Practical Strategies for Practical Strategies for Enrollment ManagementEnrollment Management

Peter J. Partell, Director of Institutional Research

Sandra Starke, Vice Provost for Enrollment Management

Binghamton University

State University of New York

July 2001

Today’s ActivitiesToday’s Activities

IntroductionWhy get involved?Old and new modelsDefinitionsTools (Practical Stuff)

IntroductionsIntroductions

Name and Institutional AffiliationWhat are your primary tasks related to

enrollment management?Name at least one of your institution’s

enrollment goals.Open or Selective Enrollment?

Why Should Institutional Why Should Institutional Researchers Care About Researchers Care About

Enrollment Management?Enrollment Management?

– A way to contribute to one of your college’s or university’s 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 ModelTraditional Model - The Islands- The Islands

Independent Offices sometimes working on common goals, sometimes not.

AdmissionsFinancial AidStudent ServicesInstitutional ResearchFaculty/Deans, etc.

Traditional ModelTraditional Model Independent Offices sometimes working on

common goals.

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-Traditional Model-More ExamplesMore 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 ModelTraditional 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 ModelTraditional Model

9. Lack of understanding how their office can contribute toward the common good.

10. That is not my job.

11. I don’t recruit students – Admissions does that

12. Students have a full course load – nobody gets what they want at any school.

Traditional ModelTraditional Model

You get the picture…

Traditional ModelTraditional Model

Institutional Research can provide the analytical focus that gets all of these offices working toward common goals. Why?

Institutional Research Already Institutional Research Already doesdoes…… (or could do)(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 The Continent of Enrollment ManagementManagement

A holistic view for the institution.

The Continent of Enrollment The Continent of Enrollment ManagementManagement

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 Definitions of Enrollment ManagementManagement

“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 Definitions of Enrollment ManagementManagement

“Enrollment management is the coordinated effort of a college or university to influence the size and characteristics of the institution’s 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 Goals of Enrollment Management Management (from Dixon 1995)(from Dixon 1995)

“Define the institution’s 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: GoalsRebecca 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 institution’s goals”

“Make the appropriate commitment of human, monetary, and technological resources”

Who does EM in the new world?Who does EM in the new world? Admissions Financial Aid Student Services Institutional Research Faculty/Deans, etc. Career Development Groundskeepers Campus Police

Housing Orientation Athletics University Relations Registrar Alumni Relations Cafeteria Workers and so on and so on...

Let’s skip to the practical part...Let’s skip to the practical part...

The Strategic Importance to your The Strategic Importance to your InstitutionInstitution

Reliance on revenue - for both Private and Public Institutions

Financial stabilityReputation - 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 Enrollment Management-Data SourcesSources

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 How do you “do” Enrollment Management?Management?

Chances are, you are already doing some of it, remember these?– 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

How do you “do” Enrollment How do you “do” Enrollment Management?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 institution’s strategic plan so that all the offices involved work towards the same goals.

Identify the Strategic Goals of Identify the Strategic Goals of Your InstitutionYour Institution

Increase enrollment revenue? Improve quality? Change demographics? (diversity – geographic

and race ethnic, talent, programs, schools, non-traditional, 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 How do you “do” Enrollment Management?Management?

Example: Ux’s 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 FunnelThe Enrollment Funnel

Feed your funnel--Identifymarkets with potential students

IR’s Role in Enrollment IR’s Role in Enrollment ManagementManagement

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 You can help tie the campus togethertogether

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: Building Your Inquiry Pool: Feeding Your FunnelFeeding Your Funnel

You can’t 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 Feeding Your Funnel ((continuedcontinued))

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 ResearchHigh 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?

100 Miles

200 Miles

300 Mile

s

BU

NJ

RI

MA

CT

MDDE

VA

NY

VT

NH

OH

PABridgeport

Newark

WorcesterBoston

Providence

Washington

Baltimore

Philadelphia

Akron

Cleveland

Pittsburgh

SyracuseRochester

Buffalo

Selected Cities Within a 300-Mile Radius of Binghamton University

Legend

NJ-10 Bergen Co.

PA-12 Allegheny Co.

PA-4 Montgomery Co.

PA-10 Southern PA (East)

OH-6 Northeast Ohio

MD-2 Montgomery Metro

CT-5 Hartford&Tolland Co.

NJ-6 Somerset & Mercer Co.

0 50

miles

100

New York

Maryland

New Jersey

Massachusetts

Ohio

Virginia

Pennsylvania

Connecticut Rhode Island

Delaware

Locations of Targeted High Schools

(Based on # of Students w/1200+ SAT, Considering Out-of-State Colleges, etc.)

(Note: High School Locatios are Based on the "Centroid" of the ZIP Code in which the School Resides

Segmenting Targeted MarketsSegmenting 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 socio-economic diversity, SAT/ACT Scores, GPA

Are they willing to come to your school?. Personalized mass communication

Mining Local DatabasesMining 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 Turning Inquiries Into Applicants: Qualifying Your Applicants: Qualifying Your

Inquiry PoolInquiry 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?)

What’s the dependent variable?

Students falling in this area will not enroll unless the institution does something to influence their decision.

- Noel Levitz

Least likely to enroll at your school no matter what you do.

A

Most likely to enroll at your school no matter what you do.

Influence

C

B

Distribution of student interestDistribution of student interest

Turning Inquiries into Applicants - MarketingTurning 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 - MarketingTurning 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 AnalysisApplication Analysis

Year to date - early warningsThis 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 Competitors Sample of data from Enrollment Search Sample of data from Enrollment Search

(National Student Clearinghouse)(National Student Clearinghouse)Institution frequency PercentBrandeis University 10 0.7Cornell University-Arts 17 1.2Cornell University-Agr/unclassified 21 1.5Cornell University-Eng./Arch/IRL/ 27 2Long Island U.-CW Post 30 2.1New York University 43 3.1Rensselaer Polytechnic Institute 18 1.3

Remember: Your competitors are likely to be different for different types of students

Turning Applicants into Admitted Turning Applicants into Admitted StudentsStudents

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 IndexAdmissions IndexCollege qualification -- often based on

combination of – high school performance (GPA, Rank, etc)– test scores (SAT, ACT, TOEFL)– rigor of high school coursework (AP?)– applicant’s interest in attending? (see Wall St.

Journal 5/29/2001).

Why Use an Admissions Index? Why Use an Admissions Index? ““to influence the size and characteristics of the institution’s to influence the size and characteristics of the institution’s

student bodystudent body” - Claggett” - 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: Turning Offers into Enrolled Students: Analyses to Assist with YieldAnalyses 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)Enroll (yield)Turning offers into enrolled students.

– Financial Aid Who you can and can’t impact How much money it takes to affect a student’s

decision.

– Monitoring deposits: melt rates

Financial Aid and YieldFinancial Aid and YieldAll StudentsAll StudentsHigh Q Low Q

#enrolled

#notenrolled

% needmet

% needmet

High Need

Avg $ Avg $Low Need

Financial Aid and RetentionFinancial Aid and Retention High Q Low Q

# retained

#not retained

% need met

% need met

High Need

Avg $ Avg $

Low Need

Financial Aid and YieldFinancial Aid and YieldWhatever group is of Strategic ImportanceWhatever group is of Strategic Importance

High Q Low Q

#

#not enrolled

% need met

% need met

High Need

Avg $ Avg $

Low Need

Financial Aid and YieldFinancial Aid and YieldHigh Q Low Q

#enrolled

#notenrolled

% needmet

% needmet

High Need

Avg $ Avg $Low Need

Enroll (yield)Enroll (yield)

– Deposit Analysis - monitor deposit rates to determine whether you’re on track to yield the class (Summers are hot, who’s melting?)

One last point on yieldOne 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 Analyzing and Supporting Retention 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 didn’t 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 Analyzing and Supporting Retention Retention

Identify who stays and why - analyze your satisfaction ratings, your alumni surveys.

Benchmark your results against peer normsProvide the right people with the data to

help them build on institutional strengths (read ‘satisfaction’) and take steps to address institutional weaknesses.

Conclusion Conclusion Enrollment Management is at the heart of

success for every type of institutionAnalysis of data provides the keys to

successful enrollment managementWho has the potential to impact data

collection, analysis, and dissemination to the people who make decisions: Institutional Researchers

Conclusion Conclusion Become 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 Conclusion

•Knowledge is Power!

Thank you!Thank you!

Contact us:

Sandra Starke

Vice Provost for Enrollment Management

Sstarke@binghamton.edu

Peter J. Partell

Director of Institutional Research

partell@binghamton.edu

Binghamton University

State University of New York

July 2001

ResourcesResourcesCIRP Freshman Survey – Offered by HERI CIRP – Cooperative Institutional Research Program Higher Education Research Institute (HERI)Graduate School of Education & Information StudiesUniversity of California, Los Angeles3005 Moore Hall, Box 951521 Phone: (310) 825-1925 Fax: (310) 206-2228 E-Mail: HERI@ucla.edu 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 Testing2201 North Dodge StreetP.O. Box 168 Iowa City, Iowa 52243-0168 Phone: (319) 337-1000 Website: www.act.org 

ResourcesResources

The Enrollment Planning Service (EPS) and Admitted Student Questionnaire (ASQ) are offered by the College Board  

Middle States Regional Office3440 Market St.Suite 410Philadelphia, Pa 19104-3338Phone: 215-387-7600Fax: 215-387-5805www.collegeboard.org The contact information for ETS is: Corporate Headquarters

Educational Testing ServiceRosedale RoadPrinceton, NJ 08541 USA(609) 921-9000FAX: 609-734-5410E-mail:mo:etsinfo@ets.org

www.ets.org  

ResourcesResources

 

National Student Clearinghouse:

National Student Clearinghouse2191 Fox Mill Road, Suite 300Herndon, VA 20171-3019

Phone: (703) 742-7791

Fax: (703) 742-7792

Email: service@studentclearinghouse.org

http://www.studentclearinghouse.org/

 

 

Funnel by High School Within Recruiting RegionFunnel 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 CoCLARKSTOWN HIGH SCHOOL NORTH109.00 89.00 82.00 70.00 79.00 43.00 61.00 11.00 26.00 NY-13 Rockland CoTAPPAN ZEE HIGH SCHOOL87.00 55.00 63.00 36.00 65.00 24.00 67.00 5.00 21.00 NY-13 Rockland CoRAMAPO SENIOR HIGH SCHOOL86.00 54.00 63.00 37.00 69.00 27.00 73.00 10.00 37.00 NY-13 Rockland CoCLARKSTOWN HIGH SCHOOL SOUTH84.00 73.00 87.00 54.00 74.00 33.00 61.00 8.00 24.00 NY-13 Rockland CoNORTH ROCKLAND HIGH SCHOOL64.00 49.00 77.00 39.00 80.00 34.00 87.00 10.00 29.00 NY-13 Rockland CoSUFFERN HIGH SCHOOL56.00 43.00 77.00 33.00 77.00 22.00 67.00 7.00 32.00 NY-13 Rockland CoPEARL RIVER HIGH SCHOOL51.00 35.00 69.00 32.00 91.00 20.00 63.00 2.00 10.00 NY-13 Rockland CoSPRING VALLEY SR HIGH SCHOOL40.00 28.00 70.00 18.00 64.00 16.00 89.00 8.00 50.00 NY-13 Rockland CoNYACK HIGH SCHOOL31.00 19.00 61.00 15.00 79.00 9.00 60.00 2.00 22.00 NY-13 Rockland CoNANUET SENIOR HIGH SCHOOL26.00 15.00 58.00 12.00 80.00 11.00 92.00 4.00 36.00 NY-13 Rockland CoALBERTUS MAGNUS HIGH SCHOOL23.00 17.00 74.00 12.00 71.00 10.00 83.00 2.00 20.00 NY-13 Rockland CoBAT TORAH ACADEMY3.00 2.00 67.00 1.00 50.00 1.00 100.00 1.00 100.00 NY-13 Rockland CoSUMMIT SCHOOL 2.00 1.00 50.00 0.00 0.00 0.00 0.00 NY-13 Rockland CoEDWIN GOULD ACADEMY1.00 1.00 100.00 0.00 0.00 0.00 0.00 NY-13 Rockland CoGREEN MEADOW WALDORF SCHOOL0.00 0.00 0.00 0.00 0.00 NY-13 Rockland Co Total 663.00 481.00 359.00 250.00 70.00Grand Total 21529.00 14197.00 9730.00 6905.00 2106.00

“In god we trust. Everybody else bring Data”

– Anonymous

Students reason for attendingStudents reason for attending

0

10

20

30

40

50

60

70

80

Learnskills to

get a newjob

Transferto 4 -year

school

Learnskills toadvance

job

ImprovebasicSkills

Takecourse forpersonalInterest

Why Students Attend CC X

The Timing of InquiriesThe Timing of InquiriesInquiries by Applicant Type from J une 1, 2000 to May 14, 200116-May-01

Month Pre-Junior* Junior** Senior*** Post-Senior**** Other***** Total Transfer TotalJ une 14 146 2749 130 261 3300 387 3687J uly 13 77 830 97 164 1181 278 1459August 3 80 1172 120 414 1789 423 2212September 8 200 1711 169 461 2549 585 3134October 76 1336 3080 150 377 5019 815 5834November 79 830 4839 163 431 6342 627 6969December 22 214 2822 122 200 3380 399 3779J anuary 21 157 2812 144 187 3321 645 3966February 72 472 767 76 250 1637 624 2261March 84 574 393 52 226 1329 617 1946April 265 2073 272 64 307 2981 569 3550May 87 657 73 14 80 911 186 1097Total 744 6816 21520 1301 3358 33739 6155 39894

*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.

Freshmen

Fall 2001 Funnel Report by School########

Freshmen

School 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # %

Harpur 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%

EOP 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%

SOM 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%

Nursing 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%

Wat-Eng** 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%

Wat-CS*** 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%

SEHD 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%

Unknown 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%

Total 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 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # %

Harpur 2383 2657 -274 -10.3% 1133 1173 -40 -3.4% 810 764 46 6.0% 630 527 103 19.5% 307 290 17 5.9%

EOP 154 135 19 14.1% 111 89 22 24.7% 39 24 15 62.5% 31 15 16 106.7% 15 9 6 66.7%

SOM 685 700 -15 -2.1% 376 359 17 4.7% 279 253 26 10.3% 140 69 71 102.9% 71 47 24 51.1%

Nursing 313 345 -32 -9.3% 131 112 19 17.0% 96 65 31 47.7% 77 42 35 83.3% 52 29 23 79.3%

Wat-Eng** 273 249 24 9.6% 149 132 17 12.9% 110 94 16 17.0% 70 52 18 34.6% 35 27 8 29.6%

Wat-CS*** 402 427 -25 -5.9% 194 171 23 13.5% 131 115 16 13.9% 57 36 21 58.3% 36 23 13 56.5%

SEHD 134 134 0 0.0% 87 91 -4 -4.4% 73 56 17 30.4% 61 45 16 35.6% 34 23 11 47.8%

Unknown 712 876 -164 -18.7% 0 0 0 0.0% 0 0 0 0.0% 0 0 0 0.0% 0 0 0 0.0%

Total 5056 5523 -467 -8.5% 2181 2127 54 2.5% 1538 1371 167 12.2% 1066 786 280 35.6% 550 448 102 22.8%

**Engineering***Computer Science

Count DifferenceCount Difference Count DifferenceCount Difference Count Difference

Difference

Inquiries Applications Completes Offers Paids

Paids

Count Difference Count Difference Count Difference Count Difference Count

Inquiries Applications Completes Offers

Fall 2001 Funnel Report by New York Georegions (not including EOPs)May 21, 2001

Freshmen-Recruiting Region 3

Georegion 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # %

10 C. Hudson Valley 1352 1355 -3 -0.2% 724 720 4 0.6% 502 473 29 6.1% 359 327 32 9.8% 129 85 44 51.8%

13 Rockland Co 907 940 -33 -3.5% 508 488 20 4.1% 380 363 17 4.7% 263 201 62 30.9% 76 57 19 33.3%

15 Westchester Co 1784 1870 -86 -4.6% 1012 978 34 3.5% 760 657 103 15.7% 511 399 112 28.1% 148 84 64 76.2%

16 S. Nassau Co 1503 1492 11 0.7% 848 816 32 3.9% 653 604 49 8.1% 477 377 100 26.5% 157 130 27 20.8%

17 N. Nassau Co 915 956 -41 -4.3% 549 551 -2 -0.4% 422 407 15 3.7% 292 223 69 30.9% 77 66 11 16.7%

18 C. Nassau Co 1232 1312 -80 -6.1% 705 670 35 5.2% 548 492 56 11.4% 402 315 87 27.6% 137 97 40 41.2%

19 NW Suffolk Co 1348 1239 109 8.8% 803 747 56 7.5% 613 531 82 15.4% 447 293 154 52.6% 125 64 61 95.3%

20 SW Suffolk Co 842 850 -8 -0.9% 425 396 29 7.3% 274 231 43 18.6% 205 161 44 27.3% 69 50 19 38.0%

21 E. Suffolk Co 437 472 -35 -7.4% 240 254 -14 -5.5% 159 164 -5 -3.1% 119 117 2 1.7% 34 40 -6 -15.0%

Recruiting Reg 3 10320 10486 -166 -1.6% 5814 5620 194 3.5% 4311 3922 389 9.9% 3075 2413 662 27.4% 952 673 279

Transfers-Recruiting Region 1

Georegion 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # % 2001 2000 # %

1 Southern Tier W. 68 83 -15 -18.1% 35 37 -2 -5.4% 27 29 -2 -6.9% 17 15 2 13.3% 11 3 8 266.7%

2 Erie Co 49 59 -10 -17.0% 14 18 -4 -22.2% 10 9 1 11.1% 7 5 2 40.0% 5 3 2 66.7%

3 Genesee Valley 34 31 3 9.7% 9 12 -3 -25.0% 7 8 -1 -12.5% 5 3 2 66.7% 3 1 2 200.0%

4 Rochester 88 81 7 8.6% 43 38 5 13.2% 28 32 -4 -12.5% 20 19 1 5.3% 9 6 3 50.0%

5 Finger Lakes 146 160 -14 -8.8% 71 72 -1 -1.4% 56 46 10 21.7% 43 33 10 30.3% 21 19 2 10.5%

6 C. New York 149 152 -3 -2.0% 66 59 7 11.9% 50 45 5 11.1% 38 26 12 46.2% 17 11 6 54.6%

11 Catskills 168 220 -52 -23.6% 79 86 -7 -8.1% 50 54 -4 -7.4% 41 36 5 13.9% 25 24 1 4.2%

12 Southern Tier E 721 828 -107 -12.9% 375 353 22 6.2% 296 253 43 17.0% 213 150 63 42.0% 139 108 31 28.7%

Recruiting Reg 1 1423 1614 -191 -11.8% 692 675 17 2.5% 524 476 48 10.1% 384 287 97 33.8% 230 175 55

Count DifferenceCount Difference Count

Count

DifferenceCount Difference Count Difference

Paids

DifferenceCount Difference Count Difference Count DifferenceCount Difference

Inquiries Applications Completes Offers

Inquiries PaidsOffersCompletesApplications

Top 52 Schools Attended by Harpur Freshmen Admits who Enrolled Elsewhere for Fall 200012-J un-01

School Name Students Percent SAT HS Average HS GPANEW YORK UNIVERSITY 246 10% 1331 94 3.57CORNELL 185 8% 1347 95 3.79SUNY ALBANY 118 5% 1223 93 3.64SUNY STONY BROOK 107 4% 1186 93 3.65SUNY COLLEGE, GENESEO 81 3% 1245 94 3.50SYRACUSE UNIVERSITY 71 3% 1224 93 3.64UNIVERSITY OF MICHIGAN-CENTRAL CAMPUS 70 3% 1276 93 3.72BRANDEIS UNIVERSITY 64 3% 1315 94 3.65PENNSYLVANIA STATE UNIVERSITY 52 2% 1226 94 3.87UNIVERSITY OF DELAWARE 50 2% 1224 95 3.43BOSTON COLLEGE 49 1316 94 3.90Total* 2401 1227 93 3.60

*includes Schools hidden from view.

Top 30 Schools Attended by Watson (Engineering) Freshmen Admits who Enrolled Elsewhere for Fall 200012-J un-01

School Name Students Percent SAT HS Average HS GPARENSSELAER POLY TECHNIC INSTITUTE 45 17% 1254 93 3.33CORNELL 29 11% 1377 95 4.00ROCHESTER INSTITUTE OF TECHNOLOGY 22 8% 1238 94 3.20POLY TECHNIC UNIVERSITY , BROOKLY N 21 8% 1178 92CLARKSON UNIVERSITY 18 7% 1199 93SUNY STONY BROOK 14 5% 1201 92PENNSY LVANIA STATE UNIVERSITY 8 3% 1264 92 3.83SY RACUSE UNIVERSITY 7 3% 1213 92 3.83RUTGERS, THE STATE UNIVERSITY OF NJ , NEW 6 2% 1250 94UNIVERSITY OF MICHIGAN-CENTRAL CAMPUS 6 2% 1327 93Total* 267 1263 93 3.65

*includes schools hidden from view.

Schools Attended by Nursing Freshmen Admits who Enrolled Elsewhere for Fall 200012-J un-01

School Name Students Percent SAT HS Average HS GPANEW YORK UNIVERSITY 5 13% 1176 93SUNY STONY BROOK 4 10% 1040 89ST J OHN FISHER COLLEGE 3 8% 1080 88 3.70SUNY COLLEGE, BROCKPORT 3 8% 1063 92CATHOLIC UNIVERSITY OF AMERICA 2 5% 1115 88ADELPHI UNIVERSITY 1 3% 1180 98CENTRAL MICHIGAN UNIVERSITY 1 3%COLLEGE OF MOUNT ST VINCENT 1 3% 1020 89COLLEGE OF NEW ROCHELLE-UNDERGRADS 1 3% 1020 93HARTWICK COLLEGE 1 3% 1050 87HOWARD UNIVERSITY 1 3% 1130 93ITHACA COLLEGE 1 3% 1140 94Total 39 1117 91 3.47

Group Activity 1Group Activity 1

How will you proceed with enrollment planning?

How do you plan to get involved?

Group Activity 2Group Activity 2

Recall the enrollment goal you gave during Introduction. For each person’s 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?