The New School Almanac & Trends 2014 by The New School

A Guide to Data at The New School

This new Almanac & Trends (formerly called Fact Book) is one of three vehicles that provide key institutional data about The New School. All three vehicles, as described below, are based on a common core of consistently defined data, and are produced collaboratively by the Office of Institutional Research and Effectiveness, the Data and Reporting Group, and Marketing and Communication, with feedback and input from academic and administrative staff and leadership. Argos Analysis Tools are interactive and designed as a deep

dive into data at the program level, allowing users to ask and answer specific questions. These tools are designed particularly for The New School administrators engaged in a range of micro-level data reporting, planning and assessment projects. The new Fact Book highlights selected facts that tell our extraordinary story. We use design, animation, and a love of creativity to bring our remarkable data to life. This piece provides a snapshot of our university for anyone looking to learn more about what sets our school apart.

This Almanac & Trends is less of a deep dive but more than a highlevel summary. It is a reference for data users who need a fuller range of summary data at both university and college levels with historic trends and growth patterns.

PAULA MAAS ASSOCIATE PROVOST FOR INSTITUTIONAL RESEARCH AND EFFECTIVENESS MAASP@NEWSCHOOL.EDU Introduction - 2

Our Commitment to Robust and Consistent Data Reporting Over the last few years several factors have converged to increase the need for access to quality data, analysis and information about higher education in general, and The New School in particular. Changes in University organization, leadership and preparation for our regional reaccreditation served to make the University community more aware of our data and the need to understand trends. External calls for increased accountability to accreditors, government and consumers require us to be cognizant of our data in social and economic context. We are committed to providing internal and external data users with timely and accurate data that will drive relevant insight for effective decisionmaking processes. Please reach out to us for clarifications or with ideas to further improve the way we report and present data. By continually responding to inquiries and feedback from those who rely on institutional data, we will continue to produce reliable, unique and well-designed reports to inform planning and assessment. Access to Argos Analysis Tools

DaRG website (https://sites.google.com/a/newschool.edu/ datawarehouse/) Feedback: IR@newschool.edu

Introduction - 3

Notes Functional Data definitions

In an ongoing effort to assist data producers and consumers to develop and maintain a common understanding and interpretation of data, we have placed functional definitions of data in the introduction page of each section. In some tabulations, the relevant definitions are presented again for clarity. These definitions were developed in collaboration with data custodians at The New School in the context of those widely accepted in the higher education community (such as the glossary maintained by the federal Integrated Postsecondary Education Data System (IPEDS)). This ensures that The New School data presented here is comparable with other institutions’ data. Definitions are also formally codified in The New School’s Data Cookbook. Student Enrollment Classifications

The data reporting and visualization used in this Almanac was consistently guided by a comprehensive diagram of Student Enrollment Classification (Page 13). Robustly-validated data

The development of functional definitions, as described above, required new and more logical ways to classify data in ways that better reflect The New School’s activities. Therefore, the time-series data (starting from 2004) has gone through rigorous validation. In many cases, this resulted in differences of data reported here compared with data reported in the previous Fact Books. We recommend that current data as presented within this The New School Almanac & Trends be compared to the historical trend data reported here, and not compared to that in previous years’ Fact Books. This inaugural version of The New School Almanac & Trends, and related Fact Sheet, should be considered the official reference of data from this point forward.

Introduction - 4

Acknowledgment

The Office of Institutional Research and Effectiveness (OIRE) would like to thank the following for reviewing this report and providing with their invaluable feedback and ideas. David Rosenberg, Marketing & Communications Deborah Bogosian, President’s Office Eren Hock, Provost’s Office (past appointment) Meghan Hefferan, Provost’s Office Pat Baxter, Provost’s Office This publication would not have been possible without our collaboration with our lead designer, Ms. Dongin Shin, a graduate of Parsons MFA Transdisciplinary Design ‘15. Her systems thinking approach and collaborative design-led research skills were instrumental to the realization of our vision.

Introduction - 5

Table of Contents

University

College

Undergraduate/ Graduate

Degree

14 56

18 56

18 56/58

41 -

64 65 66

68 70 72

64/68 65/70 66/72

107

110

107

Faculty and Staff Profile

125

126

N/A

Financial, Library and Physical Resources

134

N/A

All Students

Enrollment Degrees/Awards New Students

Applications Admissions Enrollment Student Progress & Outcomes

Graduation Rates International Students

Enrollment

This data represents the most often requested summary data. Additional data summaries are available to the campus community through the Argos Analysis Tools or the Office of Institutional Research and Effectiveness. Introduction - 6

Gender

Ethnicity

Age

Geographic Origin

Time Status

44 -

33 -

52 -

32 -

23 N/A

N/A N/A 90

100

101

N/A

107

126

128

125

N/A

Introduction - 7

Students are categorized by two distinct, overlapping methods: Effort Approach

Credit • Earning credits toward a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma) • Earning credits to transfer to another college or university (e.g. visiting students) • Earning credits for personal or professional development, with a transcripted record Non-Credit • Continuing, professional, executive, or pre-college education courses (may be for non-credit certificate, but not necessarily) • Continuing, professional, executive, or pre-college student in a for credit course not earning credit Intended Outcome Approach

Degree Seeking • Intended outcome is a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma) • May not be enrolled for credit in a given term 1. Maintaining status graduate students 2. Mobility out or study abroad students Non-Degree Seeking • Enrolled in credit or non-credit courses, and not intending to receive a recognized New School degree or certificate. • Visiting from anther institution • Students taking courses for personal or professional skill development (either credit or non-credit)

Introduction - 8

credit

Degree seeking

non credit

non-Degree seekiing

Degree Seeking Non-Degree Visiting Students Non-Degree General Credit Continuing Education Non-Credit Certificate

Introduction - 9

Section 1 - All Students

The metrics in this section describe the credit and non-credit enrollment of the entire population of students. These metrics include enrollment by demographics such as race/ethnicity, geographic origin, gender, age, and time status.

Definitions: CREDIT ENROLLMENT refers to the headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, NonDegree, General Credit, and Visiting students. Exclusions are: Non-Credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.

CONTINUING EDUCATION comprises the broad spectrum of alternative learning opportunities - across disciplines, interests, formats and fields - designed for a non-traditional student body. Included are all academic courses and programs, on-site and online, which are accessible to the public at large (children, teens, executives, postgraduates, lifelong learners). FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. GENERAL CREDIT STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School. There is no formal admissions process, and students typically register on a course-by-course basis. MOBILITY-IN see “VISITING STUDENTS” MOBILITY-OUT is a student who is matriculated at The New School for a given semester, but is enrolled at an institution outside The New School during that same semester. These students are grouped with degree-seeking students for reporting purposes, but are often not credit-seeking. NON-CREDIT ENROLLMENT refers to the headcount of students who are enrolled in non-credit certificates or continuing education. NON-DEGREE STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School. Section 1 - 12

Non-Degree students are part of a group which includes Mobility-In and Visiting students. NON-RESIDENT ALIENS are non- U.S. citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students” and additional details may be found in Section 4. RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. citizens. Federal reporting requirements have been followed in aggregating and reporting this data. SITELINE describes a course that has the majority of its delivery online and a minority of its delivery onsite/on campus, making it a hybrid. It is specifically identified this way (rather than “Online, On Campus”) because some external agencies measure these courses in differing ways. STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races. STUDENT TIME STATUS, denoted as either full-time or part-time, refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students. VISITING STUDENTS are matriculated at a different institution, but are enrolled in credit-bearing courses at The New School. Visiting students are part of a group which includes Mobility-In and Non-Degree students. There is an application process for admission. Section 1 - 13

Credit and Non-credit Enrollment

Table 1. Credit and Non-credit Enrollment

CREDIT Degree seeking Associate, Bachelors, Masters, Doctoral Diploma & Certificate Non-degree seeking Continuing Education Non-degree Visiting Student NON-CREDIT Degree seeking Associate, Bachelor, Masters Non-degree seeking Continuing Education Non-Credit & Non-Credit Certificate Associate, Bachelor, Masters Total Headcount

Data Interpretation Guide In accordance with IPEDS (Integrated Postsecondary Education Data System) definitions and standard reporting, certain students may be classified as ‘Degree-seeking and Noncredit’. For example, suppose in Fall 2014 a typical degree-seeking student is enrolled in for-credit course/s at The New School-Paris campus. This student is counted as ‘Degree-seeking and Non-credit’ in the Fall 2014 enrollment report. In addition, due to external reporting guidelines, students enrolled in degree programs at the Paris campus will be counted as non-credit and non-degree, because their degree will be awarded at a branch campus not within the United States. Enrollments were organized in this format to permit direct comparison to publically available IPEDS data. Members of the campus community may use additional analysis tools and reports available to explore this further.

Section 1 - 14

University Summary

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

8,858

9,040

9,128

9,692

10,106 10,471 10,736 10,765 10,406 10,301 10,381

8,079

8,556

8,726

9,276

9,700 10,144 10,396 10,452 10,225 10,035 10,084

7,933

8,422

8,574

9,138

9,520 10,001 10,251 10,279 10,061

9,895

9,952

146

134

152

138

180

143

145

173

164

140

133

779

484

402

416

406

327

340

313

181

266

297

327

297

247

253

231

168

157

141

387

106

141

7,092

6,567

5,780

5,378

3,986

3,432

3,249

3,037

2,952

2,995

2,831

100

101

7,034

6,502

5,695

5,312

3,927

3,380

3,200

2,995

2,898

2,895

2,730

5,624

5,011

4,167

3,933

2,512

2,015

1,812

1,701

1,616

1,503

1,366

1,398

1,482

1,516

1,372

1,400

1,358

1,374

1,289

1,280

1,337

1,275

15,607 14,908

15,070

15,950

14,092 13,903 13,985 13,802 13,358 13,296 13,212

Section 1 - 15

University Summary

Table 1a. Credit and Non-credit enrollemnt by Degree Level

Total Associate, Bachelors, Masters, Doctoral, Diploma & Certificate Visiting Students Non-degree Continuing Education Non-Credit & Non-Credit Certificate

12,000

10,000 8,000 6,000

Figure 1. Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate

12,000

10,275

10,000 8,149 8,000 5,866

6,000 4,280 4,000 2,000 0

4,000 2,597

2,845 880 551

2,000 591 535 2004

2004 200520062006 2007 2007 2005

2009 201020102011 2011 2012 2009

Total Total

Associate Associate

Bachelor Bachelor

Masters Masters

Doctoral Doctoral

Diploma Certificate Diploma &&Certificate

Total Associate Bachelors Masters Doctoral Diploma & Certificate

Section 1 - 16

2008

2013 2012

2014 2013

2014

2004

2005

2006

2007

2008

15,950

15,607

8,149

8,630

8,823

2009

2010

2011

2012

2013

2014

14,908 15,070

14,092

13,903 13,985 13,802 13,358 13,296 13,212

9,349

9,774

10,203 10,459 10,499 10,281 10,190 10,275

141

387

106

5,951

5,308

4,414

4,186

2,743

2,183

1,969

1,842

1,616

1,594

1,454

1,398

1,482

1,516

1,372

1,400

1,358

1,374

1,289

1,280

1,337

1,275

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

8,149

8,630

8,823

9,349

9,776 10,203 10,460 10,499 10,281 10,191 10,275

535

736

801

859

960

1,021

999

947

895

866

880

4,280

4,580

4,747

5,151

5,331

5,606

5,743

5,816

5,807

5,835

5,866

2,597

2,603

2,516

2,603

2,695

2,883

2,990

2,964

2,847

2,792

2,845

591

577

607

598

609

550

582

599

568

556

551

146

134

152

138

181

143

146

173

164

142

133

Section 1 - 17

College-level Summary Table 2. Credit Enrollment: Degree seeking and non-degree seeking

Growth Rate 1 Yr. 5-Yr. 10-Yr.

2013 v. 2014 2009 v. 2014 2004 v. 2014

Total Undergraduate Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Continuing Education Total Graduate-level Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts Continuing Education Total Undergraduate and Graduate-level Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts Continuing Education 1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Section 1 - 18

-1%

24%

0% 2% 0% 11% -3%

5% -0% 33% 8% -48%

59% 50% 38% -31% -73%

-1%

16% -1% -7% 0%

80% -14% -15% -5%

100% -16% 1% -26%

-1%

17%

2% -1% 2% -5% 7% -3%

13% -14% 0% -20% 3% -48%

65% -16% 50% -13% -29% -73%

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

5,502

5,720

5,857

6,369

6,645

6,908

7,014

7,043

6,799

6,777

6,844

2,693 997 759 726 327

2,995 1,126 829 473 297

3,155 1,188 806 461 247

3,543 1,329 802 442 253

3,800 1,399 738 477 231

4,090 1,487 700 463 168

4,199 1,546 677 435 157

4,266 1,527 656 457 137

4,271 1,471 589 468 0

4,297 1,468 470 451 91

4,290 1,493 472 501 88

3,356

3,320

3,271

3,323

3,461

3,563

3,722

3,607

3,524

3,537

442 1,116 1,424 374 0

430 1,090 1,472 328 0

418 1,107 1,412 334 0

411 1,114 1,468 330 0

425 1,121 1,593 322 0

491 1,084 1,695 393 0

557 1,096 1,776 293 0

585 1,088 1,755 290 4

659 1,018 1,649 281 0

761 945 1,540 278 0

885 937 1,438 277 0

8,858

9,040

9,128

9,692

3,135 1,116 997 2,183 1100 327

3,425 1,090 1,126 2,301 801 297

3,573 1,107 1,188 2,218 795 247

3,954 1,114 1,329 2,270 772 253

10,106 10,471 10,736 10,765 10,406 10,301 10,381 4,225 1,121 1,399 2,331 799 231

4,581 1,084 1,487 2,395 756 168

4,756 1,096 1,546 2,453 728 157

4,851 1,088 1,527 2,411 747 141

4,930 1,018 1,471 2,238 749 0

5,058 945 1,468 2,010 729 91

5,058 937 1,493 1,910 778 88

Section 1 - 19

College-level Summary Table 3. non-Credit Enrollment: Degree seeking and non-degree seeking

1 Yr.

Growth Rate 5-Yr. 10-Yr.

2013 v. 2014 2009 v. 2014 2004 v. 2014

Total Undergraduate

-6%

-18%

-60%

Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Continuing Education

-6% 32% 6% -3% -9%

-29% 61% 19% -21% -32%

-23% 107% 57% 4% -76%

Total Graduate-level

250%

300%

75%

Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts

750% 200% 25% -

200% 0% -

750% -62% -

-5%

-18%

-60%

-4% 200% 32% 7% -3% -9%

32% 200% 61% -19% -21% -32%

25% 107% -57% 4% -76%

Total Undergraduate and Graduate-level Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts Continuing Education 1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Section 1 - 20

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

7,076

6,552

5,771

5,359

3,973

3,425

3,240

3,032

2,949

2,987

2,803

637 14 345 456 5,624

586 22 289 644 5,011

637 23 308 636 4,167

556 19 244 607 3,933

649 22 189 601 2,512

607 18 186 599 2,015

663 18 179 568 1,812

612 16 145 558 1,701

686 24 117 506 1,616

830 22 141 491 1,503

783 29 150 475 1,366

2 0 13 1

0 3 12 0

0 1 8 0

0 2 16 1

1 3 8 1

0 2 5 0

0 3 5 1

0 3 2 0

1 0 2 0

2 2 4 0

17 6 5 0

7,092

6,567

5,780

5,378

3,986

3,432

3,249

3,037

2,952

2,995

2,831

639 0 14 358 457 5,624

586 3 22 301 644 5,011

637 1 23 316 646 4,167

556 2 19 260 608 3,933

650 3 22 197 602 2,512

607 2 18 191 599 2,015

663 3 18 184 569 1,812

612 3 16 147 558 1,701

687 0 24 119 508 1,616

832 2 22 145 491 1,503

800 6 29 155 475 1,366

Section 1 - 21

CREDIT AND NON-CREDIT ENROLLMENT BY HEADCOUNT AND FULL-TIME EQUIVALENT (FTE) Definition

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. While there are many acceptable methods for the calculation of FTE, the method used throughout the Almanac is 1 full-time student equals 1 FTE. 1 part-time student equals 1/3 FTE.

Headcount Full-time (A) Part-time FTE of Part-time1 (B) Total Full-time Equivalent (FTE) (A+B) 1 Part-time headcount multiplied by 1/3

Section 1 - 22

University Summary

Table 4. Headcount and Full-time Equivalent (FTE)

2004

2005

2006

2007

15,950 6,516 9,434

15,607 6,906 8,701

14,908 7,127 7,781

15,070 7,632 7,438

3,144

2,900

2,593

2,479

9,660

9,806

9,720

10,111

2008

2009

2010

2011

2012

2013

2014

14,092 13,903 13,985 13,802 13,358 13,296 13,212 7,884 8,335 8,714 8,750 8,492 8,562 8,748 6,208 5,568 5,271 5,052 4,866 4,734 4,464 2,069

1,856

1,757

1,684

1,622

1,578

1,488

9,953 10,191 10,471 10,434 10,114 10,140 10,236

Table 5. Undergraduate and graduate-level Headcount and Full-time Equivalent (FTE)

2013

2014

Headcount Undergraduate Graduate-level

13,296 13,212 9,764 9,652 3,532 3,560

FTE Undergraduate Graduate-level

10,140 10,236 7,270 7,279 2,870 2,957

Section 1 - 23

FALL 2013 The New School Parsons School of Design The New School for Social Research Schools of Public Engagement Eugene Lang College of Liberal Arts Lang/Jazz BA/BFA Lang/Parsons BA/BFA College of Performing Arts Continuing Education

FALL 2014 The New School Parsons School of Design The New School for Social Research Schools Public Engagement Eugene Lang College of Liberal Arts Lang/Jazz BA/BFA Lang/Parsons BA/BFA College of Performing Arts Continuing Education Note: Includes credit and non-credit enrollment

Section 1 - 24

College-level Summary

Table 6. Undergraduate Headcount and Full-time-Equivalent (FTE)

Headcount

Full-time Equivalent (FTE) Part-time (D)=(B)*0.33

Total FTE (E)=(A)+(D)

Full-time (A)

Part-time (B)

Total (C)=(A)+(B)

6,023 3,970 0 238 26 1,160 213 413 3

3,741 1,157 0 373 1 87 3 529 1,591

9,764 5,127 0 611 27 1,247 216 942 1,594

1,247 386 0 124 0 29 1 176 530

7,270 4,356 0 362 26 1,189 214 589 533

6,093 3,970 0 221 1,193 29 201 475 4

3,559 1,103 5 401 93 0 6 501 1,450

9,652 5,073 5 622 1,286 29 207 976 1,454

1,186 368 2 134 31 0 2 166 483

7,279 4,338 2 355 1,224 29 203 641 487

Section 1 - 25

FALL 2013 The New School Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts

FALL 2014 The New School Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts Note: Includes credit and non-credit enrollment

Section 1 - 26

college-level Summary

Table 7. Graduate-level Headcount and Full-time Equivalent (FTE)

Headcount

Full-time Equivalent (FTE) Part-time (D)=(B)*0.33

Total FTE (E)=(A)+(D)

Full-time (A)

Part-time (B)

Total (C)=(A)+(B)

2,539 702 671 892 274

993 61 276 652 4

3,532 763 947 1,544 278

331 20 92 217 1

2,870 722 763 1,109 275

2,655 847 665 869 274

905 55 273 574 3

3,560 902 938 1,443 277

302 18 91 191 1

2,957 865 756 1,060 275

Section 1 - 27

ONLINE and ON CAMPUS HEADCOUNT DEFINITION: A description of the delivery method of a course. Possible values for courses are online, siteline, and on campus. Possible values for students (who may be registered for multiple courses) in a given term are: On Campus; Online; Sitleline; Online and On campus; Online and Siteline; On campus and Siteline; On campus, Online, and Siteline.

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Undergraduate

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Graduate

Section 1 - 28

University Summary

EACH CATEGORY IN TABLES 8&9 BELOW IS DESCRIBED AS:

Online: 100% online Mixed: (a) Online, On Campus + (b) Online, Siteline + (c) Online, Siteline, On Campus On Campus: (a) 100% On Campus + (b) Siteline + (c) Siteline, On Campus

Table 8. Undergraduate Online and On campus Enrollment

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

4,884 99 363 4,422

5,383 98 429 4,856

5,611 122 535 4,954

6,070 158 565 5,347

6,369 175 639 5,555

6,686 190 686 5,810

6,783 171 692 5,920

6,830 198 651 5,981

6,757 211 589 5,957

6,678 153 593 5,932

6,695 211 621 5,863

7,694 124 63 7,507

6,889 126 85 6,678

6,017 143 73 5,801

5,658 129 49 5,480

4,249 127 67 4,055

3,647 113 59 3,475

3,471 196 87 3,188

3,245 239 99 2,907

2,991 239 75 2,677

3,086 246 67 2,773

2,957 263 56 2,638

12,578

12,272

11,628

11,728

10,618 10,333 10,254 10,075

9,748

9,764

9,652

Table 9. Graduate-level Online and On campus Enrollment

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

3,253 101 74 3,078

3,238 70 115 3,053

3,200 68 109 3,023

3,272 99 81 3,092

3,390 105 224 3,061

3,510 114 308 3,088

3,662 151 333 3,178

3,664 164 277 3,223

3,522 161 216 3,145

3,457 183 179 3,095

3,490 208 188 3,094

119 1 1 117

97 1 1 95

80 0 2 78

70 0 0 70

84 0 1 83

60 2 2 56

69 1 0 68

63 2 1 60

88 1 0 87

75 1 2 72

70 0 1 69

3,372

3,335

3,280

3,342

3,474

3,570

3,731

3,727

3,610

3,532

3,560

Section 1 - 29

Degree-seeking Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement Non-degree seeking Parsons School of Design Schools of Public Engagement College of Performing Arts Continuing Education Total Undergraduate

Degree-seeking Parsons School of Design Schools of Public Engagement Non-degree seeking Schools of Public Engagement Continuing Education Total Graduate-level

Section 1 - 30

University Summary

Table 10. Undergraduate Online Enrollment (Headcount)

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

99 12 7 80

98 4 2 92

122 5 2 115

158 13 2 143

175 35 2 138

190 61 2 127

171 72 4 95

198 83 3 112

211 91 6 114

153 74 6 73

211 87 5 119

124 22 9 0 93

126 23 19 0 84

143 31 23 0 89

129 2 18 0 109

127 4 22 0 101

113 4 20 0 89

196 18 70 0 108

239 15 103 0 121

239 6 127 1 105

246 12 146 0 88

263 14 162 0 87

223

224

265

287

302

303

367

437

450

399

474

Table 11. Graduate-level Online Enrollment (Headcount)

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

101 3 98

70 0 70

67 0 67

99 0 99

105 0 105

114 0 114

151 0 151

164 0 164

161 21 140

183 43 140

208 60 148

1 1 0

0 0 0

2 2 0

1 1 0

2 1 1

1 1 0

0 0 0

102

105

116

152

166

162

184

208

Section 1 - 31

CREDIT AND NON-CREDIT ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN DEFINITION: Students from different ethnic groups refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races. Non-Resident Aliens U.S. Citizens Ethnic Groups White Not Reported

Non-Resident Aliens U.S. Citizens Ethnic Groups White Not Reported

Section 1 - 32

University Summary

Table 12. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

1,854

1,995

2,095

2,210

2,333

2,392

2,609

2,823

2,970

3,243

3,502

2,236 3,806 8,054

2,349 4,038 7,225

2,399 4,009 6,405

2,567 4,196 6,097

2,817 4,324 4,618

2,989 4,453 4,069

2,834 4,578 3,964

2,932 4,618 3,429

2,975 4,363 3,050

2,987 4,106 2,960

3,041 3,826 2,843

15,950

15,607

14,908

15,070

14,092 13,903 13,985 13,802 13,358 13,296 13,212

Figure 2. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%) Percent 100.0 100.0

80.0 80.0

60.0 60.0

23.9

29.0

14.0 23.0

11.6

40.0 40.0

20.0

26.5

50.5

20.0

0.0 0.0

21.5 2004

2004

2005

2006

2007

2006

Non Reported

2007

2008

2009

International Unreported by Students

2010

2011

Ethnic Groups

International

Ethnic Groups

2012

2013

2014

White

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

11.6

12.8

14.1

14.7

16.6

17.2

18.7

20.5

22.2

24.4

26.5

14.0 23.9 50.5

15.1 25.9 46.3

16.1 26.9 43.0

17.0 27.8 40.5

20.0 30.7 32.8

21.5 32.0 29.3

20.3 32.7 28.3

21.2 33.5 24.8

22.3 32.7 22.8

22.5 30.9 22.3

23.0 29.0 21.5

Section 1 - 33

Hispanic or Latino Non-Hispanic American Indian or Alaska native Asian Black or African American Native Hawaiian or Other Pacific Islander Two or More Races

Section 1 - 34

University Summary

Table 12a. Credit and Non-credit Enrollment of Different Ethnic Groups

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

568

580

590

643

713

830

940

965

1,032

1,002

1,092

19 790 601 0 258

23 839 591 0 316

29 863 550 0 367

28 919 565 0 412

37 1,000 564 0 503

44 1,008 597 0 510

37 1,029 616 19 193

24 1,035 617 22 269

18 975 634 16 300

10 915 684 12 364

12 876 685 7 369

2,236

2,349

2,399

2,567

2,817

2,989

2,834

2,932

2,975

2,987

3,041

Table 12b. Credit and Non-credit Enrollment of Different Ethnic Groups (%)

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

25.4

24.7

24.6

25.0

25.3

27.8

33.2

32.9

34.7

33.5

35.9

0.8 35.3 26.9 0.0 11.5

1.0 35.7 25.2 0.0 13.5

1.2 36.0 22.9 0.0 15.3

1.1 35.8 22.0 0.0 16.0

1.3 35.5 20.0 0.0 17.9

1.5 33.7 20.0 0.0 17.1

1.3 36.3 21.7 0.7 6.8

0.8 35.3 21.0 0.8 9.2

0.6 32.8 21.3 0.5 10.1

0.3 30.6 22.9 0.4 12.2

0.4 28.8 22.5 0.2 12.1

100%

Section 1 - 35

Parsons School of Design

Non-Resident Aliens U.S. Citizens Ethnic Groups White Not Reported

2395

294

1487 1339 754

157 410 82

5,975

943

Parsons School of Design

Non-Resident Aliens U.S. Citizens Ethnic Groups White Not Reported

Section 1 - 36

The New School of Social Research

40.1

31.2

24.9 22.4 12.6

16.6 43.5 8.7

100%

College-level Summary

Table 13. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014

Schools of Public Engagement

Eugene Lang College of Liberal Arts

College of Performing Arts

Continuing Education

Total

313

123

264

113

3,502

681 884 187

480 767 152

181 322 486

55 104 1182

3,041 3,826 2,843

2,065

1,522

1253

1,454

13,212

Table 13a. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%)

Schools of Public Engagement

Eugene Lang College of Liberal Arts

College of Performing Arts

Continuing Education

Total

15.2

8.1

21.1

7.8

26.5

33.0 42.8 9.1

31.5 50.4 10.0

14.4 25.7 38.8

3.8 7.2 81.3

23.0 29.0 21.5

100%

Section 1 - 37

Parsons School of Design

Hispanic or Latino Non-Hispanic American Indian or Alaska native Asian Black or African American Native Hawaiian or Other Pacific Islander Two or More Races

463

3 637 229 4 151

1 30 31 0 32

1,487

157

Parsons School of Design

Hispanic or Latino Non-Hispanic American Indian or Alaska native Asian Black or African American Native Hawaiian or Other Pacific Islander Two or More Races

Section 1 - 38

The New School of Social Research

31.1

40.1

0.2 42.8 15.4 0.3 10.2

0.6 19.1 19.7 0.0 20.4

100%

College-level Summary

Table 14. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014

Schools of Public Engagement

Eugene Lang College of Liberal Arts

College of Performing Arts

Continuing Education

Total

252

220

1,092

5 77 268 0 79

1 77 105 3 74

0 36 42 0 26

2 19 10 0 7

12 876 685 7 369

681

480

181

3,041

Table 14a. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%)

Schools of Public Engagement

Eugene Lang College of Liberal Arts

College of Performing Arts

Continuing Education

Total

37.0

45.8

42.5

30.9

35.9

0.7 11.3 39.4 0.0 11.6

0.2 16.0 21.9 0.6 15.4

0.0 19.9 23.2 0.0 14.4

3.6 34.5 18.2 0.0 12.7

0.4 28.8 22.5 0.2 12.1

100%

Section 1 - 39

DEGREE/AWARDS LEVEL ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN

Non-Resident Aliens U.S. Citizens Hispanic or Latino Non-Hispanic American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White Two or More Races Not Reported

Section 1 - 40

University Summary

Table 15. Credit and non-credit enrollment: Undergraduate by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014

Diploma

Associate

Bachelor

Diploma, Associate, Bachelor

Non-credit Certificate, Non-degree

9 12 2

413 467 65

1,736 4,130 682

2,158 4,609 749

268 2,617 31

2,426 7,226 780

0 1 0 0 3 0 6

0 62 43 1 232 23 41

7 621 324 4 2,038 212 242

7 684 367 5 2,273 235 289

2 37 19 151 11 2,366

9 721 386 5 2,424 246 2,655

880

5,866

6,767

2,885

9,652

Total

Table 15a. Credit and non-credit enrollment: graduate-level by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014

Masters

Doctoral

Graduate Certificate

Diploma

Masters, Doctoral, Non-degree Certificate and Diploma

Total

826

175

1055

1,076

276

312

155

155 299

124

268

296

1132

228

1394

1,402

102

123

114

168

188

2,845

551

3,508

3,560 Section 1 - 41

Undergraduate Associates Bachelors Diploma Graduate-level Masters Doctoral Graduate Certificate Diploma Total

Section 1 - 42

University Summary

Table 16. Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014

Female

Male

Total

4,881 767 4,100 14

1,886 113 1,766 7

6,767 880 5,866 21

2,214 1,867 283 33 31

1,294 978 268 22 26

3,508 2,845 551 55 57

7,095

3,180

10,275

Section 1 - 43

Undergraduate - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Graduate-level - Masters, Doctoral, Diploma, Graduate Certificate (B) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts Total Undergraduate and Graduate-level (A+B) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts 1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA

Section 1 - 44

College-level Summary

Table 17. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014

Total

Female

Male

Full-time

Part-time

6,767

4,881

1,886

5,954

813

4,321 1,473 478 495

3,393 1023 287 178

928 450 191 317

3,869 1,393 221 471

452 80 257 24

3,508

2,214

1,294

2,637

871

897 904 1,430 277

636 459 958 161

261 445 472 116

843 653 867 274

54 251 563 3

10,275

7,095

3,180

8,591

1,684

5,218 904 1,473 1,908 772

4,029 459 1,023 1,245 339

1,189 445 450 663 433

4,712 653 1,393 1,088 745

506 251 80 820 27

Section 1 - 45

Undergraduate - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Graduate-level - Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts Total Undergraduate and Graduate-level (A+B) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts 1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

Section 1 - 46

College-level Summary

Table 17a. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%)

Total

Female

Male

Full-time

Part-time

6,767

72.1

27.9

88.0

12.0

4,321 1,473 478 495

78.5 69.5 60 36.0

21.5 30.5 64.0

89.5 94.6 46.2 95.2

10.5 5.4 53.8 4.8

3,508

63.1

36.9

75.2

24.8

897 904 1,430 277

70.9 50.8 67 58.1

29.1 49.2 33 41.9

94 72.2 60.6 98.9

6 27.8 39.4 1.1

10,275

69.1

30.9

83.6

16.4

5,218 904 1,473 1,908 772

77.2 50.8 69.5 65.3 43.9

22.8 49.2 30.5 34.7 56.1

90.3 72.2 94.6 57 96.5

9.7 27.8 5.4 43 3.5

Section 1 - 47

Undergraduate - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Graduate-level - Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts Total Undergraduate and Graduate-level (A+B) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts 1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

Section 1 - 48

College-level Summary

Table 18. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014

Non-Resident Aliens

New York

Other U.S. States

6,767

2,158

1,358

2,942

309

4,321 1473 478 495

1859 105 50 144

656 383 223 96

1599 940 159 244

207 45 46 11

3,508

1,055

954

1,265

234

904 897 1,430 277

281 425 233 116

202 153 559 40

285 274 586 120

136 45 52 1

10,275

3,213

2,312

4,207

543

1,473 5,218 904 1,908 772

105 2,284 281 283 260

383 809 202 782 136

940 1,873 285 745 364

45 252 136 98 12

Total

Not Reported

Section 1 - 49

Undergraduate - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts

Graduate-level - Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts

Total Undergraduate and Graduate-level (A+B) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

Section 1 - 50

College-level Summary

Table 18a. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)

Total

Non-Resident Aliens

New York

Other U.S. States

Not Reported

63.9 21.8 7.1 7.2 100%

86.1 4.9 2.3 6.7 100%

48.3 28.2 16.4 7.1 100%

54.4 32 5.4 8.2 100%

67 14.6 14.9 3.5 100%

25.8 25.6 40.8 7.8 100%

21.2 16 58.6 4.2 100%

22.5 21.7 46.3 9.5 100%

26.6 40.3 22.1 11 100%

58.1 19.2 22.2 0.5 100%

14.3 50.8 8.8 18.6 7.5 100%

16.6 35 8.7 33.8 5.9 100%

22.3 44.5 6.8 17.7 8.7 100%

3.3 71.1 8.7 8.8 8.1 100%

8.3 46.4 25 18 2.3 100%

Section 1 - 51

University Summary

Table 19. Undergraduate Enrollment by Age

Under 18 18-19 20-21 22-24 25-29 30-34 35-39 40-49 50-64 65 and over Age Unknown

2009

2010

2011

2012

2013

2014

846 1,861 2,095 1,563 1,352 621 328 385 415 452 415

780 1,914 2,160 1,608 1,284 579 308 380 433 445 363

764 1,871 2,214 1,648 1,258 555 297 332 398 445 293

751 1,810 2,223 1,712 1,134 492 238 276 314 433 365

724 2,026 2,212 1,639 1,119 457 227 290 289 439 342

776 2,041 2,322 1,641 1,105 450 253 300 294 422 48

10,333 10,254 10,075

9,748

9,764

9,652

Figure 3. Undergraduate Enrollment by age: Trend in Proportion by category

Low

High

7.4%

8.2%

18-19

20.3%

24.1%

20-21

15.1%

17.6%

11.4%

13.1%

4.7%

6.0%

2.3%

3.2%

40-49

2.8%

3.7%

50-64

3.0%

4.2%

65 and over

4.3%

4.5%

Age Unknown

0.5%

4.0%

Under 18

22-24 25-29 30-34 35-39

2009 2010 2011 2012 2013 2014

Section 1 - 52

University Summary

Table 20. Graduate-level Enrollment by Age

Under 18 18-19 20-21 22-24 25-29 30-34 35-39 40-49 50-64 65 and over Age Unknown

2009

2010

2011

2012

2013

2014

0 0 38 795 1,435 635 306 228 111 11 11

0 0 46 869 1,528 643 316 201 118 7 3

0 2 49 885 1,503 659 287 223 107 10 2

0 1 41 860 1,430 628 292 227 107 6 18

0 0 38 879 1,393 653 274 190 97 7 1

0 1 38 908 1,393 643 298 181 84 13 1

3,570

3,731

3,727

3,610

3,532

3,560

Figure 4. Graduate-level Enrollment by Age: Trend in proportion by category

Low

High

20-21

1.1%

1.3%

22-24

22.3%

25.5%

25-29

39.1%

41.0%

30-34

17.2%

18.5%

35-39

7.7%

8.6%

40-49

5.1%

6.4%

2.4%

3.2%

0.2%

0.4%

0.0%

0.5%

50-64 65 and over Age Unknown 2009 2010 2011 2012 2013 2014 Notes: 18-19 years old = 0.1% in 2011 and zero in other years Under 18 = zero in all years

Section 1 - 53

Section 1 - 54

Degrees/awards This sub-section refers to the total number of (credit and non-credit) degrees, diplomas, and certificates awarded and the number of students receiving such awards, as of the degree freeze date. The Headcount and Award Count will differ depending upon the level of granularity. For example, a student receiving both a Non-Credit Certificate and a Bachelor of Science in the same year and at the same College, would be counted once under Headcount and once under Awards Count in the total row for both the Non-Credit Certificate and total row for the Bachelor of Science. As such, this student would be counted twice under Award Count and once under Headcount in the total row for the Division (see example below). DATA INTERPRETATION GUIDE In 2013-2014, the difference of seven between Awards (n=192) and Headcount (n=185) means that there were seven students who completed more than one of the awards indicated (in this case, completed both a non-credit certificate and bachelors degree in the same year.)

2013-2014

Schools of Public Engagement Bachelors Bachelor of Arts Bachelor of Fine Arts Bachelor of Science Non-Credit Certificate

Headcount

Awards

185 137 76 15 46 55

192 137 76 15 46 55

Section 1 - 55

College-level Summary

Table 21. Undergraduate Headcount and degree Awards

2009-2010 Headcount

Parsons School of Design

Awards

Associate in Applied Science Bachelors Bachelor of Arts Bachelor of Business Admin Bachelor of Fine Arts Bachelor of Science Non-Credit Certificate Eugene Lang College of Liberal Arts Bachelor of Arts Bachelor of Fine Arts Bachelor of Science Schools of Public Engagement Bachelors Bachelor of Arts Bachelor of Fine Arts Bachelor of Science Non-Credit Certificate College of Performing Arts Associates Diploma Bachelors Bachelor of Fine Arts Bachelor of Music Bachelor of Science Undergraduate Diploma Non-Credit Certificate

1,189 446 681 0 140 540 1 62 277 276 0 1 258 214 98 39 77 55 115 4 111 79 29 3 0 1

1,190 447 681 0 140 540 1 62 277 276 0 1 270 214 98 39 77 56 115 4 111 79 29 3 0 1

All Undergraduate

1,827

1,853

Section 1 - 56

2010-2011

2010-2011 Awards

2012-2013 Headcount

Awards

2013-2014

Headcount

Awards

Headcount

Awards

1,176 448 686 0 145 540 1 42 326 326 0 0 230 192 88 42 62 46 100 8 92 67 25 0 0 0

1,177 448 686 0 145 540 1 43 326 326 0 0 238 192 88 42 62 46 100 8 92 67 25 0 0 0

1,208 455 733 1 146 578 8 20 317 310 1 6 208 166 76 35 55 50 101 5 96 62 34 0 0 0

1,208 455 733 1 146 578 8 20 317 310 1 6 216 166 76 35 55 50 101 5 96 62 34 0 0 0

1,229 412 785 0 129 651 5 33 317 316 0 1 233 176 90 38 48 65 93 7 86 52 31 2 1 0

1,230 412 785 0 129 651 5 33 317 316 0 1 243 176 90 38 48 67 93 7 86 52 31 2 1 0

1,364 428 893 0 183 704 6 44 322 319 0 3 185 137 76 15 46 55 104 4 102 68 34 0 0 0

1,365 428 893 0 183 704 6 44 322 319 0 3 192 137 76 15 46 55 104 4 102 68 34 0 0 0

1,804

1,841

1,811

1,842

1,844

1,883

1,937

1,985

Section 1 - 57

College-level Summary

Table 22. Graduate-level Headcount and degree Awards

2009-2010 Headcount

Parsons School of Design Master Master of Architecture Master of Arts Master of Fine Arts Master of Science Credit Certificate The New School for Social Research Doctorate Doctor of Philosophy Doctor of Social Science Master Master of Arts Master of Philosophy Master of Science Schools of Public Engagement Doctor of Philosophy Master Master of Arts Master of Fine Arts Master of Philosophy Master of Professional Studies Master of Science Credit Certificate College of Performing Arts Master Master of Fine Arts Master of Music Professional Studies Diploma Total Graduate-level

Section 1 - 58

Awards

173 173 19 32 122 0 0 246 54 54 0 194 172 7 16 590 2 569 287 97 1 0 184 31 121 99 41 58 22

173 173 19 32 122 0 0 249 54 54 0 195 172 7 16 602 2 569 287 97 1 0 184 31 121 99 41 58 22

1,130

1,145

2010-2011 Headcount

Awards

2010-2011 Headcount

2012-2013

Awards

Headcount

2013-2014

Awards

Headcount

Awards

200 200 21 32 147 0 0 262 46 46 0 218 204 10 4 644 1 612 310 102 8 0 192 49 118 95 41 54 23

200 200 21 32 147 0 0 264 46 46 0 218 204 10 4 662 1 612 310 102 8 0 192 49 118 95 41 54 23

252 252 31 40 182 0 0 260 64 64 0 197 182 10 5 663 4 636 367 104 1 1 163 58 109 84 33 51 25

253 253 31 40 182 0 0 261 64 64 0 197 182 10 5 698 4 636 367 104 1 1 163 58 109 84 33 51 25

236 232 16 40 180 0 4 257 62 62 0 196 181 10 5 647 3 626 355 102 2 0 167 47 118 90 44 46 28

240 236 16 40 180 0 4 258 62 62 0 196 181 10 5 676 3 626 355 102 2 0 167 47 118 90 44 46 28

294 286 18 61 163 46 8 228 72 72 0 158 146 7 5 605 6 577 306 106 2 0 163 46 107 85 31 54 22

296 288 18 61 163 46 8 230 72 72 0 158 146 7 5 629 6 577 306 106 2 0 163 46 107 85 31 54 22

1,224

1,244

1,284

1,321

1,256

1,292

1,234

1,262

Section 1 - 59

Section 2- New Students The metrics in this section describe new degree-seeking students classified as either full-time/first-time freshmen, undergraduate transfers and new/first-time graduate students. These metrics include numbers of applicants, admitted students, enrollment, admit and yield rates, and demographics such as race/ ethnicity, geographic origin, gender and time status (full- or part-time).

DEFINITIONS ACTIONABLE APPLICATIONS refer to the total number of applications that have fulfilled The New Schoolâ&#x20AC;&#x2122;s requirements to be considered for admission and that have been assigned one of the following actions: admission, non-admission, placement on waiting list, or application withdrawn by applicant. An applicant may submit actionable applications to more than one school in the university; therefore, an applicant may have multiple actionable applications. ADMITTED APPLICATIONS refers to the number of students offered admission to The New School. This includes students who deposited and withdrew at a later date or deferred enrollment to a later academic term. ADMIT RATE refers to the number of admitted applications divided by the number of actionable applications. CREDIT ENROLLMENT refers to headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Nondegree, General Credit, and Visiting students. Exclusions are: Non-credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students. FULL-TIME / FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and is attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school). NEW / FIRST-TIME GRADUATE refers to a student who may or may not have taken prior graduate-level classes but is new to The New School at the graduate-level. NON-CREDIT ENROLLMENT refers to headcount of students who are enrolled in non-credit certificates or continuing education. Section 2 - 62

NON-RESIDENT ALIENS are non- U.S. Citizens who are studying at The New School on specific VISA types. They are often referred to as â&#x20AC;&#x153;International Students.â&#x20AC;? RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. Citizens. Federal reporting requirements have been followed in aggregating and reporting this data. STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who self-reported as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races. STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students. UNDERGRADUATE TRANSFER STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit. YIELD RATE refers to the number of students who enrolled after having been offered admission. It is calculated by dividing the number of new enrolled students by the number of admitted applicants.

Section 2 - 63

University Summary

Table 23. Actionable Applications

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level

2009

2010

2011

2012

2013

2014

4,181 2,570 5,137

4,556 2,570 5,834

4,882 2,520 5,658

4,870 2,298 5,231

5,048 2,271 5,043

5,715 1,991 5,114

11,888 12,960 13,060 12,399 12,362 12,820

Figure 5. Actionable Applications trend

14,000 12,000 10,000

Freshmen

8,000 Transfers

6,000 4,000

Graduate Students

2,000 0 2009

2010

2011

2012

2013

2014

Table 23a. Actionable Applications Growth Rates

Growth Rate

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level All Students Section 2 - 64

1-Year

5 Year

13.2% -12.3% 1.4%

36.7% -22.5% -0.4%

3.7%

7.8%

University Summary

Table 24. Admitted applications

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level

2009

2010

2011

2012

2013

2014

3183 2,183 2,999

3344 2,028 2,989

3381 1,940 2,935

3168 1,769 3,092

3363 1,806 3,073

3766 1572 3330

8,365

8,361

8,256

8,029

8,242

8,668

Figure 6. Admitted Applications Trend

14,000 12,000 10,000 8,000

Freshmen

6,000 4,000

Transfers

2,000

Graduate Students

0 2009

2010

2011

2012

2013

2014

Table 24a. Admitted applications Growth Rates

Growth Rate

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level All Students

1-Year

5 Year

13.2% -12.3% 1.4%

36.7% -22.5% -0.4%

3.7%

7.8% Section 2 - 65

University Summary

Table 25. Enrollment

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level

2009

2010

2011

2012

2013

2014

1,206 1,208 1,210

1,242 1,133 1,288

1,165 1,066 1,261

1,116 965 1,222

1,094 1,042 1,224

1,286 840 1,317

3,624

3,663

3,492

3,303

3,360

3,443

Figure 7. Enrollment Trend

14,000 4,000 4000 3,000 3000

Freshmen

2,000 2000

Transfers

1000 1,000 Graduate Students 00 2009 2009

2010 2010

2011 2011

2012 2012

2013 2013

2014 2014

Table 25a. Enrollment Growth Rates

Growth Rate

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level Students

Section 2 - 66

1-Year

5 Year

17.6% -19.4% 7.6%

6.6% -30.5% 8.8%

2.5%

-5.0%

Section 2 - 67

College-level Summary

Table 26. Actionable Applications, Fall 2014

Undergraduate Freshmen

Undergraduate Transfers

Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts

2,929 1,946 55 784

1,250 398 177 165

1,941 833 1,344 996

6,120 833 2,344 1,576 1,945

Total

5,714

1,990

5,114

12,818

GraduateTotal level Applications

1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA Note: Applications in Drama for Undergraduates started in Fall 2013

Figure 8a. Undergraduate Freshman: Actionable Applications Trend

Low

High

Parsons

1,988

2,929

Eugene Lang

1,515

1,946

638

811

4,181

5,714

Public Engagement Performing Arts Total 2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 68

College-level Summary

Figure 8b. Undergraduate Transfers: Actionable Applications Trend

Low

High

1,250

1,696

Eugene Lang

390

440

Public Engagement

137

302

Performing Arts

165

260

1,990

2,570

Parsons

Total 2009 2010 2011 2012 2013 2 0 1 4

Figure 8c. Graduate-level: Actionable Applications Trend

Parsons Social Research Public Engagement Performing Arts Total

Low

High

1,166

1,941

780

1,043

1,344

2,031

991

1,342

5,043

5,834

2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 69

College-level Summary

Table 27. Admitted Applications, Fall 2014

Undergraduate Freshmen

Undergraduate Transfers

GraduateTotal level Applications

Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts

1,718 1,484 25 538

942 335 172 122

1,066 694 1,135 435

3,726 694 1,819 1,332 1,095

Total

3,765

1,571

3,330

8,666

1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA Note: Applications in Drama for Undergraduates started in Fall 2013

Figure 9a. Undergraduate Freshmen: Admitted Applications Trend

Low

High

Parsons

1,580

1,825

Eugene Lang

1,125

1,484

320

538

3,168

3,765

Public Engagement Performing Arts Total 2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 70

College-level Summary

Figure 9b. Undergraduate Transfers: Admitted Applications Trend

Low

High

Parsons

942

1,418

Eugene Lang

335

362

Public Engagement

130

286

Performing Arts

107

180

1,571

2,183

Low

High

Parsons

567

1,066

Social Research

602

793

1,135

1,325

341

435

2,935

3,330

Total 2009 2010 2011 2012 2013 2 0 1 4

Figure 9c. Graduate-level: Admitted Applications Trend

Public Engagement Performing Arts Total 2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 71

College-level Summary

Table 28. Enrollment, Fall 2014

Undergraduate Freshmen Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts Total

Undergraduate Transfers

GraduateTotal level Applications

735 393 14 144

523 153 114 50

481 215 484 137

1,739 215 546 612 331

1,286

840

1,317

3,443

1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA Note: Applications in Drama for Undergraduates started in Fall 2013

Figure 10a. Undergraduate Freshmen: Enrollment Trend

Low

High

Parsons

637

805

Eugene Lang

304

393

144

1,094

1,286

Public Engagement Performing Arts Total 2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 72

College-level Summary

Figure 10b. Undergraduate Transfers: Enrollment Trend

Low

High

Parsons

523

799

Eugene Lang

153

205

Public Engagement

185

Performing Arts

840

1,208

Low

High

Parsons

250

481

Social Research

168

237

Public Engagement

484

633

Performing Arts

126

139

1,210

1,317

Total 2009 2010 2011 2012 2013 2 0 1 4

Figure 10c. Graduate-level: Enrollment Trend

Total 2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 73

College-level Summary

Figure 11. New Students Admit and Yield Rates, Fall 2014

Undergraduate Freshmen

76.3% 65.9%

68.6%

58.7%

56.0% 45.5%

42.8% 34.1%

Total

26.8%

26.5%

Parsons

Eugene Lang

Public Engagement

Performing Arts

Yield Rate

Admit Rate

Undergraduate Transfer

97.2% 79.0% 53.4%

Total

84.2%

75.4%

66.3%

55.5% 45.7%

Parsons

Eugene Lang

Admit Rate

Section 2 - 74

73.9%

41.0%

Public Engagement

Yield Rate

Performing Arts

New Graduate-level

84.4%

83.3% 65.1%

39.5%

54.9% 45.1%

42.6%

31.5%

31.0%

Total

Parsons

Social Research

Admit Rate

43.7%

Public Engagement

Performing Arts

Yield Rate

Section 2 - 75

College-level Summary

Table 29. Admit Rate (%)

2009

2010

2011

2012

2013

2014

Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

76.8 76.0 75.6 71.1 43.8

67.3 72.7 78.4 68.9 36.1

63.6 74.6 78.3 71.6 37.0

62.7 70.8 75.1 75.6 47.5

62.9 77.2 81.5 80.4 46.7

60.9 83.3 77.6 84.5 56.3

Total

70.4

64.5

63.2

64.8

66.7

67.6

Figure 12. admit Rate Trend

Low

High

Parsons

60.9

76.8

Social Research

70.8

83.3

Eugene Lang

75.1

81.5

Public Engagement

68.9

84.5

Performing Arts

36.1

56.3

Total

63.2

70.4

2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 76

College-level Summary

Table 30. Yield Rate (%)

2009

2010

2011

2012

2013

2014

Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

49.6 29.9 34.3 48.6 34.7

48.5 31.6 33.3 51.8 37.1

45.3 34.4 33.3 51.5 35.0

45.9 27.7 34.2 48.1 31.6

48.3 28.2 28.8 45.4 33.7

46.7 31.0 30.0 45.9 30.2

Total

43.3

43.8

42.3

41.1

40.8

39.7

Figure 13. Yield rate trend

Low

High

Parsons

45.3

49.6

Social Research

27.7

34.4

Eugene Lang

28.8

34.3

Public Engagement

45.4

51.8

Performing Arts

30.2

37.1

Total

39.7

43.8

2009 2010 2011 2012 2013 2 0 1 4

Section 2 - 77

University Summary

Table 31. New Student Enrollment by Geographic Origin

2009

2010

2011

2012

2013

2014

225 685 252

189 672 312

192 610 318

178 555 341

195 499 351

240 624 372

1,162

1,173

1,120

1,074

1,045

1,236

285 505 384

288 464 348

257 464 309

219 431 284

222 446 339

197 356 267

1,174

1,100

1,030

934

1,007

820

403 495 279

428 572 263

360 552 323

370 506 317

286 512 397

331 465 482

1,177

1,263

1,235

1,193

1,195

1,278

913 1,685 915 111

905 1,708 923 127

809 1,626 950 107

767 1,492 942 102

703 1,457 1,087 113

768 1,445 1,121 109

3,624

3,663

3,492

3,303

3,360

3,443

NEW FRESHMEN New York Other U.S. States Non-Resident Aliens

NEW UNDERGRADUATE TRANSFER New York Other U.S. States Non-Resident Aliens

NEW GRADUATE-LEVEL New York Other U.S. States Non-Resident Aliens

TOTAL New York Other U.S. States Non-Resident Aliens

Section 2 - 78

Figure 14. New Student Enrollment by Geographic Origin (%)

New 100.0

100.0

New Freshmen

80.0 80.0 60.0 60.0

59.0 50.5 Non-Resident Aliens

40.0 40.0

20.0 20.0 0.0 0.0

30.1 Other U.S. States

21.6

19.4 New York

19.4 2009 2009

100.0

2010 2010

2011 2011

2012 2012

2013 2013

2014 2014

New

100.0

New Undergraduate Transfer

80.0

60.0

40.0

43.2

40.0

30.4

20.0

26.4

20.0

0.0

100.0

2009

43.2 Other U.S. States 32.3 Non-Resident Aliens 24.5 New York

2010

2010 New

2011

2012

New Graduate-level

New York

Other U.S. States

2013

2014

Interna;onal

80.0 80.0 60.0 60.0 40.0 40.0

20.0 20.0 0.0 0.0

42.2 36.9 Other U.S. States 36.1 Non-Resident Aliens 27.0 New York

35.4 22.4 2009 2009

2010 2010

New York

2011 2011

2012 2012

Other U.S. States

2013 2013

2014 2014

Interna;onal

Section 2 - 79

New Undergraduate Freshmen - Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts New Undergraduate Transfer - Diploma, Associate, Bachelor (B) Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts New Graduate-level - Masters, Doctoral, Diploma and Certificate (C) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts New Undergraduate and Graduate-level (A+B+C) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts 1

Section 2 - 80

Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

College-level Summary

Table 32. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014

Total

Non-Resident Aliens

New York

Other U.S. States

Not Reported

1,286 735 393 14 144

372 311 30 1 30

240 107 101 4 28

626 284 249 8 85

48 33 13 1 1

840 523 153 114 50

267 218 14 21 14

197 92 53 38 14

360 199 84 55 22

16 14 2 0 0

1,317 215 481 484 137

482 68 261 98 55

331 56 86 171 18

473 86 119 204 64

31 5 15 11 0

3,443 546 1739 215 612 331

1,121 44 790 68 120 99

768 154 285 56 213 60

1,459 333 602 86 267 171

95 15 62 5 12 1

Section 2 - 81

Section 2 - 82

Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

College-level Summary

Table 33. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014 (%)

Total

Non-Resident Aliens

New York

Other U.S. States

Not Reported

57.2 30.6 1.1 11.1 100%

83.6 8.1 0.3 8 100%

44.6 42.1 1.7 11.6 100%

45.4 39.8 1.3 13.5 100%

68.8 27.1 2.1 2 100%

62.3 18.2 13.6 5.9 100%

81.6 5.2 7.9 5.3 100%

46.7 26.9 19.3 7.1 100%

55.3 23.3 15.3 6.1 100%

87.5 12.5 0 0 100%

16.3 36.5 36.8 10.4 100%

14.1 54.1 20.3 11.5 100%

16.9 26 51.7 5.4 100%

18.2 25.2 43.1 13.5 100%

16.1 48.4 35.5 0 100%

16 50.5 6.2 17.8 9.6 100%

4 70.5 6.1 10.7 8.8 100%

20 37.1 7.3 27.7 7.8 100%

23 41.3 5.9 18.3 11.7 100%

16 65.3 5.3 12.6 1.0 100%

Section 2 - 83

University Summary

Table 34. enrollment (domestic and international)

2009

2010

2011

2012

2013

2014

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level

1,206 1,208 1,210

1,242 1,133 1,288

1,165 1,066 1,261

1,116 965 1,222

1,094 1,042 1,224

1,286 840 1,317

Total

3,624

3,663

3,492

3,303

3,360

3,443

Table 34a. domestic Students from all ethnic groups

2009

2010

2011

2012

2013

2014

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level

410 297 276

406 302 312

342 285 291

343 269 320

333 273 316

452 244 317

Total

983

1,020

918

932

922

1,013

27.1%

27.8%

26.3%

28.2%

27.4%

29.4%

Percentage1

1 New domestic students who self-reported as belonging to at least one ethnic group (2014:1,013/3,443=29.4%)

Section 2 - 84

University Summary

Figure 15. Domestic Students from all Ethnic Groups (%)

100.0 100.0 80.0 80.0 60.0 60.0 Percent Percent

40.0 40.0 20.0 20.0 0.00.0

New Freshmen

New Undergraduate Freshmen New Undergraduate Transfer New Undergraduate Transfer New Graduate-‐level New Graduate Students

2009 2009

2010 2010

2011 2012

2012 2012

2013 2013

2014 2014

34.0

32.4

29.7

30.4 26.3

35.3

26.7 24.2

30.7 27.3

30.7

24.6 22.8

29.4 26.7

30.5

24.4

22.7

26.1

26.2

26.2 25.8

23.9

34.0 24.4 23.0

32.7 26.7

26.7 23.1

27.9 26.2

35.1 27.9 29.0 24.1

2014: 452 (New Freshmen from all ethnic groups) / 1,286 (Total Freshmen) = 35.1%

Section 2 - 85

University Summary

Figure 16. New undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%)

N=1,286 100.0

Cumulative % 71.1

65.7

16.7 9.6

7.1

Asia

Black

30.9 14.2 Hispanic

31.2

35.1

0.3

4.0

30.5

Two or American Indian More Races or Alaska native

White

5.4

28.9

U.S. Non-Resident Unreported Aliences

Native Hawaiian or Other Pacific Islander = 0

Figure 17. New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%)

N=840

99.9 Cumulative % 63.4

14.2 6.9 Asia

7.3 Black

25.6 11.4 Hispanic

Native Hawaiian or Other Pacific Islander, n=0.1% American Indian or Alaska Native, n=0

Section 2 - 86

68.0

29.0

3.3 Two or More Races

34.5 White

4.6

31.9

Non-Resident U.S. Aliences Unreported

University Summary

Figure 18. New Graduate-level from Different Ethnic Groups, Fall 2014 (%)

100.0

N=1,317 Cumulative % 58.8

12.4 4.4

8.0

Asia

Black

21.6

24.1

9.2

2.4

34.8

Two or More Races

White

Hispanic

63.4

4.6

36.6

U.S. Non-Resident Unreported Aliences

Native Hawaiian or Other Pacific Islander, n=0.1% American Indian or Alaska Native, n=0.1%

Section 2 - 87

Total

Non-Resident Hispanic or Aliens Latino

American Indian or Alaska native

New Undergraduate Freshmen Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

1,286 735 393 14 144

372 311 30 1 30

183 85 70 3 25

4 2 1 1 0

New Undergraduate Transfer Schools of Public Engagement The New School for Social Research Parsons School of Design Eugene Lang College of Liberal Arts College of Performing Arts

840 114 0 523 153 50

267 21 218 14 14

96 25 45 16 10

0 0

New Graduate-level Schools of Public Engagement The New School for Social Research Parsons School of Design College of Performing Arts

1,317 483 216 481 137

482 98 68 261 55

121 69 21 20 11

1 1 0

Total

3,443

168

400

Section 2 - 88

College-level Summary

Table 35. Enrollment by Ethnicity, Fall 2014

Asia

Black or African American

Native Hawaiian or other Pacific Islander

Two or More Races

White

Not Reported

123 97 22 4

91 43 32 3 13

0 0

51 22 21 1 7

393 157 174 5 57

69 18 43 0 8

58 1 50 5 2

61 10 33 17 1

1 1 0

28 5 14 8 1

290 46 143 82 19

39 6 19 11 3

58 14 8 31 5

105 71 6 23 5

1 1 0

31 19 5 4 3

458 188 96 122 52

60 23 12 19 6

239

257

110

1,141

1,121

Section 2 - 89

New Undergraduate Freshmen: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts1 Schools of Public Engagement College of Performing Arts New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social Research Schools of Public Engagement College of Performing Arts New Undergraduate and Graduate-level (A+B) Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts 1

Section 2 - 90

Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA

College-level Summary

Table 36. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014

Total

Female

Male

Full-time

Part-time

1,286 735 393 14 144

924 571 286 12 55

362 164 107 2 89

1,248 711 387 8 142

38 24 6 6 2

840 523 153 114 50

588 402 94 76 16

252 121 59 38 34

738 466 147 76 49

102 57 6 38 1

1,317 481 215 484 137

855 338 111 326 80

462 143 104 158 57

1,148 468 173 372 135

169 13 42 112 2

3,443 1,739 215 546 612 331

2,367 1,311 111 380 414 151

1,076 428 104 166 198 180

3,134 1,645 173 534 456 326

309 94 42 12 156 5

Section 2 - 91

Section 2 - 92

Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA

College-level Summary

Table 36a. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)

Total

Female %

1,286 735 393 14 144

71.9 77.7

Male %

Full-time %

Part-time %

72.8 85.7 38.19

28.1 22.3 27.2 14.3 61.81

97 96.7 98.5 57.1 98.61

3 3.3 1.5 42.9 1.39

840 523 153 114 50

70 76.9 61.4 32 177.9

30 23.1 38.6 68 222.1

87.9 89.1 96.1 98 397.1

12.1 10.9 3.9 2 2.9

1,317 481 215 484 137

64.9 70.3 51.6 58.4 113.5

35.1 29.7 48.4 41.6 86.5

87.2 97.3 80.5 98.5 194.9

12.8 2.7 19.5 1.5 5.1

3,443 1,739 215 546 612 331

68.7 75.4 51.6 69.6 67.6 45.6

31.3 24.6 48.4 30.4 32.4 54.4

91 94.6 80.5 97.8 74.5 98.5

9 5.4 19.5 2.2 25.5 1.5

Section 2 - 93

Section 3- Student progress and outcomes The metrics in this section describe the graduation rates of specific student population groups, such as new undergraduate transfer and new graduate-level (Masters) students. These rates are also presented by specific demographic characteristics, such as ethnicity, time status, gender, and financial aid status.

Section 3 - 96

DEFINITIONS FOUR-YEAR GRADUATION RATE refers to the percent of full-time/ first time undergraduate students in Bachelor programs from a cohort term four years prior, who completed their degree within four years. For example, the four-year graduation rate for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2012. FULL-TIME/FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school). NEW GRADUATE-LEVEL (MASTERS) refers to a student who may or may not have taken prior graduate-level classes, but is new to The New School graduate-level. PELL RECIPIENT refers to a student who received funds from the Federal pell grant program at the time of entry. SIX-YEAR GRADUATION RATE refers to the percent of full-time/ first time undergraduate students in Bachelor programs from a cohort term six years prior, who completed their degree within six years. For example, the six-year rate graduation for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2014. STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students. UNDERGRADUATE TRANSFER-IN STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.

Section 3 - 97

University Summary

Table 37. Four- and Six-year Graduation Rates: First time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin

FALL 2007 COHORT U.S. Citizens American Indian or Alaska Native Asian Black or African American Hispanic or Latino Two or More Races White Non-Resident Aliens

FALL 2008 COHORT U.S. Citizens American Indian or Alaska native Asian Black or African American Hispanic or Latino Two or More Races White Non-Resident Aliens

Note: No graduates recorded between four to six years

Section 3 - 98

Entering Students

Graduated Graduated within Four Years within Six Years

716

49.0%

61.7%

5 157 36 79 33 406

60.0% 57.3% 33.3% 55.7% 36.4% 46.8%

80.0% 74.5% 38.9% 65.8% 54.5% 58.4%

158

57.6%

79.1%

Entering Students

Graduated Graduated within Four Years within Six Years

704

47.6%

65.1%

6 144 41 82 45 386

66.7% 63.9% 34.1% 35.4% 46.7% 45.3%

83.3% 58.5% 68.3% 60.0% 58.8%

218

54.1%

76.1%

University Summary

Figure 19. Four- and Six-year Graduation Rates: First-time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin

Fall 2007 Cohort

Within 4 Years Within 6 Years

100.0% 100.0%

Within 4 Years

80.0%

80.0% 80.0% 60.0% 60.0%

61.7% 60.0% 49.0%

79.1%

74.5%

65.8%

57.3%

55.7% 38.9% 33.3%

40.0% 40.0%

Within 6 Years

54.5%

58.4% 57.6% 46.8%

36.4%

20.0% 20.0% 0.0% 0.0%

Domestic U.S. students Citizens

American American Indian or Alaska Indian Native or

Alaska Native

Asian Asian

Blackor or Black African African American American

Hispanic or Hispanic Latino or Latino

Two oror More Two Races More Races

White Non-Resident International White Students Aliens

Section 3 - 99

University Summary

Figure 20. Four- and Six-year Graduation Rates: First-time/Full-time Freshmen in baccalaureate degree, by gender

FALL 2007 COHORT Within 4 years

67.4% 55.6%

51.8%

Female

61.6%

Within 6 years

Male

FALL 2008 COHORT 69.5% 58.8%

58.0% 44.4%

Female

Section 3 - 100

Within 4 years Within 6 years

Male

University Summary

Table 38. Four- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in baccalaureate degree

FULL-TIME Total Entering Students

2004 2005 2006 2007 2008

525 552 520 551 577

Graduated within Four Years

Graduated within Six Years

Number

Rate

Number

Rate

372 408 387 376 402

70.9% 73.9% 74.4% 68.2% 69.7%

398 432 406 395 422

75.8% 78.3% 78.1% 71.7% 73.1%

PART-TIME Total Entering Students

2004 2005 2006 2007 2008

95 142 111 109 93

Graduated within Four Years

Graduated within Six Years

Number

Rate

Number

Rate

35 81 52 52 31

36.8% 57.0% 46.8% 47.7% 33.3%

44 90 61 55 36

46.3% 63.4% 55.0% 50.5% 38.7%

Section 3 - 101

University Summary

Table 39. Four- and Six-year Graduation Rates: full-time undergraduate freshmen Pell Recipients in baccalaureate degree

FALL 2007 Total Entering Students

Non-Pell Recipients Pell Recipients

764 199

Graduated within Four Years

Graduated within Six Years

Number

Rate

Number

Rate

416 110

54.5% 55.3%

506 130

66.2% 65.3%

FALL 2008 Total Entering Students

Non-Pell Recipients Pell Recipients

Section 3 - 102

783 218

Graduated within Four Years

Graduated within Six Years

Number

Rate

Number

Rate

429 117

54.8% 53.7%

520 142

66.4% 65.1%

Section 3 - 103

SECTION 4- INTERNATIONAL STUDENTS This section describes the enrollment of nonresident aliens by country/region of origin.

DEFINITION A NON-RESIDENT ALIEN The New School has a large international student enrollment. For the purposes of this yearâ&#x20AC;&#x2122;s Almanac, we have restricted our definition to those students who are non-resident aliens: non- U.S. Citizens who are studying at The New School on specific VISA types.

Section 4 - 106

University Summary

Table 40. non-resident Aliens Enrollment by Region

Undergraduate Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

Graduate-level Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

Undergraduate & Graduate-level Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

2009

2010

2011

2012

2013

2014

8 756 4 216 119 197 15 355

8 808 5 255 146 182 21 423

18 911 8 259 191 195 28 422

17 1027 8 273 207 193 23 410

15 1177 6 269 203 209 23 418

18 1232 6 313 221 212 25 399

1,670

1,848

2,032

2,158

2,320

2,426

4 196 5 151 64 60 9 234

8 216 3 174 68 76 14 202

11 248 3 172 83 89 18 167

11 255 1 184 95 79 21 166

10 297 1 208 118 74 30 185

20 379 0 214 152 85 36 190

723

761

791

812

923

1,076

12 952 9 367 183 257 24 589

16 1024 8 429 214 258 35 625

29 1159 11 431 274 284 46 589

28 1282 9 457 302 272 44 576

25 1474 7 477 321 283 53 603

38 1611 6 527 373 297 61 589

2,393

2,609

2,823

2,970

3,243

3,502

Note: â&#x20AC;&#x2DC;With unreported countryâ&#x20AC;&#x2122; refers to missing entries as of census freeze date of each year. However, almost all these missing entries are known/completed based on live data after census date.

Section 4 - 107

University Summary

Table 41. non-resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%)

1-Year

2013 v. 2014

Undergraduate Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

20.0 4.7 0.0 16.4 8.9 1.4 8.7 -4.5 1-Year

2013 v. 2014

Graduate-level Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

100.0 27.6 0.0 2.9 28.8 14.9 20.0 2.7 1-Year

2013 v. 2014

Undergraduate & Graduate-level Africa Asia Caribbean Europe Latin America North America (Canada) Oceania With unreported country

Section 4 - 108

52.0 9.3 -14.3 10.5 16.2 4.9 15.1 -2.3

5-Year

2009 v. 2014

125.0 63.0 50.0 44.9 85.7 7.6 66.7 12.4 5-Year

2009 v. 2014

400.0 93.4 -100.0 42.7 137.5 41.7 300.0 -18.8 5-Year

2009 v. 2014

216.7 69.2 -33.3 44.0 103.8 15.6 154.2 0.0

University Summary

Table 42. non-resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014

Undergraduate China Korea Canada India Brazil Taiwan Hong Kong United Kingdom Turkey France Other Countries (=91) With unreported country

Number 369 285 212 134 81 72 56 54 53 51 660 399

% 15.2 11.7 8.7 5.5 3.3 3.0 2.3 2.2 2.2 2.1 27.2 16.4

2,426

Graduate-level China Canada Korea Germany Mexico India Brazil Australia United Kingdom Colombia Other Countries (=71) With unreported country

Number 112 85 49 39 39 37 37 32 31 31 394 190

% 10.4 7.9 4.6 3.6 3.6 3.4 3.4 3.0 2.9 2.9 36.6 17.7

1,076

Section 4 - 109

College-level Summary

Table 43. non-resident Aliens Enrollment: Top 5 countries of enrollment, fall 2014

Parsons

Social Research

3,502

2,395

294

481 334 297 171 118

404 270 218 148 93

The New School

Total Non-Resident Aliens China Korea Canada India Brazil Australia Taiwan Israel Germany Turkey Mexico Colombia United Kingdom Italy Netherlands Sweden Norway Germany Greece Total from top 5 countries % of total international students

20 14 14 9

1,401 40%

Note: Not presented above: Continuing Education=13; Mannes Next=9

Section 4 - 110

1,133 47%

81 28%

Public Engagement

Mannes

Eugene Lang

Jazz

Drama

313

154

123

24 27 12

6 8

22 13

5 9 9 8

12 16

6 6 6

4 3 4 1 1

79 25%

77 47%

35 28%

32 39%

11 61%

Section 4 - 111

212

Me 38

Undergraduate Graduate-level Section 4 - 112

Canada 49

Bahamas 1

exico 39

Honduras 1

Costa Rica

Guatemala

1 2

El Salvador 1 1

Panama 4 1

Nicaragua 1

Section 4 - 113

Domenican Repu 13 1

Aruba 1

Venezue 20 11

Colombia 22 31

Ecuador 5 2

Peru 6

Chile 6

Argenti 14 12

Undergraduate Graduate-level Section 4 - 114

ublic Saint Vincent 1

Barbados 2

Trindad and Tobago 2

ela

ina

Brazil 81

Uruguay 2

Section 4 - 115

Iceland 5

Norway 17 11

Denmark 2 11

Netherlands Ireland United Kingdom 12 10 3

German Belgium 9

16 39

France

Swirzerland 19 5

51 12

S Monaco 3 1

Portugal 2 2

20 20

Gibraltar 1

Undergraduate Graduate-level Section 4 - 116

Spain

Ita

Finland 3

y Sweden

Russia

24 5

18 6

Latvia

Lithuania 1

Belarus 2

Poland 2 6

Czech Republic 4

Ukraine

Slovakia

3 1

Austria Hungary 3 7 d 2 3

Romania 1 2

Slovenia 2 1

aly

Serbia 1

1 11

Croatia 2 3

Moldova 1

Bulgaria

Georgia

3 2

Albania 1 Greece

1 1

Turkey 53

9 10

Azerbaijan 1

Cyprus Macedonia

3 1

Section 4 - 117

369

Kazakhstan 4

Uzbekistan 1

Turkmenistan 1

112 Afghanistan

China

Nepal 1

Pakistan

India

134

Hong Ko Macau

Myanmar

Bangladesh

3 1

Laos

Thailand 27 12

Vietnam

Cambodia

2 1

Sri Lanka 2

Malaysia Singapore

Undergraduate Graduate-level Section 4 - 118

Indonesia 23 6

Republic of Korea

Japan 41 16

Taiwan

ong 56

285

Philippines 15 4

runei 1

Section 4 - 119

Austrailia

21 32

Undergraduate Graduate-level Section 4 - 120

New Zealand

4 4

Section 4 - 121

Section 5- Faculty and staff This section describes faculty and staff demographic characteristics such as gender, time status and ethnicity.

Definitions

FACULTY refers to all persons directly employed by The New School whose primary role is designated as being either a full-time faculty member or a part-time faculty member. FULL-TIME EMPLOYMENT is defined as employment at 100% of effort. FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. While there are many acceptable methods for the calculation of FTE, the method used throughout the Almanac is 1 full-time faculty or staff equals 1 FTE. 1 part-time faculty or staff equals 1/3 FTE. PART-TIME EMPLOYMENT is defined as employment at anything less than 100% effort. STAFF refers to all persons directly employed by The New School whose primary role is designated as being executive or administrative, or who are members of the university’s recognized clerical or service unions. (Note: Temporary/miscellaneous employees, along with students who are working in positions designated specifically for student employment, are not included in the counts of faculty and staff) Parsons School of Design New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts Total Faculty Source: Human Resources, data from 11/1/2014

Section 5 - 124

UNIVERSITY Summary

Table 44. Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014 1

Full-time

Part-time

Total

FTE

Faculty

416

1,719

2,135

989

Staff Executive/Administrative/Managerial

918 347

64 11

982 358

964 355

Other Professionals Clerical & Secretarial Service/Maintenance

292 111 168

42 5 6

334 116 174

322 115 172

1,334

1,783

3,117

1,953

Total Employees 1

Derivation of Faculty Total FTE is based on Common Data Set (CDS) method: Number of full-time headcount + 1/3 total number of part-time headcount Source: Human Resources, data from 11/1/2014

Table 45. Faculty by Time Status

Total

Full-time

Part-time

162 73 74 86 21

948 13 81 316 361

1,110 86 155 402 382

15% 85% 48% 21% 5.5%

85% 15% 52% 79% 94.5%

416

1,719

2,135

19%

81%

Full-time (%)

Part-time (%)

Section 5 - 125

Full-time Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts Part-time Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts Total Faculty Source: Human Resources, data from 11/1/2014

Section 5 - 126

College-level Summary

Table 46. Faculty by Gender, FALL 2014

Total

Female

416 162 73 74 86 21

199 79 27 41 41 11

48% 49% 37% 55% 48% 52%

217 83 46 33 45 10

52% 51% 63% 45% 52% 48%

1,719 948 13 81 316 361

866 503 2 45 171 145

50% 53% 15% 56% 54% 40%

853 445 11 36 145 216

50% 47% 85% 44% 46% 60%

2,135

1,065

50%

1,070

50%

Female %

Male

Male %

Section 5 - 127

Table 47a. Faculty by Ethnicity and Geographic Origin headcount, Fall 2014

Total

Full-time Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

Non-Resident Aliens

Hispanic American Indian or Latino or Alaska Native

416 162 73 74 86 21

38 16 9 9 4 0

13 2 2 4 5 0

1 0 0 0 1 0

1,719 Part-time 948 Parsons School of Design 13 The New School for Social Research 81 Eugene Lang College of Liberal Arts 316 Schools of Public Engagement 361 College of Performing Arts

25 15 0 4 4 2

74 45 0 6 9 14

5 3 0 1 0 1

Total Faculty

2,135

Table 47b. Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014 (%)

Total

Full-time Parsons School of Design The New School for Social Research Eugene Lang College of Liberal Arts Schools of Public Engagement College of Performing Arts

Non-Resident Aliens

Hispanic American Indian or Latino or Alaska Native

416 162 73 74 86 21

9% 10% 12% 12% 5% 0%

3% 1% 3% 5% 6% 0%

0% 0% 0% 0% 1% 0%

1,719 Part-time 948 Parsons School of Design 13 The New School for Social Research 81 Eugene Lang College of Liberal Arts 316 Schools of Public Engagement 361 College of Performing Arts

1% 1% 0% 2% 5% 1%

4% 3% 0% 5% 7% 4%

0% 0% 0% 0% 1% 0%

Total Faculty

Source: Human Resources

Section 5 - 128

2,135

College-level Summary

Asian

Native Hawaiian Black or African or Other Pacific American Islander

White

Two or more races

Not Reported

35 15 6 7 6 1

20 6 2 4 6 2

0 0 0 0 0 0

258 103 43 41 54 17

0 0 0 0 0 0

51 20 11 9 10 1

140 85 1 1 28 25

76 41 0 4 6 25

0 0 0 0 0 0

1,289 692 11 55 258 273

25 16 0 3 1 5

85 51 1 7 10 16

175

1,547

136

Asian

Native Hawaiian Black or African or Other Pacific American Islander

White

Two or more races

Not Reported

8% 9% 8% 9% 7% 5%

5% 4% 3% 5% 7% 13%

0% 0% 0% 0% 0% 0%

62% 64% 59% 55% 63% 81%

0% 0% 0% 0% 0% 0%

12% 12% 15% 12% 12% 5%

8% 9% 8% 9% 1% 7%

4% 2% 0% 4% 5% 7%

0% 0% 0% 0% 0% 0%

1% 82% 85% 73% 68% 1%

1% 0% 0% 2% 4% 1%

5% 3% 8% 5% 9% 4%

Section 5 - 129

Section 6- University Resources The metrics in this section describe key University financial measures and library resources.

Section 6 - 132

DEFINITIONS

ENDOWMENT: The endowment consists of donor-restricted funds and funds designated by the Board of Trustees. The principal or corpus of the endowment must remain intact. The university’s endowment spending policy provides a sustainable flow of funds to support annual operations, and balances current spending needs against preservation of the endowment’s future purchasing power. OPERATING BUDGET: The operating budget includes all revenues and expenses that relate to the university’s educational programs, research, training, and supporting activities.

Section 6 - 133

University Summary

Table 48. Endowment and Operating Budget FY 2010-2014

Fiscal Year (FY)

FY 2010

FY 2011

FY 2012

FY 2013

FY 2014

1 Yr % Change

5 Yr % Change

Endowment ($millions)

$ 188

$ 216

$ 205

$ 214

$ 300

40.2 %

59.6 %

Operating Budget ($ millions)

$ 288

$ 307

$ 330

$ 323

$ 335

3.7 %

16.3 %

Figure 21. Endowment and Operating Budget FY 2010-2014

$400

$400 $350

$350

Operating Budget

$300

millions

$250 $250 $200 $200 $150 $150

Endowment

$100 $100 $50 $50

$0 $0

Section 6 - 134

FY2010 FY2010

FY2011 FY2011

FY2012 FY2012

FY2013 FY2013

FY2014 FY2014

University Summary

Table 49. Library Resources, Fall 2014

Books Journal Titles Musical Scores Audio Video Microfilm Archival Collections Images Databases

Physical Materials (Volume count)

Electronic Content (Title count)

203,576 335 34,153 14,801 3,153 1,112 250

867,951 111,981 94,000 190,724 37,277

2,930,280 530

Total Holdings

1,071,527 112,316 128,153 205,525 40,430 1,112 250 2,930,280 530

Library locations available to The New School students and faculty

New School Libraries University Center Forum Library List Center Library Harry Scherman Music Library University Archives Consortium Libraries Elmer Bobst Library - New York University Avery Fischer Center for Music and Media - New York University Courant Institute of Mathematical Science - New York University Cooper Union New York Academy of Art New York Historical Society Cardozo Law School Library

Source: Office of the University Librarian

Section 6 - 135

INDEX LIST OF TABLES

SECTION 1 - ALL STUDENTS

T. 1 T. 1a T. 2 T. 3 T. 4 T. 5

University University College-Level College-Level University University

T. 6 T. 7 T. 8 T. 9 T. 10 T. 11 T. 12

College-Level College-Level University University University University University

T. 12a University T. 12b University T. 13 College-Level T. 13a College-Level T. 14

College-Level

T. 14a College-Level T. 15

University

T. 15a University T. 16

University

T. 17

College-Level

T. 17a College-Level T. 18

College-Level

T. 18a College-Level

Index - 138

Credit and Non-credit Enrollment Credit and Non-credit Enrollment by Degree level Credit Enrollment: Degree seeking and Non-degree seeking Non-Credit Enrollment: Degree seeking and Non-degree seeking Headcount and Full-time Equivalent (FTE) Undergraduate and Graduate-level Headcount and Full-time Equivalent (FTE) Undergraduate Headcount and Full-time Equivalent (FTE) Graduate-level Headcount and Full-time Equivalent (FTE) Undergraduate Online and On-campus Enrollment Graduate-level Online and On-campus Enrollment Undergraduate Online Enrollment (Headcount) Graduate-level Online Enrollment (Headcount) Credit and Non-credit Enrollment by Ethnicity and Geographic Origin Credit and Non-credit Enrollment of Different Ethnic Groups Credit and Non-credit Enrollment of Different Ethnic Groups (%) Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%) Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%) Credit and Non-credit Enrollment: Undergraduate by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014 Credit and Non-credit Enrollment: Graduate-level by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014 Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014 Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%) Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)

P. 14 P. 16 P. 18 P. 20 P. 23 P. 23 P. 25 P. 27 P. 29 P. 29 P. 31 P. 31 P. 33 P. 35 P. 35 P. 37 P. 37 P. 39 P. 39 P. 41 P. 41 P. 43 P. 45 P. 47 P. 49

P. 51

T. 19 T. 20 T. 21 T. 22

University University College-Level College-Level

Undergraduate Enrollment by Age Graduate-level Enrollment by Age Undergraduate Headcount and Degree Awards Graduate-level Headcount and Degree Awards

P. 52 P. 53 P. 56 P. 58

SECTION 2 - NEW STUDENTS

T. 23 T. 23a T. 24 T. 24a T. 25 T. 25a T. 26 T. 27 T. 28 T. 29 T. 30 T. 31 T. 32

University University University University University University College-Level College-Level College-Level College-Level College-Level University College-Level

T. 33 College-Level T. 34 T. 34a T. 35 T. 36

University University College-Level College-Level

T. 36a College-Level

Actionable Applications Actionable Applications Growth Rates Admitted Applications Admitted Applications Growth Rates Enrollment Enrollment Growth Rates Actionable Applications, Fall 2014 Admitted Applications, Fall 2014 Enrollment, Fall 2014 Admit Rate (%) Yield Rate (%) Enrollment by Geographic Origin Undergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014 Undergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014 (%) Enrollment (domestic and international) Domestic Students from all Ethnic Groups Enrollment by Ethnicity, Fall 2014 Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)

P. 64 P. 64 P. 65 P. 65 P. 66 P. 66 P. 68 P. 70 P. 72 P. 76 P. 76 P. 78 P. 81 P. 83 P. 84 P. 84 P. 89 P. 91 P. 93

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

T. 37 University

T. 38 University T. 39 University

Four- and Six-year Graduation Rates: First time/full-time Freshmen in Baccalaureate Degree, by Ethnicity and Geographic Origin Four- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in Baccalaureate Degree Four- and Six-year Graduation Rates: Full-time Undergraduate Freshmen Pell Recipients in Baccalaureate Degree

P. 98

P. 101 P. 102

Index - 139

INDEX LIST OF TABLES

SECTION 4 - INTERNATIONAL STUDENTS

T. 40 University T. 41 University T. 42 University T. 43 College-Level

Non-Resident Aliens Enrollment by Region Non-Resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%) Non-Resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014 Non-Resident Aliens Enrollment: Top 5 Countries of Enrollment, Fall 2014

P. 107 P. 108 P. 109 P. 110

SECTION 5 - FACULTY AND STAFF

T. 44 University T. 45 T. 46 T. 47a T. 47b

University College-Level College-Level College-Level

Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014 Faculty by Time Status Faculty by Gender, Fall 2014 Faculty by Ethnicity and Geographic Origin Headcount, Fall 2014 Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014(%)

P. 125 P. 125 P. 127 P. 128 P. 128

SECTION 6 - UNIVERSITY RESOURCES

T. 48 University T. 49 University

Index - 140

Endowment and Operating Budget FY 2010-2014 Library Resources, Fall 2014

P. 134 P. 135

LIST OF FIGURES

SECTION 1 - ALL STUDENTS

F. 1 F. 2 F. 3 F. 4

Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%) Undergraduate Enrollment by Age: Trend in Proportion by Category Graduate-level Enrollment by Age: Trend in Proportion by Category

P. 16 P. 33 P. 52 P. 53

SECTION 2 - NEW STUDENTS

F. 5 F. 6 F. 7 F. 8a F. 8b F. 8c F. 9a F. 9b F. 9c F. 10a F. 10b F. 10c F. 11 F. 12 F. 13 F. 14 F. 15 F. 16 F. 17 F. 18

Actionable Applications Trend Admitted Applications Trend Enrollment Trend Undergraduate Freshman: Actionable Applications Trend Undergraduate Transfers: Actionable Applications Trend Graduate-level: Actionable Applications Trend Undergraduate Freshman: Admitted Applications Trend Undergraduate Transfers: Admitted Applications Trend Graduate-level: Admitted Applications Trend Undergraduate Freshmen: Enrollment Trend Undergraduate Transfers: Enrollment Trend Graduate-level: Enrollment Trend New Students Admit and Yield Rates, Fall 2014 Admit Rate Trend Yield Rate Trend Enrollment by Geographic Origin (%) Domestic Students from All Ethnic Groups (%) New Undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%) New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%) New Graduate-level from Different Ethnic Groups, Fall 2014 (%)

P. 64 P. 65 P. 66 P. 68 P. 69 P. 69 P. 70 P. 71 P. 71 P. 72 P. 73 P. 73 P. 74 P. 76 P. 77 P. 79 P. 85 P. 86 P. 86 P. 87

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

F. 19 F. 20

Four-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Ethnicity and Geographic Origin Four-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Gender

P. 99 P. 100

SECTION 6 - FINANCIAL, LIBRARY AND PHYSICAL

F. 21

Endowment and Operating Budget FY 2010-2014

P. 134

Index - 141