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MISSION
ǿմý is a premier comprehensive Maryland public university, offering excellent, affordable education in undergraduate liberal arts, sciences, pre-professional and professional programs. Our highest purpose is to empower students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and life long learning.
ACCOUNTABILITY GOALS, OBJECTIVES, AND PERFORMANCE MEAǿմýRES
Overview
The 2011-12 academic year for ǿմý (ǿմý) has been a year of progress for the institution. Freshmen applications increased nearly 4% last year, while enrollment of first-time students (1,248) was kept comparable to 2010 figures. The ethnic diversity of the first-time student class was maintained at 22.5%. Last year, the University attracted more applicants and enrolled a class with higher academic credentials than in previous years. Despite the financial hardship being experienced nationwide, the University has made significant progress toward accomplishing many of the goals outlined in this report and in the Universitys 2009-13 Strategic Plan.
For instance, this has been a year in which ǿմý has garnered much national recognition of its reputation as an exceptional comprehensive university.
U.S. News & World Reports Best Colleges for 2012-2013 selected ǿմý as a top regional public university in the North, the 16th consecutive year for this honor. Additionally, for the 11th consecutive year, ǿմý was ranked as a best regional university among public and private institutions in the North.
For the 14th consecutive year, ǿմý was designated by The Princeton Review as one of the nations best institutions in The Best 377 Colleges in America and one of The Best Northeastern Colleges for 2012-13.
Kiplingers Personal Finance magazine named ǿմý as one of the Top 100 Best Values in Colleges in its 2012 edition.
The Princeton Review in partnership with the U.S. Green Building Council, named ǿմý as one of the top 322 Green Colleges for 2012.
University Business magazine named ǿմý as a Model of Efficiency for spring 2012. ǿմý was applauded for innovative approaches to streamline operations The University was the only Maryland campus honored and one of only 16 recognized nationwide.
ǿմýs 2009-2013 Strategic Plan included goals that complement the key goals and objectives identified in the Managing for Results (MFR) document and the five goals for postsecondary education identified in the 2009 Maryland State Plan for Postsecondary Education (MSP). The MSP includes goals for quality and effectiveness, access and affordability, diversity, a student-centered learning system, and economic growth and vitality. In addition to MFR-specific data, there are a number of additional indicators and qualitative efforts that are related to ǿմýs progress towards the key goals and objectives identified at the end of this report. To determine how effectively ǿմý is progressing towards meeting the 2012 MFR key goals and objectives, data relevant to each objective will be described in subsequent sections of this report.
INSTITUTIONAL ASSESSMENT
Quality & Effectiveness
MSP Goal: Maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs of the state and the nation.
MFR Objectives: 1.1-1.4, 4.1-4.6; Additional Indicators 1, 2, 7
ǿմýs commitment to provide an exceptional contemporary liberal arts education and academic and professional programs that are aligned with an increasingly competitive, global, and knowledge-based economy is a major goal in the Universitys strategic plan. For the MFR, quality and effectiveness are evaluated using retention and graduation rates. However, the excellence of ǿմýs undergraduate and graduate programs is also evidenced by the attainment and maintenance of accreditation by nationally recognized accrediting agencies. Once students graduate, the quality of the University can be demonstrated by the high percentage of nursing and education students that go on to pass national certification exams.
Retention and Graduation
At 85.5%, the second-year retention rate for the 2010 entering cohort of freshmen (Objective 4.1) increased from the previous cohort (84.6%) and for the second consecutive year. The 2010 cohort included students that started at ǿմý in fall 2010 and returned to ǿմý or transferred to another Maryland school for the fall 2011 semester. ǿմýs second-year retention rate is the second highest of the comprehensive System schools, less than one percentage point below Towson University which had the highest rate among the comprehensives. It appears that the expansion of supplemental instruction, freshmen seminars, and living learning communities to include more students was successful in improving retention rates.
Objectives 4.2 and 4.3 provide additional information regarding second-year retention with a special focus on African-American and all minority students. Second-year retention rates for African-American students increased 2.1 percentage points this year. Approximately 85.4% of African-American students were retained into their second year. The rate for African-American students has increased 6.3 percentage points since 2009. Results also revealed an increase in second-year retention rates for all minority students at ǿմý. Second-year retention rates for minority students increased by 2.4 percentage points this year to a rate of 86.4%. Minority second-year retention rates have increased 5.9 percentage points since 2009. ǿմýs commitment to close the achievement gap is evidenced in higher retention rates for minority students when compared to overall retention rates. ǿմý is currently exceeding its 2014 retention rate goals for African-American and all minority students.
Currently, ǿմýs overall six-year graduation rate is 71.6% (Objective 4.4). The rate declined from last years high of 76.7%. While ǿմýs rate declined, our average six-year graduation rate is the highest among the USM comprehensive institutions. System-wide, six-year graduation rates declined an average of 2.4 percentage points. Including ǿմý, five USM schools experienced decreased graduation rates this year.
Progress towards our graduation goals for African-American (Objective 4.5) and minority (Objective 4.6) students was mixed. Compared to 2011 rates, the University experienced a 2.8 percentage point increase in six-year graduation rates for African-American students to a rate of 62.8%. ǿմý has the highest six-year African-American graduation rate among the USM comprehensive institutions.
The six-year graduation rate for minority students at ǿմý showed its first decline in four years. However, at 63.2%, the six-year graduation rate for this group is the highest among the USM comprehensive institutions. When the rate was examined, it appeared that the drop was actually based on a lower rate of graduation following a transfer from ǿմý to another Maryland institution. Approximately 59.7% of the 2005 cohort of minority students graduated from ǿմý within six years. This is a 2.1 percentage point increase over the 2004 cohort (57.6% graduated from ǿմý within six years). However, only 3.5% of ǿմý transfer students (2005 cohort) graduated from the Maryland school they transferred to after attending ǿմý, compared to a 10.4% six-year transfer graduation rate for the 2004 cohort. Thus, minority students that stay at ǿմý are actually graduating at higher rates this year. It is believed that the minority achievement initiatives instituted during the three previous academic years will positively influence future minority students to stay at ǿմý and further improve graduation rates.
Accreditations
An additional indicator of the quality and effectiveness of ǿմý is its ability to obtain and maintain national accreditations. Several academic programs are accredited:
ǿմý is accredited by the Middle States Commission on Higher Education (MSCHE);
Teacher Education programs- accredited by the National Council for Accreditation of Teacher Education (NCATE) and MD Education Department;
Social Work program-accredited by the Council on Social Work Education (CSWE);
Music program-accredited by the National Association of Schools of Music (NASM);
Franklin P. Perdue School of Business-is accredited by the Association to Advance Collegiate Schools of Business (AACSB);
Exercise Science- accredited with the Committee on Accreditation of Allied Health Education Programs (CAAHEP);
Clinical Laboratory Sciences/Medical Technology- accredited with the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS);
Nursing programs-accredited by the Commission on Collegiate Nursing Education (CCNE);
Programs in the Department of Chemistry- certified by the American Chemical Society Committee on Professional Training (ACS-CPT);
Athletic Training-accredited through the Commission on Accreditation of Athletic Training Education (CAATE); and
Respiratory Therapy program-accredited by the Committee on Accreditation for Respiratory Care (CoARC) through CAAHEP.
Licensure
Additionally, Objectives 1.1 and 1.2 were established as performance goals to help determine the effectiveness of the nursing and teacher education programs at ǿմý. Effectiveness for these goals is measured by examining the pass rates for the nursing licensure exam (NCLEX) and the teacher licensure exam (PRAXIS). At 96%, ǿմý remains above the average Maryland NCLEX pass rate (81%) for BSN programs (Objective 1.1). Despite a four percentage point increase this year, the Nursing department continues its concentrated efforts (e.g., reform of the Nursing curriculum, tutoring, NCLEX review course, etc.) initiated to increase its pass rates.
At 98%, the pass rate for the PRAXIS improved one percentage point from the rate attained during the previous year (Objective 1.2). During the 2008-09 academic year, the Professional Education unit implemented a new graduation requirement for students seeking their degree in a Professional Education area. Beginning with students graduating from the Professional Education program in spring 2010 and after, students must pass the PRAXIS II in order to graduate with recommendation for certification.
Accessibility and Affordability
MSP Goal: Achieve a system of postsecondary education that promotes accessibility and affordability for all Marylanders.
MFR Objectives: 3.3
ǿմý continues to focus its enrollment growth on both highly qualified, motivated first-time freshmen and transfer students. For fall 2011, applications to ǿմý were up 4% from 2010; approximately 8,021 applications were received for 1,248 freshmen seats. With an average 3-part composite SAT score of 1,711, and an average high school GPA of 3.66, the academic background of new freshmen admitted in fall 2011 surpassed that of the 2010 cohort of first-time freshmen. ǿմý was able to respond to MHECs access goals by increasing undergraduate enrollment by 186 students while improving the academic rigor of it first-time freshmen class. Overall, ǿմý had 1,832 more undergraduates, a 30% increase over 10 years ago.
In addition to increasing undergraduate enrollment, ǿմý has focused on expanding accessibility by offering several of its renowned programs at other Maryland higher education campuses. By having remote locations at USG, USMH, Cecil College, and ESHEC, the University provides programs to students who might not otherwise be able to attend classes on ǿմýs main campus. These successful partnerships will assist the state in meeting its demand to train highly qualified teachers, social workers, business professionals, and healthcare professionals and grant students access to programs that may previously have been unavailable in those regions.
While continuing to increase accessibility, ǿմý has managed to retain its ranking as one of the Top 100 Best Values in Public Colleges by Kiplingers Personal Finance magazine in its 2012 edition. ǿմý had affordability rankings of 71st for in-state students and 53rd for out-of-state students. These honors reflect both the affordability (e.g., tuition, fees, need-based and non-need-based aid and grants, etc.) and quality (e.g., academic rigor of the freshman class, admission, retention, and graduation rates, etc.) of the University.
In fall 2011, ǿմý was also able to enroll a larger percentage of economically disadvantaged students totaling 49.4% (Objective 3.3). This represents a 2.8 percentage point increase when compared to the previous year. ǿմý has developed a reputation for providing a great quality education at a great price. Last year, data presented by The Delta Project, a third-party higher education productivity and accountability organization, demonstrated that spending per degree has decreased at ǿմý while increasing elsewhere. The Department of Legislative Services (DLS) highlighted this in their Higher Education Fiscal 2012 Budget Overview. DLS also noted that ǿմý had one of the States highest six-year graduation rates, while spending the least per full-time equivalent student (FTES). The quality and value of an ǿմý education are certainly commendable and supported by the data presented throughout this report.
Diversity
MSP Goal: Ensure equal opportunity for Marylands diverse citizenry.
MFR Objectives: 3.1 & 3.2
Given the changing demographics of the state of Maryland, it is imperative that the institution create an infrastructure to provide access and support to a more diverse population of students. The University has increasingly emphasized its diversity initiatives and demographicsboth of which are readily affirmed in the Universitys trends and benchmarks. Fall 2011 marked the most ethnically diverse student population in ǿմýs history (Objectives 3.1 and 3.2). During fall 2011, ǿմý increased its enrollment of minority undergraduate students for the sixth consecutive year. African-American students make up nearly 11% of ǿմýs undergraduate students (Objective 3.1). The slight decrease in this percentage over last years figures, .6 percentage points, is the result of a change in how race and ethnicity are now reported. Based on new federal regulations, students may now indicate if they are multi-race or of Hispanic ethnicity. These race and ethnicity category changes make it challenging to compare this years data to that collected using the old categories. However, it is likely that African-American students are now being counted in other minority race categories.
This year, 20.2% of ǿմýs undergraduate enrollment is composed of minority students, a .7 percentage point increase over the previous year (Objective 3.2). Over a 10-year period, ǿմý has increased the number of enrolled African-American undergraduate students by 87% (from 450 in fall 2001 to 842 in fall 2011) and more than doubled minority student enrollment (from 671 in fall 2000 to 1,575 in fall 2011). Our number of Hispanic undergraduate students has tripled (from 83 in fall 2001 to 331 in fall 2011). This can be compared to an increase in overall undergraduate enrollment of about 30% since 2001. This demonstrates the Universitys commitment to a diverse student body.
A Student-Centered Learning System
MSP Goals: Achieve a system of postsecondary education that promotes student-centered learning to meet the needs of all Marylanders.
MFR Objectives 1.3, 1.4, 2.1, 2.2
ǿմý states in its mission that our highest purpose is to empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and life long learning in a democratic society and interdependent world. This includes alumni satisfaction with the education and preparation they received, as well as, student success indicators such as employment rates and pass rates on professional licensure and certification exams (discussed in an earlier section).
Data are collected on a triennial basis using an alumni survey to address Objectives 1.3, 1.4, 2.1, and 2.2. As such, the most recent survey is based on students that graduated in August/December 2009 and January/May 2010. It should be noted that the response rate for the alumni survey was 10%. Consequently, the opinions and employment information for most of our alums were not captured on this survey. Results revealed that 100% and 95% of ǿմý graduates are satisfied with their level of preparation for graduate school (Objective 1.3) and employment (Objective 1.4), respectively. The 2011 data showed that 87% of those responding to an alumni survey were employed one year after graduation (Objective 2.2), with 75% employed in the state of Maryland (Objective 2.1). Given the current state of the economy, it is a testament to the quality of our graduates that so many of our recent graduates found employment.
Economic Growth and Vitality
MSP Goals: Promote economic growth and vitality through the advancement of research and the development of a highly qualified workforce.
MFR Objectives 2.3-2.5; Additional Indicators 1-7
Much like the MSP goals, ǿմý also maintains its own strategic plan goals to support economic growth by building the resourceshuman, financial, physical, and externalthat support student academic and engagement needs. In achieving its mission, ǿմý gauges its success using a variety of performance measures. These measures include providing academic programs and graduates in high-demand fields that meet state workforce needs.
Nursing
Data for this year indicates that applications and enrollment into the program have increased. The number of undergraduate nursing majors enrolled for fall 2011 increased more than 8% this year, while graduate nursing majors increased more than 13%. The number of nursing baccalaureate and graduate degree recipients increased 32% this year to a total of 98 (Objective 2.5).
Teacher Education
The overall number of teacher education enrollments has increased by 12 students to a total of 1,407. This represents a 21% increase over enrollments since fall 2008. The number of teacher education graduates from ǿմý (Objective 2.3) increased this year from 276 to 291. With the growth in our undergraduate programs in recent years, it is hoped that the number of graduates will continue to increase in the future.
STEM
Since 2007, ǿմý has increased the number of students enrolled in STEM programs by 27%, to a total of 1,304 in 2011. The current data indicates that in 2010-11 ǿմý had 244 STEM graduates (Objective 2.4), an increase of 30 graduates from the previous year. The University has increased STEM graduates by more than 8% since the 2009 reporting cycle.
RESPONSES TO THE QUESTIONS/ISǿմýES RAISED BY THE COMMISSION
For the 2011 MFR reporting cycle, the commission had the following comments:
Objective 3.1 Increase the percentage of African-American undergraduates from 11.7% in 2009 to 12.5% in 2014.
This indicator decreased slightly in 2011, but the long-term trend is flat. Discuss the obstacles to recruiting qualified African-American undergraduates and plans for overcoming these obstacles.
ǿմý Response:
While the data show a flat trend in the percentage of African-Americans represented in ǿմýs undergraduate class, it provides an incomplete picture of minority enrollment on campus. The primary reason why the African-American percentages have remained relatively flat is because, in fall 2010, race/ethnicity categories and reporting requirements were modified to comply with new federal regulations. These modifications now provide an opportunity for students to select their race/ethnicity from more options and to indicate if they consider themselves to be two or more races.
Based on these reporting modifications, Hispanic and multi-race students represent a larger percentage of our undergraduate student population. In fact, since the reporting change, minority and Hispanic student representation has increased 2.3 and 1.4 percentage points, respectively. While these increases are certainly noteworthy, the University is always seeking ways to enroll a more diverse group of students. The Office of Admissions makes a concentrated effort to target geo-markets with large diverse populations with the purpose of recruiting and retaining academically qualified diverse students; specifically African-American, Asian and Hispanic students. As a part of their Diversity Plan, the office of Admissions has identified several goals and action steps.
Goals:
Deepen relationships with counselors, teachers, and access program coordinators within schools that serve students from diverse backgrounds.
Increase the number of minority applicants by 5%.
Increase the percentage of diverse students in the incoming class by 5%.
Plan of Action:
Counselors will identify College Access organizations in their assigned territories to establish relationships and build diversity recruitment pipelines.
Organize bus trips to ǿմý for diverse students and their guidance counselors.
Conduct on-site admissions program at feeder high schools with large diverse populations. (Pilot program)
Attend diversity recruitment college fairs sponsored by college access organizations, such as: College Bound, National Hispanic College Fair, College Summit, etc.
Purchase names of minority students in Maryland and the surrounding states, who have taken the SAT, with the intent to target those students for direct mailing; providing information regarding campus visits, the application process, and academic opportunities.
Collaborate with Multicultural Students Services to conduct the minority visitation weekend program for prospective freshmen students.
Partner with the Office of the Vice Chancellor for Communications for University System of Maryland to conduct a community outreach program for underrepresented populations on ǿմýs campus through the Way to Go Maryland program
Objective 4.5 The six-year graduation rates of ǿմý first-time, full-time African-American freshmen will increase from 64% in 2009 to 66% in 2014.
This indicator decreased by 4.6 percentage points in 2011. Some fluctuation can be expected given the small size of the cohort. In its 2011 Performance Accountability Report, the University alluded to strategies undertaken to encourage greater student success for minority students. Describe these strategies in greater detail and specify why the University believes they will help realize the target graduation rate.
ǿմý Response:
Though the six-year graduation rates for African-American students declined during the 2011 reporting cycle, the rates increased this year by 2.8 percentage points. In fact, the 2011 decline in African-American student graduation rates was a trend at all but two USM schools last year. ǿմý attributes the increase in this years rates to the continued expansion of retention initiatives that were first piloted in fall 2009.
The early positive effects are evidenced by two consecutive years of retention rate increases for the overall, African-American, and minority comparisons. Since the 2009 implementation of Supplemental Instruction (SI) and mid-semester reports and the expansion of living-learning communities (LLCs), retention rates increased 2.2 percentage points. Additionally, African-American and minority retention increases have been even greater: 2.8 and 4.8 percentage points, respectively. The preliminary results for these initiatives are included here:
Supplemental Instruction (SI) course offerings continue to expand. The expansion is based on two years of positive results. During academic years 2009-10 and 2010-11, students who attended five or more SI sessions had significantly higher first-year grades than students who attended fewer than five SI sessions. Additionally, SI students who attended five or more sessions had higher second-year retention rates than the overall first-time student cohort. Based on these positive results, SI has expanded from 16 sections (2009-10) to an estimated 50 SI course sections in fall 2012 alone.
Based on positive data from the previous two academic years, the LLC program has also been expanded. Students enrolled in LLCs earned higher first-year grades and were retained at a greater rate than those that were not in an LLC during their first year at ǿմý. These positive results led the University to expand from nine LLCs in 2009 to 15 LLCs in 2012.
As another remediation effort, all first-time, first-year students with a D or F are contacted by the Center for Student Achievement (CSA) to offer academic support, advising and/or tutorial assistance. Students that sought assistance from the CSA following their poor mid-semester performance were tracked to determine if their semester performance (i.e., grades) and retention were similar to those with failing mid-semester grades that did not seek remediation from the CSA. For the past two years, students that attended the CSA for academic support had higher grades at the end of their first year than those that had a D or F at mid-semester but did not attend the CSA. Additionally, students that attended the CSA following poor mid-semester performance were retained into their second year at higher rates than students that did not seek out assistance at the CSA. Based on these positive results, the CSA expanded the number of tutors and opened remote sites in two campus buildings in fall 2011.
COST CONTAINMENT
KEY GOALS AND OBJECTIVES
Goal 1. Provide a quality undergraduate and graduate academic and learning environment that promotes intellectual growth and success.
Objective 1.1 Maintain the percentage of nursing graduates who pass on the first attempt the nursing licensure exam at the 2009 rate of 95%.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedQualityNursing (NCLEX) exam pass rate95%96%92%96%96%96%
Objective 1.2 Increase the percentage of teacher education graduates who pass the teacher licensure exam from 95% in 2009 to 100% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedQualityTeaching (PRAXIS II) pass rate197%97%97%98%100%100%
Objective 1.3 Through 2014, the percentage of ǿմý graduates who are satisfied with their level of preparation for graduate or professional school will be no less than 98%.
Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011
Survey
Actual2014
Survey
EstimatedQualitySatisfaction w/preparation for graduate school298%98% 99%100%
100%100%
Objective 1.4 Through 2014, the percentage of ǿմý graduates who are satisfied with their level of preparation for employment will be no less than the 98%.
Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey
Actual2014 Survey EstimatedQualitySatisfaction w/preparation for employment293%92%97%99%
95%98%
Goal 2. Utilize strategic collaborations and targeted community outreach to benefit the University, Maryland, and the region.
Objective 2.1 The estimated percentage of graduates employed in Maryland will increase from 70.5% in 2008 to 70.8% in 2014.
Performance Measures2000
Survey Actual2002
Survey Actual2005
Survey Actual2008
Survey Actual2011
Survey Actual2014
Survey EstimatedOutcomePercent of Bachelors degree recipients employed in MD2.60.3%64.6%70.7%70.5%75.2%75.4%
Objective 2.2 Through 2014, the percentage of graduates employed one-year after graduation will be no less than the 95% achieved in 2008.
Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Actual2014 Survey EstimatedOutcomePercent employed one-year after graduation294%96%96%95%
87%95%
Objective 2.3 The number of Teacher Education graduates will increase from 277 in FY 2009 to 286 in 2014.
Performance Measures2009 Actual2010 Actual2011
Actual2012
Actual2013 Estimated2014 EstimatedInputThe number of Teacher education enrollments311651339
139514071348
1429OutputThe number of Teacher education graduates 277264276291299300
Objective 2.4 The number of graduates in STEM-related fields will increase from 225 in 2009 to 250 in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedInputNumber of enrollment in STEM programs310261103
11761304
1392
1402OutputNumber of graduates of STEM programs225208214244260262
Objective 2.5 The number of Nursing degree recipients will increase from 84 in 2009 to 100 in 2014.
2009
Actual2010
Actual2011
Actual2012
Actual2013 Estimated2014 EstimatedPerformance Measures
InputNumber of undergraduate nursing majors3
453
488
533
578
570
570OutputNumber of baccalaureate degree recipients in nursing768370848791
InputNumber of graduate nursing majors320273742
4959
OutputNumber of graduate degree recipients in nursing84414816
OutputTotal number of Nursing degree recipients 8487749895107
Goal 3. The University will foster inclusiveness as well as cultural and intellectual pluralism.
Objective 3.1 Increase the percentage of African-American undergraduates from 11.7% in 2009 to 12.5% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedInputPercentage of African-American undergraduates411.7%11.9%
11.4%10.8%
12.1%
12.5%
Objective 3.2 Increase the percentage of minority undergraduates from 17.6% in 2009 to 21% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedInputPercentage of minority undergraduates417.6%17.9%
19.5%20.2%
21.0%
21%
Objective 3.3 Increase the percentage of economically disadvantaged students attending ǿմý from 42.7% in 2009 to 43.5% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedInputPercentage of economically disadvantaged students attending ǿմý342.7%41.2%
46.6%49.4%
49.9%
50.4
Goal 4. Improve retention and graduation rates while advancing a student-centered environment.
Objective 4.1 The second-year retention rates of ǿմý first-time, full-time freshmen will increase from 85.6% in 2009 to 86.1% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedOutput2nd year first-time, full-time retention rate: all students585.6%83.3%
84.6%85.5%
85.9%
86.1%
Objective 4.2 The second-year retention rates of ǿմý first-time, full-time African-American freshmen will increase from 79.1% in 2009 to 84.1% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedOutput2nd year first-time, full-time retention rate: African-American students579.1%82.6%
83.3%85.4%
85.6%
85.7%
Objective 4.3 The second-year retention rates of ǿմý first-time, full-time minority freshmen will increase from 80.5% in 2009 to 84.6% in 2014.
Performance Measures2009 Actual2010
Actual2011
Actual2012 Actual2013 Estimated2014 EstimatedOutput2nd year first-time, full-time retention rate: minority students580.5%81.6%
84.0%86.4%
86.5%
86.5
Objective 4.4 The six-year graduation rates of ǿմý first-time, full-time freshmen will increase from 75% in 2009 to 76.7% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: all students574.9%72.4%
76.7%71.6%
74.5%
76.7
Objective 4.5 The six-year graduation rates of ǿմý first-time, full-time African-American freshmen will increase from 64% in 2009 to 66% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: African-American students564.3%64.6%
60.0%62.8%
63.6%
64.0%
Objective 4.6 The six-year graduation rates of ǿմý first-time, full-time minority freshmen will increase from 66% in 2009 to 69.3% in 2014.
Performance Measures2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: minority students565.7%67.7%
68.0%63.2%
66.0%
69.3%
Additional Indicators6
Performance Measures2000
Survey Actual2002
Survey Actual2005
Survey Actual2008
Survey Actual2011 Survey Actual2014 Survey Estimated
OutcomeMedian salary of ǿմý graduates
$27,500
$32,014
$34,711
$39,814
$34,422
$37,980
Outcome
Ratio of the median salary of ǿմý graduates (one year after graduation) to the median salary of the civilian workforce w/bachelors degrees2
.73
.79
.82
.84
.72
.77
2009 Actual2010 Actual2011 Actual2012 Actual2013 Estimated2014 Estimated
Input
Number of applicants to the professional nursing program195224
236
248
241
245
Input
Number of applicants accepted into the professional nursing program9195
96
104
102
102
Input
Number of applicants not accepted into the professional nursing program104129
140
144
139
143
Input
Number of applicants enrolled in the professional nursing program9195
96
104
102
1022000
Survey Actual2002
Survey Actual2005
Survey Actual2008
Survey Actual2011 Survey Actual2014 Survey Estimated
Outcome
Estimated number of Nursing graduates employed in MD as nurses235345755
7174
Notes to MFR
1PRAXIS II test results are reported on a cohort basis. The test period for 2012 actually ran between 10/1/2010 and 9/30/2011.
2All data for this indicator are from the MHEC triennial Follow-up Survey of Graduates. The next MHEC survey will be conducted in fiscal year 2014.
3Actual 2012 data are from fall 2011.
4Percentages are based on headcounts as of fall census and NEW race/ethnicity codes starting in fall 2010. As of fall 2010 (FY11 data), minority undergraduate student counts also include students selecting two or more races. Actual data for 2012 reflects fall 2011 undergraduate enrollment. The following information is provided in response to the 2009 request of the Joint Chairs for additional information on undergraduate minority student enrollment. ǿմý minority student enrollment, broken down by minority group for the two most recent fiscal years, was as follows: African-American 11.4% in FY11 and 10.8% in FY12; Hispanic 3.7% in FY11 and 4.2% in FY12; Asian 2.3% in FY11 and 2.5% in FY12; Native Hawaiian/Pacific Islander .08% in FY11 and .1% in FY12; American Indian/Alaskan Native .4% in FY11 and .3 in FY12; Two or more races 1.7% in FY11 and 2.3% in FY12.
5 Data provided by the MHEC. For second year retention rates, actual data for 2012 report the number of students in the fall 2010 cohort who returned in fall 2011. For graduation rates, actual data for 2012 report the number of students in the fall 2005 cohort who graduated by spring 2011.
6 Additional Indicators are institutional measures that are important to external audiences. They are not included as part of ǿմýs Managing For Results and are not driven by any institutional targets because of offsetting goals. They are included for informational purposes only.
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