

Unknown

2.2%

n/a

n/a

2.6%

n/a

n/a

6.0%

White

73.9%

71.7%

10.5%

70.5%

63.8%

10.5%

65.9%

African
2.3%
American

Asian
3.8%
American

2.9%

2.9%

State
Pop.
2007

% From
Parity

4%

-12.5%

2.9%

5%

-42%

99.5%

4.8%

2%

140%

28.65% -56.1%

13.3%

30%

-55.60%

n/a

5.0%

n/a

n/a

n/a

n/a

5.9%

n/a

n/a

60.2%

9.6%

64.4%

59%

9.1%

2.9%

(Sources: NAU University Fast Facts 2007; UA Office of Institutional Research & Planning Support, Fact Book 2007-2008;
ASU University Office of Institutional Analysis, 2009; Minority Student Report 2007.)

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PO ST S E C O N D A RY

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Note that while the data provides a reliable indication of general trends, a more precise
measure would require that the racial/ethnic identification of those students categorized
annually as “Other” or “Unknown,” be fully collected. In 2007, for example, students
categorized as “Other” or “Unknown” comprised 11% of the student body (13,562
students).
Race/Ethnicity Distribution by Institution
ASU, NAU, UA - Fall 2007

ASU
Ethnicity
African Amer.

American Indian/
Alaska Native
Asian American/
Pacific Islander

Hispanic
*Other

Unknown
White
Total

NAU

Arizona University System
(ASU, NAU & UA Combined)

UA

%
%
%
%
Number Student Number Student Number Student Number Student
Students Body Students Body Students Body Students Body
2,489

3.86%

3,259

5.06%

1,370

3%

1,142

3.07%

4,279

3.50%

4% -12.5%

459

2%

2,201

5.91%

5,919

4.80%

2%

140%

2%

2,261

n/a

n/a

59%

9.1%

1,292

8,323

12.95%

2,617

12%

4,763

7.39%

550

3%

40,709
64,394

5.40%

63.21%

100%

%
from
Parity

648

2.13%

3,481

State
Pop.
2007

458

15,328
21,352

6%

72%

100%

940

2.53%

5,431 14.59%
2,049

6.08%
5.51%

23,193 62.32%
37,217

100%

3,602

2.90%

16,371 13.30%
6,200
7,362

5.00%
5.90%

79,230 64.40%

122,963

100%

5%

-42%

30% -55.6%
n/a
n/a

n/a
n/a

*ASU: Other = 3,481 International Students; NAU: Other = 458 International Students; UA: Other = 2,261 Nonresident
Alien Students.
(Sources: NAU University Fast Facts 2007; UA Office of Institutional Research & Planning Support, Fact Book 20072008; ASU University Office of Institutional Analysis, 2009; 2007 Minority Education Report.)

Hispanic Students: There were a total of 16,371 Hispanic students enrolled at Arizona’s
four-year public universities in the Fall of 2007. While Hispanics account for 30% of
Arizona’s population (2007), they comprised only 13.3% of the student body in 2007.
When comparing the student representation of all racial/ethnic groups, the
underrepresentation of Hispanics within Arizona’s four-year public universities is most
evident in terms of the level of disparity.

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P O S T S E C O N D A RY

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Native American Students: There were a total of 3,602 American Indian or Alaska Native
students enrolled at Arizona’s four-year public universities in the Fall of 2007. While Native
Americans account for 5% of Arizona’s population, they comprised only 2.9% of Arizona’s
four-year public university student enrollment. These figures provide evidence of an
overall disparity in representation among Native Americans within Arizona’s four-year
public universities. It should be noted that for NAU specifically, however, the percentage
of Native American student body enrollment in 2007 (6%) exceeded the percentage of
Native Americans within the population statewide (5%), as described below.
NAU enrollments included 1,292 Native American students with 58 different tribal
affiliations, accounting for 6% of the student body. Native American tribes with the
largest enrollment numbers at NAU included Navajo (67%), Hopi (5%), Cherokee (3%),
White Mountain Apache (2%), and Pascua Yaqui (1%) (NAU Fast Facts, 2008).

UA enrollments included 940 Native American students, comprising 2.5% of the student
population (UA Office of Institutional Research & Planning Support 2007-08).

ASU enrollments included 1,370 American Indian / Alaskan Native students, comprising
2.1% of the student population. Tribes with the largest enrollment numbers (in 2008)
included Navajo (48%), Other (18.8%), Unknown (16.9%), Cherokee (3.8%), Pima
(2.5%), and Hopi (2.0%) (Office of the President, Native American Affairs, ASU 2009).
African American Students: There were a total of 4,279 African American students
enrolled within Arizona’s four-year public universities in the Fall of 2007. African Americans
accounted for 4% of Arizona’s population in 2007, and comprised 3.5% of the student
body in 2007. These figures suggest a slight underrepresentation of this racial/ethnic
group.

The UA remains the state’s most
ethnically diverse four-year public
university. Retention rates at the UA
hit a new high, with 80% of students
enrolled at the UA graduating after
five years (ABOR 2008).

Enrollment growth at Arizona’s public fouryear universities is projected to increase to
almost 200,000 students by 2020 based on
the goals in the ABOR Vision Plan. Over
the last ten years, total FTE enrollment has
increased 24.7% from 90,691 in fall 1997
to 113,092 in the fall 2007. Total headcount
(full and part-time) enrollment increased
from 18.6% from 103,469 in fall 1997 to
122,731 in fall 2007 (ABOR 2008).

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PO ST S E C O N D A RY

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Public Two-Year Degree-Granting Institutions

There are currently eleven (11) two-year public community college districts in Arizona. The
table below indicates that in 2007-2008, Hispanic, American Indian and Alaska Native
students were underrepresented, and Asian, Pacific Islander, African American and White
students were overrepresented within these two-year public institutions of higher education.

Note that for this analysis of ‘parity’, student body demographics were compared to
statewide demographics rather than the specific age characteristics of the population
served within each community college district. Compared to the White (non-Hispanic)
population in Arizona, minority groups have greater percentages of people younger than 25
years – with 48.6% of Arizona’s minority population being under the age of 25 versus only
28.5% of the White (non-Hispanic) population under the age of 25 (AZ Dept. of Health, 2007).
Thus, while the parity analysis provides an accurate assessment at the state-wide
demographic level, a more precise analysis would require comparison to population within
the areas served as well as taking into account racial/ethnic age distribution patterns.
Enrollment in Arizona’s Public 2-Year Degree-Granting Institutions
by Race/Ethnicity Fall 2007

Race/Ethnicity
of Students

African American

Amer. Indian/Alaska Native
Asian/Pacific Islander
Hispanic

Total Minority

White

Non-resident Alien
Total

(Source: NCES, IPEDS 2009)

31

Number of
Students
Enrolled
10,310
9,736
7,168

% of Total
Student Body
5.20%
4.90%
3.60%

% of Arizona
Population 2007
4%
5%
2%

% From
Parity
30%

-2%

80%

45,106

22.70%

30%

-24.30%

123,213

62%

59%

5%

72,320
2,565

198,098

36.50%
1.30%
100%

41%
n/a
n/a

-10.90%

n/a
n/a

P O S T S E C O N D A RY

ENROLLMENT
Tribal Community Colleges

Fall 2007 enrollment within Arizona’s two tribal community colleges, Diné College and
Tohono O’odham Community College, totaled 1,811 students. Approximately 95% of
students enrolled at these two community colleges are Native American. While total
enrollment within each college has fluctuated from year to year, there has been a recent
decline from 2,059 students in 2003 to 1,811 students in 2007.

The proportion of part-time students at Tohono O’odham was much higher than full-time
students (79% to 21%, respectively). Fifty-one percent (51%) of students at Dine College
were enrolled part-time, and 49% enrolled full-time. With respect to financial aid, 91% of
all students enrolled at Diné College, and 100% of students enrolled at Tohono O’odham
Community College, received financial aid during the 2006-07 school year. The percent
of females enrolled at Diné College was notably greater than that of males (74% to 26%).
Similarly, the percent of females enrolled at Tohono O’odham Community College (67%)
was more than double that of male students (33%).

Graduation Rates: The 2007 graduation rate reported for Diné College students was only
7%, with a 6% graduation rate for American Indian/Alaskan Native students. Note that the
transfer rate was calculated at 46%, so it is possible some of these students may have
graduated from other institutions. Graduation rate data was not available from Tohono
O’odham Community College at the time of this report.

Degrees Conferred: A total of 281 Associate Degrees were conferred to Native American
students from these tribally controlled community colleges in 2005-2006, and 235
Associate Degrees were conferred in 2006-2007.
Enrollment and Degrees Conferred in AZ Degree-Granting Tribally Controlled Institutions
Dine Community College and Tohono O’odham Community College (2000 - 2007)
Community
College
Diné

Tohono O’odham

Total

Total Enrollment
2000 2001 2002 2003 2004 2005 2006 2007

1,712 1,685 1,822 1,878 1,935 1,825 1,669 1,657
*
*

*
*

*
*

181

169

270

198

154

2,059 2,104 2,095 1,867 1,811

Associate Degrees to
Native Americans
05-06

06-07

5

20

231
236

215
235

*Data was not available for the years 2000-2002.
(Source: Digest of Education Statistics 2008 & NCES College Navigator 2009)

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PO ST S E C O N D A RY

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Postsecondary Tuition and Cost of Attendance

The share of family income needed to pay for college, even after financial aid, has risen
substantially in Arizona. For instance, the percentage of income needed to pay for public
four-year colleges increased from 20% in 2000 to 24% in 2008. The average undergraduate cost of attendance (including tuition, room and board) charged for full-time
students in postsecondary public and private degree-granting institutions in Arizona for
2006-2007 and 2007-2008 was as follows:
Public 4-year

Private 4-year
Public 2-year

2006-2007

2007-2008

$22,160

$21,809

$11,966
$1,451

$12,289
$1,478

(Source: U.S. Dept. of Education, NCES, IPEDS, Fall 2006, 2007 & 2008)

While the correlation between cost of attendance and educational attainment is not
analyzed within this report, a recent in-depth study conducted by the U.S. Government
Accountability Office concluded that “increases in the cost of college may be discouraging
large numbers of individuals, particularly minority and low-income individuals, from
pursuing higher education” (GAO Higher Education Study, November 2007). The full report, which
documents the growth in college tuition and its potentially adverse effects on access to
higher education and rates of degree completion, can be found at
www.gao.gov/new.items/d08245/pdf.

33

P O S T S E C O N D A RY

G R A D U A T I O N R AT E S
U.S. Graduation Rates

Approximately fifty-seven percent (57%) of full-time, first-time bachelor’s or equivalent
degree-seekers attending four-year public or private institutions in the U.S. completed a
bachelor’s or equivalent degree at the institution where they began their studies within six
(6) years.

Graduation rates of students seeking baccalaureate degrees at four-year public and private
institutions increased when measured after six (6) years, rather than after four (4) years,
from time of entry. The graduation rate of all bachelor’s seeking students in the U.S. 2001
cohort (who graduated in 2005) is 36 percent after four (4) years; 53% after five (5) years
(graduated in 2006); and 57 percent after six (6) years (graduated in 2007) (IES NCES,

March 2009).

Arizona Graduation Rates

According to the National Center for Public Policy’s 2008 Arizona Report Card, a low
percentage (43%) of Arizona’s first-time, full-time, public and private college students
complete a bachelor’s degree within six years of entering college – compared with 65% in
the top performing states, and 57% for the nation (National Center for Public Policy and Higher
Education, Measuring Up 2008).

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 attending a public or private four-year institution, who obtained a
bachelor’s degree at the institution they entered within six years of enrolling, is provided
in the table below. White students had the highest graduation rate (52%); Hispanic, Asian
American, and American Indian/Pacific Islander students had similar graduation rates of
47%, 47% and 46% respectively; and African American students had the lowest graduation
rate (41%).
Six-Year Graduation Rate of Arizona’s Four-Year
Public and Private Postsecondary Students by
Race/Ethnicity (2006 - 2007)
Race/Ethnicity
of Students

African American
American Indian or Pacific Islander
Asian American
Hispanic
Total Minority
White
Total Arizona*

Six-Year
Graduation
Rates
41%
46%
47%
47%
46%
52%
43%

(Source: NCES 2009 & National Center for Public Policy
2008)

Note that the figures measure the percent
of first-time, full-time students enrolled in a
public or private four-year institution who
obtain a bachelor’s degree at the
institution they entered within six years of
enrolling. Part-time students, returning
students, and students who transfer to
another campus are not captured in this
measure. As such, the graduation rate
may be underestimated for Arizona, given
a significant portion of Arizona’s
postsecondary student body share these
characteristics.

* The total Arizona graduation rate is lower than the average of all
racial/ethnic graduation rates given it includes the graduation rates
of those students whose race/ethnicity is unknown.

34

PO ST S E C O N D A RY

G R A D U AT I O N R AT E S

Graduation Rates Among Arizona’s Public Universities

Graduation rates among Arizona’s four-year public universities, Arizona State University,
Northern Arizona University, and University of Arizona, are provided in the table below.
As can be seen, the six-year graduation rate is much higher than the four-year graduation
rate, with 6-year graduation rates ranging from 48% to 56%, and 4-year graduation rates
ranging from 29% to 33%.
When reviewing 2007 graduation rates by
race/ethnicity among Arizona’s four-year
public universities, it is important to note
that both ASU and the UA included the
graduation rates of students for which their
race/ethnicity was categorized as “unknown.” As such, while general observations can be drawn from the tables, it is not
a precise tool for calculating graduation
rates by race/ethnicity.

NAU ranked first in the nation
in producing Native American
master’s degrees, and sixth in
the nation for graduating
Native Americans with
bachelor’s degrees (ABOR
2008).

Nevertheless, some general observations can reliably be drawn from the tables.
Certainly, the comparatively high graduation rates of Asian American/Pacific Islander
students across all universities (40% to 63%), compared to the notably low graduation
rates of American Indian/Alaskan Native students (ranging from 26% to 28%), provides
an indication of the very different graduation rate averages of these two racial/ethnic
groupings. Additionally, the six year graduation rate was notably higher for females than
males across all three universities, ranging from 51% to 60% for females as compared
to 43% to 52% for males.
2007 Six-Year Postsecondary Graduation Rates by Race/Ethnicity
Arizona State Univ. (ASU), Northern Arizona Univ. (NAU), Univ. of Arizona (UA)
Graduation Rate

Amer. Indian/Alaska Native
Asian/Pacific Islander
Black non-Hispanic
Hispanic
White
Unknown
Non-Resident Alien
Females
Males

ASU
55.6% (6-year)
29.4% (4-year)
26%
64%
42%
51%
57%
46%
61%
60%
51%

(Source: NCES College Navigator, 2009.)

35

NAU
48.2% (6-year)
30.2% (4-year)
28%
40%
49%
42%
50%
n/a
57%
51%
43%

UA
56% (6-year)
33% (4-year)
28%
63%
45%
49%
57%
61%
60%
60%
52%

P O S T S E C O N D A RY

D E G R E E S & C E R T I F I C AT E S

The types and quantity of post-secondary degrees earned have significant implications
for the future composition of Arizona’s workforce and the alignment of jobs and skills.
During the 2006-2007 academic year, over 123,000 degrees and certificates were
conferred to Arizona postsecondary students.

According to the National Center for Public Policy (2008 Arizona Report Card), the number
of undergraduate credentials and degrees awarded in Arizona, relative to the number of
students enrolled, has increased substantially since the early 1990s, from 10% in 1992 to
18% in 2007. Arizona performs at the U.S. average, but is below the top states on this
measure which average at 21%.

The table below provides the number and percentage of degrees/pre-baccalaureate
certificates earned by students of each racial/ethnic group, by the type of degree or
certificate earned, including: pre-baccalaureate level certificates, associate’s degrees,
bachelor’s and master’s degrees, and doctor’s and first-professional degrees. Note that
the table does not include post-graduate certificates.
Postsecondary Degrees and Certificates by Race/Ethnicity 2006-2007*

African American
Asian
Hispanic
American Indian American
1,825
1,214
702
6,634
Certificates* (Below
baccalaureate)
5.9%
3.9%
2.2%
21%
1,848
1,034
683
3,866
Associate
Degrees
7%
4%
2.60%
14.90%
1,931
652
1,394
3,709
Bachelor
Degrees
5%
1.7%
3.8%
10%
2,891
245
801
1,511
Master
Degrees
10%
0.8%
2.86%
5.40%
47
19
41
58
Doctor
Degrees
4%
1.6%
3.5%
4.9%
26
18
84
78
First-Professional
Degrees
2.8%
1.9%
9.2%
8.6%
8,568
3,182
3,705
15,856
Total Awards
6.9%
2.5%
3%
12.8%

White

15,943
51.9%
14,249
55%
22,499
61%
12,405
44%
625
53%
653
72%
66,374
53.9%

NonUnknown
Resident
Race
337
4,040
1%
13%
718
3,382
2.70%
13%
2,506
3,933
6.8%
10.7%
3,412
6,676
12%
23%
307
64
26%
5%
3
44
0.3%
4.8%
7,283
18,139
5.9%
14.7%

Total

30,695
100%
25,780
100%
36,624
100%
27,941
100%
1,161
100%
906
100%
123,107
100%

*The figures in this table include degrees and certificates obtained by students attending all of Arizona’s public and
private postsecondary institutions, including four-year, two year, and less than two year programs.
(Source: IPEDS, NCES 2009)

The percentage of certificates and degrees obtained by minorities, out of the total number
of degrees/certificates obtained by Arizona’s postsecondary students during the 20062007 academic year, was as follows:







33% of (below baccalaureate) certificate completers are minority students
29% of Associate’s degree recipients are minority students
21% of Bachelor’s degree recipients are minority students
19% of Master’s degree recipients are minority students
14% of Doctor’s degree recipients are minority students
23% of First-professional degree recipients are minority students

36

PO ST S E C O N D A RY

D E G R E E S & C E R T I F I C AT E S

The table below provides additional information to review the proportion and different types of
degrees and certificates obtained by students of different racial/ethnic groups, as well as among
male and female students. The information is reflective of all Arizona degree-granting institutions,
including online colleges/universities.

Arizona: Postsecondary Degrees and Certificates
by Race/Ethnicity, Gender and Degree Type: 2006-2007

Women
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
African American
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
Asian American
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards

White
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
Unknown Race
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards

37

(Source: NCES, IPEDS 2009)

16,614
14,999
20,924
17,678
560
444
71,219

23%
21%
29%
24.80%
0.70%
0.62%
100%

1,825
1,848
1,931
2,891
47
26
8,568

21.30%
21.50%
22.50%
33.70%
0.54%
0.30%
100%

702
683
1,394
801
41
84
3,705

18.90%
18%
37.60%
21.60%
1%
2%
100%

15,943
14,249
22,499
12,405
625
653
66,374

24%
21%
33.80%
18.60%
0.90%
0.98%
100%

4,040
3,382
3,933
6,676
64
44
18,139

22%
18.60%
21%
36.80%
0.35%
0.24%
100%

Men
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
American Indian
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
Hispanic
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards
Nonresident Alien
Certificate (Below BA)
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
First-Professional Degree
Total Awards

14,081
10,781
15,700
10,263
601
462
51,888

27%
20.70%
30%
19.70%
1%
0.89%
100%

1,214
1,034
652
245
19
18
3,183

38%
32%
20%
7.60%
0.50%
0.56%
100%

6,634
3,866
3,709
1,511
58
78
15,856

0.40%
24%
23%
9.50%
0.36%
0.49%
100%

337
718
2,506
3,412
307
3
7,283

4.60%
9.80%
34%
46.80%
4.20%
0.04%
100%

LIST OF REFERENCES
Demographics

ACS Demographic and Housing Estimates: 2005 – 2007, American Community Survey 2007, U.S. Census Bureau.
Arizona Economic Characteristics, American Community Survey 2007, U.S. Census Bureau.
Arizona Minority Health 2007, American Community Survey 2007, U.S. Census Bureau.
Arizona Population and Housing Narrative Profile: 2007, American Community Survey 2007, U.S. Census Bureau.
Arizona: Population Distribution by Gender, States, U.S. (2007). Kaiser State Health Facts.
Arizona: Population Distribution by Race/Ethnicity, States (2006-2007), U.S. (2007). Kaiser State Health Facts.
Arizona Poverty Rate by Age, States, and U.S. 2007, American Community Survey 2007, U.S. Census Bureau.
Arizona: Unemployment Rate (Seasonally adjusted) 2008-2009. Kaiser State Health Facts.
Demographics and the Economy, American Community Survey 2007, U.S. Census Bureau.
General Demographic Characteristics, 2007 Population Estimates, U.S., American Community Survey 2007, U.S.
Census Bureau.
National Assessment of Educational Progress: Arizona 2007 Results. NAEP, 2008.
Press Release, “Top Ten Fastest Growing States.” December 22, 2008, U.S. Census Bureau News.
Select Social Characteristics in the U.S., American Community Survey 2007, U.S. Census Bureau.
U.S. Bureau of Labor Statistics 2008 & 2009.
U.S. Educational Attainment 2005-2007, American Community Survey 2007, U.S. Census Bureau.
U.S. Household and Families: 2005-2007, American Community Survey 2007, U.S. Census Bureau.
U.S. School Enrollment, American Community Survey 2007, U.S. Census Bureau.

Measuring Up

Measuring Up 2008: The State Report Card on Higher Education – Arizona. The National Center for Public Policy
and Higher Education, (http://www.highereducation.org).
Measuring Up 2008: The State Report Card on Higher Education – The National Report Card on Higher Education.
The National Center for Public Policy and Higher Education.
National Press Release “States Falter in Providing Affordable College Opportunities: Disparities Persist by
Race/ethnicity and Income Eroding Global Competitiveness,” December 2008. The National Center for Public Policy and Higher Education, 2008.
Press Release, State News Summary. “ Arizona’s College Opportunities Not up to Par, Particularly for Minorities,”
December 2008.

KINDERGARDEN – 12TH GRADE
Enrollment

Arizona Department of Education, October 1, 2008 Enrollment Figures. Data collected from 1996 - 2008.
(http://www.azed.gov/researchpolicy/azenroll/2007-2008).

AIMS Test Scores

Arizona Indicators, AZ Department of Education. (www.arizonaindicators.org/pages/educatio/performance).
“Arizona Students Struggle on 1st Science AIMS Test.” Sept. 2008. The Arizona Republic.
2007-2008 State Report Card, AZ Dept. of Education.
AZ State Board of Education Website. (www.ade.state.us/stateboard/graduationrequirements).

Dropout Rates

Arizona Department of Education, Research and Evaluation Section, Dropout Rates October 2008.
(http://www.ade.state.az.us/researchpolicy/dropoutinfo/).
Dropout Rate Study Report, 2007-2008, AZ Dept. of Education.
Dropout Rate Report: 2006, AZ Dept. of Education, March 2007.
Dropout Rate Report, 2004-2005, AZ Dept. of Education.
Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge. The Pew Hispanic Center, 2003.

Graduation Rates

Arizona University System FY2008 Annual Report: ASU, NAU, UA, Arizona Board of Regents 2008.
Graduation Rate Reports for 2000 - 2007. Arizona Department of Education, Research & Evaluation Section, 2008
(http://www.azed.gov/researchpolicy/grad/).
National Center for Public Policy in Higher Education Report, 2008.
Public School Graduation Rates in the United States, November 2002. Manhattan Institute for Policy Research.

38

LIST OF REFERENCES
Advanced Placement

College Board State Summary and Annual Reports 2001-2009, College Board.
Press Release, AZ Dept. of Education, February 2008, “Arizona Schools Chief Tom Horne Announces Arizona Students Advanced Placement Participation Rates and Performance Higher than National average – Reports Equity
Gap Closing.”
5th Annual AP Report to the Nation, February 2009. College Board, 2009.
5th Annual AP Report to the Nation: Arizona Supplement, February 2009. College Board, 2009.

Eligibility for University Admission

“Get Ready for Success at Arizona’s Public Universities.” (Admission regulations brochure), Arizona Board of Regents (ABOR), 2009.
Fact Sheet 2007: The Arizona Financial Aid Trust Fund, Arizona Board of Regents.
Board of Regents Meeting Report, 2008 Fall Enrollment Report, December 4-5, 2008.
Board of Regents Meeting: Executive Summary, June 24-25, 2004. Review of Findings from the 2002 Arizona
High School Eligibility Study.
2006 Arizona High School Eligibility Study, Arizona Board of Regents Meeting: Executive Summary, September 2728, 2008.
2008 Enrollment Report Highlights, Solutions Through Higher Education.

SAT

2008 College-Bound Seniors, State Profile Report, Arizona. The College Board.
2007 College-Bound Seniors, State Profile Report, Arizona. The College Board.
2005 College-Bound Seniors, State Profile Report, Arizona. The College Board.
Arizona Republic, “State SAT Scores Drop for 3rd Straight Year.” August 2008.
Press Release, “SAT Scores Stable as Record Numbers Take Test.” College Board, August 2008.
Total Group Profile Report, 2008 College-Bound Seniors, The College Board.

ACT

ACT High School Profile Reports 2002-2008, ACT, Inc.
ACT High School Profile Report. The Graduating Class of 2007: Arizona. ACT, Inc., 2008.
ACT High School Profile Report. The Graduating Class of 2008: Arizona. ACT, Inc., 2008.
American Legislative Exchange Council, 2009.
Arizona Daily Star, “Test-takers Increase, but Scores Nearly Hold Steady.” August 13, 2008.
Average ACT Scores by State, 2008. The ACT, Inc.
U.S. News and World Report, “SAT Scores Hold Study for Class of ’08.” March 23, 2009.

POSTSECONDARY EDUCATION**

Enrollment

Arizona State Board for Private Postsecondary Education. (http://azppse.state.az.us).
Average Undergraduate Tuition and Feeds and Room and Board Rates for Full-Time Students in Degree-Granting
Institutions, by type and control of Institution and State of Jurisdiction: 2006-2007 and 2007-2008. U.S. Department
of Education, National Center for Education Statistics, IPEDS. (Public and Private Four-Year).
College Navigator - NAU Fall 2007. NCES.
College Navigator - ASU Fall 2007. NCES.
College Navigator – Dine College Fall 2007. NCES.
College Navigator – Tohono O’Odham Community College. Fall 2007. NCES.
Differences in the Health Status Among Race/Ethnic Groups, Arizona 2007. Arizona Department of Health and Social Services (AZDHS). (www.azdhs.gov/plan/report/dhsag/dhsag07).
Digest of Education Statistics, 2008. U.S. Department of Education, National Center for Education Statistics. March
2009. (http://nces.ed.gov/programs/digest/).
Digest of Education Statistics, 2007. U.S. Department of Education, National Center for Education Statistics, March
2008. (http://nces.ed.gov/programs/digest/).

**Postsecondary data related to Arizona student enrollment and graduation include only institutions that are present in Arizona.
the case of private institutions, only those with a physical presence and those licensed in Arizona are included.

39

In

LIST OF REFERENCES
Enrollment in Public and Private Four and Two-Year Degree-Granting Institutions, by Race/Ethnicity and State, Fall
2007. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education
Data System (IPEDS), Spring 2008.
Enrollment in Public Four-Year Degree-Granting Institutions, by Race/Ethnicity and State, Fall 2007. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), Spring 2008.
Enrollment in Public Two-Year Degree-Granting Institutions, by Race/Ethnicity and State, Fall 2007. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), Spring 2008.
Enrollment in Private Four-Year Degree-Granting Institutions, by Race/Ethnicity and State, Fall 2007. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), Spring 2008.
Enrollment in Private Two-Year Degree-Granting Institutions, by Race/Ethnicity and State, Fall 2007. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System
(IPEDS), Spring 2008.
Fall Enrollment in Arizona 2-Year & 4-Year Institutions, 2007. (Customized table from data search listing information for each postsecondary institution separately to produce Appendix H.)
Higher Education: Tuition Continues to Rise, but Patterns Vary by Institution Type, Enrollment, and Educational
Expenditures. Report to the Chairman, Committee on Education and Labor, House of Representatives, U.S. Government Accountability Office (GAO) 2007.
IPEDS Data Center – NAU, Fall 2007.
Measuring Up 2008. State Facts Comparison Results. (http://measuring
up2008.highereducation.org/compare/state_facts_result.php).
Minority Student Report 2007: A Snapshot of Arizona’s Educational Achievement. Prepared by Nancy L. Osborne,
M.Ed. and Tonya M. Drake, Ph.D., AMEPAC, 2007.
National Center for Public Policy and Higher Education, 2008.
NAU University Fast Facts 2008, NAU 2009.
Northern Arizona University Fast Facts, Semester Fast Facts, Fall 2007.
NCES Graduation Rate and Completion Surveys, 2007.
Office of the President, Native American Affairs: Facts, ASU 2009.
State Education Data Profiles. Institute of Education Sciences, National Center for Education Statistics. U.S. Department of Education.
UA Office of Institutional Research and Planning Support, Fact Book 2007-2008.
UA Chicano Hispano Student Affairs. Hispanic Students at the UA – At a Glance, Fall 2007.
University of Arizona Annual report 2007-2008.
U.S. Department of Education NCES IPEDS Fall 2006, 2007 & 2008 Tuition Table.
Quick Facts, Fall 2009, ASU University Office of Institutional Analysis.

Graduation Rates

First Look Report, March 2009. Institute of Education Sciences, National Center for Education Statistics, Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 and 2004 Cohorts; and Financial Statistics,
Fiscal Year 2007.
National Center for Public Policy 2008.
NCES College Navigator – University of Arizona, 2009.
2007 Six-Year Graduation Rates,Two- and Four-Year Postsecondary Institutions by Race/Ethnicity for Arizona.
U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Spring 2008. (Customized table through data search listing graduation rate information for each
postsecondary institution.)

Degrees and Certificates

2008 Arizona Report Card, National Center for Public Policy 2008.
2006-2007 Postsecondary Degrees & Certificates (IPEDS, NCES customized search).

40

APPENDIX A

PK – 1 2 ENROL LMENT T REND BY RACE/ETHNICITY & GENDER

PK-12 Enrollment Trend by Race/Ethnicity and Gender
1996-1997 to 2007-2008

African American
American Indian
Asian American

96-97 97-98

98-99 99-00 00-01 01-02

02-03

03-04

04-05

05-06

06-07

07-08

57,592

58,475

63,307

66,882

65,546

67,493

67,073

58,783

34,212

35,830

14,018

14,885

56,744

38,421

40,029

41,392

43,556

16,171

16,847

18,230

19,362

59,688

59,498

60,405

46,859

21,109

48,932

22,300

52,454

24,273

56,863

27,110

59,908

29,361

62,277

32,296

Hispanic

240,795 250,656

268,098 284,993 303,101 325,700

355,295

376,088

404,845

426,642

450,664

447,008

White

452,633 455,123

466,597 470,518 471,225 473,257

491,558

497,757

506,388

516,118

512,934

478,333

521,722

543,048

Total Minority
Female
Male

Total

346,617 358,115

387,996 395,054

411,254 418,175

799,250 813,229

381,165 401,557 422,221 449,023

411,913 423,007 434,259 447,902

435,849 449,068 459,187 474,378
847,762 872,075 893,446 922,280

486,570

474,243
503,886

514,202

490,237

547,118

510,458

578,108

531,082
563,144

607,006

544,071
575,869

600,364

524,550
554,147

978,129 1,011,959 1,053,506 1,094,226 1,119,940 1,078,697

(Source: Arizona Department of Education)

APPENDIX B

PK – 12 PERCENT ENROLL MENT BY RACE/ETHNICITY & GENDER

PK-12 Percentage Enrollment by Race/Ethnicity and Gender
1996-1997 to 2007-2008

African American
American Indian
Asian American

96-97 97-98

98-99 99-00 00-01 01-02

02-03

03-04

04-05

05-06

06-07

07-08

7.20%

6.90%

6.50%

6.60%

6.20%

6.20%

6.00%

5.40%

4.30%

4.40%

1.80%

1.80%

7.00%

4.50%

4.60%

4.60% 4.70%

1.90%

1.90%

2.00% 2.10%

6.80%

6.70% 6.50%

4.80%
2.20%

4.80%
2.20%

5.00%
2.30%

2.50%

5.30%
2.60%

5.80%
2.90%

Hispanic

30.10% 30.80% 31.60% 32.70% 33.90% 35.30% 36.30% 37.20% 38.40%

29.00%

40.20%

41.40%

White

56.60% 56.00% 55.00% 54.00% 52.70% 51.30% 50.30% 49.20% 48.10%

47.20%

45.80%

44.30%

Total Minority
Female
Male

Total

43.40% 44.00% 45.00% 46.00% 47.30% 48.70% 49.70% 50.80% 51.90%
48.50% 48.60% 48.60% 48.50% 48.60% 48.60% 48.50% 48.40% 48.50%
51.50% 51.40% 51.40% 51.50% 51.40% 51.40% 51.50% 51.60% 51.50%
100%

100%

100%

100%

100%

100%

100%

100%

(Source: Arizona Department of Education, Research and Evaluation Section, 2009.)

41

5.20%

100%

52.80%
48.50%
51.50%
100%

54.20%
48.60%
51.40%
100%

55.60%
49%
51%

100%

APPENDIX C

H I G H S C H O O L A N N U A L D R O P O U T R AT E S
Annual Dropout Rate by Race/Ethnicity and Gender
Arizona: Public High School Students (Grades 9-12)
1994-1995 to 2007-2008

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

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
14.3%
8,935
1,277

16.4%

14.8%

14.6%

15.4%

13.0%

11.9%

11.7%

10.4%

7.6%

7.7%

1,345

1,104

6.5%

5.6%

4.7%

9,317 10,491 10,966 12,187 11,143 14,597 14,958 16,032 17,645 14,411 18,440 19,692 20,848
1,532

1,557

1,597

1,879

1,446

1,740

1,749

1,665

17.8%

18.3%

22.6%

18.8%

19.1%

16.8%

15.1%

16.1%

15.3%

12.4%

2,617

2,573

3,834

3,104

3,483

2,919

2,881

3,453

3,092

4,072

4,107

4,579

4,894

5,341

4,867

6,266

6,534

17.1%

17.8%

18.6%

17.0%

17.6%

15.4%

14.3%

13.2%

1,198

1,108

978

8.0%

11.6%

11.3%

10%

2,593

1,540

2,685

2,562

2,238

7,034

6,590

6,945

8,338

8,628

9,338

11.8%

10.1%

10.2%

8.6%

7.3%

5.7%

9,912 11,015 12,806 12,129 13,514 10,969 12,965 12,545 12,162 11,914 10,136 10,335

9,376

7,623

14,701 14,079 16,947 16,516 18,216 17,418 19,113 21,393 20,238 20,883 19,246 23,120 22,618 22,490
6.6%
267

7.0%
289

6.1%

278

5.8%

282

8.2%
437

4.8%
232

4.6%

286

3.7%
243

3.4%
237

2.7%
175

2.5%

176

2.3%

193

2.2%
190

1.7%
159

58,047 61,761 68,725 71,449 76,739 71,188 90,913 94,763 103,311 118,438 98,897 120,229 127,754 133,287
16.4%

17.3%

18.3%

16.5%

17.2%

14.9%

13.7%

13.1%

11.7%

9.8%

9.3%

8.5%

7.4%

5.9%

85,755 89,264 100,742 103,825 112,483 104,616 130,889 137,648 146,615 163,556 139,499 170,127 178,692 185,963
14,073 15,409 18,475 17,112 19,313 15,566 17,872 17,990 17,156 16,027 12,956 14,411 13,236 10,998
9.1%

9.5%

8.6%

7.7%

8.5%

8.1%

6.7%

6.4%

5.6%

4.8%

4.6%

4.3%

3.7%

3.3%

11,296 10,992 11,819 10,887 12,531 10,531 10,990 10,386

9,360

7,264

6,738

7,004

6,053

5,318

124,216 126,403 136,761 140,682 147,643 129,503 162,831 162,082 166,060 152,045 147,611 164,507 164,056 162,836
10.8%

10.7%

11.2%

10.2%

10.8%

0.6%

8.7%

8.5%

7.4%

6.7%

6.0%

5.6%

4.9%

4%

101,366 103,431 114,374 116,780 123,477 112,351 140,543 144,532 151,530 151,889 140,632 162,608 167,041 170,168
10,985 11,030 12,778 11,946 13,353 10,782 12,210 12,291 11,320 10,164
13.2%

13.7%

14.2%

12.6%

13.5%

12.6%

10.9%

10.4%

9.4%

8.0%

8,473
7.7%

9,171
7.1%

8,159

6.3%

6,843

5.30

108,605 112,236 123,129 127,727 136,649 121,768 153,177 155,198 161,145 163,712 146,478 172,025 175,707 178,631
14,384 15,371 17,516 16,053 18,491 15,315 16,652 16,084 15,196 13,127 11,221 12,244 11,130
12.1%

12.2%

12.8%

11.5%

12.2%

11.1%

9.8%

9.5%

8.5%

7.4%

6.9%

6.4%

5.6%

9,473

4.8%

209,971 215,667 237,503 244,507 260,126 234,119 293,720 299,730 312,675 315,601 287,110 334,633 342,748 348,743
25,369 26,401 30,294 27,999 31,844 26,097 28,862 28,375 26,516 23,291 19,694 21,415 19,289 16,613

(Source: Arizona Department of Education, Research and Evaluation Section, 2009.)

Annual Dropout Rate
Arizona: Public Middle & High School Students (Grades 7-12)
1994-1995 to 2007-2008

Total

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
8.8%

9.0%

9.5%

8.5%

8.9%

8.3%

7.3%

7.1%

6.5%

5.8%

(Source: Arizona Department of Education, Research and Evaluation Section, 2009.)

4.9%

4.7%

4.2%

3.6%

Note: The dropout rates above are for grades seven through twelve, and are based on a calendar year that runs
from the first day of summer recess through the last day of school. A school’s total enrollment is used as the population figure against which dropouts are subsequently counted.

42

APPENDIX D

F O U R - Y E A R H I G H S C H O O L G R A D U A T I O N R AT E S

Arizona: Four-Year High School Graduation Rates (% Graduated)
By Race/Ethnicity and Gender
Class of 1993, 1994, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007
African American
# Graduated
Native American
# Graduated
Asian American
# Graduated
Hispanic
# Graduated
Total Minority
# Graduated
White
# Graduated
Female
# Graduated
Male
# Graduated
Total
# Graduated

1993

59.5%
1,775
61.5%
3,064
78.3%
863
55.6%
11,388
58.2%
17,092
74.2%
26,785
71.3%
21,580
64.8%
22,295
68.0%
43,876

1994

61.7%
1,643
55.3%
3,037
80.5%
907
57.2%
11,396
58.6%
16,985
76.2%
26,074
73.7%
21,063
65.0%
21,994
69.3%
43,058

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
75.2%
28,984
67.0%
28,601
71.0%
57,586

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
74.5%
29,635
67.3%
30,732
70.8%
60,368

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
76.4%
29,525
69.0%
30,228
72.7%
59,754

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
78.1%
30,314
70.1%
31,731
74.0%
62,046

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

2005
-

80.4%
31,020
73.3%
32,064
76.8% 74.55%
63,084 51,066

(Source: Arizona Department of Education, Research and Evaluation Section, 2009.)
Note: Detailed data for 2005 was not available at the time of this report.

APPENDIX E

African American
American Indian
Asian American
Hispanic

Total Minority

White

Female
Male

Total

74.1%
27,558
65.8%
25,199
69.9%
52,757

2007

72.3%
2,761
55.0%
2,840
85.5%
1,640
64.7%
16,067
65.3%
23,308
81.0%
30,046
77.5%
27,867
69.4%
25,487
73.4%
53,354

A D VA N C E D P L A C E M E N T

Percentage of Advanced Placement Scores 3 or Higher
by Race/Ethnicity and Gender for
2001, 2002, 2003, 2004, 2005, 2006
Arizona
National
Arizona
National
Arizona
National
Arizona
National
Arizona
National
Arizona
National
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%
57.8%
58.7%
65.4%
65.0%
61.2%
61.7%

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%
58.7%
60.7%
64.9%
66.6%
61.5%
63.4%

(Source: College Board, State Summary Reports 2001 - 2006)

43

2006

68.56%
2,620
51.08%
2,855
86.79%
1,636
59.7%
15,499
60.68%
2,610
78.88%
30,147

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%
58.5%
58.8%
66.3%
65.1%
62.0%
61.7%

2004

46.4%
31.7%
30.3%
46.3%
65.7%
64.5%
54.1%
50.45%
56.7%
53.9%
65.8%
65.2%
60.7%
59.0%
66.2%
64.8%
63.2%
61.6%

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%
56.5%
56.6%
64.1%
63.2%
59.9%
59.6%

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%
55.5%
56.5%
63.0%
63.4%
58.9%
59.6%

APPENDIX F

S AT C O M P O S I T E S C O R E S
Arizona: SAT Composite Scores and Number of Test Takers
by Race/Ethnicity and Gender (2002 – 2008)
African American
Number
American Indian
Number
Asian American
Number
Hispanic
Number
Total Minority
Number
White
Number
Female
Number
Male
Number
Total (All Students)
Number

2002

914
435
918
182
1,068
650
963
1,492
-2,795
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
-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
-3,868
1,066
10,215
1,029
9,481
1,071
8,098
1,047
17,579

(Source: College Board SAT Profile Reports 2002 thorough 2008)

2005

919
677
944
265
1,096
1,010
972
2,606
-4,558
1,078
11,,718
1,035
9,806
1,080
8,378
1,056
18,184

2006

923
689
968
269
1,091
1,107
967
2,718
-4,783
1,072
12,096
1,032
10,032
1,068
8,585
1,068
18,615

2007

1,362
793
1,414
293
1,598
1,172
-3,110
-5,368
1,582
12,212
1,533
10,428
1,564
8,739
1,546
19,201

2008

1,351
993
1,423
278
1,600
1,248
-3,557
-6,076
1,581
12,734
1,527
11,023
1,550
9,008
1,538
20,040

For 2007 and 2008, the writing section of the SAT is included in the mean scores, in addition to the critical reading and mathematics
scores that were provided in the 2002 – 2006 calculations. As such, year by year comparisons must take this significant change
into account from 2007 forward.
The number of students tested varies between gender and race/ethnicity given a significant number of test-takers did not self-identify with any specific race/ethnicity. Those identifying themselves as Mexican or Mexican American, Puerto Rican, Other Hispanic,
Latino, or Latin American were combined in this table as “Hispanic” for purposes of a continued trend analysis with past utilized
race/ethnic categories in terms of SAT participation.
The author chose not to calculate a composite SAT score for the “Hispanic” or “Minority” categories so as not to unfairly represent
the performance of specific racial/ethnic groupings within these broadly defined categories.

ACT CO MPOSITE SCORES
African American
Number
American Indian
Number
Asian American
Number
Hispanic
Number
Total Minority
Number
White
Number
Female
Number
Male
Number
Total (All Students)
Number

Arizona: ACT Composite Scores and Number of Test Takers
by Race/Ethnicity and Gender (2002 – 2008)
2002

18.1
373
16.3
980
21.6
381
19.3
1,567

3,301
22.7
6,496
21.2
4,273
21.5
6,589
21.3
10,862

2003

18.1
437
16.8
1,055
22.8
413
19.3
1,819

3,724
22.6
6,956
21.3
7,090
21.5
4,688
21.4
11,778

2004

18.6
333
16.9
1,027
22.9
368
19.8
1,735

3,463
22.7
6,581
21.5
6,707
21.7
4,550
21.5
11,257

2005

18.8
408
16.7
1,023
22.9
392
19.7
1,601

3,424
22.9
5,853
21.4
6,137
21.7
4,221
21.5
10,358

2006

18.4
386
16.8
920
22.9
387
19.8
1,644

3,337
22.9
5,727
21.5
5,810
21.8
4,361
21.6
10,171

APPENDIX G
2007

18.7
373
16.9
1,004
23.2
378
19.8
1,650

3,405
23
5,570
21.5
5,827
22
4,339
21.8
11,084

2008

18.6
444
16.8
875
23.4
446
20
1,826

3,591
23.1
6,478
21.6
6,477
22.1
4,742
21.9
11,602

(Source: ACT High School Profile Reports 2002 - 2008)
The number of total students tested varies between gender and race/ethnicity given a significant number of test-takers did not selfidentify with any specific race/ethnicity. The author chose not to calculate a composite ACT score for the “Minority” category so as
not to unfairly represent the performance of specific racial/ethnic groupings within this broadly defined category.

44

APPENDIX H

ARI Z O NA P O ST SE C O NDA RY I NS T I T U T I O NS
PUBLIC DEGREE-GRANTING INSTITUTIONS - 2009

Public Four-Year Universities
Arizona State University
ASU Main (Tempe)
ASU Polytechnic
ASU Downtown
ASU West
Northern Arizona University
University of Arizona

Public Two-Year Community Colleges

Arizona Western Community College District
Central Arizona College
Cochise Community College District
Coconino Community College District
Eastern Arizona College
Gila Community College
Maricopa County Community College District
Chandler-Gilbert Community College
Estrella Mountain Community College
Gateway Community College
Glendale Community College
Mesa Community College
Paradise Valley Community College
Phoenix College
Rio Salado Community College
Scottsdale Community College
South Mountain Community College
Mohave Community College District
Northland Pioneer College
Pima Community College District
Yavapai Community College District

Tribal Community Colleges

Dine College
Tohono O’odham

PRIVATE DEGREE-GRANTING INSTITUTIONS- 2009

Private 4-Year Institutions

* Indicates both 2-year and 4-year degrees offered

American Indian College Assemblies of God *
Amridge University * (formerly Regions)
Anthem College Online Division *
Argosy University
Art Center Design College (The)*
Art Institute of Phoenix (The) *
Art Institute of Tucson (The) *
Brown Mackie College (formerly Chaparral) *
Chamberlain College of Nursing
College of Humanities & Sciences, Harrison Middleton University *
CollegeAmerica *
Collins College *
DeVry University *
Dunlap-Stone University * (formerly International Import/Export Institute)
Embry-Riddle Aeronautical University *
Everest College *
Frank Lloyd Wright School of Architecture (The)
Franklin Pierce University
Grand Canyon University
IIA College (formerly International Institute of the Americas) *
ITT Technical Institute – Tempe *
ITT Technical Institute – Tucson *
LA College International
Midwestern University
Northcentral University
Ottawa University
Park University *
Penn Foster College *
Prescott College
Scottsdale Culinary Institute *
Southwestern College *
University of Advancing Technology *
University of Phoenix – Phoenix*
University of Phoenix – Southern Arizona*
University of the Incarnate Word
Wayland Baptist University *
Western International University *

45

Private Institutions Offering 2-Year Degrees

* Indicates both 2-year and 4-year degrees offered

American Indian College Assemblies of God *
Anthem College Online Division *
Apollo College
Arizona Automotive Institute
Arizona College of Allied Health
Art Center Design College (The)*
Art Institute of Phoenix (The) *
Art Institute of Tucson (The) *
Brown Mackie College (formerly Chaparral) *
Bryman School (The)
College of Humanities & Sciences, Harrison Middleton University *
CollegeAmerica *
Collins College *
DeVry University *
Embry-Riddle Aeronautical University *
Everest College *
Fortis College – Phoenix
IIA College (formerly International Institute of the Americas) *
ITT Technical Institute – Tempe *
ITT Technical Institute – Tucson *
Kaplan College
LA College International *
Lamson College
National Paralegal College
Paralegal Institute, Inc. (The), and Brighton College
Park University *
Penn Foster College *
Pima Medical Institute – Mesa
Pima Medical Institute – Tucson
Rainstar College of Therapeutic Massage & Bodywork
Refrigeration School, Inc. (The)
Scottsdale Culinary Institute *
Sonoran Desert Institute
Southwest Institute of Healing Arts
Southwestern College *
Universal Technical Institute
University of Advancing Technology *
University of Phoenix *
Wayland Baptist University *
Western International University *

#
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%

35,587
47.9%
26,084
51%
4,176
48%
2,302
35%
3,025
35%
7,927
37%
17,532
47%

Men

39,905
52%
25,397
49%
4,576
52%
4,293
65%
5,639
65%
13,420
63%
19,685
53%

Women

2,486
3.86%
2,071
4.0%
363
4.1%
375
5.68%
458
5.28%
646
3%
1,142
3.07%

1,372
2.13%
1,138
2.2%
216
2.46%
177
2.68%
229
2.64%
1,297
6%
940
2.53%

Black Non- Amer. Ind.
Hispanic AK Native

3,258
5.06%
2,948
5.7%
412
4.7%
292
4.42%
433
4.99%
459
2%
2,201
5.91%

40,697
63.20%
35,357
68.6%
6,389
73.0%
4,604
69.8%
5,704
65.8%
15,319
72%
23,193
62.00%

8,339
12.95%
6,705
13%
1,128
12.8%
1,031
15.6%
1,756
20.26%
2,614
12%
5,431
14.60%

Asian/ White NonHispanic
Pac. Isl. Hispanic

PUBLIC FOUR-YEAR UNIVERSITIES – FALL 2007

Total
Minority
Enrolled Enrolled
75,492
19,732
24%
51,481
12,862
25%
8,752
2,119
24%
6,595
1,875
28%
8,664
2,876
33%
21,347
5,016
23%
37,217
9,714
26%
0.00%
3,262
6.3%
244
2.78%
116
1.75%
84
0.96%
463
2%
2,261
6.1%

Nonres.
Alien

*
7%
*
*
*
*
549
3%
2,049
5.5%

Race/Ethn.
Unknown

431
26%
51
33%

Men

1,226
74%
153
57%

Women

4
0%
0
0%

1,630
98%
147
95%

Black Non- Amer. Ind.
Hispanic AK Native

2
0%
1
1%

16
1%
4
3%

3
0%
2
1%

Asian/ White NonHispanic
Pac. Isl. Hispanic

TRIBAL COMMUNITY COLLEGES – FALL 2007

Total
Minority
Enrolled Enrolled
1,657
1,639
98%
154
150
97%

0
0%
0
0%

Nonres.
Alien

2
0%
0
0%

Race/Ethn.
Unknown

Note: Throughout Appendix H Amer. Ind/AK Native stands for American Indian or Alaska Native; Asian/Pac. Isl. stands for Asian or Pacific Islander; Nonres.
Alien stands for Nonresident Alien; Race/Ethn. Unknown stands for Race/Ethnicity Unknown.

(Sources: Enrollment figures were obtained from multiple sources, including: 1) National Center for Education Statistics (NCES) tailored database searches;
2) College Navigator database searches; 3) Arizona Board of Regents enrollment reports; and 4) phone interviews with university and college Admissions
Directors.) These sources apply to all of Appendix H, pages 44-49.

Tohono O’oodham Comm. Coll.

Diné College

Tribal Community College

#
%
#
%
#
%

* Race/ethnicity unknown totaled 5,316 for all ASU campuses. This was 7% of total enrollment. The “Digest of Education Statistics” redistributed “race/ethnicity unknown” among the other categories based on the percentages of the known racial/ethnic groups.

University of Arizona

Northern Arizona University

ASU - West Campus

ASU - Downtown Phoenix

ASU - Polytechnic Campus

Public
4-Year Institution
Arizona State University (ASU)
Total all campuses
ASU - Tempe Campus

AR I Z O N A P O S T S E CO N DARY I N ST I T UT I O N S

APPENDIX H

46

47
#
%
194
2.79%
312
6.30%
228
5.50%
59
1.60%
104
1.95%

392
3.80%
530
8.87%
648
9.4%
1,194
6.47%
1,251
5.1%
186
2.1%
1,159
10.4%
1,333
7.27%
344
3.3%
699
16.4%
75
1.27%
30
0.60%
1,466
4.4%
102
1.1%

5,689
55%
3,668
61%
3,555
52%
10,273
56%
13,268
54%
5,105
60%
6,820
61%
11,647
64%
5,609
54%
2,757
65%
3,942
67%
3,067
65%
18,521
56%
5,522
61%
4,588
45%
2,305
39%
3,319
48%
8,171
44%
11,202
46%
3,469
40%
4,277
39%
6,684
36%
4,762
46%
1,497
35%
1,937
33%
1,619
35%
14,461
44%
3,538
39%

1,927
27.70%
2,787
56.29%
2,270
54.90%
2,363
64%
3,775
71.0%

7,211
70%
2,765
46.2%
3,666
53%
11,379
61.6%
16,593
67.8%
6,957
81%
4,598
41%
13,324
72.6%
7,892
76%
1,274
29.9%
4,759
80.9%
2,930
62.5%
18,860
57%
7,863
86.7%

151
2.17%
73
1.47%
107
2.58%
46
1.25%
61
1.10%

661
6.43%
293
4.9%
295
4.29%
891
4.8%
1,156
4.7%
312
3.6%
377
3.39%
808
4.4%
347
3.3%
170
3.99%
120
2.00%
28
0.59%
1,122
3.4%
147
1.6%
197
1.90%
94
1.57%
350
5.09%
373
2.0%
915
3.7%
126
1.46%
478
4.3%
38
0.2%
467
4.5%
207
4.8%
141
2.39%
1,365
29%
914
2.77%
242
2.67%

0.00%
0.00%
0.00%

114
1.10%
35
0.58%
36
0.50%
178
0.96%
360
1.47%
49
0.57%
88
0.79%
51
0.27%
225
2.16%
29
0.68%
0.00%
0.00%
473
1.4%
47
0.50%

33
0.62%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0,0%

0.00%

0.00%

0.00%

0.00%

0.00%

1,702
16.56%
2,256
37.7%
1,879
27%
4,429
24%
4,195
17%
944
11%
4,397
39.6%
2,467
13%
1,096
10.5%
1,875
44%
784
13.3%
333
7.1%
10,147
30.7%
659
7.27%

0.00%

Race/Ethn.
Unknown

792
11.39%
24
0.48%
31
0.75%
0.00%

Nonres.
Alien

3,756
54.00%
1,498
30.2%
1,459
35.30%
311
8.48%
914
17%

Asian/ White NonHispanic
Pac. Isl. Hispanic

133
1.76%
257
5.19%
38
0.91%
885
24.10%
427
8.0%

Black Non- Amer. Ind.
Hispanic AK Native

4,191
60%
2,755
56%
2,409
58%
2,079
57%
3,126
59%

Women

2,762
40%
2,196
44%
1,724
42%
1,585
43%
2,188
41%

Men

PUBLIC TWO-YEAR COMMUNITY COLLEGES – FALL 2007

Minority
Total
Enrolled Enrolled

4,234
6,953
#
61%
%
2,140
4,951
#
43%
%
1,832
4,133
#
Cochise Community College
44%
District
%
1,301
3,664
#
Coconino Community College
36%
%
District
5,314
1,506
#
Eastern Arizona College
28%
%
(inlcudes Gila Comm College)
Maricopa County Community College District (Listed below)
2,952
10,277
#
Chandler-Gilbert Comm. Coll.
29%
%
3,173
#
5,973
Estrella Mountain Comm. Coll.
%
53%
6,874
3,172
#
Gateway Comm. College
46%
%
6,887
#
18,444
Glendale Comm. College
37%
%
24,470
7,517
#
Mesa Community College
30%
%
8,574
1,568
#
Paradise Valley Comm. Coll.
18%
%
6,411
#
11,097
Phoenix College
58%
%
18,331
4,646
#
Rio Salado Community College
25%
%
2,254
#
10,371
Scottsdale Community College
21%
%
2,951
4,254
South Mountain Comm. Coll.
#
69%
%
1,120
5,879
#
Mohave Community College
19%
%
District
4,686
1,756
#
Northland Pioneer College
37%
%
13,649
#
32,982
Pima Community College
41%
%
District
9,060
1,150
#
Yavapai Community College
13%
%
District

Arizona Western Community
College District
Central Arizona College

Public
2-Year Community College

APPENDIX H
ARI Z O NA P O ST SE C O NDA RY I NS T I T U T I O NS

#
%

(Est 13% AZ resident 87% nonresident)

Arizona Ground Campus
*Grand Canyon University Online

%
#
%

American Indian College Assemblies #
of God
%
#
*Anthem College AZ Ground Campus
%
#
*Anthem College Online
(est. 7% AZ resident, 93% nonresident) %
Argosy University - Phoenix
#
%
#
Art Center Design College (The)
%
Art Institute of Phoenix (The)
#
%
#
Art Insitute of Tucson (The)
%
Brown Mackie College (Tucson)
#
%
College Humanities/Sci, Harrison
#
%
#
CollegeAmerica
%
Collins College
#
%
DeVry University
#
%
#
Dunlap Stone University
%
#
Embry-Riddle Aeronautical Univ.
%
#
Everest College - Mesa
%
Everest College - Phoenix
#
%
#
Franklin Pearce Univ. Goodyear
%
*Grand Canyon University
#

Private
4-Year Institution

11,713

1664

20

552

131

1,707

23

1,608

1,502

198

100

300

138

1,102

311

708

4,748

994

68

n/a
155

n/a
323
18.9%
61
46.6%
255
46.2%

57
84%
638
64%
1,700
35.8%
195
27.5%
14
4.5%
172
15.6%
57
41%
174
58%
21
21%
180
91%
309
20.6%
616
38%

Total
Minority
Enrolled Enrolled

n/a
1,408
82%
17
13%
101
18%
10
50%
480
29%
3,163
27%

n/a
26
13%
1,164
77%
1,085
67%

31
46%
593
60%
689
14.5%
169
24%
169
54%
532
48%
12
9%
105
35%

Men

n/a
299
18%
114
87%
451
82%
10
50%
1184
71%
8,550
73%

n/a
49
2.9%
295
2.5%

n/a
47
2.8%
13
9.9%
148
26.8%

n/a
116
6.8%
3
2.3%
2
0.4%
n/a
23
1.4%
32
0.3%

n/a
21
1.2%
13
9.9%
24
4.3%
n/a
5
0.3%
15
0.1%

n/a
389
23.4%
833
7.1%

n/a
1,142
66.9%
61
46.6%
196
35.5%

n/a
78
4.7%
164
1.4%

n/a
139
8.1%
32
24.4%
81
14.7%

n/a
177
10.4%
9
6.9%
99
17.9%
n/a
1,086
65.3%
10,346
88.3%

n/a
65
3.8%
0
0.0%
2
0.4%
n/a
34
2%
28
0.2%

Nonres. Race/Ethn.
Black Non- Amer. Ind. Asian/ White NonHispanic
Alien
Unknown
Hispanic AK Native Pac. Isl. Hispanic
0
9
0
37
1
39
8
11
0.0%
13.2%
54%
1.5%
11.8%
16.2%
0.0%
57.4%
0
118
113
390
88
401
17
268
39.2%
0.0%
11.9%
11.4%
27%
8.8%
40%
1.7%
254
58
324
1
1,250
67
2,794
4,059
0.0%
6.8%
5.4%
1.4%
58.9%
85.5%
26.3%
1.2%
464
0
75
49
539
88
15
17
6.9%
10.6%
0.0%
76%
12.4%
2.4%
2.1%
65.5%
0
0
255
42
14
142
0
0
4.5%
0.0%
82%
46%
0.0%
0.0%
13.5%
0.0%
676
248
6
570
28
17
14
113
0.5%
61.3%
1.3%
22.5%
10.3%
52%
2.5%
1.5%
80
1
0
1
1
126
11
44
0.0%
58%
0.7%
8%
0.7%
0.7%
31.9%
91%
124
20
6
23
1
100
195
26
33.3%
6.7%
2%
7.7%
8.7%
0.3%
41.3%
65%
10
79
0
0
6
3
2
10%
0.0%
0.0%
3%
2%
79%
n/a
6%
18
0
172
2
169
9
0
0
4.5%
0.00%
9%
0.00%
87%
85%
0.0%
1.00%
24
512
148
0
681
64
73
338
45.3%
4.3%
4.9%
9.9%
0.0%
1.6%
34.1%
23%
972
19
1
99
523
146
99
272
60.4%
16.9%
1.2%
0.1%
6.2%
33%
9.1%
6.2%

Women

PRIVATE FOUR-YEAR DEGREE-GRANTING INSTITUTIONS – FALL 2007

AR I Z O N A P O S T S E CO N DARY I N ST I T UT I O N S

APPENDIX H

48

49
#
%
#

#
%

29

170

1,276

771

52,145
299

1,186

933

361
1,254
5,457
2,287
224,880
926
4,989
3,920

723

29%

23.8%

113

71%

2,785

71%

3,545

41%

378

67.6%

152,091

59%

12.1%

473

12%

601

15%

142

14.6%

32,883

4.9%

6.9%

1,356

60%

375

4.3%

54

3.3%

12

5.1%

65

2.5%

25

n/a

17.9%

126

6.3%

88

n/a

8.4%
28
5.6%
22
1.5%

3,288

8%

100

47%

170

43%

552

61%

n/a

619

45%

318

74%

1,032

20%
93
19%
738
51%
2,280
46%

1.5%

59

1.5%

74

1.3%

12

0.8%

1,853

1.3%

29

2.0%

111

0.5%

6

1.9%

7

4.2%

54

1.6%

16

n/a

1.4%

10

1.3%

18

n/a

12.1%
23
4.6%
9
0.6%

2.2%

86

2.2%

109

3.2%

30

2.2%

4,952

2.0%

45

2.7%

148

3.2%

40

1.1%

4

1.8%

23

0.8%

8

n/a

4.4%

31

1.3%

18

n/a

3.4%
12
2.4%
182
12.5%

54.2%

2,125

54.2%

2,704

50%

461

38.8%

87,170

29.5%

675

40.2%

2,193

63.9%

801

88.9%

321

41.6%

531

87.1%

n/a

877

55.7%

392

56.1%

783

n/a

54.6%
208
41.9%
1,043
71.5%

20.5%
207
41.7%
42
2.9%

0.0%
0
0.0%
14
1.0%

1.0%
18
3.6%
147
10.1%

8.0%

315

8.1%

402

12%

115

5.5%

12,457

25.5%

584

11.8%

642

5.6%

70

1.7%

6

13%

166

6.5%

65

n/a

13.9%

98

12.1%

169

n/a

4.2%

164

4.2%

209

0.00%

0

4.8%

10,900

8.8%

201

5.2%

282

1.2%

15

1.7%

6

0.0%

0

1.5%

15

n/a

0.0%

0

0.1%

1

n/a

1

Sources: Enrollment figures were obtained from multiple sources, including: 1) Integrated Postsecondary Education Data System (IPEDS) and National Center for Education
Statistics (NCES) tailored database searches; 2) College Navigator database searches; 3) Arizona Board of Regents enrollment reports; and 4) phone interviews with university
and college Admissions Directors. * ACPE research in cooperation with university/college. U of P and WIU Arizona residents are estimates.

17.8%

699

17.8%

889

18%

166

33.2%

74,665

28%

640

31.3%

1,706

21.4%

268

1.4%

5

34.2%

436

0.1%

n/a

6.7%

47

22.9%

319

n/a

Black Non- Amer. Ind. Asian/ White NonNonres. Race/Ethn.
Hispanic
Hispanic AK Native Pac. Isl. Hispanic
Alien
Unknown
979
152
103
15
299
484
0
67
87.4%
13.6%
9.2%
1.3%
16.7%
44.1%
0.0%
6%
156
64
92
26
416
156
0
8

Women

Note: Data was not available for Amridge University, Chamberlain College of Nursing, Frank Lloyd Wright School of Architecture, LA College International and University of the Incarnate Word.

1,135

29%

1,444

59%

548

32.4%

72,789

41%

931

40%

2,169

92%

1,154

53%

191

57%

23.8%

32%

23.2%

33.7%

23.4%

13.6%

8%

24.1%

308

39%

11.3%

1,275

n/a

388

n/a

114

1,007

429

55%

37.6%

386

26%

265

704

364

80%
403
81%
721
49%
2,669
54%

141
12.6%
606

Men

21%

293

n/a

44.4%
270
54.4%
255
17.4%

754
67.3%
338

1,396

4,949

1,459

496

762

1,120

Minority
Total
Enrolled Enrolled

PRIVATE FOUR-YEAR DEGREE-GRANTING INSTITUTIONS – FALL 2007 (cont)

%
ITT Technical Institute - Tucson
#
%
Midwestern University
#
%
Northcentral University
#
%
Ottawa University
#
%
Park University
#
%
Penn Foster College
#
%
Prescott College
#
%
Scottsdale Culinary Institute
#
%
Southwestern College
#
%
University of Advancing Technology #
%
University of Phoenix - Phoenix
#
%
University of Phoenix - Southern AZ #
%
*University of Phoenix - Online
#
(Est. 5% AZ residents, 95% nonresidents) %
Wayland Baptist University
#
%
*Western International University
#
(Arizona Ground Campus)
%
*Western International Univ. Online
#
(Est. 46% AZ residents, 54% nonresi%

ITT Technical Institute - Tempe

(FKA Int’l Institute of the Americas)

IIA College - 3 campuses

Private
4-Year Institution

APPENDIX H
ARI Z O NA P O ST SE C O NDA RY I NS T I T U T I O NS

#

#

#

#

#

#

#

#

#

#

#

#

CollegeAmerica

Golf Academy of America

Kaplan College

Lamson College

National Paralegal College

Paralegal Institute, Inc.

Pima Medical Institute - Mesa

Pima Medical Institute - Tucson

Refrigeration School Inc. (The)

Southwest Institute of Healing Arts

Universal Technical Institute

75

165

805

2,356
34.2%

14.7%

1,116

99%

199

53.9%

369

21%

98%

2,318

12%

131

366

202

16.4%

158

20%

10%
184

n/a

14%

65

18%

77%

13%

26

18%

14

24%

556
18%
572
98%
14
10%
265

Men

58.6%

n/a
526

n/a

47.3%

457

32.1%

137

8.3%

20

90.9%

180

58.3%

46

63.5%

40%
79
57.6%
687

54.4%

958

900

200

35

427

238

198

79

1,082

137

582

3,166

Total
Minority
Enrolled Enrolled

362

2%

38

88%

985

1%

3

79%

756

80%

90%
716

n/a

86%

392

82%

23%

87%

172

82%

65

76%

2,610
82%
10
2%
123
90%
817

Women

2.4%
34

2.7%

63

2.3%

26

9.2%

3.9%

92

2.3%

26

5.7%

21

23
4.0%

40

2.7%

n/a
24

n/a

8.3%

38

3.5%

15

2.9%

7

85%

169

19%

15

13.2%

275
8.7%
8
1.3%
6
4.4%
143

4.4%

n/a
40

n/a

9.4%

43

7.3%

31

0.4%

1

1.0%

2

15.2%

12

9.3%

222
7.0%
169
29%
11
8.0%
101

Black Non- Amer. Ind.
Hispanic AK Native

4.2%

98

1.4%

16

3.5%

13

2.5%

24

2.4%

n/a
22

n/a

2.2%

10

1.9%

8

2.1%

5

0.0%

0

5.1%

4

2.8%

117
3.7%
2
0.3%
4
2.9%
30

1,108
35.0%
53
9%
58
42.3%
413

1,076
45.7%

23.4%

552

97
8.7%

76.0%

848

35.5%

131

7.4%

71

49.1%

n/a
442

n/a

27.4%

125

19.4%

83

2.9%

7

0.5%

9

19%

15

38.2%

41.7%

154

19.4%

186

37.4%

n/a
337

n/a

36.5%

167

63.0%

269

85.3%

203

9%

18

40.5%

32

34.5%

1,248
39.4%
350
60%
34
24.8%
373

Asian/ White NonHispanic
Pac. Isl. Hispanic

0

0.0%

1

0.0%

0

0.0%

0.0%

0.0%

n/a
0

n/a

0.0%

0

0.0%

0

5.5%

13

0.0%

0

0.0%

0

0.0%

0
0.0%
0
0.0%
4
2.9%
0

Nonres.
Alien

20.1%

474

9.2%

103

4.30%

16

64.3%

616

3.9%

n/a
35

n/a

16.2%

74

4.9%

21

0.8%

2

0.0%

0

1.3%

1

2.0%

196
6.2%
0
0.0%
20
14.6%
22

Race/Ethn.
Unknown

Note: Data was not available for Fortis College - Phoenix, Rainstar College and Sonoran Desert Institute.
Many postsecondary institutions offer both 2-year and 4-year degrees. If they offer both, 2-year numbers are included in the 4-year totals on pages 48-49, not on this page.
Sources: Enrollment figures were obtained from multiple sources, including: 1) Integrated Postsecondary Education Data System (IPEDS) and National Center for Education
Statistics (NCES) tailored database searches; 2) College Navigator database searches; 3) Arizona Board of Regents enrollment reports; and 4) phone interviews with university
and college Admissions Directors.

%

%

%

%

%

%

%

%

%

%

%

%

%

Bryman School (The) - East

Arizona College of Allied Health

Arizona Automotive Institute

Bryman School of Arizona (The)

#
%
#
%
#
%
#
%
#

Apollo College - Phoenix

Private
2-Year Institution

PRIVATE TWO-YEAR DEGREE-GRANTING INSTITUTIONS – FALL 2007

AR I Z O N A P O S T S E CO N DARY I N ST I T UT I O N S

APPENDIX H

50

APPENDIX I

P O S T S E C O N D A R Y D E G R E E S & C E R T I F I C AT E S
Arizona Postsecondary Degrees and Certificates
by Race/Ethnicity, Gender and Degree Type: 2006-2007
(Includes Online Private Universities/Colleges)

Certificate Associate’s Bachelor’s
(Below

Baccaluareate)

Black Non-Hisp.
Men

Women

Amer In/AK Native
Men

Women

Asian/Pacific Isl
Men

Women

Hispanic
Men

Women

White Non-Hisp.
Men

Women

Unknown
Men

Women

Nonresident Alien
Men

Women

#

%

Degree
#

%

Degree
#

%

Master’s
Degree
#

%

1,825

6%

1,848

7%

1,931

5%

2,891 10%

955

3%

1213

5%

1,307

4%

2,138

1%

209

1%

78

870

1,214

417
797
702
324
378

3%

635

4%

1,034

3%

723

1%

337

1%
2%
1%

311

683
346

2%
4%
3%

624
652
443

3%

1,394

1%

771

1%

623

2%
2%

349

2%

4,000 13%

2,024

2,258

7%
8%

1,451

1%

2%

4%

3,709 10%

1,842

245
167

3,866 15%

9%

3%

1%

6,634 22%
2,634

753

4%
6%

801
452

1,511
557
954

8%
0%

2%
5%
2%
3%

4,624 17%

3382 13%

3,933 11%

6,676 24%

1,920

2,143

1,980

6%

1,462

6%

337

1%

718

3%

4,040 13%
2,060

142
195

7%
0%
1%

252
466

7%
1%
2%

1,790

5%

2,506

7%

1,017
1,489

6%
3%
4%

7,781 28%
2,145

8%

4,531 16%

58
29
29

22

2%

5,661

6%

1%

6

2%

27,941

4

18

1%

12

1%

37

4%
2%
5%
2%
2%

84
47
78
29
49

0%
2%
1%
1%
9%
4%
5%

2,907
3,182
1,030
2,152
3,705
1,687
2,018

3%
3%
1%
2%
4%
2%
2%

9% 15,856 17%
3%
5%

6,542

7%

9,314 10%

625

54%

653

72% 66,374 72%

316

27%

292

32% 37,438 41%

309
64
26
38

27%
6%
2%
3%

10%

6%

%

2%

2%

117

6%

30,695

51

24

#

9%

1,655

1,757

Grand Total

(Source: NCES, IPEDS 2009)

41

%

8,568

26%

16,614 54% 14,999 58% 20,924 57% 17,678 63%
36,624

9

#

Total
Degrees

3%

307

14,081 46% 10,781 42% 15,700 43% 10,263 37%
25,780

19

First
Professional
Degree
26

3,412 12%

Total Men

Total Women

26

21

17

9,986 27%

8,307 32% 12,513 34%

4%

1%

3%

%

47

10

5942 23%

8,229 27%

#

1%

15,943 52% 14,249 55% 22,499 61% 12,405 44%
7,714 25%

Doctor’s
Degree

190
601
560

1,161

16%
52%
48%

361
44
23
21

3
2
1

40% 28,936 31%
5% 18,139 20%
3%

7,426

8%

0%

7,283

8%

0%

3,923

4%

2% 10,713 12%
0%

3,360

4%

462

51% 51,888 56%

906

92,412

444

49% 71,219 77%

A M E PAC

Arizona M i n o r i t y Ed u c a t i o n
Polic y A n a lys i s C e n te r

Commissioned AMEPAC Publications
Phase I Research: “TO LEARN AND EARN:
Arizona’s Un=inished Business in Human Capital”
Prepared by Nancy Welch, Morrison Institute for Public Policy, Arizona State University

AMEPAC

Arizona Mi nority Educat ion Policy Analysis Cente r

2009
Minority Student Progress Report

Minority Student Report 2007: A Snapshot of Arizona’s Educational Achievement
Prepared by Tonya M. Drake and Nancy L. Osborne
The Road to Higher Education:
Closing the Participation Gaps for Arizona Minority Students (2006)
Prepared by The Latina/o Policy Research Initiative in the College of Humanities,
University of Arizona
Minority Student Report 2005: A Snapshot of Arizona’s Educational Achievement
Prepared by Tonya M. Drake and Christine A. Forester
Arizona Minority Student Success Report (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 Of3icer,
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.

A Snapshot of
Arizona’s
Educational
Achievement
AMEPAC

A POLICY ANALYSIS CENTER OF THE ARIZONA
COMMISSION FOR POSTSECONDARY EDUCATION

www.amepac.org

Prepared by Sylvie Morel-Seytoux