2009 Annual Report Review: School Characteristics and Student Achievement Outcomes
Summary of School and Student Characteristics
Analysis of the 2009 Annual Report Accountability in higher education is a familiar topic in public discourse today. It is an essential element in ensuring quality in higher education and in equipping students with the skills necessary for work in our global society. In its 2006 report, A Test of Leadership: Charting the Future of U.S. Higher Education, the Commission on the Future of Higher Education acknowledged the need for “a higher‐education system that gives Americans the workplace skills they need to adapt to a rapidly changing economy (p. xi).” The Commission went on to state that student achievement “is inextricably connected to institutional success,” marking accountability in our institutions of higher education as an issue of paramount importance (p. 4). In addition, in its report Accountability for Better Results: A National Imperative for Higher Education, the National Commission on Accountability in Higher Education found that accountability in higher education is necessary “to give us dependable, valid information to monitor results, target problems, and mobilize the will, resources, and creativity to improve performance” (p. 7). ACCSC concurs with these sentiments and remains committed to student achievement assessment and accountability for its accredited institutions as a means to ensure the delivery of quality education and the success of students. The mission of ACCSC is to serve as a reliable authority on educational quality and to promote enhanced opportunities for students by establishing, sustaining, and enforcing valid standards and practices that contribute to the development of a highly trained and competitive workforce through quality career oriented education. One of the many ways that ACCSC verifies the effectiveness of its work is through detailed analysis of its schools’ characteristics and performance and through the development and enforcement of its student achievement accountability standards. The Commission recently completed its analysis of the 2009 Annual Report of ACCSC‐accredited institutions and found once again that its schools continue to demonstrate significant institutional and student success through their rates of student graduation and employment attainment. These data are important indicators and are used by ACCSC to better understand its accredited institutions and the trends associated with career education as well as to develop the Commission’s accountability standards. The information contained in this report is a summary of the key data points from the 2009 ACCSC Annual Report and provides detailed information pertaining to ACCSC school characteristics, student characteristics, program characteristics, and student achievement rates and trends.
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Summary of School and Student Characteristics The Schools and Students Overall, the analysis of the 2009 Annual Report data shows that ACCSC‐accredited institutions continue to grow in terms of student population but remain consistent with respect to student demographics. Based upon data submitted in the Annual Report, ACCSC‐accredited institutions and their students show the following characteristics: • • • • • •
61% of the schools had 300 or fewer students as of June 30, 2009. Average enrollment as of June 30, 2009 was 333 students, up from 292 in 2007 and 300 in 2008. The majority of institutions are in metropolitan areas with populations of at least 250,000. Half of the students are under the age 25 and 32% of the students are in the age group 25‐34. Student population is evenly distributed with regard to gender. 58% of classified students represent ethnic minority groups. 91% of enrolled students have a high school diploma or equivalent and/or some postsecondary education while only 9% of enrolled students have no high school diploma or equivalent.
These figures show that ACCSC‐accredited institutions continue to provide training in small school formats and serve a large percentage of non‐traditional and ethnic minority students in urban and suburban settings.
The Programs With respect to the types of programs offered by ACCSC‐accredited institutions, schools submitted summary information for 5,423 programs in over 120 different occupational areas. Key characteristics include the following: • • •
44% of ACCSC‐accredited institutions offer a degree program; 32% of all programs offered at ACCSC‐accredited institutions are degree programs (a 1% increase from 2008). Of the 1,723 reported degree programs, 1,255 are associate degrees (73%), 427 are baccalaureate degrees (25%), and 41 are master’s degrees (2%). 69% of students are enrolled in non‐degree programs, 22% of students are enrolled in associate degree programs, 8% of students are enrolled in baccalaureate degree programs and 1% of students are enrolled in master’s degree programs.
The Commission continues to see a steady increase in the number of programs reported each year as member institutions assess program offerings and adapt to the changing needs of prospective students and to meet the needs of community employers. An integral part of the increase in program offerings has been the increase in the number of institutions offering degree programs. The overall percentage of ACCSC degree granting institutions has increased to 44%, an 8% increase over the last two years.
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Summary of School and Student Characteristics
Enrollment as of June 30, 2009
230,000
259,000
225,000 220,000
220,419
219,721
210,000 205,000 200,000 195,000 190,000
Based on 775 Annual Reports
Based on 761 Annual Reports
Based on 754 Annual Reports
215,000
185,000 2007
2008
2009
Institution Size By Student Enrollment ‐ All Schools 2009 Annual Report 601‐900 Students 10%
901 + Students 6%
Average Enrollment = 333 Students
301‐600 Students 22%
300 or Less Students 62%
Based on 775 Annual Reports Submitted
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Summary of School and Student Characteristics
Distribution of All Schools by Population Area 2009 Annual Report Data Average Reported Household Median Income = $46,370 Average Reported Unemployment Rate = 9.6%
Metro Level C ‐ 100,000 to 249,999 18%
Metro Level B ‐ 250,000 to 999,999 27%
Metro Level D ‐ Less than 100,000 5% Urbanized Area ‐ 50,000 or Greater 6% Metro Level A ‐ 1 Million or Greater 32% Rural Area ‐ All Others 4%
Based on 775 Annual Reports Submitted
Urban Cluster ‐ 2,500 to 49,999 8%
Distribution of Programs by Field 2009 Annual Report 0 Allied Health Building & Industrial Trades Automotive/Motorcycle/Marine Business & Business Related Information Technology Beauty & Skin Care Holistic Arts & Sciences Art‐Commercial & Inductrial Culinary Arts Legal & Security Electronics Nursing & Health Aide Architecture, Engineering, & Drafting Aviation Fashion & Interior Design Radio, Television, Motion Pictures Heavy Equipment Operator & Truck … Specialized Fields Art‐Fine Veterinary Science & Animal … Other Program Areas
200
400
600
800
1000
1200
1400
1600 1508
483 462 468 425 318 338 210 182 233 122 130 96 110 69 69 78 68 31 18 5
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Summary of School and Student Characteristics
Distribution of All Students By Age 2009 Annual Report Data Under 25 50%
Based on 259,000 Reported Students
25‐34 31%
45 & Over 6%
35‐44 13%
Distribution of All Students By Gender 2009 Annual Report Data
Female 130,127 50%
Male 129,109 50%
Based on 259,000 Reported Students
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Summary of School and Student Characteristics
Distribution of All Students By Ethnicity 2009 Annual Report Data White/Non‐Hispanic 42%
Hispanic 28%
Native American/Alaskan 1% Black/Non‐Hispanic 25%
Based on 225,433 Asian/Pacific Islander Reported and Classified 4% Students
Distribution of Programs By Credential 2009 Annual Report Data Baccalaureate Degree 8%
Master's Degree 0.8%
Total Percentage of Programs Offering a Degree = 32% Associate Degree 23%
Certificate / Diploma 68% Based on 5,423 Program Enrollment Summaries Submitted
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Summary of School and Student Characteristics
Percentage of Schools Which Offer Degree Programs 2009 Annual Report
Offers a Degree Program 44%
Does Not Offer a Degree Program 56%
Based On 775 Annual Reports
Distribution of Degree Programs By Credential 2009 Annual Report Associate of Occupational Studies (AOS, OAD, SAD)
384
Associate of Applied Science
369
Associate of Science
267
Associate of Specialized Technology
129
Associate of Applied or Specialized Business
1,255 Associate Degrees
74
Associate of Arts
32
Bachelor of Science
362
Bachelor of Arts
35
Bachelor of Fine Arts
15
Bachelor of Applied Science Bachelor of Professional Studies
3 30
Master of Science
10
Master of Business Administration Based on 1,723 Total Reported Degree Programs
427 Baccalaureate Degrees
12
41 Master's Degrees
1
Master of Fine Arts
0
50
100
7
150
200
250
300
350
400
450
Summary of School and Student Characteristics
Distribution of Student Enrollment By Program Credential 2009 Annual Report Non‐Degree
178,588
Associate of Occupational Studies (AOS, OAD, SAD)
20,371
Associate of Applied Science
14,684
Associate of Science
10,678
Associate of Specialized Technology
6,041
Associate of Arts
1,268
Associate of Applied or Specialized Business
3,367
Bachelor of Science
22% ‐ Associate Degrees
17,471
Bachelor of Fine Arts
1,049
Bachelor of Arts
1,696
Bachelor of Applied Science
918
Bachelor of Professional Studies
513
Master of Science
8% ‐ Baccalaureate Degrees
2,176
Master of Business Administration Based on 5,423 Total Reported Programs 259,000 Students
70% ‐ Non‐Degree Programs
1% ‐ Master's Degrees
134
Master of Fine Arts
46 0
40,000
8
80,000
120,000
160,000
200,000
Student Achievement Student Achievement Outcomes The Commission first promulgated the quantitative student achievement standards in 1998 based upon several studies conducted by the Center on Education and Training for Employment at the Ohio State University. During 2002, the Commission engaged in a comprehensive study of the student achievement requirements promulgated in 1998 and the associated processes of data collection and verification. The Commission continues to review comparative data and make adjustments to the methodology for the analysis of student achievement outcomes in order to ensure sound data collection and analysis. Based on the analysis of 2006‐2008 Annual Report data, the Commission promulgated revised student outcomes and achievement data on July 1, 2010. In addition to updating the student achievement benchmarks to reflect the most recent data, the Commission modified the program length categories for graduation rate benchmarks. The intent of these changes is to create program length groupings that exhibit less variability, to establish benchmark graduation rates that more closely align to the programs being evaluated, and to take into account the fact that program length has the strongest statistical relationship to expected levels of graduation. ESTABLISHED BENCHMARK GRADUATION RATES
Program Length in Months
Average Rates of Graduation Demonstrates Acceptable Student Achievement
Standard Deviation
Established Benchmark Graduation Rates*
1‐3
92%
8%
84%
4‐6
82%
13%
69%
7‐9
69%
14%
55%
10‐12
69%
15%
54%
13‐15
61%
16%
45%
16‐18
59%
17%
42%
19‐24
56%
20%
36%
25‐35
55%
22%
33%
36+
47%
15%
32%
* If a school reports a lower graduation rate for a program, that program will be subject to additional monitoring or reporting as deemed appropriate.
ESTABLISHED BENCHMARK EMPLOYMENT RATE Program Length in Months
Average Rate of Employment Demonstrates Acceptable Student Achievement
Standard Deviation
Established Benchmark Employment Rate*
All Programs
82%
12%
70%
* If a school reports a lower employment rate for a program, that program will be subject to additional monitoring or reporting as deemed appropriate.
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Student Achievement Analysis of the 2009 Annual Report Data: The graduation and employment rates reported by ACCSC‐accredited institutions in the 2009 Annual Report are consistent with the data reported for previous years. For the Period 2005‐2009, the annual average rate of graduation has been between 65% and 68% and the annual average rate of graduate employment attainment has been between 79% and 81%. The analysis of graduation rates continues to show that program length has a strong influence on program graduation, i.e., as length increases graduation rates decline. This correlation is consistently the most substantial and significant relationship found in the Commission’s student achievement data and allows the Commission to evaluate programmatic performance within a context of program length comparability. While graduation rates of program lengths of less than 24 months varied 2% or less over the five‐year period, the graduation rates of programs longer than 24 months in length have decreased 5%, contributing to the 3% decrease in the graduation rates for all programs during the past five years. The increasing number of longer programs and their corresponding student achievement outcomes is an area that the Commission intends to monitor with keen interest. Although the average employment rate over the last five years has not varied significantly (79%‐82%), the 2009 average employment rate of 79% is the lowest average rate for the five‐year period. The Commission continues to monitor the impact of current economic conditions on graduate employment. Overall, the student graduation and graduate employment attainment rates demonstrate that ACCSC‐ accredited institutions graduate a significant number of students and that a significant number of students attain training‐related employment after graduation.
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Student Achievement
70%
2007‐2009 Average Graduation Rates ‐ All Programs Annual Report Data 66%
65%
65%
60% 50% N=3,272 Programs
40%
N=3,484 Programs
N=3,493 Programs Average Completion Rates ‐ All Programs
30% 18%
17%
Standard Deviation
18%
20% 10% 0% 2007
100% 90%
2008
2009
Average Graduation Rates By Program Length Groups 2009 Annual Report Data Average Program Length = 13 Months
86%
Average Graduation Rate for All Programs = 65% 80% 70%
N=254
70% 63%
60%
N=1,152
50%
Average 2009 Graduation Rates By Program Length Groups
58%
N=1,294
48% N=493
40% N=254
30% 20% 11%
14%
18%
15%
20% Based on Data Reported for 3,493 Programs
10% 0% 1‐6 Mos.
7‐11 Mos.
12‐17 Mos.
11
18‐23 Mos.
24+ Mos.
Student Achievement
2007‐2009 Average Graduation Rates Programs 1‐6 Months in Length Annual Report Data
100% 90%
86%
85%
85%
80% 70% N=285
N=316
60%
N=254
50% 40%
Average Graduation Rate ‐ Programs 1‐6 Months Standard Deviation
30% 20%
14%
12%
11%
10% 0% 2007
2009
2007‐2009 Average Graduation Rates Programs 7‐11 Months in Length Annual Report Data
80% 70%
2008
69%
70%
69%
60% 50%
N=1,360
N=1,307
N=1,294
Average Graduation Rate ‐ Programs 7‐11 Months
40% Standard Deviation
30% 20%
14%
14%
14%
10% 0% 2007
2008
12
2009
Student Achievement
2007‐2009 Average Graduation Rates Programs 12‐17 Months in Length Annual Report Data
70% 63%
63%
63%
60%
40%
Average Graduation Rate ‐ Programs 12‐17 Months
30%
Standard Deviation
50% N=1051
N=1006
20%
N=1152
16%
15%
15%
10% 0% 2007
2008
2009
2007‐2009 Average Graduation Rates Programs 18‐23 Months in Length Annual Report Data 70% 60%
59%
58%
58%
50% N=487
40%
N=386
N=493
Standard Deviation
30% 20%
Average Graduation Rate ‐ Programs 18‐23 Months
18%
19%
18%
10% 0% 2007
2008
2009
13
Student Achievement
2007‐2009 Average Graduation Rates Programs 24 Months and Greater in Length Annual Report Data
60% 53%
47%
50%
48%
40% N=249
N=183
30%
20%
18%
16%
20%
N=296
Average Graduation Rate ‐ Programs 24+ Months Standard Deviation
10%
0% 2007
90%
2008
2009
2007‐2009 Average Employment Attainment Rates Annual Report Data 81%
81%
79%
80% 70%
N=3,484 Programs
N=3,412 Programs
60%
N=3,493 Programs
Avg. Employment Rates ‐ All Programs
50% Standard Deviation
40% 30% 20%
19% 14%
14%
10% 0% 2007
2008
14
2009
Contact Michale S. McComis, Ed.D., Executive Director, or Juanita L. Gurubatham, Ph.D., Director, Institutional Review and Development with any questions about the information contained in this report. ACCSC Accrediting Commission of Career Schools and Colleges 2101 Wilson Blvd., Suite 302 Arlington, VA 22201 703.247.4212 tel 703.247.4533 fax info@accsc.org www.accsc.org