ERIC ED522386: Measuring Up 2004: The State Report Card on Higher Education. Arizona

2004·0.23 MB·English

by  ERIC

MEASURING UP
2004
THE STATE REPORT CARD
ON HIGHER EDUCATION
ARIZONA
WHAT IS MEASURING UP?
This state report card is derived from Measuring Up 2004, the that the state’s population has attained. For more information
national report card for higher education. Its purpose is to provide about this, see page 12 of this state report card.
the public and policymakers with information to assess and
In four of the performance categories—preparation, participation,
improve postsecondary education in each state. Measuring Up
completion, and benefits—grades are calculated by comparing
2004is the third in a series of biennial report cards.
each state’s current performance to that of the best-performing
Measuring Up 2004evaluates states on their performance in states. This provides a basis for assessing and comparing each
higher education because it is the states that are primarily respon- state’s performance in the national context and encourages each
sible for educational access and quality in the United States. In this state to “measure up” to the highest performing states.
report card, “higher education” refers to all education and training
In the affordability category, however, the nation as a whole is
beyond high school, including all public and private, two- and
“measuring down.” That is, even in the best-performing states,
four-year, for-profit and nonprofit institutions.
higher education has become lessrather than moreaffordable
The report card grades states in six overall performance categories: when the costs of attending college are considered in relation to
family income. As a result, grades in the affordability category
(cid:2)Preparation:How adequately are students in each state
are calculated by comparing each state’s current results to the
being prepared for education and training beyond high school?
performance of the top states a decade ago. This enables policy-
(cid:2) Participation:Do state residents have sufficient opportu- makers to examine their state’s results in relation to other states,
nities to enroll in education and training beyond high school? while also encouraging improved performance over time. A glance
at the table of state grades on page 15 reveals that the affordability
(cid:2)Affordability:How affordable is higher education for
category is the only one in which no state receives an A.
students and their families?
Measuring Up 2004also compares each state’s current results with
(cid:2)Completion:Do students make progress toward and
its own performance a decade ago. Although this historical infor-
complete their certificates and degrees in a timely manner?
mation is not graded, it is offered to allow states to examine their
(cid:2) Benefits:What benefits does the state receive as a result improvements and declines in performance. In gathering informa-
of having a highly educated population? tion for this period, information from 1992—or the closest year
available—is compared with the most recently available data. All
(cid:2) Learning:What is known about student learning as a
information was collected from national, reliable sources, including
result of education and training beyond high school?
the U.S. Census Bureau and the U.S. Department of Education.
Each state receives a grade in each performance category, and the (For more information about grading, data collection, and sources,
grades are based on the state’s performance on several indicators, please see the technical report at www.highereducation.org.)
or quantitative measures, in each category. Most states receive an
This state report card begins by summarizing the state’s perform-
“Incomplete” in learning because there are no common bench-
ance today compared with ten years ago, and by presenting key
marks that allow for state-by-state comparisons in learning. Five
policy questions that these results suggest for the state. Next, the
states, however, receive a “Plus” in learning to highlight their
state’s performance in each category is described in greater detail,
work in developing measures to evaluate the state’s educational
followed by additional contextual information.
capital—that is, the reservoir of high-level knowledge and skills
A Snapshot of Improvement Over the Past Decade
High school graduates are, in general, better prepared for college Completion:37 states improved on more than half of the
today than their peers were a decade ago. However, most states, indicators; 9 improved on some of the indicators; 4 declined
and the nation as a whole, have made little progress in translating on every indicator.
these gains into improvements at the college level.
Benefits:41 states improved on more than half of the indicators;
Preparation:44 states improved on more than half of the 8 improved on some of the indicators; 1 declined on every indicator.
indicators; 6 improved on some of the indicators.
Learning:45 states receive an “Incomplete”; 5 states (Illinois,
Participation:8 states improved on more than half of the Kentucky, Nevada, Oklahoma, and South Carolina) receive a
indicators; 23 improved on some of the indicators; 19 declined “Plus.”
on every indicator.
For more information about improvement, please see Measuring
Affordability:2 states improved on more than half of the Up 2004: The National Report Card on Higher Educationat
indicators; 31 improved on some of the indicators; 17 declined www.highereducation.org.
on every indicator.
2
Measuring Up 2004
ARIZONA A Decade Ago and Today
Many Arizona students do not complete a high school education Weaknesses
within four years. This is a serious concern, as the state is experi-
Preparation
encing substantial growth in the number and diversity of its high
(cid:2)Arizona is one of the poorest performing states in the percentage
school students. In the past decade, the likelihood of young people
of young people earning a high school credential.
and working-age adults enrolling in higher education has
declined. The state has lost ground in providing students and
(cid:2)Compared with other states, eighth graders perform poorly on
families with an affordable higher education, which may undercut
national assessments in math, science, writing, and reading.
state efforts to send clear messages to students about the impor-
tance of taking rigorous courses and being prepared academically
(cid:2)Very small proportions of 11th and 12th graders take and score
during high school.
well on Advanced Placement tests and college entrance exams.
Strengths
Participation
Preparation
(cid:2)Over the past decade, the likelihood of 9th graders enrolling in
(cid:2)Arizona is one of the top states in the percentage of working-age college within four years has dropped by 11%—substantially
adults enrolled part-time in college-level education or training. more than the nationwide decline on this measure. The state
However, the state has declined on this measure over the past decline is primarily due to a decrease in the percentage of students
decade. graduating from high school.
Completion
(cid:2)A large percentage of freshmen at four-year colleges and
universities return for their sophomore year. During the past
decade, Arizona’s improvement on this measure has been among
the top ten states.
(cid:2)Arizona has led the nation in increasing the proportion of
students completing certificates and degrees relative to the number D
enrolled. The state’s improvement on this indicator has been
primarily in certificates awarded, while the proportion of students B +
earning bachelor’s degrees has declined.
F
Benefits
(cid:2)Compared with other states, a large percentage of adults have a C +
bachelor’s degree, and this percentage has increased substantially,
outpacing the nationwide improvement on this measure. B
(cid:2)Arizona has narrowed the gap between whites and minority
I
ethnic groups in the percentage who have a bachelor’s degree.
However, this gap is still substantial; whites are more than
twice as likely as those from minority ethnic groups to have
a bachelor’s degree.
Improvement ?
Over Past
Decade
Preparation Participation Affordability Completion Benefits Learning
3 Measuring Up 2004
ARIZONA A Decade Ago and Today
(cid:2)About 16% of adults do not have a high school diploma or its (cid:2)Can the state use financial aid programs more effectively to
equivalent (compared with 14% of adults nationwide), making encourage the college enrollment of students from low-income
them ineligible for participation in higher education. families?
Affordability (cid:2)Can Arizona create a low-priced option to ensure that higher
(cid:2)Net college costs for low- and middle-income students to attend education is affordable to its residents?
community colleges represent nearly 40% of their annual income.
(cid:2)Can Arizona improve its finance policies (such as by linking
For the same students at public four-year institutions, net college
appropriations, tuition, and financial aid) to make higher
costs represent 46% of their income. (Net college costs equal
education more affordable?
tuition, room, and board minus financial aid.)
Policy Questions (cid:2)Can Arizona enhance connections between community colleges
and public four-year institutions to ensure that transfer barriers do
(cid:2)Can higher education build upon partnerships with K–12
not inhibit students from earning a bachelor’s degree?
schools to improve student achievement and preparation for
college? Specifically, can Arizona reduce the number of high
(cid:2)Can colleges and universities encourage students to complete
school dropouts and send more students to higher education?
certificates and degrees in a timely manner?
(cid:2)Can Arizona accommodate the increasing size and diversity
of the high school population preparing to enroll in higher
education?
(cid:2)Given that approximately 16% of adults do not have a high
school diploma or its equivalent, can the state encourage more
residents to get a General Education Development (GED)
credential?
Measuring Up 2004 4
PREPARATION 2004 Arizona
2004 Improvement
Grade Over Decade
Over the past decade, Arizona has made no notable progress in preparing
D students to succeed in college. This year Arizona receives a D in preparation.
Graded Information
Arizona
Top
(cid:2)Arizona is the lowest-performing state PREPARATION
States
in the percentage of young adults earn- A Decade
2004 2004
ing a high school diploma or General Ago
Education Development (GED) diploma
High School Completion (20%)
by age 24.
18- to 24-year-olds with a high school credential 82% 81%* 94%
(cid:2)Eighth graders perform very poorly on
K–12 Course Taking (35%)
national assessments in math, science,
9th to 12th graders taking at least one upper-level
and writing, and poorly in reading, n/a n/a 59%
math course
indicating that they are not well prepared
9th to 12th graders taking at least one upper-level
to succeed in challenging high school n/a n/a 41%
science course
courses.
8th grade students taking algebra n/a n/a 35%
12th graders taking at least one upper-level
(cid:2)Compared with their peers in other n/a n/a 66%
math course
states, low-income 8th graders perform
very poorly on national assessments in K–12 Student Achievement (35%)
math. 8th graders scoring at or above “proficient” on
the national assessment exam:
(cid:2)Extremely small proportions of 11th in math 15% 21% 36%
and 12th graders score well on Advanced in reading 28% 25% 39%
Placement tests and college entrance
in science 23% 24% 42%
exams.
in writing 21% 20% 41%
Low-income 8th graders scoring at or above
(cid:2)Fifty-nine percent of secondary school
“proficient” on the national assessment exam 8% 9% 23%
students are taught by qualified teachers, in math
which is only average when compared
Number of scores in the top 20% nationally on
with top-performing states. SAT/ACT college entrance exam per 1,000 high 107 112 227
school graduates
Change in Graded Measures Number of scores that are 3 or higher on an
Advanced Placement subject test per 1,000 high 57 82 219
(cid:2)During the past decade, the percentage
school juniors and seniors
of 8th graders performing well on nation-
al assessments in math has increased. Teacher Quality (10%)
However, the state’s current performance
7th to 12th graders taught by teachers with
on this measure is poor compared with a major in their subject 55% 59% 81%
other states.
*Seventy-four percent of 18- to 24-year-olds have a regular high school diploma; 7% have a GED.
(cid:2)Over the past few years, the percentage Note: Indicators in italics are new for 2004.
of 8th graders performing well on nation-
al assessments in reading has decreased.
5 Measuring Up 2004
PREPARATION 2004 Arizona
Other Key Facts
(cid:2)Over the past decade, the percentage of
young adults who are from low-income
families and who earn a high school
credential has increased from 60% to
70%.
(cid:2)About 19% of children under age 18
live in poverty, compared with a national
rate of 17%.
(cid:2)Policymakers and state residents do
not have access to important information
about the courses students take in high
school because the state declined to
participate in the national survey.
The preparation category measures how well a state’s K–12 schools prepare students for education and training beyond high school.
The opportunities that residents have to enroll in and benefit from higher education depend heavily on the performance of their state’s
K–12 educational system.
Measuring Up 2004 6
PARTICIPATION 2004 Arizona
2004 Improvement
Grade Over Decade
In Arizona, the proportion of students enrolling in higher education has
B+ decreased over the past decade. Despite that decline, Arizona earns a B+
in participation this year.
Graded Information
Arizona Top
(cid:2)Compared with other states, the PARTICIPATION
States
chance of Arizona high school students A Decade
2004 2004
enrolling in college by age 19 is very low, Ago
because few students graduate from high
Young Adults (60%)
school and enroll in college. The propor-
Chance for college by age 19 33% 30% 52%
tion of students graduating from high
school within four years is among the 18- to 24-year-olds enrolled in college 31% 33% 40%
lowest in the country.
Working-Age Adults (40%)
25- to 49-year-olds enrolled part-time in any type
(cid:2)Arizona is one of the top states in the
of postsecondary education 6.6% 5.5% 5.4%
percentage of working-age adults (ages
25 to 49) enrolled part-time in college-
level education or training.
Other Key Facts (cid:2)About 16% of the adult population has
less than a high school diploma or its
Change in Graded Measures (cid:2)Young adults (ages 18 to 24) from
equivalent, compared with 14% of adults
minority ethnic groups are less than two-
(cid:2)Over the past decade, the chance of nationwide.
thirds as likely as white young adults to
enrolling in college by age 19 has
attend college.
declined by 11%, compared with a (cid:2)In Arizona, 7,563 more students are
national decline of 3%. The state’s entering the state than are leaving to attend
(cid:2)Young adults from high-income families
decrease is primarily due to a decline in college. About 9% of Arizona high school
are twice as likely as those from low-income
the percentage of students graduating graduates who go to college attend college
families to attend college.
from high school. out of state.
(cid:2)The state’s population is projected to
(cid:2)During the same period, the percent-
grow by 21% from 2000 to 2015, far faster
age of working-age adults who are
than the national rate of 13%. During
enrolled part-time in education or
approximately the same period, the number
training beyond high school has
of high school graduates is projected to
declined, although Arizona remains
increase by 49%.
one of the top states on this measure.
The participation category addresses the opportunities for state residents to enroll in higher education. A strong grade in participation
generally indicates that state residents have high individual expectations for education and that the state provides enough spaces and
types of educational programs for its residents.
7 Measuring Up 2004
AFFORDABILITY 2004 Arizona
2004 Improvement
Grade Over Decade
Over the past decade, Arizona has lost ground in making higher education
F affordable. This year Arizona receives an F in affordability.
Graded Information
Arizona
Top States
(cid:2)Compared with best-performing states, AFFORDABILITY
A Decade
families in Arizona devote a large share A Decade
2004
Ago
of family income, even after financial Ago
aid, to attend public two- and four-year
Family ability to pay (50%)
colleges and universities, which enroll
84% of students in the state. Percent of income (average of all income groups)
needed to pay for college expenses minus
financial aid:
(cid:2)Arizona’s investment in need-based
at community colleges 23% 24% 15%
financial aid is very low when compared
with top-performing states. at public 4-year colleges/universities 25% 30% 16%
at private 4-year colleges/universities 44% 58% 32%
(cid:2)Undergraduate students borrowed on
Strategies for affordability (40%)
average $3,622 in 2003.
State investment in need-based financial aid as
2% 0% 89%
compared to the federal investment
Change in Graded Measures
At lowest-priced colleges, the share of income
(cid:2)Over the past decade, the share that the poorest families need to pay for tuition 9% 10% 7%
of income needed to pay for college
Reliance on loans (10%)
expenses after financial aid at public
Average loan amount that undergraduate students
four-year institutions has increased
$3,128 $3,622 $2,619
borrow each year
from 25% to 30%.
Note: In the affordability category, the lower the figures the better the performance for all indicators except for
Other Key Facts “State investment in need-based financial aid.”
(cid:2)In Arizona, 58% of students are
enrolled in community colleges and
26% in public four-year colleges and
universities.
The affordability category measures whether students and families can afford to pay for higher education, given income levels, financial
aid, and the types of colleges and universities in the state.
Measuring Up 2004 8
AFFORDABILITY 2004 Arizona
Community Public 4-year Private 4-year
colleges colleges/universities colleges/universities
A CLOSER LOOK AT
Average Percent Percent Percent
family of income of income of income
FAMILY ABILITY TO PAY Net Net Net
income needed to needed to needed to
college college college
pay net pay net pay net
cost* cost* cost*
college college college
cost cost cost
Income groups used to calculate 2004 family
ability to pay
20% of the population with the lowest income $11,726 $6,753 58% $8,343 71% $17,247 147%
20% of the population with lower-middle income $26,000 $7,152 28% $8,827 34% $17,078 66%
20% of the population with middle income $42,000 $7,393 18% $9,234 22% $16,647 40%
20% of the population with upper-middle income $67,064 $7,463 11% $9,422 14% $16,453 25%
20% of the population with the highest income $111,342 $7,460 7% $9,489 9% $17,014 15%
40% of the population with the lowest income $18,863 $6,952 37% $8,585 46% $17,162 91%
*Net college cost equals tuition, room, and board, minus financial aid.
Those who are striving to reach or stay (cid:2)If the same student were to attend a
in the middle class—the 40% of the public four-year college in the state, their
population with the lowest incomes— net cost to attend college would represent
earn on average $18,863 each year. about 46% of their income annually:
(cid:2) If a student from such a family were to Tuition, room, and board: $9,946
attend a community college in the state, Financial aid received: –$1,361
their net cost to attend college would
Net college cost: $8,585
represent about 37% of their income
annually:
Percent of income: 46%
Tuition, room, and board: $7,500
Note
Financial aid received: –$ 547
The numbers shown for tuition, room,
Net college cost: $6,952
and board minus financial aid may not
exactly equal net college cost due to
Percent of income: 37%
rounding.
9 Measuring Up 2004
COMPLETION 2004 Arizona
2004 Improvement
Grade Over Decade
Over the past decade, Arizona has seen substantial improvement in the
C+ proportion of students earning a certificate or degree in a timely manner.
Despite that improvement, Arizona receives a C+ in completion this year.
Graded Information
Arizona
Top
(cid:2)Compared with other states, a fairly
COMPLETION
large percentage (50%) of first-year A Decade States
students in community colleges return Ago 2004 2004
for their second year.
Persistence (20%)
(cid:2)At four-year colleges and universities, 1st year community college students returning
41% 50% 63%
a large percentage (73%) of freshmen their second year
return for their sophomore year. Freshmen at 4-year colleges/universities
69% 73% 84%
returning their sophomore year
(cid:2)Only a fair percentage of first-time,
Completion (80%)
full-time college students complete a
First-time, full-time students completing a
bachelor’s degree within six years of
bachelor’s degree within 6 years of college 46% 48% 64%
entering college.
entrance
Certificates, degrees, and diplomas awarded
(cid:2)However, a fairly high proportion
at all colleges and universities per 100 10 16 21
of students complete certificates and undergraduate students
degrees relative to the number enrolled.
Change in Graded Measures
(cid:2)In addition, Arizona has led the nation
(cid:2)Over the past decade, the percentage in increasing the proportion of students
of first-year community college students completing certificates and degrees
returning for their second year has relative to the number enrolled. The state’s
increased substantially, placing Arizona improvement on this indicator has been
among the top states in the country in primarily in certificates awarded, while the
terms of improvement on this measure. proportion of students earning bachelor’s
degrees has declined.
(cid:2)During the same period, Arizona
has been among the top ten states in
increasing the percentage of freshmen
at four-year colleges and universities
returning for their sophomore year.
The completion category addresses whether students continue through their educational programs and earn certificates or degrees in
a timely manner. Certificates and degrees from one- and two-year programs as well as the bachelor's degree are included.
Measuring Up 2004 10