Transcript Click to edit Master title style Informed Decisions: Negotiating High Risk Propositions Antoinette Torres Associate Vice Provost February 18, 2012

Click to edit Master title style
Informed Decisions:
Negotiating High Risk
Propositions
Antoinette Torres
Associate Vice Provost
February 18, 2012
Click to edit
Background
Master title style
STEM fields
• Under-performance
• Under-representation
• Continued Access post Hopwood and
Prop 209
• Throughout socio-economics have been
a nefarious factor in student
achievement and progression
ClickChanging
to edit Master
Paradigm
title style
To achieve professional, academic and wealth
creation goals – the goodness we purport a college
education will provide – necessitates a paradigm
shift among practitioners to inform college and
graduate degree completion and gainful
employment among high potential youth
• In the past, socio-economic status was a confounding
factor in degree attainment
• In today’s higher education landscape it may be a
contributing factor to degree derailment
• Participation in the health professions in particular
may have new barriers to URM participation
Click
to edit
Master
title style
Inform
Critical
Decisions
Students are making college and career
choices that can affect their entire
earning future and ability to create wealth
− Earning future depends largely on the
major one chooses, successful completion
of the degree, and institution from which
they graduated
− Wealth creation depends largely on
earning potential and debt burden upon
degree completion
2009 Mean Annual Earnings of Employed and Full-time Year-round Employed
College Graduates with a Bachelor’s Degree Only, by Undergraduate Major Field of Study
and Mal-Employment Status, US
Click to edit Master title style
Undergraduate Major Field of
Study
Engineering
Business/Management
Math & Computer Sci.
Health-Related
Social Sciences
Communication
Humanities/Liberal Arts
Area Studies
Science
Legal
Education/Teaching
Emp. Status
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
All empl.
FTYR
Employed in
CLM Occs.
$88,488
$93,654
$81,391
$87,003
$79,433
$84,660
$61,589
$69,950
$66,649
$74,327
$63,802
$71,246
$57,027
$66,586
$53,051
$60,037
$64,386
$72,119
$59,699
$62,884
$43,820
$49,713
Center for Labor Market and Policy -Drexel University
Employed in
non-CLM Occs.
$50,791
$58,537
$43,633
$51,300
$44,391
$53,685
$35,115
$45,019
$38,089
$47,004
$36,630
$46,333
$33,265
$42,616
$33,014
$42,304
$41,141
$50,460
$38,167
$44,157
$30,555
$40,268
Absolute
Difference
$37,697
$35,117
$37,759
$35,703
$35,042
$30,975
$26,474
$24,931
$28,560
$27,323
$27,172
$24,912
$23,763
$23,970
$20,036
$17,733
$23,245
$21,659
$21,532
$18,727
$13,265
$9,445
Relative
Difference
74%
60%
87%
70%
79%
58%
75%
55%
75%
58%
74%
54%
71%
56%
61%
42%
56%
43%
56%
42%
43%
23%
Evaluate Earning Future:
Click to
editofMaster
title
Choice
Major Matters
style
Mal-employment Rates of College Graduates with a Bachelor’s
Degree Only, Employed in Full-time and Year-round Jobs,
by Major Field of Study, US, 2009
Humanities/liberal arts
33.7%
Social Sciences
32.4%
Communication
29.9%
Business/management
29.6%
Engineering technologies
29.4%
Science
28.9%
Education & training
22.6%
Engineering
17.9%
Math & computer science
17.8%
Health-related
Total
Center for Labor Market and Policy
15.9%
27.2%
Click to edit
Implications
Master title style
• Mal employment among science
degree students higher than we would
like, certainly for the work effort
• Entry salaries raise questions
regarding value
• Advanced degrees almost a necessity
Click
College Choice
to
editChance
Master
title
Optimize
of Success
style
Desire that our students attend highly
selective institutions
− Students’ high school academic profile linked to
institutional selectivity
− Persistence is highest among “select” and
“highly select” public- and private- doctoral
degree granting institutions
− Resources to connect to faculty research,
academic and professional networks
− Top corporate, industry and graduate
recruitment activity at selective institutions
School Choice Matters:
First to Second Year Persistence Rates
Click to edit Master title style
2006 to 2007
2007 to 2008
2008 to 2009
2009 to 2010
All PhD-Granting
Private Institutions*
81.8%
80.4%
80.6%
80.3%
Highly Selective,
PhD-Granting
Private*
93.9%
91.4%
93.4%
93.5%
Selective PhDGranting Private*
83.5%
83.7%
84.3%
83.1%
Traditional PhDGranting Private*
72.7%
73.1%
72.8%
72.1%
*National Comparison data taken from ACT website (http://www.act.org/research/policymakers). Data taken from 2007, 2008,
2009, and 2010 reports (published as of June 15). Data based on ACT databases, and as such, 1) does NOT contain all US private
institutions, and 2) may possibly disproportionately represent institutions with a high percentage of ACT test-takers.
- Abridged Selectivity Definitions:
Selectivity Level
Middle 50% SAT
High School
Highly Selective
1710-2000
Majority admitted from top 10% of H.S. class
Selective
1470-1770
Majority admitted from top 25% of H.S. class
Traditional
1290-1650
Majority admitted from top 50% of H.S. class
- Graduation data based on 5-year graduation rates.
** Drexel University data as reported in the Key Institutional Metrics. Graduation data reported based on 6-year graduation rates.
Click to Benchmarking
edit Master title style
Admitted for Success:
ClickSotoWhy
edit
DoMaster
Students title
Leave style
If students are admitted in very
competitive GPA and TSAT thresholds
why do they leave?
− Transition
− Academic identity formation
− Integration of social and academic
networks
− Character
− Financial stress (recent findings)
Click to
Value
editProposition
Master title style
In today’s market, attending college is a
value proposition requiring
sophisticated analysis of one’s earning
future against
− Net cost
− Affordability and
− Financing capability
− Opportunity cost
Published Tuition and Fees, Net Tuition and Fees,
and Room and Board
Click to edit Master title style
Full-Time Undergraduate Students, 1995-96, 2000-01, 2005-06 and 2010-11
Financial aid values for 2010-11 are estimated based on earlier years
Source: The College Board, Trends in College Pricing 2010, Figure 7
Click to edit
Simple
Master
Mathtitle style
An Engineering student making $93,654
attending a select private, 4 – year institution
can anticipate a debt of $127,400 over 4.9 years
• Now replace that with an Education student
making $49,713 attending a select private, 4–
year institution
Among our lowest income students: 51% are
enrolled colleges and universities that place
them at risk of completion
• 18% in the two year system
• 21% in high cost four year; 11% in for profit
schools)
Click to Optimization
edit Master title style
We are asking the lowest income sector to
perform dispassionate, sophisticated
optimization to inform their college going
decisions when
• Attending college is a largely emotional
decision founded on an assumption of
financial aid that is outdated, and an often
inadequate assessment of value
Click to edit Master title style
Thank You
Antoinette Torres
Associate Vice Provost
September 27, 2011