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The Impact of Raising Admissions Requirements on Entering Freshmen Class Diversity at California State University, Long Beach. Presented by Vincent A. (Van) Novack, Ph.D. Director, Institutional Research California State University, Long Beach.

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Presented by Vincent A. (Van) Novack, Ph.D. Director, Institutional Research


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    1. The Impact of Raising Admissions Requirements on Entering Freshmen Class Diversity at California State University, Long Beach Presented by Vincent A. (Van) Novack, Ph.D. Director, Institutional Research California State University, Long Beach

    2. CSU Long Beach Total Enrollment GrowthFall Semesters, 1997 - 2003

    3. CSULB First-time FreshmenFall Semesters 1997 - 2003

    4. CSU Eligibility Index(High School GPA * 800) + SAT Composite Score • Primary admission criteria (students must also meet course pattern requirements) • CSU minimum eligibility = 2,900 • With 2.50 GPA, SAT of 900+ required • Nearly 75% of freshmen applicants admitted prior to impaction

    5. Impaction Methodology • Chancellor’s Office approval required • First implemented in fall 2002 • Only freshmen affected in first year • Local service area defined (index = 2,900) • “Extended” local service area defined (slightly higher index) • Considerably higher eligibility requirements for rest of California and non-residents • All admits must meet minimum CSU eligibility

    6. Why Freshmen? • Freshmen represent largest and fastest growing new student cohort at CSULB • CSU Chancellor’s Office allows impaction for entire class as well as by academic program • California Master Plan designates community college transfers as first priority • Nearly 80% of freshmen applicants originate outside CSULB’s local area

    7. Enrollment Management at Cal State Long Beach • Presidential Ad Hoc Committee composed of mostly administrators formed in 1999 • Standing Advisory Committee on Enrollment established by Academic Senate in 2002 • Advisory Committee is chaired by newly created Vice Provost for Enrollment • Includes six faculty members serving staggered three-year terms • Includes community, K-12, and community college representatives

    8. Fall 2002 Enrollment After Impaction • Fall 2002 Freshmen class = 3,037 • Freshmen class reduced by 1,480 • Represents a reduction of 32.8% • Mean composite SAT increased from 979 in fall 2001 to 1018 in fall 2002 • Mean High School GPA increased from 3.21 in fall 2001 to 3.41 in fall 2002 • Highest SAT and HSGPA of any freshmen class in CSULB history • Three groups most affected by impaction: African Americans, Latinos, & Caucasians

    9. CSULB African American First-time Freshmen Enrollment History

    10. CSULB Latino First-time Freshmen Enrollment History

    11. CSULB Caucasian First-time Freshmen Enrollment History

    12. Fall 2002 Freshmen Ethnic Distribution Compared to Fall 2001

    13. Fall 2002 Freshmen Ethnic Distribution Compared to Fall 2001

    14. Difference in Eligibility Elements by Selected Tier and Ethnicity

    15. Percent of First-Time Freshmen from Outside Local Service Tiers • 57.2% of all freshmen • 70.6% of Caucasians • 65.0% of Asians • 65.6% of “Other” ethnicity • 50.3% of African Americans • 46.0% of Latinos

    16. Changes for Fall 2003 • Eliminated eligibility index differential between tiers one and two • Added selected tier three schools to tier two • Declared certain majors impacted for upper division transfers • Enforced admissions filing deadline for all first-time freshmen • Considered adjusting eligibility index for tier three • Targeted certain populations for recruitment efforts and admissions follow-up

    17. Freshmen Enrollment Goals, Fall 2003 • Enrolled freshmen class target of 3,300 to 3,800 • Approximate fall 2001 ethnic distribution (last year before impaction)

    18. Ethnic Distribution of Freshmen2001 - 2003

    19. Concerns Regarding Continuing Impact of Impaction Methodology • Bifurcation • Observed differences in pre-college performance of local versus non-local • Similar observations regarding Caucasians and minorities • Future implications regarding graduation and retention • The “Haves” and the “Have Nots” • Similar issues regarding transfer student impaction methodology (spring 2004)

    20. Percent of Selected Student Groups Outside of Local Area

    21. SAT SCORES & HSGPA of Selected Cohorts Outside of Local Area

    22. Top Ten Institutions for CSULB Students Admitted but Not Enrolled, Fall 2002

    23. Top Ten Institutions for CSULB Students Admitted but Not Enrolled, Fall 2003

    24. Changes for 2004 and Beyond • Explore the possible use of non-quantitative admissions criteria • Monitor effect of impaction methodologies for upper division transfer students • Continue targeted recruiting to stimulate applications from selected populations • Continue more aggressive follow-up regarding admitted students

    25. Perhaps More Important: Philosophical Considerations • What is the true mission of CSULB? • Who is our desired clientele? • What becomes of CSU-eligible students not admitted by CSULB? • How do we get “buy-in” from campus constituents if we endorse anything other than accepting only the most “qualified?”

    26. Conclusion • Nothing is more important to any university than who we admit and how many • CSULB is facing unprecedented demand in a time of fiscal crisis • How do we adjust our impaction methodologies when demand decreases?

    27. Conclusion (continued): • Increasing enrollment forecast through at least 2010 for entire CSU system • The CSU will accept a decreasing proportion of college-eligible high school graduates • Eligibility requirements must be found that do not disproportionately impact minorities or first generation students • Graduation and retention efforts must be an integral part of enrollment management

    28. “Fairness is what Justice Really Is.” Potter Stewart Associate Justice, US Supreme Court October 1958