Académique Documents
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Meeting Minutes
Joint Planning and Budget Committee
December 2, 2009, 1:15 p.m.
Members present: Anderson, Bakkum, Benson, Blum, Colclough, Dill, Herro, Hetzel, Jorstad, Knudson,
Leahy, Loh, Morgan, Nicklaus, O’Neill, Riley B., Riley D., Sherony, Sleznikow, Smith, Taylor, Vogt
Respectfully submitted,
Larry Sleznikow
UW-L JOINT PLANNING & BUDGET - Annual Planning Calendar (Adopted by JP&B; 12-2-09)
Academic Fee Income Report (AFIR) - student Brief Overview - Verbal Report (Sample of
NOVEMBER (if Regents
headcount projections combined with tuition VC A&F a past AFIR available at
approve by previous July)
levels upon which UW-L's base budget is allocated http://cs.uwlax.edu/JPB/JPB.html)
Campus comparisons - UW-L compared to Report comes from the Special Assistant
DECEMBER (at the earliest) selected other UW campuses (Eau Claire, Oshkosh VC A&F and AVC-B&F to the VP of Finance at UW System.
& Whitewater) Suggestion - rotating focus on specifics?
SPRING SEMESTER
LATE SPRING (late March & Informational reports from the following divisions (1 to 2 presentations per
meeting) - see budget organizational chart for reporting lines NOTE: not to exceed 30 minutes
April) meetings -
Administration and Finance VC A&F
Academic Affairs (excluding academic colleges) PVC
Growth, Quality & Access VC A&F and PVC
Student Rep, VC A&F &
Student - Segregated Fees Actual expenditures for current year and
AC - SA
proposed budget for upcoming year and
Academic Initiatives & Student Tech Fees VC A&F and AC - SA
reports on any major initiatives within
Chancellor's Office Chancellor the unit or college. Budget reported by
Division of Student Affairs AC - SA standard categories (major class of
Advancement Activities AC - Advancement expenditure).
Foundation Foundation President
College of Business Administration Dean of CBA
College of Liberal Studies Dean of CLS
College of Science & Health Dean of SAH
SPRING (within 1 month of Chancellor, PVC & VC When feasible - JP&B serves as advisory
Report on any Decision Item Narratives (DIN)s
submission to system) A&F prior to submission
Thanks for sending your memo in follow-up to our December meeting concerning
Growth Agenda Educational Attainment Goals for UW-La Crosse. Our campus
leadership team and Joint Planning & Budget Committee have given your questions
very thorough consideration, and I’m pleased to attach our response.
We’ve also carefully considered your question involving the additional degree
attainment goal we would set if we were to receive significant new state dollars.
Because we do not have an exact sense of how much new funding we might receive
it is not possible for us to calculate the kind of specific answers we have provided to
your question regarding how we plan to use our existing resources. Nonetheless, we
have explored a number of possibilities and have reached the conclusion that any
additional dollars we might receive would be best directed toward improving our
graduation rate. We say this because we have already maximized future enrollment
growth goals in our planning and we have only minimal offerings in the kind of on -
line programs needed to increase enrollment beyond the physical capacity of our
campus. Thus finding ways to promote accelerated graduation of our students
appears to be the only viable option available to us. In light of this, we would utilize
new funding as need-based financial aid to help many of our students devote less
time to working off-campus and more time to completing their degree programs. In
addition, we would enhance our student advising and counseling services, and
work toward ensuring we have the technological and facilities infrastructure needed
to enable our students to complete their curricula in the timeliest possible fashion.
Ultimately, the extent of these graduation-rate improvement strategies would be
contingent upon the level of new state dollars we received. Once we learn more
about possible funding scenarios, then, we can begin determining potential
graduation-rate improvement goals, and calculate how these goals translate into
specific degree production gains at UW-L.
I hope our response is helpful as you aggregate individual campus goals into a
proposed UW System plan for discussion at our January 22 nd retreat. I look forward
to participating in that discussion and would be happy to provide any additional
information you might need prior to the meeting. Thanks again for engaging us in
this very important dialogue.
UW-LA CROSSE
EDUCATIONAL ATTAINMENT PLANNING GOALS
UW-L’s Growth, Quality, and Access program was approved by the Board of Regents in
December 2007 and has been identified as the university’s principal strategy to support the
Growth Agenda Educational Attainment Goals for increased degree production at UW-La
Crosse. The Growth, Quality, & Access plan was developed based upon the following
objectives:
1. Allowing more Wisconsin residents access to UW-La Crosse to attain a college degree by
growing the undergraduate enrollment of the university by at least 500 additional students.
2. Hiring at least 75 additional faculty and 20 additional staff to improve academic quality and
enhance the undergraduate experience.
3. Ensuring that cost is not a barrier for students, particularly those from Wisconsin’s lower and
middle income families.
The UW-L Growth, Quality, & Access plan is projected to increase undergraduate enrollment by
703 FTE and graduate enrollment by 85 FTE over the five-year period from FY 2008 through
FY 2012. Based on degree completion rates of 65% for undergraduates and 90% for graduates,
UW-L will generate 130 new undergraduate and 11 graduate degrees beginning as early as
2014. As GQA enrollment continues to grow, the number of new degrees will increase to 457
undergraduate and 77 graduate degrees for a total of 534 additional degrees beginning in 2018.
1. Students of color have been between 5 and 8 percent of Wisconsin immediate new
freshmen at UW-La Crosse in recent years. In the Western region, public high school
graduates of color are projected to increase from 9 percent in 2009 to 11 percent by 2019.
Statewide, this proportion is projected to increase from 17 percent to 22 percent. UW-La
Crosse could enroll more students of color immediately out of high school.
UW-L Educational Attainment Strategy: UW-La Crosse will be examining three new
initiatives to support increased multicultural student enrollment including the following:
Expand the UW-L Academic Success Institute by recruiting a second cohort of students
for the program. The institute is a year round program that enrolls underrepresented
students that show promise but were denied admission to UW-La Crosse.
Establish outreach initiatives with the Ho Chunk and other surrounding indigenous
communities to enroll more Native American students at UW-L.
Establish stronger partnerships with two-year urban institutions in Wisconsin and
Minnesota to enroll more multicultural transfer students.
2. Nonresident immediate new freshmen make up 12% of UW-La Crosse’s new degree-
seeking students, the same as for the UW System as a whole. Although UW-La Crosse
borders Minnesota, high school graduates in southeastern Minnesota are projected to
decline by 500 between 2009 and 2015.
3. Transfer students make up 20% of incoming students at UW-La Crosse, less than the UW
System average. Transfers from all sectors dramatically decreased in recent years. UW-La
Crosse currently draws the greatest number of transfers from Western Technical College,
UW-Eau Claire, and UW-Richland. Since the two-year sector generally is a good source of
non-traditional-aged students, students of color, and lower income students, UW-La Crosse
may wish to increase transfer from two-year institutions.
UW-L Educational Attainment Strategy: UW-La Crosse will be increasing transfer student
enrollment from 490 students to a minimum of 600 students beginning in Fiscal Year 2010.
5. The strategic use of remissions authority can increase nonresident enrollments and
increase revenue available on a campus to education more students. UW-La Crosse had
$225,379 unused remission authority in 2008-09.
UW-L Education Attainment Strategy: UW-La Crosse has established new fiscal procedures
for the allocation of nonresident tuition remissions to ensure that the remission authority is
fully utilized to support enrollment strategies for nonresident students.
In addition to the above strategies for the UW-L Educational Attainment Goal, UW-La Crosse
will be working with the UW-La Crosse Foundation to establish a comprehensive fundraising
campaign to provide higher levels of scholarship support for Wisconsin students from lower and
middle income families.
UW‐La Crosse
UW‐La Crosse’s undergraduate enrollments have increased over the past five years. From
fall 2005 to fall 2009, new freshmen headcounts increased from 1,758 to 1,828, and
undergraduate headcounts increased from 8,160 to 8,871. Graduate headcounts decreased
from 1,261 to 1,138.
10,000
9,000
8,000
7,000
6,000
New Freshman
5,000
Undergrad
4,000
Graduate
3,000
2,000
1,000
0
2005 2006 2007 2008 2009
UW‐La Crosse currently draws Wisconsin immediate new freshmen from across the state.
A statewide draw of new freshmen may continue to be important, since high school
graduates are projected to decline in UW‐La Crosse’s region. The number of high school
graduates in the Western region is projected to be approximately 500 fewer than current
levels in 2015, and remain approximately 200 below current levels through 2019.
Students of color have been between 5 and 8 percent of Wisconsin immediate new
freshmen at UW‐La Crosse in recent years. In the Western region, public high school
graduates of color are projected to increase from 9 percent in 2009 to 11 percent by 2019.
Statewide, this proportion is projected to increase from 17 percent to 22 percent. UW‐La
Crosse could enroll more students of color immediately out of high school.
Over one‐third of Wisconsin families have annual incomes under $50,000, an income range
that typically indicates eligibility for a Pell Grant. Similarly, approximately one‐third of
public K‐12 students are eligible for subsidized lunch. At UW‐La Crosse, 16% of Wisconsin
immediate new freshmen received a Pell Grant in fall 2008. UW‐La Crosse could enroll
more Wisconsin students from lower income families.
Statewide, approximately one‐third (34%) of Wisconsin high school graduates do not take
the ACT. UW‐La Crosse could partner with area school districts to encourage greater rates
of ACT test‐taking.
More than 1 in 10 (12%) of Wisconsin high school graduates who take the ACT do not enroll
in higher education within a year of graduating. In UW‐La Crosses top five counties for
Wisconsin immediate new freshmen, an average of more than 2,000 ACT‐tested high school
graduates do not enroll in higher education each year. These students could be a pool of
immediate new freshmen for UW‐La Crosse.
Nonresident immediate new freshmen make up 12% of UW‐La Crosse’s new degree‐
seeking students, the same as for the UW System as a whole. Although UW‐La Crosse
borders Minnesota, high school graduates in southeastern Minnesota are projected to
decline by 500 between 2009 and 2015.
UW‐La Crosse enrolls a small number of non‐immediate new freshmen relative to other
UW institutions. La Crosse County alone has approximately 11,500 young adults (18 to 34
years) who have graduated from high school but are not enrolled in higher education. UW‐
La Crosse may be able to further increase its enrollments of non‐immediate new freshmen
from this population.
Transfer students make up 20% of incoming students at UW‐La Crosse, less than the UW
System average. Transfers from all sectors dramatically decreased in recent years. UW‐La
Crosse currently draws the greatest number of transfers from Western Technical College,
UW‐Eau Claire, and UW‐Richland. Since the two‐year sector generally is a good source of
non‐traditional‐aged students, students of color, and lower income students, UW‐La Crosse
may wish to increase transfer from two‐year institutions.
UW‐La Crosse offered 11 distance education courses in 2006‐07, 6 courses in 2007‐08, and
11 courses in 2008‐09. Distance education course enrollments dropped from 188 in 2006‐07
to 145 in 2007‐08 and rose to 307 in 2008‐09. Academic year 2008‐09 distance education
course enrollments were 0.3 percent of all course enrollments.
Retention rates of new freshmen at UW‐La Crosse have been flat in recent years, and are
lower for the fall 2008 cohort (83.9%, preliminary) than they have been in eight years.
Students entering fall 2008 had to pay an additional $500 in tuition on their return in fall
2009, under UW‐La Crosse’s new tuition increase. Regardless of the specific causes, flat or
declining retention rates may make it difficult to sustain recent improvements in six‐year
graduation rates and a favorable position relative to Ed Trust peers.
The four‐year graduation rate for new freshmen entering and graduating from UW‐La
Crosse was 32.4% for the fall 2004 cohort. Increasing the four‐year graduation rate would
allow more new students to be served at current enrollment levels, while also improving
the six‐year graduation rate.
Retention and graduation rates of transfer students at UW‐La Crosse compare favorably
with the UW System average.
The strategic use of remissions authority can increase nonresident enrollments and
increase revenues available on a campus to educate more students. UW‐La Crosse had
$225,379 unused remission authority in 2008‐09.
UW‐La Crosse conferred 4 associate degrees within the past five years, all in 2004‐05.
Expanding associate degree programs may be an opportunity to further motivate students
to continue on to a bachelor’s degree and to recognize the educational attainment of those
students that do not elect to continue.
UW-La Crosse
Summary of EqS Reports
250
African American
200 Hispanic / Latino
American Indian
150
Southeast Asian
100 Other Asian
International
50
Linear (African
American)
0 Linear (Hispanic /
1995 2000 2005 2010 Latino)
Access
Hispanic, SE Asian/Asian, and Native American students increased between 148% to 289%
between 1996 and 2006, but African Americans declined by 26% in same timeframe.
Relative to HS grads in Wisconsin, African American, Native American, Asian American,
and Hispanic first-year students at UWL are under-represented, with African Americans
experiencing the most severe inequity.
More than half of African American applicants do not complete the UWL application.
Incomplete rates for other students of color are in the 16%-19% range (compare to 4%
incompletion rate for white students).
Students of color who complete the UWL application are very likely to be admitted, and the
students of color who are admitted are very likely to enroll at UWL (with African American
and SE Asian students being most likely to enroll).
African American and Hispanic students were as likely to be first-generation as white
students, while Native American and SE Asian were more likely to be first-generation as
white students. Asian and Pacific Islander students were less likely to be first-gen.
Retention
1st to 2nd year retention rates for students of color have been steadily rising since 1997 and
are approaching equity (eq. indicator calculated on share of first-year population). Table
below shows retention rates for 2003-2005. In the past few years, retention rates for African
American, Hispanic and Native American students have been improving at a greater rate than
white students. However, SE Asian and Asian students’ retention rates are dropping (by 8.9%
and 3.9% respectively) when they constitute a growing proportion of the region UWL serves.
6-year graduation rates are not great, and are unexpected given the relatively high 1st-2nd year
retention rates. Total graduation rate for students entering in 1997-1999 stands at 60%, with
outcomes for students of color significantly below that figure. No more than half the entering
Hispanic, native American and SE Asian students graduate within 6 years; a little over a third
of African American students graduate within 6 years.
UWL examined pre-college preparation as part of their investigation into poor grad rates.
Students of color admitted with lower ACT scores (22 and below) are almost all or
approaching equity in terms of 1st-to-2nd year retention, but their graduation outcomes are
still significantly below equity in terms of 6-year grad rates. In fact, 6-year grad rates for all
students of color for ACT scores about 23 also experience significant inequities in 6-year
grad rates.
Students of color perform equally well in literature and history to their white peers, but do
not perform as well in the social sciences, lab sciences, and math. The poor performance in
math is particularly striking, as the equity indicators in the table below demonstrate. The
campus evidence team notes that the “data for the lab sciences seems sufficiently consistent
to suspect something systematic may be preventing students from succeeding in these
courses…it may be the case that students, especially non-majors, are attempting to take
multiple lab sciences and math courses [which are co- or pre-requisites for science courses]
at the same time…[ensuing problem] might be avoided through careful academic advising
and course placement.”
Excellence
Overall participation in UWL’s Honors Program and departmental honors programs is
low (2% of total population), but overwhelmingly white. Zero African American, SE
Asian, and Native American students involved in honors program. Less than five
Hispanic and Asian students in honors program. UWL notes problematic aspects of
university honors program – lack of awareness, no linked scholarships, difficulty with
course scheduling, esp. in science fields. Contrast participation in Psychology
department’s honors program, which routinely enrolls the largest number of students.
Eligible students are notified of program and are invited to apply; accepted students must
complete research project, but receive a research stipend, and a structure is in place to
ensure students succeed in their endeavor (timeline for proposal and research methods
courses properly spaced out). A third of psych honors students go out to grad school, so
the program offers a boost in terms of grad enrollment and preparation.
Dean’s list representation for students of color severely inequitable, even when
accounting for ACT scores. In fact, students of color with equally high ACT scores are
under-represented at higher GPA ranges and over-represented in lower GPA ranges.
Students of color are generally at or above equity in terms of participating in extra-
curricular academic activities. African American, Hispanic and Asian students are less
likely to complete internships, field experience, and the like than their white peers.
However, all students of color are more likely to complete independent study and
research projects w/faculty than their white peers.
Asian and SE Asians are less likely to be involved in study abroad, but all other students
of color are above equity compared to their white peers.
Institutional Receptivity
Overall, African American and Hispanic full-time employees are under-represented at
UWL, while Asian and Native Americans are over-represented. (Equity indicator
baseline calculated using employment figures at UWL and its peers institutions. Peer
institution selection unclear, but indicators incl. size, mission, program array, reputation,
accreditation status.)
When employment figures are disaggregated by category, we find that African
Americans are severely under-represented among full-time faculty while none other
people of color are. African Americans and Hispanics are significantly under-represented
as part-time instructors and research assistants also (while other people of color are over-
represented). Furthermore, African American and Hispanic administrators/professionals
are severely under-represented (while other people of color are over-represented),
Undergraduate student –to-FT faculty ratios for African American, Hispanic, Native
American and Asian students were below equity.
African American students are over-represented in terms of reporting that their
curriculum provided diverse perspectives, while Hispanic and Native American students
indicate the opposite per NSSE survey (SE Asian students’ responses are very close to
white students).
Grow People: Institution Data for Increasing Educational Attainment
UW-La Crosse
Grow People: Institution Data for Increasing Educational Attainment
UW-La Crosse
Table of Contents
Index
1
Background & Purpose
One of the goals of the UW System’s Growth Agenda is to increase the number of college graduates, in order to
increase educational attainment in the state of Wisconsin and nationally.
Next steps:
• Finalize salary comparisons
• Create and charge a Competitive University Workforce Initiative Work Group composed of faculty, staff, and third parties
• Third parties present and advocate a “Statement of Action Needed to Achieve a Competitive University Workforce”
This report compiles data for conversations of how institutions can increase the number of college graduates.
Data specific to each institution’s degree-seeking undergraduates are included, along with comparison data
where appropriate and available.
2
The report is organized into two sections. The Access section addresses entry to the institution as new freshmen
and new transfer students. The Success section looks at retention rates, graduation rates, degrees conferred,
and goals for the number of degrees. Wherever possible, attention is given to the following populations of
opportunity:
• Students of color
• Lower-income students
• Non-traditional-aged students
• First generation students (data not yet available)
The different types of entry in the Access section, and the different measures in the Success section, are possible
impact points for UW System institutions to produce more college graduates, both overall and for populations of
opportunity.
Impact Points
College Transfer
Going Rates
Rates
Populations of Opportunity:
-Non-Traditional Aged Students
-Students of Color
-First Generation Students
-Low-Income Students
3
Access
Access to a college degree is defined here in terms of new, degree-seeking undergraduates. This population
includes new freshmen and new transfer students.
The table and chart below show the annual new, degree-seeking undergraduates entering UW-La Crosse. The
subcategories shown are addressed individually in the remainder of the Access section of this report.
4
Immediate Fall New Freshmen from Wisconsin: Institution Trend
Wisconsin immediate new freshmen are students who enroll in UW-La Crosse in the fall term immediately after
graduating from a Wisconsin high school. Recent trends in applications, admissions, and enrollments are shown
below and on the next page.
5
Recent trends in enrollments by race/ethnicity and receipt of the Pell Grant are shown below.
6
Immediate Fall New Freshmen from Wisconsin: Outlook
The pool of Wisconsin high school graduates is expected to decline over the next several years. At the same
time, high school graduates of color are projected to increase, almost exclusively through growth in the number
of Hispanic / Latino high school graduates.
Within the state, the outlook varies by county and region. Below are the top 5 counties from which
UW-La Crosse currently enrolls Wisconsin immediate new freshmen. High school graduate projections in these
counties, other counties, and state regions are shown on the following pages.
7
Few Wisconsin counties are projected to have an increase in the number of high school graduates between 2009
and 2015. Wisconsin’s most populous county, Milwaukee county, is projected to have approximately 950 fewer
high school graduates in 2015 than in 2009.
8
The table below shows projected high school graduates for the top five counties from which UW-La Crosse
enrolled immediate new freshmen from Wisconsin in fall 2008. A table showing all counties is on the next page.
Though the number of high school graduates is projected to decline overall, high school graduates of color are
projected to increase in most regions of the state. (Data are not available for individual counties, with the
exception of Milwaukee county.) UW-La Crosse is located in the Western region.
9
The table below shows projected high school graduates for each county and region in Wisconsin.
10
% %
Change Change
change change
Region County 2009 2010 2011 2015 2019 from from
from from
'09-'15 '09-19
'09-'15 '09-'19
Southeast 5,728 5,419 5,601 5,540 6,059 (187) -3.3% 331 5.8%
Kenosha County 2,286 2,282 2,222 2,170 2,552 (116) -5.1% 267 11.7%
Racine County 2,229 2,051 2,240 2,187 2,226 (42) -1.9% (3) -0.1%
Walworth County 1,213 1,086 1,139 1,183 1,281 (29) -2.4% 68 5.6%
Southwest 3,558 3,634 3,544 3,250 3,410 (308) -8.6% (147) -4.1%
Grant County 601 566 564 496 532 (105) -17.5% (70) -11.6%
Green County 463 555 433 417 353 (46) -10.0% (110) -23.8%
Iowa County 288 242 274 223 231 (66) -22.9% (57) -19.9%
Lafayette County 258 227 239 191 229 (67) -26.1% (29) -11.2%
Richland County 176 164 157 134 148 (42) -23.9% (28) -16.0%
Rock County 1,770 1,880 1,877 1,790 1,917 19 1.1% 147 8.3%
West Central 5,638 5,440 5,372 5,196 5,604 (442) -7.8% (34) -0.6%
Barron County 570 588 536 509 486 (61) -10.6% (84) -14.7%
Chippewa County 731 730 688 628 696 (103) -14.1% (36) -4.9%
Clark County 425 419 386 368 321 (58) -13.5% (104) -24.5%
Dunn County 460 444 455 444 441 (16) -3.6% (19) -4.1%
Eau Claire County 1,156 1,034 1,059 1,036 1,114 (120) -10.4% (42) -3.6%
Pepin County 119 128 114 76 72 (43) -36.2% (48) -39.9%
Pierce County 617 549 596 520 552 (97) -15.7% (65) -10.5%
Polk County 594 602 610 568 588 (26) -4.4% (5) -0.9%
St. Croix County 966 948 928 1,048 1,334 82 8.5% 368 38.1%
Western 3,533 3,371 3,296 3,001 3,314 (531) -15.0% (219) -6.2%
Buffalo County 180 176 167 149 163 (32) -17.5% (18) -9.7%
Crawford County 195 176 184 131 169 (63) -32.5% (26) -13.3%
Jackson County 275 234 217 221 240 (54) -19.5% (35) -12.7%
Juneau County 315 288 273 250 281 (66) -20.8% (34) -10.9%
La Crosse County 1,337 1,246 1,288 1,187 1,183 (150) -11.2% (154) -11.5%
Monroe County 472 507 459 416 500 (56) -11.8% 28 5.9%
Trempealeau County 418 433 432 365 436 (53) -12.8% 18 4.3%
Vernon County 340 310 277 282 342 (58) -17.1% 2 0.5%
WOW* 8,261 8,220 7,915 7,926 8,526 (334) -4.0% 265 3.2%
Ozaukee County 1,096 1,048 1,113 1,024 1,022 (72) -6.6% (74) -6.8%
Washington County 1,860 1,825 1,735 1,756 1,960 (104) -5.6% 101 5.4%
Waukesha County 5,305 5,348 5,067 5,147 5,543 (159) -3.0% 238 4.5%
TOTAL 68,090 66,141 65,680 62,464 65,931 (5,626) -8.3% (2,160) -3.2%
*Waukesha, Ozaukee, and Washington counties.
Data Source: Applied Population Lab, UW-Madison, March 2008, http://www.uwsa.edu/opar/reports/projections/
11
Immediate Fall New Freshmen from Wisconsin: Opportunities
High school graduates who took the ACT but did not enroll in higher education are a group of students
potentially underserved by higher education. Statewide from 2006 to 2008, over 1 in 10 ACT-tested high school
graduates – over 5,000 graduates on average – did not enroll in higher education within a year of graduating
from high school. Among lower income students and students of color, over 1 in 5 ACT-tested high school
graduates did not enroll. While those with lower ACT scores were less likely to enroll, there were still over
2,500 graduates with moderate to high scores who did not immediately enroll in higher education.
Participation in Higher Education of Wisconsin High School Graduates Taking the ACT
ACT-Tested Public High School Graduates (2006 to 2008 Average)
Enrolled in Not Enrolled in Higher Education
Total Higher
Education # %
African American 1,858 1,383 475 25.6
American Indian 295 228 68 22.9
Asian American 1,414 1,170 244 17.3
Hispanic/Latino 1,081 839 242 22.4
Two or More Races 484 400 84 17.3
Students of Color 5,132 4,020 1,113 21.7
White 34,167 30,485 3,682 10.8
Lower Income (Less than $30,000) 5,390 4,233 1,156 21.5
Middle income ($30,000 to $60,000) 10,838 9,416 1,422 13.1
Higher income ($60,000 and over) 11,063 10,063 999 9.0
Income not reported 14,721 13,151 1,570 10.7
Lower ACT scores (Under 20) 11,923 9,491 2,432 20.4
Middle ACT scores (20 to 27) 24,615 22,294 2,321 9.4
Higher ACT scores (28 to 32) 5,473 5,079 394 7.2
Total 42,012 36,864 5,148 12.3
Sources: ACT, Inc., and National Student Clearinghouse (NSC). The NSC includes 92% of all U.S. college student enrollments.
NOTE: New race/ethnicity categories were implemented in fall 2008.
The table below shows participation in higher education by ACT-tested high school graduates in the top five
counties from which UW-La Crosse enrolled immediate new freshmen from Wisconsin in fall 2008. A table
showing all counties is on the next page.
Participation in Higher Education of Wisconsin High School Graduates Taking the ACT
by Top Counties Enrolling at UW-La Crosse
2007-08 ACT-Tested Public High School Graduates (2006 to 2008 Average)
County High School Enrolled in Higher Not Enrolled in Higher Education
Total
Graduates Education # %
Dane 5,094 3,408 3,024 384 11.3
Waukesha 5,827 3,945 3,595 350 8.9
Milwaukee 10,928 5,657 4,699 958 16.9
La Crosse 1,348 805 715 89 11.1
Brown 3,078 1,996 1,766 230 11.5
Sources: Wisconsin Department of Public Instruction, ACT, Inc., and National Student Clearinghouse (NSC). The NSC includes 92% of all U.S. college
student enrollments.
12
The table below shows participation in higher education by ACT-tested high school graduates in all Wisconsin
counties.
13
ACT-Tested Public High School Graduates (2006 to 2008 Average)
2007-08
County High School Enrolled in Not Enrolled in Higher Education
Total
Graduates Higher Education # %
Milwaukee 10,928 5,657 4,699 958 16.9
Monroe 598 287 244 42 14.8
Oconto 348 192 166 25 13.2
Oneida 479 300 261 39 13.0
Outagamie 2,778 1,743 1,553 190 10.9
Ozaukee 1,139 898 815 83 9.2
Pepin 130 70 64 6 8.1
Pierce 592 388 344 44 11.3
Polk 633 365 314 51 14.1
Portage 799 468 419 49 10.5
Price 194 124 104 20 16.1
Racine 2,189 1,283 1,130 153 11.9
Richland 178 100 91 9 9.0
Rock 1,982 1,085 933 152 14.0
Rusk 173 106 96 10 9.1
St. Croix 995 581 503 79 13.5
Sauk 958 548 486 62 11.3
Sawyer 194 102 84 18 17.6
Shawano 497 247 210 36 14.7
Sheboygan 1,596 946 838 109 11.5
Taylor 226 168 150 18 10.9
Trempealeau 412 255 226 29 11.5
Vernon 361 207 188 19 9.2
Vilas 182 94 80 13 14.2
Walworth 1,160 716 613 104 14.5
Washburn 218 124 111 13 10.5
Washington 1,965 1,127 1,024 103 9.1
Waukesha 5,827 3,945 3,595 350 8.9
Waupaca 845 459 402 57 12.4
Waushara 200 114 99 15 13.5
Winnebago 1,793 1,105 987 118 10.7
Wood 1,166 673 592 81 12.1
Unknown 432 554 419 135 24.3
TOTAL 70,717 42,012 36,864 5,148 12.3
Sources: Wisconsin Department of Public Instruction, ACT, Inc., and National Student Clearinghouse (NSC). The NSC includes 92% of all U.S. college
student enrollments.
14
Immediate Fall New Freshmen from Other States: Institution Trend
Immediate new freshmen from other states are students who enroll in UW-La Crosse in the fall term
immediately after graduating from a non-Wisconsin high school. Recent trends in applications, admissions, and
enrollments are shown below and on the next page.
15
Recent trends in enrollments by race/ethnicity and receipt of the Pell Grant are shown below.
16
Non-Immediate New Freshmen: Institution Trend
Non-immediate new freshmen are students who either enroll in UW-La Crosse in a term other than fall, or who
enroll in fall but not immediately after graduating from high school. Because non-immediate new freshmen may
enter UW-La Crosse in any term during the year, the table below shows annual enrollments. (Individuals
enrolled in one or more terms at an institution are counted only once.) Non-immediate new freshmen include
new freshmen of non-traditional ages.
17
Non-Immediate New Freshmen: Opportunities in Wisconsin
Young adults who have graduated from high school but are not currently enrolled in college are a pool of
potential students consisting of approximately 198,000 18-to-24-year-olds and 355,000 25-to-34-year-olds
statewide. In the table below, the counties neighboring UW-La Crosse are in bold.
18
New Transfer Students: Institution Trend
New transfer students are new, degree-seeking undergraduates that transfer academic credits earned
previously at another UW institution or elsewhere in higher education. Transfer students may first enroll at an
institution in any term during the year. Recent trends in enrollments are shown below and on the next page.
19
Transfer students may have attended one or more colleges or universities prior to enrolling at UW-La Crosse.
The table below shows new transfer students by the sector of the last institution they attended. Institutions in
the two-year sector – UW Colleges and WTCS – are particularly important sources for increasing access to
bachelor’s degree programs.
20
New Transfer Students: Opportunities
Transfer is a means of access to bachelor’s degree programs, not only for students overall, but for populations of
opportunity that tend to be more heavily represented in two-year institutions than in four-year institutions.
The table below shows the three institutions sending the most new transfer students to UW-La Crosse from
2003-04 to 2006-07. The table compares undergraduate enrollment by race/ethnicity in each institution with
the race/ethnicity of those who transferred from the institution to UW-La Crosse.
21
Success
Categories examined here do not exactly overlap with the Access categories discussed previously, but they
account for the majority of students and are populations for which comparison data are available.
The second year retention rate, a standard national metric of student persistence through college, is the number
of new freshmen entering full-time in the fall semester who then return to the same institution for the
subsequent fall semester. Recent trends in retention rates are shown in the table below.
22
The table below compares UW-La Crosse’s retention rate to that of new freshmen at public four-year
institutions nationwide, and to a set of peer institutions developed by the Education Trust.
23
New Freshmen Entering Full-Time in Fall: Graduation
The six-year graduation rate, a standard national metric of bachelor’s degree completion, is the number of new
freshmen entering full-time in the fall semester who then earn a bachelor’s degree within six years. Graduation
from the same institution where the student started – versus graduation anywhere in the UW System – is
presented here because same-institution graduation rates are more directly influenced by institutional actions.
Recent trends in graduation rates are shown in the table below.
24
The table below compares UW-La Crosse’s graduation rate to that of new freshmen at public four-year
institutions nationwide, and to a set of peer institutions developed by the Education Trust.
25
New Transfer Students Entering Full-Time in Fall: Retention
Although retention rates are most commonly calculated for full-time new freshmen, many students enter
UW-La Crosse as new transfer students. The table below shows retention rates for new transfer students
entering full-time in fall semester. National and peer comparison data are not readily available for this
population.
26
New Transfer Students Entering Full-Time in Fall: Graduation
Although graduation rates are most commonly calculated for full-time new freshmen, many students enter
UW-La Crosse as new transfer students. The table below shows graduation rates for new transfer students
entering full-time in fall semester. National and peer comparison data are not readily available for this
population. Graduation from the same institution where the student started – versus graduation anywhere in
the UW System – is presented here because same-institution graduation rates are more directly influenced by
institutional actions.
27
Degrees
Recent trends in degrees conferred are shown in the tables below. UW-La Crosse’s proportion of the
UW System Total associate and bachelor’s degrees in 2008-09 is the basis for the goals on the next page.
Degrees by Level
UW-La Crosse 1998-99 2000-01 2002-03 2004-05 2006-07 2007-08 2008-09
Associate 0 0 0 4 0 0 0
Bachelors 1,305 1,467 1,533 1,533 1,530 1,523 1,623
Associate + Bachelors 1,305 1,467 1,533 1,537 1,530 1,523 1,623
% of UW System Total 6% 7% 7% 6% 6% 6% 6%
Masters/Ed. Specialist 378 419 630 545 557 572 458
Doctorate-Profess. Practice 0 0 0 0 0 39 43
Total 1,683 1,886 2,163 2,082 2,087 2,134 2,124
28
UW-La Crosse’s Goals
78
78 78
78 78 78
78 78 78 78
78 78 78 78 78
78 78 78 78 78 78
78 78 78 78 78 78 78
78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78 78 78 78 78
78 78 78 78 78 78 78 78 78 78 78 78 78 78 78 78
YR1 YR2 YR3 YR4 YR5 YR6 YR7 YR8 YR9 YR10 YR11 YR12 YR13 YR14 YR15 YR16 Cumulative Total
78 156 234 312 390 468 546 624 702 780 858 936 1,014 1,092 1,170 1,248 10,608
29
APPENDIX
30
Wisconsin Population Projections
By Age and County
(continued)
31
Equity Scorecard
UW-La Crosse’s Equity Scorecard report has a considerable amount of data and information relevant to
increasing Access and Success of students of color, one of the four populations of opportunity mentioned in this
report. UW-La Crosse’s Equity Scorecard team analyzed issues of access, retention, excellence, and institutional
receptivity in ways that are specific to UW-La Crosse and inform the general information presented on the
preceding pages.
Below is a brief summary of some of the key findings from UW-La Crosse’s report. The full report is available on
the web site of the UW System Office of Equity, Diversity, and Inclusion:
http://www.uwsa.edu/edi/equity/interim_reports.htm
Key Findings
1. Access: African American students who complete their application have higher rates of enrollment.
2. Access: Students of color with ACT composite scores less than 23 have good (80%) retention rates from
year one to year two, but then they tend to either change their major or transfer to another campus.
Interestingly, students with ACT scores higher than 22 have lower retention scores.
3. Excellence: Students of color are under-represented in Honors. If they are engaged in research they are
more likely to be retained.
• Open forums have been held on each perspective between the summer of 2006 and November
2007.
• A final report was submitted to the Chancellor on October 12, 2007, and was reviewed with the
Evidence Team on October 13, 2007.
• The report was made public and inquiries have been made from each department for discussion.
32
Growth Agenda Goal: More Graduates
UW-La Crosse
--PRELIMINARY-- milestone milestone milestone
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2025-26
Degrees
Associate Degrees Conferred 0
Bachelor's Degrees Conferred 1,623
Grad/Prof Degrees Conferred 501
Total Degrees Conferred 2,124 0 0 0 0 0 0 0 0 0 0 0 0 0
Enrollments (Headcount)
Fall New Freshmen 1,785 1,828
Fall Transfers 298 390
Fall Other Undergraduate Enrollments 6,558 6,653
Fall Undergraduate Enrollments 8,641 8,871 0 0 0 0 0 0 0 0 0 0 0 0
Fall Graduate/Professional Enrollments 1,239 1,138
Fall Total Enrollments 9,880 10,009 0 0 0 0 0 0 0 0 0 0 0 0
Spring Undergrad Transfers (if significant to your plans) 125
Fall Nontraditional-Aged Undergraduates (if significant to your plans) 503 561
Success Rates
Fall New Freshmen Entering Full-Time 1,779
…% retained to 2nd year 83.9
…% earning bachelor's degree within 4 years 33.0
…% earning bachelor's degree within 6 years 68.9
Fall New Transfers Entering Full-Time 285
…% retained to 2nd year 75.8
…% earning bachelor's degree within 4 years 54.6
…% earning bachelor's degree within 6 years 60.1