ERIC ED522447: Measuring Up 2006: The State Report Card on Higher Education. New York

2006·0.17 MB·English

by  ERIC

MEASURING UP
2006
THE STATE REPORT CARD
ON HIGHER EDUCATION
NEW YORK
WHAT IS MEASURING UP?
The purpose of this state report card is to provide the general public This year, however, nine states (Illinois, Kentucky, Maryland,
and policymakers with information they can use to assess and Massachusetts, Missouri, Nevada, New York, Oklahoma, and South
improve postsecondary education in each state. Measuring Up Carolina) receive a “Plus.” For more information on these states
2006is the fourth in a series of biennial report cards. and the Learning category, see page 12 of this state report card.
Measuring Up 2006evaluates states on their performance in In four of the performance categories—Preparation, Participation,
higher education because it is the states that are primarily responsi- Completion, and Benefits—grades are calculated by comparing
ble for educational access and quality in the United States. In this each state’s current performance to that of the best-performing
report card, “higher education” refers to all education and training states. This comparison provides a basis for evaluating each state’s
beyond high school, including all public and private, two- and performance within a national context and encourages each state
four-year, for-profit and nonprofit institutions. to “measure up” to the highest-performing states.
The report card grades states in six overall performance categories: In the Affordability category, however, the United States as a whole
is “measuring down.” That is, even in the best-performing states,
(cid:2)Preparation:How adequately does the state prepare
higher education has become lessrather than moreaffordable
students for education and training beyond high school?
when the costs of attending college are considered relative to family
(cid:2) Participation:Do state residents have sufficient opportu- income. As a result, state grades in the Affordability category are
nities to enroll in education and training beyond high school? calculated by comparing each state’s current performance with the
performance of the best states in the early 1990s. This comparison
(cid:2)Affordability:How affordable is higher education for
allows policymakers to examine their state’s results relative to other
students and their families?
states, while also encouraging improved performance over time.
(cid:2)Completion:Do students make progress toward and The Affordability category is the only one in which no state receives
complete their certificates or degrees in a timely manner? an A—the highest grade is a C–.
(cid:2) Benefits:What benefits does the state receive from having Measuring Up 2006also compares each state’s current perform-
a highly educated population? ance with its own performance in the early 1990s. Although this
historical comparison is not graded, it is offered so that states can
(cid:2) Learning:What is known about student learning as a
examine their trends in performance—both improvements and
result of education and training beyond high school?
declines—over time. All data are drawn from reliable national
Each state receives a letter grade in each performance category. sources. (For more information, please see the Technical Guide for
Each grade is based on the state’s performance on several indica- Measuring Up 2006at www.highereducation.org.)
tors, or quantitative measures, in that category.
Measuring Up 2006is the first edition that offers international
Measuring Up 2006is the first edition that includes data in the comparisons that provide essential information on how well the
Learning category for all 50 states on the extent to which colleges United States and each of the 50 states are preparing residents with
and universities prepare students to contribute to the workforce. the knowledge and skills necessary to compete effectively in a global
economy. Every state is compared with nations associated with the
As in Measuring Up 2004, most states in 2006 receive an
Organisation for Economic Co-operation and Development (OECD).
“Incomplete” in Learning due to the lack of reported information.
A Snapshot of Change Over Time
Academic preparation for college has continued to improve since Participation:8 states improved on more than half of the indica-
the early 1990s, which is approximately when the most reliable tors; 28 improved on some of the indicators; 14 declined on most or
data became available for meaningful comparisons. High school all of the indicators.
graduates are, in general, better prepared for college today than
Affordability:1 state improved on more than half of the indica-
their peers were about a decade ago, as indicated by a greater
tors; 32 improved on some of the indicators; 17 declined on most or
proportion of high school students enrolled in a college-preparatory
all of the indicators.
curriculum and scoring higher on national assessment examina-
tions. Most states, however, and the United States as a whole, Completion:35 states improved on more than half of the indica-
continue to show little progress in translating these gains into tors; 13 improved on some of the indicators; 2 declined on most or
improvements at the college level. all of the indicators.
Preparation:45 states improved on more than half of the Benefits:40 states improved on more than half of the indicators;
indicators; 5 improved on some of the indicators. 8 improved on some of the indicators; 2 declined on most or all of
the indicators.
Measuring Up 2006 2
NEW YORK
College opportunity has declined in New York over the past decade. Completion
New York continues to fall behind other states in enrolling students (cid:2)Compared with other states, very large percentages of freshmen
in college by age 19. The proportion of working-age adults at two- and four-year colleges return for their sophomore year. Over
enrolling in higher education has also declined. In addition, the past 15 years, New York has consistently performed very well on
the percentage of adults without a high school diploma or its these measures.
equivalent remains above the national average. Higher education
in New York is less affordable than in most other states. Despite
its historically strong performance in higher education, college
opportunity has declined in New York since the early 1990s.
Strengths
Preparation
–
A
(cid:2)New York’s 8th graders perform well on national assessments
in reading, and low-income 8th graders score well on national
–
B
assessments in math.
(cid:2)New York is among the top-performing states in the proportions F
of 11th and 12th graders who take and score well on Advanced
–
Placement tests and college entrance exams. The state has A
consistently performed well on the Advanced Placement measure.
+
B
Affordability +
(cid:2)New York makes a substantial investment in need-based
financial aid, placing it among the leading states on this measure.
However, the percentage of annual family income needed to pay for
college in New York, even after accounting for financial aid, such
as the Tuition Assistance Program (TAP), remains very high. New
York recently took steps to improve financial aid for some low-
income, part-time students, which may improve affordability in
the future.
Changes in
New York
Since 1992
Preparation Participation Affordability Completion Benefits Learning
What do the arrows mean?
The state has improved on more than half of the indicators in the category.
The state has improved on some, but no more than half, of the indicators in the category.
The state has declined on most or all indicators.
3 www.highereducation.org
NEW YORK
(cid:2)A very large proportion of students receive certificates and (cid:2)Relatively few working-age adults enroll in college-level
degrees relative to the number enrolled. education or training. Over the past decade, New York has
declined more than the nation as a whole on this measure.
(cid:2)Gaps remain between whites and Hispanics, and between whites
and blacks, in the proportion of students completing certificates (cid:2)Among young adults (ages 18-24), there are still substantial
and degrees relative to the number enrolled, even though New York gaps in college participation between whites and non-whites.
has narrowed these gaps over the past decade. In addition, young adults from high-income families are
almost twice as likely as those from low-income families to
Benefits attend college.
(cid:2)A very high percentage of the adult population has a bachelor’s
(cid:2)About 15% of adults do not have a high school diploma or
degree, and this substantially strengthens the state economy.
its equivalent (compared with 14% of adults nationwide),
(cid:2)A gap remains between whites and non-whites in the percentage reducing their likelihood of participating or succeeding in
higher education.
who have a bachelor’s degree, although New York has narrowed
this gap over the past 12 years.
Affordability
Weaknesses (cid:2)Net college costs for low- and middle-income students to
attend public four-year colleges and universities represent nearly
Participation
one-half of their annual family income, even after accounting
(cid:2)Over the past decade, the chance of a 9th grader enrolling in
for the Tuition Assistance Program (TAP). (Net college costs
college by age 19 has declined sharply—one of the steepest
equal tuition, room, and board after financial aid.) For students
declines in the nation on this measure. The state’s decrease is due
at community colleges, net college costs are as high as those at
primarily to a drop in the percentage of students graduating from
public four-year institutions. This makes higher education in
high school in four years.
New York less affordable than in most states.
Measuring Up 2006 4
PREPARATION 2006 New York
2006 Change
Grade Over Time
New York has shown improvement in preparing students to succeed in
A– college. This year New York receives an A– in preparation.
Graded Information
NEW YORK
Top
Compared with other states: PREPARATION
States
(cid:2)Eighth graders in New York perform
1992* 2006 2006
well on national assessments in reading,
and fairly well on national assessments
High School Completion (20%)
in math.
18- to 24-year-olds with a high school credential 89% 87%† 94%
(cid:2)Low-income 8th graders score well on
K–12 Course Taking (35%)
national math assessments.
9th to 12th graders taking at least one upper-level
34% 55%‡ 64%
math course
(cid:2)New York is among the top-performing
9th to 12th graders taking at least one upper-level
states in the proportions of 11th and 26% 34%‡ 40%
science course
12th graders scoring well on Advanced
8th grade students taking algebra 11% n/a 35%
Placement tests and college entrance
12th graders taking at least one upper-level
exams. n/a n/a 66%
math course
(cid:2)Eighty percent of secondary school K–12 Student Achievement (35%)
students are taught by qualified teachers, 8th graders scoring at or above “proficient” on
which compares very well with top states. the national assessment exam:
in math 20% 31% 38%
Change in Graded Measures
in reading 34% 33% 38%
(cid:2)The percentage of 8th graders perform- in science 27% 30%‡ 41%
ing well on national assessments in in writing 21% 30% 41%
writing has increased. Low-income 8th graders scoring at or above
“proficient” on the national assessment exam 10% 19% 22%
(cid:2)New York has consistently performed in math
very well over the past 12 years on the Number of scores in the top 20% nationally on
proportions of 11th and 12th graders who SAT/ACT college entrance exam per 1,000 high 157 228 237
school graduates
score well on Advanced Placement tests.
Number of scores that are 3 or higher on an
Advanced Placement subject test per 1,000 high 118 212 217
(cid:2)The state has also consistently
school juniors and seniors
performed very well on the percentage
of secondary school students taught by Teacher Quality (10%)
qualified teachers.
7th to 12th graders taught by teachers with
73% 80% 81%
a major in their subject
*The indicators report data beginning in 1992 or the closest year for which reliable data are available. See the
Technical Guide for Measuring Up 2006.
†Eighty-two percent of 18-24-year-olds have a regular high school diploma; 4% have a GED. The numbers shown
for a regular high school diploma and a GED may not exactly equal the number for a high school credential due to
rounding.
‡Data from Measuring Up 2004were used because updated state information was not available.
5 www.highereducation.org
PREPARATION 2006 New York
Other Key Facts
(cid:2)About 21% of children under age 18
live in poverty, compared with a national
rate of 18%.
(cid:2)Policymakers and state residents do
not have access to important information
about 12th graders taking upper-level
math and science because the state did
not report the data by grade level. In
addition, important information about
8th graders’ performance in science is
not available because the state declined
to participate in the national assessment.
Note
Data on 8th grade students taking alge-
bra are not available because New York
curriculum offers integrated math
instead.
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 2006 6
PARTICIPATION 2006 New York
2006 Change
Grade Over Time
New York has made no notable progress in enrolling students in higher
B– education. New York receives a B– in participation this year.
Graded Information
NEW YORK Top
Compared with other states: PARTICIPATION
States
(cid:2)The chance of New York high school
1992* 2006 2006
students enrolling in college by age 19
is fairly low, primarily because the
Young Adults (60%)
proportion of students who graduate
Chance for college by age 19 45% 37% 53%
from high school within four years is
small. This proportion is among the 18- to 24-year-olds enrolled in college 35% 40% 41%
lowest in the country.
Working-Age Adults (40%)
25- to 49-year-olds enrolled part-time in any type
(cid:2)A small percentage of working-age
of postsecondary education 4.2% 3.3% 5.1%
adults (ages 25 to 49) are enrolled
part-time in college-level education
*The indicators report data beginning in 1992 or the closest year for which reliable data are available. See the
or training. Technical Guide for Measuring Up 2006.
Change in Graded Measures Other Key Facts (cid:2)About 15% of the adult population has
less than a high school diploma or its
Over the past decade: (cid:2)Among the young adult population (ages
equivalent, compared with 14% of adults
(cid:2)The chance of enrolling in college by 18 to 24), the gap in college participation
nationwide.
age 19 has declined sharply—one of the between whites and other ethnic groups is
steepest declines in the nation on this substantial. Currently, 45 out of 100 white
(cid:2)In New York, 3,903 more students are
measure. The state’s decrease is primarily young adults are enrolled in college,
entering the state than are leaving to attend
due to a drop in the percentage of compared to 32 out of 100 young adults
college. About 17% of New York high school
students graduating from high school. from other ethnic groups.
graduates who go to college attend college
out of state.
(cid:2)The percentage of working-age adults (cid:2)Young adults (ages 18 to 24) from
who are enrolled part-time in college- high-income families are almost twice as
level education or training has declined likely as those from low-income families
by 22%, compared with a nationwide to attend college.
decline of 12%.
(cid:2)The state’s population is projected
to grow by 2% from 2005 to 2020, well
below the national rate of 14%. During
approximately the same period, the number
of high school graduates is projected to
decline by 5%.
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 www.highereducation.org
AFFORDABILITY 2006 New York
2006 Change
Grade Over Time
New York has lost considerable ground in providing affordable higher
F education. This year New York receives an F in affordability.
Graded Information
NEW YORK
Top States
(cid:2)Compared with top-performing AFFORDABILITY
In Early
states, families in New York devote a very
1992* 2006 1990s
large share of family income, even after
financial aid, to attend public two- and
Family Ability to Pay (50%)
four-year colleges and universities, as
well as private four-year institutions, in Percent of income (average of all income groups)
needed to pay for college expenses minus
the state.
financial aid:
at community colleges 29% 33% 15%
(cid:2)The state is a top performer in the very
high investment it makes in need-based at public 4-year colleges/universities 27% 33% 16%
financial aid. Nonetheless, the share of at private 4-year colleges/universities 68% 83% 32%
family income, even after financial aid,
Strategies for Affordability (40%)
needed to pay for college is very large
State investment in need-based financial aid as
when compared with other states. 88% 89% 89%
compared to the federal investment
At lowest-priced colleges, the share of income
(cid:2)The state does not offer low-priced 29% 29% 7%
that the poorest families need to pay for tuition
college opportunities.
Reliance on Loans (10%)
(cid:2)Undergraduate students borrowed on Average loan amount that undergraduate students
average $3,901 in 2005. borrow each year $3,147 $3,901 $2,619
Change in Graded Measures *The indicators report data beginning in 1992 or the closest year for which reliable data are available. See the
Technical Guide for Measuring Up 2006.
(cid:2)Over the past several years, the share Note: In the affordability category, the lower the figures the better the performance for all indicators except for
of family income, even after financial “State investment in need-based financial aid.”
aid, needed to pay for college expenses Note
at public four-year institutions has
New York has recently developed the
increased from 27% to 33%.
“New Part-Time TAP (Tuition Assistance
Program)” available for the residents
Other Key Facts
enrolling part-time in colleges and
(cid:2)In New York, 30% of students are universities in the state. The program
enrolled in community colleges, 31% in will be effective for the 2007-08 academic
public four-year colleges and universities, year.
and 36% in private four-year institutions.
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 2006 8
AFFORDABILITY 2006 New York
College in New York Has Become Less Affordable,
Particularly for Low-Income Families (1992–2005)
+1%
9%
(2005)
(1992)8% 19% 66%
(1992) +4%
80% (1992)
(2005)
23%
(2005)
+14%
Highest 20% Middle 20% Lowest 20%
Net costs to attend public 4-year colleges as a share of income for different income families.
Financial Burden to Pay for College Varies Widely Among Different Income Families in the State
Those who are striving to reach or stay in the middle class—the (cid:2)If the same student were to attend a public four-year college in
40% of the population with the lowest incomes—earn on average the state, their net cost to attend college would represent about 48%
$19,503 each year. of their income annually:
(cid:2) If a student from such a family were to attend a community Tuition, room, and board: $12,838
college in the state, their net cost to attend college would represent
Financial aid received: –$ 3,457
about 49% of their income annually:
Net college cost: $9,381
Tuition, room, and board: $11,023
Percent of income: 48%
Financial aid received: –$ 1,432
Net college cost: 9,592 Note
The numbers shown for tuition, room, and board minus financial
Percent of income: 49%
aid may not exactly equal net college cost due to rounding.
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 2006 family
ability to pay
20% of the population with the lowest income $11,005 $9,216 84% $8,804 80% $24,491 223%
20% of the population with lower-middle income $28,000 $9,968 36% $9,957 36% $24,625 88%
20% of the population with middle income $49,109 $10,656 22% $11,538 23% $24,880 51%
20% of the population with upper-middle income $77,000 $10,891 14% $12,104 16% $25,663 33%
20% of the population with the highest income $134,144 $10,938 8% $12,291 9% $26,650 20%
40% of the population with the lowest income $19,503 $9,592 49% $9,381 48% $24,558 126%
*Net college cost equals tuition, room, and board, minus financial aid.
9 www.highereducation.org
COMPLETION 2006 New York
2006 Change
Grade Over Time
New York has shown substantial improvement in the proportion of
A– students earning a certificate or degree in a timely manner. New York
receives an A– in completion this year.
Graded Information
NEW YORK
Top
Compared with other states:
COMPLETION
(cid:2)Very large percentages of first-year States
students at community colleges and four- 1992* 2006 2006
year colleges and universities return for
their second year. Persistence (20%)†
1st year community college students returning
64% 59% 62%
(cid:2)A large percentage (57%) of first-time, their second year
full-time college students complete a Freshmen at 4-year colleges/universities
78% 80% 82%
bachelor’s degree within six years of returning their sophomore year
enrolling in college.
Completion (80%)
First-time, full-time students completing a
(cid:2)Also, a very large proportion of
bachelor’s degree within 6 years of college 55% 57% 64%
students complete certificates and
entrance
degrees relative to the number enrolled.
Certificates, degrees, and diplomas awarded
at all colleges and universities per 100 16 19 20
Change in Graded Measures
undergraduate students
(cid:2)Over the past 15 years, the percentage
*The indicators report data beginning in 1992 or the closest year for which reliable data are available.
of first-year community college students
†2006 data may not be entirely comparable with data from previous years.
returning for their second year has
See the Technical Guide for Measuring Up 2006.
declined. However, New York has
consistently performed very well on
Other Key Facts
this measure when compared with
(cid:2)Over the past decade, New York has
other states.
narrowed the gaps between whites and
Hispanics, and between whites and blacks,
(cid:2)During the same period, New York has
in the proportion of students completing
also consistently performed very well on
certificates and degrees relative to the
the percentage of freshmen at four-year
number enrolled. Currently, 20 out of 100
colleges and universities returning for
white students enrolled complete degrees
their sophomore year.
and certificates, compared to 16 out of 100
Hispanic or black students.
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 2006 10