act epc keynote - enrollment management trends report
DESCRIPTION
Delivered by Steve Kappler at the 2012 ACT Enrollment Planners Conference in ChicagoTRANSCRIPT
Enrollment Management Trends Report
Steve Kappler
Assistant Vice President
ACT, Inc. [email protected]
Eric Sickler
Associate Vice President
Stamats [email protected]
Slideshare.net/Stamats_ACT
What it is?
Enrollment patterns of the 2011 ACT
tested graduating class
Review of last 10 years for trends
Context
College & Career Readiness System
Academic Readiness
Academic Behavioral Readiness
Career and Educational Planning
25 36 32
8th/9th
Grade
10th
Grade 11th/12th
Grade
Longitudinal Assessments College Readiness System Scores
ACT College Readiness Standards
Define Knowledge and Skills College Readiness Benchmark Scores
Test
College
Course PLAN
The
ACT
8th
Grade
9th
Grade
English
English
Composition 13 14 15 18
Math Algebra 17 18 19 22
Reading Social Sciences 15 16 17 21
Science Biology 20 20 21 24
The ACT Benchmark Score indicated a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses
Key Finding 1: Students Tend to Enroll at Institutions that Match the Preferences
They Report to ACT
–Level of college choice
–Type of college preferred
•Public vs. private
•Two year vs. four year
Enrollment by College Choice Number and ACT Composite Score, 2011
77%
Enrollment at Same College Type as Preference by ACT Composite Score
Recommendations for Recruiting
– Understand that students tend to do what they say they
will do (believe it or not); so speak to their interests
Recommendations for Marketing
– Participate in making informed EOS purchases – don’t
chase suspects, chase prospects
– GET ME THAT DATA!!!
Recommendations for Academic/Student Life
– Require official score reports and incorporate the
information you get into advising and retention
programs
Key Finding 1: Students Tend to Enroll at Institutions that Match the Preferences They
Report to ACT
Key Finding 2: Students’ Testing and Enrollment Behaviors Tend to Differ by Academic
Achievement Level
• As scores increase, students are more likely to:
– First-time test in the 11th grade
– Enroll in 4-year institutions
– Enroll out of state
– Enroll a greater distance from home
– Attend the type of public (4-year public or 4-year
private) that they prefer to attend
– Have better Interest-Major Fit scores
– Persist in their major
– Graduate in fewer years
Percent of ACT-Tested College Students Enrolled Out-of-State by ACT Composite Score,
2011
Median Distance to College by ACT Composite Score, 2011
Time of First Testing Among ACT-Tested High School Graduates by ACT Composite Score,
2011
Interest-Major Fit by ACT Score Range, 2011
Persistence in Major by ACT Score Range and Interest-Major Fit
Key Finding 2: Students’ Testing and Enrollment Behaviors Tend to Differ by Academic
Achievement Level
Recommendations for Recruiting
– Use data send on score reports to forecast yield
Recommendations for Marketing
– Participate in ordering EOS names that match your
school’s likely-to-persist grade/score range
Recommendations for Academic/Student Life
– When placing EOS orders, order by ability bands
narrow enough to distinguish varying student interests
and enrollment behaviors
Key Finding 3: Students’ Testing and Enrollment Behaviors Tend to Vary by the ACT
and SAT Participation Rates in the State
Compared with students in “ACT” and ACT+”
states, ACT-tested students in “SAT” and
“SAT+” states are:
– More likely to first-test in 12th grade
– Less likely to send their test scores to any college
– More likely to enroll out of state
– More likely to travel a greater distance from home
to attend college
Classification of States by ACT and SAT
Participation, 2011
Percent of ACT-Tested College Students Enrolled
Out of State (ACT Composite Score 1-23), 2011
Percent of ACT-Tested College Students Enrolled
Out of State (ACT Composite Score 24-36), 2011
Percent of ACT-Tested College Students Enrolled Out of State by State Category, 2011
Median Distance to College by State Category, 2011
Top-Choice School Description - TeensTALK®
2012
Prospective
students
indicate a
tightened travel
range from
2010:
Up to 30 miles:
40% vs. 36% in
spring 2010
121 to 500
miles: 20% vs.
28% in spring
2010
Base: All 2012 TeensTALK® respondents (n=496)
Distance to Current Top-Choice Campus from Home
Mean Score: 204 mi
Number of College Choices at Time of First Testing by State Category, 2011
Time of First Testing Among ACT-Tested High School Graduates by State Category, 2011
Key Finding 3: Students’ Testing and Enrollment Behaviors Tend to Vary by the ACT
and SAT Participation Rates in the State
Recommendations for Recruitment
– Understand how state environment affects test taking,
score-sending, and enrollment behaviors
Recommendations for Marketing
– Use state testing knowledge to inform selection of
target markets and round out your class
– Don’t invest significant brand-building resources in
low-potential markets
Recommendations for Academic/Student Life
– Use information for student life and academic
interventions
Key Finding 4: Students Who First Take the ACT in 12th Grade Are a Largely Overlooked Subset of Act-Tested High School Graduates
– These students have a lower likelihood of being
selected by any college through EOS
– They are selected by far fewer colleges than
students who first test in 11th grade
– Higher tendency towards males and minorities
Percent of EOS Students Selected by Time of First Testing and ACT Composite Score, 2011
Average Number of Times EOS Students Were
Selected by Time of First Testing & ACT
Composite Score, 2011
Key Finding 4: Students Who First Take the ACT in 12th Grade Are a Largely Overlooked
Subset of Act-Tested High School Graduates
• Recommendations for Recruitment
– Counsel students who test, especially late test takers,
on score sending and EOS name release
• Recommendations for Marketing
– Visibility campaigns must continue to target late-
deciding high school seniors
– When placing EOS orders, don’t forget students who
first test as 12th graders
• Recommendations for Academic/Student Life
‒ These students will likely need more guidance
Key Finding 5: Many High School Graduates Are Not Prepared Academically for College Success
– 28% of the ACT-tested graduating class of
2011 did not meet any ACT College
Readiness Benchmarks
– Important to use multiple measures
Percent of ACT-Tested High School Graduates by
Number of ACT College Readiness Benchmarks
Attained, 2011
458,399
397,712 242,869
278,528
245,604
College Type Attended by College Readiness
Benchmarks Attained, 2011
High School GPA Distribution Among ACT-Tested
High School Graduates Who Reported Grades,
2011
ACT Composite Score Distribution Among ACT-
Tested High School Graduates Who Reported
Grades, 2011
Bachelor’s Degree Completion Within 4 Years by
ACT Composite Score Range and High School GPA
Bachelor’s Degree Completion Within 4 Years by
ACT Composite Score Range and High School GPA
Key Finding 5: Many High School Graduates Are Not Prepared Academically for College Success
Recommendations for Recruitment
– Pay attention to ALL of the information you receive
and not just a COMPOSITE score
Recommendations for Marketing
– Messaging strategies must accurately reflect your
school’s unique balance of rigor, support, and fun
Recommendations for Academic/Student Life
‒ Partner with local schools to offer academic and
support services to help students prepare for college
‒ Have a clear voice in conversations with K-12 and
state officials about adequate academic preparation
for success in college
New for 2012
Enhancements to the ACT Electronic Record
Beginning in September 2012, ACT will
begin appending 5 new data elements to
the ACT Score Report:
– Interest-Major Fit score
– Four predictive modeling indexes
The Interest-Major Fit Index
The Fit score shows the strength of the
relationship between a student’s profile of
interests and the profile of interests of
students in a given major.
Interest-major fit clearly benefits both
students and the college they attend:
students in “good-fit majors” are more likely
to stay in college, stay in their major, and
finish sooner.
Predicting Enrollment Behavior with Four Indexes
The Mobility Index predicts the likelihood of a
student enrolling at an out-of-state institution
The Institution Type Index predicts the likelihood
of a student enrolling at a private institution
The Selectivity Index predicts the selectivity of
the institution at which the student is likely to
enroll
The Institution Size Index predicts the size of the
institution at which the student is likely to enroll
The Case For the Score-Sender
Sample Inquiry Pool Data: Regional Public
Total Inquiries N App Enroll Yld
18,973 3,409 1,186 6%
ACT Scores N App Enroll Yld
4,873 1,185 561 12%
All Other Inquiries N App Enroll Yld
14,100 2,224 625 4%
Sample Inquiry Pool Data: Regional Public (contd.)
Applications N App Enroll Yld
940 854 251 27%
All Other Inquiries N App Enroll Yld
13,160 1,370 374 3%
The only source code yielding higher than ACT
scores was applications:
If you take applications out of the mix, the yield
for all non-ACT score inquiries was:
Initial Source Types in the Funnel
Enrolled
Applicants
Initial Source N All Other Sources 69% ACT Scores
26%
ACT Scores
35%
ACT Scores
47%
All Others
40%
All Others
32%
Apps 5%
Apps 25%
Apps 21%
Slideshare.net/Stamats_ACT
Enrollment Management Trends Report
Steve Kappler
Assistant Vice President
ACT, Inc. [email protected]
Eric Sickler
Associate Vice President
Stamats [email protected]