The New School Almanac & Trends | Fall 2015

Introduction - 2

This is the second edition of the new Almanac & Trends (formerly called Fact Book) and is one of two vehicles that provide key institutional data about The New School. All three vehicles, as described below, are based on a common core of consistently defined data, and are produced collaboratively by the Office of Institutional Research and Effectiveness, the Data and Reporting Group, and Marketing and Communication, with feedback and input from academic and administrative staff and leadership.

Argos Analysis Tools are interactive and designed as a deep dive into data at the program level, allowing users to ask and answer specific questions. These tools are designed particularly for The New School administrators engaged in a range of micro-level data reporting, planning and assessment projects.

This Almanac & Trends is less of a deep dive but more than a high-level summary. It is a reference for data users who need a fuller range of summary data at both university and college levels with historic trends and growth patterns.

A Guide to Data at The New School

PAULA MAASASSOCIATE PROVOST FOR INSTITUTIONAL RESEARCH AND [email protected]

mailto:MAASP%40NEWSCHOOL.EDU?subject=

Introduction - 3

Our Commitment to Robust and Consistent Data Reporting

Over the last few years several factors have converged to increase the need for access to quality data, analysis and information about higher education in general, and The New School in particular. Changes in University organization, leadership and preparation for our regional re-accreditation served to make the University community more aware of our data and the need to understand trends. External calls for increased accountability to accreditors, government and consumers require us to be cognizant of our data in social and economic context. We are committed to providing internal and external data users with timely and accurate data that will drive relevant insight for effective decision-making processes.

Please reach out to us for clarifications or with ideas to further improve the way we report and present data. By continually responding to inquiries and feedback from those who rely on institutional data, we will continue to produce reliable, unique and well-designed reports to inform planning and assessment.

Access to Argos Analysis Tools

DaRG website (https://newschool.edu/darg)Feedback: [email protected]

https://sites.google.com/a/newschool.edu/datawarehouse/

mailto:IR%40newschool.edu?subject=

Introduction - 4

In an ongoing effort to assist data producers and consumers to develop and maintain a common understanding and interpretation of data, we have placed functional definitions of data in the introduction page of each section. In some tabulations, the relevant definitions are presented again for clarity. These definitions were developed in collaboration with data custodians at The New School in the context of those widely accepted in the higher education community (such as the glossary maintained by the federal Integrated Postsecondary Education Data System (IPEDS)). This ensures that The New School data presented here is comparable with other institutions’ data. Definitions are also formally codified in The New School’s Data Cookbook.

The data reporting and visualization used in this Almanac were consistently guided by a comprehensive diagram of Student Enrollment Classification (Page 13).

The development of functional definitions, as described above, required new and more logical ways to classify data in ways that better reflect The New School’s activities. Therefore, the time-series data (starting from 2004) has gone through rigorous validation. In many cases, this resulted in differences of data reported here compared with data reported in the previous Fact Books. We recommend that current data as presented within this The New School Almanac & Trends be compared to the historical trend data reported here, and not compared to that in previous years’ Fact Books. This The New School Almanac & Trends, and related Fact Sheets, should be considered the official reference of data from 2014-15 forward.

Notes

Functional Data definitions

Student Enrollment Classifications

Robustly-validated data

Introduction - 5

The Office of Institutional Research and Effectiveness (OIRE) would like to thank the following for reviewing the first edition and providing us with invaluable feedback and ideas.

David Rosenberg, Marketing & CommunicationsDeborah Bogosian, President’s OfficeEren Hock, Provost’s Office (past appointment)Meghan Hefferan, Provost’s OfficePat Baxter, Provost’s Office

This publication would not have been possible without our collaboration with our lead designer, Ms. Dongin Shin, a graduate of Parsons MFA Transdisciplinary Design ‘15. Her user centered design thinking was instrumental to the realization of our vision.

Data and metrics reported in the Almanac & Trends refer to aggregated data of New York and Paris campuses. However, data and metrics of each campus are presented in two separate Fact Sheets: the New York Fact Sheet and the Paris Fact Sheet. Readers are advised to refer to this distinction because numbers differ between these publications – e.g. enrollment, admissions, FTE, headcount, etc.

Acknowledgment

Data in this Almanac vS. the Fact Sheets

Introduction - 6

All StudentsEnrollmentDegrees/Awards

New StudentsApplicationsAdmissionsEnrollment

Student Progress & OutcomesGraduation Rates

International StudentsEnrollment

Faculty and Staff Profile

Financial, Library and Physical Resources

Table of Contents

107

125

110

126

107

N/A

-

N/A

134

1456

1856

1856/58

41-

64 68 64/68

98 -

N/A

-

N/A

-

N/A

7065 65/70 --

-7266 66/72

University CollegeUndergraduate/

Graduate Degree

This data represents the most often requested summary data. Additional data summaries are available to the campus community through the Argos Analysis Tools or the Office of Institutional Research and Effectiveness.

Introduction - 7

Table of Contents

-

126

N/A

128

-

-

107

128

-

125

44 33 52 32 23

100 99 - 99 101

--- - N/A-

N/A

-

-

N/A

-

-

N/A

-

-

N/A

-

N/A

N/A

N/A

-88 78 9090

Gender Ethnicity AgeGeographic

Origin Time Status

Introduction - 8

Students are categorized by two distinct, overlapping methods:

Effort ApproachCredit

• Earning credits toward a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• Earning credits to transfer to another college or university (e.g. visiting students)• Earning credits for personal or professional development, with a transcripted record

Non-Credit• Continuing, professional, executive, or pre-college education courses (may be for non-credit certificate, but not necessarily)• Continuing, professional, executive, or pre-college student in a for- credit course not earning credit

Intended Outcome ApproachDegree Seeking

• Intended outcome is a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• May not be enrolled for credit in a given term

1. Maintaining status graduate students2. Mobility out or study abroad students

Non-Degree Seeking• Enrolled in credit or non-credit courses, and not intending to receive a recognized New School degree or certificate. • Visiting from anther institution • Students taking courses for personal or professional skill development (either credit or non-credit)

Introduction - 9

credit

Degree seeking non-Degree seekiing

noncredit

Degree SeekingNon-Degree Visiting Students Non-Degree General CreditContinuing EducationNon-Credit Certificate

Section 1 - All Students

The metrics in this section describe the credit and non-credit enrollment of the entire population of students. These metrics include enrollment by demographics such as race/ethnicity, geographic origin, gender, age, and time status.

Section 1 - 12

Definitions:

CREDIT ENROLLMENT refers to the headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-Degree, General Credit, and Visiting students.

Exclusions are: Non-Credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.

CONTINUING EDUCATION comprises the broad spectrum of alternative learning opportunities - across disciplines, interests, formats and fields - designed for a non-traditional student body. Included are all academic courses and programs, on-site and online, which are accessible to the public at large (children, teens, executives, post-graduates, lifelong learners).

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual.

GENERAL CREDIT STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School. There is no formal admissions process, and students typically register on a course-by-course basis.

MOBILITY-IN see “VISITING STUDENTS”

MOBILITY-OUT is a student who is matriculated at The New School for a given semester, but is enrolled at an institution outside The New School during that same semester. These students are grouped with degree-seeking students for reporting purposes, but are often not credit-seeking.

NON-CREDIT ENROLLMENT refers to the headcount of students who are enrolled in non-credit certificates or continuing education.

NON-DEGREE STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School.

Section 1 - 13

Non-Degree students are part of a group which includes Mobility-In and Visiting students.

NON-RESIDENT ALIEN is someone in the U.S. who is neither a U.S. citizen or permanent resident. For the purposes of this year’s Almanac, we are continuing to use this term instead of “international student” because the as-of-census-date reporting of students who are non-U.S. citizens or non-permanent residents is based on visa type.

RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. citizens. Federal reporting requirements have been followed in aggregating and reporting this data.

SITELINE describes a course that has the majority of its delivery online and a minority of its delivery onsite/on campus, making it a hybrid. It is specifically identified this way (rather than “Online, On Campus”) because some external agencies measure these courses in differing ways.

STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

STUDENT TIME STATUS, denoted as either full-time or part-time, refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

VISITING STUDENTS are matriculated at a different institution, but are enrolled in credit-bearing courses at The New School. Visiting students are part of a group which includes Mobility-In and Non-Degree students. There is an application process for admission.

Section 1 - 14

CREDIT Degree seeking Associate, Bachelors, Masters, Doctoral Diploma & Certificate

Non-degree seeking Continuing Education Non-degree Visiting Student Paris Degree-seeking1

NON-CREDIT Degree seeking Associate, Bachelor, Masters Non-degree seeking Continuing Education Non-Credit & Non-Credit Certificate Associate, Bachelor, Masters

Total Headcount

1 Enrolled in Paris campus and physically attending classes in NYC campus

Table 1. Credit and Non-credit Enrollment

Credit and Non-credit Enrollment

Data Interpretation GuideIn accordance with IPEDS (Integrated Postsecondary Education Data System) definitions and standard reporting, certain students may be classified as ‘Degree-seeking and Non-credit’. For example, suppose in Fall 2014 a typical degree-seeking student is enrolled in for-credit course/s at The New School-Paris campus. This student is counted as ‘Degree-seeking and Non-credit’ in the Fall 2014 enrollment report. In addition, due to external reporting guidelines, students enrolled in degree programs at the Paris campus will be counted as non-credit and non-degree, because their degree will be awarded at a branch campus not within the United States. Enrollments were organized in this format to permit direct comparison to publicly available IPEDS data. Members of the campus community may use additional analysis tools and reports available to explore this further.

Section 1 - 15

University Summary

2015

10,267

9,993

9,874

119

274

89

82

103

2

2,967

87

2,880

1,554

1,220

106

13,234

2005

9,040

8,556

8,422

134

484

297

93

94

6,567

65

6,502

5,011

1,482

9

15,607

2006

9,128

8,726

8,574

152

402

247

86

69

5,780

85

5,695

4,167

1,516

12

14,908

2007

9,692

9,276

9,138

138

416

253

89

74

5,378

66

5,312

3,933

1,372

7

15,070

2008

10,106

9,700

9,520

180

406

231

97

78

3,986

59

3,927

2,512

1,400

15

14,092

2009

10,471

10,144

10,001

143

327

168

75

84

3,432

52

3,380

2,015

1,358

7

13,903

2010

10,736

10,396

10,251

145

340

157

87

96

3,249

49

3,200

1,812

1,374

14

13,985

2011

10,765

10,452

10,279

173

313

141

77

95

3,037

42

2,995

1,701

1,289

5

13,802

2012

10,406

10,225

10,061

164

181

0

106

75

2,952

54

2,898

1,616

1,280

2

13,358

2013

10,301

10,035

9,895

140

266

91

96

79

2,995

100

2,895

1,503

1,337

55

13,296

2014

10,381

10,084

9,951

133

297

88

68

141

1

2,831

101

2,730

1,366

1,275

89

13,212

Section 1 - 16

12,000

10,000

8,000

6,000

4,000

2,000

02005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

10,1888,630

4,580

2,603

6,007

2,756

University Summary

Figure 1. Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate

Table 1a. Credit and Non-credit enrollment by Degree Level

Total

Associate

Bachelors

Masters

Doctoral

Diploma & Certificate

Total

Associate, Bachelors, Masters, Doctoral, Diploma & Certificate

Visiting Students

Non-degree

Continuing Education

Non-Credit & Non-Credit Certificate

Section 1 - 17

Associate

Bachelor

Masters

Doctoral

Diploma & Certificate

Total

2015

10,201

811

6,007

2,756

495

132

2015

13,234

10,1881

103

80

1,643

1,220

2005

8,630

736

4,580

2,603

577

134

2005

15,607

8,630

94

93

5,308

1,482

2006

8,823

801

4,747

2,516

607

152

2006

14,908

8,823

69

86

4,414

1,516

2007

9,349

859

5,151

2,603

598

138

2007

15,070

9,349

74

89

4,186

1,372

2008

9,776

960

5,331

2,695

609

181

2008

14,092

9,774

78

97

2,743

1,400

2009

10,203

1,021

5,606

2,883

550

143

2009

13,903

10,203

84

75

2,183

1,358

2010

10,460

999

5,743

2,990

582

146

2010

13,985

10,459

96

87

1,969

1,374

2011

10,499

947

5,816

2,964

599

173

2011

13,802

10,499

95

77

1,842

1,289

2012

10,281

895

5,807

2,847

568

164

2012

13,358

10,281

75

106

1,616

1,280

2013

10,191

866

5,835

2,792

556

142

2013

13,296

10,190

79

96

1,594

1,337

2014

10,275

880

5,866

2,845

551

133

2014

13,212

10,2751

141

67

1,454

1,275

1 Includes Paris degree-seeking

Section 1 - 18

Total Undergraduate

Parsons School of Design Eugene Lang College of Liberal Arts1

Schools of Public EngagementCollege of Performing ArtsContinuing Education

Total Graduate-level

Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing ArtsContinuing Education

Total Undergraduate and Graduate-level

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Table 2. Credit Enrollment: Degree seeking and non-degree seeking

Growth Rate

College-level Summary

1%

-1%4%

-4%8%0%

-4%

4%-6%-9%-4%

-

-1%

0%-6%4%

-8%4%1%

-2%

1%0%

-33%24%

-44%

-9%

66%-20%-26%-10%

-

-4%

9%-20%

0%-28%11%

-43%

20%

42%38%

-45%14%

-70%

2%

115%-19%-11%-19%

-

14%

51%-19%38%

-23%1%

-70%

1 Yr.2014 v. 2015

5-Yr.2010 v. 2015

10-Yr.2005 v. 2015

Section 1 - 19

2005

5,720

2,9951,126

829473297

3,320

4301,0901,472

3280

9,040

3,4251,0901,1262,301

801297

2006

5,857

3,1551,188

806461247

3,271

4181,1071,412

3340

9,128

3,5731,1071,1882,218

795247

2007

6,369

3,5431,329

802442253

3,323

4111,1141,468

3300

9,692

3,9541,1141,3292,270

772253

2008

6,645

3,8001,399

738477231

3,461

4251,1211,593

3220

10,106

4,2251,1211,3992,331

799231

2009

6,908

4,0901,487

700463168

3,563

4911,0841,695

3930

10,471

4,5811,0841,4872,395

756168

2010

7,014

4,1991,546

677435157

3,722

5571,0961,776

2930

10,736

4,7561,0961,5462,453

728157

2011

7,043

4,2661,527

656457137

3,722

5851,0881,755

2904

10,765

4,8511,0881,5272,411

747141

2012

6,799

4,2711,471

589468

0

3,607

6591,0181,649

2810

10,406

4,9301,0181,4712,238

7490

2013

6,777

4,2971,468

470451

91

3,524

761945

1,540278

0

10,301

5,058945

1,4682,010

72991

2014

6,844

4,2901,493

472501

88

3,537

885937

1,438277

0

10,381

5,058937

1,4931,910

77888

2015

6,885

4,2531,550

453541

88

3,382

923882

1,311265

1

10,267

5,176882

1,5501,764

80689

Section 1 - 20

Total Undergraduate


Schools of Public EngagementCollege of Performing ArtsContinuing Education


Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

Total Undergraduate and Graduate-level

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Table 3. non-Credit Enrollment: Degree seeking and non-degree seeking

Growth Rate


4.0%

-3.4%3.4%

-5.3%-8.0%13.8%

108.7%

70.6%1400.0%

-20.0%-

4.8%

-1.9%150.0%

3.4%-5.8%-8.0%13.8%

-9.9%

14.0%66.7%

-20.7%-23.1%-14.2%

433.3%

-400.0%-20.0%

-100.0%

-8.7%

18.4%400.0%

66.7%-20.7%-23.2%-14.2%

-55.4%

29.0%36.4%

-50.9%-32.1%-69.0%

220.0%

-400.0%-66.7%

-

-54.8%

34.0%400.0%

36.4%-51.5%-32.1%-69.0%

1 Yr.2014 v. 2015

5-Yr.2010 v. 2015

10-Yr.2005 v. 2015

Section 1 - 21

2015

2,919

756 30

142 437

1,554

48

29 15

4 -

2,967

785 15 30

146 437

1,554

2005

6,552

58622

289644

5,011

15

03

120

6,567

5863

22301644

5,011

2006

5,771

63723

308636

4,167

9

0180

5,780

6371

23316646

4,167

2007

5,359

55619

244607

3,933

19

02

161

5,378

5562

19260608

3,933

2008

3,973

64922

189601

2,512

13

1381

3,986

6503

22197602

2,512

2009

3,425

60718

186599

2,015

7

0250

3,432

6072

18191599

2,015

2010

3,240

66318

179568

1,812

9

0351

3,249

6633

18184569

1,812

2011

3,032

61216

145558

1,701

5

0320

3,037

6123

16147558

1,701

2012

2,949

68624

117506

1,616

3

1020

2,952

6870

24119508

1,616

2013

2,987

83022

141491

1,503

8

2240

2,995

8322

22145491

1,503

2014

2,803

78329

150475

1,366

28

17650

2,831

8006

29155475

1,366

Section 1 - 22

Definition

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. While there are many acceptable methods for the calculation of FTE, the method used throughout the Almanac is 1 full-time student equals 1 FTE. 1 part-time student equals 1/3 FTE.

CREDIT AND NON-CREDIT ENROLLMENT BY HEADCOUNT AND FULL-TIME EQUIVALENT (FTE)

HeadcountFull-time (A)Part-time

FTE of Part-time1 (B)

Total Full-time Equivalent (FTE) (A+B)

1 Part-time headcount multiplied by 1/3

Section 1 - 23

University Summary

Table 4. Headcount and Full-time Equivalent (FTE)

Table 5. Undergraduate and graduate-level Headcount and Full-time Equivalent (FTE)

HeadcountUndergraduateGraduate-level

FTEUndergraduateGraduate-level

2015

13,2348,7094,525

1,508

10,217

2005

15,6076,9068,701

2,900

9,806

2006

14,9087,1277,781

2,593

9,720

2007

15,0707,6327,438

2,479

10,111

2008

14,0927,8846,208

2,069

9,953

2009

13,9038,3355,568

1,856

10,191

2010

13,9858,7145,271

1,757

10,471

2011

13,8028,7505,052

1,684

10,434

2012

13,3588,4924,866

1,622

10,114

2013

13,2968,5624,734

1,578

10,140

2014

13,2128,7484,464

1,488

10,236

2014

13,2129,6523,560

10,2367,2792,957

2015

13,2349,8043,430

10,2177,3512,866

Section 1 - 24

The New School Parsons School of Design The New School for Social ResearchSchools of Public EngagementEugene Lang College of Liberal ArtsCollege of Performing ArtsContinuing Education

The New School Parsons School of Design The New School for Social ResearchSchools Public EngagementEugene Lang College of Liberal ArtsCollege of Performing ArtsContinuing Education

FALL 2014

FALL 2015

Note: Includes credit and non-credit enrollment

Section 1 - 25


Table 6. Undergraduate Headcount and Full-time-Equivalent (FTE)

Headcount Full-time Equivalent (FTE)

3,5591,103

5401

99501

1,450

Part-time(B)

3 3,679 1,111

- 381

86 460

1,641

7,279 4,338

2 355

1,456 642 487

Total FTE(E)=(A)+(D)

7,351 4,268

- 341

1,523 671 548

9,6525,073

5622

1,522976

1,454

Total(C)=(A)+(B)

9,804 5,009

- 595

1,580 978

1,642

6,0933,970

0221

1,423475

4

Full-time(A)

6,125 3,898

- 214

1,494 518

1

1,186 368

2 134

33 167 483

Part-time(D)=(B)*0.33

1,226 370

- 127

29 153 547

Section 1 - 26

The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing ArtsContinuing Education

FALL 2014

FALL 2015

Note: Includes credit and non-credit enrollment

Section 1 - 27

college-level Summary

Table 7. Graduate-level Headcount and Full-time Equivalent (FTE)

Headcount Full-time Equivalent (FTE)

905 55

273 574

3

Part-time(B)

846 69

275 500

1 1

2,957 865 756

1,060 275

Total FTE(E)=(A)+(D)

2,866 906 714 982 264

0

3,560 902 938

1,443 277

Total(C)=(A)+(B)

3,430 952 897

1,315 265

1

2,655 847 665 869 274

Full-time(A)

2,584 883 622 815 264

-

302 18 91

191 1

Part-time(D)=(B)*0.33

282 23 92

167 0 0

Section 1 - 28

DEFINITION: A description of the delivery method of a course. Possible values for courses are online, siteline, and on campus. Possible values for students (who may be registered for multiple courses) in a given term are: On Campus; Online; Sitleline; Online and On campus; Online and Siteline; On campus and Siteline; On campus, Online, and Siteline.

ONLINE and ON CAMPUS HEADCOUNT

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Undergraduate

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Graduate

Section 1 - 29

University Summary

EACH CATEGORY IN TABLES 8 & 9 BELOW IS DESCRIBED AS: Online: 100% online Mixed: (a) Online, On Campus + (b) Online, Siteline + (c) Online, Siteline, On CampusOn Campus: (a) 100% On Campus + (b) Siteline + (c) Siteline, On Campus

Table 8. Undergraduate Online and On-campus Enrollment

Table 9. Graduate-level Online and On-campus Enrollment

2015

6,752163671

5,918

3,052301

972,654

9,804

2015

3,328177245

2,906

10211

100

3,430

2005

5,38398

4294,856

6,889126

856,678

12,272

2005

3,23870

1153,053

9711

95

3,335

2006

5,611122535

4,954

6,017143

735,801

11,628

2006

3,20068

1093,023

8002

78

3,280

2007

6,070158565

5,347

5,658129

495,480

11,728

2007

3,2729981

3,092

7000

70

3,342

2008

6,369175639

5,555

4,249127

674,055

10,618

2008

3,390105224

3,061

8401

83

3,474

2009

6,686190686

5,810

3,647113

593,475

10,333

2009

3,510114308

3,088

6022

56

3,570

2010

6,783171692

5,920

3,471196

873,188

10,254

2010

3,662151333

3,178

6910

68

3,731

2011

6,830198651

5,981

3,245239

992,907

10,075

2011

3,664164277

3,223

6321

60

3,727

2012

6,757211589

5,957

2,991239

752,677

9,748

2012

3,522161216

3,145

8810

87

3,610

2013

6,678153593

5,932

3,086246

672,773

9,764

2013

3,457183179

3,095

7512

72

3,532

2014

6,695211621

5,863

2,957263

562,638

9,652

2014

3,490208188

3,094

7001

69

3,560

Section 1 - 30

Degree-seeking Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement Non-degree seeking Parsons School of Design Schools of Public Engagement College of Performing Arts Continuing Education Total Undergraduate

Degree-seeking Parsons School of Design Schools of Public Engagement New School for Social Research Non-degree seeking Schools of Public Engagement Continuing Education Total Graduate-level

Section 1 - 31

University Summary

Table 10. Undergraduate Online Enrollment (Headcount)

Table 11. Graduate-level Online Enrollment (Headcount)

2005

9842

92

1262319

084

224

2005

700

700

110

71

2006

12252

115

1433123

089

265

2006

670

671

000

67

2007

15813

2143

1292

180

109

287

2007

990

990

000

99

2008

17535

2138

1274

220

101

302

2008

1050

1050

000

105

2009

19061

2127

1134

200

89

303

2009

1140

1140

220

116

2010

17172

495

1961870

0108

367

2010

1510

1510

110

152

2011

19883

3112

23915

1030

121

437

2011

1640

1640

211

166

2012

21191

6114

2396

1271

105

450

2012

16121

1400

110

162

2013

15374

673

24612

1460

88

399

2013

18343

1400

110

184

2014

21187

5119

26314

1620

87

474

2015

16377

482

301161

111

128

464

2014

20860

1480

000

208

2015

17756

1210

110

178

Section 1 - 32

DEFINITION: Students from different ethnic groups refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

CREDIT AND NON-CREDIT ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN

Non-Resident AliensU.S. Citizens

Ethnic GroupsWhiteNot Reported



Section 1 - 33

University Summary

Table 12. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin

Figure 2. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%)

2015

3,647

3,0153,6512,921

13,234

2015

27.6

22.827.622.1

100%

2005

1,995

2,3494,0387,225

15,607

2005

12.8

15.125.946.3

100%

2006

2,095

2,3994,0096,405

14,908

2006

14.1

16.126.943.0

100%

2007

2,210

2,5674,1966,097

15,070

2007

14.7

17.027.840.5

100%

2008

2,333

2,8174,3244,618

14,092

2008

16.6

20.030.732.8

100%

2009

2,392

2,9894,4534,069

13,903

2009

17.2

21.532.029.3

100%

2010

2,609

2,8344,5783,964

13,985

2010

18.7

20.332.728.3

100%

2011

2,823

2,9324,6183,429

13,802

2011

20.5

21.233.524.8

100%

2012

2,970

2,9754,3633,050

13,358

2012

22.2

22.332.722.8

100%

2013

3,243

2,9874,1062,960

13,296

2013

24.4

22.530.922.3

100%

2014

3,502

3,0413,8262,843

13,212

2014

26.5

23.029.021.5

100%

100.0

80.0

60.0

40.0

20.0

0.02005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

46.3

22.1

25.9

27.6

15.1

22.8

12.827.6

Non-Resident Aliens Not ReportedEthnic Groups White

Section 1 - 34

Hispanic or LatinoNon-Hispanic

American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races



Section 1 - 35

University Summary

Table 12a. Credit and Non-credit Enrollment of Different Ethnic Groups

Table 12b. Credit and Non-credit Enrollment of Different Ethnic Groups (%)

2015

1,145

9822686

10343

3,015

2015

38.0

0.327.322.8

0.311.4

100%

2005

580

23839591

0316

2,349

2005

24.7

1.035.725.2

0.013.5

100%

2006

590

29863550

0367

2,399

2006

24.6

1.236.022.9

0.015.3

100%

2007

643

28919565

0412

2,567

2007

25.0

1.135.822.0

0.016.0

100%

2008

713

371,000

5640

503

2,817

2008

25.3

1.335.520.0

0.017.9

100%

2009

830

441,008

5970

510

2,989

2009

27.8

1.533.720.0

0.017.1

100%

2010

940

371,029

61619

193

2,834

2010

33.2

1.336.321.7

0.76.8

100%

2011

965

241,035

61722

269

2,932

2011

32.9

0.835.321.0

0.89.2

100%

2012

1,032

18975634

16300

2,975

2012

34.7

0.632.821.3

0.510.1

100%

2013

1,002

10915684

12364

2,987

2013

33.5

0.330.622.9

0.412.2

100%

2014

1,092

12876685

7369

3,041

2014

35.9

0.428.822.5

0.212.1

100%

Section 1 - 36

The New School of Social

Research


Research

Parsons School of

Design

Parsons School of

Design



Non-Resident Aliens U.S. Citizens


286

142372

97

897

31.9

15.841.510.8

100%

2,484

1,4271,323

727

5,961

41.7

23.922.212.2

100%

Section 1 - 37


Table 13. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015

Table 13a. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015 (%)



Schools of Public

Engagement

Schools of Public

Engagement

Eugene Lang College of

Liberal Arts


Liberal Arts

College of Performing

Arts


Arts

Total

Total

342

636748184

1,910

17.9

33.339.2

9.6

100%

129

574743134

1,580

8.2

36.347.0

8.5

100%

21.5

15.027.635.9

100%

267

187343446

1,243

3,647

3,0153,6512,921

13,234

27.6

22.827.622.1

100%

139

49122

1,333

1,643

8.5

3.07.4

81.1

100%

Section 1 - 38

66

12722

026

142

46.5

0.719.015.5

0.018.3

100%

452

4597242

6126

1,427

31.7

0.341.817.0

0.48.8

100%


Research


Research

Parsons School of

Design

Parsons School of

Design





Section 1 - 39


Table 14. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015

Table 14a. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015 (%)

256

465

2391

71

636

40.3

0.610.237.6

0.211.2

100%

268

077

1312

96

574

46.7

0.013.422.8

0.316.7

100%

46.0

0.020.921.9

0.011.2

100%

86

03941

021

187

1,145

9822686

10343

3,015

38.0

0.327.322.8

0.311.4

100%

17

01711

13

49

34.7

0.034.722.4

2.06.1

100%



Schools of Public

Engagement

Schools of Public

Engagement


Liberal Arts


Liberal Arts


Arts


Arts

Total

Total

Section 1 - 40



American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races

Not Reported



American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races

Not Reported

DEGREE/AWARDS LEVEL ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN

Section 1 - 41

University Summary

Table 15. Credit and non-credit enrollment: Undergraduate by Degree/Award Level, Ethnicity and Geographic Origin, Fall 2015

Table 15a. Credit and non-credit enrollment: graduate-level by Degree/Award Level, Ethnicity and Geographic Origin, Fall 2015

Diploma

DoctoralMasters

Associate

Graduate Certificate

Bachelor

Diploma

Non-credit Certificate, Non-degree

Non-degree

Diploma, Associate, Bachelor

Masters, Doctoral,

Certificate and Diploma

Total

Total

8

2

0110104

17

169

30

1 16 24

- 201

17 37

495

923

273

2 125 234

2 1,000

69 128

2,756

372

53

06245

3226

1337

811

18

2

- 1 6 -

20 - 3

50

1,854

745

6579356

41,996

234233

6,007

30

2

- 6 1 -

11 1 1

52

2,234

800

6642402

72,223

247274

6,835

1,140

307

3 148 265

2 1,232

87 169

3,353

254

35

03119

1183

92,437

2,969

19

3

- 1 - -

13 -

41

77

2,4880

83506

673421

82,406

2562,711

9,804

1,159

310

3 149 265

2 1,245

87 210

3,430

Section 1 - 42

Undergraduate Associates Bachelors Diploma

Graduate-level Masters Doctoral Graduate Certificate Diploma

Total

Section 1 - 43

University Summary

Table 16. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Degree/Award Level and Gender, Fall 2015

Female Male Total

5,003 704

4,287 12

2,157 1,843

246 37 31

7,160

1,832 107

1,720 5

1,196 913 249

13 21

3,028

6,835 811

6,007 17

3,353 2,756

495 50 52

10,188

Section 1 - 44

Undergraduate - Diploma, Associate, Bachelor (A)


Schools of Public EngagementCollege of Performing Arts Graduate-level - Masters, Doctoral, Diploma, Graduate Certificate (B)


Total Undergraduate and Graduate-level (A+B)

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA

Section 1 - 45


Table 17. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015

Female Full-timeMale Part-timeTotal

5,003

3,371 1,122

291 219

2,157

679 418 906 154

7,160

4,050 418

1,122 1,197

373

6,028

3,835 1,466

213 514

2,566

878 610 814 264

8,594

4,713 610

1,466 1,027

778

1,832

943 414 162 313

1,196

268 416 401 111

3,028

1,211 416 414 563 424

807

479 70

240 18

787

69 224 493

1

1,594

548 224

70 733

19

6,835

4,314 1,536

453 532

3,353

947 834

1,307 265

10,188

5,261 834

1,536 1,760

797

Section 1 - 46



Schools of Public EngagementCollege of Performing Arts

Graduate-level - Masters, Doctoral, Diploma and Certificate (B)




1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

Section 1 - 47


Table 17a. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015 (%)


73.2

78.173.064.241.2

64.3

71.750.169.358.1

70.3

77.050.173.068.046.8

88.2

88.995.447.096.6

76.5

92.773.162.399.6

84.4

89.673.195.458.497.6

26.8

21.927.035.858.8

35.7

28.349.930.741.9

29.7

23.049.927.032.053.2

11.8

11.14.6

53.03.4

23.5

7.326.937.7

0.4

15.6

10.426.9

4.641.6

2.4

100%

100%

100%

Section 1 - 48









Section 1 - 49


Table 18. CREDIT and non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015

Other U.S. States Not ReportedTotalNon-Resident

Aliens New York

3,146

1,7181,004

141283

1,192

286280515111

4,338

2,004280

1,004656394

87

341043

0

131

137936

3

218

47791079

3

6,835

4,314 1,536

453 532

3,353

947 834

1,307 265

10,188

5,261 834

1,536 1,760

797

2,234

1,906 116 56

156

1,140

503 273 259 105

3,374

2,409 273 116 315 261

1,368

656 406 213

93

890

145 202 497

46

2,258

801 202 406 710 139

Section 1 - 50


Parsons School of Design Schools of Public EngagementEugene Lang College of Liberal Arts1

College of Performing Arts






Section 1 - 51


Table 18a. CREDIT and non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015 (%)

46%

40%65%31%53%

36%

30%34%39%42%

43%

38%34%65%37%49%

1%

1%1%9%0%

4%

1%9%3%1%

2%

1%9%1%4%0%

100%

100%

100%

33%

44%8%

12%29%

34%

53%33%20%40%

33%

46%33%

8%18%33%

20%

15%26%47%17%

27%

15%24%38%17%

22%

15%24%26%40%17%


Aliens New York

Section 1 - 52

University Summary

Table 19. Undergraduate Enrollment by Age

Figure 3. Undergraduate Enrollment by age: Trend in Proportion by category

Under 18 18-1920-2122-2425-2930-3435-3940-4950-6465 and overAge Unknown


2010

7801,9142,1601,6081,284

579308380433445363

10,254

2011

7641,8712,2141,6481,258

555297332398445293

10,075

2012

7511,8102,2231,7121,134

492238276314433365

9,748

2013

7242,0262,2121,6391,119

457227290289439342

9,764

2014

7762,0412,3221,6411,105

450253300294422

48

9,652

2015

771 2,119 2,367 1,658 1,134

471 233 282 301 428

40

9,804

Low

7.4%

18.6%

21.1%

15.7%

11.4%

4.7%

2.3%

2.8%

3.0%

4.3%

0.4%

High

8.0%

21.6%

24.1%

17.6%

12.5%

5.6%

3.0%

3.7%

4.2%

4.5%

3.7%

2010 2011 2012 2013 2014 2015

Section 1 - 53

University Summary

Table 20. Graduate-level Enrollment by Age

Figure 4. Graduate-level Enrollment by Age: Trend in proportion by category


20-21

22-24

25-29

30-34

35-39

40-49

50-64

65 and over

Age Unknown

2015

02

44876

1368624251168

8314

0

3,430

2010

00

46869

1,528643316201118

73

3,731

2011

02

49885

1,503659287223107

102

3,727

2012

0 1

41860

1,430628292227107

618

3,610

2013

00

38879

1,393653274190

9771

3,532

2014

01

38908

1,393643298181

8413

1

3,560

Low

1.1%

23.3%

39.1%

17.2%

7.3%

4.9%

2.4%

0.2%

0.0%

High

1.3%

25.5%

41.0%

18.5%

8.5%

6.3%

3.2%

0.4%

0.5%

2010 2011 2012 2013 2014 2015Notes:18-19 years old = 0.1% in 2011 and zero in other yearsUnder 18 = zero in all years

Section 2- New Students

The metrics in this section describe new students classified as eitherfull-time/first-time freshmen, undergraduate (external) transfers and new/first-time graduate students. New students exclude re-admit, re-entering, and internal transfers.

These metrics include numbers of applicants, admitted students, enrollment, admit and yield rates, and demographics such as race/ethnicity, geographic origin, gender and time status (full- or part-time).

Section 2 - 56

DEFINITIONS

ACTIONABLE APPLICATIONS refer to the total number of applications that have fulfilled The New School’s requirements to be considered for admission and that have been assigned one of the following actions: admission, non-admission, placement on waiting list, or application withdrawn by applicant. An applicant may submit actionable applications to more than one school in the university; therefore, an applicant may have multiple actionable applications.

ADMITTED APPLICATIONS refers to the number of students offered admission to The New School. This includes students who deposited and withdrew at a later date or deferred enrollment to a later academic term.

ADMIT RATE refers to the number of admitted applications divided by the number of actionable applications.

CREDIT ENROLLMENT refers to headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-degree, General Credit, and Visiting students. Exclusions are: Non-credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.

FULL-TIME / FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and is attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).

NEW / FIRST-TIME GRADUATE refers to a student who may or may not have taken prior graduate-level classes but is new to The New School at the graduate-level.

NON-CREDIT ENROLLMENT refers to headcount of students who are enrolled in non-credit certificates or continuing education.

Section 2 - 57

NON-RESIDENT ALIENS are non- U.S. Citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students.”

RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. Citizens. Federal reporting requirements have been followed in aggregating and reporting this data.

STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who self-reported as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

UNDERGRADUATE TRANSFER STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.

YIELD RATE refers to the number of students who enrolled after having been offered admission. It is calculated by dividing the number of new enrolled students by the number of admitted applicants.

Section 2 - 58

University Summary

Table 21. Actionable Applications

Figure 5. Actionable Applications trend

Table 21a. Actionable Applications Growth Rates

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level


All Students

1-Year

29.9%-0.6%-3.7%

11.8%

Growth Rate

2010

4,5562,5705,834

12,960

5-Year

62.9%-23.0%-15.6%

10.5%

2011

4,8822,5205,658

13,060

2012

4,8702,2985,231

12,399

2013

5,0482,2715,043

12,362

2014

5,7151,9915,114

12,820

2015

7,4221,9804,925

14,327

2010 2011 2012 2013 2014 2015

Freshmen Transfers Graduate Students

8,000

7,000

6,000

5,000

4,000

3,000

2,000

1,000

0

2014 v. 2015 2010 v. 2015

Section 2 - 59

6,000

5,000

4,000

3,000

2,000

1,000

0


Table 22. Admitted applications

Figure 6. Admitted Applications Trend

Table 22a. Admitted applications Growth Rates



All Students

2015

4,9601,5143,136

9,610

1-Year

13.2%-12.3%

1.4%

3.7%

Growth Rate

2010

3,3442,0282,989

8,361

5-Year

36.7%-22.5%

-0.4%

7.8%

2011

3,3811,9402,935

8,256

2012

3,1681,7693,092

8,029

2013

3,3631,8063,073

8,242

2014

3,7661,5723,330

8,668

University Summary

2010 2011 2012 2013 2014 2015

2014 v. 2015 2010 v. 2015

Section 2 - 60

Figure 7. Enrollment Trend

Table 23a. Enrollment Growth Rates

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level Students

2015

1,386763

1,214

3,363

1-Year

7.8%-9.2%-7.8%

-2.3%

Growth Rate

2010

1,2421,1331,288

3,663

5-Year

11.6%-32.7%

-5.7%

-8.2%

2011

1,1651,0661,261

3,492

2012

1,116965

1,222

3,303

2013

1,0941,0421,224

3,360

2014

1,286840

1,317

3,443

Table 23. Enrollment


University Summary

2010 2011 2012 2013 2014 2015


1,400

1,200

1,000

800

600

400

200

0

2014 v. 2015 2010 v. 2015

Section 2 - 61

Section 2 - 62


Table 24. Actionable Applications, Fall 2015

Figure 8a. Undergraduate Freshman: Actionable Applications Trend

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal Arts1


Total


3,030 -

3,449 42

901

7,422

Under- graduateFreshmen

Under- graduateTransfers

Graduate-level Total

1,141 -

409 260 170

1,980

1,889 810

- 1,302

924

4,925

6,060 810

3,858 1,604 1,995

14,327

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

2,279

1,515

11

675

4,556

High

3,030

3,449

55

901

7,422

2010 2011 2012 2013 2014 2015

Note: Applications in Drama for Undergraduates started in Fall 2013

Section 2 - 63

Figure 8b. Undergraduate Transfers: Actionable Applications Trend

Figure 8c. Graduate-level: Actionable Applications Trend


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

1,141

390

137

166

1,980

Low

1,518

780

1,302

924

4,925

High

1,696

437

273

260

2,570

High

1,941

987

2,031

1,342

5,834

2010 2011 2012 2013 2014 2015

2010 2011 2012 2013 2014 2015

Section 2 - 64


Table 25. Admitted Applications, Fall 2015

Figure 9a. Undergraduate Freshmen: Admitted Applications Trend



Total


1,960 -

2,436 33

531

4,960



Graduate-level Total

830 -

305 255 124

1,514

1,033 608

- 1,098

397

3,136

3,823 608

2,741 1,386 1,052

9,610

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

1,580

1,125

10

320

3,168

High

1,960

2,436

33

539

4,960

2010 2011 2012 2013 2014 2015Note: Applications in Drama for Undergraduates started in Fall 2013

Section 2 - 65

Figure 9c. Graduate-level: Admitted Applications Trend

Figure 9b. Undergraduate Transfers: Admitted Applications Trend


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

830

305

130

107

1,514

High

1,326

362

255

180

2,028

2010 2011 2012 2013 2014 2015

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

567

602

1,135

341

2,935

High

1,066

793

1,325

435

3,330

2010 2011 2012 2013 2014 2015

Section 2 - 66


Table 26. Enrollment, Fall 2015

Figure 10a. Undergraduate Freshmen: Enrollment Trend



Total


7770

46315

131

1,386



Graduate-level

TotalApplications

4520

100153

58

763

471171

0457115

1,214

1,700171563625304

3,363

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

637

304

9

91

1,094

High

805

463

17

144

1,386

2010 2011 2012 2013 2014 2015

Section 2 - 67


Figure 10b. Undergraduate Transfers: Enrollment Trend

Figure 10c. Graduate-level: Enrollment Trend

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

452

100

86

47

763

High

741

205

185

71

1,133

2010 2011 2012 2013 2014 2015

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

283

168

457

115

1,214

High

481

236

633

139

1,317

2010 2011 2012 2013 2014 2015

Section 2 - 68


Figure 11. New Students Admit and Yield Rates, Fall 2015

Undergraduate Freshmen

Undergraduate Transfer

Total

Total

Parsons

Parsons

Eugene Lang

Eugene Lang

Admit Rate

Admit Rate

Yield Rate

Yield Rate

PublicEngagement

PublicEngagement

PerformingArts

PerformingArts

66.8%

76.5%

64.7%

72.7%

70.6%

74.6%

78.6%

98.1%

58.9%

72.9%

27.9%

50.4%

39.6%

54.5%

19.0%

32.8%

45.5%

60.0%

24.7%

46.8%

Section 2 - 69

Total Parsons Social Research

Admit Rate Yield Rate

PublicEngagement

PerformingArts

63.7%54.7%

75.1%84.3%

43.0%38.7%46.6%

28.1%

41.6%

29.0%

New Graduate-level

Section 2 - 70


Table 27. Admit Rate (%)

Figure 12. admit Rate Trend

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total

2015

63.175.171.086.452.7

67.1

2010

67.372.778.468.936.1

64.5

2011

63.674.678.371.637.0

63.2

2012

62.770.875.175.647.5

64.8

2013

62.977.281.580.446.7

66.7

2014

60.983.377.684.556.3

67.6

Parsons

Social Research

Eugene Lang

Public Engagement

Performing Arts

Total

Low

60.9

70.8

71.0

68.9

36.1

63.2

High

67.3

83.3

81.5

86.4

56.3

67.6

2010 2011 2012 2013 2014 2015

Section 2 - 71

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total

2015

44.528.120.545.128.9

35.0

2010

48.531.633.351.837.1

43.8

2011

45.334.433.351.535.0

42.3

2012

45.927.734.248.131.6

41.1

2013

48.328.228.845.433.7

40.8

2014

46.731.030.045.930.2

39.7


Table 28. Yield Rate (%)

Figure 13. Yield rate trend

Parsons

Social Research

Eugene Lang

Public Engagement

Performing Arts

Total

Low

44.5

27.7

20.5

45.1

28.9

35.0

High

48.5

34.4

34.2

51.8

37.1

43.8

2010 2011 2012 2013 2014 2015

Section 2 - 72

University Summary

Table 29. New Student Enrollment by Geographic Origin

NEW FRESHMEN

New YorkOther U.S. StatesNon-Resident Aliens

NEW UNDERGRADUATE TRANSFER


NEW GRADUATE-LEVEL


TOTAL

New YorkOther U.S. StatesNon-Resident AliensUnreported

2010

189672312

1,173

287464348

1,099

428572263

1,263

9051,708

923127

3,663

2011

192610318

1,120

257464309

1,030

360552323

1,235

8091,626

950107

3,492

2012

178555341

1,074

219431284

934

370506317

1,193

7671,492

942102

3,303

2013

195499351

1,045

222446339

1,007

286512397

1,195

7031,4571,087

113

3,360

2014

240624372

1,236

197356267

820

331465482

1,278

7681,4451,121

109

3,443

2015

230685422

1,337

202304245

751

302422466

1,190

7341,4111,133

85

3,363

Section 2 - 73

Figure 14. New Student Enrollment by Geographic Origin (%)

100.0

80.0

60.0

40.0

20.0

0.0

100.0

80.0

60.0

40.0

20.0

0.0

100.0

80.0

60.0

40.0

20.0

0.0

2010 2011 2012 2013 2014 2015

2010 2011 2012 2013 2014 2015

2010 2011 2012 2013 2014 2015

Non-Resident Aliens

Other U.S. States

Non-Resident Aliens

Other U.S. States

Non-Resident Aliens

Other U.S. States

New York

New York

New York

57.3

45.3

42.2

51.2

39.2

40.5

26.6

33.9

31.7

31.6

35.5

32.6

16.1

20.8

26.1

17.2

25.4

26.9

New Freshmen

New Graduate-level

New Undergraduate Transfer

Section 2 - 74

New Undergraduate Freshmen - Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 75

Table 30. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2015


422347

313

41

245195

82319

466255

5848

105

1133797

583974

165

1386777463

15131

763452100153

58

1214471171400172

33631700

171563568361

685306304

570

304170

564830

422145

61179

37

1411621

61360232137

230101107

616

202783681

7

3026050

16428

734239

50143251

51

492321

14

129012

2411

292

8543

22111

8


Aliens New York

Section 2 - 76



New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 77

Table 31. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2015 (%)


100.082.2

7.30.79.7

100.079.6

3.39.47.8

100.054.712.410.322.5

100.070.3

5.13.46.5

14.6

100.056.133.4

1.19.5

100.059.213.120.1

7.6

100.038.814.132.914.2

100.050.6

5.116.716.910.7

100.044.744.4

0.710.2

100.055.918.415.8

9.9

100.034.414.542.4

8.8

100.044.0

4.325.516.4

9.7

100.043.946.5

2.67.0

100.038.617.840.1

3.5

100.019.916.654.3

9.3

100.032.6

6.819.534.2

6.9

100.046.942.9

2.08.2

100.075.0

0.08.3

16.7

100.045.8

8.337.5

8.3

100.050.6

2.424.712.9

9.4


Aliens New York

Section 2 - 78

University Summary

Table 32. enrollment (domestic and international)

Table 32a. domestic Students from all ethnic groups

New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level

Total

New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level

Total

Percentage1

1 New domestic students who self-reported as belonging to at least one ethnic group (2014:1,013/3,443=29.4%)

2015

1,386763

1,214

3,363

2015

467212280

959

2010

1,2421,1331,288

3,663

2010

406302312

1,020

2011

1,1651,0661,261

3,492

2011

342285291

918

2012

1,116965

1,222

3,303

2012

343269320

932

2013

1,0941,0421,224

3,360

2013

333273316

922

2014

1,286840

1,317

3,443

2014

452244317

1,013

28.5%

27.8%

26.3%

28.2%

27.4%

29.4%

Section 2 - 79

University Summary

Figure 15. Domestic Students from all Ethnic Groups (%)

40.0

30.0

20.0

10.0

0.02010

32.726.724.2

2011

29.426.723.1

2012

30.727.926.2

2013

30.426.225.8

2014

35.129.024.1

2015

33.727.823.1

New Undergraduate Freshmen

Percent

New Undergraduate TransferNew Graduate Students

2014: 452 (New Freshmen from all ethnic groups) / 1,286 (Total Freshmen) = 35.1%

Section 2 - 80

University Summary

Figure 16. New undergraduate Freshmen from Different Ethnic Groups, Fall 2015 (%)

Figure 17. New Undergraduate Transfer from Different Ethnic Groups, Fall 2015 (%)

Native Hawaiian or Other Pacific Islander: n=2 (0.1%)American Indian or Alaska Native: n=0

American Indian or Alaska Native: n=1 (0.1%)

Asia

Asia

Black or African

American

Black or African

American

Hispanic or Latino

Hispanic or Latino

Native Hawaiian or Other Pacific

Islander

Cumulative %

Cumulative %

Two or More Races

Two or More Races

Non-ResidentAliens

Non-Resident

Aliens

White

White

U.S.Unreported

U.S. Unreported

15.6

N=1,386

N=763

11.5

28.4

23.1

33.5

23.5

66.3

27.7

69.4

67.863.0

99.9

99.9

9.4 6.2 12.8 5.1 32.8 3.1 30.4

5.4 6.2 11.5 0.4 4.2 35.4 4.7 32.1

Section 2 - 81

University Summary

Figure 18. New Graduate-level from Different Ethnic Groups, Fall 2015 (%)

Native Hawaiian or Other Pacific Islander: n=1 (0.1%)American Indian or Alaska Native: n=0

Asia Black or African

American

Hispanic or Latino

Cumulative %

Two or More Races

Non-ResidentAliens

White U.S. Unreported

N=1,214

12.421.3 23.0

57.0 61.5

99.9

5.1 7.3 8.8 1.7 34.0 4.5 38.4

Section 2 - 82

New Undergraduate FreshmenParsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Undergraduate TransferParsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-levelParsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

Total

Total

1,386777463

15131

763452100153

58

1,214471171457115

3,363

00000

11000

00000

1

422347

313

41

245195

82319

466255

58105

48

1,133

1787390

312

88341927

8

107331751

6

373

American Indian or

Alaska native

Hispanic or Latino

Non-Resident Aliens

Section 2 - 83

Asian

21100

32010

11000

6

1309431

05

4131

721

6225

921

7

233

712440

25

3212

810

2

2183

100

124

863639

110

4724

711

5

8919

660

4

222

454188203

657

270133

457121

413113

69183

48

1,137

431428

01

3620

682

5517

927

2

134


Table 33. Enrollment by Ethnicity, Fall 2015

Black or African

American

Two or More Races

Native Hawaiian or other Pacific

IslanderWhite

Not Reported

Section 2 - 84



New Undergraduate Transfer - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level - Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 85

Table 34. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2015



1,051 607 366

12 66

562 370

71 100

21

833 351

84 333

65

2,446 1,328

84 437 445 152

1,350 756 457

8 129

609 376

96 80 57

1,050 439 148 348 115

3,009 1,571

148 553 436 301

335 170

97 3

65

201 82 29 53 37

381 120

87 124

50

917 372

87 126 180 152

36 21

6 7 2

154 76

4 73

1

164 32 23

109 -

354 129

23 10

189 3

1,386777463

15131

763452100153

58

1,214471171457115

3,3631,700

171563625304

Section 2 - 86

New Undergraduate Freshmen: Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 87

Table 34a. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2015 (%)


Female % Full-time %Male % Part-time %Total

75.878.179.080.050.4

73.781.971.065.436.2

68.674.549.172.956.5

72.778.149.177.671.250.0

97.497.398.753.398.5

79.883.296.052.398.3

86.593.286.576.1

100.0

89.592.486.598.269.899.0

24.221.921.020.049.6

26.318.129.034.663.8

31.425.550.927.143.5

27.321.950.922.428.850.0

2.62.71.3

46.71.5

20.216.8

4.047.7

1.7

13.56.8

13.523.9

0.0

10.57.6

13.51.8

30.21.0

1,386 777 463

15 131

763 452 100 153

58

1,214 471 171 457 115

3,363 1,700

171 563 625 304

Section 3- Student progress and outcomes

The metrics in this section describe the graduation rates of specific student population groups, such as new undergraduate transfer and new graduate-level (Masters) students for enterting in Fall terms. These rates are also presented by specific demographic characteristics, such as ethnicity, time status, gender, and financial aid status. The number of degrees awarded by degree type is also included.

*Percentages for groups with small numbers of students should be used with caution

Section 3 - 90

Section 3 - 91

DEFINITIONS

FULL-TIME/FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).

GRADUATION RATE WITHIN 100% OF NORMAL TIME TO COMPLETION 100 percent corresponds to four years for 4-year bachelor programs and five years for 5-year BA/BFA program. For example, the four-year graduation rate for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2012.

GRADUATION RATE WITHIN 150% OF NORMAL TIME TO COMPLETION 150 percent corresponds to six years for 4-year bachelor programs and 7.5 years for 5-year BA/BFA program. For example, the six-year rate graduation for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2014.

NEW GRADUATE-LEVEL (MASTERS) refers to a student who may or may not have taken prior graduate-level classes, but is new to The New School graduate-level.

PELL RECIPIENT refers to an undergraduate student who received funds from the Federal pell grant program at the time of entry.

STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

UNDERGRADUATE TRANSFER-IN STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.

Section 3 - 92

Fall Entering CohortFull-timePart-time

First Year RetentionFull-timePart-time

Graduation Rate within 100% of Nomal Time to Completion Full-timePart-time

Graduation Rate within 150% of Nomal Time to CompletionFull-timePart-time

Fall Entering Cohort Full-timePart-time

First Year RetentionFull-timePart-time

Graduation Rate within 100% of Nomal Time to Completion Full-timePart-time

Graduation Rate within 150% of Nomal Time to CompletionFull-timePart-time

Fall 2004

7841

83.5%100.0%

52.3%100.0%

65.9%100.0%

52595

83.8%57.9%

70.9%36.8%

75.6%43.2%

Fall 2005

7731

78.3%100.0%

50.2%100.0%

62.4%100.0%

552142

85.3%63.4%

73.9%57.0%

77.5%62.0%

Fall 2006

8373

81.7%100.0%

55.4%0.0%

66.2%0.0%

520111

85.2%74.8%

74.4%46.8%

77.5%54.1%

Bachelors (freshmen)

Bachelors (Transfer)

Section 3 - 93

Table 35. Entering cohort(count) and retention, graduation rate (%)

University-level Summary

Fall 2007

9635

81.8%60.0%

54.6%0.0%

65.9%0.0%

551109

80.8%59.6%

68.2%46.8%

71.7%47.7%

Fall 2008

10015

79.0%40.0%

54.6%20.0%

66.3%20.0%

57793

82.7%65.6%

69.7%33.3%

73.7%38.7%

Fall 2009

10983

80.6%66.7%

48.5%0.0%

65.0%20.0%

58767

81.4%56.7%

68.0%34.3%

65.0%20.0%

Fall 2010

11325

82.2%60.0%

51.9%0.0%

55866

83.0%69.7%

66.3%37.9%

Fall 2011

100610

83.4%70.0%

51.6%20.0%

53977

84.0%62.3%

70.3%33.8%

Fall 2012

10443

82.8%0.0%

43158

82.8%65.5%

Fall 2013

99438

83.3%78.9%

59848

86.1%72.9%

Fall 2014

113628

81.4%64.3%

43246

84.0%54.3%

Section 3 - 94

U.S. CitizensHispanic or LatinoNon-Hispanic

AsianBlack or African AmericanWhiteTwo or More Races

Non-Resident Aliens

U.S. CitizensHispanic or LatinoNon-Hispanic

AsianBlack or African AmericanWhiteTwo or More Races

Non-Resident Aliens

Graduation rate within 100% of normal time to completion(%)


Section 3 - 95

Table 36. Graduation rate within 100% and 150% of normal time to completion: First time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin

University-level Summary

Fall 2007

55.7

57.333.346.836.4

57.6

Fall 2007

65.8

74.538.958.454.6

79.1

Fall 2004

35.9

57.535.947.231.3

54.8

Fall 2004

62.3

77.051.363.059.4

74.8

Fall 2008

35.4

63.934.245.346.7

54.1

Fall 2008

68.3

83.358.558.860.0

76.2

Fall 2005

29.3

55.024.143.458.6

57.0

Fall 2005

41.5

76.941.457.269.0

72.8

Fall 2009

44.8

51.332.846.546.3

60.0

Fall 2009

60.0

69.456.761.856.1

79.1

Fall 2006

44.6

50.844.748.441.4

57.3

Fall 2006

62.2

71.765.861.569.0

76.1

Fall 2010

38.8

66.041.950.842.5

57.3

Fall 2010

56.6

78.756.559.165.0

69.2

Fall 2011

43.4

64.335.746.840.0

60.5

Fall 2011

Section 3 - 96

University Summary

Figure 19. Graduation rate within 100% of normal time to completion: First time/full-time freshmen in baccalaureate degree

100.0

80.0

60.0

40.0

20.0

0.02004 2005 2006 2007 2008 2009 2010 2011


Section 3 - 97

University Summary

Figure 19a. Graduation rate within 150% of normal time to completion: First time/full-time freshmen in baccalaureate degree

100.0

80.0

60.0

40.0

20.0

0.02004 2005 2006 2007 2008 2009 2010


Section 3 - 98

University Summary

Table 38. Graduation rate within 100% and 150% of normal time to completion: full-time undergraduate freshmen by gender

MaleFemale

MaleFemale



Table 37. Graduation rate within 100% and 150% of normal time to completion: full-time undergraduate freshmen Pell and non-pell Recipients in baccalaureate degree

Pell RecipientsNon-Pell Recipients

Pell RecipientsNon-Pell Recipients



Section 3 - 99

Fall 2007

48.2

50.8

60.4

66.2

Fall 2004

44.0

48.4

62.7

66.3

Fall 2008

38.6

52.1

58.0

69.5

Fall 2005

39.4

49.2

52.7

64.6

Fall 2009

39.0

52.0

56.9

68.0

Fall 2006

44.2

51.0

61.9

67.0

Fall 2010

45.9

53.9

49.3

57.6

Fall 2011

44.0

54.3

Fall 2007

50.3

50.1

63.3

65.1

Fall 2004

44.1

48.2

66.1

65.3

Fall 2008

46.8

48.5

65.1

66.4

Fall 2005

39.9

47.7

55.1

62.4

Fall 2009

45.9

49.6

63.8

65.6

Fall 2006

45.3

50.1

62.5

66.4

Fall 2010

46.7

53.9

50.2

57.5

Fall 2011

48.9

52.4

Schools of Public EngagementBachelors Bachelor of Arts Bachelor of Fine Arts Bachelor of ScienceNon-Credit Certificate

19213776154655

18513776154655

Headcount Awards2013-2014

Degrees/awards

This sub-section refers to the total number of (credit and non-credit) degrees, diplomas, and certificates awarded and the number of students receiving such awards, as of the degree freeze date.

The Headcount and Award Count will differ depending upon the level of granularity. For example, a student receiving both a Non-Credit Certificate and a Bachelor of Science in the same year and at the same College, would be counted once under Headcount and once under Awards Count in the total row for both the Non-Credit Certificate and total row for the Bachelor of Science. As such, this student would be counted twice under Award Count and once under Headcount in the total row for the College (see example below).

DATA INTERPRETATION GUIDEIn 2013-2014, the difference of seven between Awards (n=192) and Headcount (n=185) means that there were seven students who completed more than one of the awards indicated (in this case, completed both a non-credit certificate and bachelors degree in the same year.)

Section 3 - 102


Table 39. Undergraduate Headcount and degree Awards

Parsons School of Design

Eugene Lang College of Liberal Arts

The New School for Social Research

Schools of Public Engagement


All Undergraduate

Associate in Applied ScienceBachelors

Bachelor of ArtsBachelor of Business AdminBachelor of Fine ArtsBachelor of Science

Non-Credit Certificate

Bachelor of ArtsBachelor of Fine ArtsBachelor of Science


BachelorsBachelor of ArtsBachelor of Fine ArtsBachelor of Science


Post-Secondary DiplomaBachelors

Bachelor of Fine Arts Bachelor of MusicBachelor of Science

2010-2011

1,149447660

0135524

142

325325

00

0228190

8742614633

8256725

0

1,774

1,150447660

0135524

143

325325

00

0236190

8742614633

8256725

0

1,811

Headcount Awards

Section 3 - 103

2011-2012 2012-2013 2013-2014 2014-2015

1,178452707

1136562

819

317310

16

0207165

7635545038

4346234

0

1,779

1,200407762

0120637

532

316315

01

0231176

9038486341

8345131

2

1,811

1,343425876

0179691

643

319316

03

0184136

7515465538

4346734

0

1,912

1,165384781

0132643

60

311305

06

5185165

8722562429

4256125

0

1,719

1,178452707

1136562

819

317310

16

0215165

7635545038

4346234

0

1,810

1,201407762

0120637

532

316315

01

0241176

9038486541

8345131

2

1,850

1,344425876

0179691

643

319316

03

0191136

7515465538

4346734

0

1,959

1,165384781

0132643

60

311305

06

5190165

8722562529

4256125

0

1,761

Headcount Headcount Headcount HeadcountAwards Awards Awards Awards

Section 3 - 104


Table 40. Graduate-level Headcount and degree Awards

Parsons School of Design

The New School for Social Research

Schools of Public Engagement



Master

Master of ArchitectureMaster of ArtsMaster of Fine ArtsMaster of Science

Credit Certificate Doctor of PhilosophyMaster

Master of ArtsMaster of PhilosophyMaster of Science

Doctor of Philosophy Master

Master of ArtsMaster of Fine ArtsMaster of PhilosophyMaster of Science

Credit Certificate Master

Master of Fine Arts Master of Music

Professional Studies Diploma

2010-2011

1990

1992132

1460

25545

212200

93

6381

606306101

8191

49118

95544123

1,210

1990

1992132

1460

25745

212200

93

6561

606306101

8191

49118

95415423

1230

Headcount Awards

Section 3 - 105

2011-2012 2012-2013 2013-2014 2014-2015

2480

2483138

1800

25562

194179

105

6593

633366104

1162

58107

82513125

1,269

2354

2311639

1800

25359

195180

105

6423

621351102

2166

47118

90464428

1,246

2918

2831858

16346

22269

155143

75

6036

575305106

2162

46106

84543022

1,222

36013

3472260

19674

25773

200148

511

5694

545246

882

20951

11784582633

1,303

2490

2493138

1800

25662

194179

105

6943

633366104

1162

58107

82513125

1,306

2394

2351639

1800

25459

195180

105

6713

621351102

2166

47118

90464428

1,282

2938

2851858

16346

22469

155143

75

6276

575305106

2162

46106

84543022

1,250

36513

3522260

19674

27373

200148

511

6004

545246

882

20951

11784582633

1,355

Headcount Headcount Headcount HeadcountAwards Awards Awards Awards

SECTION 4- NON-RESIDENT ALIEN STUDENTSThis section describes the enrollment of non-resident aliens by region and country of origin. Regions, and countries included within each region, follow the classification used by IIE (Institute of International Eduacation).

Section 4 - 108

DEFINITION

A NON-RESIDENT ALIEN is someone in the U.S. who is neither a U.S. citizen or permanent resident. For the purposes of the Almanac, we use this term instead of “international student” because it cleary defines the group of students included based upon the reported student data in our information system as of census date.

Section 4 - 109

University Summary

Table 41. non-resident Aliens Enrollment by Region

UndergraduateAfricaAsiaEuropeLatin America & the CaribbeanNorth America (Canada)OceaniaWith unreported country

Graduate-levelAfricaAsiaEuropeLatin America & the CaribbeanNorth America (Canada)OceaniaWith unreported country

Undergraduate & Graduate-levelAfricaAsiaEuropeLatin America & the CaribbeanNorth America (Canada)OceaniaWith unreported country

2011

18911259199195

28422

2,032

11248172

868918

167

791

291,159

431285284

46589

2,823

2012

171,027

273215193

23410

2,158

10255185

967921

166

812

281,282

457311272

44576

2,970

2013

151,177

269209209

23418

2,320

10297208119

7430

185

923

251,474

477328283

53603

3,243

2014

181,232

313227212

25399

2,426

2015

241,332

335228198

21350

2,488

20379214152

8536

190

1,076

19423227160

9933

198

1,159

381,611

527379297

61589

3,502

431,755

562388297

54548

3,647

Note: ‘With unreported country’ refers to missing entries as of census freeze date of each year. The New School is required to collect such information for only a sub population of non-resident aliens based upon visa sponsorship.

Section 4 - 110

Table 42. non-resident Aliens Enrollment by Region, Growth Rates, Fall 2015 (%)

UndergraduateAfricaAsiaEuropeLatin America & the CarribeanNorth America (Canada)OceaniaWith unreported country

Graduate-levelAfricaAsiaEuropeLatin America & the CarribeanNorth America (Canada)OceaniaWith unreported country

Undergraduate & Graduate-levelAfricaAsiaEuropeLatin America & the CarribeanNorth America (Canada)OceaniaWith unreported country

1-Year

2.633.3

8.17.00.4

-6.6-16.0-12.3

1-Year

7.7-5.011.6

6.15.3

16.5-8.34.2

1-Year

4.113.2

8.96.62.40.0

-11.5-7.0

5-Year

22.433.346.229.314.6

1.5-25.0-17.1

5-Year

46.572.770.632.086.011.283.318.6

5-Year

29.248.351.430.436.1

4.617.4-7.0

University Summary

2014 v. 2015

2014 v. 2015

2014 v. 2015

2010 v. 2015

2010 v. 2015

2010 v. 2015

Section 4 - 111

University Summary

Table 43. non-resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2015

ChinaKoreaCanadaIndiaBrazilUnited KingdomTaiwanFranceTurkeyHong KongOther Countries (=94)With unreported country

ChinaCanadaIndia Brazil KoreaGermanyUnited Kingdom Colombia MexicoTurkeyOther Countries (=76)With unreported country

Number

447287198142

726963545351

702350

2,488

Number

138995247444339313131

406198

1,159

%

18.011.5

8.05.72.92.82.52.22.12.0

28.214.1

%

11.98.54.54.13.83.73.42.72.72.7

35.017.1

Undergraduate

Graduate-level

Section 4 - 112

Table 44. non-resident Aliens Enrollment: Top 5 countries of enrollment, fall 2015

ChinaKoreaCanadaIndiaBrazilGermanyTurkeyMexicoUnited KingdomFranceNetherlandsIsrael ColombiaAustraliaItalyTaiwanJapan

48625820517178

1,19848%

585331297194119

3,647 2,484 286

1,52642%

Total from top 5 countries% of total international students

28

13221714

9433%


The New School

Total Non-Resident Aliens

Parsons Social Research

Section 4 - 113

342 97 267 139

7

5

665

2930%

333619

2910

3828

484

12748%

8259%

14

331414

24

9929%

Eugene Lang Performing Arts


Public Engagement

Section 4 - 114

Undergraduate

Graduate-level

198

Cana

North America

Section 4 - 115

Canada

99

Section 4 - 116

Undergraduate

Graduate-level

Peru

11 6

Colo

Ecuador5 7

25

Costa Rica

Nicaragua

The

26

El Salvador1 1

Guatemala2 2

Mexico

41 31

2 Panama4 1

Honduras1

Latin America

Section 4 - 117

Brazil

72 47

bolivia

Paraguay

1 1

1

Argentina12 10

1Uruguay

Chile4 6

lombia

Venezuela

25 31

14 10

3Trinidad and Tobago

2BarbadosSaint Vincent 1Aruba

The Bahamas

1

1

Dominican Republic 17 2

Saint Lucia 1

Section 4 - 118

Norway

Iceland

Ireland

UnitedKingdom

DenmarkNetherlands

Belgium

Spain

Monaco

Ma

Portugal

18 7

4

1613

69 392

17

1454France

Switzerland

20 43German

617

1

27It

2 3 19 13

Gibraltar1

2

Slo

Undergraduate

Graduate-level

Europe

Section 4 - 119

RussiaFinland

Sweden

Estonia

Latvia

Lithuania

Denmark

Belarus

Poland

Malta

Greece

Cyprus

Bulgaria

Ukraine

romania

czech Rep.

Austria Hungary

Serbia

Slovakia

81432

16 7

2 1

1 1

2 5

1

7

43

31

76 3

2

Germany

11 1

1 3

4 1

1Kosovo

Albania1127

Italy

1

9 1212

Macedonia1

31

53 31Turkey

4 2

1 2Croatia

ovenia

Section 4 - 120

Undergraduate

Graduate-level

Morocco

Libya

Tunisia

Israel

34 12

1

3 2

1 1

Middle East

Section 4 - 121

SaudiArabia

IranLebanon

PalestinianAuthority

Jordan

Oman

Qatar

Bahrain

UnitedArabEmirates

6Egypt

82

2

3

1

3

3

5

4 4Kuwait

10 15

7 5 20 2

1

Section 4 - 122

Undergraduate

Graduate-level

Ghana2

Nigeria3 2

Sub-Saharan Africa

Section 4 - 123

KenyaUganda

3 1

Mozambique1

South Africa

6 10

1 1

Zambia2

Section 4 - 124

Undergraduate

Graduate-level

Asia

Chin

Mongolia

Myanmar(Burma)

LaIndia

Pakistan

Turkmenistan

Uzbekistan Kyrgyzstan

Kazakhstan

sriLanka

Thailan

Singapore

4

1

2

12 11

142 52

1

3 2

3

1

29 21

37 8

1

Section 4 - 125

447

138

China

Mongolia

Laos

ThailandVietnam

PhilippinesCambodia

South Korea

Japan

Indonesia

MalaysiaBrunei

Taiwan

Macau

Hong Kong

28744

43 12

2

1

1

1 1

5 2

513

8

27 8

1

3

51 7

63 27

Section 4 - 126

Undergraduate

Graduate-level

Austrailia18 29

Oceania

Section 4 - 127

New Zealand3 4

Section 5- Faculty and staff

This section describes faculty and staff demographic characteristics such as gender, time status and ethnicity.

Section 5 - 130

Parsons School of DesignNew School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total Faculty

Source: Human Resources, data from 11/1/2014

Definitions

STAFFFULL-TIME EMPLOYMENT is defined as scheduled employment at 100% of effort. (Note that staff may have temporary reductions in effort but still be considered full-time staff during that period of reduced effort.)

PART-TIME EMPLOYMENT is defined as scheduled employment at anything less than 100% of effort.

FACULTYFULL-TIME FACULTY are characterized by scheduled employment at 100% of effort, except in the case of eight current Half-time Core Faculty, who are considered to be full-time faculty but are actually working at 50% effort. (Note that faculty may have temporary reductions in effort but still be considered full-time faculty during the period of reduced effort.)

PART-TIME FACULTY are characterized by membership in UAW Local 7902 or AFL-CIO Local 802, or by engagement as non-union Part-time Teaching Staff in the School of Jazz. For the purposes of the Com-mon Data Set ONLY, Part-time faculty also include Research Scholars, Post-Doctoral Fellows, and administrative staff who teach one or more non-clinical credit courses but who do not have faculty status.

Section 5 - 131

Table 45. Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2015

Table 46. Faculty by Time Status, Fall 2015

Executive/Administrative/Managerial

Other ProfessionalsClerical & SecretarialService/Maintenance

1,778

559

3097

1,833

9499

118317385

1,778

2,194

1,008373

352112171

3,202

110876

204401405

2,194

1,009

992370

344109169

2,001

14%88%42%21%

5%

19%

86%12%58%79%95%

81%

416

953364

322103164

1,369

15967868420

416

Faculty

Staff

Total Employees

Full-time

Full-time Full-time (%)

Part-time 1

Part-time Part-time (%)

Total

Total

FTE

1 Derivation of Faculty Total FTE is based on Common Data Set (CDS) method: Number of full-time headcount + 1/3 total number of part-time headcount

Source: Human Resources

UNIVERSITY Summary

Section 5 - 132

Full-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Part-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total Faculty

Part-time faculty include only those teaching in Fall 2015Source: Human Resources, data from 11/1/2015

Section 5 - 133

Table 47. Faculty by Gender, FALL 2015

Female MaleFemale % Male %Total

2007825414511

912504

159

183165

1,112

21681424539

9

866445

859

134220

1,082

48%49%37%48%54%55%

51%53%11%50%58%43%

51%

52%51%63%52%46%45%

49%47%89%50%42%57%

49%

416159

67868420

1,778949

9118317385

2,194


Section 5 - 134

Table 48a. Faculty by Ethnicity and Geographic Origin headcount, Fall 2015

Table 48b. Faculty by Ethnicity and Geographic Origin Percentage, Fall 2015 (%)



Total Faculty



Total Faculty

Total

Total

Hispanicor Latino

Hispanicor Latino

American Indianor Alaska Native

American Indianor Alaska Native

Non-ResidentAliens

Non-ResidentAliens

416159

67868420

1,778949

9118317385

2,194

416159

67868420

1,778949

9118317385

2,194

1211550

7641

06

1514

88

3%1%1%6%6%0%

4%4%0%5%5%4%

4%

100010

420011

5

0%0%0%0%1%0%

0%0%0%0%0%0%

0%

321212

440

3123

0242

63

8%8%

18%12%

5%0%

2%2%0%2%1%1%

3%Part-time faculty include only those teaching in Fall 2015Source: Human Resources, data from 11/1/2015

Section 5 - 135

White

White

Two or more races

Two or more races

Not Reported

Not Reported

Asian

Asian

Black or AfricanAmerican

Black or AfricanAmerican


Islander


Islander

251100

35475316

1,301678

883

244288

1,552

60%63%52%55%63%80%

73%71%89%70%77%75%

71%

6225111411

1

9854

09

1421

160

15%16%16%16%13%

5%

6%6%0%8%4%5%

7%

000000

3623

0625

36

0%0%0%0%0%0%

2%2%0%5%1%1%

2%

3514

510

51

15285

16

3030

187

8%9%7%

12%6%5%

9%9%

11%5%9%8%

9%

2373652

8043

067

24

103

6%4%4%7%6%

10%

4%5%0%5%2%6%

5%

000000

000000

0

0%0%0%0%0%0%

0%0%0%0%0%0%

0%


Section 6- University Resources

The metrics in this section describe key University financial measures and library resources.

Section 6 - 138

Section 6 - 139

DEFINITIONS

ENDOWMENT: The endowment consists of donor-restricted funds and funds designated by the Board of Trustees. The principal or corpus of the endowment must remain intact. The university’s endowment spending policy provides a sustainable flow of funds to support annual operations, and balances current spending needs against preservation of the endowment’s future purchasing power.

OPERATING BUDGET: The operating budget includes all revenues and expenses that relate to the university’s educational programs, research, training, and supporting activities.

Section 6 - 140

University Summary

Table 49. Endowment and Operating Budget FY 2010-2015

Figure 20. Endowment and Operating Budget FY 2010-2015

Endowment($millions)

OperatingBudget

($ millions)

$ 348

$ 360

2015Fiscal Year (FY)

$ 205

$ 330

2012

16.0 %

7.5 %

1 Yr Change

$ 216$ 188

$ 307$ 288

20112010

$ 300

$ 335

2014

$ 214

$ 323

2013

85.1 %

25.0 %

5 YrChange

$400

$350

$300

$250

$200

$150

$100

$50

$0FY2010 FY2011 FY2012 FY2013 FY2014 FY2015

Operating Budget

Endowmentmill

ions

Source: Office of Finance and Business

2014 v. 2015 2010 v. 2015

Section 6 - 141

University Summary

BooksJournal TitlesMusical ScoresAudioVideoMicrofilmArchival CollectionsImagesDatabases

Physical Materials

(Volume count)

Electronic Content

(Title count)Total Holdings

210,4052,521

34,30515,946

3,8891,149

329

927,131126,151

94,276202,159173,539

00

6,325,973530

1,137,536128,672128,581218,105177,428

1,149329

2,930,280530

Source: Office of the University Librarian

Table 50. Library Resources, Fall 2015

Library locations available to The New School students and faculty

New School LibrariesUniversity Center Forum Library

List Center LibraryPerforming Arts Library

University Archives

Consortium LibrariesElmer Bobst Library - New York University

Avery Fischer Center for Music and Media - New York UniversityCourant Institute of Mathematical Science - New York University

Cooper UnionNew York Academy of Art

New York Historical SocietyCardozo Law School Library

Index - 144

INDEX

T. 1T. 1aT. 2T. 3T. 4T. 5

T. 6T. 7T. 8T. 9T. 10T. 11T. 12

T. 12aT. 12bT. 13

T. 13a

T. 14

T. 14a

T. 15

T. 15a

T. 16

T. 17

T. 17a

T. 18

T. 18a

P. 14P. 16P. 18P. 20P. 23P. 23

P. 25P. 27P. 29P. 29P. 31P. 31P. 33

P. 35P. 35P. 37

P. 37

P. 39

P. 39

P. 41

P. 41

P. 43

P. 45

P. 47

P. 49

P. 51

UniversityUniversityCollege-LevelCollege-Level UniversityUniversity

College-LevelCollege-LevelUniversityUniversityUniversityUniversityUniversity

UniversityUniversityCollege-Level

College-Level

College-Level

College-Level

University

University

University

College-Level

College-Level

College-Level

College-Level

Credit and Non-credit Enrollment Credit and Non-credit Enrollment by Degree levelCredit Enrollment: Degree seeking and Non-degree seeking Non-Credit Enrollment: Degree seeking and Non-degree seekingHeadcount and Full-time Equivalent (FTE)Undergraduate and Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Headcount and Full-time Equivalent (FTE)Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Online and On-campus EnrollmentGraduate-level Online and On-campus EnrollmentUndergraduate Online Enrollment (Headcount)Graduate-level Online Enrollment (Headcount)Credit and Non-credit Enrollment by Ethnicity and Geographic OriginCredit and Non-credit Enrollment of Different Ethnic Groups Credit and Non-credit Enrollment of Different Ethnic Groups (%)Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015 (%)Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015 (%)Credit and Non-credit Enrollment: Undergraduate by Degree/ Award Level, Ethnicity and Geographic Origin, Fall 2015Credit and Non-credit Enrollment: Graduate-level by Degree/ Award Level, Ethnicity and Geographic Origin, Fall 2015Credit and Non-credit Enrollment: Undergraduate and Graduate-level by Degree/Award Level and Gender, Fall 2015Credit and Non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015Credit and Non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015 (%)Credit and Non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015Credit and Non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015 (%)

SECTION 1 - ALL STUDENTS

LIST OF TABLES

Index - 145

P. 52P. 53

P. 58P. 58P. 59P. 59P. 60P. 60P. 62P. 64P. 66P. 70P. 71P. 72P. 75

P. 77

P. 78P. 78P. 83P. 85

P. 87

P. 93P. 95

P. 98

P. 98

P. 102P. 104

Undergraduate Enrollment by AgeGraduate-level Enrollment by Age

Actionable ApplicationsActionable Applications Growth RatesAdmitted ApplicationsAdmitted Applications Growth Rates Enrollment Enrollment Growth RatesActionable Applications, Fall 2015 Admitted Applications, Fall 2015Enrollment, Fall 2015Admit Rate (%)Yield Rate (%)New Student Enrollment by Geographic OriginUndergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2015Undergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2015 (%)Enrollment (domestic and international)Domestic Students from all Ethnic GroupsEnrollment by Ethnicity, Fall 2015Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2015Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2015 (%)

Entering Cohort(count) and Retention, Graduation Rate (%)Graduation Rate within 100% and 150% of Normal Time to Completion: First Time/Full-time Freshmen in Baccalaureate Degree, by Ethinicity and Geographic OriginGraduation Rate within 100% and 150% of Normal Time to Comopletion: Full-time Undergraduate Freshmen Pell and Non-pell Recipents in Baccalaureate DegreeGraduation Rate within 100% and 150% of Normal Time to Completion: Full-time Undergraduate Freshmen by GenderUndergraduate Headcount and Degree AwardsGraduate-level Headcount and Degree Awards

T. 19T. 20

T. 21T. 21aT. 22T. 22aT. 23T. 23aT. 24T. 25T. 26T. 27T. 28T. 29T. 30

T. 31

T. 32T. 32aT. 33T. 34

T. 34a

T. 35T. 36

T. 37

T. 38

T. 39T. 40

UniversityUniversity

UniversityUniversityUniversityUniversityUniversityUniversityCollege-LevelCollege-LevelCollege-LevelCollege-LevelCollege-LevelUniversityCollege-Level

College-Level

UniversityUniversityCollege-LevelCollege-Level

College-Level


University

University

College-LevelCollege-Level

SECTION 2 - NEW STUDENTS

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

Index - 146

T. 41T. 42

T. 43

T.44

T. 45

T. 46T. 47T. 48aT. 48b

T. 49T. 50


University

College-Level

University

UniversityCollege-Level College-LevelCollege-Level


Non-Resident Aliens Enrollment by RegionNon-Resident Aliens Enrollment by Region, Growth Rates, Fall 2015 (%)Non-Resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2015Non-Resident Aliens Enrollment: Top 5 Countries of Enrollment, Fall 2015

Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2015Faculty by Time Status, Fall 2015Faculty by Gender, Fall 2015Faculty by Ethnicity and Geographic Origin Headcount, Fall 2015Faculty by Ethnicity and Geographic Origin Percentage, Fall 2015(%)

Endowment and Operating Budget FY 2010-2015Library Resources, Fall 2015

P. 109P. 110

P. 111

P. 112

P. 131

P. 131P. 133P. 134P. 134P. 128

P. 140P. 141

INDEXLIST OF TABLES

SECTION 5 - FACULTY AND STAFF

SECTION 6 - UNIVERSITY RESOURCES

SECTION 4 - INTERNATIONAL STUDENTS

Index - 147

F. 1

F. 2F. 3F. 4

F. 5F. 6F. 7F. 8aF. 8bF. 8cF. 9aF. 9bF. 9cF. 10aF. 10bF. 10cF. 11F. 12F. 13F. 14F. 15F. 16F. 17F. 18

F. 19

F. 19a

F. 20

P. 16

P. 33P. 52P. 53

P. 58P. 59P. 60P. 62P. 63P. 63P. 64P. 65P. 65P. 66P. 67P. 67P. 68P. 70P. 71P. 73P. 79P. 80P. 80P. 81

P. 96

P. 97

P. 140

Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%) Undergraduate Enrollment by Age: Trend in Proportion by CategoryGraduate-level Enrollment by Age: Trend in Proportion by Category

Actionable Applications TrendAdmitted Applications TrendEnrollment TrendUndergraduate Freshman: Actionable Applications TrendUndergraduate Transfers: Actionable Applications TrendGraduate-level: Actionable Applications TrendUndergraduate Freshman: Admitted Applications TrendUndergraduate Transfers: Admitted Applications TrendGraduate-level: Admitted Applications TrendUndergraduate Freshmen: Enrollment TrendUndergraduate Transfers: Enrollment TrendGraduate-level: Enrollment TrendNew Students Admit and Yield Rates, Fall 2015Admit Rate TrendYield Rate TrendNew Student Enrollment by Geographic Origin (%)Domestic Students from All Ethnic Groups (%)New Undergraduate Freshmen from Different Ethnic Groups, Fall 2015 (%)New Undergraduate Transfer from Different Ethnic Groups, Fall 2015 (%)New Graduate-level from Different Ethnic Groups, Fall 2015 (%)

Graduation Rate within 100% of Normal Time to Completion: First Time/Full-time Freshmen in Baccalaureate DegreeGraduation Rate within 150% of Normal Time to Completion: First Time/Full-time Freshmen in Baccalaureate Degree

Endowment and Operating Budget FY 2010-2015

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

SECTION 2 - NEW STUDENTS

SECTION 1 - ALL STUDENTS

LIST OF FIGURES

SECTION 6 - FINANCIAL, LIBRARY AND PHYSICAL

The New School Almanac & Trends | Fall 2015

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