Serving the Needs of New Orleans presented to The Louisiana Board of Regents February 8, 2011

Louisiana Parish by Parish Population, 2010 Source: http://www.louisiana.gov/Explore/Population_Projections/

Louisiana Total Population Change by Parish, 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Louisiana Total Population Change by Parish, Age 15-24 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Louisiana Total Population Change by Parish, Age 25-44 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Projected Orleans Population by Race, All Ages, 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Projected Orleans Population by Race, Ages 15-24, 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Projected Orleans Population by Race, Ages 25-44, 2010-30 Source: http://www.louisiana.gov/Explore/Population_Projections/

Percent of Adults with an Associate Degree or Higher by Age Group – Orleans Parish, Louisiana, U.S. & Leading OECD Countries Source: OECD, Education at a Glance 2010

Percent of Population Ages 25-64 with an Associate Degree or Higher, 2009 Source: U.S. Census Bureau, 2009 American Community Survey

New Orleans Region - Percent of Population Age 18-24 by Education Level and Race, 2009 Source: U.S. Census Bureau, 2009 ACS PUMS File.

New Orleans Region - Percent of Population Age 24-44 by Education Level and Race, 2009 Source: U.S. Census Bureau, 2009 ACS PUMS File.

Percent African-Americans

Annual Drop Out Rates

2006-2010 ACT Results Orleans, Louisiana, and National 2007 2008 2009 2010 Orleans 17.8 19.1 19.0 State 20.1 20.3 National 21.1 21.2 21.0 Scores from the laboratory schools (Grambling State University Lab High School, Louisiana State University Lab School, and Southern University Lab School), and other schools such as the Louisiana School for Mathematics, Science and the Arts, are not included in the district averages, but are included in the state averages. The district averages include scores for public school students; the state and national averages include scores for public and nonpublic school students. Source: American College Test (ACT) data file Louisiana Department of Education Strategic Research and Analysis, November 2010

2010 ACT Scores Orleans, Louisiana, and National Student Count Composite English Mathematics Reading Science Orleans 948 19.0 18.7 18.8 19.2 State 35,601 20.1 19.6 20.2 National 1,568,835 21.0 20.5 21.3 20.9 Average scores are not reported for schools with fewer than ten students who took the 2010 ACT, but are included in the district, state, and national averages. The district averages include scores for public school students only; the state and national averages include scores for public and nonpublic school students. Source: American College Test (ACT) data file Louisiana Department of Education Strategic Research and Analysis, November 2010

Distribution of ACT Composite Scores - Two-Year Average (UNO 2007-08, SUNO 2006-07) Source: Louisiana Board of Regents

First-Time Undergraduates Directly Out of High School as a Percent of High School Graduates by Parish of Origin 2006-08 Annual Average Source: Louisiana Board of Regents

First-time undergraduates Directly Out of High School as a Percent of High School Graduates 2006-08 Annual Average

Additional First-Time Enrollments Would be If Orleans Parish Residents Were to Participate in College at Rates of Residents of Additional First-Time Enrollments Would be East Baton Rouge 464 Lafayette 580 State 320

Institutions in Which Residents of Orleans Parish Enrolled as Freshmen, 2009-10 All Students African Americans Delgado 44.9 50.7 SUNO 12.8 20.2 UNO 6.5 LSU and A&M 11.3 1.9 Southeastern 3.7 3.2 Nunez 3.5 4.7 Southern-Baton Rouge 2.2 3.4 LTC-Jefferson 2.1 1.5 UL-Lafayette 1.6 Nichols 1.2 All Others 3.9 4.8 Source: Louisiana Board of Regents

Fall 2009 Enrollments in New Orleans Public Institutions Delgado SUNO UNO First-time Full Time 2275 399 1221 First-time Part Time 885 38 Full-time Undergraduate 7658 2048 6662 Part-time Undergraduate 7756 471 1853 Full-time Graduate -- 323 1392 Part-time Graduate 228 1586 Total Head Count 18,574 3507 12,752 Source: IPEDS

Fall 2009 Enrollments in New Orleans Public Institutions - % African American Delgado SUNO UNO First-time Full Time 43.8 98.5 16.0 First-time Part Time 42.5 94.7 13.2 Full-time Undergraduate 39.3 97.3 17.1 Part-time Undergraduate 38.1 96.8 19.5 Full-time Graduate -- 92.3 10.4 Part-time Graduate 93.4 16.9 Source: IPEDS

Student Characteristics Comparisons Delgado SUNO UNO % Pell Recipients (08-09) 31% 55% 26% % 25 & Older 47% Mean ACT -- 15.5 21.8 % Freshmen in Developmental Ed 84.7% 63.4% 19.1% % Taking Regents Core 54.0% 91.0% % Part-time 52.4% 24.5% 31.8% % TOPS 2.0% 9.0% 18.0%

Percent First-Time Freshmen Enrolled in Developmental Education Fall 2009 Source: Louisiana Board of Regents

Transfers of Students Who Enrolled as First-Time Freshmen at Delgado – Total for Years 2008-09 Transfers to: UNO 1,578 Southeastern LA 807 SUNO 761 Nicholls St 212 Southern U and A&M 107 LSU and A&M 100 UL Lafayette 93 Total 3,658 Source: Louisiana Board of Regents

Transfers of Students Who Enrolled as First-Time Freshmen at UNO – Total for Years 2006-09 Transfers to: Delgado 181 LSU and A&M 20 Baton Rouge CC 21 Southeastern 17 Other Two-Year 31 Other Four-Year 29 Total 299 Source: Louisiana Board of Regents

Transfers of Students Who Enrolled as First-Time Freshmen at SUNO – Total for Years 2006-09 Transfers to: Delgado 37 UNO 9 Southern U and A&M 5 Nunez 4 Other Two-Year 11 Other Four-Year 3 Total 69 Source: Louisiana Board of Regents

Delgado Graduation Rates Entering Cohort Graduating Prior to or During AY Same Institution Statewide Fall 1995 2000-01 3.5% 7.1% Fall 1996 2001-02 3.6% 7.0% Fall 1997 2002-03 2.5% 6.7% Fall 1998 2003-04 3.9% 6.8% Fall 1999 2004-05 2.6% 4.3% Fall 2000 2005-06 6.1% Fall 2001 2006-07 5.4% Fall 2002 2007-08 4.8% Fall 2003 2008-09 1.3% 3.4% Source: Louisiana Board of Regents

Graduating Prior to or During AY SUNO Graduation Rates Entering Cohort Graduating Prior to or During AY Same Institution Statewide Fall 1995 2000-01 10.4% 10.8% Fall 1996 2001-02 9.3% 11.5% Fall 1997 2002-03 12.2% 13.2% Fall 1998 2003-04 13.4% 14.8% Fall 1999 2004-05 8.8% 9.5% Fall 2000 2005-06 11.4% Fall 2001 2006-07 8.2% 9.6% Fall 2002 2007-08 5.2% 6.6% Fall 2003 2008-09 8.0% Source: Louisiana Board of Regents

Graduating Prior to or During AY UNO Graduation Rates Entering Cohort Graduating Prior to or During AY Same Institution Statewide Fall 1998 2000-01 23.4% 29.4% Fall 1999 2001-02 21.5% 27.2% Fall 2000 2002-03 22.7% 27.0% Fall 2001 2003-04 23.6% 29.2% Fall 2002 2004-05 23.0% 26.7% Fall 2003 2005-06 23.5% 27.4% Fall 2004 2006-07 23.2% 28.1% Fall 2005 2007-08 21.6% 27.6% Fall 2006 2008-09 20.8% 27.8% Source: Louisiana Board of Regents

Undergraduate Awards as a Percent of FTE Undergraduate Enrollments, 2008-09 Delgado 18.0% SUNO 10.1% UNO 16.7% Source: IPEDS

Proportion of Degree Recipients Who Are African-American -- Number of recipients who are African-American Baccalaureate Masters Ph.D. SUNO 218 128 -- UNO 235 94 6 Source: IPEDS

Percent of Faculty by Institution and Race, 2007 Source: NCHEMS NCES IPEDS Fall Staff Survey, 2007

Summary Observations Significant Educational Needs of New Orleans African American Population Pipeline Leaks at Every Point High School Graduation College Participation College Completion Not Served Well By the Status Quo Relates to All Three Public Institutions Not Just a SUNO/UNO Issue. Delgado Must Be Included

Mission Differentiation by Student Clientele Institutional Mission Student Populations/Primary Student Clientele Community College 4-Year Institution Focused on Student Success for At-Risk Populations Seeking 4-Year Degree 4-Year Institution Focused on Well-prepared Students Seeking 4-Year Degree Preparation for Professional or Graduate Education First-time students directly, sub-divided by level of preparation: ACT score below16 and need for remediation in two or more subjects X ACT score from 17-19 with need for remediation in not more than one subject ACT score of 19 and above and no need for remedial education First-time students who have been out of high school for more than X years, subdivided by level of preparation

Mission Differentiation by Service Capacity Institutional Mission Community College 4-Year Institution Focused on Student Success for At-Risk Populations Seeking 4-Year Degree 4-Year Institution Focused on Well-prepared Students Seeking 4-Year Degree Preparation for Professional or Graduate Education Significant developmental education capacity (including basic academic/workforce skills for adults) Extensive student support services Certificate and Associate Degree Programs (career preparation and transfer) Rapid-response workforce development Targeted developmental education capacity, primarily “imbedded” in credit-bearing courses Campus culture and climate that fosters engagement and success of at-risk, first-generation students Bachelor’s Degree programs with particular focus on Human Service Needs in Region (Criminal Justice, Social Work, Nursing and Allied Health, etc,) Faculty rewarded primarily for teaching with expertise in success of at-risk students No developmental education Student services as necessary for student success Bachelor’s, master’s and Limited Doctoral Programs Faculty rewarded for teaching at the bachelor’s and master’s levels and primarily applied research and engaging in public service (regional stewardship)

Criteria For Assessing Organizational Alternatives for New Orleans Aligns academic programs and support services with the needs of New Orleans Students Employers The City Provides services that recognize the needs of students with different backgrounds, levels of academic preparation, and interests. The structure must foster best practices in serving each different student subpopulation in order to achieve student success and degree/certificate completion

Criteria (Continued) Supports and promotes good practice in promoting student learning: “Seven Principles of Good Practice” in undergraduate education (Gamson and Chickering ) Encourages contact between students and faculty Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time-on-task Communicates high expectations Respects diverse talents and ways of learning Effective Educational Practice (NSSE) Level of academic challenge Active and collaborative learning Student-faculty interaction Enriching educational experiences Supportive campus environment

Criteria (Continued) Aligns institutional processes with successfully meeting the priority needs of clients Determination & statement of mission Promotion & tenure Development, review & approval of academic programs Promotes strong relationships with key external constituents P-12 system Employers Workforce & economic development agencies

Criteria (Continued) Makes efficient use of facilities & technology Classrooms Library Food service Student recreation Utility &maintenance facilities Makes efficient use of support services that are not “mission specific” Testing/assessment Counseling Student financial aid Campus security Custodial services Facilities maintenance

Criteria (Continued) Provides a clear pathway of student progression to point of program completion regardless of point of entry As a minimum, serves the differing needs of the following sub-populations Academically well prepared recent high school grads Recent high school grads with academic deficiencies Adults With some college With high school, no college Less than high school