Arizona Minority Student Progress Report 2013 Arizona in Transformation Milem Bryan Sesate Montaño Amepac Arizona Minority Education Policy Analysis Center PREPARED BY Dr. Jeffrey F. Milem W. Patrick Bryan Diana B. Sesate Stephanie Montaño The University of Arizona Center for the Study of Higher Education Dr. María Harper-Marinick, Chair Everardo Martinez-Inzunza Maricopa Community Colleges District Arizona Western College Susan Carlson Dr. Mary Ann Martinez-Sanchez Arizona Business & Education Coalition Pima Community College District Panfilo Contreras Ralph Romero Private Education Consultant Dr. Mark S. Denke Arizona Board of Regents Dr. Alfredo G. De Los Santos Jr. Arizona State University Dr. René X. Diaz AZ Hispanic School Admin. Association Eduardo D. Escobedo Arizona Department of Education Dr. Delia Saenz Arizona State University Dr. Laura Sujo-Montes Northern Arizona University Magdalena Verdugo Chicanos Por La Causa, Inc. COMMISSION STAFF University of Phoenix Jaime Gutierrez The University of Arizona Fred Lockhart Arizona Private School Association Dr. April Osborn Executive Director Kathaerine Johnson Director of Program & Agency Operations Arizona Minority Student Progress Report 2013 Arizona in Transformation INTRODUCTION Report Overview.........................................................4 READING THE REPORT................................................... 5 EXECUTIVE SUMMARY Introduction............................................................... 6 Arizona Demographics......................................... 7 P-12 Education.............................................................. 7 College Access............................................................. 8 Postsecondary Education.................................. 8 Undergraduate Enrollments.................................................8 Undergraduate Enrollment Trends......................................8 Graduate Enrollments............................................................8 Graduate Enrollment Trends................................................8 Undergraduate Degrees........................................................8 Conclusion.................................................................... 9 POLICY RECOMMENDATIONS P-12 Education............................................................ 10 Postsecondary Education................................. 11 WHO IS ARIZONA? ARIZONA DEMOGRAPHICS RACIAL/ETHNIC DISTRIBUTION................................12 AGE DISTRIBUTION........................................................13 EDUCATIONAL ATTAINMENT....................................13 INCOME..............................................................................13 HAVE WE MADE ANY PROGRESS? P-12 EDUCATION P-12 Enrollments........................................................15 DROPOUTS .......................................................................17 English Language Learners (ELL)....................17 GIFTED STUDENTS ........................................................ 19 SPECIAL EDUCATION....................................................22 AIMS Test Scores ......................................................22 Mathematics......................................................................... 24 Reading................................................................................... 24 Science.................................................................................... 24 Writing.................................................................................... 24 Teachers in Arizona ..............................................25 Highly Qualified Teachers.................................................. 25 COLLEGE ACCESS UNIVERSITY ELIGIBILITY..............................................27 STANDARDIZED TESTING ......................................... 30 The SAT in Arizona.............................................................. 30 The ACT in Arizona............................................................. 32 ADVANCED PLACEMENT..........................................................................34 DUAL ENROLLMENT...................................................................................34 POSTSECONDARY EDUCATION all postsecondary enrollments................................................36 2010 Undergraduate enrollments............................................ 37 Undergraduate ENROLLMENT Trends .........................................38 Public Two-Year Institutions................................................................................39 For-Profit Two-Year Institutions..........................................................................39 Public Four-Year Institutions...............................................................................39 Not-For-Profit Four-Year Institutions................................................................39 For-Profit Four-Year Institutions ........................................................................39 2010 undergraduate DEGREEs.........................................................42 Associate’s Degrees..............................................................................................42 Bachelor’s Degrees................................................................................................42 undergraduate DEGREE Trends.....................................................42 Associate’s Degrees..............................................................................................43 Bachelor’s Degrees................................................................................................43 Arizona university system six-year Graduation Rates...............................................................45 2010 Graduate & Professional Enrollments...................... 46 graduate & Professional ENROLLMENT Trends .................. 48 Public Four-Year Institutions.............................................................................. 49 Not-For-Profit Four-Year Institutions .............................................................. 49 For-Profit Four-Year Institutions........................................................................ 50 2010 Graduate & professional DEGREES...................................50 Master’s Degrees.................................................................................................. 50 Doctoral Degrees....................................................................................................51 Professional Degrees..............................................................................................51 Graduate & Professional DEGREE Trends...............................52 Master’s Degrees...................................................................................................52 Doctoral Degrees ..................................................................................................52 Professional Degrees.............................................................................................52 Medical Degrees (Allopathic Medicine)..........................................................52 Medical Degrees (Osteopathic Medicine)......................................................53 Pharmacy Degrees.................................................................................................53 Law Degrees............................................................................................................53 Dental Degrees.......................................................................................................53 POLICYRECOMMENDATIONS P-12 Education..........................................................................................55 Postsecondary Education..............................................................56 CONCLUSION................................................................................................ 57 APPENDICES APPENDIX A: P-12 education.............................................................. 58 APPENDIX B: College access..............................................................64 APPENDIX C: postsecondary education.................................. 67 APPENDIX D: Institutional Tables................................................ 76 References................................................................................................... 91 The Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. Through studies, AMEPAC’s mission is to stimulate constructive statewide discussion and debate about improving 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 critical issues. AMEPAC is proud to provide policymakers, educators, and the public with this 5th edition of the Minority Student Progress Report 2013: Arizona in Transformation. The report provides a current “snapshot” of the educational achievement of minority students in Arizona, from pre-k through postsecondary education. In addition, trend analyses of key educational indicators are also provided to give readers a sense of how the status of minority education in Arizona has changed over time. In helping readers understand how best to use the findings described in 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 and trend data which identify and reveal the type, extent, and significance of educational attainment disparities during the time periods reported. In some cases the data are provided for a single year, but in other cases data are provided for up to a 20 year period. The most current data available were used to provide information for this report; however, these years vary throughout the report due to the most current information available through state and national databases. The data sources are listed at the end of the report and are noted in each of the figures and data tables. INTRODUCTION We encourage readers to use the report’s findings to stimulate important discussions that lead to policy solutions in a dynamic and ever changing environment. This report will be most useful to leaders who recognize and appreciate the complexity of these issues, and who value the critical role that education plays in improving the lives and well-being of all Arizonans. Report Overview This 5th edition of the report is presented in four major sections. Section one provides a summary of key demographic data drawn from the U.S. Census about the state of Arizona. Section two draws upon data from the Arizona Department of Education (ADE) to provide summaries of key educational indicators. This section includes trend analyses of student enrollments in Arizona schools by racial/ethnic background. In addition, we present data regarding the number and proportion of students who are English Language Learners (ELL), classified as “gifted”, and/or enrolled in special education. We also show data summarizing pass rates on Arizona’s Instrument to Measure Standards (AIMS) tests. Finally, we provide data on the racial/ethnic representation of teachers in Arizona schools, as well as the proportion of teachers who meet federal requirements for classification as “highly qualified teachers.” Section three draws upon data from the Arizona Board of Regents (ABOR), the College Board, the American College Testing (ACT) service, and the two largest community college districts in the state to provide information regarding the extent to which Arizona students are “college ready.” 4 ARIZONA MINORITY STUDENT PROGRESS REPORT The fourth section draws upon data from the United States Department of Education’s Integrated Postsecondary Education Data System (IPEDS) to summarize 20-year trends in enrollments and completions for all postsecondary institutions in Arizona. Moreover, these trend data are provided for undergraduate, graduate, and professional students. READING THE REPORT As readers review the report it is important to understand the conventions used throughout its many charts and graphs. In the interest of conserving space, providing clarity, and maintaining consistency, a code has been employed throughout the report for presenting race/ethnicity categories. The report uses the same color for each category (although the same color may be used for unrelated categories) and employs a shorthand legend. Below is a key for understanding the legend and color scheme. It is important to note the importance of language and terminology when discussing matters of race and ethnicity. The terminology used in this report follows the guidelines established by the White House Office of Management and Budget before 1997. Race / Ethnicity Category Codes AI American Indian AP Asian / Pacific Islander B Black W White H Hispanic UK Unknown Race M Multiracial AZ Arizona NR Non-Resident Alien (International Student) These categories, while implemented within the U.S. Census starting in 2000, were not fully implemented in the Department of Education reporting structure until 2010. For this reason, many educational institutions do not have data for the newest race categories from the 1997 standards: “Native Hawaiian / Pacific Islander” or “Multiracial” until after 2010. In an effort to standardize terms throughout this report, which includes data from before 1997 and after 2010 (trend data presented in this report often start as early as 1991 and end as late as 2011), the decision to use pre-1997 categories was made. This means that those individuals who would be classified as “Native Hawaiian / Pacific Islander” or “Asian” in the post1997 categories will be classified as “Asian Pacific Islander” in this report because that is how the data were reported prior to 2010 when many of the OMB’s 1997 guidelines were fully implemented. Data for individuals who are classified as “Multiracial” are only provided post-2009, in most cases, because these data were not collected until that year. AMEPAC realizes that there are many ways in which individuals may choose to identify their racial or ethnic heritage, and the decision to use these terms is not meant to reflect any ideological or political preference. This report relies completely on data provided from numerous institutions, and as such is limited to the reporting categories they use. REPORT OVERVIEW 5 Introduction In its 2012 report, Dropped? Latino Education and Arizona’s Economic Future, the Morrison Institute for Public Policy described the important connection between education and the workforce, and issued an urgent warning that “Arizona is at risk of becoming a second-tier state, educationally and economically” (p. 5). This warning was based on demographic projections and the predicted economic effects of maintaining current educational and public policies. These projections are supported by the trend analyses of demographics and education in this report, which indicate a major racial and ethnic gap in education with regard to access and attainment—a gap that widens as educational attainment levels increase. Coupling these trends with the shift in demographics toward a majority-minority population in Arizona intensifies the challenges of education, particularly public higher education, to be an effective driver of economic growth. EXECUTIVE SUMMARY Arizona has several growth populations that are salient both educationally and economically, including part-time students, adult learners, veterans, and Hispanics. Of critical, but not singular, importance is Arizona’s Hispanic population, which comprises the majority of Arizona’s minority population growth (Morrison Institute for Public Policy, 2012). Consequently, the gaps in educational outcomes between Arizona’s Hispanics, Blacks, and American Indians and those of Whites and Asian Pacific Americans require remedy. In this respect, sustaining Arizona’s educational status quo undermines the state’s economic future by framing its growth populations as dispensable. However, according to AMEPAC’s To Learn And Earn report, Arizona is not destined to be a second-tier state, economically, educationally, or otherwise if an “educonomy” perspective is adopted (AMEPAC, 2011). Public policy can greatly influence educational responses to growth populations that position Arizona for economic prosperity by purposefully leveraging the state’s shifting demographics. Thus, the different choices available to Arizona in shaping its economic future all hinge on whether the state embraces its growth populations in ways that enhance their educational opportunities and experiences, and support them to become important assets for the future of the state. The choices Arizona may make in developing its economic future correspond to a continuum of possibilities. On one end of this continuum, Arizona can resign itself to repeating past and current actions that devalue education and the state’s minority populations, which will further jeopardize Arizona’s economic future. On the other end, Arizona can choose to implement educational policies that signal a commitment to building an economically healthy Arizona. To what extent does/will public policy in Arizona reflect an understanding that an educated workforce is a prerequisite for economic health? Within the next five years, over 60 percent of jobs in Arizona will require some form of education beyond high school (Carnevale, Smith & Strohl, 2010). Therefore, while educational attainment is dependent on all levels of education, higher education plays an increasingly important role as a gatekeeper of Arizona’s economic future. There is some evidence that Arizona recognizes the economic value of higher education with its stated goal of increasing the number of bachelor’s degrees awarded annually to at least 30,000 by 2020 (Arizona Board of Regents, n.d.; Arizona Ready, 2013). However, the 6-year graduation rate from 2009-2011 at ABOR institutions has remained relatively flat (Arizona Ready, 2013). So, while such a goal is a response to the assertion that “if past trends continue, Arizona 6 ARIZONA MINORITY STUDENT PROGRESS REPORT will fall short of the national average by about 220,000 college graduates” (Arizona Board of Regents, n.d., p.13), challenges remain. in the younger age categories, where, as of 2010, Hispanics are the largest group in kindergarten through second grade. What does an economically healthy state look like? There are several indicators of a state’s economic health, all of which are affected by educational attainment. Common indicators include industry growth and unemployment levels, which assume that strong economies have strong businesses dependent upon a skilled workforce. In the knowledge economy of today and tomorrow, a skilled workforce is synonymous with an educated workforce (AMEPAC, 2011). “Universities play a role here by disseminating practical knowledge to help advance Arizona industry, spinning off and attracting new companies, and producing graduates with the engaged and relevant experience which allows them to have a more immediate impact in those companies and in our communities” (Arizona Board of Regents, n.d., p. 29). As the level of educational attainment increases, so do individual and collective economic and social benefits, such as higher median and lifetime earnings and higher quality of life (Arizona Board of Regents, n.d.). As of 2010, about a quarter of Arizonans over age 25 held a bachelor’s degree or higher, while less than 1 in 10 have completed an associate’s degree, about a quarter have completed some college, another quarter have obtained a high school diploma or equivalent, and less than 2 in 10 have less than a high school diploma. American Indians and Hispanics are more likely to have attained a high school diploma equivalent or less when compared to all other groups. In a knowledge economy, higher levels of educational attainment fetch higher wages and benefits, which translate into higher median incomes, a stronger tax base, improved consumer spending ability, and lower poverty levels (AMEPAC, 2011; Arizona Board of Regents, n.d.; Morrison Institute for Public Policy, 2012). It also affects other societal welfare outputs, namely improved public services (like education) and decreased reliance on public benefits (like government assistance programs) (Arizona Board of Regents, n.d.; Morrison Institute for Public Policy, 2012). Consequently, states concerned with gaining, maintaining, and expanding a competitive economic advantage by developing a healthy economy understand the importance of acting now to maximize future educational attainment levels for all residents of the state. Although maximizing educational attainment is complex, at its base, it requires an understanding of the context in which such an objective is framed so that public policy may align accordingly. This report details trends in demographics and education in Arizona, which shape the context for the state of Arizona. Selected data from the P-12 and higher education sectors are highlighted to provide information about some of the significant educational challenges and opportunities that face our state. These are not comprehensive analyses of all of the relevant data, but rather are intended to be “snapshots” that provide insight into the key educational and public policy challenges Arizona faces. Arizona Demographics Arizona’s population consists of a larger proportion of Hispanics and American Indians than the nation as a whole. Arizona is increasingly Hispanic, particularly In 2010, the median household income for all Arizonans was $50,448 compared to the U.S. median income of $51,914. When disaggregated by race/ ethnicity, American Indians in Arizona face the highest poverty rates (33.8%) followed by Hispanics (24.4%). P-12 Education Since 2004, minority students in Arizona have become an increasing majority in P-12 education, with Hispanics comprising the largest proportion of minority students. Since 2011, the dropout rate has been rising with American Indians, Hispanics and Blacks at greatest risk of dropping out. Since 2004, the number of gifted and special education students has increased, while the number of English Language Learners (ELL) has decreased dramatically. Hispanics comprise the largest segment of ELL students, with growth in the proportion of Black ELL students. The number of gifted students has increased for all groups except American Indians, with Whites and Asian Pacific Americans much more likely to be designated as gifted. American Indians and Blacks are more likely (and Asian Pacific Americans much less likely) than other students to be in special education programs. Arizona’s Instrument to Measure Standards (AIMS) is one way to measure educational outcomes. AIMS test scores show Asian Pacific Americans and Whites persistently pass at higher rates than American Indians, Blacks, and Hispanics. While pass rates for the mathematics and writing tests have decreased, they have increased for reading and science. Not passing the AIMS test can create barriers for students to enroll in courses needed to meet eligibility requirements for admission to one of the state’s public universities because they must retake AIMS to meet high school graduation requirements. Teachers are an important element in P-12 education. Teachers of color are dramatically underrepresented in classrooms, and schools with minority student populations are predominately taught by White teachers. Less than half of all Arizona teachers meet federal guidelines for designation as highly qualified teachers, and teachers of color are more likely to achieve the highly qualified designation than White teachers. EXECUTIVE SUMMARY 7 College Access Access to postsecondary education is partially a function of admissions requirements and preparation. University eligibility rates for students across Arizona are quite low. Students in urban areas are more likely than other students to meet ABOR eligibility requirements; yet, only half of high school graduates from Pima and Maricopa counties are eligible. Looking at eligibility by gender and race/ ethnicity, female, White, and Asian Pacific American students have higher eligibility rates than males, Blacks, American Indians, and Hispanics. The majority of students do not demonstrate the necessary proficiency for mathematics, while over 6 in 10 fulfill the science and language requirements. Furthermore, eligibility requirements may not align with graduation requirements. For example, many school districts do not require two years of foreign language, an eligibility requirement that over a quarter of high school graduates do not meet. Standardized tests, advanced placement (AP), and dual enrollment also play a major role in college access in Arizona. SAT participation for Whites has increased over the last 10 years, and there is a significant gap in mean composite SAT score between White and Asian Pacific American students and that of Hispanics, Blacks and American Indians. The mean SAT score for males is higher than females, particularly in mathematics. Over the past few years, critical reading scores have been on a downward trajectory. Excluding Asian Pacific American and White students, about 8 out of 10 Arizona students fell short of meeting all four ACT college readiness benchmarks, with racial/ethnic disparities most pronounced in the mathematics and science readiness benchmarks. In 2011, 42,982 Arizona students took AP exams, most of whom were White. While more females than males took the exams, a greater proportion of males scored a 3 or higher than did females. Dual enrollment is another gateway to college. Over 8 in 10 students who enroll in dual enrollment do so through the Maricopa Community Colleges District (MCCD) and Pima Community College (PCC), where they take, on average, two classes. Whites make up the greatest proportion of dual enrollment students at MCCD and PCC, followed by Hispanics. Postsecondary Education Undergraduate Enrollments In 2010, 481,260 students (undergraduate, graduate, and professional) were enrolled in postsecondary institutions in Arizona. Public two-year colleges, followed by public four-year institutions enrolled the largest number of students. Whites have the largest representation at each type of institution and in each level (undergraduate, graduate, or professional). In 2010, undergraduate 8 ARIZONA MINORITY STUDENT PROGRESS REPORT enrollments showed that Hispanics and American Indians comprise a larger proportion of enrollments at for-profit two-year colleges and Asian Pacific Americans are most represented in public universities. The majority of all American Indian, Asian Pacific American, Black, and Hispanic students are enrolled at public two-year institutions. Undergraduate Enrollment Trends Undergraduate enrollments grew across all sectors between 1991 and 2010. The for-profit sector demonstrated the greatest proportional growth in undergraduate enrollments; but, public institutions enrolled the greatest number of students. Black and Asian Pacific American undergraduate student enrollment increased at public universities, while the proportional enrollment of Hispanics doubled. At for-profit four-year institutions, the representation of Blacks nearly tripled. At public two-year colleges, the proportional enrollments of Hispanics, Blacks, American Indians and Asian Pacific Americans all increased while that of Whites decreased. For-profit, two-year institutions saw the biggest proportional increase in enrollments among Hispanic students, which more than doubled. Graduate Enrollments In 2010, more than half of all graduate and professional students were enrolled at one of the state’s public universities. While Hispanics and American Indians had a higher proportion of enrollments at public universities, Asian Pacific Americans had a higher percentage of enrollments at not-for-profit institutions. A significant proportion of Black students were enrolled at for-profit institutions. Institutions tended to draw a significant proportion of graduate students from other countries. Graduate Enrollment Trends Between 1991 and 2010, graduate and professional enrollments show that Whites and international students continue to comprise the greatest proportional enrollments at public universities with evidence of small, steady gains in the proportional representation of all students of color. The most notable changes in graduate enrollments at private four-year institutions include a decrease in Hispanics and large increase in Asian Pacific Americans. There was a dramatic 400 percent increase in graduate and professional enrollments at for-profit four-year institutions, where the proportional enrollment of Hispanics, Asian Pacific Americans, and American Indians decreased, but that of Blacks more than doubled. Undergraduate Degrees In 2010, of the 25,801 bachelor’s degrees and 10,730 master’s degrees awarded in Arizona, the vast majority were awarded by public four-year institutions, followed by for-profit and not-for-profit institutions. Of students who reported their racial/ethnic background, most bachelor’s degrees were awarded to Whites, followed by Hispanics. Public four-year institutions awarded the most degrees to Asian Pacific Americans, and for-profit four-year institutions awarded the most degrees to Black students. Undergraduate Degree Trends From 1991-2010, Arizona saw growth in the number of all types of degrees awarded. Much of the increase in associate’s, bachelor’s and master’s degrees can be attributed to growth of the for-profit sector. Although the proportion of Whites receiving associate’s, bachelor’s, master’s, and doctoral degrees has decreased, they continue to receive the most postsecondary degrees. The proportion of associate’s degrees awarded to Hispanics reached a high in 2002 and has since been steadily decreasing, but the proportion awarded to Blacks reached a low in 2004 and has risen since 2005. Meanwhile, the proportion of Hispanics receiving bachelor’s degrees peaked in 2001, and American Indians similarly reached a high in 2002. The percentage of bachelor’s degrees awarded to Blacks increased, and there is slow growth in the proportion of bachelor’s degrees awarded to Asian Pacific Americans. Further, the three public universities have all shown increases in their six-year graduation rates from 2002 to 2011, yet only 61 percent graduated in the highest year. Asian Pacific Americans and White students tend to have the highest six-year graduation rates, while American Indians consistently have the lowest. graduate Degrees At public institutions, most master’s degrees were awarded to White and international students. At not-for-profit institutions, the proportion of master’s degrees awarded to international students is substantially higher, and lower for Hispanics and American Indians. Blacks at for-profit institutions received proportionally more master’s degrees than at any other type of institution, but international students were awarded substantially fewer degrees. The three public universities granted most of the 1,172 doctoral degrees and 1,102 professional degrees. Whites comprised the majority of doctoral degree recipients, followed by international students. Substantially fewer doctoral degrees were awarded to Hispanics, Asian Pacific Americans, Blacks, and American Indians. Whites also made up a large proportion of professional degree recipients at all types of institutions. Not-for-profit institutions awarded a higher proportion of professional degrees to Asian Pacific Americans and substantially fewer to American Indians. graduate Degree Trends The number of master’s degrees awarded has increased dramatically, especially after 2004. The proportion of master’s degrees awarded to Blacks has increased with greatest growth beginning in 2005. There was little change in the proportion of degrees awarded to Hispanics, Asian Pacific Americans and American Indians. The number of doctoral degrees awarded grew, with the most dramatic increases starting in 2006. Blacks showed large gains in the proportion of doctoral degrees awarded, beginning in 2006. Hispanics also showed some gains, yet the proportion of doctoral degrees awarded to American Indians remained low. In a finding that differs from the national trends, there is a downward trend in the past few years in the proportion of international students awarded doctoral degrees in Arizona. The proportion of Blacks, Hispanics and American Indians who received degrees in allopathic medicine remained quite low, with the greatest gain occurring among Asian Pacific Americans. The number of degrees awarded in osteopathic medicine, pharmacy, and law increased. More than three quarters of osteopathic degrees were awarded to White students, while none were awarded to American Indians and only three were awarded to Blacks. In any given year, Hispanics received no more than 7 percent of osteopathic degrees while Asian Pacific Americans received between 6.6 percent and 25.6 percent. In terms of pharmacy degrees, the percentage of degrees awarded to Blacks, Hispanics, and American Indians is consistently low. While the percentage of pharmacy degrees awarded to White students dropped, the proportion awarded to Asian Pacific Americans more than doubled. Although the proportion of law degrees awarded to Hispanics, Asian Pacific Americans and American Indians rose, there is a dramatic decrease in the proportion of law degrees awarded to Blacks. Conclusion Whether examining P-12 or postsecondary education, it is clear that there is an educational gap between Arizona’s minority and majority students. Evidence of this gap is found in access, enrollment, and outcome measures across educational levels. The shifting demographic profile of Arizona’s growth populations toward a majority that is minority has already ocurred in lower grades and amplifies the implications and consequences of allowing such gaps to continue for individuals, communities, and our state. Based on the findings presented in this report, AMEPAC offers policy recommendations for ways in which Arizonans can work toward closing these educational gaps, and commit to an economically healthy Arizona. EXECUTIVE SUMMARY 9 Policy Recommendations 2. With over 50 pages of charts and explanations, and 33 pages of tables following this section, it is safe to say there are a lot of data in this report. In this section, the Arizona Minority Education Policy Analysis Center (AMEPAC) outlines some key policy recommendations for the State of Arizona using the data provided in the report. Although we have many recommendations, we trust there are many more that you and other key policy stakeholders will generate with the rich data presented in this report. We encourage you to read the recommendations included in the next few pages as a starting point for the necessary educational policy discussions Arizona must continue to have throughout the State. P-12 Education Goal: Develop the cultural competency of Arizona teachers so they are prepared to educate all of Arizona’s students. 1. Increase ESL Endorsements. Increase language requirements for teachers in the form of a mandatory English as a Second Language (ESL) endorsement to benefit teachers’ understanding of how English Language Learner (ELL) students learn and how to meet their needs. Continued emphasis must be placed on providing ELL services that ensure students’ proficiency in Academic English, as the current ELL level of English is inadequate for long-term academic and workforce success. The data examined in this research show that although ELL students have been decreasing overall, language continues to be a barrier to effective learning. Arizona teachers must be equipped to interact in ways that reach ELL students, who are disproportionately minority, especially because the largest proportion of ELL students are from Arizona’s growing Hispanic population. A mandatory ESL endorsement signals a commitment to such interaction that, coupled with working toward proficiency in Academic English, may position ELL students for greater academic success as well as enhanced workforce opportunities. 10 ARIZONA MINORITY STUDENT PROGRESS REPORT Increase Teacher Diversity. Increase the number of students in the pipeline for teacher preparation programs who will be culturally competent to deliver quality education to all Arizona students. Strategies include: • Increase the number of students of color enrolled in teacher preparation programs through focused agreements between community colleges and universities. • Provide incentives to students to go into high-need subject areas and/or high-need schools through a state-level system of debt forgiveness exchanged for work in these areas and/or communities. • Encourage “grow your own” programs (pathway programs for employees, students and community members) especially in schools nested in communities of color. • Explore teacher exchange programs as a short term solution to the scarcity of teachers of color. Because research shows that teachers of color are underrepresented yet critical to quality through such measures as achieving highly qualified designations, a systematic approach is essential to producing culturally competent teachers. 3. Enhance Teachers’ Cultural Competency. Provide quality, culturally competent professional development for Arizona teachers. Strategies include: • Provide continuous professional development for educators especially during the transition to the Arizona Common Core Standards. • Develop approaches to broaden inclusion of students of color in gifted programs. Of particular concern is providing training to help teachers identify students for these programs. • Ensure appropriate safeguards to classify special education students, including appropriate teacher training to meet the needs of all students and to avoid over-referral of students of color to special education services. This research indicates that cultural competency is a pervasive weakness as revealed through the disparities in different student population referrals to specialized education services (Gifted, ELL, Special Education). Training and professional development of teachers may build cultural competency in ways that help to reduce these disparities. Postsecondary Education Goal: Decrease educational attainment disparities, especially for Arizona’s growth populations. 1. Reduce racial/ethnic disparities. Set concrete goals to close disparities between students of color and White students in the state as well as “adult” populations in both workforce and education success. Strategies may include: • • • Request that the Arizona Board of Regents (ABOR) and each Arizona community college governing board set goals for graduation rates and completion of associate’s degrees and certificates for each specific race/ethnicity group with the aspiration of reaching parity. Require that all postsecondary institutions use the same methods/formulas for calculating the retention rate for all first-year students by race and ethnicity; inclusive of full-time (12+ credit hours) and part-time (between 6 and 11 credit hours) status. Adopt best practices to identify “adult” students (over age 24) who have completed some college but who have not earned a degree, and work with these students to help them complete their degree. Developing private/public partnerships with employers may help to identify these “adult” students. Clarity of goals and the streamlining of practices may aid in improving transparency and accountability of postsecondary institutions with regard to Arizona’s growth populations. Growth populations are central to Arizona’s economic health, so parity in educational access and attainment is essential. 2. Restore and create financial aid programs. Restore state postsecondary scholarships and institute programs to accelerate graduation as incentives for participation in postsecondary education and to reduce loan debt on firstgeneration and low-income students, many of whom are students of color. This report shows that a large portion of Arizona’s growth populations are first-generation students who are also likely to grow up in poverty, so financing postsecondary education through need-based state postsecondary scholarships is especially important in providing fiscal access to further participation for academically prepared students for whom state financial investment is crucial. Additionally, these growth populations are more likely to begin their education in community colleges, so programs that accelerate graduation and ease transfer through the articulation and applicability of credits can aid in reducing time to degree, increase educational attainment levels, and improve the financial costs associated with postsecondary attendance and completion. 3. Expand initiatives that work. Extend existing tools up and down the age spectrum to enhance student and workforce success. • Accelerate and extend the reach of Arizona’s recently implemented Education Career Action Plan (ECAP) to include middle school, postsecondary education and early workforce years. • Continue to expand current initiatives such as STEM, Move on When Ready, College and Career Readiness, and Pathways programs among Arizona’s community colleges and universities. • Integrate wrap-around social services (that ensure basic needs are met so that students may focus on education) into the educational process to increase success from preschool through graduate school. • Expand/increase the participation of lower socioeconomic students in Advanced Placement (AP) courses and dual enrollment programs. This research illustrates the need to systematically extend opportunities available to Arizona students, which will widen their individual, educational, and workforce opportunities and choices. Although the report distinguishes between levels of education in its analyses, a seamless transition between them and the workforce can increase participation and important educational and workforce outcomes. 4. Secure funding to continue innovation. Identify and/or refocus a dedicated state-level funding stream to expand pilot projects proven successful at increasing the participation of lower socioeconomic students in programs such as dual enrollment, AP courses, and SAT and ACT at no cost to the students or their family. Arizona students from growth populations are less likely to participate in and/or be successful in these programs. However, this may be confounded by socioeconomic status, where a lack of financial resources translates into decreased opportunity and success. Therefore, it is dually imperative to expand established programs and develop new ones proven effective at closing the gap. EXECUTIVE SUMMARY 11 Arizona Demographics1 Key Findings »» While Arizona has a smaller proportion of White, Black and Asian Pacific Americans when compared to the rest of the nation, it has nearly twice the proportion of Hispanics and four times the proportion of American Indians. »» When age is disaggregated by race, the population is increasingly more Hispanic in the younger age categories, but predominantly White in the 65 and older category. This can be seen in the P-12 data as well, as Hispanics are the largest group in kindergarten, first, and second grades in 2010. »» Just over one quarter of Arizonans over the age of 25 have obtained a bachelor’s degree or higher, 8.1 percent have completed an associate’s degree, 26.4 percent have completed at least some college, 25.0 percent have obtained a high school diploma or equivalent, and 14.5 percent have less than a high school diploma. »» American Indians and Hispanics in Arizona are more likely to have only completed a high school diploma equivalent or less when compared to all other groups. »» The 2010 median household income for all Arizonans was $50,448, compared to the U.S. median household income of $51,914. In Arizona, American Indians faced the highest poverty levels, followed by Hispanics. RACIAL/ETHNIC DISTRIBUTION WHO IS ARIZONA? According to the U.S. Census Bureau, in 2010 Arizona had a total population of 6,413,737 residents (see Figure 1), of which 49.7 percent were male and 50.3 percent were female. Nearly 6 in 10 Arizonans identified as White, 30 percent as Hispanic, 4 percent as Black, 4 percent as American Indian, 3 percent as Asian Pacific American and 2 percent as Multiracial or from other races. Of those who identified as Hispanic, 70 percent were native-born and 30 percent were foreign-born. Nationally, with a population of 309,349,689, the United States was 64 percent White, 16 percent Hispanic, 12 percent Black, 0.7 percent American Indian, 5 percent Asian Pacific American, and 2 percent Multiracial or from other races (see Figure 2). While Arizona has a smaller proportion of White, Black and Asian Pacific Americans when compared to the rest of the nation, it has nearly twice the proportion of Hispanics and four times the proportion of American Indians. Arizona’s location on the southwestern border with Mexico, and its significant proportion of the state’s geography (over 25 percent) designated as reservation land contribute to these growing demographics, as does the rich history of both groups in the region. 1 The data used for this section were collected from the U.S. Census Bureau’s American Fact Finder using a five-year estimate generated with four years of data from the American Community Survey and the 2010 census. 12 ARIZONA MINORITY STUDENT PROGRESS REPORT AGE DISTRIBUTION 2010 Arizona Population by Race/Ethnicity 4% 4% 3% AI 2% 30% AP 58% 6,413,737 B H W M source | U.S. Census Bureau (2010) Figure 1 2010 U.S. Population by Race/Ethnicity 5% 12% AI 2% 1% AP 64% 309,349,689 16% B H W M source | U.S. Census Bureau (2010) Figure 2 2010 Arizona Population by age 65 > <5 40-49 18-23 8% 13% 24-29 30-39 source | U.S. Census Bureau (2010) Figure 3 2010 U.S. Population by age 65> <5 13% 6% 50-64 19% 14% 40-49 13% When age is disaggregated by race (see Figure 5), the population is increasingly more Hispanic in the younger age categories, and over 80 percent White in the 65 and older category. This can be seen in the P-12 data as well, as Hispanics were the largest group in kindergarten, first and second grades in 2010. EDUCATIONAL ATTAINMENT Just over one quarter (26.0 percent) of Arizonans over the age of 25 have obtained a bachelor’s degree or higher, 8.1 percent have completed an associate’s degree, 26.4 percent have completed at least some college, 25.0 percent have obtained a high school diploma or equivalent, and 14.5 percent have less than a high school diploma. Figure 6 shows that Asian Pacific Americans are more likely to have obtained a bachelor’s degree than any other group (48 percent), followed by Whites (31.6 percent), Blacks (21.3 percent), Hispanics (10.5 percent), and American Indians (7.4 percent). Those who identify as Multiracial or from other races completed a bachelor’s degree or higher at a rate of 32.9 percent. American Indians are more than twice as likely, and Hispanics more than three times as likely, to have only completed a high school diploma equivalent or less when compared to all other groups. 60 percent of American Indians and 63.3 percent of Hispanics have obtained a high school diploma or less while all other groups are near 30 percent (except for Black students at 36.7 percent). INCOME 5-10 14% 7% 9% 11-13 4% 50-64 6% 14-17 18% 8% 13% In 2010, approximately one third of Arizonans were below the age of 23, another third between the ages of 24 and 49, and a final third were 50 and older (see Figure 3). The Arizona data closely reflect the age distribution of the population nationally (see Figure 4). The 2010 median household income for all Arizonans was $50,448, somewhat lower than the U.S. median household income of $51,914. During the same year, 15.3 percent of Arizonans were classified as below the poverty threshold, while the rate was 13.8 percent for the entire United States (ACS 2006-2010). Figure 7 shows that when disaggregated by race/ethnicity, American Indians in Arizona faced the highest poverty rates (33.8 percent), followed by Hispanics (24.4 percent), Blacks (22.0 percent), Asian Pacific Americans (12.4 percent) and Whites (9.2 percent). The poverty rate for Arizona women was 2 percent higher than men at 16.3 percent and 14.2 percent, respectively. 5-10 11-13 8% 4% 14-17 6% 9% 18-23 8% 24-29 30-39 source | U.S. Census Bureau (2010) Figure 4 ARIZONA DEMOGRAPHICS 13 2010 Arizona Age Distribution by Race/Ethnicity 80% 60% 40% 20% 0% <5 AI 5-10 B 11-13 AP 14-17 H W 18-23 UK 24-29 NR 30-39 40-49 50-64 65> M Figure 5 source | U.S. Census Bureau (2010) 2010 Educational Attainment for Persons Over 25 in Arizona 40% AI 30% AP 20% B 10% H 0% < HS Diploma HS Diploma or Equivalent Some College Associate's Degree W 30% M 20% 10% 0% Bachelor's Degree Master's Degree Professional Degree Doctorate Degree Figure 6 source | U.S. Census Bureau (2010) 2010 Arizona Poverty Rates by Race and Gender 35% 33.8% 30% 25% 24.4% 22.0% 20% 15% 15.3% 14.2% 16.3% 12.4% 10% 9.2% 5% 0% Arizona Men Women source | U.S. Census Bureau (2010) 14 ARIZONA MINORITY STUDENT PROGRESS REPORT White Hispanic Black Asian American Indian Figure 7 P-12 Education1 P-12 Enrollments Key Finding »» Minority students are the majority in Arizona schools and their representation is increasing at a rapid rate. Hispanics are by far the largest minority group in Arizona schools. Over the past 15 years, there has been a dramatic transformation in the patterns of enrollment of students from different racial/ ethnic backgrounds in Arizona’s elementary and secondary schools. Specifically, in 2004 students of color became the majority and their representation has steadily increased (see Figure 8). While nearly 57 percent of students enrolled in Arizona schools were White in 1997, their representation decreased to 43 percent in 2012. The large majority of students of color in Arizona schools are Hispanics (see Figure 9). Their proportional representation increased from 30.1 percent in 1997 to 43.6 percent in 2012. In fact, Hispanics surpassed Whites as the largest group enrolled in P-12 classrooms in 2012. Between 2004 and 2012, P-12 enrollments in Arizona increased by about 9.7 percent from 972,521 to 1,066,738 (see Figure 10). The number of enrollments decreased for Whites (by 3.2 percent from 473,445 in 2004 to 458,084 in 2012) and American Indians (by 9.3 percent from 60,508 in 2004 to 54,903 in 2012). While the numbers of Asian Pacific American and Black students are much lower than Whites and Hispanics, they showed high percentage gains in the number of students enrolled between 2004 and 2012 (38.7 percent for Asian Pacific Americans and 21.4 percent for Blacks). Hispanics showed the largest numerical gain in enrollments between 2004 (368,804) and 2012 (465,084), an increase of 26.1 percent. HAVE WE MADE ANY PROGRESS? Figure 11 plots the trend in the proportional enrollments of Arizona P-12 students by racial/ethnic background. The key finding in this figure is the convergence of the trend lines for White and Hispanic students in 2012. As discussed above, there is a drop in the proportional representation of Whites (from 48.7 percent to 43.0 percent) and American Indians (from 6.2 percent to 5.1 percent) between 2004 and 2012. There are also small proportional gains in the enrollment of Blacks (from 4.9 percent to 5.4 percent) and Asian Pacific Americans (from 2.2 percent to 2.8 percent) in this 9-year period. Hispanics increased from 37.9 percent of all enrollments in 2004 to 43.6 percent in 2012. Between 2004 (51.4 percent) and 2012 (51.3 percent), male students had slightly greater representation than female students. Figure 12 summarizes the enrollments by grade level and racial/ ethnic background of students in Arizona schools in 2012. This figure shows that Whites and Hispanics make up the majority of enrollments in P-12 classes in Arizona. Moreover, while Whites have the highest proportional representation in grades 10 through 12, Hispanics are the largest proportion of students in P-7 classrooms. The proportional enrollment of American Indian, Black and Asian 1 The P-12 data used in this section were provided by the Arizona Deparment of Education. In order to ensure anonymity of the students counted, the data were aggregated at the county level. P-12 EDUCATION 15 P-12 Enrollment Trend 1997-2012 by minority status 60% 55% 50% 45% 40% 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2009 2010 2011 2012 Figure 8 All Minority Groups White source | Arizona Department of Education (2012) 2008 P-12 Enrollment Trend 1997-2012 proportions by race / ethnicity 60% 50% 40% 30% 20% 10% 0% 1997 1998 1999 2000 2001 2002 2003 2004 2005 AI source | Arizona Department of Education (2012) 2006 2007 B AP 2008 H 2009 2010 2011 2012 Figure 9 W P-12 Enrollment Trend 2004-2012 total counts by race / ethnicity 500,000 400,000 300,000 200,000 100,000 0 2004 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 2010 B AP 2011 H W 2012 Figure 10 P-12 Enrollment Trend 2004-2012 proportions by race / ethnicity 50% 40% 30% 20% 10% 0% 2004 2005 2006 source | Arizona Department of Education (2012) 16 ARIZONA MINORITY STUDENT PROGRESS REPORT 2007 2008 AI 2009 AP 2010 B H 2011 W 2012 Figure 11 Pacific American students are relatively stable across each grade level. DROPOUTS Key Finding »» After four years of decline, the dropout rate has been rising in Arizona. American Indians, Hispanics, and Blacks are at greater risk of dropping out than are Whites and Asian Pacific Americans. there is a jump in the proportion of dropouts for each group. The proportion of dropouts was highest for American Indians (8.9 percent in 2007 and 7.5 percent in 2012) followed by Hispanics (5.3 percent and 4.7 percent), Blacks (4.2 percent and 4.4 percent), Whites (2.8 percent and 2.3 percent), and Asian Pacific Americans (1.7 percent and 1.3 percent). English Language Learners (ELL) Key Finding »» The number of ELL students has decreased Between 2007 and 2012, the number of dropouts from all racial/ethnic backgrounds in Arizona schools declined (see Figure 13) from 21,750 in 2007 to 13,891 in 2010. However, between 2011 and 2012, there is a dramatic increase in the number of dropouts (from 13,894 to 18,669). Moreover, when we consider the proportion of dropouts from different racial/ethnic groups, there are some signs for concern (see Figure 14). There was a pattern of decrease within each racial/ethnic group in the proportion of students who dropped out (compared to the enrollment of all students within their racial/ethnic group) between 2007 and 2011 (see Figure 15). However, with the dramatic increase in dropouts between 2011 and 2012, dramatically since 2004. While Hispanics are still the majority of ELL students given their large representation in the population, the proportion of Black ELL’s grew between 2004 and 2012. Between 2004 and 2012, the number of English Language Learners (ELL) in Arizona decreased dramatically from 162,136 to 75,970 (see Figure 16). The majority of this decrease was accounted for by a 51 percent decrease in the number of ELLs who were Hispanic (from 136,526 in 2004 to 66,357 in 2012) and a 89 percent decrease in the number of ELLs who were 2012 Arizona Grade Level Enrollments proportions by race / ethnicity 50% 40% 30% 20% 10% 0% Ungraded Pre-K Elementary Kinder 1st 2nd 3rd 4th 5th 6th AI source | Arizona Department of Education (2012) 7th AP B 8th H 9th 10th 11th 12th Figure 12 W Arizona Dropouts 2007-2012 total count by race / ethnicity 12,000 10,000 8,000 6,000 4,000 2,000 0 2007 2008 source | Arizona Department of Education (2012) 2009 2010 AI AP 2011 B H 2012 W Figure 13 ENGLISH LANGUAGE LEARNERS 17 Arizona Dropouts 2007-2012 proportions by race / ethnicity 60% 50% 40% 30% 20% 10% 0% 2007 2008 2009 2010 AI source | Arizona Department of Education (2012) 2011 B AP H 2012 W Figure 14 Arizona Dropout Rate 2007-2012 proportion of enrolled students within race / ethnicity 10% 8% 6% 4% 2% 0% 2007 2008 2009 2010 AI source | Arizona Department of Education (2012) AP 2011 B H 2012 Figure 15 W Arizona P-12 English Language Learners 2004-2012 total count by race / ethnicity 150,000 120,000 90,000 60,000 30,000 0 2004 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 2010 B AP H 2011 W 2012 Figure 16 Arizona P-12 English Language Learners 2004-2012 proportions by race / ethnicity 100% 80% 60% 40% 20% 0% 2004 2005 2006 source | Arizona Department of Education (2012) 18 ARIZONA MINORITY STUDENT PROGRESS REPORT 2007 2008 AI 2009 AP 2010 B H 2011 W 2012 Figure 17 American Indian (17,809 in 2004 to 2,005 in 2012). The number of White students classified as ELL also dropped from 3,675 in 2004 to 2,497 in 2012. While the overall trend demonstrates a dramatic reduction in ELL students in this time period, the number of Asian Pacific American (from 3,253 to 3,465) and Black (from 873 to 1,646) ELLs increased between 2004 and 2012. Figure 17 summarizes the proportion of ELL students by racial/ethnic background, and, as expected, Hispanics are the large majority of ELLs (83.1 percent in 2004 and 85.1 percent in 2012); however, there is also a small proportional increase among Black students classified as ELL (1.8 percent in 2004 and 2.8 percent in 2012). students eligible for ELL services was lowered by shortening the home language survey and by reducing the fluency areas (speaking, listening, writing, and reading) necessary to be classified as an ELL student instead of using the federally recommended questions. This created an environment that made it more difficult for ELL students to be eligible to receive services and easier to be reclassified and transitioned out of the ELL program. GIFTED STUDENTS Key Finding The reality of the decrease of ELL students is that the AZELLA (Arizona English Language Learner Assessment) proficiency test was changed allowing for an ELL to be classified as proficient even when the student was not. The implications of this new classification may be that students are not able to perform at a deeper academic level on a daily basis in the classroom. Ultimately, this lack of performance is reflected in the lack of ability to pass standardized tests. Various changes not only in identification, but also in implementation of the ELL program, may explain this dramatic decrease between 2004 and 2012. As mentioned earlier, the method for identifying those »» The number of students designated as gifted rose between 2004 and 2012 among all groups except American Indians. Whites and Asian Pacific Americans are much more likely to be designated as gifted than are American Indians, Blacks, and Hispanics. Between 2004 and 2012, the number of students in Arizona who were designated as gifted increased from 30,263 to 39,544. Figure 19 shows the number of Asian Pacific American, Black, Hispanic, and White students designated as gifted increased in this time period while Arizona English Language Learners 2004-2012 proportion of all enrolled students within race / ethnicity 40% 35% 30% 25% 20% 15% 10% 5% 0% 2004 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 2010 B AP H 2011 W 2012 Figure 18 Arizona Gifted Students 2004-2012 total count by race / ethnicity 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 2004 2005 2006 source | Arizona Department of Education (2012) 2007 2008 AI 2009 AP 2010 B H 2011 W 2012 Figure 19 GIFTED STUDENTS 19 Arizona Gifted Students 2004-2012 proportions by race / ethnicity 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 2010 B AP H 2011 W 2012 Figure 20 Arizona Gifted Students 2004-2012 proportion of enrolled students within race / ethnicity 15% 12% 9% 6% 3% 0% 2004 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 2010 B AP H 2011 W 2012 Figure 21 Arizona Special Education Students 2004-2012 total count by race / ethnicity 60,000 50,000 40,000 30,000 20,000 10,000 0 2004 2005 2006 2007 source | Arizona Department of Education (2012) the number of American Indian students designated as gifted decreased (from 1,078 in 2004 to 544 in 2012). Figure 20 shows the proportion of gifted students by racial/ethnic background. Whites made up more than half of all gifted students in 2004 and 2012 (58.4 percent and 56.2 percent respectively). The proportion of Hispanic students who were gifted rose slowly between 2004 (23.7 percent) and 2012 (27.6 percent). The proportion of Black students remained relatively steady during this time period (3.1 percent in 2004 and 2.8 percent in 2012). While the proportion of Asian Pacific American students in gifted programs increased between 2004 and 2012 (from 5.3 percent to 7.2 percent), the proportion of American Indian students decreased (from 3.3 percent to 1.3 percent). 20 ARIZONA MINORITY STUDENT PROGRESS REPORT 2008 AI 2009 AP 2010 B H 2011 W 2012 Figure 22 Perhaps the best way to get a sense of the relative equity of enrollments in gifted programs is to compare trends in the proportion of students within each racial/ethnic group who are in these programs. Figure 21 summarizes the data regarding the proportion of students within each racial/ethnic group in gifted programs between 2004 and 2012. The data from 2012 reveal that about 1 in 10 Asian Pacific Americans and 1 in 20 Whites were enrolled in gifted programs, while only 1 in 40 Hispanics, 1 in 50 Blacks, and 1 in 100 American Indians were enrolled in these programs. In 2004, 7.7 percent of all Asian Pacific American students were enrolled in gifted programs. This proportion increased to 9.8 percent in 2012. The proportion of White students Arizona Special Education Enrollments 2004-2012 proportion of enrolled students by race / ethnicity 20% 15% 10% 5% 2004 2005 2006 2007 2008 2009 AI source | Arizona Department of Education (2012) 2010 B AP 2011 H 2012 W Figure 23 2011 Arizona AIMS Math Scores proportions within race / ethnicity 50% 40% 30% 20% 10% 0% Asian American Indian Black Hispanic Exceeds source | Arizona Department of Education (2012) Meets White Approaches Unknown Race Falls Far Below Figure 24 Arizona AIMS Math Passing Rates (meets or exceeds standards) 2005-2011 proportions by race / ethnicity 100% 80% 60% 40% 20% 2005 2006 2007 2008 AI source | Arizona Department of Education (2012) 2009 B AP 2010 H W 2011 UK Figure 25 2011 Arizona AIMS Reading Scores 2005-2011 proportions within race / ethnicity 70% 60% 50% 40% 30% 20% 10% 0% Asian American Indian source | Arizona Department of Education (2012) Black Exceeds Hispanic Meets Approaches White Falls Far Below Unknown Race Figure 26 AIMS READING 21 Arizona AIMS Reading Passing Rates (meets or exceeds standards) 2005-2011 proportions by race / ethnicity 100% 80% 60% 40% 20% 2005 2006 2007 source | Arizona Department of Education (2012) 2008 AI enrolled in gifted programs increased from 4.0 percent in 2004 to 5.1 percent in 2012. Hispanics (2.1 percent and 2.5 percent respectively), Blacks (2.1 percent and 2.0 percent respectively), and American Indians had much lower proportional representation in gifted programs between 2004 and 2012. SPECIAL EDUCATION Key Finding »» The number of students in special education rose slowly between 2004 and 2012. American Indian and Black students are more likely than other students to be in special education while Asian Pacific Americans are much less likely to be in these classes. The absolute number of Arizona students enrolled in special education classes increased by 16.1 percent from 105,014 in 2004 to 121,971 in 2012 (see Figure 22). The proportional representation of students from different racial/ethnic backgrounds remained relatively stable during this time period (see Figure 23). American Indian students were most likely to be enrolled in special education classes (13.8 percent of all American Indian students in 2004 and 15.0 percent in 2012). Black students were the next highest group to be enrolled in special education (13.2 percent of all Black students in 2004 and 13.6 percent in 2012). The proportion of White students (10.9 percent in 2004 and 11.4 percent in 2012) and Hispanic students (10.2 percent and 11.2 percent in 2012) were similar over this nine-year period. Finally, Asian Pacific American students were least likely to be enrolled in special education courses during this time period (5.9 percent in 2004 and 5.6 percent in 2012). 22 ARIZONA MINORITY STUDENT PROGRESS REPORT 2009 B AP 2010 H W 2011 UK Figure 27 AIMS Test Scores Key Findings »» AIMS test scores show persistent discrepancies in pass rates between Asian Pacific Americans and Whites (who pass at higher rates) and American Indians, Blacks, and Hispanics (who pass at much lower rates). »» There is a downward trend in AIMS scores on the mathematics and writing tests among all students and an upward trend in AIMS pass rates on the reading and science tests. »» The consequences of students not passing AIMS tests make it difficult, if not impossible, for them to enroll in the courses that they need to become eligible for admission to one of the state’s universities because they must enroll in classes that prepare them to retake the AIMS test to meet high school graduation requirements. All Arizona public school students in grades 3 through 8 and in grade 10 are required to take Arizona’s Instrument to Measure Standards (AIMS) tests. AIMS tests assess students in four content areas: writing, reading, mathematics, and science. The reading and mathematics tests are administered in all grades. The writing test is administered in grades 5, 6, 7, and 10. The science test is administered in grades 4, 8, and 10 . In order to graduate from an Arizona public high school, a student must meet the AIMS high school graduation requirement. The most common way to meet this requirement is to pass the writing, reading, and mathematics content areas of the AIMS high school test. 2011 Arizona AIMS Science Scores proportions within race / ethnicity 50% 40% 30% 20% 10% 0% Asian American Indian Black Hispanic Exceeds source | Arizona Department of Education (2012) Meets White Approaches Unknown Race Falls Far Below Figure 28 Arizona AIMS Science Passing Rates (meets or exceeds standards) 2008-2011 proportions by race / ethnicity 80% 70% 60% 50% 40% 30% 20% 2008 2009 2010 AI source | Arizona Department of Education (2012) B AP 2011 H W Figure 29 UK 2011 Arizona AIMS Writing Scores proportions within race / ethnicity 60% 50% 40% 30% 20% 10% 0% Asian American Indian Black Hispanic Exceeds source | Arizona Department of Education (2012) White Approaches Meets Unknown Race Figure 30 Falls Far Below Arizona AIMS Writing Passing Rates (meets or exceeds standards) 2005-2011 proportions by race / ethnicity 100% 80% 60% 40% 20% 2005 2006 source | Arizona Department of Education (2012) 2007 2008 AI 2009 B AP 2010 H W 2011 UK Figure 31 AIMS WRITING 23 Arizona P-12 Teachers 2002-2011 total count by race / ethnicity 150,000 120,000 90,000 60,000 30,000 0 2002 2003 2004 2005 2006 source | Arizona Department of Education (2012) 2007 AI 2008 AP B 2009 H 2010 W 2011 Figure 32 Mathematics Science Figure 24 summarizes the scores for students on the AIMS mathematics test in 2011. As can be seen in this figure, Asian Pacific Americans and Whites were much more likely than students from other groups to meet or exceed expectations on the mathematics tests. Trends in pass rates for the mathematics test by racial/ethnic group are summarized in Figure 25. Consistent with data in the previous figure, Asian Pacific American (79.7 percent in 2005 and 78.0 percent in 2011) and White students (73 percent in 2005 and 69.8 percent in 2011) show the highest proportions passing the AIMS mathematics test. Less than half of Hispanic students (47 percent in 2005 and 47.5 percent in 2011), Black students (47.4 percent in 2005 and 44 percent in 2011), and American Indian students (37.1 percent in 2005 and 34.3 percent in 2011) received passing scores on the AIMS mathematics test during this seven-year period. In examining the pass rates of students by racial/ ethnic group on the AIMS science test in 2011 (see Figure 28), there is a pattern of differences in pass rates like those described earlier. While approximately three quarters of Asian Pacific American (76.2 percent) and White (73.9 percent) students passed the science test in 2011, less than half of Black (45.8 percent), Hispanic (45 percent), and American Indian (33.1 percent) students passed. The seven-year data for AIMS science tests show an upward trend in pass rates for students from all racial/ ethnic groups (see Figure 29). The proportion of Asian Pacific American and White students passing the science test increased by nearly 10 percentage points between 2005 and 2011 (Asian Pacific Americans 65.3 percent and 76.2 percent respectively and Whites 63.7 percent and 73.9 percent respectively). American Indian (22.7 percent in 2005 and 33.1 percent in 2011), Black (35.2 percent in 2005 and 45.8 percent in 2011), and Hispanics (31.5 percent in 2005 and 45 percent in 2011) also showed about a 10 percentage point gain in passing rates during this time period. However, their pass rates were still much lower than those of Asian Pacific Americans and Whites. Reading Data summarizing achievement on the AIMS reading test in 2011 are presented in Figure 26. In the aggregate, students across all racial/ethnic groups showed a higher pass rate for the reading test than they did for the mathematics test. Again, Whites and Asian Pacific Americans had the highest pass rates on the reading test (86 percent and 85.8 percent respectively). Figure 27 summarizes the trend data regarding pass rates on the AIMS reading test and shows an upward trend in passing rates for students from all racial/ethnic groups between 2005 and 2011. Whites (77 percent in 2005 and 86 percent in 2011) and Asian Pacific Americans (77 percent in 2005 and 85.8 percent in 2011) had the highest passing rates during this seven-year period. While Blacks (53.2 percent in 2005 and 67.1 percent in 2011), Hispanics (46 percent in 2005 and 67.9 percent in 2011), and American Indians (39.2 percent in 2005 and 56.2 percent in 2011) all showed significant progress in pass rates between 2005 and 2011, their pass rates were still much lower than those of Whites and Asian Pacific Americans 24 ARIZONA MINORITY STUDENT PROGRESS REPORT Writing The pass rates for the AIMS writing test also show a pattern similar to that described for each of the other AIMS tests (see Figure 30). Asian Pacific Americans (75.2 percent) and Whites (69.9 percent) had the highest pass rates followed by Blacks (48.6 percent), Hispanics (47.5 percent), and American Indians (37.0 percent). The data summarized in Figure 31 show a downward trend in AIMS writing test scores for students from all racial/ethnic groups between 2005 and 2011. Asian Pacific Americans (79.5 percent in 2005 to 75.2 percent in 2011), Whites (75.1 percent in 2005 to 69.8 percent in 2011), Blacks (60.9 percent in 2005 to 48.6 percent in 2011), Hispanics (55.3 percent in 2005 to 47.6 percent in 2011), and American Indians (53.8 percent in 2005 to 37.4 percent in 2011) all were less likely to pass the AIMS writing test in 2011 than they Arizona P-12 Teachers 2002-2011 proportions by race / ethnicity 100% 80% 60% 40% 20% 0% 2002 2003 2004 2005 2006 2007 AI source | Arizona Department of Education (2012) AP 2008 B 2009 H 2010 W 2011 Figure 33 Arizona Highly Qualified P-12 Teachers 2010-2012 total count by race / ethnicity 60,000 50,000 40,000 30,000 20,000 10,000 0 2010 source | Arizona Department of Education (2012) 2011 AI were in 2005. Moreover, the decrease in the proportion of pass rates for Blacks, Hispanics, and American Indians was steeper than that for Asian Pacific Americans and Whites. Teachers in Arizona Key Findings »» Teachers of color are dramatically underrepresented in Arizona classrooms as Whites make up more than 80 percent of the teacher workforce in schools with predominantly minority student populations. »» Less than half of all teachers in Arizona meet federal guidelines for designation as highly qualified teachers. »» Teachers of color are more likely to have achieved the highly qualified designation than are White teachers. Figure 32 summarizes ten-year trends between 2002 and 2011 of the number of teachers in Arizona by racial/ethnic background. The data show a general pattern of increase in the total number of teachers between 2002 and 2006 (from 98,194 to 151,226) and then a slow pattern of decrease (132,218 total B 2012 AP H W UK M Figure 34 teachers in 2011). While the data summarizing student enrollments described earlier established that students of color became the majority in Arizona’s schools in 2004 (and their representation continues to grow each year), there is a very different pattern of representation of teachers by racial/ethnic background (see Figure 33). White teachers remain the overwhelming majority of teachers in Arizona’s schools (84.9 percent in 2002 and 83.2 percent in 2011). Hispanics (10.2 percent in 2002 and 11.1 percent in 2011), American Indians (2.1 percent in 2002 and 1.8 percent in 2011), Blacks (1.8 percent in 2002 and 1.8 percent in 2011), and Asian Pacific Americans (less than 1 percent in 2002 and 1.6 percent in 2011) are dramatically underrepresented among Arizona’s teacher corps relative to the representation of minority students in Arizona schools. Moreover, there is no evidence of any improvement in these trends in representation of teachers of color as the trend lines remain flat during this period. Highly Qualified Teachers As part of No Child Left Behind (NCLB) legislation, the “Highly Qualified Teacher” requirement was enacted. This requirement intended to improve teacher quality and, it was argued, by extension, to improve outcomes for children. NCLB requires local educational agencies to ensure that all teachers hired to teach core academic subjects in Title I programs are highly qualified. The federal definition of a highly HIGHLY QUALIFIED TEACHERS 25 Arizona Highly Qualified P-12 Teachers 2010-2012 proportions by race / ethnicity 80% 60% 40% 20% 0% 2010 2011 source | Arizona Department of Education (2012) AI 2012 AP B H W UK M Figure 35 Arizona Highly Qualified P-12 Teachers 2010-2011 proportion of all teachers within race / ethnicity 0.6 0.4 0.2 0.0 2010 source | Arizona Department of Education (2012) qualified teacher is someone who: (a) is fully certified and/or licensed by the state; (b) holds at least a bachelor’s degree from a four-year institution; and (c) demonstrates competence in each core academic subject area in which the teacher teaches. The number of highly qualified teachers in Arizona decreased from 63,566 (47.3 percent of all Arizona teachers) in 2010 to 55,410 (42.9 percent of all Arizona teachers) in 2012. Moreover, the number of highly qualified teachers decreased within each racial/ethnic category during this time (see Figure 34). Given the dramatic underrepresentation of teachers of color in Arizona schools, it is not surprising that more than 8 in 10 highly qualified teachers in the state (see Figure 35) were White in 2010 and in 2012 (82.9 percent and 83 percent respectively). In 2012, Hispanics (1.2 percent), American Indians (1.9 percent), Asian Pacific Americans (2.1 percent), and Blacks (2.4 percent) were very small proportions of the highly qualified teacher corps. However, the most recent data regarding the proportion of highly qualified teachers within each racial ethnic group (see Figure 36), shows that teachers of color (Asian Pacific American, 52.4 percent; Black, 48.3 percent; Hispanic, 47.2 percent; American Indian, 46.7 percent) are more likely to have the highly qualified teacher designation than are White teachers (42.8 percent) in Arizona. 26 ARIZONA MINORITY STUDENT PROGRESS REPORT 2011 AI AP B H W AZ Figure 36 UNIVERSITY ELIGIBILITY KEY FINDINGS »» University eligibility rates for students from across Arizona are low. »» Students in urban areas of Arizona are more likely than other students to meet ABOR eligibility requirements; yet, only half of high school graduates from Pima and Maricopa counties are eligible. COLLEGE ACCESS »» Across Arizona, clear gaps in eligibility by racial/ethnic groups are evident as Black, American Indian, and Hispanic students show lower rates of eligibility than White and Asian Pacific American students. »» The majority of students in Arizona do not demonstrate the necessary proficiency in mathematics. Just over 6 in 10 Arizona high school graduates fulfill the science and language requirements. »» Many school districts do not require two years of foreign language for students to graduate high school, which may account for over one quarter of Arizona high school graduates who did not meet this requirement. »» Beginning in 2006, there is an upward trend in the eligibility rates for Black and American Indian students, which is a positive sign considering that they have the lowest rates of eligibility among students from different racial/ethnic backgrounds in the state. In Arizona, high school students who wish to attend one of the state’s three public universities (The University of Arizona, Arizona State University and Northern Arizona University) must complete the “sweet sixteen” core courses which include: four years of English, four years of mathematics, three years of lab sciences, two years of social sciences (social studies), two years of the same foreign language and one year of fine art. Students must successfully complete each of the sweet sixteen courses with at least a grade of “C” in order for Arizona University Eligibility by region 60% 40% 20% 0% Maricopa Pima Other Counties source | Arizona Board of Regents (2009) Arizona Figure 37 COLLEGE ACCESS MEASURES 27 2010 Arizona University Eligibility Total Competency Area Attainment by race / ethnicity and gender AI AP B H No Deficiency W One Deficiency Did Not Meet Requirement 100% 80% 80% 60% 60% 40% 40% 20% 20% 0% 0% Female English Male Figure 38 source | Arizona Board of Regents (2009) Math Science Language source | Arizona Board of Regents (2009) Social Science Arts Figure 39 Completion Rates for ABOR Core Curriculum Requirements 2009 Arizona High School Graduates AI AP B H W AZ 100% 80% 60% 40% 20% 0% English Math Science Language Social Science Fine Arts Figure 40 source | Arizona Board of Regents (2009) Arizona University Eligibility within race / ethnicity by year 80% 60% 40% 20% 0% White Black source | Arizona Board of Regents (2009) American Indian 1989 1996* the course to count, and they typically must have a 3.0 overall, unweighted, grade point average (GPA). Further detail can be found at startnow.arizona.edu or any of the university admissions sites. Figure 37 shows the Arizona Board of Regents (ABOR) eligibility rates for high school graduates in the two major urban areas in the state—Maricopa and Pima counties—compared to the eligibility rates for students from all other regions in the state. Two key findings are apparent. First, university eligibility rates for students throughout Arizona are quite low. Second, students in urban areas of Arizona are more likely than other students to meet the ABOR eligibility requirements (“sweet sixteen” courses). Even with this significant 28 ARIZONA MINORITY STUDENT PROGRESS REPORT Asian 1998* Hispanic 2002 2006 Arizona 2009 Figure 41 advantage, only half of high school graduates from Pima and Maricopa counties are eligible for admission to one of the state’s public universities. In a comparison of eligibility rates broken out by racial/ethnic group and gender (see Figure 38), female students in every group show higher eligibility rates than male students. Across Arizona, clear gaps in eligibility by racial/ethnic groups are evident as Black, American Indian, and Hispanic students show significantly lower rates of eligibility than White and Asian Pacific American students. Figure 39 summarizes the extent to which high school graduates in Arizona meet the ABOR eligibility requirements for different subject areas. Students Arizona 14-17 Years Olds Arizona SAT Test Takers by race/ethnicity (2010) by race/ethnicity (2011) Arizona ACT Test Takers by race/ethnicity (2011) AI 8% AP 22% 40% B 358,638 22,845 45% 59% 34% 27,952 42% H 7% W 6% 5% 5% source | U.S. Census Bureau (2010) Figure 42 4% source | College Board (2011) Figure 43 UK 5% 4% M Figure 44 source | ACT (2011) Arizona Mean SAT Scores (1972 - 2011) by Gender and Subject 540 520 500 source | College Board (2011) 2011 2010 2009 2007 2008 2005 2006 2003 2004 2001 Female Reading 2002 1999 2000 1997 1998 1995 Male Math 1996 1993 1994 1991 1992 1989 Female Math 1990 1987 1988 1985 1986 1983 1984 1981 1982 1980 1978 1979 1976 1977 1974 1975 1973 460 1972 480 Figure 45 Male Reading Arizona SAT Participation 2001-2011 by Race/Ethnicity 25,000 20,000 15,000 10,000 5,000 0 2001 2002 2003 source | College Board (2011) 2004 AZ 2005 AI 2006 2007 B AP 2008 H 2009 W M 2010 2011 UK Figure 46 Arizona Mean Composite SAT Scores 2001-2011 by Race/Ethnicity 1100 1000 900 2001 2002 source | College Board (2011) 2003 2004 2005 AI AP 2006 B 2007 H 2008 W 2009 M 2010 UK 2011 Figure 47 UNIVERSITY ELIGIBILITY 29 demonstrate the highest levels of proficiency in social science and fine arts. Conversely, the majority of students do not demonstrate the necessary proficiency in mathematics (only 42 percent of students completed the required four years of mathematics). Just over 6 in 10 Arizona high school graduates fulfilled the science and language requirements necessary for ABOR eligibility. Many districts do not require any foreign language for students to meet their graduation requirements, which may account for the 28 percent of Arizona high school graduates who did not meet this requirement. Students from all racial/ethnic groups demonstrate the lowest levels of completion regarding the mathematics requirements (see Figure 40). This may be due, in part to the fact that some districts required only three years of mathematics to fulfill their graduation requirements. In addition, even for districts that required four years of mathematics to meet graduation requirements, these courses may not meet the ABOR requirements (i.e. Algebra I, II, Geometry, Pre-Calculus). In contrast, the social science requirements for many districts in Arizona are higher than those for ABOR eligibility. Figure 41 summarizes the proportion of Arizona students by racial/ethnic background who met the ABOR eligibility requirements in six different years (1989, 1996, 1998, 2002, 2006, and 2009). The addition of 5 high school units increased the ABOR eligibility requirements to 16 units and likely accounts for the drops in eligibility for all racial/ethnic groups in 1998. Beginning in 2006 there is an upward trend in the eligibility rates for Black and American Indian students, which is a positive sign considering that they have the lowest rates of eligibility among students from different racial/ethnic backgrounds in the state. STANDARDIZED TESTING KEY FINDINGS »» There is closer parity regarding the proportion of Arizona students from different racial/ethnic backgrounds who took the ACT than the SAT. »» The mean SAT scores for male students exceed female students, with the biggest gap in the mathematics section. Mean critical reading scores of both male and female students have been decreasing over the past few years. »» SAT participation for White students has increased over the last 10 years, with a significant gap between the number of White and Hispanic students who take the SAT. 30 ARIZONA MINORITY STUDENT PROGRESS REPORT KEY FINDINGS (CONTINUED) »» There is a significant gap in mean composite SAT scores between White and Asian Pacific American students and Hispanic, Black, and American Indian students. Except for among Black students, male students tend to have higher mean SAT composite scores than do female students. »» Between 2009 and 2010, there was an 86 percent increase (12,550 to 23,303) in Arizona students who took the ACT. The addition of these 10,753 students most likely accounts for the drop in mean ACT composite scores in 2010 for students from all racial/ethnic backgrounds in Arizona. »» Excluding Asian Pacific American and White students, approximately 8 out of 10 Arizona students fell short of meeting all four ACT college readiness benchmarks. The disparity between Hispanic, Black, and American Indian students and Asian Pacific American and White students is evident across all four benchmarks, but is most pronounced in mathematics and science. Figure 42 shows the racial/ethnic breakdown of Arizonans between the ages of 14 and 17 years old. The chart indicates that 40 percent of this age group is Hispanic, 5 percent is Black, and 5 percent is American Indian. Figures 43 and 44 show the proportion of Arizona students from different racial/ethnic groups who took the SAT and the ACT in 2011. Comparing Figure 42 to Figure 43 and Figure 44, there is closer parity regarding the proportion of Arizona students from different racial/backgrounds who took the ACT than with the proportion who took the SAT. In examining the number of students who took the ACT, the number of test takers has increased by 10,000 in the past two years. Large federally funded programs, like Arizona GEAR UP, the Tucson GEAR UP Project and Aprendiendo Por Vida GEAR UP are likely large contributors to these increased numbers. The Tucson GEAR UP Project alone helped 3,500 students at five high schools take the ACT in 2011 and 2012. The SAT in Arizona Figure 45 shows the trends in mean SAT scores for male and female students from Arizona on the critical reading and mathematics sections of the SAT every year between 1972 and 2011. There are three noticeable trends in these data. First, the mean scores for male students exceed those for female students on both sections of the test. Second, the biggest gap between male and female scores is on the mathematics section of the test. Finally, critical reading scores of both male and female students are showing a downward Mean SAT Composite Score by Race/Ethnicity and Gender 1100 1000 900 White Black American Indian source | College Board (2011) Asian WOMEN Multiracial MEN Hispanic AZ Unknown Race Arizona Figure 48 Arizona ACT Participation 2007-2011 by race / ethnicity 30,000 25,000 20,000 15,000 10,000 5,000 0 2007 2008 2009 AI source | Arizona Department of Education (2012) 2010 B AP H W 2011 M UK Figure 49 Arizona Mean Composite ACT Score 2007-2011 by Race/Ethnicity 25 23 21 19 17 15 2007 2008 AZ source | ACT (2011) 2009 AI AP 2010 B H W 2011 M UK Figure 50 2011 Arizona ACT College Readiness Benchmark Scores in All Four Subjects percentage within race / ethnicity AI AP B H W M AZ 100% source | ACT (2011) 80% 60% 40% 20% Not Ready Ready 0% 20% 40% Figure 51 STANDARDIZED TESTING 31 2011 Arizona ACT College Readiness Benchmark Scores in English percentage within race / ethnicity AI AP B H W M AZ 80% 60% 40% 20% 0% 20% Not Ready source | ACT (2011) 40% 60% 80% Figure 52 Ready 2011 Arizona ACT College Readiness Benchmark Scores in Reading percentage within race / ethnicity AI AP B H W M AZ 80% 60% 40% source | ACT (2011) 20% 0% Not Ready 20% Ready 40% 60% Figure 53 trajectory over the past few years. The ACT in Arizona SAT participation for White students has increased by 4,689 students over the last 10 years (see Figure 46). There is a gap of 8,449 students between the number of White students who take the SAT and the number of the second highest group of test takers, Hispanics, even though Hispanics have nearly reached parity with White students in the proportion of students who are of high school age. Although the data indicate an upward trend in the number of White and Hispanic students taking the SAT, there are still significantly lower numbers of Asian Pacific American, Black, and American Indian students who take the SAT, and the slope of the trend line is nearly flat for each of these groups. Between 2009 and 2010, there was an 86 percent increase (12,550 to 23,303) in Arizona students who took the ACT (see Figure 49). The addition of these 10,753 students is likely due to many state and federal grant-based initiatives to increase ACT test taking. In 2011, an additional 4,649 students took the ACT bringing the total number of Arizona students who took the test to 27,952. The largest part of this increase in test-takers may be due to other programs (i.e. Tucson GEAR UP Project) requiring the ACT. There is a significant gap in mean composite SAT scores (see Figure 47) between White and Asian Pacific American students and Hispanic, Black, and American Indian students in Arizona. The trend lines in these scores tend to be relatively flat for all groups except Asian Pacific Americans as their scores have increased by 32 points over the last 10 years. Figure 48 shows the mean composite SAT scores for Arizona students disaggregated by racial/ethnic background and by gender. Except among Black students, males tend to have higher mean SAT composite scores than do women. 32 ARIZONA MINORITY STUDENT PROGRESS REPORT Between 2007 and 2011, ACT scores dropped slightly, with the largest decreases occuring in 2010 and 2011 (see Figure 50). These are also the years of greatest growth in student participation. This decrease may likely be due to the large number of students who took the test in 2010 and 2011, but would have normally not have taken the test in the years before 2010. This is further supported when we see that Hispanic, Black, Multiracial and unknown race students suffered the largest declines and were among the groups to experience the largest increases in participation. Asian Pacific American and White students consistently have mean scores around 23, even after 2010. This stands in contrast with Hispanic, Black, and American Indian students which had decreases in average mean ACT scores after 2009. 2011 Arizona ACT College Readiness Benchmark Scores in Mathematics percentage within race / ethnicity AI AP B H W M AZ 100% 80% 60% 40% 20% Not Ready source | ACT (2011) 0% 20% 40% 60% Figure 54 Ready 2011 Arizona ACT College Readiness Benchmark Scores in Science percentage within race / ethnicity AI AP B H W M AZ 100% source | ACT (2011) 80% 60% 40% 20% Not Ready Another way to evaluate student achievement on the ACT is to look at College Readiness Benchmark Scores. For each subject area, minimum benchmark scores indicate a 50 percent chance of obtaining a B or higher, or a 75 percent chance of obtaining a C or higher in a corresponding college course. In 2011, the benchmark scores for each subject area were as follows: English 18, Mathematics 22, Reading 21, and Science 24. Figures (51-55) depict the percentage of students that met, exceeded, or fell below the benchmark scores. Figure 51 shows the percentage of Arizona students who met all four ACT college readiness benchmarks (English, Mathematics, Reading, and Science) in 2011 disaggregated by racial/ethnic background. Excluding Asian Pacific American (35 percent) and White students (31 percent), approximately 8 out of 10 Arizona students fell short of meeting all four college readiness benchmarks. As Figures 52-55 illustrate, the disparity between Hispanic, Black, and American Indian students and Asian Pacific American and White students is evident across all four benchmarks. However, it is most pronounced in Mathematics and Science. Overall, approximately 5 in 10 Arizona students met the ACT English college readiness benchmark in 2011 (see Figure 52). When disaggregated by racial/ethnic background, less than 4 in 10 Black (37 percent), about 3 in 10 Hispanic (32 percent) and approximately 2 in 10 American Indian (21 percent) students met the Ready 0% 20% 40% Figure 55 English college readiness benchmark. Meanwhile, 6 in 10 multiracial students (58 percent) and over 7 in 10 Asian Pacific American (72 percent) and White (75 percent) students met the English college readiness benchmark. Approximately 4 in 10 Arizona students met the ACT reading college readiness benchmark in 2011 (see Figure 53). When disaggregated by racial/ ethnic background, about one quarter of Black (27 percent) and Hispanic (25 percent) and less than one fifth of American Indian (17 percent) students met the reading college readiness benchmark. Just less than half of multiracial students (47 percent) met the reading benchmark; whereas three in five Asian Pacific American (59 percent) and White (62 percent) students met the reading benchmark. In 2011, fewer than 4 in 10 Arizona students met the ACT mathematics college readiness benchmark (see Figure 54). When disaggregated by racial/ethnic background, approximately one in five Black (20 percent) and Hispanic (21 percent) students and about one in eight American Indian (13 percent) students met the mathematics college readiness benchmark, while nearly 4 in 10 multiracial students (38 percent), and about 6 in 10 Asian Pacific American (64 percent) and White (57 percent) students met the benchmark. ACT COLLEGE READINESS BENCHMARKS 33 2011 Arizona Advanced Placement Scores at 3 or Higher within race / ethnicity and gender 70% 60% 50% 40% 30% 20% 10% 0% White Black American Indian Asian source | College Board (2011) WOMEN MCCD Academic Dual Enrollment Courses Multiracial Hispanic MEN 7% 16% 1% 12,216 6% 7% AP 67% source | Maricopa Community Colleges District (2012) B H Figure 56 by Race/Ethnicity 3% AI Arizona MCCD Vocational Dual Enrollment Courses by Race/Ethnicity 6% Unknown Race AZ 18% 2% AI 2% 2,181 AP B 65% H W W UK UK Figure 57 In 2011, only about 2 in 10 Arizona students met the ACT science college readiness benchmark (see Figure 55). When disaggregated by racial/ethnic background, 1 in 10 or fewer Black (10 percent) and Hispanic (8 percent) students and 1 in 20 American Indian (4 percent) students met the science benchmark. About 2 in 10 multiracial students (20 percent), nearly 4 in 10 Asian Pacific American (39 percent), and about one third of White (35 percent) students met the science college readiness benchmark. ADVANCED PLACEMENT source | Maricopa Community Colleges District (2012) Figure 58 DUAL ENROLLMENT KEY FINDINGS »» About 8 in 10 students who enrolled in dual enrollment classes in 2009-2010 did so through the Maricopa Community Colleges District (MCCD) and Pima Community College (PCC). »» On average, students took nearly two classes each. Both academic and occupational courses were offered. »» The data on MCCD and PCC dual enrollments KEY FINDING »» In 2011, a total of 42,982 Arizona students took Advanced Placement (AP) exams. Hispanic, Black and American Indian students are less likely to earn a score of 3 or higher. In 2011, a total of 42,982 Arizona students took Advanced Placement (AP) exams. White students were the largest group to take the exams (23,270) followed by Hispanic students (10,307). More females took AP tests (23,819) than males (19,163), but across all groups, a greater proportion of males scored a 3 or higher than did females. Figure 56 shows dramatic differences in “pass” rates on AP exams across racial/ ethnic groups. In order to qualify for college credit, students must typically earn a score of at least 3 or 4. 34 ARIZONA MINORITY STUDENT PROGRESS REPORT by racial/ethnic background show that Whites were the largest group of dual enrollment students, followed by Hispanics. »» More women than men took dual enrollment courses. Another option for some Arizona students to obtain college credit while in high school is through dual enrollment classes offered through community colleges. In 2009-2010, nearly 7 in 10 Arizona students (69 percent) who enrolled in dual enrollment classes did so through colleges in the Maricopa Community Colleges District (MCCD), and just over 1 in 10 (12 percent) enrolled through Pima Community College 2010 Dual Enrollment Courses percentage by course type within race / ethnicity AI AP B H W UK 30% 20% 10% 0% 10% 20% 30% source | Maricopa Community Colleges District (2012) Table 1. 2009-2010 Dual Enrollment in MCCD and PCC Percentage by Race and Ethnicity Race/Ethnicity % of MCCD Enrollment % of PCC Dual Enrollment White 68% 41% Black 3% 4% American Indian 1% 2% Asian 6% 3% Hispanic 15% 39% Unknown Race 7% 10% source: Maricopa Community Colleges District (2012) and Pima Community College (2012) (PCC). These classes, taught by community college faculty in students’ high schools, are a way for students to complete college course work while still in high school. Moreover, students only need to successfully complete these courses in order for the credit to be transferred to a public institution in Arizona, compared to Advanced Placement courses which require students to “pass” an AP exam after completing the course. The data regarding dual enrollment for 2009-2010 are limited to MCCD and PCC, but because 81 percent of students enrolled in dual enrollment courses in the state did so through these colleges, these data are relevant. MCCD offered 299 unique dual courses and PCC offered 72. Students at both MCCD and PCC took, on average, nearly two classes each. Therefore, during 2009-2010, MCCD dually enrolled 15,383 students resulting in a total of 29,972 enrollments, while PCC dually enrolled 1,587 students resulting in a total of 2,682 enrollments. As Table 1 illustrates, the data on MCCD’s 2009-2010 dual enrollments by racial/ethnic background show that Whites made up nearly 7 in 10 students (68 percent) who took dual enrollment classes, while at PCC they made up about 4 in 10 students (41 percent). Hispanics comprised about 15 percent of dual enrollment students at MCCD, and 39 percent at PCC. Asian Pacific Americans represented about 6 percent 40% Vocational 50% 60% Academic 70% 80% 90% Figure 59 of dual enrollment students at MCCD and 3 percent at PCC. Blacks comprised about 3 percent and American Indians about 1 percent at MCCD. At PCC, Blacks comprised about 4 percent and American Indians 2 percent. 7 percent of MCCD and 10 percent of PCC students did not declare their race/ethnicity. There are at least two factors that are likely to contribute to the racial/ethnic distribution of dual enrollment students. First, dual enrollment funding requires students to pay for each class prior to taking it. Second, classes take place within the high school. Both of these may be underlying factors because data showing the top high schools participating in dual enrollment at MCCD and PCC suggest that access to dual enrollment is related to socioeconomic status. Finally, more women (58 percent at MCCD and PCC) than men (41 percent at MCCD and 39 percent at PCC) took dual enrollment courses. As Figures 57 and 58 show, when dual enrollment is broken up by academic and vocational courses disaggregated by race/ethnicity at MCCD, the proportion of students in each type of course closely reflects the overall distribution of dual enrollments. These dual enrollment data are limited only to MCCD. As depicted in Figure 59, when academic and vocational courses at MCCD are disaggregated by race/ethnicity, the proportion of almost all race/ ethnicities who take academic courses is around 85 percent with 15 percent enrolling in vocational courses. There is a slight difference with Black students, (86 percent enrolled in academic courses and 14 percent in vocational courses) and Hispanics (83 percent enrolled in academic courses and 17 percent in vocational courses). American Indians have the biggest variation within their group with about 75 percent enrolled in academic courses and 25 percent in vocational courses. These dual enrollment data are limited only to MCCD. DUAL ENROLLMENT 35 POSTSECONDARY Education1 KEY FINDINGS »» In 2010, 481,260 students (undergraduate, graduate and professional) were enrolled in postsecondary institutions in Arizona. The largest number were enrolled in public twoyear colleges, followed by public four-year institutions. »» The distribution of undergraduate enrollments mirrors the breakdown of enrollments by sector. White students had the largest representation at each type of institution, with Hispanics and American Indians comprising a larger proportion of students at private, for-profit two-year colleges and Asian Pacific Americans most represented at state public universities. »» The majority of all American Indian, Asian Pacific American, and Hispanic students are enrolled at two-year institutions. all postsecondary enrollments POSTSECONDARY EDUCATION In 2010, 481,260 students (undergraduate, graduate and professional) were enrolled in postsecondary institutions in Arizona. Figure 60 presents the data about the proportion of students enrolled at different types of institutions in Arizona. The largest number of students, 230,220 (48 percent) were enrolled in public two-year colleges in the state. An additional 136,756 students (28 percent) were enrolled in public fouryear institutions. About 18 percent (84,230 students) were enrolled at for-profit four-year institutions, 4 percent (21,237 students) at for-profit two-year institutions and 2 percent (8,817 students) at not-forprofit four-year institutions. 1 The data used for the postsecondary education section were collected from the Integrated Postsecondary Educational Data System (IPEDS), a service of the U.S. Department of Education and the National Center for Education Statistics. In the interest of presenting only information representative of students within Arizona, we do not use data generated from IPEDS for the University of Phoenix, Grand Canyon University, Western International University and Anthem College (four Arizona institutions with a substantial number of online students). Instead, we requested the numbers for these institutions directly from each college’s institutional research office, including only students that attended an Arizona ground campus, and/or lived in Arizona and attended the institution online. The 20-year trend analysis (which only includes a few years of internet course availability) does not employ this method, and instead omits the University of Phoenix Online Campus and Grand Canyon University data because these enrollments are disproportionately out-of-state students. 36 ARIZONA MINORITY STUDENT PROGRESS REPORT All Arizona Enrollments All Arizona Undergraduate Enrollments by Sector (2010) by Sector (2010) Public 4-Year 18% 4% 481,260 5% Private Not-For-Profit 4-Year 48% 14% Private For-Profit 4-Year Public 2-Year 28% Figure 60 54% 422,835 26% Private For-Profit 2-Year Figure 61 source | U.S. Department of Education, National Center for Education Statistics (2010) 2010 Arizona Undergraduates Enrollments by race / ethnicity within sector 100% 80% 60% 40% 20% 0% Public 4-Year Not-For-Profit 4-Year For-Profit 4-Year Public 2-Year AI source | U.S. Department of Education, National Center for Education Statistics (2010) AP B For-profit 2-Year W H UK M NR Figure 62 2010 Arizona Undergraduate Enrollments by Sector within Race / Ethnicity 100% 80% 60% 40% 20% 0% American Asian/ Black Indian Pacific Islander For-Profit, 2-year Public, 2-year Hispanic White For-Profit, 4-year Multiracial Unknown Race Not-For-Profit, 4-year source | U.S. Department of Education, National Center for Education Statistics (2010) Non-Resident Alien Public, 4-year Figure 63 2010 Undergraduate enrollments postsecondary institutions in Arizona. Based upon the data presented in Figure 61, just over half (54 percent) of undergraduates were enrolled in public two-year colleges in Arizona. Approximately one in four undergraduates (26 percent) were enrolled at a public four-year institution while over one in ten were enrolled in for-profit four year institutions. One in 20 was enrolled at for-profit two-year institutions and one in 100 students was enrolled at not-for-profit institutions. White students had the largest representation at each type of institution, ranging from about 41 percent of enrollments at for-profit four-year institutions to a high of 67.7 percent of students at not-for-profit fouryear colleges. White students comprised 61.4 percent of enrollments at public four-year institutions. White enrollment numbers are confounded in the for-profit four-year sector by a very large proportion of students who were identified as “unknown race,” reaching a total of over 25 percent of that sector’s enrollments. This is easiest to see in the trends sections, such as Figures 68 and 87, where the White and unknown race lines compliment one another, rising and falling in unison. The racial and ethnic diversity of undergraduate students varied greatly within each of these postsecondary contexts. Figure 62 presents the undergraduate enrollments for students by racial/ ethnic background within different sectors of 2010 UNDERGRADUATE ENROLLMENTS 37 The enrollment of Hispanics ranged from a low of 9.1 percent at not-for-profit four-year institutions, to a high of 25.2 percent of students at for-profit twoyear institutions. Hispanics made up 17.6 percent of enrollments at public four-year institutions. The enrollment of American Indian students ranged from a low of 2.7 percent at not-for-profit four-year institutions to a high of 4.7 percent at for-profit two-year institutions. Just over 1 in 25 students (4.1 percent) enrolled at the public four-year institutions are American Indian. Asian Pacific Americans make up a small percentage of undergraduate students and are most represented (4.9 percent of enrollments) at the state’s public universities. Another way to look at educational opportunity and access in Arizona is to examine where students within different racial/ethnic groups enroll in postsecondary education at institutions in the state. Figure 63 provides a summary of these data. Among American Indian students in Arizona, the majority (53.3 percent) are enrolled in public two-year colleges while an additional 28.7 percent are enrolled in one of the public four-year institutions. More than half of Asian Pacific Americans (52.9 percent) are enrolled in public two-year colleges while four in ten (40.2 percent) are enrolled in public four-year institutions. Just more than half of Black students (50.7 percent) are enrolled at two-year public colleges while about one quarter (27 percent) are enrolled in for-profit four-year institutions and 17.2 percent are enrolled at one of Arizona’s public institutions. For Hispanic students, more than 6 in 10 (62.2 percent) are enrolled in public two-year colleges and just over one fifth (21.6 percent) are enrolled in public four-year institutions. Only 6.2 percent of Hispanics enrolled at a for-profit four-year institution. Undergraduate ENROLLMENT Trends KEY FINDINGS »» Undergraduate enrollments at Arizona’s public universities grew by 49 percent between 1991 and 2010 from 73,310 to 109,376. During the same period, the proportional enrollment of Hispanics doubled. »» The for-profit, four-year sector demonstrated the greatest proportional growth in undergraduate enrollments both nationally and in Arizona. In Arizona, enrollments at for-profit, four year institutions grew by 305 percent from 9,645 in 1991 to 39,069 in 2010. The proportional enrollment of Blacks increased dramatically from 5.5 percent in 1991 to 16.2 percent in 2010. »» Between 1991 and 2010, the enrollment of undergraduates in public two-year colleges in 38 ARIZONA MINORITY STUDENT PROGRESS REPORT Arizona increased by about 47 percent from 156,528 students in 1991 to 230,220 students in 2010. The proportional enrollments of Hispanics, Blacks, American Indians and Asian Pacific Americans all increased during this 20-year period, while that of Whites decreased. »» While the overall undergraduate enrollment numbers are relatively low at for-profit twoyear colleges in Arizona, there was a substantial increase in the number of enrollments in this sector between 1991 and 2010 (an increase of 475 percent from 3,692 to 21,237). The biggest proportional increase in enrollments occurred among Hispanic students (9.6 percent and 25.2 percent respectively). While the description of data on enrollments in 2010 provided in the previous section is helpful in providing a snapshot of the current status of educational equity in Arizona, these data are subject to variation in any given year. In order to get a better picture of the status of equity in postsecondary enrollments and the degree to which we are making progress toward greater educational equity, it is helpful to examine these data over an extended time frame. We did this by gathering and summarizing data on enrollments over a twentyyear period between 1991 and 2010. Because we were unable to isolate enrollment data for Arizona residents from those of all students enrolled at the for-profit, fouryear institutions, enrollment data for the University of Phoenix and Grand Canyon University were excluded from these trend analyses.2 This was necessary because the overwhelming majority of students enrolled at these institutions are not in Arizona. 2 In an effort to keep the data as representative of students in Arizona as possible, the following totals for each year omit the University of Phoenix Online Campus and Grand Canyon University as reported in IPEDS. In 2010, the University of Phoenix had over 300,000 online students, the overwhelming majority of whom were not Arizona residents; yet, because the University of Phoenix is headquarted in Arizona their student numbers are tied to the state. The University of Phoenix’s ground campuses (Hohokam and Southern Arizona) are included in all available years. Grand Canyon University’s (GCU) increasing participation in online education also means that it serves a larger number of out-of-state students than Arizona residents. Because GCU’s online enrollment numbers are reported together with ground campus numbers, we have chosen to remove them in order to better represent enrollment trends within the state. Other institutions with sizeable online enrollments in 2010 (Anthem College, Western International University) are still included because their enrollment numbers are much smaller and have less impact on overall trends. This means that totals for 2010 enrollments will be much lower than reported in the 2010 enrollments section. These numbers are included to maintain the continuity of the trends, and can easily be isolated to the private, for-profit sector. This explains some of the fairly large increases seen in the 2000s for that sector. Undergraduate Enrollment Trends by Sector Public Two-Year Institutions Between 1991 and 2010, the enrollment of undergraduates in public two-year colleges in Arizona increased by about 47 percent from 156,528 students in 1991 to 230,220 students in 2010. Figure 64 summarizes the data for all undergraduates enrolled in public twoyear colleges in Arizona between 1991 and 2010. While more than three quarters of students enrolled in public two-year colleges were White in 1991 (75.9 percent), their proportional representation had decreased to 52.1 percent in 20103. However, the proportional representation of students of color increased with Hispanics increasing from 14.2 percent to 24.1 percent, Blacks from 3.4 percent to 5.8 percent, Asian Pacific Americans from 1.9 percent to 3.2 percent, and American Indians from 3.2 percent to 3.6 percent. For-Profit Two-Year Institutions While the overall enrollment numbers are low at forprofit two-year colleges in Arizona, there is evidence of a large increase in the number of enrollments from 3,692 in 1991 to 21,237 in 2010 (an increase of 475 percent). Twenty-year trends in enrollments by racial/ethnic background for students attending for-profit two-year colleges are summarized in Figure 65. Proportional enrollments for Whites (44.6 percent in 1991 and 48.7 percent in 20104) and Blacks (6.9 percent in 1991 and 5.8 percent in 2010) remained relatively stable. The biggest proportional increase in enrollments occurred among Hispanic students (from 9.6 percent to 25.2 percent). The proportional representation of American Indians (2.5 percent in 1991 and 4.7 percent in 2010) and Asian Pacific Americans (1.2 percent and 2.3 percent) remained small, but nearly doubled. Arizona more than doubled between 1991 (1,596) and 2010 (3,552). During that same period, Figure 67 shows trends in the proportional representation of Whites (70.4 percent to 67.7 percent), Hispanics (from 9.9 percent to 9.1 percent), Blacks (from 3.1 percent to 3.0 percent), Asian Pacific Americans (from 5.1 percent to 3.9 percent), and American Indians (From 10.8 percent to 2.8 percent) all dropped. This decrease is accounted for by a large increase in the proportion of students who declined to provide information on their racial/ ethnic background between 1991 (0.0 percent) and 2010 (8.3 percent) and by an increase in international students (from 0.8 percent to 2.6 percent). For-Profit Four-Year Institutions Between 1991 and 2010, there was dramatic growth in the enrollment of undergraduates in the for-profit, four-year sector in Arizona, where enrollments increased by 305 percent from 9,645 to 39,069. A large proportion of students did not report their racial/ ethnic background (17.2 percent in 2010), making it difficult to report accurate trends in enrollments by race/ethnicity (see Figure 68). While Whites represented 7 of 10 enrollments in this sector in 1991, they were just over 4 of 10 by 20105 (42.0 percent). The proportion of Black enrollments increased dramatically between 1991 and 2010 (from 5.5 percent to 16.2 percent) and slower growth can be seen in the enrollments of Hispanics (10.8 percent in 1991 and 16.6 percent in 2010). The proportional enrollment of American Indians also increased somewhat between 1991 and 2010 (2.1 percent and 3.7 percent respectively). The proportional representation of Asian Pacific Americans decreased during this period (from 3.8 percent to 1.5 percent). Public Four-Year Institutions Growth in enrollments at Arizona’s public four-year institutions grew at a higher rate than the rest of the nation, increasing by approximately 49 percent between 1991 and 2010 from 73,310 to 109,376. Figure 66 shows data for Arizona that are similar to the national trends with the largest proportional growth in enrollments among Hispanics (from 8.5 percent to 17.6 percent) followed by Blacks (from 2.1 percent to 4.2 percent) and Asian Pacific Americans (from 3.1 percent to 5.0 percent). The proportional representation among White students at public four-year institutions decreased from 78.3 percent in 1991 to 61.4 percent in 2010. The proportion of American Indian students enrolled in public four-year institutions remained relatively stable (4.3 percent). Not-For-Profit Four-Year Institutions Although their numbers are quite low, undergraduate enrollments at not-for-profit, four-year institutions in 3 See footnote 3. 4 See footnote 3. 5 White enrollment numbers are confounded by the large proportion of students who were identified as “unknown race.” Figure 68 is an example of this, where the White and Unknown Race lines compliment one another, rising and falling in unison. UNDERGRADUATE ENROLLMENT TRENDS 39 Arizona Public 2-Year Undergraduate Enrollments 1991-2010 by race/ethnicity 80% 70% 60% 50% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 64 Arizona For-Profit 2-Year Undergraduate Enrollments 1991-2010 by race/ethnicity 60% 50% 40% 30% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 65 Arizona Public 4-Year Undergraduate Enrollments 1991-2010, by race/ethnicity 80% 70% 60% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 66 Arizona Not-for-profit 4-Year Undergraduate Enrollments 1991-2010 by race/ethnicity 80% 60% 40% 20% 0% 1991 AI 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) 40 ARIZONA MINORITY STUDENT PROGRESS REPORT Figure 67 Arizona For-Profit 4-Year Undergraduate Enrollments 1991-2010, by race/ethnicity 80% 70% 60% 50% 40% 30% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR Figure 68 source | U.S. Department of Education, National Center for Education Statistics (2010) 2010 Arizona Bachelor’s Degrees by sector 2010 Arizona Associate’s Degrees by Sector 10% Public 4-Year 10% 15% Private For-Profit 4-Year 16,803 79% Public 4-Year 3% 25,801 Public 2-Year 82% Not-for-Profit 4-Year Private For-Profit 2-Year Figure 69 Figure 71 source | U.S. Department of Education, National Center for Education Statistics (2010) source | U.S. Department of Education, National Center for Education Statistics (2010) 2010 Arizona Bachelor’s Degrees 2010 Arizona Associate’s Degrees by race/ethnicity within sector by race/ethnicity within sector 100% AI AP 80% B 60% H W 40% M 20% 0% For-Profit 4-Year UK NR Public 4-year Not-for- For-Profit Public For-Profit Profit 4-Year 2-Year 2-Year 4-Year source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 70 100% AI AP 80% B 60% H W 40% M 20% 0% UK NR Public 4-Year Non-Profit 4-Year For-Profit 4-Year source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 72 2010 UNDERGRADUATE DEGREES 41 2010 undergraduate DEGREEs6 KEY FINDINGS »» 16,803 associate’s degrees were awarded in Arizona, the majority by public, two-year institutions. »» 25,801 bachelor’s degrees were awarded in Arizona, the majority by public four-year institutions. »» Of those students who reported their racial/ ethnic background, most bachelor’s degrees were awarded to Whites followed by Hispanics. Asian Pacific Americans received more bachelor’s degrees from public fouryear institutions than from other four-year institutions, while Blacks received more bachelor’s degrees from for-profit institutions. Associate’s Degrees In 2010, a total of 16,803 associate’s degrees were awarded in Arizona (see Figure 69). Nearly 8 in 10 (79 percent) associate’s degrees were awarded by public two-year institutions, 10 percent were awarded by for-profit two-year institutions and a final 10 percent were awarded by for-profit, four-year institutions. Public, four-year institutions (0.7 percent all from Diné College) and not-for-profit four-year institutions (0.1 percent) also awarded associate’s degrees, but contributed less than one percent combined to the State’s total associate’s degree production. The data also allow us to view the proportion of associate’s degrees awarded by race/ethnicity within each sector at Arizona postsecondary institutions (see Figure 70). At for-profit, four-year institutions, 46.3 percent7 of associate’s degrees were awarded to White students, 18 percent to Hispanics, 10.3 percent to Blacks, and 6.7 percent to American Indians. Within the public two-year colleges, 61.9 percent of all associate degrees were awarded to White students, 23.4 percent to Hispanic students, 4.8 percent to Black students, and 2.6 percent to American Indian students. All of the associate’s degrees awarded at the public four-year institutions were given to American Indian students enrolled at Diné College. Bachelor’s Degrees In 2010, 25,801 bachelor’s degrees were awarded in Arizona (see Figure 71). More than 8 in 10 (81.5 percent) were awarded by a public four-year institution, 14.8 percent were awarded by for-profit four-year institutions, and 3.7 percent were awarded by not-for-profit four-year institutions. Figure 72 summarizes the proportion of bachelor’s degrees awarded to students from different racial/ ethnic backgrounds by sector in Arizona in 2010. At public four-year institutions, 68.5 percent of all bachelor’s degrees awarded in 2010 were received by White students while Hispanics received 14.5 percent, Asian Pacific Americans 5 percent, Blacks 3 percent, and American Indians 2.1 percent. At for-profit fouryear institutions, of those students who reported their racial/ethnic background, about half (47 percent8) were White, 11.5 percent were Hispanic, 5.3 percent were Black, 2.5 percent were Asian Pacific American, and 1.6 percent were American Indian. The not-for-profit four-year institutions awarded nearly 7 in 10 degrees (69.7 percent9) to Whites, 11 percent to Hispanics, 4.2 percent to Blacks, 3 percent to Asian Pacific Americans, and 1.5 percent to American Indians. undergraduate DEGREE Trends10 While the data on degree completions in 2010 are helpful in providing a snapshot of the status of educational equity in Arizona, these data can be subject to variation from year to year. In order to get a more accurate picture of the status of equity in degree completions, it is helpful to examine these data over an extended time frame. We did this by gathering and summarizing data on degree completions over a twenty-year period between 1991 and 2010. Because we were unable to isolate the data for degrees received by Arizona residents from those of all degree recipients at the for-profit, four-year institutions, degree completion data for the University of Phoenix and for Grand Canyon University were excluded from these trend analyses. This was necessary because the overwhelming majority of degrees conferred by these institutions go to students who are not in Arizona. KEY FINDINGS »» The growth in associate’s degree production in Arizona was dramatic, increasing from 6,309 in 1991 to 16,808 in 2010. This growth is almost entirely from the public two-year sector. »» Between 1991 and 2010, the proportion of associate’s degrees awarded to White students decreased11, while the proportion awarded to Hispanics reached 20 percent for the first time in 2000 and has held at this level ever since. The proportion of 8 See footnote 7 and Figure 74. 9 Same as footnote 8. 6 See footnote 1. 7 The proportion of White degrees is confounded by the proportion of unknown race degrees. This is supported by the complimenting nature of their proportions in Figure 73. 42 ARIZONA MINORITY STUDENT PROGRESS REPORT 10 See footnote 2. The same methodology applied to enrollments was also used for graduations (degrees completed). 11 As noted earlier, the proportion of White students in all degree charts is confounded by the proportion of unknown race students. Arizona Associate’s Degrees 1991-2010 by Race/Ethnicity 70% 60% 50% 40% 30% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 73 Arizona Bachelor’s Degrees 1991-2010 by Race/Ethnicity 80% 60% 40% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) associate’s degrees awarded to American Indian students started at 4 percent, rose to 7 percent in 2002 and decreased back to 4 percent again by 2010. »» The production of bachelor’s degrees in Arizona increased by 46 percent (17,728 in 1991 to 25,938 in 2010). »» The proportion of Whites receiving bachelor’s degrees decreased from 82 percent to 66 percent12. The proportion of bachelor’s degrees awarded to Hispanics doubled from 7 percent in 1991 to 14 percent in 2010, while Black and American Indian students held steady at 3 percent and 1 percent, respectively. There is slow growth in the proportion of degrees awarded to Asian Pacific Americans (3 percent to 5 percent). Associate’s Degrees Between 1991 and 2010, the number of associate’s degrees granted in Arizona increased by 166 percent from 6,309 to 16,808. The proportion of degrees awarded to White students during this time period decreased from 70 percent in 1991 to 58 percent13 in Figure 74 2010 (see Figure 73). The proportion of associate’s degrees awarded to Hispanics increased from 10 percent in 1991 to 21 percent in 2010. However, there has not been any substantial change in the proportion of degrees awarded to Hispanics since 2000 when they hit 20 percent of the degrees awarded for the first time. The proportion of Blacks receiving associate’s degrees remained relatively flat during this time period (5 percent). The proportion of associate’s degrees awarded to American Indian students began at 4 percent in 1991, peaked at 7 percent in 2002, and then dropped back to 4 percent in 2010. While Asian Pacific Americans received only about 1 percent of associate’s degrees in 1991, they received 3 percent in 2010. Bachelor’s Degrees The number of bachelor’s degrees granted in Arizona increased by about 46 percent between 1991 and 2010 from 17,728 to 25,938. Figure 74 summarizes trends in the proportion of bachelor’s degrees granted by race/ethnicity during this twenty-year period. Given the growth in the proportion of students of color in Arizona, it is not surprising that the proportion of Whites receiving bachelor’s degrees in Arizona decreased from 82 percent in 1991 to 66 percent in 201014. The proportion of bachelor’s degrees awarded to Hispanics doubled from 7 percent in 1991 to 14 percent in 2010. Blacks received 3 percent of all 12 See footnote 11. 13 See footnote 11. 14 See footnote 14. UNDERGRADUATE DEGREE TRENDS 43 Arizona Universities’ Six-Year Graduation Rates for Cohorts Entering 1996-2005 by university 80% 70% 60% 50% 40% 1996 1997 1998 1999 2000 ASU source | Arizona Board of Regents (2002-2011) 2001 2002 2003 2004 Figure 75 UA NAU 2005 Proportion of Students Graduating within Six Years by Race / Ethnicity Cohorts Entering 1996 - 2005 arizona state university 100% 80% 60% 40% 20% 0% 1996 1997 1998 1999 2000 AI source | U.S. Department of Education (2011) AP 2001 2002 B H 2003 W 2004 NR UK 2005 Figure 76 Proportion of Students Graduating within Six Years by Race / Ethnicity Cohorts Entering 1996 - 2005 the university of arizona 100% 80% 60% 40% 20% 0% 1996 1997 1998 1999 AI source | U.S. Department of Education (2011) 2000 AP 2001 B 2002 H 2003 W NR 2004 2005 UK Figure 77 Proportion of Students Graduating within Six Years by Race / Ethnicity Cohorts Entering 1996 - 2005 northern arizona university 100% 80% 60% 40% 20% 0% 1996 1997 1998 source | U.S. Department of Education (2011) 44 ARIZONA MINORITY STUDENT PROGRESS REPORT 1999 AI 2000 AP 2001 B 2002 H 2003 W NR 2004 UK 2005 Figure 78 bachelor’s degrees awarded between 1991 and 2010. The proportion of Asian Pacific Americans receiving bachelor’s degrees increased from 3 percent in 1991 to 5 percent in 2010. Finally, the proportion of bachelor’s degrees awarded to American Indian students remained very low during this twenty year period (1 percent in 1991 and 2 percent in 2010). (UA), Arizona State University (ASU) and Northern Arizona University (NAU), have all seen increases in their six-year graduation rates when comparing the entering cohorts of 1996 to 2005 (see Figure 75). ASU’s six-year graduation rate has trended upward from 51.9 percent in for the 1996 cohort to 58 percent for the 2005 cohort. Likewise, UA’s six-year graduation rate has also increased from 55 percent for the 1996 cohort to 61 percent for the 2005 cohort. NAU has also seen an increase in its six-year graduation rate, from 45 percent for the 1996 cohort to 49.9 percent for the 2005 cohort. Arizona university system six-year Graduation Rates Six-year graduation rates are calculated by dividing the total number of graduates after six-years by the total number of entering students for each cohort. Arizona’s three public universities, the University of Arizona When reviewed by race and ethnicity, the proportion of students who graduated within six-years remained relatively the same across all three institutions for the Six-Year Graduation Rates for Cohorts Entering 2001-2005 arizona state university within race / ethnicity 80% 70% 60% 50% 40% 30% 20% 2001 2002 source | Arizona State University (2007-2011) 2003 AI 2004 B AP H W 2005 M UK Figure 79 Six-Year Graduation Rates for Cohorts Entering 2001-2005 the university of arizona within race / ethnicity 80% 70% 60% 50% 40% 30% 20% 2001 2002 source | The University of Arizona (2007-2011) 2003 AI 2004 B AP H W 2005 M UK Figure 80 Six-Year Graduation Rates for Cohorts Entering 2001-2005 northern arizona university within race / ethnicity 60% 50% 40% 30% 20% 10% 2001 2002 source | Northern Arizona University (2007-2011) 2003 AI AP 2004 B H W 2005 M UK Figure 81 ARIZONA PUBLIC UNIVERSITY SIX-YEAR GRADUATION RATES 45 1996 through 2005 cohorts (see Figures 76-78). At ASU, the racial/ethnic proportion of six-year graduation rates was comprised of Whites at 76 percent for 1996 and 71 percent for 2005, followed by Hispanics (9 percent for 1996 and 12 percent for 2005), Asian Pacific Americans(6 percent for 1996 and 2005), Unknowns (2 percent for 1996 and 5 percent for 2005), Blacks (2 percent for 1996 and 3 percent for 2005), Nonresident Aliens (3 percent for 1996 and 2 percent for 2005), and American Indians (1 percent for 1996 and 2005). At UA, Whites comprised 77 percent for 1996 and 71 percent for 2005, followed by Hispanics (12 percent for 1996 and 13 percent for 2005), Asian Pacific Americans (6 percent for 1996 and 7 percent for 2005), Unknowns (1 percent for 1996 and 4 percent for 2005), Blacks (2 percent for 1996 and 3 percent for 2005), Nonresident Aliens (2 percent for 1996 and 2005), and American Indians (1 percent for 1996 and 2005). At NAU, Whites comprised 86 percent for 1996 and 82 percent for 2005, followed by Hispanics (6 percent for 1996 and 10 percent for 2005), American Indians (3 percent for 1996 and 2 percent for 2005), Asian Pacific Americans (1 percent for 1996 and 2 percent for 2005), Unknowns (1 percent for 1996 and 2 percent for 2005), Blacks (1 percent for 1996 and 2005), and Nonresident Aliens (1 percent for 1996 and 0 percent for 2005). Another way to examine graduation rates is within race/ethnicity (see Figures 79-81). Entering first-time freshmen are tracked for six-years to arrive at their sixyear graduation rate. At ASU, Asian Pacific American students consistently have the highest six-year graduation rate within their cohort (64.7 percent for the 2001 cohort and 66.1 percent for the 2005 cohort). The six-year graduation rate for White students was 57 percent for the 2001 cohort and 60.4 percent for the 2005 cohort. For Black students it was 43.6 percent for the 2001 cohort and 38.8 percent for the 2005 cohort, for Hispanic students it was 51.2 percent for the 2001 cohort and 50.5 percent for the 2005 cohort, and for American Indians only about on quarter of students graduated within this sixyear window (26.2 percent for the 2001 cohort and 25.4 percent for the 2005 cohort). Asian Pacific American students at UA consistently have the highest six-year graduation rate within their cohort as about two thirds of Asian Pacific American students graduate within 6 years (63 percent for 2001 and 66 percent for 2005). The six-year graduation rate for White students was 58 percent for the 2001 cohort and 63 percent for the 2005 cohort. For Black students it was 45 percent for the 2001 cohort and 49 percent for the 2005 cohort, for Hispanic students it was 48.4 percent for the 2001 cohort and 58 percent for the 2005 cohort, and for American Indians it was 28.3 percent for the 2001 cohort and 26.4 percent for the 2005 cohort. 46 ARIZONA MINORITY STUDENT PROGRESS REPORT At NAU, White students had the highest six-year graduation rate (46.7 percent for the 2001 cohort and 53.2 percent for the 2005 cohort). The six-year graduation rate for Asian Pacific American students was 42.2 percent for the 2001 cohort and 34.8 percent for the 2005 cohort. For Black students it was 40.4 percent for the 2001 cohort and 33.3 percent for the 2005 cohort, for Hispanic students it was 39.2 percent for the 2001 cohort and 45.2 percent for the 2005 cohort, and for American Indians it was 21.5 percent for the 2001 cohort and 22.8 percent for the 2005 cohort. 2010 Graduate & Professional Enrollments KEY FINDINGS »» Almost half of all graduate and professional students in Arizona are enrolled at one of the public universities, followed by forprofit institutions which enroll 43 percent of all graduate students. »» Institutions tend to draw a sizeable portion of their graduate students from other countries. »» While Hispanic and American Indian graduate students have a higher proportion of enrollments at the public universities, Asian Pacific Americans have a higher percentage of enrollments at not-for-profit institutions. »» The proportion of Black graduate students who enroll at for-profit institutions is much larger than proportional enrollments at public or non-profit institutions. Figure 82 summarizes the data on graduate and professional school enrollments in Arizona by sector. Just under half (47 percent) of all graduate and professional students are enrolled at one of the public universities while more than 4 in 10 (44 percent) are enrolled at a for-profit four-year institution. Finally, 1 in 10 (9 percent) graduate and professional students is enrolled at a not-for-profit four-year institution. The data on graduate and professional enrollments by racial/ethnic background and sector show that Whites have the highest percentage of enrollments within each sector and make up nearly 6 of 10 graduate students at public institutions and at not-for-profit four-year institutions. Given the nature of graduate and professional education, institutions tend to draw a significant portion of their graduate students from other countries. Figure 83 shows this as international15 15 The terms “international” and “non-resident alien” will be used interchangeably throughout this section. International is the term most commonly used in higher education, while non-resident alien is used in data collection. Arizona Graduate Enrollments 2010 Arizona Graduate & Professional Students by Sector within Race / Ethnicity by Sector 100% AI AP 80% 9% B 51,634 47% 44% Public 4-Year 60% Not-For-Profit 4-Year 40% H W UK For-Profit 4-Year 20% M NR 0% Figure 82 source | U.S. Department of Education, National Center for Education Statistics (2010) Public 4-Year Not-For-Profit 4-Year For-Profit 4-Year source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 83 2010 Arizona Graduate Enrollments by Sector within Race / Ethnicity 100% 80% 60% 40% 20% 0% American Indian Asian/ Pacific Islander For-Profit, 4-year Black Hispanic Not-For-Profit, 4-year White Public, 4-year source | U.S. Department of Education, National Center for Education Statistics (2010) students make up about 14 percent of graduate and professional students at the public and not-for-profit institutions. Hispanic students comprise 10.4 percent of graduate and professional enrollments at the public universities, but are only about 5 percent of enrollments at the not-for-profit and for-profit institutions. American Indian students represent only 2.3 percent of the graduate and professional enrollments in public institutions and are less than 1 percent at private institutions. Asian Pacific American students represent 4.6 percent of graduate and professional enrollments at public institutions, 10.1 percent of graduate and professional enrollments at private, not-for-profits, and 2 percent of enrollments at private for-profits. Figure 84 summarizes the data regarding which sector students from different racial/ethnic groups are enrolled in for graduate and professional school. Among American Indian students, more than 7 in 10 (72.2 percent) enrolled in public institutions while one quarter (24.8 percent) enrolled at for-profit four-year institutions and 2.9 percent enrolled at not-for-profit four-year institutions. A similar pattern is seen among Hispanic students where over 6 in 10 (61 percent) enrolled at public institutions, one third enrolled in for- Multiracial Unknown Race Non-Resident Alien Figure 84 profit four-year institutions, and 5.6 percent enrolled at not-for-profit four-year institutions. However, a very different pattern is evident for Black students where nearly three quarters (74.4 percent) enrolled at for-profit four-years and less than one quarter (20.8 percent) enrolled at public institutions. White students are enrolled predominantly at public institutions (57.4 percent) while about one third enrolled at for-profit four-years and about 1 in 10 at not-for-profit four-years. Among Asian Pacific American students, over half (52.9 percent) enrolled at public institutions and one quarter (24.5 percent) at not-for-profit four-years. Nearly 8 in 10 international graduate and professional students enrolled in public institutions, 15.2 percent at notfor-profit four-year institutions and about 7.6 percent enrolled at for-profit four-year institutions. GRADUATE & PROFESSIONAL ENROLLMENT TRENDS 47 Arizona Public 4-Year Graduate/Professional Enrollments 1991-2010 by race/ethnicity 80% 70% 60% 50% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 85 Arizona Not-For-Profit 4-Year Graduate/Professional Enrollments 1991-2010 by race/ethnicity 80% 70% 60% 50% 40% 30% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 86 Arizona For-Profit 4-Year Graduate/Professional Enrollments 1991-2010 by race/ethnicity 80% 60% 40% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) graduate & Professional ENROLLMENT Trends KEY FINDINGS »» The growth in enrollment of graduate and professional students in public four-year institutions in Arizona increased at a lower rate (15 percent) than the national rate (25 percent). Graduate and professional enrollments at Arizona’s public universities grew from 23,793 in 1991 to 27,380 in 2010. While White and international students continue to comprise 48 ARIZONA MINORITY STUDENT PROGRESS REPORT Figure 87 the greatest enrollments proportionally, there is evidence of small, steady gains in the proportional representation of all students of color. »» There was substantial growth in the enrollment of graduate and professional students at for-profit four-year institutions in Arizona, growing from 2,728 in 1991 to 5,265 in 2010. The most notable changes in this sector include the decrease in enrollments of Hispanics (from 8.5 percent in 1991 to 5.1 percent in 2010) and the big increase in the enrollment of Asian Pacific Americans (from 5.9 percent in 1991 to 10.2 percent in 2010). 2010 Arizona Master’s Degrees by sector 2010 Arizona Doctoral Degrees by sector 10% 13% 1% Public 4-Year 25% 10,730 65% For-Profit 4-Year 1,172 Public 4-Year 86% Not-for-Profit 4-Year Not-for-Profit 4-Year Figure 88 Figure 90 source | U.S. Department of Education, National Center for Education Statistics (2010) source | U.S. Department of Education, National Center for Education Statistics (2010) 2010 Arizona Master’s Degrees 2010 Arizona Doctoral Degrees by race/ethnicity within sector by race / ethnicity within sector 100% AI AP 80% B 60% H 100% AI AP 80% B H 60% W W 40% M 20% 0% For-Profit 4-Year UK 40% M UK 20% NR NR Public 4-Year Non-Profit 4-Year For-Profit 4-year source | U.S. Department of Education, National Center for Education Statistics (2010) 0% Figure 89 »» Between 1991 and 2010, there was a dramatic, 400 percent increase in the enrollment of graduate and professional students at for-profit, four-year institutions in Arizona. While the proportional enrollment of Blacks more than doubled, the proportional enrollment of Hispanics, Asian Pacific Americans, and American Indians decreased. Public Four-Year Institutions In Arizona, the growth in enrollment of graduate and professional students in public four-year institutions increased by 15 percent, growing from 23,793 in 1991 to 27,380 in 2010. While White students were approximately three quarters of graduate and professional student enrollments in 1991 (75.8 percent), their proportional representation decreased to 59.4 percent in 201016 (see Figure 85). The second largest group was comprised of international students (11.9 percent in 1991 and 13.9 percent in 2010). Small and 16 White enrollment numbers are confounded by the large proportion of students who were identified as “unknown race.” Figure 68 is an example of this, where the White and Unknown Race lines compliment one another, rising and falling in unison. Public 4-Year Not-for-Profit 4-Year For-Profit 4-Year source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 91 steady increases in the proportional representation of students of color are evident between 1991 and 2010, with Hispanics increasing from 5.9 percent to 10.5 percent, Asian Pacific Americans from 2.3 percent to 4.6 percent, Blacks increasing from 1.7 percent to 3.2 percent, and American Indians increasing from 1.3 percent to 2.3 percent. Not-For-Profit Four-Year Institutions In Arizona between 1991 and 2010, the number of graduate and professional enrollments at not-forprofit, four-year institutions increased by nearly 93 percent from 2,728 to 5,265. As can be seen in Figure 86, the proportion of White students decreased from 66.2 percent to 57.1 percent between 1991 and 201017. International students made up 15.9 percent of graduate and professional enrollments at not-forprofit four-year institutions in 1991, increased to 27.4 percent in 1998 and then began to steadily decline to 14.2 percent in 2010. Interestingly, the proportion of Hispanics enrolled in not-for-profit four-year institutions dropped from 8.5 percent in 1991 to 5.1 percent in 2010. The proportional enrollment of Asian Pacific Americans increased steadily (5.9 percent in 1991 to 10.2 percent in 2010) while the proportional 17 See footnote 16. DOCTORAL ENROLLMENT TRENDS 49 enrollment of Blacks increased only slightly (3.0 percent in 1991 and 3.8 percent in 2010) at not-forprofit, four-year institutions. The representation of American Indians remained low (0.4 percent in 1991 and 0.5 percent in 2010). 2010 Arizona Professional Degrees Production by sector 9% Public 4-Year For-Profit Four-Year Institutions At for-profit, four-year institutions in Arizona, graduate and professional enrollments increased by more than 400 percent from 3,751 in 1991 to 18,989 in 2010. Doing thoughtful analysis of trends in this sector is very difficult as data on racial/ethnic background of students are not available for 43.3 percent of students in 2010. With that important caveat, the data summarized in Figure 87 show that the proportion of White students dropped from 77.5 percent in 1991 to 32.2 percent in 201018. While the proportional enrollment of Blacks increased between 1991 and 2010 (from 6.8 percent to 14.1 percent respectively), the proportional enrollment of Hispanics (from 8.4 percent to 5.2 percent), Asian Pacific Americans (from 3.7 percent to 2.4 percent), and American Indians (from 0.9 percent to 0.6 percent) decreased. 2010 Graduate & 40% 1,102 51% For-Profit 4-Year Not-for-Profit 4-Year Figure 92 source | U.S. Department of Education, National Center for Education Statistics (2010) 2010 Arizona Professional Degrees by race / ethnicity within sector 100% AI 80% B AP H 60% W M 40% professional DEGREES UK NR 20% KEY FINDINGS »» Two thirds of the 10,730 master’s degrees awarded in Arizona came from public institutions, followed by private for-profit institutions, and private, not-for-profit institutions. »» At public institutions, most master’s degrees were awarded to White students, followed by international students, Hispanics, Asian Pacific Americans, Blacks, and American Indians. At private, not-for-profit institutions, the proportion of master’s degrees awarded to international students was substantially higher, but the proportion awarded to Hispanics and American Indians was lower. At private, for-profit institutions, Blacks received proportionately more master’s degrees than at any other type of institution. »» Arizona postsecondary institutions awarded 1,172 doctoral degrees, the most substantial proportion of which were granted by the three public universities. Whites comprised the majority of doctoral degree recipients, followed by international students. Substantially fewer doctoral degrees were awarded to Hispanics, Asian Americans, Blacks, and American Indians. 18 See footnote 16. 50 ARIZONA MINORITY STUDENT PROGRESS REPORT 0% Public 4-Year Not-for-Profit Private for-Profit 4-Year 4-year source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 93 »» Institutions in Arizona produced 1,102 professional degrees (allopathic medicine, osteopathic medicine, naturopathic medicine, pharmacy, law and dentistry), most of which were awarded by the three public universities. Master’s Degrees During 2010, 65 percent of the 10,730 master’s degrees awarded in Arizona came from public institutions (see Figure 88). About 25 percent were awarded by forprofit four-year institutions and just over 10 percent were granted by private, not-for-profit institutions. The data in Figure 89 summarize the proportion of master’s degrees awarded in Arizona in 2010 by the racial/ethnic background of students. Two trends in these data are worth noting. First, the proportion of degrees awarded to Hispanic, Black, and American Indian students decreases significantly when compared to their representation among bachelor’s and associate’s degree recipients. This is due, in part, to the second trend regarding the significant proportion of master’s degrees that are awarded to international students (non-resident aliens). At public institutions, more than 6 in 10 master’s degrees were awarded to White students, 12.7 percent to international students, about 1 in 10 (10.3 percent) to Hispanics, 3.5 percent to Asian Pacific Americans, 2.8 percent to Blacks, and 2.5 percent to American Indians. At not-for-profit fouryear institutions, the proportion of master’s degrees awarded to international students is substantially higher (33.1 percent). White students received 45.4 percent of master’s degrees while Asian Pacific Americans (4.5 percent), Hispanics (4.5 percent), Blacks (2.9 percent), and American Indians (0.6 percent) received substantially fewer master’s degrees. At for-profit four-year institutions, almost half (45.1 percent) of the master’s degrees were awarded to Whites19 while 6.4 percent were awarded to Hispanics. Blacks received proportionately more master’s degrees (9.0 percent) at for-profit four-year institutions than at public four-year or not-for-profit four-year institutions. The remaining degrees were awarded to Asian Pacific Americans (3.1 percent), American Indians (1.5 percent), and international students (2.7 percent). of these degrees were granted by the three Arizona public universities (85.8 percent). For-profit fouryear institutions awarded 13.3 percent of the doctoral degrees granted in 2010, while not-for-profit four-year institutions awarded about 1 percent of doctoral degrees. The two trends highlighted earlier regarding the proportion of master’s degrees awarded by racial/ ethnic background are even more evident in the data summarizing the racial/ethnic background of doctoral degree recipients (see Figure 91). First, the proportion of doctoral degrees awarded to international students (non-resident aliens) at the three Arizona universities was 27.7 percent. In other words, more than one quarter of doctoral degrees awarded at the public universities went to international students in 2010. Just over half of doctoral degrees (53.4 percent) at the public universities were awarded to Whites20. The proportions of doctoral degrees awarded to students of color were substantially lower with Hispanics receiving 6.3 percent, Asian Pacific Americans 4.1 percent, Blacks 2.2 percent, and American Indians 1.4 percent. Professional Degrees Doctoral Degrees Arizona postsecondary institutions awarded 1,172 doctoral degrees in 2010 (see Figure 90). The majority 19 The proportion of White degrees is confounded by the proportion of unknown race degrees. This is supported by the complimenting nature of their proportions in Figure 94. Institutions in Arizona produced 1,102 professional degrees (allopathic medicine, osteopathic medicine, naturopathic medicine, pharmacy, law) in 2010 (see Figure 92). Just over half of these degrees (51.3 percent) were awarded by the state’s three public universities, 4 in 10 by the not-for-profit 20 See footnote 19 and Figure 95. Arizona Master’s Degrees 1991-2010 by Race/Ethnicity 80% 60% 40% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 94 Arizona Doctoral Degrees 1991-2010 by Race/Ethnicity 80% 70% 60% 50% 40% 30% 20% 10% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 95 PROFESSIONAL DEGREE TRENDS 51 four-year sector, and 8.8 percent by the for-profit four-year institutions. Professional degree recipients at public universities (see Figure 93) were predominantly White (65.7 percent21), followed by Hispanic (10.4 percent), Asian Pacific American (7.8 percent), American Indian (4.1 percent), and Black (2.1 percent). At not-forprofit four-year institutions, Whites (71.1 percent) also received the majority of professional degrees, followed by Asian Pacific Americans (15 percent), Hispanics (5 percent), Blacks (3.2 percent) and American Indians (0.5 percent). Of the small number of students who received professional degrees from private, for-profit institutions, 71.1 percent were White, 13.4 percent Hispanic, 5.2 percent Black, 1 percent Asian Pacific American, and none were American Indian. Graduate & Professional DEGREE Trends KEY FINDINGS »» In 1991, Arizona institutions awarded 7,580 master’s degrees and 10,502 degrees in 2010. The proportion of Whites receiving master’s degree decreased from 68 percent to 57 percent22 while the proportion of Hispanic students increased from 6 percent to 10 percent. »» The number of doctoral degrees awarded in Arizona between 1991 and 2010 grew significantly from 668 to 1,172. The percentage of Whites receiving doctoral degrees decreased from two thirds to 57 percent23. One in four doctoral degrees in Arizona are awarded to international (non-resident alien) students. Black students show significant gains from 0.4 percent to 3 percent. Master’s Degrees Master’s degree production in Arizona increased by about 38 percent between 1991 (7,580 master’s degrees awarded) and 2010 (10,502 master’s degrees awarded). Figure 94 summarizes trends in the proportion of master’s degrees granted by race/ethnicity between 1991 and 2010. While Whites received nearly 7 in 10 master’s degrees in 1991, they received just less than 6 in 10 in 201024. The proportion of master’s degrees awarded to Hispanics increased from 6 percent in 1991 to 10 percent in 2010. The proportion of master’s degrees awarded 21 See footnote 19 and Figure 96. 22 As noted earlier, the proportion of White students in all degree charts is confounded by the proportion of unknown race students. to American Indians, Asian Pacific Americans, and Blacks remained low. American Indians were awarded 1 percent of master’s degrees in 1991 and 2 percent in 2010. The proportion of master’s degrees awarded to Asian Pacific Americans grew from 3 percent to 4 percent between 1991 and 2010. Blacks received only 3 percent of master’s degrees in 1991 and 4 percent in 2010. About 11 percent of master’s degrees were awarded to international students (non-resident aliens) in 1991; this proportion increased to 13 percent in 2010. Doctoral Degrees The number of doctoral degrees awarded in Arizona increased by 75 percent from 668 doctoral degrees in 1991 to 1,172 in 2010. Figure 95 summarizes the proportion of doctoral degrees awarded to students in Arizona by race/ethnicity. In 1991, two thirds of all doctoral degrees were awarded to White students while less than 6 in 10 doctoral degrees (57 percent) were awarded to Whites in 201025. Between 1991 and 2010, about one quarter of all doctoral degrees were awarded to international students (non resident aliens). While Blacks received none of the doctoral degrees awarded in 1991, they received 3 percent in 2010. The proportion of doctoral degrees awarded to Hispanics was very low relative to their representation in the state’s population as only 2 percent of doctoral degrees awarded in 1991 and 6 percent were awarded to Hispanics in 2010. Asian Pacific Americans received about 3 percent of doctoral degrees in 1991 and 4 percent in 2010. Finally, the proportion of doctoral degrees granted to American Indian students was especially low (1 percent in 1991 and 2 percent in 2010). Professional Degrees The professional fields in higher education (medicine, pharmacy, law, and dentistry) have consistently been among the most highly stratified in the United States. Hence, it is important to examine them over time to determine the extent to which there is greater equity in the degrees awarded to students from different racial/ethnic backgrounds. Medical Degrees (Allopathic Medicine) Figure 96 summarizes the trends in medical degrees awarded to students from different racial/ethnic backgrounds in Arizona between 1991 and 2010. Because there was only one medical school that awarded degrees in Arizona during this time and it had an average enrollment of 100 students per year, the trend lines for degree completion by race/ ethnicity are much less stable than are the trend lines for the national data. What is most evident in viewing these trends is the fact that, like the national data, the percentages of Black (3.6 percent in 1991 and 4.6 percent in 2010), Hispanic (8.4 percent in 1991 and 9.3 percent in 2010), and American Indian students (2.4 percent in 1991 and 0.9 percent in 2010) who received 23 See footnote 22. 24 See footnote 22. 52 ARIZONA MINORITY STUDENT PROGRESS REPORT 25 See footnote 22. degrees in allopathic medicine remained quite low. Most of the gains in the proportion of medical degrees awarded have occurred among Asian Pacific Americans (percentages in the single digits in the 1990s which increased to double digits during the decade between 1991 and 2010). Medical Degrees (Osteopathic Medicine) The number of degrees awarded in osteopathic medicine in Arizona increased from 97 in 2000 to 137 in 2010, a growth rate of 41 percent. Between 2000 and 2010, more than three quarters of the osteopathic degrees were awarded to White students while none were awarded to American Indian students and only three were awarded to Blacks (see Figure 97). In any given year, Hispanics received between 0.9 percent and 6.6 percent of the degrees in osteopathic medicine. Asian Pacific Americans received between 6.6 percent and 25.6 percent of osteopathic degrees between 2000 and 2010. Pharmacy Degrees The proportion of law degrees awarded to Hispanics rose from 9.6 percent in 1991 to 11.9 percent in 2010. Increases can also be seen for Asian Pacific American (from 1 percent in 1991 to 4.3 percent in 2010) and American Indian students (from 2 percent in 1991 to 5.1 percent in 2010). However, there is a rather dramatic decrease in the proportion of law degrees awarded to Blacks (from 4.4 percent in 1991 to 2.3 percent in 2010). Dental Degrees Arizona started producing dental degrees in 2007 with the graduation of the first class at A.T. Still University’s Arizona School of Dentristry and Oral Health. With only four years of data, it is difficult to see a complete trend, but dental degrees awarded by race/ethnicity seem stable with 70 percent White27, 6 percent Hispanic, 5 percent Asian Pacific Americans and 5 percent American Indian students receiving D.D.M. degrees. A.T. Still University did not report any nonresident alien students in its first four classes. While the number of pharmacy degrees awarded in Arizona increased significantly between 1991 and 2010 from 41 to 214, the increase was not as dramatic as was this trend nationally. Moreover, the percentages of degrees awarded to Blacks (0 percent in 1991 and 0.5 percent in 2010), Hispanics (6.1 percent in both 1991 and 2010) and American Indian (2 percent in 1991 and 0.9 percent in 2010) students stayed low (see Figure 98). The percentage awarded to White students dropped from 83.7 percent in 1991 to 65.4 percent in 201026 while the percentage of pharmacy degrees awarded to Asian Pacific American students increased from 8.2 percent in 1991 to 20.1 percent in 2010. Law Degrees Between 1991 and 2010, the number of law degrees awarded by Arizona institutions increased from 293 to 396, an increase of just more than 35 percent. More than 8 in 10 law degrees (82.6 percent) were awarded to White students in 1991 while about two thirds (66.7 percent) were awarded to Whites in 2010. 26 See footnote 22. 27 See footnote 22. Arizona Allopathic Medicine Degrees 1991-2010 by Race/Ethnicity 80% 60% 40% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 96 PROFESSIONAL DEGREE TRENDS 53 Arizona Osteopathic Medicine Degrees 2000-2010 by Race/Ethnicity 100% 80% 60% 20% 0% 2000 AI 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 97 Arizona Pharmacy Degrees 1991-2010 by Race/Ethnicity 80% 60% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 98 Arizona Law Degrees 1991-2010 by Race/Ethnicity 80% 60% 20% 0% 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AI B AP H W UK M NR source | U.S. Department of Education, National Center for Education Statistics (2010) Figure 99 Arizona Dental Degrees 2007-2010 by race / ethnicity 70% 60% 50% 40% 30% 20% 10% 0% 2007 AI B 2008 AP H source | A.T. Still University (2010) 54 ARIZONA MINORITY STUDENT PROGRESS REPORT W 2009 UK M 2010 NR Figure 100 Policy Recommendations With over 50 pages of charts and explanations, and 33 pages of tables following this section, it is safe to say there are a lot of data in this report. In this section, the Arizona Minority Education Policy Analysis Center (AMEPAC), outlines some key policy recommendations for the State of Arizona using the data provided in the report. Although we have many recommendations, we trust there are many more that you and other key policy stakeholders will generate with the rich data presented in this report. We encourage you to read the recommendations included in the next few pages as a starting point for the necessary educational policy discussions Arizona must continue to have throughout the State. P-12 Education Goal: Develop the cultural competency of Arizona teachers so they are prepared to educate all of Arizona’s students. 1. Increase ESL Endorsements. Increase language requirements for teachers in the form of a mandatory English as a Second Language (ESL) endorsement to benefit teachers’ understanding of how English Language Learner (ELL) students learn and how to meet their needs. Continued emphasis must be placed on providing ELL services that ensure students’ proficiency in Academic English, as the current ELL level of English is inadequate for long-term academic and workforce success. POLICY RECOMMENDATIONS The data examined in this research show that although ELL students have been decreasing overall, language continues to be a barrier to effective learning. Arizona teachers must be equipped to interact in ways that reach ELL students, who are disproportionately minority, especially because the largest proportion of ELL students are from Arizona’s growing Hispanic population. A mandatory ESL endorsement signals a commitment to such interaction that, coupled with working toward proficiency in Academic English, may position ELL students for greater academic success as well as enhanced workforce opportunities. AMEPAC POLICY RECOMMENDATIONS 55 2. Increase Teacher Diversity. Increase the number of students in the pipeline for teacher preparation programs who will be culturally competent to deliver quality education to all Arizona students. Strategies include: • • Increase the number of students of color enrolled in teacher preparation programs through focused agreements between community colleges and universities. Postsecondary Education Goal: Decrease educational attainment disparities, especially for Arizona’s growth populations. 1. Provide incentives to students to go into high-need subject areas and/or high-need schools through a state-level system of debt forgiveness exchanged for work in these areas and/or communities. • Encourage “grow your own” programs (pathway programs for employees, students and community members) especially in schools nested in communities of color. • Explore teacher exchange programs as a short term solution to the scarcity of teachers of color. Because research shows that teachers of color are underrepresented yet critical to quality through such measures as achieving highly qualified designations, a systematic approach is essential to producing culturally competent teachers. 3. Enhance Teachers’ Cultural Competency. Provide quality, culturally competent professional development for Arizona teachers. Strategies include: • Provide continuous professional development for educators especially during the transition to the Arizona Common Core Standards. • Develop approaches to broaden inclusion of students of color in gifted programs. Of particular concern is providing training to help teachers identify students for these programs. • Ensure appropriate safeguards to classify special education students, including appropriate teacher training to meet the needs of all students and to avoid over-referral of students of color to special education services. This research indicates that cultural competency is a pervasive weakness as revealed through the disparities in different student population referrals to specialized education services (Gifted, ELL, Special Education). Training and professional development of teachers may build cultural competency in ways that help to reduce these disparities. 56 ARIZONA MINORITY STUDENT PROGRESS REPORT Reduce racial/ethnic disparities. Set concrete goals to close disparities between students of color and White students in the state as well as “adult” populations in both workforce and education success. Strategies may include: • Request that the Arizona Board of Regents (ABOR) and each Arizona community college governing board set goals for graduation rates and completion of associate’s degrees and certificates for each specific race/ethnicity group with the aspiration of reaching parity. • Require that all postsecondary institutions use the same methods/formulas for calculating the retention rate for all first-year students by race and ethnicity; inclusive of full-time (12+ credit hours) and part-time (between 6 and 11 credit hours) status. • Adopt best practices to identify “adult” students (over age 24) who have completed some college but who have not earned a degree, and work with these students to help them complete their degree. Developing private/public partnerships with employers may help to identify these “adult” students. Clarity of goals and the streamlining of practices may aid in improving transparency and accountability of postsecondary institutions with regard to Arizona’s growth populations. Growth populations are central to Arizona’s economic health, so parity in educational access and attainment is essential. 2. Restore and create financial aid programs. Restore state postsecondary scholarships and institute programs to accelerate graduation as incentives for participation in postsecondary education and to reduce loan debt on firstgeneration and low-income students, many of whom are students of color. This report shows that a large portion of Arizona’s growth populations are first-generation students who are also likely to grow up in poverty, so financing postsecondary education through need-based state postsecondary scholarships is especially important in providing fiscal access to further participation for academically prepared students for whom state financial investment is crucial. Additionally, these growth populations are more likely to begin their education in community colleges, so programs that accelerate graduation and ease transfer through the articulation and applicability of credits can aid in reducing time to degree, increase educational attainment levels, and improve the financial costs associated with postsecondary attendance and completion. 3. Expand initiatives that work. Extend existing tools up and down the age spectrum to enhance student and workforce success. • Accelerate and extend the reach of Arizona’s recently implemented Education Career Action Plan (ECAP) to include middle school, postsecondary education and early workforce years. • Continue to expand current initiatives such as STEM, Move on When Ready, College and Career Readiness, and Pathways programs among Arizona’s community colleges and universities. • Integrate wrap-around social services (that ensure basic needs are met so that students may focus on education) into the educational process to increase success from preschool through graduate school. • Expand/increase the participation of lower socioeconomic students in Advanced Placement (AP) courses and dual enrollment programs. This research illustrates the need to systematically extend opportunities available to Arizona students, which will widen their individual, educational, and workforce opportunities and choices. Although the report distinguishes between levels of education in its analyses, a seamless transition between them and the workforce can increase participation and important educational and workforce outcomes. Conclusion We open this report by citing the Morrison Institute’s urgent warning that “Arizona is at risk of becoming a second-tier state, educationally and economically” (Dropped, 2012, p. 5). This warning was based on demographic projections and the predicted economic effects of maintaining the status quo regarding educational and public policies in Arizona. The findings of the analyses presented in this report indicate that a major racial and ethnic gap in access and attainment exists in Arizona’s educational institutions—a gap that begins in P-12 education and widens as educational attainment levels increase. We see evidence of this gap in data regarding access, enrollment, and outcome measures across all educational levels. American Indian, Black, and Hispanic students lag behind Asian Pacific American and White students on key educational outcomes. The rapidly shifting demographic profile of Arizona’s growth populations toward a majority that is minority has already occurred in lower grades and amplifies the implications and consequences of allowing such gaps to continue for individuals, communities, and our state. Coupling the trends regarding the gaps in access and attainment with the shift in demographics toward a majority-minority population in Arizona intensifies the challenges of educational institutions, especially postsecondary institutions, to assume the role that they must play as the key driver of economic growth in our state. The data we present in this report indicate that we must heed the warning of the Morrison Institute. Concerned citizens of our state must come together now to implement the recommendations that we have offered or resign themselves to becoming “a second-tier state, educationally and economically.” 4. Secure funding to continue innovation. Identify and/or refocus a dedicated state-level funding stream to expand pilot projects proven successful at increasing the participation of lower socioeconomic students in programs such as dual enrollment, AP courses, and SAT and ACT at no cost to the students or their family. Arizona students from growth populations are less likely to participate in and/or be successful in these programs. However, this may be confounded by socioeconomic status, where a lack of financial resources translates into decreased opportunity and success. Therefore, it is dually imperative to expand established programs and develop new ones proven effective at closing the gap. AMEPAC POLICY RECOMMENDATIONS 57 APPENDIX A P-12 education Arizona P-12 Enrollment 1997-2012 percentage by race/ethnicity Table A1 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 1.8% 1.8% 1.9% 1.9% 2.0% 2.1% 2.2% 2.3% 2.4% 2.5% 2.6% 2.8% 3.0% 3.1% 2.9% 2.9% American 7.2% Indian 7.0% 6.9% 6.8% 6.7% 6.5% 6.5% 6.2% 6.0% 5.8% 5.6% 5.5% 5.5% 5.4% 5.2% 5.1% Black 4.3% 4.4% 4.5% 4.6% 4.6% 4.7% 4.8% 4.9% 5.1% 5.3% 5.4% 5.6% 5.8% 5.9% 5.6% 5.4% 30.8% 31.6% 32.7% 33.9% 35.3% 36.3% 37.9% 39.0% 39.9% 41.1% 41.5% 41.4% 41.4% 42.8% 43.6% 43.4% 44.0% 45.0% 46.0% 47.3% 48.7% 49.7% 51.3% 52.4% 53.5% 54.7% 55.3% 55.6% 55.9% 56.5% 57.0% White 56.6% 56.0% 55.0% 54.0% 52.7% 51.3% 50.3% 48.7% 47.6% 46.5% 45.3% 44.7% 44.4% 44.1% 43.5% 43.0% Hispanic 30.1% Total Minority SOURCE: Arizona Department of Education (2012) & AMEPAC Minority Student Progress Report (2009) NOTE: These data are presented in Figures 8 & 9. Arizona P-12 Enrollment 2004-2012 total count by race/ethnicity Table A2 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 21,947 23,729 26,083 28,206 30,317 32,290 33905 30,434 30,451 American 60,508 Indian 60,178 60,298 59,586 59,186 58,757 59,005 55,634 54,903 Black 47,817 51,192 54,637 57,375 60,084 62,185 64,368 59,565 58,040 Hispanic 368,804 391,677 413,980 437,192 447,824 446,605 448,800 454,898 465,084 White 473,445 478,244 482,333 482,559 482,092 478,132 477,592 462,314 458,260 1,005,020 1,037,331 1,064,918 1,079,503 1,077,969 1,083,670 1,062,845 1,066,738 Total 972,521 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figures 10 & 11. 2010 Arizona P-12 Grade Level Enrollment percentage by grade & race/ethnicity Table A3 UE Pre-K Kinder 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th Asian 6.1% 2.6% 2.5% 2.7% 2.9% 2.9% 2.9% 3.0% 2.8% 2.8% 2.8% 2.8% 3.0% 3.2% 2.9% American 4.7% Indian 5.3% 5.0% 5.2% 5.2% 5.0% 5.0% 4.9% 5.0% 5.4% 5.2% 5.2% 5.1% 5.0% 5.7% Black 8.0% 4.0% 4.8% 5.2% 5.4% 5.3% 5.4% 5.4% 5.6% 5.4% 5.8% 5.4% 5.7% 5.7% 6.0% 39.2% 45.3% 46.6% 45.5% 44.8% 44.3% 44.5% 44.4% 43.6% 43.3% 42.8% 43.2% 41.3% 40.3% 41.4% White 42.0% 42.8% 41.1% 41.5% 41.7% 42.5% 42.2% 42.4% 43.0% 43.1% 43.4% 43.5% 44.8% 45.8% 44.0% Hispanic SOURCE: Arizona Department of Education (2012) UE = Ungraded Elementary NOTE: These data are presented in Figure 12. Arizona Dropouts 2007-2012 total count by race/ethnicity Table A4 Asian 2007 2008 2009 2010 2011 2012 222 183 140 136 139 181 American Indian 2,963 2,658 2,054 2,041 1,941 2,071 Black 1,263 1,161 934 962 1,024 1,303 10,594 8,879 7,313 6,902 7,443 10,113 White 6,708 5,898 4,675 3,850 4,110 5,001 Total 21,750 18,779 15,116 13,891 14,831 18,959 Hispanic SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 13. 58 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Dropouts 2007-2012 proportions by race/ethnicity Table A5 2007 Asian 1.0% American 13.6% Indian Black 5.8% 2008 2009 2010 2011 2012 1.0% 0.9% 1.0% 0.9% 1.0% 14.2% 13.6% 14.7% 13.1% 10.9% 6.2% 6.2% 6.9% 6.9% 6.9% Hispanic 48.7% 47.3% 48.4% 49.7% 50.2% 53.3% White 30.8% 31.4% 30.9% 27.7% 27.7% 26.4% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 14. Arizona Dropout Rates 2007-2012 proportion of enrolled students within race/ethnicity Table A6 2007 2008 2009 2010 2011 2012 Asian 1.70% 1.30% 0.90% 0.90% 1.00% 1.27% American 8.90% Indian 8.20% 6.70% 6.80% 7.20% 7.50% Black 4.20% 3.70% 3.00% 3.00% 3.40% 4.36% Hispanic 5.30% 4.30% 3.60% 3.40% 3.50% 4.69% White 2.80% 2.40% 2.00% 1.70% 1.90% 2.27% 3.60% 2.90% 2.70% 2.90% 3.68% Total 4.20% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 15. Dropout rates are calculated by dividing the number of dropouts by the total number of students enrolled in 7th - 12th grades. Arizona P-12 English Language Learners 2004-2012 total count by race/ethnicity Table A7 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 3,253 3,016 2,982 3,357 4,341 2,050 2,858 3,228 3,465 11,657 8,203 7,611 7,913 4,058 2,668 1,904 2,005 1,073 1,402 1,593 1,948 1,451 1,550 1,541 1,646 129,958 120,089 121,403 130,674 739,57 74,640 67,324 66,357 3,140 2,692 3,000 3,438 1,587 1,904 2,234 2,497 150,849 137,374 138,971 150,322 851,12 85,630 78,242 77,982 American 17,809 Indian Black 873 Hispanic 136,526 White 3,675 Total 164,140 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 16. Arizona P-12 English Language Learners 2004-2012 proportions by race/ethnicity Table A8 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 1.98% 2.00% 2.17% 2.42% 2.89% 2.41% 3.34% 4.13% 4.44% 7.73% 5.97% 5.48% 5.26% 4.77% 3.12% 2.43% 2.57% 0.71% 1.02% 1.15% 1.30% 1.70% 1.81% 1.97% 2.11% 86.15% 87.42% 87.36% 86.93% 86.89% 87.17% 86.05% 85.09% 2.08% 1.96% 2.16% 2.29% 1.86% 2.22% 2.86% 3.20% American 10.85% Indian Black 0.53% Hispanic 83.18% White 2.24% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 17. APPENDIX A: PRE K-12 EDUCATION TABLES 59 Arizona P-12 English Language Learners 2004-2012 proportion of all enrolled students within race/ethnicity Table A9 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 14.82% 12.71% 11.43% 11.90% 14.32% 6.35% 8.43% 10.61% 11.38% American Indian 29.43% 19.37% 13.60% 12.77% 13.37% 6.91% 4.52% 3.42% 3.65% Black 1.83% 2.10% 2.57% 2.78% 3.24% 2.33% 2.41% 2.59% 2.84% Hispanic 37.02% 33.18% 29.01% 27.77% 29.18% 16.56% 16.63% 14.80% 14.27% White 0.78% 0.66% 0.56% 0.62% 0.71% 0.33% 0.40% 0.48% 0.54% Total 16.88% 15.01% 13.24% 13.05% 13.93% 7.90% 7.90% 7.36% 7.31% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 18. Arizona Gifted Students 2004-2012 total count by race/ethnicity Table A10 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 1,698 2,515 2,941 3,249 3,554 4,008 3,423 3,621 2,989 American Indian 1,078 1,162 1,114 1,223 1,440 1,489 1,062 803 544 Black 993 1,259 1,288 1,435 1,556 1,579 1,485 1,345 1,172 Hispanic 7,662 9,600 10,569 10,926 13,001 13,182 14,542 13,345 11,490 White 18,832 28,736 30,127 31,766 32,073 33,532 26,118 29,129 23,349 Total 32,267 45,277 48,045 50,606 53,632 55,799 48,640 50,254 41,556 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 19. Arizona Gifted Students 2004-2012 proportion by race/ethnicity Table A11 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 5.26% 5.55% 6.12% 6.42% 6.63% 7.18% 7.04% 7.21% 7.19% American Indian 3.34% 2.57% 2.32% 2.42% 2.68% 2.67% 2.18% 1.60% 1.31% Black 3.08% 2.78% 2.68% 2.84% 2.90% 2.83% 3.05% 2.68% 2.82% Hispanic 23.75% 21.20% 22.00% 21.59% 24.24% 23.62% 29.90% 26.56% 27.65% White 58.36% 63.47% 62.71% 62.77% 59.80% 60.09% 53.70% 57.96% 56.19% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 20. Arizona Gifted Students 2004-2012 proportion of enrolled students within race/ethnicity Table A12 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 7.74% 10.60% 11.28% 11.52% 11.72% 12.41% 10.10% 11.90% 9.82% American Indian 1.78% 1.93% 1.85% 2.05% 2.43% 2.53% 1.80% 1.44% 0.99% Black 2.08% 2.46% 2.36% 2.50% 2.59% 2.54% 2.31% 2.26% 2.02% Hispanic 2.08% 2.45% 2.55% 2.50% 2.90% 2.95% 3.24% 2.93% 2.47% White 3.98% 6.01% 6.25% 6.58% 6.65% 7.01% 5.47% 6.30% 5.10% Total 3.32% 4.51% 4.63% 4.75% 4.97% 5.18% 4.49% 4.73% 3.90% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 21. 60 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Special Education Students 2004-2012 total count by race/ethnicity Table A13 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 1,294 1,439 1,574 1,708 1,779 1,866 2,028 1,713 1,709 American Indian 8,332 8,713 8,863 9,035 8,803 8,730 8,780 8,327 8,214 Black 6,323 6,703 7,193 7,570 7,676 8,046 8,497 8,075 7,870 Hispanic 37,493 41,104 43,864 46,285 45,810 47,688 49,152 50,579 52,096 White 51,572 53,892 55,207 56,074 55,008 54,592 54,483 52,620 52,082 Total 107,018 113,856 118,707 122,679 121,084 122,931 124,950 123,325 123,983 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 22. Arizona Special Education Enrollments 2004-2012 proportion of enrolled students by race/ethnicity Table A14 2004 2005 2006 2007 2008 2009 2010 2011 2012 Asian 5.90% 6.06% 6.03% 6.06% 5.87% 5.78% 5.98% 5.63% 5.61% American 13.77% Indian 14.48% 14.70% 15.16% 14.87% 14.86% 14.88% 14.97% 14.96% Black 13.22% 13.09% 13.17% 13.19% 12.78% 12.94% 13.20% 13.56% 13.56% Hispanic 10.17% 10.49% 10.60% 10.59% 10.23% 10.68% 10.95% 11.12% 11.20% White 10.89% 11.27% 11.45% 11.62% 11.41% 11.42% 11.41% 11.38% 11.37% 11.33% 11.44% 11.52% 11.22% 11.40% 11.53% 11.60% 11.62% Total 11.00% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 23. Table A14 2011 Arizona AIMS Math Scores proportions within race/ethnicity Falls Far Below Approaches Meets Exceeds Asian 11.27% 10.72% 33.74% 44.26% American 42.69% Indian 22.99% 26.87% Black 34.93% 21.07% Hispanic 30.91% White 15.70% Unknown Race 30.99% Approaches Meets Exceeds Asian 3.57% 10.59% 63.38% 22.46% 7.46% American Indian 10.81% 33.01% 53.36% 2.82% 32.27% 11.73% Black 8.46% 24.43% 60.94% 6.17% 21.54% 34.55% 13.01% Hispanic 7.34% 24.75% 62.37% 5.55% 14.48% 39.23% 30.60% White 3.06% 10.91% 68.51% 17.52% 21.06% 33.35% 14.61% Unknown Race 8.68% 25.18% 59.33% 6.82% 2011 Arizona AIMS Science Scores proportions within race/ethnicity Falls Far Below 2011 Arizona AIMS Reading Scores proportions within race/ethnicity Falls Far Below SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 24. Table A16 Table A15 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 26. Table A17 2011 Arizona AIMS Writing Scores proportions within race/ethnicity Approaches Meets Exceeds Falls Far Below Approaches Meets Exceeds Asian 12.52% 11.24% 23.43% 52.81% Asian 6.39% 18.40% 59.08% 16.13% American 42.59% Indian 24.33% 21.40% 11.67% American Indian 17.95% 44.62% 35.99% 1.44% Black 32.72% 21.47% 25.32% 20.50% Black 14.21% 37.15% 45.32% 3.32% Hispanic 31.77% 23.20% 26.42% 18.62% Hispanic 12.70% 39.44% 45.26% 2.60% White 12.72% 13.36% 27.45% 46.48% White 6.16% 23.98% 60.68% 9.17% 20.93% Unknown Race 15.06% 37.58% 43.15% 4.21% Unknown Race 33.07% 21.95% 24.05% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 28. SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 30. APPENDIX A: PRE K-12 EDUCATION TABLES 61 Arizona AIMS Math Passing Rates (Meets or Exceeds Standards) 2005-2011 proportions by race/ethnicity Table A18 2005 2006 2007 2008 2009 2010 2011 Asian 79.70% 81.99% 83.43% 83.68% 83.52% 76.55% 78.01% American Indian 37.10% 40.34% 44.10% 44.08% 44.54% 32.73% 34.32% Black 47.37% 49.17% 51.38% 52.76% 53.49% 42.68% 44.00% Hispanic 47.01% 50.50% 52.93% 55.16% 57.10% 45.79% 47.55% White 73.00% 75.74% 77.39% 77.90% 78.54% 69.61% 69.82% Unknown Race 33.37% 39.31% 33.63% 47.32% 45.65% 38.07% 47.95% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 25. Arizona AIMS Reading Passing Rates (Meets or Exceeds Standards) 2005-2011 proportions by race/ethnicity Table A19 2005 2006 2007 2008 2009 2010 2011 Asian 77.68% 79.32% 80.84% 81.89% 82.84% 82.78% 85.84% American Indian 39.17% 42.32% 45.77% 46.66% 48.64% 51.15% 56.18% Black 53.21% 55.09% 56.41% 59.35% 61.09% 63.75% 67.11% Hispanic 46.02% 48.98% 51.63% 55.27% 59.02% 63.02% 67.92% White 76.98% 79.08% 80.40% 81.52% 82.63% 84.26% 86.03% Unknown Race 42.40% 48.13% 48.36% 55.87% 56.30% 57.49% 66.14% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 27. Arizona AIMS Science Passing Rates (Meets or Exceeds Standards) 2008-2011 proportions by race/ethnicity Table A20 2008 2009 2010 2011 Asian 65.33% 70.14% 71.72% 76.24% American Indian 22.67% 26.43% 29.09% 33.07% Black 35.32% 38.51% 43.01% 45.81% Hispanic 31.55% 36.49% 40.37% 45.04% White 63.70% 67.61% 69.69% 73.93% Unknown Race 33.24% 37.99% 38.93% 44.98% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 29. Arizona AIMS Writing Passing Rates (Meets or Exceeds Standards) 2005-2011 proportions by race/ethnicity Table A21 2005 2006 2007 2008 2009 2010 2011 Asian 79.54% 80.85% 84.39% 80.15% 85.51% 81.87% 75.21% American Indian 53.78% 58.08% 57.53% 50.18% 59.41% 53.52% 37.43% Black 60.91% 64.33% 67.32% 59.94% 69.54% 63.19% 48.64% Hispanic 55.29% 60.25% 63.64% 57.12% 68.13% 62.07% 47.86% White 75.12% 78.39% 81.03% 74.75% 83.55% 79.87% 69.86% Unknown Race 47.25% 60.73% 49.78% 52.87% 56.27% 51.91% 47.36% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 31. 62 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona P-12 Teachers 2002-2011 total count by race/ethnicity Table A22 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Asian 900 960 1,278 1,272 1,648 1,782 2,004 2,194 2,200 2,134 American Indian 2,106 2,168 2,524 2,544 2,940 2,782 2,796 2,722 2,506 2,396 Black 1,754 1,792 2,210 2,424 3,134 3,116 3,344 3,340 3,122 2,878 Hispanic 10,058 10,574 13,274 12,978 15,668 15,092 15,646 15,686 15,034 14,726 White 83,376 85,010 110,588 104,124 127,836 121,018 120,014 118,282 111,540 110,084 Total 98,194 100,504 129,874 123,342 151,226 143,790 143,804 142,224 134,402 132,218 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 32. Arizona P-12 Teachers 2002-2011 proportion by race/ethnicity Table A23 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Asian 0.92% 0.96% 0.98% 1.03% 1.09% 1.24% 1.39% 1.54% 1.64% 1.61% American Indian 2.14% 2.16% 1.94% 2.06% 1.94% 1.93% 1.94% 1.91% 1.86% 1.81% Black 1.79% 1.78% 1.70% 1.97% 2.07% 2.17% 2.33% 2.35% 2.32% 2.18% Hispanic 10.24% 10.52% 10.22% 10.52% 10.36% 10.50% 10.88% 11.03% 11.19% 11.14% White 84.91% 84.58% 85.15% 84.42% 84.53% 84.16% 83.46% 83.17% 82.99% 83.26% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 33. Table A24 Arizona Highly Qualified Teachers total count by race/ethnicity Table A25 Arizona Highly Qualified Teachers proportion by race/ethnicity 2010 2011 2012 2010 2011 2012 Asian 1,150 1,131 1,180 Asian 1.79% 1.97% 2.10% American Indian 1,250 1,119 1,052 American Indian 1.97% 1.97% 1.90% Black 1,681 1,389 1,344 Black 2.64% 2.45% 2.43% Hispanic 7,765 6,956 6,881 Hispanic 12.22% 12.25% 12.42% White 52,671 47,130 45,986 White 82.86% 83.01% 82.99% Multiracial 74 74 76 Multiracial 0.12% 0.13% 0.14% Unknown Race 125 106 71 Unknown Race 0.20% 0.19% 0.13% Total 63,566 56,774 55,410 Total 63,566 56,774 55,410 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 34. Table A26 SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 35. Arizona Highly Qualified Teachers Proportion of all teachers within race/ethnicity 2010 2011 Asian 51.59% 52.44% American Indian 49.88% 46.70% Black 53.84% 48.26% Hispanic 51.65% 47.24% White 47.22% 42.81% Total 47.30% 42.94% SOURCE: Arizona Department of Education (2012) NOTE: These data are presented in Figure 36. APPENDIX A: PRE K-12 EDUCATION TABLES 63 APPENDIX B College access 2010 Arizona University Eligibility by race/ethnicity and gender Table B1 Female Male Asian 63.6% 48.8% American Indian 43.1% 30.6% Black 36.4% 28.3% Hispanic 73.1% 63.1% White 38.1% 28.4% SOURCE: Arizona Board of Regents (2012) NOTE: These data are presented in Figure 38. Arizona Board of Regents Total Competency Area Attainment Table B2 English Math Science Language Social Science Arts No Deficiency 82% 42% 62% 62% 86% 86% One Deficiency 4% 19% 21% 10% 0% 14% Did Not Meet Requirement 14% 39% 17% 28% 14% 0% SOURCE: Arizona Board of Regents (2009) NOTE: These data are presented in Figure 39. Completion Rates for Arizona Board of Regents Core Curriculum Requirements 2009 arizona high school graduates Table B3 English Math Science Language Social Science Fine Arts White 86% 49% 67% 68% 90% 88% Black 76% 32% 54% 57% 81% 81% American Indian 73% 32% 54% 44% 81% 78% Asian 89% 72% 83% 76% 94% 88% Hispanic 75% 31% 53% 54% 81% 83% Total 82% 42% 62% 62% 86% 86% SOURCE: Arizona Board of Regents (2009) NOTE: These data are presented in Figure 40. Arizona University Eligibility within race and year Table B4 1989 1996* 1998* 2002 2006 2009 White 50.4% 61.0% 48.6% 52.1% 56.5% 54.9% Black 32.1% 40.5% 27.1% 31.1% 32.4% 36.8% American Indian 22.1% 40.4% 21.4% 20.9% 25.7% 33.7% Asian 65.7% 73.9% 61.8% 65.9% 70.3% 69.9% Hispanic 31.3% 41.7% 29.0% 29.9% 35.3% 34.2% Total 44.2% 55.3% 41.7% 43.9% 47.9% 46.7% SOURCE: Arizona Board of Regents (2009) NOTE: These data are presented in Figure 41. 64 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Median SAT Scores (1972 - 2011) by race/ethnicity and gender Table B5 Critical Reading Mathematics Year Male Female Male Female 1972 531 529 527 489 1973 523 521 525 489 1974 524 520 524 488 1975 515 509 518 479 1976 511 508 520 475 1977 509 505 520 474 1978 511 503 517 474 1979 509 501 516 473 1980 506 498 515 473 1981 508 496 516 473 1982 509 499 516 473 1983 508 498 516 474 1984 511 498 518 478 1985 514 503 522 480 1986 515 504 523 479 1987 512 502 523 481 1988 512 499 521 483 1989 510 498 523 482 1990 505 496 521 483 1991 503 495 520 482 1992 504 496 521 484 1993 504 497 524 484 1994 501 497 523 487 1995 505 502 525 490 1996 507 503 527 492 1997 507 503 530 494 1998 509 502 531 496 1999 509 502 531 495 2000 507 504 533 498 2001 509 502 533 498 2002 507 502 534 500 2003 512 503 537 503 2004 512 504 537 501 2005 513 505 538 504 2006 505 502 536 502 2007 503 500 532 499 2008 502 499 532 499 2009 502 497 533 498 2010 502 498 533 499 2011 500 495 531 500 SOURCE: College Board (2011) NOTE: These data are presented in Figure 45. APPENDIX B: COLLEGE ACCESS TABLES 65 Arizona SAT Participation 2001-2011 by race/ethnicity Table B6 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 American Indian 180 195 240 245 265 269 292 278 297 301 337 Asian 715 701 764 832 1,010 1,107 1,172 1,247 1,396 1,379 1,688 Black 484 465 511 548 677 689 789 992 991 1,096 1,266 Hispanic 1,624 1,794 1,856 2,243 2,606 2,718 3,104 3,555 4,096 4,381 4,995 White 8,755 8,920 8,914 10,215 11,718 12,096 12,200 12,729 13,091 12,422 13,444 Multiracial 452 465 435 542 663 623 651 552 572 539 603 No Response 2,047 2,781 4,099 2,954 1,863 1,113 959 678 564 572 512 Total 14,257 15,321 16,819 17,579 18,802 18,615 19,167 20,031 21,007 20,690 22,845 SOURCE: College Board (2011) NOTE: These data are presented in Figure 46. Arizona Mean Composite SAT Scores 2001-2011 by race/ethnicity Table B7 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 American Indian 936 918 947 920 944 968 960 967 961 957 947 Asian 1077 1068 1081 1074 1096 1091 1089 1089 1097 1104 1109 Black 908 914 913 906 919 923 915 909 912 933 918 Hispanic 964 967 971 966 974 971 971 959 962 968 959 White 1073 1068 1069 1066 1078 1072 1068 1067 1067 1078 1077 Multiracial 1039 1031 1048 1029 1053 1033 1036 1019 1009 1017 1042 No Response 1036 1041 1057 1083 1086 1068 1068 1052 1057 1056 1023 SOURCE: College Board (2011) NOTE: These data are presented in Figure 47. 2011 Arizona Mean Composite SAT Scores by race/ethnicity and gender Table B8 Male Female Total White 1099 1058 1077 Black 915 920 918 American Indian 990 922 947 Asian 1123 1097 1109 Multiracial 1069 1022 1042 Hispanic 987 930 953 No Response 1041 1007 1023 Arizona 1065 1019 1040 SOURCE: College Board (2011) NOTE: These data are presented in Figure 48. Arizona ACT Participation 2007-2011 by race/ethnicity Table B9 2007 2008 2009 2010 2011 Black 373 444 544 1,045 1,209 American Indian 1,004 875 920 1,449 1,340 White 5,570 6,478 7,111 10,568 11,617 Hispanic 1,650 1,826 2,244 6,653 9,469 Asian 378 446 540 792 973 Two or more races 290 338 434 1,012 1,171 Unknown Race 1,819 1,195 757 1,784 2,152 Total 11,084 11,602 12,550 23,303 27,952 SOURCE: ACT (2011) NOTE: These data are presented in Figure 49. 66 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Mean ACT Composite Scores 2007-2011 by race/ethnicity Table B10 2007 2008 2009 2010 2011 White 23 23.1 23.3 22.3 22.3 Black 18.7 18.6 18.5 17.5 17.4 American Indian 16.9 16.8 17.2 16.3 16.3 Asian 23.2 23.4 23.5 22.5 22.7 Multiracial 22.1 21.7 21.8 20.3 20.1 Hispanic 19.8 20 19.8 17.4 17.2 No Response 22.7 22.8 22.4 18.5 18.5 Arizona 21.8 21.9 21.9 20 19.7 SOURCE: ACT (2011) NOTE: These data are presented in Figure 50. 2011 Arizona ACT College Readiness Benchmark Scores proportion within race/ethnicity Table B11 All Four Subjects % NOT READY Black American Indian English % READY % NOT READY 93 7 97 3 White 69 Hispanic 93 Asian Two or more Races Arizona Math % READY % NOT READY 63 37 79 21 31 25 7 68 65 35 84 16 82 18 Science % READY % NOT READY 80 20 87 13 75 43 32 79 28 72 42 58 47 53 Reading % READY % NOT READY % READY 90 10 73 27 96 4 83 17 57 65 35 38 62 21 92 8 75 25 36 64 61 39 41 59 62 38 80 20 53 47 61 39 78 22 57 43 SOURCE: ACT (2011) NOTE: These data are presented in Figures 51-55. APPENDIX C postsecondary education 2010 Arizona Undergraduate Enrollments within race/ethnicity Table C1 Sector of institution American Indian Asian Black Hispanics White 2 or More Races Unknown Race Non-Resident Aliens TOTAL Public, 4-year or above 28.7% 38.0% 17.2% 21.6% 30.0% 36.5% 6.6% 51.7% 27.1% Private not-forprofit, 4-year or above 0.6% 1.0% 0.4% 0.4% 1.1% 1.4% 0.7% 1.4% 0.9% Private for-profit, 4-year or above 11.0% 6.3% 27.0% 9.8% 10.8% 14.1% 35.7% 8.6% 9.7% Public, 2-year 53.3% 51.3% 50.7% 62.3% 53.5% 39.9% 51.3% 37.6% 57.1% Private for-profit, 2-year 6.3% 3.4% 4.7% 6.0% 4.6% 8.0% 5.7% 0.7% 5.3% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figure 62. APPENDIX C: POSTSECONDARY EDUCATION TABLES 67 Arizona Public 4-Year Undergraduate Enrollments 1991-2010 percentage by race/ethnicity Table C2 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 49.9% 49.6% 49.4% 49.0% 48.1% 47.9% 47.1% 46.6% 45.8% 45.9% 46.0% 46.1% 46.0% 46.1% 46.0% 46.8% 47.0% 46.6% 46.7% 47.1% Women 50.1% 50.4% 50.6% 51.0% 51.9% 52.1% 52.9% 53.4% 54.2% 54.1% 54.0% 53.9% 54.0% 53.9% 54.0% 53.2% 53.0% 53.4% 53.3% 52.9% American Indian 4.1% 4.5% 5.5% 5.4% 5.3% 5.2% 5.3% 5.5% 5.4% 5.2% 5.0% 5.1% 5.1% 5.2% 5.2% 4.9% 4.8% 4.1% 4.3% 4.1% Black 2.1% 2.1% 2.2% 2.3% 2.4% 2.4% 2.5% 2.5% 2.6% 2.7% 2.7% 2.8% 3.0% 3.1% 3.1% 3.4% 3.5% 3.8% 4.1% 4.2% Asian 3.1% 3.3% 3.6% 3.8% 4.0% 4.2% 4.3% 4.3% 4.3% 4.4% 4.6% 4.6% 4.7% 4.7% 4.8% 5.0% 5.1% 4.9% 5.2% 5.0% Hispanic 8.5% 9.3% 9.9% 10.4% 10.8% 11.1% 11.4% 11.6% 11.5% 11.5% 11.7% 11.9% 12.4% 12.7% 13.1% 13.7% 13.9% 15.1% 16.1% 17.6% White 78.3% 76.8% 74.2% 72.9% 72.3% 72.1% 71.3% 70.8% 70.2% 70.2% 70.0% 69.2% 68.2% 67.2% 66.7% 66.5% 66.0% 64.9% 63.4% 61.4% Race / Ethnicity Unknown 1.3% 1.4% 1.7% 2.1% 2.1% 2.0% 1.9% 1.9% 2.6% 2.6% 2.7% 3.1% 3.6% 4.3% 4.5% 4.2% 4.2% 3.7% 3.2% 2.4% NonResident Alien 2.5% 2.6% 2.9% 3.1% 3.1% 3.1% 3.3% 3.3% 3.3% 3.4% 3.4% 3.2% 2.9% 2.7% 2.6% 2.5% 2.6% 2.5% 2.7% 3.1% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.8% 1.1% 2.2% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 66. Arizona Private Non-Profit 4-Year Undergraduate Enrollments 1991-2010 percentage by race/ethnicity Table C3 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 41.4% 42.3% 41.8% 39.7% 35.1% 34.4% 30.1% 34.8% 36.4% 35.7% 54.5% 56.0% 55.9% 55.6% 56.4% 56.7% 59.0% 59.5% 59.6% 60.6% Women 58.6% 57.7% 58.2% 60.3% 64.9% 65.6% 69.9% 65.2% 63.6% 64.3% 45.5% 44.0% 44.1% 44.4% 43.6% 43.3% 41.0% 40.5% 40.4% 39.4% American Indian 10.8% 6.4% 8.4% 7.7% 10.4% 7.0% 4.9% 4.6% 4.8% 5.2% 3.0% 3.2% 2.6% 2.4% 2.7% 2.6% 2.4% 2.9% 2.7% 2.8% Black 3.1% 7.4% 5.0% 2.2% 2.7% 3.0% 2.9% 3.0% 2.5% 2.6% 2.6% 3.1% 2.2% 2.8% 2.7% 3.1% 3.2% 2.9% 2.8% 3.0% Asian 5.1% 5.7% 1.5% 0.8% 1.0% 1.1% 0.9% 1.0% 1.2% 1.3% 3.2% 3.2% 3.2% 3.7% 3.9% 3.9% 4.1% 4.5% 4.0% 3.9% Hispanic 9.9% 9.0% 5.1% 5.4% 6.0% 7.2% 6.7% 5.7% 6.4% 7.0% 5.9% 5.9% 6.2% 6.7% 7.4% 8.5% 8.8% 9.6% 8.8% 9.1% White 70.4% 68.7% 76.5% 83.3% 71.7% 72.9% 75.3% 76.4% 65.5% 55.2% 68.6% 71.0% 66.7% 65.0% 66.2% 68.5% 69.4% 69.1% 67.9% 67.7% Race / Ethnicity Unknown 0.0% 1.3% 1.8% 0.1% 7.5% 7.5% 8.7% 9.1% 19.3% 28.6% 13.1% 12.4% 18.0% 18.1% 15.8% 11.7% 10.2% 7.7% 10.8% 8.3% NonResident Alien 0.8% 1.6% 1.7% 0.5% 0.7% 1.3% 0.7% 0.3% 0.4% 0.1% 3.6% 1.3% 1.0% 1.4% 1.3% 1.7% 2.0% 2.8% 2.4% 2.6% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.5% 0.7% 2.6% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 67. 68 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Private For-Profit 4-Year Undergraduate Enrollments 1991-2010 percentage by race/ethnicity Table C4 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 63.8% 61.0% 55.9% 57.9% 58.9% 57.0% 59.3% 59.8% 60.4% 64.8% 57.8% 56.3% 55.1% 54.1% 34.4% 38.5% 39.4% 42.9% 40.2% 38.1% Women 36.2% 39.0% 44.1% 42.1% 41.1% 43.0% 40.7% 40.2% 39.6% 35.2% 42.2% 43.7% 44.9% 45.9% 65.6% 61.5% 60.6% 57.1% 59.8% 61.9% American Indian 2.1% 2.7% 2.2% 3.5% 3.0% 3.3% 3.2% 3.2% 3.3% 3.6% 3.5% 2.9% 3.1% 3.6% 2.1% 2.8% 3.5% 3.9% 3.7% 3.7% Black 5.5% 5.4% 9.3% 5.1% 5.4% 5.9% 6.2% 5.8% 5.8% 6.0% 5.5% 4.6% 5.4% 5.8% 13.9% 6.9% 11.5% 11.0% 13.2% 16.2% Asian 3.8% 3.5% 3.6% 3.2% 2.8% 3.3% 2.9% 3.6% 3.3% 3.6% 2.9% 2.1% 2.0% 2.8% 1.8% 1.5% 2.0% 2.2% 1.8% 1.5% Hispanic 10.8% 13.3% 16.0% 12.5% 14.1% 16.4% 14.5% 14.9% 17.0% 16.0% 15.8% 12.8% 16.2% 15.0% 11.1% 11.6% 14.7% 18.5% 17.6% 16.6% White 70.0% 66.7% 65.6% 72.2% 70.8% 67.4% 69.3% 69.2% 68.1% 61.4% 53.9% 42.8% 43.4% 43.3% 51.0% 33.8% 47.2% 41.7% 41.9% 42.0% Race / Ethnicity Unknown 4.7% 6.3% 1.4% 2.0% 2.5% 2.5% 2.9% 2.8% 1.8% 8.9% 17.8% 33.2% 26.4% 24.9% 17.7% 41.7% 18.8% 21.0% 20.2% 17.2% NonResident Alien 3.1% 2.1% 1.9% 1.5% 1.4% 1.1% 0.9% 0.3% 0.6% 0.6% 0.5% 1.5% 3.5% 4.7% 2.5% 1.7% 2.2% 1.3% 0.9% 0.8% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.3% 0.7% 1.9% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 68. Arizona Public 2-Year Undergraduate Enrollments 1991-2010 percentage by race/ethnicity Table C5 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 43.5% 42.6% 42.5% 42.3% 42.3% 42.5% 42.6% 43.1% 43.2% 42.7% 42.6% 42.3% 41.8% 42.0% 41.6% 41.7% 41.9% 42.2% 43.0% 43.2% Women 56.5% 57.4% 57.5% 57.7% 57.7% 57.5% 57.4% 56.9% 56.8% 57.3% 57.4% 57.7% 58.2% 58.0% 58.4% 58.3% 58.1% 57.8% 57.0% 56.8% American Indian 3.2% 3.2% 3.5% 3.6% 3.8% 3.8% 3.9% 3.9% 3.9% 4.0% 3.9% 3.7% 3.8% 3.9% 3.8% 3.7% 3.8% 3.7% 3.8% 3.6% Black 3.4% 3.4% 3.3% 3.5% 3.4% 3.5% 3.5% 3.6% 3.7% 3.8% 3.6% 4.0% 4.1% 4.3% 4.4% 4.6% 4.7% 4.9% 5.3% 5.8% Asian 1.9% 2.0% 2.2% 2.4% 2.5% 2.6% 2.7% 2.7% 2.9% 2.9% 2.8% 2.8% 2.8% 2.8% 3.0% 3.2% 3.3% 3.3% 3.3% 3.2% Hispanic 14.2% 14.9% 15.7% 16.2% 16.7% 17.3% 17.9% 18.4% 19.1% 19.3% 19.3% 19.8% 20.2% 20.9% 21.2% 21.7% 20.8% 21.5% 22.1% 24.1% White 75.9% 72.5% 71.1% 69.5% 68.4% 67.2% 65.9% 64.7% 64.0% 62.4% 59.9% 59.0% 58.3% 58.0% 57.7% 56.7% 57.0% 56.6% 54.4% 52.1% Race / Ethnicity Unknown 0.6% 3.0% 3.4% 3.9% 4.1% 4.6% 5.1% 5.6% 5.3% 6.3% 9.2% 9.5% 9.9% 9.2% 8.7% 9.0% 9.1% 8.7% 9.8% 8.9% NonResident Alien 0.9% 1.0% 0.8% 0.9% 0.9% 1.0% 1.1% 1.2% 1.2% 1.4% 1.3% 1.1% 0.9% 0.9% 1.3% 1.2% 1.3% 1.3% 1.1% 1.1% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 1.1% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 64. APPENDIX C: POSTSECONDARY EDUCATION TABLES 69 Arizona Public 4-Year Graduate / Professional Enrollments 1991-2010 percentage by race/ethnicity Table C6 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 47.4% 47.0% 46.7% 45.9% 44.8% 44.4% 44.3% 44.0% 44.2% 44.4% 44.2% 43.6% 43.8% 43.2% 43.7% 44.5% 45.0% 43.3% 43.9% 44.9% Women 52.6% 53.0% 53.3% 54.1% 55.2% 55.6% 55.7% 56.0% 55.8% 55.6% 55.8% 56.4% 56.2% 56.8% 56.3% 55.5% 55.0% 56.7% 56.1% 55.1% American Indian 1.3% 1.2% 1.5% 1.5% 1.6% 1.8% 1.9% 2.2% 2.6% 2.9% 2.9% 2.8% 2.8% 2.8% 2.6% 2.8% 3.1% 2.6% 2.8% 2.3% Black 1.7% 1.6% 1.7% 1.8% 1.9% 2.0% 2.1% 2.3% 2.3% 2.2% 2.2% 2.2% 2.4% 2.3% 2.3% 2.4% 2.7% 3.0% 3.3% 3.2% Asian 2.3% 2.4% 2.5% 3.0% 3.0% 3.0% 3.2% 3.1% 3.2% 3.2% 3.1% 3.2% 3.6% 3.6% 3.5% 3.5% 3.9% 4.1% 4.3% 4.6% Hispanic 5.9% 6.2% 6.6% 7.2% 7.5% 7.7% 7.7% 8.0% 8.4% 9.0% 9.2% 9.3% 9.0% 9.0% 8.9% 8.8% 8.9% 10.0% 10.0% 10.5% White 75.8% 75.3% 74.1% 72.8% 72.7% 71.9% 71.3% 69.9% 68.3% 66.4% 64.5% 64.9% 63.1% 60.8% 57.9% 55.9% 55.7% 59.2% 59.6% 59.4% Race / Ethnicity Unknown 1.2% 1.4% 1.7% 2.4% 2.3% 2.3% 2.6% 2.8% 2.9% 2.6% 2.6% 2.3% 4.2% 7.3% 10.7% 12.3% 10.2% 7.1% 6.1% 4.6% NonResident Alien 11.9% 11.9% 11.9% 11.3% 10.8% 11.2% 11.3% 11.6% 12.3% 13.7% 15.5% 15.3% 14.9% 14.2% 14.2% 14.4% 15.6% 13.5% 13.4% 13.9% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.4% 0.6% 1.4% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 85. Arizona Not-For-Profit 4-Year Graduate / Professional Enrollments 1991-2010 percentage by race/ethnicity Table C7 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 45.8% 46.0% 44.5% 43.7% 49.0% 50.2% 57.5% 54.3% 46.8% 46.2% 50.0% 51.8% 50.1% 49.5% 48.6% 49.3% 50.1% 50.8% 50.9% 52.1% Women 54.2% 54.0% 55.5% 56.3% 51.0% 49.8% 42.5% 45.7% 53.2% 53.8% 50.0% 48.2% 49.9% 50.5% 51.4% 50.7% 49.9% 49.2% 49.1% 47.9% American Indian 0.4% 1.1% 0.7% 0.8% 0.2% 0.2% 0.3% 0.3% 0.8% 1.0% 1.6% 0.4% 0.5% 0.5% 0.6% 1.0% 0.7% 0.7% 0.6% 0.5% Black 3.0% 3.8% 8.0% 3.1% 1.3% 3.1% 2.0% 1.6% 1.3% 1.4% 1.8% 2.0% 2.2% 2.4% 2.6% 3.1% 3.6% 4.0% 3.7% 3.8% Asian 5.9% 4.9% 4.3% 4.2% 2.4% 2.7% 4.4% 6.5% 6.1% 6.3% 6.2% 5.6% 5.0% 5.4% 5.7% 6.4% 6.3% 6.5% 6.2% 10.2% Hispanic 8.5% 8.2% 3.8% 9.6% 5.0% 4.1% 3.6% 3.1% 3.6% 4.0% 4.0% 3.8% 3.9% 4.2% 5.2% 5.3% 4.4% 4.4% 4.3% 5.1% White 66.2% 40.3% 71.6% 59.2% 66.0% 66.0% 62.2% 57.0% 61.4% 54.3% 51.8% 50.2% 49.5% 50.5% 54.7% 55.1% 58.4% 56.8% 54.3% 57.1% Race / Ethnicity Unknown 0.0% 29.1% 5.3% 7.8% 6.3% 7.2% 4.4% 4.1% 26.8% 7.4% 8.3% 12.9% 16.3% 16.9% 13.3% 11.6% 9.9% 10.3% 14.9% 6.9% NonResident Alien 15.9% 12.5% 6.3% 15.3% 18.7% 16.6% 23.2% 27.4% 0.1% 25.6% 26.3% 25.0% 22.6% 20.1% 17.9% 17.6% 16.8% 17.2% 15.8% 14.2% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.2% 0.2% 2.3% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 86. 70 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona For-Profit 4-Year Graduate / Professional Enrollments 1991-2010 percentage by race/ethnicity Table C11 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 62.3% 61.2% 33.0% 53.2% 48.3% 46.5% 45.6% 51.0% 45.8% 47.6% 43.5% 41.8% 41.4% 43.9% 44.8% 39.0% 47.2% 48.5% 43.6% 41.2% Women 37.7% 38.8% 67.0% 46.8% 51.7% 53.5% 54.4% 49.0% 54.2% 52.4% 56.5% 58.2% 58.6% 56.1% 55.2% 61.0% 52.8% 51.5% 56.4% 58.8% American Indian 0.9% 0.3% 0.0% 0.8% 0.4% 0.8% 1.6% 1.7% 1.6% 0.9% 0.8% 0.5% 0.8% 1.1% 1.3% 1.1% 1.5% 1.4% 0.8% 0.6% Black 6.8% 7.4% 7.1% 2.0% 5.4% 8.5% 6.4% 5.4% 6.3% 3.9% 4.8% 3.2% 4.8% 6.5% 8.2% 6.0% 12.1% 9.8% 14.0% 14.1% Asian 3.7% 3.0% 2.8% 3.7% 1.7% 1.8% 1.8% 5.2% 3.9% 4.8% 3.8% 2.1% 3.0% 4.4% 4.8% 3.5% 5.3% 3.6% 2.5% 2.4% Hispanic 8.4% 6.7% 6.1% 6.9% 8.9% 7.8% 11.2% 9.7% 15.3% 5.5% 6.3% 4.4% 7.2% 7.0% 7.6% 9.4% 7.2% 6.1% 5.5% 5.2% White 77.5% 78.0% 80.5% 83.7% 77.8% 75.5% 74.2% 75.5% 71.9% 49.4% 50.7% 31.8% 45.5% 50.3% 55.2% 51.2% 55.9% 44.1% 39.1% 32.2% Race / Ethnicity Unknown 0.9% 1.7% 1.5% 0.8% 1.6% 2.7% 1.6% 2.5% 0.7% 35.3% 32.9% 54.9% 30.8% 23.6% 14.9% 23.2% 15.3% 33.0% 36.1% 43.3% NonResident Alien 1.8% 2.9% 2.0% 2.1% 4.0% 2.9% 3.1% 0.0% 0.2% 0.2% 0.8% 3.2% 7.9% 7.1% 8.0% 5.6% 2.7% 1.8% 1.4% 1.2% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.6% 1.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 87. 2010 Arizona Associate’s Degrees percentage by race/ethnicity within sector Table C12 White Hispanic Black American Indian Asian 2 or More Races Unknown Race Non-Resident Alien Public, 4-year or above 0.0% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 0.0% Private not-for-profit, 4-year or above 30.8% 0.0% 7.7% 38.5% 23.1% 0.0% 0.0% 0.0% Private for-profit, 4-year or above 46.3% 18.0% 10.3% 6.7% 1.8% 1.0% 15.4% 0.4% Public, 2-year 61.9% 21.4% 4.8% 2.6% 3.4% 0.1% 4.3% 1.5% Private for-profit, 2-year 48.2% 20.7% 3.9% 4.8% 3.8% 1.5% 16.9% 0.3% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 70. 2010 Arizona Bachelor’s Degrees percentage by race/ethnicity within sector Table C13 White Hispanic Black American Indian Asian 2 or More Races Unknown Race Non-Resident Alien Public, 4-year or above 68.5% 14.5% 3.0% 2.1% 5.0% 0.5% 4.2% 2.0% Private not-for-profit, 4-year or above 69.7% 10.9% 4.2% 1.6% 3.0% 0.5% 8.3% 1.8% Private for-profit, 4-year or above 46.7% 11.5% 5.4% 1.6% 2.5% 1.5% 29.7% 1.2% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 72. 2010 Arizona Master’s Degrees percentage by race/ethnicity within sector Table C14 White Hispanic Black American Indian Asian 2 or More Races Unknown Race Non-Resident Alien Public, 4-year or above 61.5% 10.3% 2.8% 2.5% 3.5% 0.4% 6.4% 12.7% Private not-for-profit, 4-year or above 45.4% 4.5% 2.9% 0.6% 5.5% 0.9% 7.0% 33.1% Private for-profit, 4-year or above 45.1% 6.4% 9.0% 1.5% 3.1% 0.8% 31.4% 2.7% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 89. APPENDIX C: POSTSECONDARY EDUCATION TABLES 71 2010 Arizona Doctoral Degrees percentage by race/ethnicity within sector Table C15 White Hispanic Black American Indian Asian 2 or More Races Unknown Race Non-Resident Alien Public, 4-year or above 53.4% 6.3% 2.2% 1.4% 4.1% 0.2% 4.8% 27.7% Private not-for-profit, 4-year or above 90.0% 10.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Private for-profit, 4-year or above 75.0% 3.2% 8.3% 1.3% 3.2% 0.0% 9.0% 0.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 90. 2010 Arizona Professional Degrees percentage by race/ethnicity within sector Table C16 White Hispanic Black American Indian Asian 2 or More Races Unknown Race Non-Resident Alien Public, 4-year or above 65.7% 10.4% 2.1% 4.1% 7.8% 0.4% 8.8% 0.7% Private not-for-profit, 4-year or above 71.1% 5.0% 3.4% 0.5% 15.0% 1.6% 2.1% 1.3% Private for-profit, 4-year or above 71.1% 13.4% 5.2% 0.0% 1.0% 0.0% 8.2% 1.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figure 93. Arizona Associate’s Degrees 1991-2010 percentage by race/ethnicity Table C17 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 48.7% 47.5% 47.0% 45.5% 42.0% 42.3% 44.4% 44.5% 44.2% 46.0% 51.7% 50.3% 43.2% 43.2% 42.7% 41.1% 42.3% 41.1% 42.7% 43.1% Women 51.3% 52.5% 53.0% 54.5% 58.0% 57.7% 55.6% 55.5% 55.8% 54.0% 48.3% 49.7% 56.8% 56.8% 57.3% 58.9% 57.7% 58.9% 57.3% 56.9% American Indian 3.7% 4.7% 4.5% 5.4% 5.6% 6.1% 4.9% 5.1% 5.6% 5.8% 5.0% 6.6% 5.4% 5.5% 5.5% 5.1% 4.4% 4.0% 4.4% 3.9% Black 4.7% 3.3% 2.7% 4.0% 3.2% 2.8% 3.7% 4.5% 4.2% 4.5% 4.4% 4.3% 4.7% 4.9% 5.1% 5.6% 6.6% 4.9% 6.0% 5.2% Asian 1.5% 1.5% 1.7% 2.2% 2.9% 3.2% 3.0% 2.8% 2.7% 2.4% 2.4% 2.8% 2.4% 2.4% 2.5% 2.4% 2.7% 2.6% 3.4% 3.3% Hispanic 10.4% 11.6% 12.6% 15.2% 14.3% 15.0% 16.2% 17.2% 17.5% 19.7% 19.3% 20.5% 20.3% 20.0% 19.3% 18.2% 16.3% 17.1% 19.8% 20.8% White 69.6% 68.9% 69.4% 71.7% 71.9% 69.6% 67.9% 68.0% 66.1% 63.7% 61.5% 58.3% 60.0% 58.8% 55.6% 57.0% 56.4% 49.1% 56.5% 58.5% Race / Ethnicity Unknown 1.2% 0.6% 3.7% 1.0% 1.4% 2.9% 3.8% 1.7% 2.9% 3.1% 6.2% 6.3% 5.4% 7.4% 11.0% 10.1% 10.8% 21.1% 8.5% 6.7% NonResident Alien 0.4% 0.4% 0.7% 0.8% 0.4% 0.5% 0.4% 0.8% 0.9% 0.8% 1.2% 1.2% 1.8% 1.0% 1.1% 1.6% 2.7% 1.0% 1.2% 1.3% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.2% 0.3% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 73. 72 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Bachelor’s Degrees 1991-2010 percentage by race/ethnicity Table C18 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 52.4% 48.9% 48.3% 47.4% 48.5% 48.2% 46.5% 47.7% 46.5% 46.0% 46.3% 46.5% 46.5% 45.9% 45.5% 45.6% 46.2% 44.7% 45.1% 44.8% Women 47.6% 51.1% 51.7% 52.6% 51.5% 51.8% 53.5% 52.3% 53.5% 54.0% 53.7% 53.5% 53.5% 54.1% 54.5% 54.4% 53.8% 55.3% 54.9% 55.2% American Indian 1.2% 1.4% 1.5% 1.5% 2.1% 2.1% 2.4% 2.0% 2.2% 2.5% 2.5% 2.5% 2.3% 2.3% 2.2% 2.1% 2.5% 2.2% 2.0% 2.1% Black 2.9% 1.7% 2.1% 2.4% 2.3% 2.7% 2.3% 2.3% 2.2% 2.7% 2.9% 2.3% 2.5% 2.6% 2.9% 2.7% 2.9% 3.2% 3.3% 3.4% Asian 2.9% 2.6% 2.8% 2.9% 3.4% 3.7% 3.6% 3.7% 4.1% 3.9% 3.7% 4.1% 4.2% 4.1% 4.4% 4.5% 4.5% 4.8% 4.6% 4.7% Hispanic 6.8% 7.2% 7.4% 8.5% 8.9% 9.7% 10.1% 10.2% 10.5% 11.0% 11.2% 10.8% 11.3% 11.5% 11.4% 12.0% 12.5% 13.3% 13.5% 14.4% White 81.6% 82.2% 81.7% 79.1% 77.2% 76.6% 73.6% 74.2% 73.7% 72.9% 71.4% 71.2% 69.3% 68.1% 68.4% 68.0% 67.3% 67.0% 67.4% 66.2% Race / Ethnicity Unknown 0.7% 0.8% 1.0% 1.2% 1.5% 1.5% 4.2% 3.9% 3.9% 3.5% 4.5% 5.3% 7.1% 7.8% 7.2% 7.1% 7.3% 7.2% 6.6% 6.5% NonResident Alien 3.7% 3.9% 3.4% 4.4% 4.6% 3.7% 3.8% 3.7% 3.3% 3.5% 3.8% 3.8% 3.4% 3.5% 3.4% 3.6% 3.0% 2.3% 2.2% 2.0% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.4% 0.6% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 74. Arizona Master’s Degrees 1991-2010 percentage by race/ethnicity Table C19 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 53.4% 50.3% 49.0% 47.5% 46.2% 44.7% 44.8% 45.8% 45.1% 46.4% 46.4% 43.8% 45.9% 44.6% 42.8% 43.3% 44.8% 41.5% 44.3% 43.2% Women 46.6% 49.7% 51.0% 52.5% 53.8% 55.3% 55.2% 54.2% 54.9% 53.6% 53.6% 56.2% 54.1% 55.4% 57.2% 56.7% 55.2% 58.5% 55.7% 56.8% American Indian 1.0% 1.1% 1.0% 1.1% 1.3% 1.5% 1.6% 1.4% 1.5% 1.7% 1.7% 2.8% 2.6% 1.7% 2.1% 2.2% 1.5% 2.5% 1.6% 2.0% Black 3.4% 1.5% 2.1% 1.6% 1.6% 2.4% 2.3% 2.9% 2.8% 2.7% 2.9% 2.0% 2.2% 2.8% 3.0% 2.6% 3.1% 3.4% 3.9% 4.3% Asian 2.5% 1.7% 1.4% 1.9% 2.8% 2.9% 2.2% 2.7% 3.5% 2.8% 2.6% 3.0% 2.6% 2.9% 3.3% 3.5% 3.4% 3.7% 4.0% 3.9% Hispanic 5.8% 3.9% 5.1% 6.7% 5.3% 8.6% 7.2% 7.1% 7.8% 6.9% 7.6% 7.8% 8.0% 7.7% 8.5% 8.2% 8.4% 8.8% 8.5% 9.5% White 68.0% 60.0% 60.2% 61.0% 69.6% 69.3% 71.7% 70.3% 68.8% 67.0% 64.1% 62.1% 57.5% 55.8% 56.7% 56.5% 55.1% 52.8% 54.7% 57.1% Race / Ethnicity Unknown 8.6% 14.4% 13.1% 11.9% 4.4% 2.2% 2.9% 1.7% 2.3% 3.6% 3.1% 6.0% 11.7% 12.6% 10.4% 11.9% 13.9% 15.4% 12.1% 10.0% NonResident Alien 10.5% 17.2% 16.8% 15.8% 15.1% 13.1% 12.1% 13.8% 13.4% 15.2% 17.9% 16.3% 15.5% 16.6% 15.9% 15.1% 14.6% 13.3% 14.8% 12.7% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.4% 0.5% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 94. APPENDIX C: POSTSECONDARY EDUCATION TABLES 73 Arizona Doctoral Degrees 1991-2010 percentage by race/ethnicity Table C20 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 68.3% 65.6% 62.2% 65.5% 61.9% 61.6% 60.6% 60.3% 61.1% 58.7% 53.7% 53.6% 50.8% 52.2% 51.7% 54.2% 51.7% 49.9% 48.6% 47.3% Women 31.7% 34.4% 37.8% 34.5% 38.1% 38.4% 39.4% 39.7% 38.9% 41.3% 46.3% 46.4% 49.2% 47.8% 48.3% 45.8% 48.3% 50.1% 51.4% 52.7% American Indian 1.2% 0.0% 0.0% 0.4% 0.9% 0.3% 1.0% 0.5% 0.6% 0.1% 0.9% 1.4% 0.7% 0.9% 1.0% 1.0% 1.6% 1.1% 1.5% 1.2% Black 0.5% 0.5% 1.0% 0.5% 2.5% 1.5% 2.4% 2.3% 2.2% 1.3% 2.7% 2.0% 1.5% 2.4% 2.7% 3.6% 4.1% 6.7% 8.4% 8.0% Asian 2.8% 3.4% 4.1% 2.8% 5.7% 4.1% 4.2% 2.9% 2.7% 1.8% 3.4% 2.3% 2.5% 2.5% 2.3% 4.3% 3.5% 4.8% 4.6% 3.7% Hispanic 1.7% 4.1% 2.3% 4.9% 5.1% 5.3% 4.4% 6.7% 4.4% 3.9% 6.0% 4.9% 7.0% 6.1% 5.9% 4.0% 4.9% 4.8% 5.8% 5.4% White 67.6% 62.1% 66.3% 64.2% 62.4% 60.6% 59.7% 63.5% 66.5% 66.8% 62.9% 63.4% 62.6% 58.8% 58.9% 53.2% 53.6% 54.6% 52.3% 54.1% Race / Ethnicity Unknown 0.0% 0.0% 0.3% 0.9% 2.3% 3.7% 2.3% 1.3% 1.4% 1.8% 1.1% 1.7% 16.3% 5.4% 7.3% 6.5% 5.6% 10.0% 7.9% 7.9% NonResident Alien 26.3% 30.0% 26.0% 26.3% 21.1% 24.6% 26.0% 22.8% 22.2% 24.2% 22.8% 24.2% 9.3% 24.1% 21.9% 27.3% 26.7% 18.1% 19.4% 19.6% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 95. Arizona Allopathic Medicine Degrees 1991-2010 percentage by race/ethnicity Table C21 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 63.9% 50.5% 48.8% 58.1% 43.8% 42.9% 43.0% 48.1% 48.1% 51.0% 57.8% 51.5% 53.3% 53.8% 49.5% 51.6% 48.7% 50.0% 46.3% 47.2% Women 36.1% 49.5% 51.2% 41.9% 56.3% 57.1% 57.0% 51.9% 51.9% 49.0% 42.2% 48.5% 46.7% 46.2% 50.5% 48.4% 51.3% 50.0% 53.7% 52.8% American Indian 2.4% 1.0% 0.0% 1.2% 0.0% 2.0% 0.0% 3.8% 3.8% 3.0% 0.0% 1.0% 2.2% 1.0% 1.1% 4.4% 0.0% 1.9% 1.6% 0.9% Black 3.6% 1.0% 0.0% 1.2% 0.0% 0.0% 2.2% 1.0% 1.0% 1.0% 2.9% 5.0% 3.3% 0.0% 1.1% 0.0% 2.5% 1.0% 0.8% 4.6% Asian 14.5% 6.9% 2.4% 4.7% 5.0% 3.1% 5.4% 8.7% 8.7% 11.0% 16.7% 5.9% 14.1% 9.6% 11.0% 18.7% 11.8% 15.4% 9.8% 12.0% Hispanic 8.4% 9.9% 11.0% 9.3% 6.3% 11.2% 7.5% 10.6% 10.6% 13.0% 6.9% 12.9% 9.8% 12.5% 8.8% 9.9% 7.6% 4.8% 8.1% 9.3% White 71.1% 81.2% 86.6% 74.4% 63.8% 58.2% 77.4% 73.1% 73.1% 47.0% 50.0% 55.4% 57.6% 63.5% 59.3% 61.5% 74.8% 72.1% 70.7% 58.3% Race / Ethnicity Unknown 0.0% 0.0% 0.0% 9.3% 25.0% 25.5% 7.5% 2.9% 2.9% 25.0% 23.5% 19.8% 13.0% 13.5% 18.7% 5.5% 3.4% 4.8% 8.9% 14.8% NonResident Alien 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 23.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 96. 74 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 Arizona Osteopathic Medicine Degrees 2000-2010 percentage by race/ethnicity Table C22 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 70.1% 68.4% 69.2% 65.6% 63.0% 65.4% 55.9% 60.0% 68.2% 55.7% 72.3% Women 29.9% 31.6% 30.8% 34.4% 37.0% 34.6% 44.1% 40.0% 31.8% 44.3% 27.7% American Indian 0.0% 0.0% 0.0% 0.0% 0.8% 0.0% 0.0% 0.0% 0.8% 0.0% 0.0% Black 0.0% 0.0% 0.9% 0.0% 0.8% 0.0% 0.7% 0.7% 0.0% 0.0% 0.0% Asian 15.5% 18.9% 25.6% 20.5% 15.7% 11.5% 6.6% 8.9% 15.2% 14.1% 13.1% Hispanic 3.1% 3.2% 0.9% 2.5% 1.6% 2.3% 1.5% 2.2% 2.3% 4.0% 6.6% White 78.4% 77.9% 71.8% 76.2% 76.4% 86.2% 89.7% 84.4% 78.0% 75.2% 76.6% Race / Ethnicity Unknown 3.1% 0.0% 0.9% 0.8% 4.7% 0.0% 1.5% 3.7% 3.8% 5.4% 1.5% NonResident Alien 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 1.3% 0.0% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 2.2% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 97. Arizona Pharmacy Degrees 1991-2010 percentage by race/ethnicity Table C23 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 26.5% 31.7% 53.7% 47.1% 44.9% 37.5% 37.3% 43.1% 43.1% 35.7% 41.3% 38.7% 38.5% 39.1% 41.1% 42.8% 44.9% 41.8% 41.1% 39.7% Women 73.5% 68.3% 46.3% 52.9% 55.1% 62.5% 62.7% 56.9% 56.9% 64.3% 58.7% 61.3% 61.5% 60.9% 58.9% 57.2% 55.1% 58.2% 58.9% 60.3% American Indian 2.0% 7.3% 1.9% 0.0% 2.0% 0.0% 0.0% 1.7% 1.7% 1.8% 0.0% 1.4% 0.0% 1.3% 0.0% 0.5% 0.0% 1.0% 1.0% 0.9% Black 0.0% 0.0% 1.9% 2.0% 2.0% 4.2% 3.9% 0.0% 0.0% 0.0% 2.7% 2.1% 2.8% 4.5% 2.6% 1.5% 1.4% 1.0% 0.5% 0.5% Asian 8.2% 7.3% 13.0% 3.9% 8.2% 14.6% 13.7% 13.8% 13.8% 23.2% 22.0% 28.2% 23.8% 19.9% 18.9% 10.8% 15.5% 15.4% 20.6% 20.1% Hispanic 6.1% 7.3% 9.3% 7.8% 6.1% 6.3% 11.8% 5.2% 5.2% 8.9% 9.3% 7.7% 7.7% 8.3% 7.9% 6.7% 5.8% 5.5% 7.2% 6.1% White 83.7% 78.0% 70.4% 74.5% 81.6% 75.0% 68.6% 79.3% 79.3% 64.3% 62.7% 59.2% 64.3% 55.1% 66.8% 73.7% 68.1% 70.6% 60.8% 65.4% Race / Ethnicity Unknown 0.0% 0.0% 1.9% 11.8% 0.0% 0.0% 2.0% 0.0% 0.0% 1.8% 2.0% 0.7% 0.7% 10.9% 3.7% 6.7% 9.2% 6.5% 8.6% 4.2% NonResident Alien 0.0% 0.0% 1.9% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 1.3% 0.7% 0.7% 0.0% 0.0% 0.0% 0.0% 0.0% 1.4% 0.9% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 1.9% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 98. APPENDIX C: POSTSECONDARY EDUCATION TABLES 75 Arizona Law Degrees 1991-2010 percentage by race/ethnicity Table C24 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Men 56.7% 52.3% 50.3% 58.5% 57.0% 52.3% 54.1% 52.2% 50.2% 54.5% 53.3% 49.2% 47.0% 49.1% 45.6% 54.9% 54.9% 49.3% 54.5% 53.0% Women 43.3% 47.7% 49.7% 41.5% 43.0% 47.7% 45.9% 47.8% 49.8% 45.5% 46.7% 50.8% 53.0% 50.9% 54.4% 45.1% 45.1% 50.7% 45.5% 47.0% American Indian 2.0% 1.4% 2.3% 4.0% 3.2% 4.2% 3.5% 1.8% 2.0% 4.2% 5.6% 4.7% 6.3% 4.9% 5.3% 5.5% 4.5% 3.8% 4.5% 5.1% Black 4.4% 3.9% 5.0% 3.7% 7.0% 3.2% 6.6% 4.0% 3.7% 2.3% 3.0% 3.0% 4.6% 3.7% 5.0% 3.4% 3.9% 2.6% 2.6% 2.3% Asian 1.0% 5.3% 5.0% 5.2% 5.7% 4.2% 6.0% 5.4% 4.7% 4.5% 4.9% 4.7% 4.9% 4.0% 6.9% 8.3% 5.6% 5.0% 5.0% 4.3% Hispanic 9.6% 15.7% 10.7% 12.3% 14.9% 13.6% 12.9% 12.0% 11.0% 12.3% 10.2% 12.8% 11.2% 12.6% 11.6% 11.3% 13.9% 12.7% 11.1% 11.9% White 81.6% 73.0% 75.7% 72.9% 68.0% 69.8% 69.2% 74.3% 75.9% 73.2% 74.3% 70.0% 69.5% 72.7% 67.6% 68.7% 67.7% 62.3% 57.7% 66.7% Race / Ethnicity Unknown 1.0% 0.4% 1.0% 1.8% 0.3% 1.6% 1.6% 2.5% 2.0% 2.3% 1.3% 2.7% 2.3% 1.8% 2.5% 1.5% 3.6% 12.3% 18.3% 8.8% NonResident Alien 0.3% 0.4% 0.3% 0.0% 0.9% 3.2% 0.3% 0.0% 0.7% 1.3% 0.7% 2.0% 1.2% 0.3% 0.9% 1.2% 0.8% 1.2% 0.8% 1.0% 2 or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 99. Arizona Dental Degrees 2007-2010 percentage by race/ethnicity Table C25 2007 2008 2009 2010 Men 58.8% 56.4% 50.0% 49.2% Women 41.2% 43.6% 50.0% 50.8% American Indian 9.8% 1.8% 2.0% 8.5% Black 2.0% 0.0% 2.0% 0.0% Asian 7.8% 16.4% 16.0% 8.5% Hispanic 2.0% 9.1% 6.0% 5.1% White 66.7% 54.5% 62.0% 71.2% Race / Ethnicity Unknown 11.8% 18.2% 12.0% 6.8% NonResident Alien 0.0% 0.0% 0.0% 0.0% 2 or More Races 0.0% 0.0% 0.0% 0.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are presented in Figures 100. APPENDIX D Institutional Tables This section contains tables for postsecondary institution enrollments and degree completions. This data is not detailed earlier in the manuscript, however this data is discussed in aggregate in the postsecondary education section. 76 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX C: POSTSECONDARY EDUCATION TABLES 77 6354 207 8410 South Mountain Community College Tohono O'Odham Community College Yavapai College 4903 58.3% 3507 41.7% 71.5% 28.5% 58.9% 148 41.1% 59 3741 52.5% 2613 5910 5347 47.5% 63.7% 36.3% 55.0% 16090 9176 45.0% 61.9% 20267 38.1% 16556 8043 56.5% 4957 5811 4471 60.6% 39.4% 43.5% 2392 63.2% 4227 1558 36.8% 2459 52.6% 47.4% 53.4% 13896 12512 46.6% 54.8% 11421 9952 45.2% 61.5% 4025 3321 38.5% 55.0% 4993 45.0% 3129 3738 3061 57.5% 42.5% 55.4% 2525 1869 44.6% 52.6% 3096 2489 47.4% 60.3% 6471 39.7% 5825 4290 56.8% 2827 4851 3694 Female 43.2% Male 70.5% 5930 3.9% 8 18.7% 1189 66.6% 7501 61.6% 15571 42.5% 15665 32.9% 4282 68.2% 7013 46.7% 1845 77.1% 5158 58.4% 15417 53.2% 11375 46.1% 3383 39.2% 3186 63.1% 4287 57.9% 2546 46.3% 2586 60.4% 7422 50.7% 3610 23.8% 2032 White 8.9% 745 2.4% 5 31.3% 1986 12.1% 1363 15.3% 3860 31.5% 11605 36.1% 4695 12.5% 1287 7.1% 281 15.3% 1024 18.1% 4780 26.7% 5700 27.0% 1985 38.3% 3112 20.4% 1389 9.5% 418 39.7% 2218 17.9% 2204 27.3% 1941 57.2% 4892 Hispanic 0.9% 77 0.0% 0 13.6% 862 3.6% 400 10.0% 2520 3.8% 1389 11.1% 1442 2.9% 294 0.5% 18 1.2% 82 6.0% 1596 6.7% 1427 9.5% 700 8.2% 669 3.2% 219 2.4% 104 5.6% 310 4.4% 546 7.6% 541 3.1% 261 Black 2.6% 218 92.8% 192 4.1% 262 4.6% 515 1.7% 426 2.4% 892 3.7% 480 1.4% 146 29.2% 1154 1.9% 125 3.9% 1023 1.8% 387 3.6% 268 1.3% 109 7.8% 533 21.3% 935 0.8% 46 1.5% 180 4.8% 343 1.6% 139 American Indian 1.0% 86 0.0% 0 3.1% 194 2.6% 297 3.6% 921 2.4% 870 2.8% 359 3.2% 326 0.6% 22 1.6% 105 4.2% 1113 4.2% 893 4.0% 294 4.3% 350 1.5% 99 0.5% 24 2.3% 127 4.7% 583 1.3% 90 1.3% 113 Asian Arizona 2-Year Public Institution Enrollments total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 11257 6686 Mohave Community College Scottsdale Community College 26408 Mesa Community College 25266 21373 Glendale Community College Rio Salado College 7346 GateWay Community College 36823 8122 Estrella Mountain Community College Pima Community College 6799 Eastern Arizona College 13000 4394 Coconino County Community College Phoenix College 5585 Cochise College 10282 12296 Chandler/Gilbert Community College Paradise Valley Community College 7117 Central Arizona College 3950 8545 Arizona Western College Northland Pioneer College Total Institution Name Table D1 0.7% 56 0.0% 0 0.6% 37 1.1% 127 1.0% 249 1.7% 609 0.8% 109 0.8% 85 0.7% 28 0.9% 57 1.2% 314 1.3% 268 0.8% 61 1.2% 101 0.4% 28 2.3% 101 1.4% 76 1.5% 179 1.3% 96 0.1% 7 Multiracial 15.2% 1282 0.5% 1 27.4% 1744 7.6% 859 6.4% 1607 14.2% 5223 12.0% 1564 10.5% 1080 15.1% 598 1.6% 108 6.8% 1808 5.2% 1122 8.2% 603 6.5% 527 2.9% 198 5.4% 239 3.0% 166 8.6% 1052 6.2% 439 3.1% 262 Unknown Race 0.1% 10 0.0% 0 1.1% 73 1.6% 177 0.2% 55 1.4% 502 0.5% 59 0.4% 40 0.0% 0 0.0% 0 1.1% 296 0.8% 179 0.6% 42 0.6% 46 0.6% 38 0.1% 6 0.5% 27 0.9% 115 0.2% 17 9.5% 809 Non-Resident Alien Universal Technical Institute of Arizona The Bryman School of Arizona Southwest Institute of Healing Arts Sanford-Brown College Refrigeration School Inc Pima Medical Institute Lamson College Kaplan College Golf Academy of America Fortis College Carrington College-Westside Carrington College-Tucson Carrington College-Phoenix Carrington College-Mesa Brookline College Arizona College of Allied Health Arizona Automotive Institute Institution Name 3371 3223 804 1537 518 504 2071 258 644 274 267 694 867 977 1099 1563 832 1734 Total Table D2 Universal Technical Institute-Motorcycle 3236 97.8% 3151 24.3% 195 14.3% 220 17.8% 92 99.0% 499 19.7% 409 15.1% 39 26.2% 169 98.5% 270 22.5% 60 36.5% 253 22.5% 195 18.4% 180 21.7% 238 27.8% 435 16.2% 135 93.8% 1626 Male 4.0% 135 2.2% 72 75.7% 609 85.7% 1317 82.2% 426 1.0% 5 80.3% 1662 84.9% 219 73.8% 475 1.5% 4 77.5% 207 63.5% 441 77.5% 672 81.6% 797 78.3% 861 72.2% 1128 83.8% 697 6.2% 108 Female 76.4% 2576 46.5% 1499 38.8% 312 79.3% 1219 29.9% 155 50.8% 256 42.3% 876 34.9% 90 51.7% 333 73.4% 201 16.5% 44 49.1% 341 31.5% 273 32.7% 319 28.6% 314 29.2% 457 51.1% 425 38.1% 661 White 9.4% 316 20.4% 658 37.9% 305 9.9% 152 37.6% 195 26.6% 134 21.0% 435 32.6% 84 16.9% 109 3.3% 9 29.6% 79 27.7% 192 54.0% 468 48.6% 475 20.4% 224 45.7% 714 26.7% 222 33.4% 579 Hispanic 2.6% 86 3.2% 102 6.3% 51 3.8% 58 8.1% 42 5.8% 29 3.5% 72 10.5% 27 6.5% 42 2.6% 7 12.0% 32 7.1% 49 4.0% 35 7.5% 73 5.8% 64 12.5% 196 11.2% 93 10.1% 176 Black 2.1% 70 4.9% 158 9.1% 73 0.9% 14 1.4% 7 5.4% 27 1.8% 38 6.6% 17 1.4% 9 1.8% 5 12.4% 33 4.0% 28 3.5% 30 5.8% 57 7.2% 79 6.4% 100 6.6% 55 11.0% 190 American Indian 0.6% 20 2.0% 64 1.2% 10 3.1% 48 0.2% 1 1.6% 8 2.5% 51 0.0% 0 2.3% 15 1.5% 4 1.1% 3 2.7% 19 0.8% 7 1.7% 17 1.0% 11 0.5% 8 2.3% 19 2.6% 45 Asian 3.4% 115 5.2% 166 3.0% 24 0.5% 8 7.7% 40 3.6% 18 2.7% 55 2.7% 7 1.9% 12 2.9% 8 4.9% 13 0.4% 3 0.7% 6 0.9% 9 1.2% 13 0.0% 0 1.6% 13 0.6% 10 Multiracial 5.2% 175 15.7% 507 0.7% 6 2.2% 34 15.1% 78 5.6% 28 25.9% 536 12.8% 33 19.1% 123 9.5% 26 23.2% 62 8.6% 60 5.3% 46 2.1% 21 35.7% 392 4.4% 68 0.0% 0 3.9% 67 Unknown Race 0.1% 2 0.0% 1 2.9% 23 0.0% 0 0.0% 0 0.0% 0 0.0% 1 0.0% 0 0.0% 0 5.1% 14 0.0% 0 0.0% 0 0.0% 0 0.2% 2 0.0% 0 0.0% 0 0.0% 0 0.1% 1 Non-Resident Alien Arizona For-Profit 2-Year Institution Enrollments total count by race/ethnicity 96.0% SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 78 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX D: INSTITUTIONAL TABLES 79 56562 2033 20189 30592 Arizona State University Diné College Northern Arizona University University of Arizona 15951 52.1% 14641 58.3% 47.9% 11775 8414 64.7% 41.7% 1316 717 50.9% 35.3% 28771 27791 Female 49.1% Male 60.8% 18585 66.7% 13466 0.4% 9 62.0% 35095 White 19.8% 6051 15.6% 3141 0.0% 1 17.8% 10075 Hispanic 3.2% 969 3.2% 656 0.1% 3 5.2% 2942 Black Total 1647 8 76 519 779 2 Embry Riddle Aeronautical University-Prescott Frank Lloyd Wright School of Architecture International Baptist College Ottawa University-Phoenix Prescott College Thunderbird School of Global Management 2 100.0% 0 0.0% 459 58.9% 320 41.1% 370 71.3% 149 28.7% 39 51.3% 37 48.7% 3 37.5% 5 62.5% 285 17.3% 1362 82.7% 195 45.5% 234 54.5% 46 50.0% 46 Female 50.0% Male 5.1% 1559 1.9% 385 0.1% 2 5.8% 3263 Asian 0.0% 0 81.9% 638 45.3% 235 75.0% 57 62.5% 5 66.6% 1097 83.0% 356 18.5% 17 White 0.0% 0 5.6% 44 12.9% 67 14.5% 11 37.5% 3 9.4% 155 7.9% 34 12.0% 11 Hispanic 0.0% 0 1.7% 13 7.7% 40 2.6% 2 0.0% 0 1.7% 28 5.1% 22 3.3% 3 Black 0.0% 0 1.8% 14 2.3% 12 3.9% 3 0.0% 0 1.0% 16 0.9% 4 53.3% 49 American Indian 0.0% 0 1.0% 8 1.7% 9 0.0% 0 0.0% 0 5.8% 96 1.2% 5 0.0% 0 Asian 0.0% 0 4.1% 32 0.0% 0 0.0% 0 0.0% 0 3.6% 59 0.0% 0 0.0% 0 Multiracial 3.9% 1196 2.3% 458 0.0% 0 1.3% 713 Multiracial Arizona Not-For-Profit 4-Year Institution Enrollments total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 429 Arizona Christian University American Indian College of the Assemblies of God 92 Institution Name Table D4 1.2% 375 4.8% 975 99.3% 2018 2.0% 1141 American Indian Arizona 4-Year Public Institution Enrollments total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Total Institution Name Table D3 0.0% 0 3.0% 23 30.1% 156 0.0% 0 0.0% 0 7.0% 115 0.0% 0 0.0% 0 Unknown Race 2.2% 687 1.2% 235 0.0% 0 3.0% 1725 Unknown Race 100.0% 2 0.8% 6 0.0% 0 3.9% 3 0.0% 0 4.4% 73 1.9% 8 0.0% 0 Non-Resident Alien 3.7% 1123 3.8% 773 0.0% 0 2.7% 1532 Non-Resident Alien Total 27.60% 102 Male 73.20% 271 Female 61.40% 59 33.80% 125 White 17.70% 17 13.00% 48 Hispanic 12.50% 12 12.40% 46 Black 7.30% 7 1.60% 6 American Indian 1.40% 2 0% 0 36.20% 134 Asian 1.40% 2 0% 0 0% 0 Multiracial 4.20% 6 0% 0 0% 0 Unknown Race 0.00% 0 1.00% 1 3.00% 11 Non-Resident Alien Arizona For-Profit 4-Year Institution Enrollments total count by race/ethnicity Institution Name 370 67.70% 65 2.80% 4 Table D5 Anthem College 32.20% 31 16.70% 24 Online Campus Anthem College Ground Campus 96 21.50% 0.90% 63 31 9.10% 670 51.40% 3.30% 239 74 0.50% 35 76.40% 1.20% 85 0.00% 0 30.50% 19.30% 315 2239 0.00% 0 6.80% 0.50% 8 503 5.10% 83 47.30% 18.30% 300 3478 29.60% 485 0.00% 0 27.20% 2.30% 12 445 1.10% 6 83.30% 3.00% 16 1363 6.00% 32 273 16.40% 87 0.00% 0 3.40% 4.80% 38 18 1.90% 15 66.80% 1.80% 14 354 9.80% 78 67.50% 10.10% 81 358 18.50% 148 172 51.10% 0.00% 0 409 0.00% 0 60.00% 4.80% 5 480 2.90% 3 320 2.90% 0.00% 0 3 11.10% 36 24.80% 0.30% 1 26 3.10% 10 7.60% 0.90% 3 8 4.90% 16 57.10% 9.30% 30 60 69.40% 225 82.90% 81.80% 265 87 59 18 18.20% 17.10% 40.00% 32.50% 16.70% 78.10% 110 1636 5740 34 Brookline College 530 1607 23.60% Brown Mackie College-Phoenix 800 21.90% 144 Argosy University-Phoenix Brown Mackie College-Tucson 105 Argosy University-Phoenix Online Divisio 7347 Carrington College-Online Chamberlain College of Nursing - Phoenix 324 1.60% 58 9.10% 104 5.50% 63 1.40% 16 4.20% 48 25.10% 288 0.00% 0 0.20% 4 16.10% 22.40% 451 185 0.60% 12 38.40% 2.90% 58 441 2.80% 57 26.50% 6.70% 135 304 24.70% 497 844 39.20% 0.00% 0 789 3.60% 19 30.20% 3.80% 20 608 0.80% 4 1404 6.10% 0.00% 2 32 10.30% 584 7.40% 2.50% 139 39 0.60% 34 29.80% 2.40% 138 157 28.40% 1606 47.10% 11.70% 661 248 43.70% 2476 79.50% 74.30% 4206 419 1456 108 25.70% 20.50% 69.80% 73.50% 0.00% 4 0 60.30% 2124 0.70% Grand Canyon University 0.90% 2520 0 3 1.60% 56 43.70% 0.30% 66 27 1 0.90% 33 1.10% 0.00% 78 0 0 0.60% 34 1.40% 66.40% 68 13 219 1.90% 109 1.20% 1.20% 372 137 4 5.10% 296 6.40% Online Campus 8.50% 498 71 0.00% 28 330 13.90% 802 8.60% 3.30% 22.70% College America 1148 2132 180 0.00% 75 Collins College 2012 38.70% 2231 36.90% 1.60% 79.40% DeVry University-Arizona 527 3608 392 16.50% 262 Everest College-Mesa 5662 28.30% 995 62.50% 8.60% 68 Everest College-Phoenix 3521 1460 220 21.70% 20.60% Grand Canyon University 25.30% 47.30% Ground Campus 5771 609 26.50% 829 73.50% ITT Technical Institute-Tempe SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 80 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX D: INSTITUTIONAL TABLES 81 1398 261 1291 477 978 6641 Pima Medical Institute The Art Center Design College-Tucson The Art Institute of Phoenix The Art Institute of Tucson University of Advancing Technology University of Phoenix-Ground Campuses 2900 38.2% 61.7% 771 49.9% 176 62.3% 65.8% 822 56.3% 199 44.7% 5685 30.8% 2048 62.1% 607 43.2% 206 19.1% 246 37.5% 98 39.5% 552 7.2% 38 51.0% 694 50.5% 287 41.7% 217 White 15.2% 190 19.2% 68 11.6% 1480 19.8% 1317 7.1% 69 28.7% 137 14.2% 183 31.8% 83 45.9% 641 0.8% 4 19.2% 261 28.5% 162 39.7% 207 Hispanic 9.8% 123 9.0% 32 5.6% 713 7.0% 468 6.9% 67 6.1% 29 2.4% 31 2.3% 6 5.7% 80 3.4% 18 6.5% 89 11.6% 66 6.1% 32 Black 3.6% 45 3.9% 14 1.7% 220 1.4% 98 0.7% 7 2.3% 11 1.8% 23 16.5% 43 1.3% 18 0.2% 1 6.0% 82 5.5% 31 5.0% 26 American Indian 2.4% 30 3.3% 12 1.6% 204 1.9% 131 2.9% 28 1.3% 6 0.9% 11 1.1% 3 1.9% 26 0.2% 1 2.1% 29 1.4% 8 0.4% 2 Asian Arizona For-Profit 4-Year Institution Enrollments total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Online Campus 477 Western International University 1248 50.1% 177 353 Western International University Ground Campuses 36.7% Online Campus 7916 55.5% 3691 9.8% 90.2% 52.0% 96 48.0% 882 248 51.6% 229 666 625 56.3% 48.4% 147 114 79.1% 20.9% 43.7% 1106 56.8% 292 299 227 43.2% 41.1% 58.9% 29.6% 560 802 70.4% 4672 526 Northcentral University 12700 1362 Le Cordon Bleu College of Culinary Arts 168 400 21.1% University of Phoenix 568 ITT Technical Institute-Phoenix 110 411 Female 78.9% 43.6% 521 ITT Technical Institute-Tucson Male Hohokam and Souther Arizona Campuses Total Institution Name Table D5 (continued) 0% 0 0% 0 0.7% 104 0.5% 39 6.0% 59 0.4% 2 0.1% 1 0.0% 0 1.4% 19 0.0% 0 4.3% 58 1.1% 6 1.5% 8 Multiracial 2.8% 36 0% 0 32.1% 4085 35.4% 2355 13.0% 127 16.8% 80 61.3% 792 10.7% 28 4.4% 61 88.2% 464 10.9% 148 1.1% 6 5.2% 27 Unknown Race 0.1% 2 7.9% 28 1.6% 209 2.7% 185 1.1% 11 0.6% 3 0.2% 3 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 Non-Resident Alien Male Female White Hispanic Black American Indian 2.2% 24 Asian 0.0% 0 Multiracial 1.6% 18 Unknown Race 11.5% 126 Non-Resident Alien Arizona 2-Year Public Institution Associate’s Degree Completions total count by race/ethnicity Total 1.5% 16 Table D6 Institution Name 1.8% 0.0% 0 20 32 52.8% 4 580 12 28.6% 22 314 72 61.6% 172 4.5% 676 394 30 422 474 0.6% 38.4% 238 0 10 1.7% 0.9% 0 2.8% 3.1% 0.0% 0 0.0% 0.4% 8 10.1% 0.0% 4.2% 90 0 0.0% 0.5% 10 24.2% 0.0% 3.7% 78 0 0.0% 1.5% 32 55.3% 56.3% 8.5% 182 0 43.7% 19.0% 404 0.5% 2 61.8% 0.5% 2 1316 0.0% 0 37.1% 2.6% 10 790 16.4% 64 1340 1.5% 6 2.1% 12 9.2% 1.4% 8 36 0.0% 0 69.2% 0.3% 2 270 3.8% 22 56.9% 1.4% 8 222 19.9% 116 168 71.2% 0.6% 6 416 3.8% 40 48.3% 0.0% 0 282 0.0% 0 302 0.0% 0 0.6% 6 0.0% 18 0 0 0.0% 0 1.7% 0 0 86 0.0% 0 0.0% 0 0 0 66.9% 0 0.0% 702 750 0 348 332 0.0% 28 0 1.1% 0.0% 3.4% 0 0.0% 0.0% 0.0% 0 0.0% 0.0% 0.0% 1.5% 54 0 0.0% 3.9% 140 69.3% 0.0% 0.0% 0 1506 60.1% 0.0% 0 1000 39.9% 0.0% 0 0.0% 0 0.0% 14 0 0 0.0% 16 1.9% 0 14 20 0.0% 2 0.0% 0 72 0 57.9% 600 2.2% 2052 550 0 1494 168 1.9% 0 68 0.0% 0.3% 5.3% 6 0.0% 10.0% 0.0% 14 18.2% 83.6% 1.6% 0.0% 0 266 3.7% 3.6% 40 76.6% 71.1% 0.0% 0 254 67.9% 0.0% 0 120 32.1% 0.0% 0 1.3% 22 0.0% 100 0 0 0.0% 0 6.0% 0 0 322 0.0% 0 0.0% 0 0 0 60.5% 0 0.0% 676 1144 0 442 518 0.0% 88 0 2.0% 0.0% 7.4% 0 0.0% 0.0% 0.0% 0 0.0% 0.0% 0.0% 0.5% 4 0 0.0% 4.7% 40 68.8% 0.0% 0.0% 0 2596 59.8% 0.0% 0 1744 40.2% 0.0% 0 1.7% 30 0.0% 78 0 0 0.0% 0 4.4% 0 0 28 0.0% 0 0.0% 0 0 0 61.9% 0 0.0% 530 1036 0 326 720 0.0% 8 0 1.2% 0.0% 4.1% 0 0.0% 0.0% 0.0% 0 0.0% 0.0% 0.0% 0.0% 0 0 0.0% 0.0% 0 59.0% 0.0% 0.0% 0 432 62.8% 0.0% 0 256 37.2% 0.0% 0.5% 4 0 3.7% 30 0.0% 0.0% 0 0 2.5% 20 0.0% 1.2% 10 0 1.2% 10 0.0% 6.4% 52 0 84.4% 684 100.0% 67.4% 546 4 264 0 32.6% 0.0% 41.0% 38.1% 31.2% 39.5% 23.4% 42.1% 30.7% 33.1% 51.7% 43.1% 62.9% 66.6% 1098 2130 614 Arizona Western College Cochise College 390 476 712 Coconino County CommunityCollege 584 33.4% Central Arizona College Eastern Arizona College 1050 1090 Estrella Mountain Community College 1082 Chandler/Gilbert Community College GateWay Community College 3546 2506 Mesa Community College 718 Glendale Community College Mohave Community College 1118 374 Paradise Valley Community College 1662 Northland Pioneer College Phoenix College 856 4340 Rio Salado College 1756 Pima Community College Scottsdale Community College 4 688 Tohono O'Odham Community College 810 South Mountain Community College Yavapai College SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 82 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX A: PRE K-12 EDUCATION TABLES 83 84 38 128 96 18 28 322 260 284 48 288 78 72 22 1708 Arizona College of Allied Health Brookline College-Tempe Brookline College-Tucson Carrington College-Mesa Carrington College-Phoenix Carrington College-Tucson Carrington College-Westside Golf Academy of America-Chandler Kaplan College-Phoenix Lamson College Pima Medical Institute-Mesa Refrigeration School Inc Southwest Institute of Healing Arts The Bryman School of Arizona Universal Technical Institute of Arizona 30 1.8% 98.2% 54.5% 45.5% 1678 12 10 60 83.3% 12 2.6% 97.4% 16.7% 2 76 210 72.9% 78 27.1% 46 95.8% 2 76.8% 23.2% 4.2% 218 0.8% 99.2% 66 2 258 212 65.8% 110 34.2% 20 71.4% 8 88.9% 11.1% 28.6% 16 2 58 60.4% 38 65.6% 34.4% 39.6% 84 84.2% 15.8% 44 32 6 80 95.2% 4 Female 4.8% Male 39.8% 680 36.4% 8 0.0% 0 51.3% 40 31.3% 90 45.8% 22 67.6% 192 86.9% 226 64.6% 208 57.1% 16 33.3% 6 52.1% 50 0.0% 0 0.0% 0 42.9% 36 White 23.7% 404 54.5% 12 0.0% 0 17.9% 14 8.3% 24 25.0% 12 18.3% 52 2.3% 6 18.6% 60 14.3% 4 22.2% 4 27.1% 26 0.0% 0 0.0% 0 31.0% 26 Hispanic 1.9% 32 9.1% 2 0.0% 0 10.3% 8 1.4% 4 12.5% 6 7.0% 20 1.5% 4 5.0% 16 0.0% 0 11.1% 2 8.3% 8 0.0% 0 0.0% 0 9.5% 8 Black 5.6% 96 0.0% 0 0.0% 0 10.3% 8 0.0% 0 4.2% 2 1.4% 4 1.5% 4 0.0% 0 14.3% 4 33.3% 6 6.3% 6 0.0% 0 0.0% 0 2.4% 2 American Indian 5.0% 86 0.0% 0 0.0% 0 0.0% 0 3.5% 10 0.0% 0 2.1% 6 1.5% 4 5.0% 16 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 7.1% 6 Asian 1.2% 20 0.0% 0 0.0% 0 7.7% 6 6.9% 20 0.0% 0 0.0% 0 0.0% 0 0.6% 2 0.0% 0 0.0% 0 2.1% 2 0.0% 0 0.0% 0 2.4% 2 Multiracial Arizona For-Profit 2-Year Public Institution Associate’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Total Institution Name Table D7 22.5% 384 0.0% 0 0.0% 0 2.6% 2 48.6% 140 12.5% 6 3.5% 10 3.1% 8 6.2% 20 14.3% 4 0.0% 0 4.2% 4 1.6% 2 5.3% 2 4.8% 4 Unknown Race 0.1% 2 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 3.1% 8 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 Non-Resident Alien Male Female White Hispanic 0.0% 0 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 4.6% 1092 Unknown Race 2.0% 466 Non-Resident Alien Arizona 4-Year Public Institution Bachelor’s Degree Completions total count by race/ethnicity Total 0.0% 0 Table D8 Institution Name 0.0% 0 0.0% 0 54.6% 0.0% 0 12890 0.0% 0 10730 0.0% 0 45.4% 0.0% 0 23620 0.0% 0 Arizona State University 0.0% 0.4% 28 0 3.5% 238 0.0% 0.7% 48 0 2.5% 168 79.5% 234 4.5% 3.0% 352 304 3.9% 458 2.0% 1.5% 178 138 5.8% 672 14.2% 1.4% 164 968 2.6% 298 72.1% 15.9% 1850 4902 65.9% 7678 63.6% 54.7% 6374 4328 5280 2472 45.3% 36.4% 186 Dine College (Associate's Only) 6800 48 Northern Arizona University 11654 20.5% University of Arizona SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Male Female 0.0% 0 White 0.0% 0 Hispanic 0.0% 0 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 7.3% 568 Unknown Race 16.4% 1280 Non-Resident Alien Arizona 4-Year Public Institution Master’s Degree Completions total count by race/ethnicity Total 54.3% 4248 Table D9 Institution Name 3580 0.5% 16 45.7% 2.3% 78 7828 0.5% 18 Arizona State University 2.2% 74 17.5% 464 4.8% 9.0% 238 162 1.4% 38 3.8% 2.9% 76 130 2.3% 62 12.7% 2.3% 60 432 11.2% 296 73.2% 53.4% 1416 2488 53.9% 1430 72.3% 1224 2458 3398 46.1% 940 Northern Arizona University 2654 27.7% University of Arizona SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Male Female 0.0% 0 White 0.0% 0 Hispanic 0.0% 0 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 2.4% 24 Unknown Race 29.0% 284 Non-Resident Alien Arizona 4-Year Public Institution Doctoral Degree Completions total count by race/ethnicity Total 49.4% 484 Table D10 Institution Name 496 2.2% 2 50.6% 0.0% 0 980 0.0% 0 Arizona State University 6.7% 6 28.9% 272 0.0% 7.6% 72 0 0.4% 4 2.2% 2.8% 26 2 1.7% 16 13.3% 1.3% 12 12 5.5% 52 75.6% 51.8% 488 68 49.9% 470 53.3% 472 48 90 50.1% 42 Northern Arizona University 942 46.7% University of Arizona SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 84 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX D: INSTITUTIONAL TABLES 85 332 92 706 Arizona State University Northern Arizona University University of Arizona 400 56.7% 306 63.0% 43.3% 58 34 38.6% 37.0% 128 204 Female 61.4% Male 59.8% 422 84.8% 78 0.0% 0 White 9.9% 70 10.9% 10 0.0% 0 Hispanic 2.5% 18 0.0% 0 0.0% 0 Black Total 2 International Baptist College 0 0.0% 2 100.0% 0 0.0% 6 100.0% 8 44.4% 10 Female 55.6% Male 100.0% 2 66.7% 4 0.0% 0 White 0.0% 0 0.0% 0 0.0% 0 Hispanic 0.0% 0 33.3% 2 0.0% 0 Black 694 8 24 22 476 514 Embry Riddle Aeronautical University-Pre Frank Lloyd Wright School of Architectur International Baptist College Midwestern University-Glendale Ottawa University-Phoenix Prescott College 360 70.0% 154 30.0% 342 71.8% 134 28.2% 8 36.4% 14 63.6% 16 66.7% 8 33.3% 2 25.0% 6 75.0% 134 19.3% 560 80.7% 68 43.6% 88 56.4% 2 16.7% 10 Female 83.3% Male 0.3% 2 2.2% 2 0.0% 0 Multiracial 0.0% 0 0.0% 0 0.0% 0 American Indian 0.0% 0 0.0% 0 0.0% 0 Asian 0.0% 0 0.0% 0 0.0% 0 Multiracial 80.5% 414 0.0% 0 63.6% 14 83.3% 20 100.0% 8 0.0% 0 85.9% 134 0.0% 0 White 10.9% 56 0.0% 0 9.1% 2 8.3% 2 0.0% 0 0.0% 0 11.5% 18 0.0% 0 Hispanic 1.9% 10 0.0% 0 9.1% 2 0.0% 0 0.0% 0 0.0% 0 2.6% 4 0.0% 0 Black 1.6% 8 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 American Indian 0.8% 4 0.0% 0 18.2% 4 8.3% 2 0.0% 0 0.0% 0 0.0% 0 0.0% 0 Asian 1.9% 10 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 Multiracial Arizona Not-For-Profit 4-Year Institution Bachelor’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 156 12 American Indian College of the Assemblie Arizona Christian University Total Institution Name Table D13 9.9% 70 0.0% 0 0.0% 0 Asian Arizona Not-For-Profit 4-Year Institution Associate’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 6 Arizona Christian University American Indian College of the Assemblies of God 18 Institution Name Table D12 3.4% 24 2.2% 2 0.0% 0 American Indian Arizona 4-Year Public Institution Professional Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Total Institution Name Table D11 0.8% 4 18.9% 90 0.0% 0 0.0% 0 0.0% 0 9.2% 64 0.0% 0 0.0% 0 Unknown Race 0.0% 0 0.0% 0 0.0% 0 Unknown Race 12.7% 90 0.0% 0 3.0% 10 Unknown Race 1.2% 6 0.0% 0 0.0% 0 0.0% 0 0.0% 0 4.0% 28 0.0% 0 0.0% 0 Non-Resident Alien 0.0% 0 0.0% 0 0.0% 0 Non-Resident Alien 0.6% 4 0.0% 0 1.2% 4 Non-Resident Alien Male 10 Female 0 White 0 Hispanic 0 Black 0 American Indian 0 Asian 0 Multiracial 6 Unknown Race 4 Non-Resident Alien Arizona Not-For-Profit 4-Year Institution Master’s Degree Completions total count by race/ethnicity Total 24 Table D14 Institution Name 34 0.0% 0.0% 0 0.0% 4.0% 18 0.0% 0 0.0% 10.0% 24 0.0% 0 0.0% 0 0.0% 0.0% 0 0.0% 0 0.9% 4 0.0% 0 33.3% 2 0 40 0 0 11.8% 0.0% 0.0% 8.8% 0.0% 0.0% 0 2 2 0 0 17.6% 33.3% 50.0% 0.4% 0.0% 0.0% 0 0 10 0 4 0.0% 33.3% 0.0% 2.2% 0.0% 10.0% 0 2 22 0 0 0.0% 66.7% 50.0% 4.9% 0.0% 0.0% 0 0 122 0 4 0.0% 33.3% 0.0% 27.0% 0.0% 10.0% 10 0 4 294 0 0 0 0.0% 100.0% 65.0% 0.0% 0.0% 2 2 158 176 32 2 0.0% 35.0% 73.3% 80.0% 0 2 64 2 6 744 6.5% 0.0% 26.7% 5.0% 4 0.0% 4 38 130 1.3% 29.4% 95.0% 122 1.3% 2 32 0.0% 54.0% 3.9% Non-Resident Alien 2.6% 0 84.4% Unknown Race 0.0% 79.2% 0 0 20.8% Multiracial 0.0% 0.0% 132 0 0 9.6% 0.0% 0.0% 0 0 0 0.0% American Indian 0.0% 0.0% 54 0 0 3.9% Black 0.0% 0.0% 2 0 0 0.1% 0.0% 0.0% 6 2 0 0.4% 25.0% 0.0% 44 6 0 3.2% 75.0% 0.0% 396 0 12 28.7% 0.0% 100.0% 414 8 4 30.0% 100.0% 33.3% 964 8 70.0% 70.6% Embry Riddle Aeronautical University-Prescott 6 4 Frank Lloyd Wright School of Architecture International Baptist College 240 452 Ottawa University-Phoenix 40 Midwestern University-Glendale Phoenix Seminary 154 1378 Prescott College Thunderbird School of Global Management 66.7% Male Female White Hispanic Asian Arizona Not-For-Profit 4-Year Institution Doctoral Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Table D15 8 Total Phoenix Seminary 12 Institution Name Prescott College Arizona Not-For-Profit 4-Year Institution Professional Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Table D16 Non-Resident Alien 6 0.0% Unknown Race 6.8% 1.0% Multiracial 10 4 Asian 0.0% 1.7% 2.2% American Indian 12 6 Black 8.5% 2.1% 3.3% Hispanic 80 0 White 8.5% 13.7% 0.0% Female 2 0 Male 0.0% 0.3% 0.0% Total 2 0 Institution Name 5.1% 0.3% 0.0% 0 28 0 4 71.2% 4.8% 0.0% 0 388 0 5 50.8% 66.7% 0.0% 5 238 0 0 49.2% 40.9% 0.0% 3 344 126 42 59.1% 70.0% 39 54 29 582 30.0% 59 Midwestern University-Glendale 180 A.T. Still University Arizona School of Dentistry and Oral Health Southwest College of Naturopathic Medicine SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 86 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX D: INSTITUTIONAL TABLES 87 274 144 112 150 318 48 242 632 244 136 20 Anthem College-Phoenix Brookline College-Phoenix Brown Mackie College-Tucson College America-Flagstaff Collins College DeVry University-Arizona Everest College-Mesa Everest College-Phoenix ITT Technical Institute-Tempe ITT Technical Institute-Tucson ITT Technical Institute–Phoenix 70 14 18 66898 128 The Art Institute of Phoenix The Art Institute of Tucson University of Advancing Technology University of Phoenix-Online Campus Western International University 62.5% 37.5% 69.9% 80 30.1% 48 46754 11.1% 20144 2 16 88.9% 71.4% 28.6% 65.7% 10 34.3% 4 46 67.7% 24 88 42 39.2% 60.8% 32.3% 266 10.0% 412 2 18 20.6% 90.0% 28 108 79.4% 19.7% 80.3% 82.9% 48 17.1% 196 524 87.6% 108 212 30 0.0% 12.4% 0 48 29.6% 70.4% 100.0% 94 84.0% 224 126 24 16.0% 82.1% 17.9% 87.5% 92 12.5% 20 126 92.0% 18 252 22 Female 8.0% Male 0.0% 0 0.0% 0 66.7% 12 85.7% 12 5.7% 4 61.5% 80 42.5% 288 50.0% 10 0.0% 0 0.0% 0 55.7% 352 55.4% 134 62.5% 30 40.3% 128 20.0% 30 44.6% 50 0.0% 0 52.6% 144 White 0.0% 0 0.0% 0 0.0% 0 0.0% 0 11.4% 8 23.1% 30 18.3% 124 40.0% 8 0.0% 0 0.0% 0 11.1% 70 22.3% 54 20.8% 10 18.2% 58 8.0% 12 35.7% 40 0.0% 0 9.5% 26 Hispanic 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 3.1% 4 5.3% 36 0.0% 0 2.9% 4 5.7% 14 19.6% 124 9.1% 22 8.3% 4 7.5% 24 0.0% 0 8.9% 10 0.0% 0 26.3% 72 Black 0.0% 0 0.0% 0 0.0% 0 0.0% 0 2.9% 2 0.0% 0 6.2% 42 10.0% 2 0.0% 0 2.5% 6 1.3% 8 5.0% 12 4.2% 2 3.1% 10 72.0% 108 10.7% 12 0.0% 0 1.5% 4 American Indian 0.0% 0 0.0% 0 11.1% 2 14.3% 2 0.0% 0 3.1% 4 2.1% 14 0.0% 0 0.0% 0 0.0% 0 0.9% 6 3.3% 8 0.0% 0 1.3% 4 0.0% 0 0.0% 0 0.0% 0 1.5% 4 Asian 0.0% 0 0.0% 0 11.1% 2 0.0% 0 0.0% 0 7.7% 10 1.2% 8 0.0% 0 0.0% 0 0.0% 0 0.6% 4 0.8% 2 4.2% 2 1.9% 6 0.0% 0 0.0% 0 0.0% 0 0.0% 0 Multiracial Arizona For-Profit 4-Year Institution Associate’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 130 Pima Medical Institute-Tucson Le Cordon Bleu College of Culinary Arts- 678 Total Institution Name Table D17 56.3% 72 23.2% 15550 11.1% 2 0.0% 0 80.0% 56 1.5% 2 24.5% 166 0.0% 0 8.8% 12 9.8% 24 10.4% 66 4.1% 10 0.0% 0 27.7% 88 0.0% 0 0.0% 0 5.6% 8 4.4% 12 Unknown Race 0.0% 0 1.5% 1028 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.3% 2 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 4.4% 12 Non-Resident Alien Male Female White Hispanic 0.0% 0 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 0% 0 Unknown Race 0% 0 Non-Resident Alien Arizona For-Profit 4-Year Institution Bachelor’s Degree Completions total count by race/ethnicity Total 0.0% 0 Table D18 Institution Name 100% 0.0% 0 0.0% 0 5.9% 5.5% 16 2 2.1% 6 0.0% 0.7% 2 0 0.0% 0 0.0% 14.5% 42 0 5.5% 0.0% 0 16 17.4% 8 71.0% 0.0% 0 206 0.0% 0 84.1% 0.0% 0 244 0.0% 0 46 0.0% 0.0% 0 0 0.0% 0 0.0% 0.0% 0 0 0.0% 0 95.7% 9.1% 4 44 9.1% 4 2 50.0% 0.0% 0 22 0.0% 0 31.8% 0.0% 0 14 25.0% 2 68.2% 0.0% 0 30 0.0% 0 14 0.0% 0.0% 0 0 22.1% 108 75.0% 2.5% 12 6 2.5% 12 75.0% 2.5% 12 6 2.9% 14 2 17.2% 2.9% 12 84 2.0% 8 50.4% 0.0% 0 246 6.3% 26 18.0% 2.9% 12 88 11.2% 46 400 14.6% 2.7% 2 60 16.2% 12 58.5% 0.0% 0 240 0.0% 0 31.2% 2.7% 2 128 24.3% 18 282 8.1% 1.1% 11 6 50.0% 528 45.9% 2.9% 30 34 1% 10 70.3% 0.5% 5 52 3.8% 39 22 6.5% 0.0% 0 67 2.5% 4 33.5% 0.0% 0 347 0.0% 0 66.8% 5.0% 8 693 10.0% 16 255 0.0% 0.0% 0 0 0.0% 0 0.0% 0.0% 0 0 0.0% 0 21.3% 0.0% 0 34 6.7% 4 126 0.0% 0.0% 0 0 27.3% 54 0.0% 0.0% 0 0 4.0% 8 26.7% 5.1% 10 16 3.0% 6 44 15.2% 0.0% 0 30 45.6% 52 45.5% 1.8% 2 90 3.5% 4 44.4% 0.0% 0 88 1.8% 2 110 7.0% 8 0.0% 0 40.4% 0.0% 0 46 4.2% 4 66.7% 6.3% 6 76 0.0% 0 38 0.0% 0 0.6% 2 31.3% 60.0% 210 30 0.0% 0 58.3% 1.7% 6 56 1.7% 6 75.0% 1.1% 4 72 13.7% 48 24 21.1% 0.0% 0 74 0.0% 0 54.9% 0.0% 0 192 0.0% 0 158 0.0% 0.0% 0 0 13.7% 52 0.0% 8.4% 32 0 3.2% 12 0.0% 0.5% 2 0 4.2% 16 100.0% 5.8% 22 2 64.2% 244 100.0% 9.5% 36 2 344 0 90.5% 0.0% 45.1% 25.0% 33.3% 55.6% 73.3% 78.8% 24.6% 29.7% 68.8% 82.0% 25.0% 31.8% 4.3% 15.9% 11.8% 2 488 4 50% Collins College 410 11.8% 1 DeVry University-Arizona 74 4 1 Everest College-Phoenix 1037 5.9% 50% Grand Canyon University 160 2 2 ITT Technical Institute-Tempe 60 64.7% Anthem College-Phoenix ITT Technical Institute-Tucson 198 22 34 Le Cordon Bleu College of Culinary Art 114 76.5% Argosy University-Phoenix 290 Northcentral University 96 26 Argosy University-Phoenix Online 46 The Art Center Design College-Tucson 350 8 Brookline College-Phoenix 44 The Art Institute of Phoenix 2 23.5% Brown Mackie College-Tucson The Art Institute of Tucson 380 Chamberlain College of Nursing–Phoenix 8 University of Advancing Technology SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 88 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 APPENDIX D: INSTITUTIONAL TABLES 89 932 78 University of Phoenix Western International University 47 60.3% 39.7% 58.9% 31 549 368 Female 39.5% Male 70.5% 55 47.9% 446 White 12.8% 10 13% 121 Hispanic 10.3% 8 0.0% 43 Black 266 Argosy University-Phoenix 46 466 69 University of Advancing Technology University of Phoenix Western International University 36 52.2% 33 47.8% 59.7% 39.7% 17.4% 278 82.6% 185 8 75.0% 38 12 25.0% 48.0% 4 352 52.0% 67.4% 28.3% 382 512 44.7% 215 142 55.3% 77.8% 176 14 22.2% 78.8% 21.2% 4 506 80.5% 136 214 19.5% Female 52 Male 2.6% 1.3% 0% 0 0.0% 0 Multiracial 88.4% 61 48.3% 225 52.2% 24 0.0% 0 36.5% 268 25.9% 197 62.9% 200 0.0% 0 55.8% 358 71.4% 190 White 10.1% 7 9.0% 42 13.0% 6 0.0% 0 3.3% 24 5.1% 39 7.5% 24 0.0% 0 5.0% 32 9.8% 26 Hispanic 7.2% 5 7.5% 35 17.4% 8 0.0% 0 6.5% 48 4.9% 37 13.2% 42 0.0% 0 23.4% 150 12.0% 32 Black 1.4% 1 2.15% 10 0.0% 0 0.0% 0 1.9% 14 1.2% 9 0.6% 2 0.0% 0 0.9% 6 2.3% 6 American Indian 2.9% 2 3.0% 14 0.0% 0 0.0% 0 3.5% 26 0.7% 5 5.0% 16 0.0% 0 2.5% 16 0.8% 2 Asian 0.0% 0 0.0% 0 13.0% 6 0.0% 0 0.3% 2 1.2% 9 1.9% 6 0.0% 0 1.9% 12 0.0% 0 Multiracial Arizona For-Profit 4-Year Institution Master’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 16 Phoenix Institute of Herbal Medicine 760 Grand Canyon University 734 318 DeVry University-Arizona Northcentral University 18 Arizona School of Acupuncture and Oriental medicine Argosy University-Phoenix Online Division 642 Total Institution Name Table D19 2 0.0% 27 Asian 1 0.0% 8 American Indian Arizona For-Profit 4-Year Institution Bachelor’s Degree Completions total count by race/ethnicity SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Total Institution Name Table D18 (continued) 0.0% 0 25.1% 117 0.0% 0 0.0% 0 48.0% 352 59.7% 454 0.0% 0 0.0% 0 10.0% 64 3.0% 8 Unknown Race 0% 0 23.2% 267 Unknown Race 0.0% 0 4.9% 23 4.3% 2 0.0% 0 0.0% 0 1.2% 9 5.0% 16 0.0% 0 0.3% 2 0.8% 2 Non-Resident Alien 0% 0 1.5% 20 Non-Resident Alien Male Female White Hispanic 37.5% 6 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 12.5% 2 Unknown Race 0.0% 0 Non-Resident Alien Arizona For-Profit 4-Year Institution Doctoral Degree Completions total count by race/ethnicity Total 0.0% 0 Table D20 Institution Name 50.0% 8 0.0% 0 75.0% 20.0% 4 12 0.0% 0 4 10.0% 2 25.0% 0.0% 0 16 10.0% 2 Argosy University-Phoenix 0.0% 0.0% 0 0 8.0% 22 60.0% 0.0% 0 12 2.9% 8 80.0% 20 1.4% 9.2% 86 4 14.3% 134 6.5% 0.0% 0 18 0.0% 0 3.6% 0.0% 0 10 0.0% 0 77.5% 0.0% 0 214 0.0% 0 46.4% 60.6% 568 128 370 148 39.4% 53.6% 16 Argosy University-Phoenix Online Division 276 4 Northcentral University 938 20.0% University of Phoenix-Online SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. Male Female 77.8% 42 White 7.4% 4 Hispanic 7.4% 4 Black 0.0% 0 American Indian 0.0% 0 Asian 0.0% 0 Multiracial 3.7% 2 Unknown Race 3.7% 2 Non-Resident Alien Arizona For-Profit 4-Year Institution Professional Degree Completions total count by race/ethnicity Total 85.2% 46 Table D21 Institution Name 8 0.0% 0 14.8% 0.0% 0 54 0.0% 0 Argosy University-Phoenix 0.0% 0 0.0% 0 0.0% 10.1% 14 0 0.0% 0 100.0% 0.0% 0 2 0.0% 0 0.0% 2.9% 4 0 15.9% 22 0.0% 69.6% 96 0 53.6% 74 100.0% 64 2 2 46.4% 0 Argosy University-Phoenix Online Divisio 138 0.0% Phoenix School of Law SOURCE: U.S. Department of Education, National Center for Education Statistics (2010) NOTE: These data are provided as a resource and are not presented within the report. 90 ARIZONA MINORITY STUDENT PROGRESS REPORT 2013 REFERENCES ACT. (2011). ACT Profile Report—State: Arizona Graduating Class of 2011. Iowa City, IA: ACT. Arizona Board of Regents. (n.d.). 2020 Vision: The Arizona University System Long-Term Strategic Plan 20082020. Phoenix: Arizona Board of Regents. Retrieved from http://www.azregents.edu/2020.pdf Arizona Department of Education. (2012). Arizona Enrollments 2004-2012 [Data File]. Arizona Department of Education. (2012). Arizona Dropouts 2007-2012 [Data File]. Arizona Department of Education. (2012). Arizona English Language Learners 2004-2012 [Data File]. Arizona Department of Education. (2012). Arizona Gifted Participation 2004-2012 [Data File]. Arizona Department of Education. (2012). Arizona Special Education Participation 2004-2012 [Data File]. Arizona Department of Education. (2012). AIMS Math Scores 2005-2011 [Data File]. Arizona Department of Education. (2012). AIMS Reading Scores 2005-2011 [Data File]. Arizona Department of Education. (2012). AIMS Science Scores 2005-2011 [Data File]. Arizona Department of Education. (2012). AIMS Writing Scores 2005-2011 [Data File]. College Board. (2008). 2008 College Bound Seniors State Profile Report for 2008. New York: College Board. 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Phoenix: Arizona Minority Education Policy Analysis Center. Retrieved from http://www. azhighered.gov/AMEPAC/09%20Minority%20 Report%20with%20cover%20040110.pdf College Board. (2001). 2001 College Bound Seniors: A Profile of SAT Test Takers. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2001. U.S. Census Bureau (2010). B15002: Sex by Educational Attainment for the Population 25 Years and Over Universe: Population 25 years and over [Data File]. 2006-2010 American Community Survey. Retrieved from http://factfinder2.census.gov/faces/nav/jsf/pages/ index.xhtml. College Board. (2002). 2002 College Bound Seniors: A Profile of SAT Test Takers. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2002. U.S. Census Bureau (2010). DP03: SELECTED ECONOMIC CHARACTERISTICS [Data File]. 2006-2010 American Community Survey. Retrieved from http://factfinder2. census.gov/faces/nav/jsf/pages/index.xhtml. College Board. (2003). 2003 College Bound Seniors: A Profile of SAT Test Takers. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2003. U.S. Census Bureau (2010). DP05: ACS Demographic and Housing Estimates [Data File]. 2006-2010 American Community Survey. Retrieved from http://factfinder2. census.gov/faces/nav/jsf/pages/index.xhtml. College Board. (2004). 2004 College Bound Seniors: A Profile of SAT Test Takers. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2004. U.S. Department of Education, National Center for Education Statistics. (1991-2010). IPEDS Enrollment Survey [Data File]. Retrieved from http://nces.ed.gov/ forum/datamodel/elebrowser/datasets.aspx College Board. (2005). 2005 College Bound Seniors: State Profile Report for 2005. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2005. U.S. Department of Education, National Center for Education Statistics. (1991-2010). IPEDS Completions Survey [Data File]. Retrieved from http://nces.ed.gov/ forum/datamodel/elebrowser/datasets.aspx College Board. (2006). 2006 College Bound Seniors: State Profile Report for 2006. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-200. U.S. Department of Education, National Center for Education Statistics. (2010). IPEDS Institutional Survey [Data File]. Retrieved from http://nces.ed.gov/forum/ datamodel/elebrowser/datasets.aspx College Board. (2007). 2007 College Bound Seniors: State Profile Report for 2007. New York: College Board. Retrieved from http://research.collegeboard.org/ programs/sat/data/archived/cb-seniors-2007. REFERENCES 91 Arizona is in the midst of a demographic, economic and educational transformation. Although our past has been illustrated with inequity and average achievement, our future is painted with quite a different brush. As Arizona solidifies itself as a majority minority state, we will be forced to focus our attention on how even the most underperforming students can enhance their educational outcomes for the greater benefit of all Arizonans. This report illuminates the current status and trends of educational achievement in the State of Arizona from the beginning of the pipeline in elementary education through to graduate and professional school. Beyond this edition of the report, there are additional data and resources available at the Arizona Minority Education Policy Analysis Center website: www.amepac.org. t rollmen y P-12 En Minorit 1997 2012 White P- 12 Enr ollme See Figure 8 in the report for the detailed chart nt