Surviving 2010….AND BEYOND

Surviving 2010….AND BEYOND

Jay W. GoffMissouri S&T

www.enrollment.mst.eduMACRAO, Lake Ozark, Missouri

October 27, 2008

Record Classes Now….Later?

Source: WICHE 2003

The External Environment in which Colleges and Universities

Operate is Changing Quickly

•Dramatic changes in student markets.

•Public expectations for a wide variety of high quality student services.

•Greater needs for an institution-wide understanding of how to best react to the emerging student trends, needs and markets. 

NATIONAL Shift Impacts on Higher Education

1. Nationally, in 2009-10 the number of high school graduates will begin a gradual decline.

2. The proportion of minority students is increasing and will account for about half of school enrollments within the next decade.

3. High school graduates in the future will include higher percentages from families with low incomes.

Knocking at the College Door: Projections of High School Graduates by State, Income, and Race/Ethnicity, WICHE 2008.

What is SEM?

• Strategic Enrollment Management (SEM) is defined as “a comprehensive process designed to help an institution achieve and maintain the optimum recruitment, retention, and graduation rates of students where ‘optimum’ is designed within the academic context of the institution. As such, SEM is an institution-wide process that embraces virtually every aspect of an institution’s function and culture.”

Michael Dolence, AACRAO SEM 2001

• Research• Recruitment• Retention

Today’s Enrollment Manager

• “Successful senior enrollment managers have to operate simultaneously on multiple levels. They need to be up to date, even on the cutting edge of technology, marketing, recruitment, the latest campus practices to enhance student persistence, and financial aid practices.”

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

Hossler continued

• “(Enrollment Managers) need to be able to guide and use research to inform institutional practices and strategies. Successful enrollment managers need to be good leaders, managers, and strategic thinkers. They have to have a thorough understanding of the institutions where they work and a realistic assessment of the competitive position in which it resides and the niche within which it can realistically aspire to compete. Furthermore, to be effective, enrollment managers must also have a sense of how public, societal, and competitive forces are likely to move enrollment-related policies and practices in the future.”

SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski

What is included in a SEM Plan?

1. Strategic Framework: Mission, Values, Vision2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis4. Evaluation and Assessment of Position in Market5. Enrollment Goals, Objectives, & Assessment Criteria6. Marketing and Communication Plan7. Recruitment Plan8. Retention Plan9. Student Aid and Scholarship Funding10. Staff Development and Training11. Student/Customer Service Philosophy12. Process Improvements and Technology System Enhancements13. Internal Communication and Data Sharing Plan14. Campus wide Coordination of Enrollment Activities

SEM DATA RESOURCESSEM DATA RESOURCES

• www.act.org• www.collegeboard.org• www.collegeresults.org• www.nces.gov• www.wiche.org• www.ama.com• www.educationtrust.org• www.lumina.org• www.greentreegazette.com• www.postsecondary.org• www.communicationbriefings.comMissouri Resources• http://www.oseda.missouri.edu/• www.mcdc2.missouru.edu• www.ded.mo.gov/researchandplanning• www.nces.ed.gov/sdds• www.dhe.mo.gov

“Missouri S&T will better define the university as a leading technological research university. We believe the new name will help to differentiate this university in a highly competitive university market and provide a national competitive advantage.”

Dr. John F. Carney, IIIMissouri S&T Chancellor

The National Picture

Over 4200 Colleges & Universities:Heavy Competition for Students

Number of Colleges and Universities

SOURCE: U.S. Education Department

http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8

Shifting Student Populations

“The demographic shifts we are beginning to experience are largely the result of welcome advances in technology and public health that have extended life expectancy, improved living standards, and reduced population growth.”

SOURCE: Jane Sneddon Little and Robert K. Triest. (2001) SEISMIC SHIFTS: THE ECONOMIC IMPACT OF DEMOGRAPHIC CHANGE.

College Board, 2007

Undergraduate Enrollment by Attendance Status 1986-2016

Source: U.S. Department of Education

0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

85-86

88 90 92 94 96 98 00 02 04 06 08 10 12 14 15-16

Full-time Part-Time

5,618,000

9,009,000

5,094,000

7,169,000

6,259,000

10,333,000

4,271,000

6,348,000

College Board, 2007

SOURCE: US Dept. of Education 2005

SOURCE: WICHE, 2003, Knocking At College’s Door.

Constant Growth in One Demographic Market: Adults Over 60

SOURCE: US Census Bureau

College Board, 2007

College Board, 2007

SOURCE: WICHE 2008

NATIONWIDE HS SENIORS ACT TESTED 2001-2007

0

200000

400000

600000

800000

1000000

1200000

1400000

2001 2002 2003 2004 2005 2006 2007

All Students

Female

Male

Female Enrollments Exceed 57% of All College Students

SOURCE: NCES, The Condition of Education 2006, pg. 36

52.8% Missouri’s College-Going Rates of High School Graduates - Directly from HS

                                                       

                                                       

                                                       

The Impact of Demographic Changes on Higher Education

Some Institutions will:

• Expand their enrollments.• Enroll student bodies that are less academically prepared.• See shrinking enrollments. • Need to expand their recruitment strategies and redefine

the target populations.• Have racial and ethnic composition of students may be

markedly different from current classes.

SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”

Labor Demand vs. Student Interests

Source: U.S. Department of Labor, Bureau of Labor Statistics,

www.bls.gov/emp/home.htm

DATA SOURCE: CIRP

Ongoing interest declines in key fields Changes in Intended Major 1976-77 to 2006-07

0%

7%

14%

21%

28%

Business Engineering Education BiologicalSciences

ComputerScience

SocialSciences

Art, Music,Drama

HealthProfessions

76-77 86-87 96-97 06-07

CHART SOURCE: College Board, 2007

Student Interest Trends in Engineering

Potential United States Undergraduate Engineering MajorsAll College Bound, ACT Tested Students Interested in Any

Engineering Field

40000

45000

50000

55000

60000

65000

70000

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

(<5%)

Fall 2008 Total Students

HIGHEST ADVANCED DEGREE ATTAINED: Percentage of 1992–93 bachelor’s degree recipients who had earned an advanced degree by

2003, by bachelor’s degree field of study and highest degree attained

                                                                                                                              

# Rounds to zero.

NOTE: Master’s degrees include students who earned a post-master’s certificate. First-professional programs include Chiropractic (D.C. or D.C.M.), Pharmacy (Depart), Dentistry (D.D.S. or D.M.D.), Podiatry (Pod.D. or D.P.), Medicine (M.D.), Veterinary Medicine (D.V.M.), Optometry (O.D.), Law (L.L.B. or J.D.), Osteopathic Medicine (D.O.), or Theology (M.Div., M.H.L., or B.D.). Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), previously unpublished tabulation (September 2005).

Top Twenty Graduate Degrees Searched for on gradschools.com since 2004

1. History 2. Physical Therapy 3. Journalism

Communications 4. Social Work 5. Fashion & Textile

Design 6. Clinical Psychology 7. Law 8. Architecture 9. Biology 10. Creative Writing

11. Physician Assistant 12. Sports Administration 13. MBA 14. Fine Arts 15. International Relations 16. Art Therapy 17. Counseling & Mental Health

Therapy 18. Public Health 19. Educational & School

Counseling 20. School Psychology

HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, by amount

of time spent in schools: 1999 and 2003

                                                                                                           

                   

NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who were homeschooled only because of temporary illness.

SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S. Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent and Family Involvement in Education Survey of the NHES, 2003.

PARTICIPATION IN REMEDIAL EDUCATION: Percentage of entering freshmen at degree-granting institutions who

enrolled in remedial courses, by type of institution and subject area: Fall 2000

                                                                                                                        

      

NOTE: Data reported for fall 2000 are based on Title IV degree-granting institutions that enrolled freshmen in 2000. The categories used for analyzing these data include public 2-year, private 2-year, public 4-year, and private 4-year institutions. Data from private not-for-profit and for-profit institutions are reported together because there are too few private for-profit institutions in the sample to report them separately. The estimates in this indicator differ from those in indicator 18 because the populations differ. This indicator deals with entering freshmen of all ages in 2000 while indicator 18 examines a cohort (1992 12th-graders who enrolled in postsecondary education).

SOURCE: Parsad, B., and Lewis, L. (2003). Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (NCES 2004–010), table 4. Data from U.S. Department of Education, NCES, Postsecondary Education Quick Information System (PEQIS), “Survey on Remedial Education in Higher Education Institutions,” fall 2000.

Student Success Trends

ACT, 2007

Financial considerations the most common reason for leaving college

0%

5%

10%

15%

20%

25%

30%

35%

40%

Reasons for discontinuingpostsecondary education

Financial reasons

Other

Family responsibilities

Class not available / schedulinginconvenient

Dissatisfaction with program / school /campus / faculty

Completion of degree / certificate

Academic problems

Finished taking desired classes

Personal health reasons

Traumatic experience

Military service

SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (National Center for Education Statistics)

Average Annual Wages: Missouri, 2000-2005

SOURCE: U.S. Bureau of Labor Statistics. $29,000

$30,000

$31,000

$32,000

$33,000

$34,000

$35,000

2000 2001 2002 2003 2004 2005SOURCE: U.S. Bureau of Labor Statistics.

COLLEGE COST COMPARISON

SOURCE: The College Board 2006, MAP: TIME, November 6, 2006

College Costs and Disposable Per Capita Income, 1996-97 to 2006-07

Source:The College Board

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

1996-97 1997-98 1998-99 1999-2000

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Private 4-Year Public 4-Year Per Capita Income

Published Charges

Percent For Whom Financing was a Major Concern 1992-93 to 2006-07 (Selected Years)

Source: CIRP

0%

5%

10%

15%

20%

25%

92-93 94-95 96-97 97-98 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07

Public Univ Private Univ Public 4-Yr Private (Non-Sect) 4-Yr

College Board, 2007

Measuring Up Report Cards

Missouri’s FTC FTE Freshmen Trends

19812007

2-year Colleges 28,08532,696

4-year Private 6,761 9,375

4-year Public 19,26517,862

Projected State and Local Budget Surplus (Gap) as a Percent of Revenues, 2013

Source: NCHEMS; Don Boyd (Rockefeller Institute of Government), 2005

-0.5 -1.0-1.0 -1.6 -2.1

-2.3 -2.8

-2.9

-3.0 -3.3 -3.8-3.9 -4.2

-4.2-4.3

-4.3-4.4

-4.4 -4.8

-4.8

-4.8 -5.1

-5.2-5.2

-5.3 -5.6-5.6

-5.7-5.7

-5.7-5.8

-5.8

-5.9 -6.2

-6.3-6.5

-6.7-6.8

-6.9

-7.0-7.0 -7.4 -8.0

-8.2

-8.9 -9.3

-9.3 -9.8

-10.5-10.7

-12

-9

-6

-3

0

UtahM

ontana

New Hampshire

DelawareNew Jersey

Maine

Maryland

Massachusetts

WisconsinVerm

ontO

hioNorth Dakota

ConnecticutKansas

ArkansasVirginia

NebraskaO

klahoma

MinnesotaColorado

West Virginia

KentuckyM

ichiganArizona

New YorkG

eorgiaHawaiiIllinois

PennsylvaniaAlaska

Rhode IslandUnited States

New Mexico

CaliforniaIowa

IndianaNorth Carolina

FloridaIdaho

South CarolinaSouth Dakota

Missouri

Washington

OregonTexas

NevadaTennesseeM

ississippiLouisianaAlabam

a

By 2015

• All States will have a structural budget deficit

• Higher Education will likely lose funding to health care, transportation, prisons and K-12 education.

• Tuition revenue will become the majority source of operational income

Shift Conclusions

“Virtually all public and private colleges and institutions will see changes in their student bodies during the next decade. The only exceptions might be the top-tier, most popular institutions that already have many more highly qualified applicants than available spaces.”

College Board, 2005

Trends Summary

1. Decreasing numbers of high school graduates in the Midwest and Northeast

2. Declining percentage of high school graduates pursuing higher education directly out of high school

3. Increasing numbers of freshmen choosing to start at community colleges

4. Increasing diversity and financial need of future high school graduates

5. Increasing dependence on student loans and a larger percentage of household income needed to pay for college

6. Continued growth in the college student gender gap 7. Ongoing interest declines for non-biology STEM

majors

Other Shifts to be Aware of…

• First Generation Participation Rate• Increased Competition for International Students• Increased numbers of students with identified

mental Illnesses• Changes in Work Force needs and training

Development• Communication/Technology patterns: +90%

with cell phones and 63% using Social Networking Facebook and MySpace prior to freshmen year

Strategic Enrollment Management is

About Interacting Relationships

EnhanceAlumni Relations

TargetProspective

Students

Qualify Prospective

Students

Cultivate Relationships

ApplicantsOffer/Deposit/Enroll Students

Delight-SatisfyStudents

Assist Students’ Success

GraduateStudents

• SEM as a life-cycle process:– David Kalsbeek, DePaul University, SEM IX

Building a Comprehensive Approach

The Missouri Perspective

Factors Most Noted in Choosing a College

• Majors & Career Programs Offered• Location/Campus Characteristics• Cost/Affordability• Campus Size/Safety• Characteristics of Enrolled Students• Selectivity

Student Trends in Missouri: 2010-2015

• Missouri high schools will likely graduate at least 5,000 fewer students

• HS student profiles will become more ethnically diverse

• One-third are not prepared for college level work

• Women will compose more than 57% of the college enrollments

SOURCES: WICHE 2008, MO DHE 2007

Percent of Population by Age Group and Race/Ethnicity in 2000 and Projected Percent of Population by Age and Race/Ethnicity from 2020 to 2040 Under Alternative Scenarios of Age/Sex and Race/Ethnicity-Specific Net Migration for the State of Missouri

Age Non-HispanicGroup White Black Hispanic Other Total

All Scenarios

<18 24.2 33.4 35.9 25.8 25.518-24 9.2 10.8 15.2 12.8 9.625-44 28.7 29.6 32.1 36.7 29.145-64 23.3 17.8 12.4 19.3 22.365+ 14.6 8.4 4.4 5.4 13.5

Assuming Rates of Zero Migration

2020

<18 22.4 29.1 24.5 19.4 23.218-24 8.3 10.1 12.0 8.9 8.725-44 25.9 29.0 31.6 26.5 26.445-64 25.9 22.0 24.4 30.2 25.565+ 17.5 9.8 7.5 15.0 16.2

2040

<18 21.6 27.2 21.7 16.0 22.318-24 8.7 10.4 9.1 6.7 8.925-44 24.8 26.8 26.4 23.1 25.145-64 24.8 23.2 26.8 25.2 24.665+ 20.1 12.4 16.0 29.0 19.1

So

me

Tre

nd

s th

at h

ave

no

t C

han

ged

:

Th

e G

ol d

en C

ircl

e fo

r R

ecru

itm

ent

+70

% e

nro

l l w

i th

in 1

40 m

i le s

of

ho

me

+80

% e

nro

l l i

n h

om

e st

a te

S&T’s Total Recruit Cycle

DECLINES IN MISSOURI’S

SCHOOL AGE CHILDREN • The 30-39 age cohort following the baby boomers is:

• much smaller, • having fewer children and • more are leaving the state than migrating in to

Missouri

• The 30-39 age cohort in Missouri declined from 820,280 in 2000 to 769,020 in 2004 - a decline of 51,260 in a four-year time period.

• Only 13 counties gaining school age children from 2000-2004

SOURCE: 2007 OSCEDA

Missouri = 9.6%

The Baby boom cohort is now concentrated in the 40-64 age range

Most families in that age range no longer have school age children living at home.

Projected Missouri Population – Number Growth from 2000 to 2020

(By Age and Race)

Source: National Systems of Higher Education Management Systems based on data from the U.S. Census Bureau, 2003

-3,844 -5,314

-57,435

275,074

306,072

39,981 14,676 14,467

54,445

29,47417,872

7,69420,350 21,730

8,851

-70,000

0

70,000

140,000

210,000

280,000

350,000

0 to 17 18 to 24 25 to 44 45 to 64 65 and Older

White Black Hispanic

SEM Ways to Succeed

• Increase Retention

• Reach-out Further

• Increase College Participation in Primary Markets

• Look for Different Student Markets

• Focus on Transfers from 2-year Colleges

The Entire Campus Must be Engaged in the Solution

“Changing demographics is not simply an issue for enrollment managers—and enrollment managers cannot “do magic” to perpetuate the status quo.

Trustees, presidents, deans, faculty, and other administrators need to engage in some serious strategic planning to project manageable goals, not only from the institution’s perspective, but also from the perspective of providing access and opportunity to this new group of students.”

SOURCE: College Board. (2005). “The Impact of Demographic Changes on Higher Education”

The Strategy of SEM

• Stabilizing enrollments• Reducing Vulnerabilities• Aligning EM with

Academic Programs• Stabilize Finances• Optimize Resources

• Evaluate Strategies and Tactics

• Improve Services• Improve Quality• Improve Access to

Information

Adapted from Jim Black, 2003

Reach Out Further - Think GlobalRolla, Missouri “The Middle of Everywhere”

All Students, Totals

United States 5,774 Other Countries 597 Total 6,371

ALASKA

CALIFORNIA

IDAHO

OREGON

WASHINGTON

MONTANA

WYOMING

UTAH

COLORADO

ARIZONA

NEW MEXICO

TEXAS

OKLAHOMA

KANSAS

NEBRASKA

SOUTH DAKOTA

NORTH DAKOTA MINNESOTA

WISCONSIN

IOWA

ILLINOIS

OHIOIN

KENTUCKY

WV

VIRGINIA

NO. CAROLINA

GEORGIA

FL

ALABAMA

MS

MISSOURI

ARKANSAS

LA

NEVADA

HAWAII

MICHIGAN

PENNSYLVANIA

NJ

NEW YORK CTMA

VT

NH

MAINE

TENNESSEE

CAROLINA

SO.

MD

DE

RI

DC

49

7

4

1

2

5

1

22

58

212

54

124

43

3

26

4,433

61

9115

11

5

21

16

430 16

15

21

16

23

1916

6

12

9

175

11

122 2

3

Geographic Origin of All Students - Fall 2008

Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T. Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, end of 4th week of classes. Revised 9-23-2008.

15

1

5

214

DC 2

50 or more students

10 – 49 students

1 - 9 students

No students

Legend

PUERTORICO

1

Armed Forces

Pacific & Europe

6

ADAIR

ANDREW

ATCHISON

AUDRAIN

BARRY

BARTON

BATESBENTON

BOONE

BUCHANAN

BUTLER

CALDWELL

CALLAWAY

CAMDEN

CARROLL

CARTER

CASS

CEDAR

CHARITON

CHRISTIAN

CLARK

CLAY

CLINTON

COLE

COOPER

CRAWFORD

DADE

DALLAS

DAVIESSDE KALB

DENT

DOUGLAS

DUNKLIN

FRANKLIN

GENTRY

GREENE

GRUNDY

HARRISON

HENRY

HICKORY

HOLT

HOWARD

HOWELL

IRON

JACKSON

JASPER

JOHNSON

KNOX

LACLEDE

LAFAYETTE

LAWRENCE

LEWIS

LINCOLN

LINN

MCDONALD

MACON

MADISON

MARIES

MARION

MERCER

MILLER

MONITEAU

MONROE

MORGAN

NEWTON

NODAWAY

OREGON

OSAGE

OZARK

PERRY

PETTIS

PHELPS

PIKE

PLATTE

POLK

PULASKI

PUTNAM

RALLS

RANDOLPH

RAY

REYNOLDS

RIPLEY

ST. CLAIR

SALINE

SCOTLAND

SCOTTSHANNON

SHELBY

STODDARD

STONE

SULLIVAN

TANEY

TEXAS

VERNON

WARREN

WAYNE

WEBSTER

WORTH

WRIGHT

MADRIDNEW

MISSIS-SIPPI

BOLLIN-GER

GIRARDEAUCAPE

WASHING-TON

JEFFER-

SON

ST

LOUIS

CITY

MONT-GOMERY

GAS-

CON-

ADE

SCHUY-LER

LIVING-STON

LOUISST

FRANCOISST

CHARLES

ST

PEMI-SCOT

GENEVIEVESTE

0

1

8

4

1

2

2

7

29

57 89 10

2

8

2

0

1

4

1

13

278

4

1 1

5 15

11 4

112

4

6

7

44

6

25

9

12

7

11

69

7 2615

53

4271058

117

22 139

210

29

17

12

1187

25

45

FRANCOISST 24

9

71511

6

6

11

42

20

305156

25

27

11

8

2024

8

2 2

814

6

49

6

620

142

14

8

42

18

5

610 10

19

44 6

7 15 1

6

11 24

4

11

13

3

5

611

7

Geographic Origin of Total Enrolled Students by County - Fall 2008

Note: Geographic Origin is defined as student's legal residence at time of original admission to Missouri S&T.Source: Integrated Postsecondary Education Data System (IPEDS) frozen files, 4th week after enrollment.Updated 9-23-08

Total Enrollment from MissouriMissouri 4,433Other Locations 1,938Total 6,371

9

39

50 or more students

10 – 49 students

1 - 9 students

No students

Legend

CALDWELL

2

S&T Pre-College Programs by Grade Level

R = residential C = commuter

 

Summer Programs  1 2 3 4 5 6 7 8 9

10

11

12

College Freshmen

C Camp Invention (1 week)                          

R Aerospace Camp (4 days)                          

R Robotics Camp (3 days)                          

RMissouri Academy for Youth Advancement (MAYA) (1 month)                          

R It's A Girl Thing! (3 day)                          

R Summer Solutions (girls) (1 week)                          

R Summer Research Experience                          

R Summer Research Academy                          

R Summer Transportation Instit. (1 month)                          

R Business Tech Week                          

R Jackling Introduction to Engineering (1 week)                          

RMinority Introduction to Technology & Engineering (MITE) (1 week)                          

R Nuclear Engineering Camps (1 week)                          

RC.H.I.P. Camp Computer Highly Interactive Program (4 days)                          

R Materials Camp (1 week)                          

R Explosives (1 week)                          

R Hit the Ground Running (3 weeks)                          

Helping Missouri Build a Stronger Pipeline of “STEM” Focused StudentsHelping Missouri Build a Stronger Pipeline of “STEM” Focused Students

Focus on OUTCOMES

Missouri S&T Starting Salaries

Undergraduate Graduate

2003 $ 47,305 $ 52,744

2004 $ 46,567 $ 52,945

2005 $ 49,181 $ 53,042

2006 $ 51,059 $ 58,120

2007 $ 53,669 $ 62,751

2008 $ 55,975 $ 63,640

New Ranking by Starting Salary!

Missouri S&T :

#25 among all universities in the nation

#1 among Midwestern universities

SOURCE: Payscale Inc, Wall Street Journal, July 30, 2008.

SEM Strategies for Success

1. Increase the College Going Rate2. Increase Retention3. Reach-out Further4. Increase College Participation in Primary

Markets5. Look for Post Retirement Student

Opportunities - Certificate Programs6. Focus on Transfers from 2-year Colleges7. Further develop Graduate Outreach and

Graduate Certificate Programs

Questions that Institutions Need to Consider:

• Is our faculty prepared to teach students who have different academic and personal backgrounds from current students?

• If more “at-risk” students are anticipated, are there any changes that might help ensure college completion?

• Does the campus (particularly the faculty and administrators) resemble in any way the composition of future student bodies?

• Does the institution want to intentionally target new groups of students or will it simply adapt to changes as they occur?

• What are the financial resources (including financial aid) necessary to meet the institution’s enrollment goals?

SOURCE: College Board, 2005

Strategic Enrollment Management Plan 2007-2011

• Increase Success of Students– Retention Rates– Graduation Rates

• Increase College Going Rate & Access1. Access & Affordability2. Pipeline of College Ready Students3. Strategic Partnerships4. Outreach/Education5. Scholarships

• Expanding Current Markets & Capturing New Markets1. Out-of-state students2. Transfer Students3. Female Students4. Underrepresented Minority Students5. International Students6. Graduate Students7. Nontraditional Students

QUESTIONS?

Jay W. GoffVice Provost and Dean for Enrollment Management

Missouri University of Science and Technology

Rolla, Missouri

www.enrollment.mst.edu

goffjw@mst.edu

573-341-4378

Enrollment Performance Fall 2000 - 2008

2000 2001 2002 2003 2004 2005 2006 2007 20082000 -2008

changeUndergraduate 3698 3756 3849 4089 4120 4313 4515 4753 4912 33%Graduate 928 1127 1391 1370 1287 1289 1343 1414 1459 57%TOTAL 4626 4883 5240 5459 5407 5602 5858 6167 6371 38%

Enrollment By LocationOn-Campus 4393 4575 4848 4983 4936 5101 5389 5649 5764 31%Distance or On-Line 233 308 392 476 471 501 469 518 607 161%Enrollment By Ethnic GroupAmerican Indian/Alaskan Native 24 26 23 27 23 21 20 33 33 38%Asian-American 127 128 137 151 142 158 198 198 191 50%Black, Non-Hispanic 168 197 213 230 218 237 245 271 299 78%Hispanic-American 58 63 83 100 100 126 137 139 132 128%Non-Resident, International 590 723 819 749 600 565 585 619 674 14%Ethnicity Not Specified 171 179 209 253 298 253 250 242 248 45%White, Non-Hispanic 3,488 3,567 3,756 3,949 4,026 4,242 4,423 4,665 4,794 37%Total 4,626 4,883 5,240 5,459 5,407 5,602 5,858 6,167 6,371 38%

Total Minorities, Non-Caucasian US Citizens 377 414 456 508 483 542 600 641 655 74%% of Total 8% 8% 9% 9% 9% 10% 10% 10% 10%Under-Represented Minority US Citizens 250 286 319 357 341 384 402 443 464 86%% of Total 5% 6% 6% 7% 6% 7% 7% 7% 7%Non-Resident, International 590 723 819 749 600 565 585 619 674 14%% of Total 13% 15% 16% 14% 11% 10% 10% 10% 11%

Enrollment By GenderFemale 1,050 1,097 1,133 1,248 1,209 1,224 1,326 1391 1419 35%

23% 23% 22% 23% 22% 22% 23% 23% 22%Male 3576 3786 4107 4211 4198 4378 4532 4776 4952 38%

77% 77% 78% 77% 78% 78% 77% 77% 78%BOLD: Missouri S&T Record High

Classroom Utilization

Classroom Utilization Comparison

HOMESCHOOLED STUDENTS: Number and distribution of school-age children who were homeschooled, by amount

of time spent in schools: 1999 and 2003

                                                                                                           

                   

NOTE: Detail may not sum to totals because of rounding. Homeschooled children are those ages 5–17 educated by their parents full or part time who are in a grade equivalent to kindergarten through 12th grade. Excludes students who were enrolled in public or private school more than 25 hours per week and students who were homeschooled only because of temporary illness.

SOURCE: Princiotta, D., Bielick, S., Van Brunt, A., and Chapman, C. (2005). Homeschooling in the United States: 2003 (NCES 2005–101), table 1. Data from U.S. Department of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program (NHES), 1999 and Parent and Family Involvement in Education Survey of the NHES, 2003.