Students in American Higher Education Karen Bauer IFST

Students in American Higher Education Karen Bauer IFST 689 KBauer IFST 689

Students of st 21 Century Different from all previous generations of American college students • Demographically • Needs • Attitudes • Behaviors KBauer IFST 689

Enrollment in Higher Education 1900 -2010 projected Millions 16 14 12 10 8 Estimate 6 4 2 1900 1910 1920 1930 1940 1950 1960 KBauer IFST 689 1970 1980 1990 2000 2010

Proportion of 18 -21 year olds enrolled in college out of 100 individuals Based on ACE (1997) & Flint (1997) KBauer IFST 689 Center for the Study of Higher Education Dr. A. F. Cabrera

Percent of Women enrolled Source: 1998 Chronicle of Higher Education’s Almanac Issue KBauer IFST 689 Center for the Study of Higher Education Dr. A. F. Cabrera

College Participation Rates 18 -24 year Old High School Graduates Source of data: Carter D. J. , & Wilson, R. (1997). Minorities in Higher Education: 1996 -97 15 th Annual Status Report. Washington, DC. : American Council on Education. Center for the Study of Higher Education Dr. A. F. Cabrera

PROJECTED PERCENTAGE CHANGE IN NUMBER OF HIGH SCHOOL GRADUATES 1996 -97 to 2006 -07 +29% +5% -19% +17% -12% -18% +17% +7% -7% +17% +3% -6% +20% +51% +42 +12% -2% +16% +7% +15% +16% +3% -2% -17% +35% +24% +14% +9% -4% 40% and above +15% +13% -5% +1% +79 +10% +14% +30% -16% +25% 20% to 39% +57% +10% 1% to 19% Decrease to 0% KBauer IFST 689 +39% +27% +21% +17% +33% +36% +19%

College-Age Populations (18 -24 years and 25 - 29 years) with projections: 1983 -2008 millions 50 40 18 -24 year old population 30 20 25 -29 year old population 10 0 1983 1988 1993 1998 KBauer IFST 689 year Source: NCES 2003 2008

Percentage of Adults with a Bachelor's Degree or Higher 1990 23 20 19 18 22 21 24 18 18 17 19 17 22 23 21 27 16 17 25 27 21 12 21 18 14 17 16 20 18 2020 13 17 15 20 16 19 16 23 18 23 23 + 18 to 22 0 to 17 18 27 21 27 25 17 19 15 24 23 KBauer IFST 689 33

Average Tuition and Fees at 4 -Year Public, Private Campuses $16, 000 $14, 000 $12, 000 1991 $14, 508 1999 $10, 017 $10, 000 $8, 000 $6, 000 $4, 000 $2, 000 $0 $3, 243 $2, 137 Four-Year Public Four-Year Private Percent Increase Four Year Public: 52% Four Year Private: 45% KBauer IFST 689

Average Tuition and Fees For In-State Undergraduates at 4 Year Public Colleges & Universities, Fall 1999 $9, 000 $8, 000 $7, 000 $6, 000 $5, 000 $4, 000 $8, 044 $6, 939 $6, 436 $6, 072 $5, 398 $4, 939 $5, 489 $4, 453 $5, 008 $3, 957$4, 134 $3, 243 $3, 339 $3, 000 $2, 568 $2, 000 es t. V at irg io na in l A ia ve ra ge C Pl UN at Y ts b O ur SU hio gh N Y Sta - A te lb U an M ar y yl an U d D el aw U U are M C as on n s A R m ut ge her st rs Pe C o U nn lleg N S ew ta e t H e am ps U hi Ve re rm on t $1, 000 $0 N U W KBauer IFST 689

Median Family Income in Constant 1966 Dollars Median Family Income by Educational Attainment of Householder 1956 to 1996 90000 80000 5+ Years College 70000 60000 50000 40000 30000 20000 Eighth Grade Bachelor’s Degree 1 -3 Years College High School 1 -3 Years High School 10000 1956 1966 1976 KBauer IFST 689 1986 1996 Cabrera -

UNEMPLOYMENT RATE -- USA December 1999 unemployment rates of the civilian population 25 years and over by educational level (seasonally adjusted) % Overall = 4. 1 Source: Terenzini, Cabrera & Bernal (2000). Swimming against the tide. Dr. Alberto F. Cabrera

Rates of Return for University Level Education, above a high school equivalent (1995 Report) 30 28 25 20 21 14 15 14 14 11 12 Men 10 8 8 7 5 B k ar en m el g St U ni te d KBauer IFST 689 D iu m es at da an a C al ia us tr A an Fr 0 ce Women

College Impact Models • Spady: Student Access - Experience - Performance (1970, 1971) • Astin: Input - Environment - Output (1970) • Astin/Pace: Theory of Involvement (1985) • Pascarella: Model for Assessing Student Change (1985) • Weidman: Model for Undergraduate Socialization (1989) KBauer IFST 689

Astin’s I - E - O Model Environment A Inputs B Outputs C KBauer IFST 689

Spady’s (1971) Empirical Model of the Undergraduate Dropout Process Satisfaction Grade Performance Academic Potential Intellectual Development Family Background Social Integration Normative Congruence Significant independent effects for: Both sexes Women only Men only Dropout Decision Institutional Commitment Structural Friendship Support Relations KBauer IFST 689

Pascarella’s (1985) General Causal Model Structural/ Organizational Characteristics Of Institutions e. g. äEnrollment äFac-Stu Ratio äSelectivity ä% Residential Student Background/ Pre-college Traits e. g. äAptitude äAchievement äPersonality äAspiration äEthnicity Interactions With Agents Of Socialization e. g. äFaculty äPeers Learning and Cognitive Development Institutional Environment Quality of Student Effort KBauer IFST 689

Metzner and Bean’s (1987) Conceptual Model of Nontraditional Student Attrition Academic Variables Background And Defining Variables Age Hours Enrolled Educational Goals High School Performance Ethnicity Gender Academic Outcome Study Hours Study Skills Academic Advising Absenteeism Major & Job Certainty GPA Intent to leave Dropout Psychological Outcomes Utility Satisfaction Goal Commitment Stress Environmental Variables Finances Hours of Employment Outside Encouragement Family Responsibilities Opportunity to transfer Social Integration Variables Memberships Faculty Contact School Friends Key: KBauer IFST 689 Direct Effects presumed to be most important Possible Effects

Tinto’s (1993) Longitudinal Model of Institutional Departure Pre-entry Attributes Goals/Commitments Institutional Experiences Integration Goals/Commitments Outcome Academic System Formal Family Background Skills and Abilities Academic Performance Intentions Goals and Institutional Commitments Faculty/Staff Interactions Informal External Commitments Social Integration Peer Group Interactions Informal Time Goals and Institutional Commitments Formal Extracurricular Activities Prior Schooling Academic Integration Social System KBauer IFST 689 External Commitments Departure Decision

The Role of Finances in the Persistence Process (Cabrera, Nora, and Castaneda (1992) Financial Aid Academic & Intellectual Development Pre-college Academic Performance Institutional Commitment GPA Goal Commitment Significant Others Encouragement Social Integration Financial Attitudes KBauer IFST 689 Intent to Persistence Decisions

The Student Learning Model Institutional Context Coursework & Curricular Patterns Student Pre-college Traits Out-of-Class Experiences Learning Outcomes Classroom Experiences ---- Reciprocal effects Dr. Cabrera Source: Terenzini, et al. , 1995

• many theoretical views to guide our actions • Which one(s) do you use to guide your thinking? KBauer IFST 689