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FACT BOOK 2013


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The University of Arizona Strategic Alternative Learning Techniques Center

FACT BOOK

2013

Any Questions Concerning Material Contained In This Book Should Be Directed to:

Rudy M. Molina, Jr., M.A. Director 1010 N. Highland Ave The University of Arizona P.O. Box 210136 Tucson, AZ 85721-0136 Phone: (520) 621-1427 Fax: (520) 626-3260


Contact Information for the SALT Center Web Site: http://www.salt.arizona.edu/ General Information for the University of Arizona Web Site: http://www.arizona.edu/

Admissions SALT Center (520) 621-8493 UA Undergraduate (520) 621-3237 Mailing Addresses: SALT Center Admissions 1010 N. Highland Ave P.O. Box 210136 Tucson, AZ 85721-0136 Admissions Office The University of Arizona P.O. Box 210040 Tucson, AZ 85721-0040


Table of Contents EXECUTIVE SUMMARY……………………………………………………………………………………...1 QUICK REFERENCE ..........................................................................................................................................2 FALL 2013 ...........................................................................................................................................................2 SALT .......................................................................................................................................................................3 HISTORY AND PROFILE ..................................................................................................................................3 SALT CENTER DIRECTORS.............................................................................................................................5 PEER INSTITUTIONS .........................................................................................................................................6 UA PEERS, RESOURCES FOR STUDENTS WITH LEARNING AND ATTENTION CHALLENGES ........6 PAC 12, RESOURCES FOR STUDENTS WITH LEARNING AND ATTENTION CHALLENGES ..............7 COMPREHENSIVE POSTSECONDARY LEARNING AND ATTENTION CHALLENGES ........................8 APPLICATIONS, ADMISSIONS, AND MATRICULATIONS .......................................................................9 STUDENT ENROLLMENT ...............................................................................................................................13 BY TYPE OF DISABILITY ..............................................................................................................................13 BY LEVEL OF INSTRUCTION........................................................................................................................14 BY GENDER .....................................................................................................................................................15 BY ETHNICITY ................................................................................................................................................16 BY U.S. STATE OF ORIGIN.............................................................................................................................17 BY COUNTRY (INTERNATIONAL STATUS) ..............................................................................................18 BY COLLEGE ...................................................................................................................................................19 PROFILE OF NEW FRESHMEN ....................................................................................................................20 BY HIGH SCHOOL GPA ..................................................................................................................................21 BY ACT COMPOSITE SCORES .....................................................................................................................21 BY SAT COMBINED SCORES .......................................................................................................................22 BY ETHNICITY BY GENDER .........................................................................................................................23 BY U.S. STATE OF ORIGIN.............................................................................................................................24 BY COUNTRY (INTERNATIONAL STATUS) ..............................................................................................25 RETENTION OF NEW FRESHMEN ...............................................................................................................26 PROFILE OF NEW TRANSFERS ....................................................................................................................27 STUDENT COST PER SEMESTER .................................................................................................................28 HISTORICAL TREND ......................................................................................................................................28 FINANCIAL AID SUMMARY ..........................................................................................................................29 EMPLOYEES ......................................................................................................................................................30 ETHNICITY .......................................................................................................................................................30 GENDER ............................................................................................................................................................30


Executive Summary

Fall 2013 The Strategic Alternative Learning Techniques (SALT) Center was founded in 1980 to serve students who presented learning and attention challenges in an academic setting. Today, the SALT Center is an auxiliary, feebased department within Student Affairs serving students with a range of learning and attention challenges, most notably learning disabilities (LD) and attention deficit/hyperactivity disorder (AD/HD). This document will highlight enrollment trends related to academic preparedness, retention, graduation, and disability. The SALT Center’s mission is to inspire students with learning and attention challenges to succeed in higher education. Through the provision of comprehensive academic support services, the SALT Center encourages student engagement, self-awareness, and growth. The SALT Center aspires to be the leading international model of success in higher education for students with learning and attention challenges. Major findings of this report: Disability  Based on the 2013 SALT Center Learning Survey, the three most prevalent type of self-reported diagnoses are LD (N=115), AD/HD (N=105) and Autism Spectrum Disorder (N=38) Enrollment  Enrollment of females overall went up from 42.1% to 43.2% but came down marginally for the 2013 freshman class from 45.7% to 45.5%  When comparing 2012 and 2013, enrollment of Arizona residents came down from 19.4% to 18.8%, representing a decrease of 3.0% Retention & Graduation  Of the 190 first-time, full-time freshmen who entered in 2012, 77% of them were retained at the UA into 2013 as sophomores, as compared to 70% from the previous year. This is an increase of 10%.  Six year graduation rates for the 2005, 2006, 2007 freshman cohorts have been consistently high 58%, 58%, 59% respectively. Demographic: Ethnicity  The percentage of minorities went up drastically from 5.8% to 13.5%. This is an increase of 57%. This was on account of a change in the way we define Hispanics. Due to this change there was a jump in the number of Hispanics. High School GPA  This year the Out-of-State High School GPA of New Freshman was more at 3.1 than that of In-State which was 2.9. This is different from the previous two years where In-State students had higher GPA as compared to the Out-of-State students. Rudy M. Molina, Jr. Director, SALT Center

Source: External Relations & Research 1 SALT Center

Fact Book 2013-2014


Quick Reference

Fall 2013 All Students

All New Freshmen

Total Enrollment

2013 584

2012 584

2011 584

Undergraduate Lower Division Female Minority Scholarship

99.5% 75.9% 43.2% 13.5% 10.3%

100% 82% 42.1% 5.8%** 9.2%

100% 84.6% 39.9% 6.8% 9.4%

Total Enrollment

2013 211

2012 232

2011 238

Female Resident Minority Mean HS GPA Mean ACT Mean SAT

45% 19% 12.3% 2.9 21.7 962.6

45.7% 19.4% 6% 2.98 21.63 1000.34

39.9% 16% 7.6% 2.94 21.87 958.68

All New Students

Total Enrollment

New Freshmen 2013 211

In-house 2013 6

Transfer 2013 5

Graduate 2013 0

2 1 1 NA NA NA

1 0 2 NA NA NA

0 0 0 NA NA NA

Female 96 Resident 40 Minority 25 Mean HS GPA 2.9 Mean ACT 21.7 Mean SAT 962.6 NA= Not Applicable to these student groups. Persistence and Graduation Rates of SALT Center Students at UA

2013

2012

2011

One Year Persistence Rate

77%

70%

73%

Four Year Graduation Rate

30%

31%

34%

Five Year Graduation Rate

47%

54%

53%

Six Year Graduation Rate

59%

58%

58%

Top 5 Colleges of Total Enrollment

1

2013

2012

Social & Behavior Sciences (16.5%) Letters, Arts, and Sciences* (16.4%) Eller College of Management (15.4%) Science (11.9%)

Letters, Arts, and Sciences* (25.3%) Eller College of Management (17.3%) Social & Behavior Sciences (17.2%) Science (12.8%)

2011

Letters, Arts, and Sciences* (29%) 2 Letters, Arts, and Sciences* (26%) 3 Eller College of Management (17%) 4 Agriculture & Life Sciences (8%) 5 Education Education Education (8.9%) (8.2%) (7%) * University restructuring created a College of Letters, Arts, and Sciences which takes the place of the former University College. **From 2012 onwards, for calculations related to minorities only American Indian, African American, Hispanic and Others category will be considered.

Source: External Relations & Research 2 SALT Center

Fact Book 2013-2014


SALT

History and Profile Initially, the Strategic Alternative Learning Techniques (SALT) Center was founded during the 1980-1981 academic year, as a program within the Student Resource Center. At the time, SALT provided academic services and accommodations to three students with learning disabilities (LD). By 1993, the SALT Center became a free-standing department within the Division of Campus Life and was serving the needs of many students diagnosed with LD or Attention Deficit Disorder (ADD). As word got around, many students with learning disabilities were seeking out the support of the SALT Center. During the next decade, SALT Center was located in the basement of Old Main, utilizing 2,500 square feet. Because of the lack of space, SALT tutors conducted tutoring sessions around Old Main using the outside tables or at other quiet locations. In the Fall of 2001, SALT was able to relocate into its own 16,000 square foot building where over 500 students with learning disabilities (LD) and/or Attention Deficit Disorders (ADD) use SALT services including tutoring. SALT students receive individualized educational planning from Strategic Learning Specialists, assistance from College Reading & Learning Association (CRLA) certified tutors, and an array of skill workshops modeling learning strategies and various academic techniques. Additionally, students have the opportunity to use the SALT computer resource lab (complete with an array of assistive technology) and/or “drop-in” to either the SALT Writers Lab or the SALT Math and Science Lab, both staffed with CRLA certified tutors. Upon requesting SALT services, each student is assigned to a Strategic Learning Specialist. These individuals assist students as they navigate through the University of Arizona (UA). Each Strategic Learning Specialist is an individual who demonstrates encouraging, accepting, and nonjudgmental behaviors creating a secure environment for students to prosper. This safe atmosphere also enables students to successfully

collaborate with Strategic Learning Specialists to create a unique learning plan, entitled Individualized Learning Plans (ILP). Each especially designed ILP is created to meet the postsecondary environmental needs of the student. The Individualized Learning Plans (ILP) offers an integrated approach to tutoring, writing support, and educational planning. To create an ILP, the Strategic Learning Specialist uses the unique student profile of strengths, weaknesses, and learning challenges along with the student’s current semester needs. The Strategic Learning Specialist and the student define the array of services and define them in the ILP. Thus, each ILP provides the student with information on strategies to approach course work; recommendations for tutor usage; and, as appropriate, referrals to other UA campus resources. As the semester progresses, the Strategic Learning Specialist will use information gathered from weekly discussions with the student to evaluate the student’s progress, needs, and outcomes. The ILP will then be adjusted accordingly. In addition to supporting postsecondary students at the UA, the SALT Center is also involved in outreach efforts to the UA Campus as well as to the surrounding local area. Over the years, the SALT Center has collaborated with other UA departments, as well as local Tucson agencies, to support the academic advancement of local students. The people at the SALT Center firmly believe all students with LD and/or ADD should be encouraged to pursue post high school options, including community college, as well as 4-year institutions. And what about the name? According to SALT oral history, one student said, "As students with learning disabilities, we need a little more seasoning;" hence the name, SALT. Actually, SALT stands for "Strategic Alternative Learning Techniques." These terms were chosen to reflect the process many of our students experience as they meet the daily academic challenges of educational

Source: External Relations & Research 3 SALT Center

Fact Book 2013-2014


settings. The SALT Center’s philosophy embodies the belief that learning involves the process of identifying one’s strengths and weaknesses, learning preferences, and creating strategies that will enable one to be successful. Because learning is a life-long process occurring in many environments, one has to be able to self-monitor and alter choices to accommodate and assimilate new knowledge. Thus, the SALT Center offers students many opportunities to learn about themselves as well as available resources. There is no right combination of strategies; each student determines their own strategic alternative learning techniques.

Source: External Relations & Research 4 SALT Center

Fact Book 2013-2014


SALT Center Directors 1980 – 1993 1993 – 2006 2006 – 2011 2011 – 2012 2012- Present

Eleanor Harner, Ph.D. Diane Perreira Quinn, Ed.D. Jeffrey M. Orgera, Ph.D. Robin Wisniewski, Ph.D. Rudy Molina

Source: External Relations & Research 5 SALT Center

Fact Book 2013-2014


Peer Institutions

UA Peers, Resources for Students with Learning and Attention Challenges Institution

State

City

Disability Center

Specific Information for LD Students

Support Center for LD Students

Annual Fee Associated with Center

Tutoring Services Included in Support Center

University of Arizona

AZ

Tucson

X

X

X

$5200

X

University of California

CA

Berkeley

X

X

University of Florida

FL

Gainesville

X

X

University of Illinois

IL

Urbana

X

X

University of Iowa

IA

Iowa City

X

X

Michigan State University

MI

East Lansing

X

X

University of Michigan

MI

Ann Arbor

X

X

University of Minnesota

MN

Minneapolis

X

X

University of Missouri

MO

Columbia

X

X

University of North Carolina

NC

Chapel Hill

X

X

The Ohio State University

OH

Columbus

X

X

Texas A & M

TX

College Station

X

University of Utah

UT

Salt Lake City

X

X

University of Virginia

VA

Charlottesville

X

X

University of Washington

WA

Seattle

X

University of Wisconsin

WI

Madison

X

X

X

X

Source: External Relations & Research 6 SALT Center

Fact Book 2013-2014


Pac 12 Institutions

Pac 12, Resources for Students with Learning and Attention Challenges Institution

State

City

Disability Center

Specific Information for LD Students

Support Center for LD Students

Annual Fee Associated with Center

Tutoring Services Included in Support Center

University of Arizona

AZ

Tucson

X

X

X

$5200

X

Arizona State University

AZ

Tempe

X

X

University of California

CA

Berkeley

X

X

University of California

CA

Los Angeles

X

X

X1

Stanford University

CA

Palo Alto

X

X

X2

X

3

X

University of Southern California

CA

Los Angeles

X

X

X

University of Oregon

OR

Eugene

X

X

Oregon State University

OR

Corvallis

X

X

X

University of Washington

WA

Seattle

X

X

X

Washington State University

WA

Pullman

X

X

X

University of Colorado

CO

Boulder

X

X

University of Utah

UT

Salt Lake City

X

X

1

UCLA Learning Disabilities Program Stanford Schwab Learning Center 3 USC Center for Academic Support 4 Peer Tutors 5 One time only fee for Learning Services Program for freshmen with Learning Disabilities 6 The institution is a specialized school for students with LD 7 Academic Mentoring Program 8 Student Centered Study Groups 9 1hr/week of individual support 10 2 hrs./week of individual support 11 The number is based on information from 2006-2007 academic years. 12 Fee for 1hr/week counseling is $700. Fee for 2hr/week counseling is $1200. 13 For 7hrs/week of tutoring as a non-resident. 14 Based on 2008-2009 academic years. 15 Plus there is an additional $1250 diagnostic fee to be paid upon entering program. 16 Certified by the College Reading and Learning Association (CRLA) 17 They take a maximum of 10-11 students each year. 18 Phase I of the program is $1450/sem. Phase II is $760/sem. 2

Source: External Relations & Research 7 SALT Center

Fact Book 2013-2014


SALT Peer Institutions

Computer Lab

Workshops

Career Exploration

Counseling

ADHD Certified

Comprehensive

X

X

X

X

X

X

X

X

X

584

$2,600

X

X4,16

X

American University

$2,5005

X

X

Beacon College

$13,5006

X7

X8

Institution

SALT Center

University of Arizona

Academic Support Center Educational Support Services Learning Disability Services

Boston University

Program for Advancement of Learning

Curry College

9

350

DePaul University

220

11

$900 $1,80010 $3,250 $1,200

12

rt

Writers Lab

X

Tutors

X

Semester Fee

Individual support

X

Enrollment

Name of Center

Productive Learning Strategies (PluS)

Math Lab

Comprehensive Postsecondary Learning and Attention Challenges*

X

X X

X X

X

X

X

X

X

$22,6506

Landmark College

X

Learning Partners Program

Louisburg College

18

$4,000

X

X

X

Institute for Achievement and Learning

Lynn University

300

$5,875

X

X

X

Learning Disabilities Support Program

Marist College

$1,700

X

X

Higher Education for Learning Problems (HELP)

Marshall University

200

$3,67513

X

X

Learning Opportunities Program

Mount Ida College

100

$1,70014

X

PLUS Program

Muskingum College

35-40

$6,840

X

X

X

X

Achieve Program

Southern Illinois University

$3,20015

X

X

X

X

Project Success

Missouri State

$1,250

X

X

TECHniques

Texas Tech

$1,500

X

X16

Disability Services

University of Colorado: Boulder

Learning Effectiveness Program

University of Denver

Academic Success Program

University of North Carolina: Chapel Hill

FOCUS Program

Ursuline College

617

Project Success

University of Wisconsin Oshkosh

290

Schwab Learning Center Disability Services & Programs

$1,500

X

X

X

X

X

X

X

X

X

X X

X

X $1,45018

X

X

X

200

X

X X

X

X

X

X

Stanford University

X

X

X

University of Southern California

X

X

X

X

X

X X

X

*SALT does not guarantee the accuracy of this chart as programs alter the type of services provided. (See legend on p.7 for postscript explanations)

Source: External Relations & Research 8 SALT Center

Fact Book 2013-2014


Applications, Admissions, and Matriculations Note: Application numbers represent potential incoming freshmen; transfer students; graduate students and students already enrolled at the University of Arizona, who wish to receive services from the SALT Center.

Fall

Resident

Nonresident

UA Students (In-House)

Freshmen

Transfers

Graduate

Total

39 33 16

364 246 129

24 19 8

405 270 173

18 7 7

447 296 188

51 43 30

366 271 148

12 11 0

376 258 140

14 9 5

403 279 145

42 31 25

355 284 165

13 10 1

391 295 171

13 9 5

417 314 177

29 22 14

381 307 182

12 10 9

367 288 167

15 14 11

3 3 3

397 315 190

32 26 19

427 296 183

16 12 10

374 304 176

18 12 9

2 1 1

410 329 196

40 31 24

417 305 190

11 7 7

439 307 192

8 8 2

1 1 1

459 323 202

42 36 29

426 374 225

5 3 2

441 329 208

11 4 3

1

457 336 214

58 51 40

403 343 193

9 9 9

454 396 240

4 4 4

1 1 1

468 410 254

60 53 42

419 323 214

24 18 16

421 363 206

16 13 11

0 0 0

461 394 233

115 78 46

548 394 198

18 9 8

433 355 238

27 12 10

1 0 0

479 376 256

80 57 41

454 329 185

18 16 6

481 346 210

18 11 7

0 0 0

517 373 223

2003 Applications Admissions Matriculations 2004 Applications Admissions Matriculations 2005 Applications Admissions Matriculations 2006 Applications Admissions Matriculations 2007 Applications Admissions Matriculations 2008 Applications Admissions Matriculations 2009 Applications Admissions Matriculations 2010 Applications Admissions Matriculations 2011 Applications Admissions Matriculations 2012 Applications Admissions Matriculations 2013 Applications Admissions Matriculations

Source: External Relations & Research 9 SALT Center

Fact Book 2013-2014


Applications, Admissions, and Matriculations Admit Yield Rate 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

66.2% 69.2% 75.3% 79.3% 80.2% 70.4% 73.5% 87.6% 85.4% 78.5% 72.1%

Admit Yield Rate Ten-Year Trend

100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

Note: Admit Yield Rate is the number of total applications received versus those offered admission

Source: External Relations & Research 10 SALT Center

Fact Book 2013-2014


Applications, Admissions, and Matriculations Matriculation Yield Rate 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

63.5% 51.9% 56.4% 61.3% 59.6% 62.5% 63.7% 61.9% 59.1% 68.0% 59.8%

Matriculation Yield Rate Ten-Year Trend 80.00% 70.00%

60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

Note: Matriculation Yield Rate is the number of total students offered admission to versus those matriculated.

Source: External Relations & Research 11 SALT Center

Fact Book 2013-2014


Applications, Admissions, and Matriculations

Fall 2013 500

454

450 400 329

350 300

Residents

250 185

200

Non-Residents

150 100

80

57

41

50 0 Applications

Admissions

Matriculations

Applications, Admissions, and Matriculations: Three-Year Trend 600 517

500 461 400

394

479

376 373 Applications

300

200

Admissions

256 223

233

Matriculations

100

0 2011

2012

2013

Source: External Relations & Research 12 SALT Center

Fact Book 2013-2014


Student Enrollment

By Type of Disability

* Data Source: 2013 SALT Center Learning Survey results Disability

2013

Number of Students Surveyed Attention Deficit Disorder (ADD/ADHD) Learning Disability (LD) Anxiety Disorder Autism Spectrum Disorder

162 105 115 52 38

Obsessive Compulsive Disorder Traumatic Brain Injury Clinical Depression Posttraumatic Stress Disorder (PTSD) Bipolar Disorder Substance Abuse Sleeping Disorder Other

39 35 44 40 40 36

% 64.8 71.0 32.0 23.4 23.6 21.6 27.1 24.6 24.6 22.2

2012 190 117 117 41 NA 13 2 21 3 5 4

%

2011

32.3 32.3 11.3 NA 3.6 0.6 5.8 0.8 1.4 1.1

170 101 107 36 NA 11 5 16 10 4 3

44 27.1 17 4.7 11 59 36.4 22 6.1 13 Note: Results are based on that of the self-report from students on the Learning Survey

% 59.4 63.0 21.8 NA 6.5 2.9 9.4 5.9 2.4 1.8 6.5 7.7

Source: External Relations & Research 13 SALT Center

Fact Book 2013-2014


Student Enrollment

By Level of Instruction Fall

Lower Division

Upper Division

Graduate

Total

% Change

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

376 342 353 390 390 402 419 464 463 494 479 444

147 153 175 166 156 148 146 118 130 90 105 137

0 0 0 3 2 2 1 1 1 0 0 3

523 495 528 559 548 552 566 583 594 584 584 584

1.8 -5.3 6.7 5.9 -2.0 0.7 2.5 3.0 1.9 -1.7 0.0 0.0

Note: Lower Division is defined as students with less than 60 completed units Upper Division is defined as students with 60 or more completed units Graduate is defined as students enrolled in a UA graduate program

Source: External Relations & Research 14 SALT Center

Fact Book 2013-2014


Student Enrollment

By Gender Fall

Lower Division

Upper Lower Upper Graduate Graduate Division Division Division

Total Males

Total Females

Total

Males

Males

Females

Females

Males

Females

2003

210 42.4

79 16.0

132 26.7

74 15.0

0 0

0 0

289 58.7

206 41.6

495

2004

222 42.1

92 17.4

131 24.8

83 15.7

0 0

0 0

314 59.5

214 40.5

528

2005

238 42.6

101 18.1

152 27.2

65 11.6

0 0

3 0.5

339 60.6

220 39.4

559

2006

235 42.9

93 17.0

155 28.3

63 11.5

0 0

2 0.4

328 59.9

220 40.2

548

2007

233 42.2

76 13.8

169 30.6

72 13.0

1 0.2

1 0.2

310 56.2

242 43.8

552

2008

247 43.6

74 13.1

172 30.4

72 12.7

1 0.2

0 0

322 56.9

244 43.1

566

2009

286 49.1

67 11.5

178 30.5

51 8.8

0 0

1 0.2

353 60.5

230 39.5

583

2010

275 46.3

69 11.6

188 31.6

61 10.3

1 0.2

0 0

344 57.9

250 42.1

594

2011

300 51.4

51 8.7

194 33.2

39 6.7

0 0

0 0

351 60.1

233 39.9

584

2012

270 46.2

68 11.6

209 35.8

37 6.3

0 0

0 0

338 57.9

246 42.1

584

241 41.3

88 15.1

202 34.6

50 8.6

3 0.5

0 0

332 56.8

252 43.2

584

2013

Source: External Relations & Research 15 SALT Center

Fact Book 2013-2014


Student Enrollment

By Ethnicity Fall

White

American Indian

Asian/Pacific Islander

African American

Hispanic

Other

No Reply

Total

Total Percentage of Minorities

2003

427 86.3

1 0.2

10 2.0

6 1.2

18 3.6

1 0.2

32 6.5

495

7.3

2004

441 86.5

2 0.4

11 2.1

6 1.1

19 3.6

0 0.0

49 9.3

528

7.2

2005

466 83.4

5 0.9

7 1.3

10 1.8

24 4.3

0 0

47 8.4

559

8.2

2006

452 82.5

4 0.7

11 2.0

15 2.7

22 4.0

1 0.2

43 7.9

548

9.7

2007

479 86.8

3 0.5

11 2.0

9 1.6

24 4.4

2 0.4

24 4.4

552

8.9

2008

483 85.3

5 0.9

19 3.4

10 1.8

27 4.8

2 0.4

20 3.5

566

11.1

2009

502 86.1

9 1.5

19 3.3

11 1.9

27 4.6

1 0.2

14 2.4

583

11.5

2010

517 87.0

0 0.0

7 1.2

7 1.2

28 4.7

25 4.2

10 1.7

594

11.3

2011

502

1

4

10

25

0

42

584

6.9

86.0

0.2

0.7

1.7

4.3

0.0

7.2

490 83.9

9 1.5

48

17

8

0

7

584

5.8

8.2

2.9

1.4

0.0

1.2

470 80.5

7 1.2

21 3.6

10 1.7

56 9.6

6 1.0

14 2.4

584

13.5

2012

2013

Source: External Relations & Research 16 SALT Center

Fact Book 2013-2014


Student Enrollment

By U.S. State of Origin State AK AL AR AZ CA CO CT DC FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MT NC NH NJ NM NV NY OH OR PA RI SC SD TN TX UT VA VT WA WI

2003 0 1 0 76 222 9 1 3 8 4 1 0 0 21 0 0 2 1 4 7 0 5 3 3 0 1 0 16 0 6 20 10 2 8 1 1 0 1 35 1 5 0 13 2

2004 0 2 0 91 244 8 6 3 9 5 0 1 1 20 0 0 2 4 6 9 0 3 3 4 0 2 0 15 1 5 18 10 0 8 1 1 0 0 26 1 5 0 11 0

2005 0 1 0 84 242 8 10 4 6 6 0 1 1 39 0 0 1 4 9 7 0 3 4 1 0 2 1 19 0 5 33 8 0 9 1 1 0 0 28 0 4 0 14 2

2006 0 1 0 66 246 9 10 0 8 6 1 1 0 38 0 1 1 4 8 4 0 3 7 0 0 2 1 25 1 3 33 7 3 8 0 0 0 0 27 0 4 0 16 1

2007 0 3 0 64 240 5 8 0 7 4 2 0 0 35 0 1 2 4 7 7 0 3 8 5 0 0 1 42 2 4 38 8 1 9 0 0 1 0 22 0 2 1 13 1

2008 0 2 0 64 226 7 4 1 10 2 3 0 0 33 1 0 1 4 10 9 1 3 9 3 0 1 0 49 2 6 43 10 0 11 1 0 1 0 25 0 4 1 13 3

2009 0 3 0 64 202 14 9 2 14 7 2 0 0 51 1 0 0 1 11 9 1 4 8 7 0 1 0 38 3 3 51 12 0 8 1 0 1 1 27 0 5 0 16 2

2010 0 3 0 94 206 19 3 2 12 5 3 0 0 38 1 0 1 2 11 11 0 3 5 2 0 2 0 41 1 5 37 7 2 9 2 0 0 3 29 0 5 0 18 2

2011 0 1 0 93 233 9 5 2 11 2 3 0 0 34 1 2 0 1 12 9 0 1 5 4 1 1 0 34 0 3 37 8 3 9 1 2 0 2 28 0 5 0 13 0

2012 0 0 0 113 246 8 5 2 11 2 1 0 0 29 0 0 0 1 13 8 0 0 4 5 1 1 0 29 1 1 29 7 3 8 1 1 0 3 25 1 7 0 13 1

2013

0 1 0 118 244 7 5 4 12 3 2 0

Top Five States California Arizona New Jersey Illinois Texas

% 2013 Enrolled 41.7% 20.2% 5.0% 4.8% 4.5%

1

28 0 1 0 0 6 8 0 2 1 4 1 1 0 29 0 0 19 7 6 8 0 1 0

2 26 3 4 0 14 2

Source: External Relations & Research 17 SALT Center

Fact Book 2013-2014


Student Enrollment

By College

Architecture & Landscape Architecture * Letters, Arts & Sciences Agriculture & Life Sciences Education Engineering Fine Arts Humanities Medicine Science Social & Behavioral Sciences Eller College of Management Nursing Public Health Graduate College Total

Men

Women

Total

Total Percentage

2 57 14 13 13 12 4 3 31 57 75 0 3 1

0 39 30 39 1 14 3 6 39 39 15 2 7 2

2 96 44 52 14 26 7 9 70 96 90 2 10 3

322

262

584

0.3 16.4 7.5 8.9 2.4 4.5 1.2 1.5 11.9 16.5 15.4 0.3 1.7 0.5 100

* Replaced University College. Note: University College expired in 2009.

Source: External Relations & Research 18 SALT Center

Fact Book 2013-2014


Student Enrollment

By Country (International Status) Localities Bermuda British Columbia Guam Singapore Kuwait Taiwan United Kingdom Korea

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 0 0 0 0 0 0 1 0 0 0 0 2 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 2 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1

Source: External Relations & Research 19 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

High School GPA Entering SALT Freshmen Mean High School GPA Fall 2012 Compared to UA Freshmen Fall 2013 N=211 Mean N

25%

Percentile 50%

75%

In-State Out-of-State

40 177

2.9 3.1

2.7 2.7

3.0 2.9

3.4 3.2

Minority Non-Minority

26 185

2.7 2.9

2.6 2.7

2.9 2.9

3.2 3.3

All SALT Freshmen

211

2.9

2.6

2.9

3.1

All UA Freshmen

6,881

3.4

NA

NA

NA

SALT High School GPA: In-State v/s Out-of-State 3.3

3.2

3.2 3.1

3.1 3.0

3

2.9

2.9

In-State

2.9

Out-of-State

2.9 2.8 2.7 2011

2012

2013

SALT High School GPA v/s UA High School GPA 3.6 3.4

3.4

3.4 3.2

3.1

UA Freshmen

3 3

2.9

2.9

SALT Freshmen

2.8 2.6 2011

2012

2013

Source: External Relations & Research 20 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

ACT Composite Scores Entering SALT Freshmen Mean ACT Composite Scores Compared to UA Freshmen Fall 2013 N=122* Mean N

25%

Percentile 50%

75%

In-State Out-of-State

21 102

21.0 21.7

18.0 19.0

20.0 22.0

24.0 24.0

Minority Non-Minority

15 108

20.6 21.4

19.0 20.0

20.0 22.00

22.0 24.00

All SALT Freshmen

122

21.7

19.0

22.0

24.0

All UA Freshmen

6,881

24.3

NA

NA

NA

*Avg ACT scores for those freshmen who took the ACT. NA = Not Applicable.

SALT Freshmen ACT composite score: In-State vs Out-of-State

22.5 22 21.5 21 20.5 20 19.5 19

22

21.721.7

21.7 21 In-State

20.1

Out-of-State

2011

2012

2013

SALT Freshmen vs UA Freshmen ACT composite score 25

24.2

24

24.3

24 23 22

21.9

21.6

21.7

UA Freshmen SALT Freshmen

21 20 2011

2012

2013

Source: External Relations & Research 21 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

SAT Combined Scores Entering SALT Freshmen Mean SAT Combined Scores Compared to UA Freshmen Fall 2012 N=89* Mean N

25%

Percentile 50%

75%

In-State Out-of-State

20 69

954.7 964.8

830.0 840.0

970.0 990.0

1160.0 1190.0

Minority Non-Minority

16 73

959.3 960.8

870.0 880.0

990.0 990.0

1200.0 1210.0

All SALT Freshmen

89

962.6

850.0

980.0

1180.0

All UA Freshmen

6,881

1114

NA

NA

NA

*Avg SAT scores for those freshmen who took the SAT. NA = Not Applicable.

SALT Freshmen SAT composite score: In-State vs Out-of-State 1050 1000

970

986

1003 964

954

950 900

In-State

896

Out-of-State

850 800

2011

2012

2013

SALT Freshmen vs UA Freshmen SAT composite score 1150

1109

1116

1114

1100 1050 1000

1000 962

958

UA Freshmen SALT Freshmen

950 900 850 2011

2012

2013

Source: External Relations & Research 22 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

By Ethnicity by Gender Females Fall

2013

White American Indian

76

0

Asian/Pacific Islander

African American

Hispanic

Other

No Reply

Total

Total Percentage of Minorities

7

2

11

0

0

96

17.1%

Hispanic

Other

No Reply

Total

Total Percentage of Minorities

10

0

3

115

10.4%

Hispanic

Other

No Reply

Total

Total Percentage of Minorities

21

0

3

211

11.8%

Males Fall

2013

White American Asian/Pacific African Indian Islander American

97

1

3

1

Total New Freshmen Fall

2013

White American Asian/Pacific African Indian Islander American

173

1

10

3

Source: External Relations & Research 23 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

By U.S. State of Origin State AL AZ CA CO CT DC FL GA HI IL KS LA MA MD MI MN MO MT NJ NM NV NY OH OR PA SC TN TX UT WA WI

Total US New Freshmen

2011 2012 0 0 38 45 97 108 3 3 2 2 1 1 7 4 0 1 0 0 13 9 2 0 0 0 4 8 4 1 0 1 0 1 2 2 1 0 11 8 0 1 1 1 17 9 2 2 1 1 6 3 2 0 1 1 13 10 0 1 5 6 0 0

235

232

2013 1 40 89 6 2 2 2 1 0 15 1 0 1 3 1 0 2 1 7 0 0 5 1 3 2 0 1 13 2 7 1

Percent 0.5 18.8 42.2 2.8 1.0 1.0 1.0 0.5 0.0 7.3 0.5 0.0 0.5 1.8 0.5 0.0 1.0 0.5 4.1 0.0 0.0 2.3 0.5 1.4 1.0 0.0 0.5 5.9 1.0 3.2 0.5

211

100.0

Top Five States California Arizona Illinois Texas New Jersey

% 2013 New Freshmen 42.2 % 18.8 % 7.3 % 5.9% 4.1 %

Source: External Relations & Research 24 SALT Center

Fact Book 2013-2014


Profile of New Freshmen

By Country (International Status) Localities

2013

Percent

United States

211

100.0

Total New Freshmen

211

100

Source: External Relations & Research 25 SALT Center

Fact Book 2013-2014


Retention of New Freshmen

Graduation and Retention Rates First Time Full-time Freshmen

Freshmen Cohort 2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

Original Number 149 Enrolled Graduated 128 Enrolled Graduated 165 Enrolled Graduated 160 Enrolled Graduated 160 Enrolled Graduated 166 Enrolled Graduated 172 Enrolled Graduated 227 Enrolled Graduated 199 Enrolled Graduated 194 Enrolled Graduated 190 Enrolled Graduated 188 Enrolled Graduated

Years after Entry 3 4

1

2

5

6

84% 0%

73% 0%

67% 1%

35% 30%

3% 57%

3% 61%

80% 0%

71% 0%

70% 0%

35% 30%

7% 55%

4% 59%

81% 0%

70% 0%

65% 0%

35% 30%

10% 55%

2% 59%

81% 0%

69% 0%

66% 0%

31% 29%

8% 52%

2% 58%

76% 0%

70% 0%

66% 0%

25% 35%

5% 53%

2% 58%

76% 0%

61% 0%

62% 0%

24% 34%

4% 54%

1% 59%

72% 0%

60% 0%

55% 0%

22% 31%

1% 47%

70% 0%

59% 0%

56% 0%

19% 30%

73% 0%

56% 0%

56% 0%

70% 0%

59% 0%

77% 0%

Note: Original Number is defined as the total number of new freshmen who are considered by the UA to be first-time full-time freshmen. Source: External Relations & Research 26 SALT Center

Fact Book 2013-2014


Profile of New Transfers

Transfer Schools 4-year Institutions

City

Indiana University University of Central Florida

Bloomington Orlando

2-year Institutions

City

Harper College Diablo Valley College Miracosta College Pima Community College

Palatine Pleasant Hill Oceanside Tucson

State

Number of Students

IN FL

1 1

State IL CA CA AZ

1 2 1 1

7

Total

Source: External Relations & Research 27 SALT Center

Fact Book 2013-2014


Student Costs per Semester

Historical Trend Lower Division Academic Year 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

$ Amount 1650 1800 1800 1800 1950 1950 2100 2100 2200 2200 2200 2450 2450 2600 2600

Upper Division Academic Year 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

$ Amount 550 600 600 600 800 800 900 900 950 950 950 1050 1050 1100 1100

% Change

Graduate Academic Year 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

$ Amount 1000 1000 1000 1000 1000 1000

% Change 0.0 0.0 0.0 0.0 0.0 0.0

% Change 9.0 0.0 0.0 8.3 0.0 7.7 0.0 4.8 0.0 0.0 11.4 0.0 6.1 0.0

9.0 0.0 0.0 33.3 0.0 12.5 0.0 5.6 0.0 0.0 10.5 0.0 4.8 0.0

$ Tutoring/HR 10 12 12 12 17 17 18 18 19 19 19 20 20 20 20

Source: External Relations & Research 28 SALT Center

Fact Book 2013-2014


Financial Aid Summary SCHOLARSHIPS Academic Year

2001-02** 2002-03*** 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

WAIVERS*

TOTAL FINANCIAL AID

Recipients

Dollars

Recipients

Dollars

Recipients

Dollars

9 NA 10 11 15 17 21 27 36 44 55 54 60

16,800 NA 20,850 26,600 33,600 25,650 40,850 43,865 47,610 58,835 82,805 93,537 98,530

12 NA NA NA NA NA NA NA NA 4 4 NA NA

16,900 NA NA NA NA NA NA NA NA 19,960 19,600 NA NA

16 NA 10 11 15 17 21 27 36 48 59 54 60

33,700 NA 20,850 26,600 33,600 25,650 40,850 43,865 47,610 78,795 102,405 93,537 98,530

*Starting in the 2010-11 academic year, SALT supported Arizona Assurance Scholars in the form of fee waivers. **Some recipients received a combination of Scholarship Dollars and Fee Waivers *** Data were not collected this year. Note: Not Applicable in the respective year is due to waivers not being offered

Source: External Relations & Research 29 SALT Center

Fact Book 2013-2014


Employees

Ethnicity Fall

White

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

17 16 17 18 20 19 20 20 18 20 14 16 16

American Asian/Pacific African Hispanic Indian Islander American 0 0 2 4 0 1 2 5 1 0 2 4 1 0 2 3 1 0 1 3 1 1 1 3 1 1 1 2 1 1 2 4 0 1 2 7 0 2 2 5 0 0 2 6 0 0 1 5 0 0 1 5

Total 23 24 21 24 25 25 25 28 28 29 22 22 22

Gender Fall

Males

Females

Total

2006 2007 2008 2009 2010 2011 2012 2013

8 7 7 8 8 7 9 10

17 18 21 20 21 15 13 12

25 25 28 28 29 22 22 22

Source: External Relations & Research 30 SALT Center

Fact Book 2013-2014

SALT Center Fact Book 2013  
SALT Center Fact Book 2013  
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