What makes Binghamton ready now?

What makes Binghamton ready now?

Practical Strategies for Enrollment Management Peter J. Partell, Director of Institutional Research Sandra Starke, Vice Provost for Enrollment Management Binghamton University State University of New York July 2001 Todays Activities Introduction Why get involved? Old and new models Definitions Tools (Practical Stuff) Introductions Name and Institutional Affiliation What are your primary tasks related to enrollment management? Name at least one of your institutions enrollment goals. Open or Selective Enrollment? Why Should Institutional

Researchers Care About Enrollment Management? A way to contribute to one of your colleges or universitys primary strategic goals. It allows you another avenue to be involved in influencing policy and decision making on campus. It is interesting and fun. (read stressful and anxiety-producing). Traditional Model - The Islands Independent Offices sometimes working on common goals, sometimes not. Admissions Financial Aid Student Services Institutional Research Faculty/Deans, etc. Traditional Model Independent goals.

Offices sometimes working on common Examples: 1. Admissions wants to bring in the right number of new students. They may not be doing this with an eye towards student retention. 2. Financial aid interested in access and making sure new students have need met. May not be in line with the Admissions goals of quality and quantity. Traditional Model-More Examples 3. Orientation office interested in registering students for courses and not concerned with summer melt making sure the students have a good experience and attend in the fall. 4. Institutional Research may report demographics or yield rates without understanding how they can help influence them. Traditional Model 5. Little concern for the impact their office has on another. 6. Financial aid packaging fairly first first come first served. (Access and quality can be contradictory) 7. Setting office hours for staff convenience as

opposed to student convenience. 8. Lack of understanding of the value of retaining a student. Traditional Model 9. Lack of understanding how their office can contribute toward the common good. 10. That is not my job. 11. I dont recruit students Admissions does that 12. Students have a full course load nobody gets what they want at any school. Traditional Model You get the picture Traditional Model Institutional Research can provide the analytical focus that gets all of these offices working toward common goals. Why? Institutional Research Already does (or could do)

Research to support marketing admissions analyses financial analysis (tuition discounting, revenue/enrollment projections) alumni satisfaction surveys Outcomes assessment cohort analyses (retention/ graduation) student opinions/attitudes surveys evaluating program effectiveness These are all related to enrollment management The Continent of Enrollment

Management A holistic view for the institution. The Continent of Enrollment Management Offices working together toward a common cause. Offices looking at data and seeing how they impact student behavior. Recognition that you all have a common goal. Definitions of Enrollment Management Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice,

transition to college, student attrition and retention, and student outcomes. --Don Hossler Definitions of Enrollment Management Enrollment management is the coordinated effort of a college or university to influence the size and characteristics of the institutions student body... enrollment is managed through a variety of strategies including admissions, pricing, financial aid, and advising. Well designed and well executed institutional research is the key to successful enrollment management.--Craig Clagett Goals of Enrollment Management (from Dixon 1995) Define the institutions nature and characteristics, using both objective and subjective techniques Incorporate into marketing plans and activities all relevant campus sectors, making sure that all parties recognize that institutional goals are being served

Rebecca Dixon: Goals Make strategic decisions about the role and amount of financial aid needed to attract and retain the right students, making certain that this expense serves the institutions goals Make the appropriate commitment of human, monetary, and technological resources Who does EM in the new world? Admissions Housing Financial Orientation Aid Student Services Institutional Research Faculty/Deans, etc. Career Development Groundskeepers Campus Police

Athletics University Relations Registrar Alumni Relations Cafeteria Workers and so on and so on... Lets skip to the practical part... The Strategic Importance to your Institution Reliance on revenue - for both Private and Public Institutions Financial stability Reputation - enrolling the students and collecting that revenue to enhance programs/services that bolster the reputation of your institution Retention it is easier and cheaper to keep a student than to recruit a new one

Enrollment Management-Data Sources You may already have the tools, the new model means you look at them differently -- your goal is to tie the entire campus together How do you do Enrollment Management? Chances are, you are already doing some of it, remember these? Research to support Outcomes assessment marketing admissions analyses financial analysis (tuition discounting, revenue/enrollment projections) alumni satisfaction surveys cohort analyses

(retention/graduation) student opinions/attitudes surveys evaluating program effectiveness How do you do Enrollment Management? The key is to use the data that you currently have at your disposal and look at it in different ways. Analyses need to be guided by your institutions strategic plan so that all the offices involved work towards the same goals. Identify the Strategic Goals of Your Institution Increase enrollment revenue? Improve quality? Change demographics? (diversity geographic and race ethnic, talent, programs, schools, nontraditional, traditional, e-learners, freshmen, transfer, graduate, etc.) Goals have to be aligned with the reality of your

campus - can your institution support the students it is trying to attract? How do you do Enrollment Management? Example: Uxs strategic goals include increasing enrollment while maintaining quality and selectivity. What sorts of indicators are going to be important to their enrollment management activities? Yield Rates Understanding yield in the context of quality Where can we find more high quality students? Understanding retention -- recruiting efforts wasted if we do not retain the new students we enroll. The Enrollment Funnel Feed your funnel-Identify markets with potential students IRs Role in Enrollment Management

Spearhead analysis, reporting, and data collection that is about how to move prospective students (and then students) through the various stages of the enrollment funnel. You can help tie the campus together Some Tools: EPS - Enrollment Planning Service CIRP - Cooperative Institutional Research Program Alumni Surveys (e.g., AOS) Student Opinion Surveys (e.g.., SOS)

College Board -- Admitted Student Questionnaire, Admitted Class Evaluation Service National Student Clearinghouse Surveys (e.g., US News, Kiplingers, Wired) and articles -- What are they saying about your institution? Campus data files Others that we have missed? Building Your Inquiry Pool: Feeding Your Funnel You cant enroll without adequate inquiries. As there is pressure to grow, the inquiry pool must be large enough to sustain the growth. This is true by market segment. Example -- Our goal for Engineering School was set too high because we asked only half the questions - can you teach more students? Should also have looked at the funnel.

Build Inquiries based on the segments you would like to enroll and their fit with your institution - what do you know about who succeeds? (grades, retention, etc.) Feeding Your Funnel (continued) Identifying Target Markets Result will assist in deciding which names to buy, places to travel, ads to place -- using resources most effectively. Analyses aimed at shaping your inquiry pool to ultimately enroll the students that meet your strategic goals. Sources to tap: High school market research (identify target schools that graduate the types of students you want) Population projections (e.g., high school grads by state) Local data bases (identify feeder high schools or community colleges) Prospects/Name buys (e.g., ETS, Phi Theta Kappa, etc.) . U.S. Census

High School Market Research For example, EPS allows you to locate areas of the country where there are pockets of students, based on the factors you choose, e.g., SAT, high school GPA, income, location, migration patterns Factoid: Nationally 59% of freshmen are from within 100 mile radius of the campus they attend is this true on your campus? Do you know? Selected Cities Within a 300-Mile Radius of Binghamton University 3 les Mi 0 0 0 20 es Mil VT 100

s Mile Rochester B uffalo NH Syracuse NY MA BU CT Boston W orcester Providence Cleveland Brid geport Akron PA RI

Newark Pittsburgh NJ OH Philadelphia MD B altimo re W ash ington VA DE Locations of Targeted High Schools (Based on # of Students w/1200+ SAT, Considering Out-of-State Colleges, etc.) New York Massachusetts Connecticut

Rhode Island Pennsylvania Ohio 0 50 100 miles New Jersey Maryland Legend Delaware NJ-10 Bergen Co. MD-2 Montgomery Metro CT-5 Hartford&Tolland Co. NJ-6 Somerset & Mercer Co. Virginia

PA-4 Montgomery Co. PA-10 Southern PA (East) PA-12 Allegheny Co. OH-6 Northeast Ohio (Note: High School Locatios are Based on the "Centroid" of the ZIP Code in which the School Resides Segmenting Targeted Markets Buy names from the markets you identified based on how you choose to segment them (again, strategic goals) Examples may include - gender, geography, income, schools/programs, race/ethnic and socioeconomic diversity, SAT/ACT Scores, GPA Are they willing to come to your school?. Personalized mass communication Mining Local Databases Now that you know your target markets - can your alumni help (cover recruitment programs, meet with students, etc.)? Mine your alumni database where do they live? Feeder schools Understanding which schools give you the highest numbers of students and which could give you more analyze through the lens of the funnel

Shape the message to each high school (CIRP ASQ) Turning Inquiries Into Applicants: Qualifying Your Inquiry Pool Are you collecting inquiry data? Are you collecting appropriate/useful inquiry data? How interested is the student? How often and in what form have they inquired? Inquiry Source - self-initiated v. school initiated - Would you expect there to be a difference? Early indicators of the quality of the student - self report gpa, psat score, etc. What are your yield rates based on inquiry type? May want to use multivariate analysis, such as logistic regression (are there interactive effects?)

Whats the dependent variable? Distribution of student interest Least likely to enroll at your school no matter what you do. Influence C A B Students falling in this area will not enroll unless the institution does something to influence their decision. - Noel Levitz Most likely to enroll at your school no matter what you

do. Turning Inquiries into Applicants - Marketing Understanding why students apply. What they respond to (Academic Programs, Financial Aid and Scholarships, etc.) Who does not apply and why? Who are your competitors? Again, may vary by your target groups!!! How do students learn about colleges? Data on success, strengths, e.g., grad rates, placement rates, surveys, rankings, USP,etc. Understanding who will persist or succeed. Which inquiries are the most promising? Arm your admissions recruiters to the teeth. Turning Inquiries into Applicants - Marketing

Market to the needs of your inquiry pool to get them to apply. Do they like it here Unique selling points (retention rates, grade rates, license pass rates, etc.) Shape messages who we are. CIRP, ASQ, etc. (E.g. Students come for Academic reputation if they are from Bronx Science. But other people come because we are affordable.) Application Analysis Year to date - early warnings This year many schools saw a rise in early applications. We made the mistake of thinking students just applied earlier. We initially over offered then more students applied. More students are using the common application Help, ease of use. The economy. Competitors Sample of data from Enrollment Search

(National Student Clearinghouse) Institution frequency Percent Brandeis University 10 0.7 Cornell University-Arts 17 1.2 Cornell University-Agr/unclassified 21 1.5 Cornell University-Eng./Arch/IRL/ 27 2 Long Island U.-CW Post 30 2.1 New York University 43 3.1 Rensselaer Polytechnic Institute 18 1.3 Remember: Your competitors are likely to be different for different types of students

Turning Applicants into Admitted Students Who should be offered admission to shape your class (strategic goals of size, quality, diversity, etc. ) -- projection, projections, projections. Example: Always tuned to the quality of our freshmen, yet our forecasting of yield did not involve quality at all -- only school of application -- our actions were not in synch with one of our strategic goals. Admissions Index College qualification -- often based on combination of high school performance (GPA, Rank, etc) test scores (SAT, ACT, TOEFL) rigor of high school coursework (AP?) applicants interest in attending? (see Wall St. Journal 5/29/2001). Why Use an Admissions Index? to influence the size and characteristics of the institutions

student body - Claggett It ties your strategic goals to you admissions decisions because what you put in it, should be what matters to your institution. Aids in more consistent admission decisions across counselors. Gives you a more accurate yield analyses/class projection. Allows for the control and tracking of the students you want. If you are making competitive offers, you have to analyze the supply and demand. Turning Offers into Enrolled Students: Analyses to Assist with Yield What do we mean by yield? -- deposits versus enrollment - which should you use? General rule: the more refined your look at the yield data, the better able you are to directly impact your strategic goals [Go to spreadsheet example]

Be careful that analysis not too refined so as numbers are too small to be meaningful. Enroll (yield) Turning offers into enrolled students. Financial Aid Who you can and cant impact How much money it takes to affect a students decision. Monitoring deposits: melt rates Financial Aid and Yield All Students High Q High Need Low Need # #not enrolled enrolled % need % need met

met Avg $ Avg $ Low Q Financial Aid and Retention High Q High Need Low Need # #not retained retained % need % need met met Avg $ Avg $ Low Q Financial Aid and Yield Whatever group is of Strategic Importance High Q High Need

Low Need # #not enrolled % need % need met met Avg $ Avg $ Low Q Financial Aid and Yield High Q High Need Low Need # #not enrolled enrolled % need % need met met Avg $ Avg $ Low Q

Enroll (yield) Deposit Analysis - monitor deposit rates to determine whether youre on track to yield the class (Summers are hot, whos melting?) One last point on yield Segmented Marketing Messages Unique Selling points Data made sexy - IR as PR defining your image defining your message using data to reinforce your image Analyzing and Supporting Retention Identify who left and why - use data! Do not rely on conventional wisdom Example - IUT denials leave - internal pressure was based on conventional wisdom - data didnt support Analysis

may incorporate: National Student Clearinghouse Surveys (homegrown, CIRP, SOS - verify reliability - Recent SOS Results) Exit Interviews/Focus Groups Look at impact of financial aid Look for courses - Killer Courses Analyzing and Supporting Retention Identify who stays and why - analyze your satisfaction ratings, your alumni surveys. Benchmark your results against peer norms Provide the right people with the data to help them build on institutional strengths (read satisfaction) and take steps to address institutional weaknesses. Conclusion Enrollment Management is at the heart of success for every type of institution Analysis of data provides the keys to

successful enrollment management Who has the potential to impact data collection, analysis, and dissemination to the people who make decisions: Institutional Researchers Become Conclusion the campus expert on the available tools Analyze data with an eye towards marketing and PR and the enrollment funnel Work to develop and support a campus culture of shared information and shared goal setting Be recognized as THE resource for enrollment management expertise Insist that IR is at the table when key decisions are made. Conclusion Knowledge is Power! Thank you! Contact us: Sandra Starke Vice Provost for Enrollment Management

[email protected] Peter J. Partell Director of Institutional Research [email protected] Binghamton University State University of New York July 2001 Resources CIRP Freshman Survey Offered by HERI CIRP Cooperative Institutional Research Program Higher Education Research Institute (HERI) Graduate School of Education & Information Studies University of California, Los Angeles 3005 Moore Hall, Box 951521 Phone: (310) 825-1925 Fax: (310) 206-2228 E-Mail: [email protected] Website: http://www.gseis.ucla.edu/heri/heri.html -----------------------------------------------------------------------------------------------------------Alumni Outcomes Survey & Student Opinion Survey Both offered by ACT ACT - American College Testing American College Testing 2201 North Dodge Street P.O. Box 168 Iowa City, Iowa 52243-0168 Phone: (319) 337-1000 Website: www.act.org Resources The Enrollment Planning Service (EPS) and Admitted Student Questionnaire (ASQ) are offered by

the College Board Middle States Regional Office 3440 Market St. Suite 410 Philadelphia, Pa 19104-3338 Phone: 215-387-7600 Fax: 215-387-5805 www.collegeboard.org The contact information for ETS is: Corporate Headquarters Educational Testing Service Rosedale Road Princeton, NJ 08541 USA (609) 921-9000 FAX: 609-734-5410 E-mail:mo:[email protected] www.ets.org Resources National Student Clearinghouse: National Student Clearinghouse 2191 Fox Mill Road, Suite 300 Herndon, VA 20171-3019 Phone: (703) 742-7791 Fax: (703) 742-7792 Email: [email protected]

http://www.studentclearinghouse.org/ Funnel by High School Within Recruiting Region Fall 2001 Single Year Funnel by Georegion and High School ##### RegionHS Name 2001 Inqs 2001 Apps % Applied 2001 Comps % Completed 2001 Offers % Offered 2001 Paids %Paid NY-13 Rockland CLARKSTOWN Co HIGH 109.00 SCHOOL NORTH 89.00 82.00 70.00 79.00 43.00 61.00 11.00 26.00 NY-13 Rockland TAPPAN Co ZEE HIGH SCHOOL 87.00 55.00 63.00 36.00 65.00 24.00 67.00

5.00 21.00 NY-13 Rockland RAMAPOCoSENIOR HIGH86.00 SCHOOL 54.00 63.00 37.00 69.00 27.00 73.00 10.00 37.00 NY-13 Rockland CLARKSTOWN Co HIGH SCHOOL 84.00 SOUTH 73.00 87.00 54.00 74.00 33.00 61.00 8.00 24.00 NY-13 Rockland NORTH ROCKLAND Co HIGH 64.00SCHOOL49.00 77.00 39.00

80.00 34.00 87.00 10.00 29.00 NY-13 Rockland SUFFERNCo HIGH SCHOOL 56.00 43.00 77.00 33.00 77.00 22.00 67.00 7.00 32.00 NY-13 Rockland PEARL RIVER Co HIGH SCHOOL 51.00 35.00 69.00 32.00 91.00 20.00 63.00 2.00 10.00 NY-13 Rockland SPRING VALLEY

Co SR HIGH 40.00 SCHOOL 28.00 70.00 18.00 64.00 16.00 89.00 8.00 50.00 NY-13 Rockland NYACK HIGH Co SCHOOL31.00 19.00 61.00 15.00 79.00 9.00 60.00 2.00 22.00 NY-13 Rockland NANUETCo SENIOR HIGH26.00 SCHOOL 15.00 58.00 12.00 80.00 11.00

92.00 4.00 36.00 NY-13 Rockland ALBERTUS Co MAGNUS HIGH 23.00 SCHOOL17.00 74.00 12.00 71.00 10.00 83.00 2.00 20.00 NY-13 Rockland BAT TORAH Co ACADEMY3.00 2.00 67.00 1.00 50.00 1.00 100.00 1.00 100.00 NY-13 Rockland SUMMITCo SCHOOL 2.00 1.00 50.00

0.00 0.00 0.00 0.00 NY-13 Rockland EDWIN GOULD Co ACADEMY 1.00 1.00 100.00 0.00 0.00 0.00 0.00 NY-13 Rockland GREEN MEADOW Co WALDORF 0.00 SCHOOL 0.00 0.00 0.00 0.00 NY-13 Rockland Co Total 663.00 481.00 359.00 250.00 70.00

Grand Total 21529.00 14197.00 9730.00 6905.00 2106.00 In god we trust. Everybody else bring Data Anonymous Students reason for attending Why Students Attend CC X 80 70 60 50 40 30 20 10 0 Learn Transfer Learn Improve Take skills to to 4 -year skills to basic course for get a new school advance Skills personal job

job Interest The Timing of Inquiries Inquiries by Applicant Type from J une 1, 2000 to May 14, 2001 16-May-01 Month Pre-J unior* J une 14 J uly 13 August 3 September 8 October 76 November 79 December 22 J anuary 21 February 72 March

84 April 265 May 87 Total 744 J unior** 146 77 80 200 1336 830 214 157 472 574 2073 657 6816 Freshmen Senior*** Post-Senior**** Other***** 2749 130 261

830 97 164 1172 120 414 1711 169 461 3080 150 377 4839 163 431 2822 122 200 2812 144 187 767 76 250 393 52 226 272

64 307 73 14 80 21520 1301 3358 Total 3300 1181 1789 2549 5019 6342 3380 3321 1637 1329 2981 911 33739 Transfer 387 278 423

585 815 627 399 645 624 617 569 186 6155 *Pre-J uniors are inquiries who plan to graduate after J une 1, 2002. **J uniors are inquiries who plan to graduate after J une 1, 2001 and before or on J une 1, 2002. **Seniors are inquiries who plan to graduate after J une 1, 2000 and before or on J une 1, 2001. ****Post-Seniors are those who graduated on or before J une 1, 2000. *****Other are all other freshmen inquiries. Total 3687 1459 2212 3134 5834 6969 3779 3966 2261 1946

3550 1097 39894 Fall 2001 Funnel Report by School ######## Freshmen School Harpur EOP SOM Nursing Wat-Eng** Wat-CS*** SEHD Unknown Total Inquiries Applications Completes Offers Paids Count Difference Count Difference

Count Difference Count Difference Count Difference 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 20482 20505 -23 -0.1% 10881 10473 408 3.9% 7553 6951 602 8.7% 5615 4902 713 14.6% 1662 1309 353 27.0% 1863 1739 124 7.1% 1857 1727 130 7.5% 533 514 19 3.7% 205 204 1 0.5% 98 116 -18 -15.5% 3524 3577 -53 -1.5% 1915 1828 87 4.8% 1311 1201 110 9.2% 759 539 220 40.8% 262 180 82 45.6% 564

539 25 4.6% 205 178 27 15.2% 116 93 23 24.7% 100 89 11 12.4% 50 40 10 25.0% 2171 1691 480 28.4% 1195 1017 178 17.5% 846 676 170 25.2% 674 510 164 32.2% 190 121 69 57.0% 2445 2252 193 8.6% 1127 1091 36 3.3% 709 654 55 8.4% 314 360 -46 -12.8% 108 121 -13 -10.7% 169 155 14 9.0% 116 88 28 31.8% 102 68

34 50.0% 94 56 38 67.9% 36 24 12 50.0% 7662 6353 1309 20.6% 0 0 0 0.0% 0 0 0 0.0% 0 0 0 0.0% 0 0 0 0.0% 38880 36811 2069 5.6% 17296 16402 894 5.5% 11170 10157 1013 10.0% 7761 6660 1101 16.5% 2406 1911 495 25.9% Transfers School Harpur

EOP SOM Nursing Wat-Eng** Wat-CS*** SEHD Unknown Total Inquiries Count Difference 2001 2000 # % 2383 2657 -274 -10.3% 154 135 19 14.1% 685 700 -15 -2.1% 313 345 -32 -9.3% 273 249 24 9.6% 402

427 -25 -5.9% 134 134 0 0.0% 712 876 -164 -18.7% 5056 5523 -467 -8.5% **Engineering * **Computer Science Applications Count Difference 2001 2000 # % 1133 1173 -40 -3.4% 111 89 22 24.7% 376 359 17 4.7% 131 112 19 17.0% 149 132 17 12.9% 194

171 23 13.5% 87 91 -4 -4.4% 0 0 0 0.0% 2181 2127 54 2.5% Completes Offers Paids Count Difference Count Difference Count Difference 2001 2000 # % 2001 2000 # % 2001 2000 # % 810 764 46 6.0% 630 527 103 19.5% 307 290 17 5.9%

39 24 15 62.5% 31 15 16 106.7% 15 9 6 66.7% 279 253 26 10.3% 140 69 71 102.9% 71 47 24 51.1% 96 65 31 47.7% 77 42 35 83.3% 52 29 23 79.3% 110 94 16 17.0% 70

52 18 34.6% 35 27 8 29.6% 131 115 16 13.9% 57 36 21 58.3% 36 23 13 56.5% 73 56 17 30.4% 61 45 16 35.6% 34 23 11 47.8% 0 0 0 0.0% 0 0 0 0.0%

0 0 0 0.0% 1538 1371 167 12.2% 1066 786 280 35.6% 550 448 102 22.8% Fall 2001 Funnel Report by New York Georegions (not including EOPs) May 21, 2001 Freshmen-Recruiting Region 3 Inquiries Count Difference Georegion 2001 2000 # % 10 C. Hudson Valley 1352 1355 -3 -0.2% 13 Rockland Co 907 940 -33 -3.5% 15 Westchester Co 1784 1870 -86 -4.6%

16 S. Nassau Co 1503 1492 11 0.7% 17 N. Nassau Co 915 956 -41 -4.3% 18 C. Nassau Co 1232 1312 -80 -6.1% 19 NW Suffolk Co 1348 1239 109 8.8% 20 SW Suffolk Co 842 850 -8 -0.9% 21 E. Suffolk Co 437 472 -35 -7.4% Recruiting Reg 3 10320 10486 -166 -1.6% Applications

Count Difference 2001 2000 # % 724 720 4 0.6% 508 488 20 4.1% 1012 978 34 3.5% 848 816 32 3.9% 549 551 -2 -0.4% 705 670 35 5.2% 803 747 56 7.5% 425 396 29 7.3% 240 254 -14 -5.5% 5814 5620 194 3.5%

Completes Count Difference 2001 2000 # % 502 473 29 6.1% 380 363 17 4.7% 760 657 103 15.7% 653 604 49 8.1% 422 407 15 3.7% 548 492 56 11.4% 613 531 82 15.4% 274 231 43 18.6% 159 164 -5 -3.1% 4311 3922 389 9.9% Transfers-Recruiting Region 1 Inquiries Count Difference Georegion

2001 2000 # % 1 Southern Tier W. 68 83 -15 -18.1% 2 Erie Co 49 59 -10 -17.0% 3 Genesee Valley 34 31 3 9.7% 4 Rochester 88 81 7 8.6% 5 Finger Lakes 146 160 -14 -8.8% 6 C. New York 149 152 -3 -2.0%

11 Catskills 168 220 -52 -23.6% 12 Southern Tier E 721 828 -107 -12.9% Recruiting Reg 1 1423 1614 -191 -11.8% Applications Count Difference 2001 2000 # % 35 37 -2 -5.4% 14 18 -4 -22.2% 9 12 -3 -25.0% 43 38 5 13.2%

71 72 -1 -1.4% 66 59 7 11.9% 79 86 -7 -8.1% 375 353 22 6.2% 692 675 17 2.5% Completes Offers Paids Count Difference Count Difference Count Difference 2001 2000 # % 2001 2000

# % 2001 2000 # % 27 29 -2 -6.9% 17 15 2 13.3% 11 3 8 266.7% 10 9 1 11.1% 7 5 2 40.0% 5 3 2 66.7% 7 8 -1 -12.5% 5 3

2 66.7% 3 1 2 200.0% 28 32 -4 -12.5% 20 19 1 5.3% 9 6 3 50.0% 56 46 10 21.7% 43 33 10 30.3% 21 19 2 10.5% 50 45 5 11.1% 38 26 12 46.2%

17 11 6 54.6% 50 54 -4 -7.4% 41 36 5 13.9% 25 24 1 4.2% 296 253 43 17.0% 213 150 63 42.0% 139 108 31 28.7% 524 476 48 10.1% 384 287 97 33.8% 230 175 55 Offers Count Difference 2001 2000 # % 359 327 32 9.8%

263 201 62 30.9% 511 399 112 28.1% 477 377 100 26.5% 292 223 69 30.9% 402 315 87 27.6% 447 293 154 52.6% 205 161 44 27.3% 119 117 2 1.7% 3075 2413 662 27.4% Paids Count Difference 2001 2000 # % 129 85 44 51.8% 76 57 19 33.3% 148 84 64 76.2% 157 130 27 20.8% 77 66 11 16.7% 137

97 40 41.2% 125 64 61 95.3% 69 50 19 38.0% 34 40 -6 -15.0% 952 673 279 Top 52 Schools Attended by Harpur Freshmen Admits who Enrolled Elsewhere for Fall 2000 12-J un-01 School Name NEW YORK UNIVERSITY CORNELL SUNY ALBANY SUNY STONY BROOK SUNY COLLEGE, GENESEO SYRACUSE UNIVERSITY UNIVERSITY OF MICHIGAN-CENTRAL CAMPUS BRANDEIS UNIVERSITY PENNSYLVANIA STATE UNIVERSITY UNIVERSITY OF DELAWARE BOSTON COLLEGE Total* *includes Schools hidden from view. Students

246 185 118 107 81 71 70 64 52 50 49 2401 Percent 10% 8% 5% 4% 3% 3% 3% 3% 2% 2% SAT HS Average HS GPA 1331 94

3.57 1347 95 3.79 1223 93 3.64 1186 93 3.65 1245 94 3.50 1224 93 3.64 1276 93 3.72 1315 94 3.65 1226 94 3.87 1224 95 3.43

1316 94 3.90 1227 93 3.60 Top 30 Schools Attended by Watson (Engineering) Freshmen Admits who Enrolled Elsewhere for Fall 2000 12-J un-01 School Name RENSSELAER POLY TECHNIC INSTITUTE CORNELL ROCHESTER INSTITUTE OF TECHNOLOGY POLY TECHNIC UNIVERSITY , BROOKLY N CLARKSON UNIVERSITY SUNY STONY BROOK PENNSY LVANIA STATE UNIVERSITY SY RACUSE UNIVERSITY RUTGERS, THE STATE UNIVERSITY OF NJ , NEW UNIVERSITY OF MICHIGAN-CENTRAL CAMPUS Total* *includes schools hidden from view. Students Percent 45 17% 29 11%

22 8% 21 8% 18 7% 14 5% 8 3% 7 3% 6 2% 6 2% 267 SAT HS Average HS GPA 1254 93 3.33 1377 95 4.00 1238 94 3.20

1178 92 1199 93 1201 92 1264 92 3.83 1213 92 3.83 1250 94 1327 93 1263 93 3.65 Schools Attended by Nursing Freshmen Admits who Enrolled Elsewhere for Fall 2000 12-J un-01 School Name Students NEW Y ORK UNIVERSITY 5 SUNY STONY BROOK 4

ST J OHN FISHER COLLEGE 3 SUNY COLLEGE, BROCKPORT 3 CATHOLIC UNIVERSITY OF AMERICA 2 ADELPHI UNIVERSITY 1 CENTRAL MICHIGAN UNIVERSITY 1 COLLEGE OF MOUNT ST VINCENT 1 COLLEGE OF NEW ROCHELLE-UNDERGRADS 1 HARTWICK COLLEGE 1 HOWARD UNIVERSITY 1 ITHACA COLLEGE 1 Total 39 Percent 13% 10% 8% 8%

5% 3% 3% 3% 3% 3% 3% 3% SAT HS Average 1176 93 1040 89 1080 88 1063 92 1115 88 1180 98 1020 1020 1050 1130 1140 1117

89 93 87 93 94 91 HS GPA 3.70 3.47 Group Activity 1 How will you proceed with enrollment planning? How do you plan to get involved? Group Activity 2 Recall the enrollment goal you gave during Introduction. For each persons goal, as a group determine: What analyses does the institution need to

successfully achieve the goal? What data would need to be collected for you to do these analyses? Does the institution have the required data?

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    To provide awareness of the Joint Emergency Services Interoperability Programme for Category 1 and 2 responders and appropriate partner organisations. JESIP Awareness Package. This presentation is aimed at those working in Category 1 & 2 responder organisations and who may...
  • Chapter 9: Testing of Hypothesis - Fcampena

    Chapter 9: Testing of Hypothesis - Fcampena

    Example 2: Hypothesis Testing. A commonly prescribed drug on the market for relieving nervous tension is believed to be only 60% effective. Experimental results with a new drug administered to a random sample of 100 adults who were suffering from...