|
|
Vol. 16 No. 5
January 2002
CB's National Admissions Trends Survey,
Pt. 2
Colleges Award Generous
Financial Aid Packages
HAPPY NEW YEAR!
LAST MONTH CB released the preliminary results of its
2001 National College Admissions Trends Survey on key issues
in the admissions process: the number of applications received
and accepted, first-year class sizes, the volume of electronic
and early applications, yields, wait lists and perspectives on
the student debt problem.
This month, we look at more key topics:
- the financial aid packages offered by the colleges and universities
in this year's survey;
- how many international students were admitted to these schools;
- minority acceptance patterns;
- the special skills admissions officers are looking for in
2002 applicants;
- and some reasons why new students fail to return for a second
year.
FINANCIAL AID PACKAGES
Getting into a college is only the first step for many students
and their families. Paying for college is often a more daunting
task, particularly in this year of economic downturn.
So CB asked the 90 schools in this year's survey to tell our
readers what percent of their students receive financial aid
and the amount of the average aid package. Their responses should
be encouraging for those who fear the cost of college is out
of their reach.
Not surprisingly, Harvard is among the top of this class with
a financial aid budget of more than $90 million aiding more than
70 percent of its students. But other colleges and universities
also offer substantial aid packages. Said Jennifer Wright, University
of California Santa Cruz, "Don't let financial worries keep
you from applying. UC undergraduates receive about $700 million
in aid each year."
"More schools appear to be awarding academic scholarships
to larger groups of students," concurred Carol. A. Rowlands,
Lafayette College. And one of the top pieces of advice from admissions
officers this year: Students need to pay greater attention
to financial aid deadlines.
"Do submit applications for both admissions and financial
assistance by the stated deadlines," Kenneth G. MacKenzie,
Boston U. reminded students. "There are deadlines for scholarships,"
added Greg Grady, College of Mt. St. Joseph, "please apply
as soon as possible.
Also, Ana Moreyra Rosado, Florida International University,
noted, "There are numerous scholarship opportunities and
excellent services available to new students at FIU," but
students "need to be aggressive" in performing their
research so that they can benefit from them.
Here then is what admissions officers told CB about the percent
of their students who receive financial aid and the average amount
of the aid packages:
Adelphi: 92% of students receive financial aid, average aid
package $12,500; Boston C.: 62%; Boston U. 64% excluding parent
loans, $20,118 excluding parent loans; Brandeis: 68%, $21,785;
Bryn Mawr: 56%, $22,600; Carnegie Mellon: 60%, $15,000; Case
Western Reserve: 80%, $17,500; Centre: 60%, $16,100; Claremont
McKenna: 67%, $19,960; Coe: 90%, $16,140; Colgate: 50%, $24,090;
C. of Mt. St. Joseph: 95%, $11,000; Colorado C.: 45%, $17,754;
Columbia College Chicago: 58%, $4,700; Creighton: 91%, $13,150.
Also, Denison: 95% of students receive financial aid, average
aid package $11,055; Dickinson: 74%, $21,229; Elizabethtown:
93%; Evergreen State: 51%, $9,289; Florida International: 60%,
FTIC $4,043/non-FTIC $5,059; Franciscan U. of Steubenville: 86%,
$9,413; Goddard: 100%; Grinnell: 90%, $18,000 +; Hampden-Sydney:
88%, $13,477.
Harvard: 71%, $23,400; Hillsdale: 80%, $7,900; Hope: 90%,
$13,700; Husson: 92%; James Madison: 48%, $6,632; Kalamazoo:
95%; Keene State: 56%, $6,688; Knox: 72%, $18,400; Lafayette:
60%, $16,800; Lake Forest: 80%, $18,000; LaSalle: 90%, $14,000;
Lehigh: 55%, $19,000; List C.: 60%; Macalester: 78%, $17,230;
Mary Baldwin: 97%, $17,176; Messiah: 94%, $13,125; Muhlenberg:
65%, $15,200.
Middlebury: 40%, full-need met; Missouri Baptist: 92%, $4,300;
Northwest Missouri State: 80%; Northwestern U: 60%, $21,663;
Northwood: 70%; Oberlin: 66% of students receive financial aid,
average aid package $22,000; Ohio Northern: 90%, about $17,000;
The Ohio State U.: 45%, $6,975; Ohio U.: 70%; Old Dominion: 55%;
Pine Manor: 73%, $7,819; Portland State: 65%, $4,113; Prairie
View A&M: 88%, $3,200.
Providence: 67%, $15,400; Purdue: 60%; Reed: 50%, $18,740;
Rider: 70%, $15,000; Ripon: 90%, $17,000; Rockford: 95%, $13,001;
Rollins: 40%, $19,000; St. Cloud State: 66%, $4,700; Saint Louis
U.: 85%, $16,000 for first-year students; Saint Michael's C.
(VT): 81%, $14,831; Santa Clara U.: 63%; Sarah Lawrence: 55%,
$24,000; Smith: 59%; Southern Methodist U.: 70%; SUNY Stony Brook:
69%; Swarthmore: 51%, $23,965.
Temple: 70%, $12,000; Truman State: 36%, $4,782; U. of California
Santa Barbara: 65%, $15,714; U. of California Santa Cruz: 56%,
$13,133; U. of Charleston: 85%, $7,290; U. of Connecticut: 45%
of students receive financial aid, average aid package $8,358;
U. of Idaho: 67%, $7,590; U. of Illinois Urbana-Champaign: 80%;
U. of Kansas: 47%, $6,118.
U. Mass. Amherst: 65%; U. of Michigan: 54%; U. of North Carolina-Chapel
Hill: 26% of first-year students receive need-based financial
aid, average package for in-state $6,099, for out-of-state $10,728,
50% of all undergrads receive some kind of aid; U. of North Dakota:
72%, $7,330; U. of Oklahoma: 61%, $6,662; U. of Texas at Austin:
45%, $7,300; U. of Toledo: 65%, $5,234; U. Of Utah: 40%, $7,627
(CDS); Wabash: 96%, $17,968; U. Wisconsin-Madison: 55%, $5,500;
Wells: 80%, $13,374; Wesleyan U.: 42%, $25,125; Westminister:
98%, $11,000; Wittenberg: 75%, $19,000; Worcester Polytechnic
Institute: 74%.
[back
to top]
International
Student Admits Increase
INTERNATIONAL students have
become an important part of the yearly admissions picture. This
year, 48 percent of the colleges surveyed by CB admitted more
international students than in 2000. Meanwhile, 23 percent admitted
fewer for 2001 than 2000 and 17 percent admitted the same number
as last year.
This year, more international students appeared to be making
their way to smaller liberal arts colleges and into the Heartland.
At Grinnell, James M. Sumner confirmed that it attracted more
international students. Lake Forest also saw a "greater
interest among international students."
Colleges and universities that admitted more international
students in 2001 (and the number of international students they
reported accepting) included:
Boston U. (705), Bryn Mawr (72), Case Western Reserve (150),
Claremont McKenna (14), Coe (177), Dickinson (47), Evergreen
State, Franciscan U. of Steubenville, Grinnell (150), Hampden-Sydney
(7), Harvard, Hillsdale, Lake Forest (110), LaSalle, Lehigh (42
enrolled), Macalester (163), Middlebury (158), Missouri Baptist
(17), Northeastern Illinois, Northwestern (249), Oberlin (90),
The Ohio State U. (471), Old Dominion, Pine Manor (50), Prairie
View A&M (62).
Also, Providence (34), Purdue (300), Saint Louis U. (104),
Saint Michael's C. (26), Santa Clara U., Southern Methodist U.
(201), Swarthmore (21), Truman State, U. of California Santa
Cruz, U. of Idaho, U. of Illinois-Urbana/Champaign, U. of North
Carolina-Chapel Hill (115), U. of North Dakota (414), U. of Toledo
(350), U. of Tulsa (135), U. of Utah (81), U. of Wisconsin-Madison,
Wells (29), Westminister (72), Wittenberg, WPI (206).
Some of the colleges that admitted fewer international students
this year included: Adelphi (24), Butler (58), Colorado C. (24),
Denison (70), Florida International (1,587), James Madison (141),
Knox (156), Lafayette (124), Portland State (243), Reed (63),
Rockford (9), Sarah Lawrence, SUNY at Buffalo (439), U. of California
Santa Barbara (13), U. Of Connecticut (87), U. of Michigan (683),
U. of Oklahoma and the U. of Texas at Austin (354), Wabash (12).
[back
to top]
Minorities
Last year, the majority of the colleges in CB's survey admitted
more Asian-American, African-American and Hispanic students than
they did in 1999. This year, however, the increases were less
dramatic. Only 44 percent of the 90 plus colleges in CB's survey
admitted more Asian-American students than in 2000, while 28
percent admitted fewer and the rest admitted the same number
as last year.
African-American students did a little better, with 48 percent
of the colleges and universities in CB's survey reporting they
admitted more black students in 2001 than in 2000, while only
23 percent admitted fewer, and the others admitted the same number
as last year.
And 49 percent of the colleges and universities admitted more
Hispanic students in 2001 than in 2000, while 22 percent admitted
fewer and the remaining schools admitted the same number as last
year.
Native-American students did not fare as well. Only 34 percent
of the schools admitted more of these students in 2001 than in
2000, while 21 percent admitted fewer, and the rest of the schools
admitted the same number as last year.
U.C. Santa Cruz received a record number of total applications
for fall 2001 and "applications from freshman under-represented
minorities increased by 31 percent."
The U. of Wisconsin-Madison reported more minority students
this year and posts a 90 percent retention rate for all its minority
students. Included in this year's new class are eight Hmong freshmen
who join the 156 Hmong undergraduate students on campus, according
to On Wisconsin, the alumni magazine. The university is
working to increase racial diversity with a program called Plan
2008. Between fall 1997 and fall 2000, UW Madison has seen a
25 percent increase in minority freshman applicants.
Other schools specifically stated they are promoting and looking
for a diverse student body including Butler, St. Michael's, U.
Mass-Amherst and U.N.C.-Chapel Hill. Portland State U states
it is the most diverse public institution in Oregon.
[back
to top]
Other Admissions
Trends Spotted
- On Earlier Searches. "Students are beginÄing
their college search as early as sophomore year," said Kenneth
G. MacKenzie, Boston U. "This allows more time to physically
visit campus before making the decision to submit an application."
- Julie Hoffmann, Butler U., also said,
"...students are applying earlier, and starting their college
search earlier."
- Re: Campus Visits. On the other side of the country,
Claremont McKenna already sees more campus visitors.
- There's also, "more interest in staying overnight with
current students in residence halls," said Karen P. Condeni,
Ohio Northern.
- New Student Attributes. Carnegie Mellon sees a change
in the students. "Students applying have a stronger sense
of themselves," said Michael Steidel, Carnegie Mellon, "and
a stronger commitment to involvement in their community."
- At the same time, Kalamazoo observed that it sees "more
deception by applicants." UC Santa Barbara seemed to echo
this sentiment: "Answer questions truthfully," said
Marti Mangan.
- Franciscan U. of Steubenville sees a "continued increase
in home-schooled applicants." Likewise, Rider U. saw an
"increase in home-schooled applicants and candidates from
IB schools."
- Changing Demographics. The good news is more students
are going to college, said Husson C. But, "it's getting
harder to find boys," added Hope C. Yet List C. said, "Our
male/female ratio was more balanced."
- "Students are staying closer to home," said Paul
Marthers, Oberlin C. He also sees "continued interest in
bigger schools in or near cities."
- And there is "more information available to students
than ever before, and they are looking at colleges outside their
region more," said Ken Hussey, Truman State U.
- The Admissions Process. A large number of colleges
noted the increase in the use of the web for college searches
and applications. But Martino Harmon, U. of Toledo, noted, "Students
are not reading publications" and he advised students, "don't
stop visiting campus because you think everything is electronic."
[back
to top]
THE COUNSELOR'S CORNER
Who is Looking for Whom for '02?
IN THIS YEAR'S National College
Admissions Trends Survey, CB asked colleges and universities
if there are any special skills or talents they are seeking among
2002 applicants? Here is what some admissions officers said.
INTELLECTUAL CURIOSITY
"We seek students who posses an intellectual curiosity-a
desire to learn as demonstrated by taking a four-year sequence
of challenging courses (advancement placement, honors, international
baccalaureate) and meeting that challenge successfully. The contey´t
of one's academic programs should include: 4 years of English,
at least 3 years of math (through pre-calculus), at least 3 years
of science (3 lab science courses a must), at least 3 years of
history/social science, at least 2 years of a foreign language,"
Boston U.
"We always look for intellectual curiosity, sustained
engagement in activities and community builders," Brandeis.
"We seek students who are curious, problem-solving oriented,
intellectually playful," Carnegie Mellon.
"We seek students who exhibit genuine intellectual curiosity,
demonstrated ability to work and think independently, commitment
to building a strong, healthy community," Reed.
LEADERSHIP SKILLS
"We seek students who demonstrate leadership, community
involvement and are goal oriented," Butler.
"We seek students who show leadership and self-confidence,"
Claremont McKenna.
"We seek students who have leadership and community service,"
Creighton.
"We seek students who show leadership," Hampden-Sydney
C.
"We seek students who demonstrate leadership, and those
with fine arts ability," Providence.
"We seek students with national or state recognition
and community service involvement," Saint Louis U.
"We seek students with leadership and academic achievement,
" the U. of Texas at Austin.
"Dickinson seeks students who want to be drivers rather
than passengers, who want to make a difference in life in and
around the college, who are curious about the world and open
to different perspectives, who enjoy learning, and who want to
be actively engaged in their education."
Service
"We seek students with community service," The Evergreen
State.
"We seek students interested in service," Missouri
Baptist C.
"We seek academically bright, motivated students with
active involvement in student activities and community service,"
Westminister.
[back
to top]
INTEREST IN THE LIBERAL
ARTS
"We seek students with intellectual curiosity, community
engagement, interest in the liberal arts," Case Western
Reserve.
Writing Ability
"We seek students with an ability to write, independent
students, motivated and self directed," Goddard.
"We seek students with extraordinary academic writing
ability," Sarah Lawrence.
Performing Arts
"We seek students who want a performing arts major, cheerleading,
a choir/voice," Rockford.
"We seek students with academic, performing arts, athletic,
leadership skills," Rollins.
Musicians
"We seek musicians, actors, debaters, artists, athletes,
community servants, and so on," Grinnell.
"We seek students with musicianship, athletics, service
to others, leadership," Elizabethtown.
"We seek students with musical, artistic, public speaking,
writing, athletic, service," Messiah.
Fine Arts
"We seek students with fine arts talent," Hillsdale.
Personal Talents
"Colgate strives to attract the best possible students with
academic ability, personal talents and contributions to the community."
Communication Skills
"We seek students with good communication and organizational
skills," Franciscan U. of Steubenville.
Science
"We seek strong science-oriented students," Lake Forest.
Theater
"We seek students in athletics, theater, music, journalism,
writing." Lehigh.
"We seek students in theater/dance, art, community services,
music, sciences, leadership," Wittenberg.
ACADEMICALLY PREPARED
"We seek students with academic readiness for the rigors
of college as measured in GPA, SAT and leadership ability,"
Florida International.
"We seek students with a strong academic background,
involvement in various activities and leadership," Husson.
"We seek a broad range of talents and high academic achievement,"
Macalester.
"We seek students with top 30 percent high school rank,
B average or higher, 24 ACT or 1100 SAT," Ohio U.
"We admit based on high school GPA, SAT or ACT scores
and college GPA for transfer students," Portland State U.
"Truman seeks students who have succeeded in high school,
both academically and through extracurricular activities. As
a highly selective institution, we look to ACT scores and high
school class ranking as our basis for admission. Automatic scholarships
are given based on a student's high school academic record and
ACT or SAT score. Competitive scholarships take into account
the activities of the students, and Truman seeks well-rounded
students."
"We seek students with strong GPA, test scores and leadership
in some cases," U. of Toledo.
Outstanding Academics
"We seek students with outstanding grades, excellent class
rank, leadership, contribution to community," Oberlin.
"We seek students with AP/Honors courses, study abroad,
state national awards, leadership and community service,"
The Ohio State U.
"We seek students with high academic ability," U.
of Illinois.
"We seek students with a strong secondary school record
and standardized tests," SUNY Buffalo.
[back
to top]
DIVERSE STUDENTS
"We seek students with a strong academic profile, strong
community involvement, and look for geographic and ethnic diversity,"
Saint Michael's.
"We strive to build a talented and diverse body of students
who display strong academic performance, intellectual curiosity
and a desire to take advantage of the resources offered by a
first-rate research university," U. of North Carolina at
Chapel Hill.
Bilingual
"We seek bilingual, musically talented, artistically talented
students." James Madison U.
Athletics
"We seek students with athletics, musical or artistic skills,
community service," Kalamazoo.
Passion
"We look for students who are passionate about their interests
and who want to be active, contributing members of our community,"
Lafayette.
"Passion in academic or extracurricular area," Swarthmore.
Religious Students
"As always, we are looking for students who are not only
committed Jewishly, but also who excel academically," List
C.
Entrepreneurs
"We seek students with entrepreneurial attitude and skills,"
Northwood.
Strong Character
"We seek students with a willingness to work hard to achieve
the full measure of his or her potential and to try new things,"
Columbia College Chicago.
"We seek students with integrity," Santa Clara U.
"We seek maturity, confidence, leadership and strong
moral character," United States Naval Academy.
[back
to top]
Why Students
Fail to Return
Nationally, graduation rates of college students is of increasing
concern to parents. And often, the biggest drop in enrollment
comes between freshman and sophomore years. Some studies suggest
that, nationally, a shocking 50 percent of college students fail
to graduate in five years. So CB asked the colleges we surveyed
what they felt were the main reasons students fail to return
for a second year.
Some colleges are blessed with high retention rates between
freshman and sophomore years. At Middlebury, for example, "98%
return." At Providence, "93% return" and the reasons
some students don't "doesn't fit a trend." Likewise,
there's "no single reason at the U. of Connecticut. "Our
retention of first-year students in nearly 90%." U. of Michigan
said the same thing: It has "no data" on why students
leave and a 95% freshman-sophomore retention rate. "We have
a 92% retention rate," added Santa Clara U.
A number of colleges in this survey do not apparently study
this issue. Only 63 percent of the 90 some colleges and universities
answered this probing question. But the responses we received
shed a little light on the problem. Here's what colleges said
were the main reasons students fail to return:
"Newly discovered academic interest not completely served"
(Boston C.), "Sub-par academic performance and change in
finances" (Boston U.), "Transfers" (Brandeis),Æ"Change
of majors, finances" (Butler), "A mix of causes, change
of major to something we don't offer" (Case Western Reserve),
"Academic difficulties" (Centre C.), "No pattern"
(Claremont McKenna).
"Academics" (Coe), "Students do not use support
services offered to them" (C. of Mt. St Joseph), "Major
choice" (Colorado C.), "Lack of adequate grant money"
(Creighton), "Academic difficulties, size, location"
(Denison), "Poor academic performance, medical leaves and
personal reasons" (Dickinson), "Cost, location, academic
program, personal" (Elizabethtown).
"Dissatisfaction with academic environment, financial
problems, personal problems, dissatisfaction with social environment,
preference for traditional education" (Evergreen State),
"53% are unable to maintain minimum 2.0 GPA, part-time and
full-time employment, work conflicts with class offerings"
(Florida International), "Finances" (Franciscan U.
of Steubenville), "Price, academic rigor" (Grinnell),
"Transfer to a larger, public, co-ed college" (Hampden-Sydney),
"Financial" (LaSalle), "Failure to connect"
(Lehigh), "They made a poor choice to begin with" (List
C.), "Distance" (Mary Baldwin), "Finances, major,
poor fit" (Messiah), "Money" (Northwest Missouri
State), "Academic failure, desire to go to a city, personal
reasons" (Oberlin).
"Academic difficulty" (Old Dominion), "Money,
grades, homesickness" (Ohio U.), "Suspension and finances"
(Prairie View A&M),, "Our school is too rigorous academically;
student is looking for a different social atmosphere" (Reed),
"Financial, academic" (Rider), "Not prepared for
rigorous academic environment; cost; wanted a larger school"
(Rockford).
"Changed mind about field of study; wanted to be closer
to home, financial difficulty" (Saint Michael's C.), "Not
a good match, personal reasons, financial difficulties and so
forth" (Sarah Lawrence), "Change of major, working"
(SUNY at Stony Brook).
"Economics and fit" (Temple), "Reasons are
varied and complex" (U. of California Santa Cruz), "Finances"
(U. of Illinois Urbana-Champaign), "Poor grades, finances"
(U. of Kansas), "Financial" (U. of North Dakota), "Work
conflicts, academic or financial reasons, ease of transferring
in Oklahoma. Exit surveys show students generally pleased with
the institution, with 75 percent planning to return in the future."
(U. of Oklahoma), "Academic difficulty and family mobility"
(U. of Texas at Austin). "Not enough interaction and open
admissions policy" (U. of Toledo), "Distance from home,
financial aid concerns" (U. of Tulsa), "Personal reasons,"
(Wells), "Academic difficulty" (Westminster), "School
size and too far from home" (Wittenberg).
[back
to top]
More Upcoming
Deadlines
Jan. 1: Harvard, Northwestern, Swarthmore
Jan. 15: James Madison U.
Jan. 31: US Naval Academy for pre-application
Feb. 1: U. Mass Amherst
Feb. 15: U. of Idaho has an August 2 deadline, but this date
"to assure consideration for scholarships," Muhlenberg
March 1: Wabash
March 15: Wittenberg
April 1: Keene State, Knox, LaSalle, Temple
April 15: Mary Baldwin
May 1: Franciscan U. of Steubenville
June 1: U. of Oklahoma
June 15: St. Cloud State U.
June 30: U. of Nebraska-Lincoln
July 1: Prairie View A & M U.
July 10: SUNY Stony Brook
July 15: Hillsdale, St. Cloud State
August 1: Creighton, U. of Idaho
August 15: C. of Mt. St. Joseph
Rolling: Adelphi, Butler (early admissions Dec 1 and Feb
1), Elizabethtown, Florida International, Goddard, Hope, Husson,
LaSalle, Missouri Baptist (open), Northwest Missouri State, Northwood,
Ohio Northern, Pine Manor, Portland State, Rider, Ripon, Rockford,
Sacred Heart, Saint Louis, SUNY Buffalo, U. of Toledo, Westminster
[back
to top]
COLLEGE BOUND's Publisher/Editor: R. Craig
Sautter, DePaul University; Chief Operating Officer: Sally
Reed; Contributor: Marc Davis; Circulation: Irma
Gonzalez-Hider; Illustration: Louis Coronel; Board
of Advisors: Rosita Fernandez-Rojo, Choate-Rosemary Hall;
Claire D. Friedlander, Bedford (NY) Central School District;
Howard Greene, author, The Greenes' Guides to Educational
Planning Series; Frank C. Leana, Ph.D., educational
counselor; Virginia Vogel, Educational Guidance Services;
M. Fredric Volkmann, Washington University in St. Louis,
Mary Ann Willis, Bayside Academy (Daphne, Ala.).
|
|
In This Issue
Feature Article
Colleges Award Generous Financial
Aid
Packages
-International
Student
Admits Increase
-Minorities
-Other Admissions
Trends
Spotted
THE COUNSELOR'S
CORNER
Who
is Looking for Whom
for '02?
-Why
Students Fail to Return
-More Upcoming
Deadlines
|
