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Transcript of Diversity Update 2015 November 2015 .
Diversity Update 2015
November 2015
http://apir.wisc.edu/diversity-forum.htm
This section includes information on:• Demographic variables and how they are
collected and reported
Demographic Variables and Reporting
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
Demographic Variables for Analysis
This presentation is limited to variables for which we have quantitative information, including: Race/ethnicity Income level First-generation in college Gender Geographic diversity Information is not systematically available for all groupsthat are important to inclusive excellence.
http://apir.wisc.edu/diversity.htm
Race/Ethnic Categories: Students
Continued terminology from Plan 2008
Includes all Asians, useful for national peer comparisons.
• Targeted Minorities include:» African American» Native American» Hispanic/Latino/a» Southeast Asian
(Cambodians, Laotians, Vietnamese, and Hmong)
• Minorities include:» Targeted Minority
categories» Other Asians» Native Hawaiians
Students self-report their race/ethnicity at the time of application.http://apir.wisc.edu/diversity.htm
International students are not counted in any of these collections, in keeping with state/federal guidelines.
Race/Ethnicity Reportinghttp://apir.wisc.edu/diversity.htm
Reporting Methodologies for Race/Ethnicity InformationIn 2010, the federal government (through the Department of Education) implemented national standards for the collection and reporting of race/ethnicity data for university students and staff. This collection allows for the reporting of multiple race/ethnic identities in a way that was not possible prior to 2010. The way race/ethnic data are collected and reported varies from the legacy methodology used prior to 2010. The major differences between three main data reporting options are explained below.Subsequent slides in this presentation use the National Standard reporting methodology.
Reporting Feature National Standard Count All Legacy
Results in single count of students P P
Prioritizes Hispanic/Latina(a) over all other values P
Reports categories that are not reported by students themselves P
Reports race/ethnic values only for domestic (non international) students P P P
Reports ALL students who indicate a particularrace/ethnicity P
Prioritizes some race/ethnicities over others in reporting P P
Used in data reporting and peer comparisons P
This section includes information on:• Enrollment
– Undergraduate– Graduate– Professional– School/College– Peer comparisons
Includes breakouts by race/ethnicity, gender, geography
Enrollment
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
From 2006 to 2015 3.6 percentage
point increase in Minority Enrollment
2.2 percentage point increase in Targeted Minority Enrollment
Indicator 1: Percent Enrollment of MinorityUndergraduate Students
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). Minorities include targeted minorities as well as Other Asians and Native Hawaiians. International students are not counted for targeted minority/minority calculations.
http://apir.wisc.edu/diversity.htm
0
2
4
6
8
10
12
14
16
18
74 76 78 80 82 84 86 88 90 92 94 96 98 00 02 04 06 08 10 12 14
RevisedRace/Ethnic Categories
Southeast Asian Collection BeginsRace/Ethnicity Collection Begins
Minority Students, 15.6%
Targeted Minority Students, 10.2%
African American,
2.1%
Hispanic, 4.8%
American Indian, 0.2%
Asian, 5.5%
Native Hawaiian,
0.1%
2 or more races, 3.0%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
% o
f Tot
al U
nder
grad
uate
sIndicator 2: Percent Enrollment of Minority Undergraduate Students by Race/Ethnicity
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
http://apir.wisc.edu/diversity.htm
From 2006 to 2015: 2.2 percentage
point increase in undergraduate
targeted minority enrollment
International Students: 7.9% of
Undergraduate Enrollment
In 2008 reporting categories for race/ethnicity changed.
Percent Enrollment of Targeted Minority Undergraduates
http://apir.wisc.edu/diversity.htm
• 10.2% of all undergraduates are targeted minorities.
• 9.8% of new students (new freshmen + new transfers) are targeted minorities.
All Undergraduates
New Undergraduates
2006 2007 2008 2009 2010 2011 2012 2013 2014 20150
2
4
6
8
10
12
8.8 9.3 8.910.2
9.110.7
8.810.4 10.3 9.8
2006 2007 2008 2009 2010 2011 2012 2013 2014 20150
2
4
6
8
10
12
8 8.6 9 9.6 9.5 9.9 9.9 10.1 10.3 10.2
• In 2014, the College of Letters and Science has the largest number of undergraduate targeted minority students enrolled.
• The School of Human Ecology has the largest percentage of undergraduate targeted minority students enrolled, with 17 percent of SoHE students identifying as targeted minorities.
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
http://apir.wisc.edu/diversity.htm
Percent Targeted Minority Enrollment by School/College: Undergraduates, Fall 2015
10% 10%
7%
12%
8%
17%
11%
14%
9%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
Total CALS Business Education Engineering SoHE L&S Nursing Pharmacy
% o
f Und
ergr
adua
te E
nrol
lmen
t
N=3,013 N=368
N=189
N=184
N=375
N=158
N=1,611
N=124
N=<5
Iowa State
Iowa State
Indiana
Michigan State
Ohio State
Minnesota
Colorado
Michigan
Buffalo
Texas A&M
Georgia Tech
Arizona
Maryland
UT-Austin
UC-Santa Barbara
UCLA
UC-San Diego
0% 10% 20% 30% 40% 50% 60% 70% 80%
Percent of Undergraduates who are Minorities at AAU Public Institutions, Fall 2013
Average Percent Minority for AAU Public Institutions: 32%
3 AAU Public Institutions have a lower percent of minority students than UW-Madison.
8 AAU Public Institutions have a smaller number of minority students than UW-Madison.
Peer Enrollments by Minority Status
http://apir.wisc.edu/diversity.htm
Source: IPEDS Fall Enrollment, Fall 2013
80%N=16,904
N=14,854N=16,074
N=16,431N=14,343
N= 10,297N=16,568
N=18,891N=6,862
N=10,788N=11,737
N=12,260N=12,447
N=4,965
N=10,253N=13,459N=5,278
N=5,646N=4,453
N=6,769
N=4,578N=5,322
N=3,643N=6,459N=3,439N=7,863
N=7,065N=6,510N=4,465
N=5,687N=4,663N=3,113
N=4,292N=3,252
Undergraduate Enrollment Comparisons
http://apir.wisc.edu/diversity.htm
• UW-Madison enrolled 2,990 underrepresented minority undergraduates (Fall 2013)
• There are 2,837 institutions in the United States that grant bachelor’s degrees. Of these, only 802 (28%) have more total undergraduates enrolled than UW-Madison has targeted minority undergraduates enrolled
• There are 63 institutions in Wisconsin that grant bachelor’s degrees. Of these, only 15 (24%) have more total undergraduates enrolled than UW-Madison has targeted minority students enrolled
UW-Madison educates relatively large numbers of minority students
African American,
2.4%
Hispanic, 4.9%
American Indian, 0.3%
Asian, 3.6%
Native Hawaiian,
0.0%
2 or more races, 1.9%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
% o
f Tot
al U
nder
grad
uate
s
Indicator 3: Percent Enrollment of Minority Graduate Students, by Race/Ethnicity
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
From 2006 to 2015: 2.8 percentage
point increase in graduate targeted minority enrollment
International students make up 29.1% of graduate enrollment
http://apir.wisc.edu/diversity.htmIn 2008 reporting categories for race/ethnicity changed.
African American,
2.9%
Hispanic, 3.1%
American Indian, 0.4%
Asian, 7.5%
Native Hawaiian,
0.0%
2 or more races, 1.6%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
20.0%
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
% o
f Tot
al U
nder
grad
uate
s
From 2006 to 2015: Enrollments of
targeted minority students ranged from a low of 7.8% (2013) and a high of 11.4% (2008)
International students make up 2.7% of clinical doctoral student enrollment
Indicator 4: Percent Enrollment of Minority Clinical Doctorate Students, by Race/Ethnicity
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
http://apir.wisc.edu/diversity.htmIn 2008 reporting categories for race/ethnicity changed.
9% 9%
4%
18%
8%
15%
6%
7%
13%
9%
13%
7% 7%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Total CALS Business Educ. Eng. SoHE Nelson L&S Law SMPH Nursing Pharm Vet Med
% o
f Tot
al G
rad/
Prof
Col
lege
Enr
ollm
ent
N=1,045N=76
N=27
N=201
N=111
N=11
N=8
N=308
N=82
N=132
N=19
N=42 N=27
Targeted Minority Enrollment by School/College:Graduate/Professional Programs, Fall 2015
Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
http://apir.wisc.edu/diversity.htm
Fall 2015• The School of
Education has the largest
percentage of targeted minority graduate students
(18%).
2006 2007 2008 2009 2010 2011 2012 2013 2014 201502468
1012141618
11.5 12.2 11.7
14.717.0 16.0 15.8
14.6 14.513.2
2006 2007 2008 2009 2010 2011 2012 2013 2014 201502468
1012141618
11.4 11.7 11.1
14.116 16.5
14.8 14.813.5 12.9
Indicator 5: Percent Enrollment of Pell Grant Recipients (Undergraduates)
http://apir.wisc.edu/diversity.htm
• 13.2% of all undergraduates are Pell Grant recipients.
• 12.9% of new students (new freshmen + new transfers) are Pell Grant recipients.
All Undergraduates
New Undergraduates
VirginiaWisconsin
MichiganColorado
PittsburghPenn State
Georgia TechIndiana
IowaMaryland
IllinoisPurdue
North CarolinaOhio State
Texas A&MKansas
MinnesotaMissouri
Iowa StateMichigan State
WashingtonOregon
UT-AustinBuffaloRutgers
UC-BerkeleyFlorida
ArizonaStony Brook
UCLAUC-DavisUC-Irvine
UC-San Diego
0 5 10 15 20 25 30 35 40 45 50N = 1,906
N = 4,547N = 4,392N = 4,467N = 3,144N = 6,931N = 2,807N = 6,270N = 4,193N = 5,062N = 6,519N = 6,438N = 3,799N = 9,576N = 9,084N = 4,248N = 7,478N = 5,823N = 5,782N = 8,916N = 7,411N = 5,379N = 10,719N = 5,579
N = 9,810N = 8,344N = 10,512N = 10,306
N = 5,566N = 10,127
N = 11,029N = 9,597N = 9,691Percent of Undergraduates
who were Pell Recipients at AAU Public Institutions, 2012-13
Average percent Pell recipients for AAU public institutions: 25%
1 AAU public institutions have a lower or equal percent of Pell recipients than UW-Madison.
8 AAU public institutions have a lower number of Pell recipients than UW-Madison.
Peer Enrollments of Pell Grant Recipients
Source: IPEDS Student Financial Aid Data, 2012-13http://apir.wisc.edu/diversity.htm
50%
Pell Grants are federally funded grants for students with high financial need. This indicator is a proxy for low income student enrollments.
2006 2007 2008 2009 2010 2011 2012 2013 2014 20150
5
10
15
20
2523 23.4 22.9 23.1
21.4 21.918.9 20.1
18.5 17.4
2006 2007 2008 2009 2010 2011 2012 2013 2014 20150
5
10
15
20
25
13.3
17.620.8
22.3 22.1 21.8 20.8 20.2 19.4 18.4• Data on first-
generation status is collected at the time of application.
• Question first asked in 2005.
• 17.4% of New Students (New Freshmen + New Transfers) are first-generation students.
Indicator 6: Percent Enrollment of First-Generation Students (Undergraduates)
http://apir.wisc.edu/diversity.htmAll Undergraduates
New Undergraduates
Accumulating Data
2006 2007 2008 2009 2010 2011 2012 2013 2014 201542%
44%
46%
48%
50%
52%
54%
50.9%
49.1%
Indicator 7: Percent UndergraduateEnrollment by Gender, Fall 2015
http://apir.wisc.edu/diversity.htm
Women
Men
Women havecomprised morethan half ofundergraduateenrollment since1996.
Women as a Percentage of Total Undergraduate Enrollment, by School/College, Fall 2015
http://apir.wisc.edu/diversity.htm
Fall 2015• Nursing has the
highest percent of women
undergraduates enrolled (87%)
and Engineering has the lowest percent (23%)
Total CALS Business Education Engineering SoHE L&S Nursing Pharmacy0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
51%
62%
43%
77%
23%
82%
52%
87%
57%
Women comprised more
than half ofgraduate/
professionalenrollment from
2004-2012 and in 2015.
2005 2006 2007 2008 2009 2010 2011 2012 2013 201442%
44%
46%
48%
50%
52%
54%
56%
50.3%
49.7%
Indicator 8: Percent Graduate/ProfessionalEnrollment by Gender, Fall 2015
http://apir.wisc.edu/diversity.htm
Women
Men
Women as a Percentage of Total Grad/Professional Enrollment, by School/College, Fall 2015
http://apir.wisc.edu/diversity.htm
Fall 2015• Nursing has the highest percent of
women enrolled in a graduate or
professional program, while
Engineering has the lowest percent of women enrolled
in a graduate or professional
program.
Total CALS Business Educ. Eng. SoHE Nelson L&S Law SMPH Nursing Pharm Vet Med0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
50% 51%
38%
67%
21%
82%
60%
51% 49%54%
87%
56%
74%
Enrollments by WI CountyHome County of UW-Madison Undergraduate Students (Wisconsin Residents)
http://apir.wisc.edu/diversity.htm
Among the 72 Wisconsin counties, each is represented by at least 3 undergraduate students in Fall 2015.
Red: More than 4% of resident undergraduates from countyBlack: Between 2% and 4% of resident undergraduates from countyLight Gray: Less than 2% (but at least three students) of resident undergraduates from county
This section includes information on:• Undergraduate Pipeline and Access• Diversity Programs
Undergraduate Access and Pipeline
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
Undergraduate Enrollment Pipeline
The population in high school serves as a major pool for UW-Madison undergraduates• We can estimate the pipeline for several groups
– Minority Students– Low-Income (Pell or Free/Reduced Lunch)– First-Generation Students– Rural students
Pipelinehttp://apir.wisc.edu/diversity.htm
UW-Madison Enrolled
UW-Madison Admits
UW-Madison Applicants
Population 13-17"Potential"* First
Generation Students
0% 10% 20% 30% 40% 50% 60% 70% 80%Percent of Group Total
Wisconsin's First-Generation College-Going Recruiting Pool
(291,312 of 386,920)
(1,862 of 7,564)
(1,287 of 5,860)
(902 of 3,843)
No data available on graduation rates or academic achievement by parental education levels within Wisconsin
Pipeline: First Generation
*“Potential” First Generation Students does not imply any level of academic achievement, school enrollment, or preparedness. This estimate reflects the population 13-17 with no parent/guardian in the household with a Bachelor’s Degree. Sources: Overall WI Population (U.S. Census Bureau, American Community Survey, 2005-2007 Estimates), Potential First Generation Students (“Parental Education and College Participation Rates in Wisconsin”, Sara Lazenby, August 2009), 2010 US Census Data, Applicants, Admits, and Enrolls for 2013-14 School Year
An estimated 75% of 13-17 year old Wisconsin residents live in households where no parent/guardian holds a bachelor’s degree.
Approximately 24% of UW-Madison Resident New Freshman are first-generation students.
We do not have a reliable data source on high school graduation or college preparedness by parental education levels for Wisconsin residents.
http://apir.wisc.edu/diversity.htm
0% 10% 20% 30% 40% 50% 60% 70% 80%Percent of Group Total
Wisconsin's Low-Income Recruiting Pool
(92,142 of 261,179)
(15,484 of 60,454)
No Data Available on Low-Income Status of UW-Madison Applicants or Admits
(668 of 3,837)
Economically Disadvantaged High School Public School Students
Economically Disadvantaged Public High School Graduates
UW-Madison Enrolled
Pipeline: Low Income
“Economically Disadvantaged” represents those students who are eligible for free/reduced lunch.Sources: Wisconsin DPI WINSS, 2012-13 Enrollment by Student Group, Completions by Student GroupUW-Madison Data based on Fall 2013
• 35% of Public K-12 students in Wisconsin are Economically Disadvantaged (2012-13)
• 26% of Public High School Graduates are Economically Disadvantaged (2012)
• We have no reliable information on income of applicant students, all data based on financial aid applications
• 17% of Resident New Freshmen are Pell Grant Recipients
http://apir.wisc.edu/diversity.htm
UW-Madison Enrolled
UW-Madison Admits
UW-Madison Applicants
"Well-Prepared" Minority Public High
School Graduates
Minority Public High School Graduates
Minority Public High School Students
0% 10% 20% 30% 40% 50% 60% 70% 80%Percent of Group Total
Wisconsin's Minority Recruiting Pool
(290,550 of 385,907)
(1,303 of 7,564)
(879 of 5,860)
(601 of 3,837)
(693 of 12,695)
(11,546 of 60,454)
(57,874 of 261,179)
Pipeline: Minority
• 22% of Public High School students in Wisconsin are minority students(2012-13)
• 19% of Public High School Graduates are minority students (2012)
• 16% of Resident New Freshmen are minority students (2013)
http://apir.wisc.edu/diversity.htm
“Well-prepared” high school graduates are in the top quartile of their graduating classes and score at least 22 (WI Average) on the ACT (or equivalent SAT score). The ACT is only one of many academic factors considered in the admissions process.
Pipeline: Rural
• While over half (51%) of WI high schools are considered rural, only 30% of 12th graders attend a rural high school.
• Rural high school students apply at lower rates than other students
• Once they apply, rural students are admitted and enroll at rates proportional to their application rate.
Source: UW-Madison New Freshman Enrollment Pipeline Wisconsin Public High School Classes of 2012-2014 http://apir.wisc.edu/pipelineviz.htm
http://apir.wisc.edu/diversity.htm
City,23%
City,21%
City,19%
City,19%
Suburb,25%
Suburb,38%
Suburb,39%
Suburb,38%
Town,22%
Town,18%
Town,19%
Town,20%
Rural,30%
Rural,22%
Rural,23%
Rural,23%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Graduates Applicants Admitted Enrolled
K-12 Enrollment Projections
Wisconsin’s public school enrollments can impact the pipeline to enrollment at UW-Madison and our ability to enroll a diverse group of Wisconsin resident students.
Enrollment projections by geographic locale:– Suburban public school district enrollment will
increase– Urban district enrollment will decline then grow– Rural district enrollment will decline.
Projections by race/ethnicity show that:– Increases in Hispanic and Asian students.– Steady enrollments of African American and Native
American students.– Decreases in non-Hispanic White students.
Source: “Projecting Public School Enrollment in Wisconsin”, Applied Population Laboratory, University of Wisconsin-Madison http://apl.wisc.edu
http://apir.wisc.edu/diversity.htm
Applicants, Admits, and Enrolls,New Freshmen, Fall 2015
• Wisconsin residents are the most likely applicants to be admitted and are most likely to enroll compared to other groups.
http://apir.wisc.edu/diversity.htm
Total Applicants
% Admitted
% Enrolled/ Yield Rate
Overall 32780 49.2 38.9
Male 16,417 45.4 40.7Female 16,363 52.9 37.4
Resident 8,452 67.1 63.8Domestic Non-Res. 15,277 45.3 22.3
International 5,702 36.0 24.3
Targeted Minorities 4,070 40.3 38.4Total Minority 6,941 45.1 32.2
First Generation 4,724 42.8 47.8
Applicants, Admits, and Enrolls, Transfer Students, Fall 2015
• Wisconsin residents are the most likely applicants to be admitted and are most likely to enroll compared to other groups.
http://apir.wisc.edu/diversity.htm
Total Applicants
% Admitted
% Enrolled/ Yield Rate
Overall 4,620 46.5 59.1
Male 2,426 43.7 61.6Female 2,194 49.7 56.6
Resident 2,107 56.8 74.9Domestic Non-Res. 1,212 35.1 33.2
International 1,048 38.9 43.9
Targeted Minorities 570 37.5 50.0Total Minority 801 40.4 51.2
First Generation 1,269 42.0 64.2
Diversity Programs
Programs that increase access and success for underrepresented populations on campus and are centrally coordinated.• Programs with a Pre-College Component
– PEOPLE– POSSE
• Student Support Programs– Center for Educational Opportunity (CEO, formerly TRIO)– Academic Advancement Program– CAE (Center for Academic Excellence)
• Scholarship Programs– Chancellor’s Scholars– Powers/Knapp– First Wave
Academic Support Communitieshttp://apir.wisc.edu/diversity.htm
Fall 2015 Undergraduate Participation in Academic Support Communities
*Targeted Minorities include African American, Native American, Hispanic/Latino/a, Southeast Asian (Cambodians, Laotians, Vietnamese, and Hmong). International students are not counted within the targeted minority categories.
Academic Support Community
Total Participants
Targeted Minority* Male Wisconsin
ResidentFirst
GenerationPell Grant
Eligible
Center for EducationalOpportunity (CEO) 374 72% 31% 77% 92% 78%
PEOPLE 330 91% 46% 96% 59% 64%
Posse 179 85% 51% 0% 61% 56%
First Wave 48 69% 48% 21% 31% 52%
Chancellor’s Scholar Program 270 96% 42% 60% 28% 27%
Powers/KnappProgram 160 95% 32% 86% 39% 36%
Center for Academic Excellence (CAE) 96 70% 35% 68% 73% 50%
All Undergraduates 29,580 10% 49% 62% 18% 13%
http://apir.wisc.edu/diversity.htm
This section includes information on progress to degree measures including
• Retention and graduation rates• Time to degree • Peer comparisons
Undergraduate Progress to Degreehttp://apir.wisc.edu/diversity.htm
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 201440
50
60
70
80
90
100
Year of Cohort Entrance
Perc
ent
Gra
duat
ed
Retention and Graduation
http://apir.wisc.edu/diversity.htm
10.5 percentage pointGraduation Rate gap
0.6 percentagepoint First-YearRetention Rate gap
All Students: 95.8%
All Students: 85.1%
Targeted Minority Students: 74.6%
Targeted Minority Students: 95.2%
Closing the Achievement Gap in Graduation Rates at UW-Madison(percent graduated within 6 years)
Closing the Achievement Gap in Retention Rates at UW-Madison (percent retained to the second year)
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 201470
80
90
100
Targeted Minority Students all Students
Year of Cohort Entrance
Perc
ent
Reta
ined
Summary of Retention and Graduation Rates by Student Group
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
1-Year Retention Rate % Difference 6-Year Graduation
Rate % Difference
All New Freshmen 95.8 - 85.1 -Women 96.1 +0.3 87.3 +2.2
Men 95.5 -0.3 82.6 -2.4Targeted Minority 95.2 -0.6 74.6 -10.5African American 97.0 +1.2 74.2 -10.9
Native American/American Indian 100.0 +4.2 55.6 -29.5Hispanic/Latino/a 94.5 -1.3 80.1 -5.0
South East Asian 96.8 +1.0 68.9 -16.2Non-Targeted Asian 97.7 +1.9 86.9 +1.8
Native Hawaiian/Other Pacific Islander 100.0 +4.2 100.0 +14.9Two or More Races 93.9 -1.9 76.1 -9
International 96.3 +0.5 79.6 -5.5Wisconsin Residents 95.7 -0.1 85.8 +0.7
Non-Residents 96.0 +0.2 82.7 -2.4Minnesota Reciprocity 96.0 +0.2 86.6 +1.5
First-Generation College Students 93.2 -2.6 78.6 -6.5Freshmen Recipients of Pell Grants 94.8 -1.0 76.4 -8.7
FIGs 96.3 +0.5 81.6 -3.5Note: 1-Year Retention Rate for 2014 Cohort, 6-Year Graduation Rate for 2009 Cohort
Summary of Retention and Graduation Rates by Student Group
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
Summary of Retention and Graduation Rates by Student Group
1-Year Retention Rate % Difference 6-Year Graduation
Rate % Difference
All New Freshmen 95.8 - 85.1 -Targeted Minority 95.2 -0.6 74.6 -10.5
PEOPLE 94.6 -1.2 62.5 -22.6POSSE 100.0 +4.2 89.7 +4.6
Chancellor's Scholars 100.0 +4.2 81.8 +3.3Powers/Knapp Scholars 98.3 +4.7 90.6 +5.5
First Wave 100.0 +4.2 80.0 -5.1CEO* 92.1
Note: 1-Year Retention Rate for 2014 Cohort, 6-Year Graduation Rate for 2009 Cohort
*Graduation Rates not yet available for CEO.
Graduation Rate Difference, UW-Madison Compared to Other Major Public Research Universities
Selected Institutions, CSRDE data, sorted from lowest to highest overall graduation rates.
• Underrepresented minority students graduated on average at rates 7 percentage points lower than all students at major research universities (based on data for 2008 entrance
cohorts, collected in 2015).
• In the same year, UW-Madison underrepresented minority students graduated at rates 11 points lower than all students.
http://apir.wisc.edu/diversity.htm
0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%
Six-Year Graduation Rate Gap at Selected AAU Institutions
Weighted Average
UW-Madison
This section includes information on • Participation in the Wisconsin
Experience• Student’s perception of their
learning experience
Bachelor’s Degree Holdershttp://apir.wisc.edu/diversity.htm
• “Wisconsin Experience” captures four inquiry-based high-impact practices and includes:– Substantial research experiences that
generate knowledge and analytical skills
– Global and cultural competencies and engagement
– Leadership and activism opportunities– Application of knowledge in the “real
world”• In 2014-15, 91% of bachelor’s degree
recipients participated in at least one Wisconsin Experience Program
• Targeted minority graduates were slightly more likely to have completed at least one Wisconsin Experience activity.
Wisconsin Experience
Equity in Educational Outcomes
http://apir.wisc.edu/diversity.htm
0102030405060708090
100
91% 94%
Percent of Graduates with at Least One Wisconsin Experience Activity
All Gradu-ates
Targeted Minority Graduates
Wisconsin Experience
Equity in Educational Outcomes
• In 2014-15 targeted minority students were slightly more likely to have completed a Wisconsin Experience activity.
http://apir.wisc.edu/diversity.htm
Percent of Bachelor’s Degree Recipients Who Participated in a Wisconsin Experience Activity
Total CALS Business Education Engineering SoHE L&S Nursing0
102030405060708090
100
91100
84
96 100 9786
10094
100
8895
10095 92
100
Non-Targeted Targeted
Wisconsin Experience
Equity in Educational Outcomes
• Transfer-start graduates participated in Wisconsin Experience activities at lower rates (83%) than freshman-start graduates (94%).
http://apir.wisc.edu/diversity.htm
Percent of Bachelor’s Degree Recipients Who Participated in a Wisconsin Experience Activity
Total CALS Business Education Engineering SoHE L&S Nursing0
102030405060708090
10094
100
86
98 100 9790
100
83
100
70
91100 96
73
100
Freshman-Start Transfer-Start
Post-Graduation Plans – at Graduation“How able were/are you to …”(Targeted Minorities and Non-Targeted Students)
http://apir.wisc.edu/diversity.htmLearn on your ownApply skills and knowledge of your chosen major(s)
Find, organize, and evaluate information from multiple sources
Draw conclusions after weighing evidence, facts, and ideas
Develop a personal code of ethics and values
Empathize w/ind. differences based on culture, ethnicity, disability or sexual orientation
Write Effectively
Apply knowledge and skills in real world settings
Use computers and electronic technologyUnderstand that science is relevant to everyday life
Lead others effectively
Work collaboratively in groups
Speak Effectively
Understand culture and society within the United States
Contribute to the welfare of others
Understand cultures and societies outside of the United States
Appreciate the arts such as literature, music, and fine arts
Communicate in a language other than English
1
2
3
4
5
Targeted Minority Graduates Non-Targeted Graduates
Post-Graduation Plans – at Graduation“How able were/are you to …”(First-Generation and Continuing Generation)
http://apir.wisc.edu/diversity.htmLearn on your own
Apply skills and knowledge of your chosen major(s)
Find, organize, and evaluate information from multiple sources
Draw conclusions after weighing evidence, facts, and ideas
Develop a personal code of ethics and values
Empathize w/ind. differences based on culture, ethnicity, disability or sexual orientation
Write Effectively
Apply knowledge and skills in real world settings
Use computers and electronic technologyUnderstand that science is relevant to everyday life
Lead others effectively
Work collaboratively in groups
Speak Effectively
Understand culture and society within the United States
Contribute to the welfare of others
Understand cultures and societies outside of the United States
Appreciate the arts such as literature, music, and fine arts
Communicate in a language other than English
1
2
3
4
5
First Generation Continuing Generation
Post-Graduation Plans – at Graduation“How able were/are you to …”(Males and Females)
http://apir.wisc.edu/diversity.htm
Learn on your ownApply skills and knowledge of your chosen major(s)
Find, organize, and evaluate information from multiple sources
Draw conclusions after weighing evidence, facts, and ideas
Develop a personal code of ethics and values
Empathize w/ind. differences based on culture, ethnicity, disability or sexual orientation
Write Effectively
Apply knowledge and skills in real world settings
Use computers and electronic technologyUnderstand that science is relevant to everyday life
Lead others effectively
Work collaboratively in groups
Speak Effectively
Understand culture and society within the United States
Contribute to the welfare of others
Understand cultures and societies outside of the United States
Appreciate the arts such as literature, music, and fine arts
Communicate in a language other than English
1
2
3
4
5
Female Male
This section includes information on • Faculty and Staff by gender and by
race/ethnicity
Faculty and Staffhttp://apir.wisc.edu/diversity.htm
2015 data available in December 2015
Indicator 10: Women as a Percentage of all Faculty
http://apir.wisc.edu/diversity.htm
• In Fall 2014 33.4% of Faculty were women.
• 27.4% of Full Professors, 38.7% of Associate Professors, and 45.3% of Assistant Professors were women.
2005 2006 2007 2008 2009 2010 2011 2012 2013 20140
500
1000
1500
2000
2500
0
5
10
15
20
25
30
35
40
33.4%
Num
ber o
f Fac
ulty
Perc
ent o
f Fac
ulty
Women as a Percentage of Faculty and Staff
2015 data available in December 2015
http://apir.wisc.edu/diversity.htm
• Women make up just under 50% of all employees at UW-Madison.
• A smaller proportion of faculty members are women (33.4%)
Total Faculty Exec/Dir/Admin
Instructional Acad. Staff
Other Acad. Staff University Staff0
10
20
30
40
50
60
Employee Race/Ethnicity Data
Employees self-report their race/ethnicity at the time of hire.
Employees may choose any of the following designations, and may select two or more races as of 2009:
• White• Black• Asian• American Indian• Hispanic/ Latino/a• Hawaiian
http://apir.wisc.edu/diversity.htm
Indicator 11: Minority Faculty Recruitment
• Increases in the percent of faculty hires that are racial/ethnic minorities.
• 2011-12 Data affected by HRS conversion, 25% of faculty hires are missing information on race/ethnicity
http://apir.wisc.edu/diversity.htm
0
5
10
15
20
25
30
35
82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14
Perc
ent
Year of Hire
UW-Madison Faculty Hires by Minority Status
Minority Faculty Non-Asian Minority Faculty
Madison Plan
Strategic HiresSHI - 2
Black, 2.6%
Asian/Pacific Islander, 11.9%
American Indian, 0.2%
Hispanic, 3.5%
Two or More Races, 0.9%
0
2
4
6
8
10
12
14
16
18
20
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Minority Faculty as a Percent of the Total Faculty Headcount
16.8%16.9%16.2%
15.1% 15.4%
17.6% 17.8%18.5%
19.2% 19.1%
Indicator 12: Minority Faculty Representation
• In Fall 2014: 2,220 total faculty members
• 19.1% of Faculty are racial/ethnic minorities.
• 4.0 percentage point increase in minority faculty since 2005
Fall 2015 data available in December 2015, New race/ethnic categories implemented in 2010
http://apir.wisc.edu/diversity.htm
Instructional Academic Staff
• In 2014, 2,339 Instructional Academic Staff members
• 11.8% of Instructional Academic Staff are racial/ethnic minorities
• 0.3% increase in minority instructional academic staff since 2005
http://apir.wisc.edu/diversity.htm
2015 data available in December 2015, New race/ethnic categories implemented in 2010
0
2
4
6
8
10
12
14
16
18
20
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Minority Instructional Academic Staff as a Percent of the Total Headcount
11.7%12.1%11.2%
12.0%11.5%
Black,1.3%
Asian,7.4%
American Indian,.3%
Hispanic/Latino/a,2.3%
11.8%
Two or More Races,.8%
11.7% 12.2% 11.7% 11.8%
Non-Instructional Academic Staff
• In 2014: 5,278 non-instructional Academic Staff
• 13.2% of non-instructional Academic Staff are minorities
• 2.1 percentage point increase in minority non-instructional academic staff since 2005
http://apir.wisc.edu/diversity.htm
2015 data available in December 2015, New race/ethnic categories implemented in 2010
0
2
4
6
8
10
12
14
16
18
20
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Minority Non-Instructional Academic Staff as a Percent of the Total Headcount
Hispanic/ Latino/a, 2.0%AmericanIndian, .4%
Asian,8.1%
Black,1.9%
12.4%12%
Two or More Races,
.8%
12%11.7%11.2%11.1%
12.6%13.3% 13.5% 13.2%
University Staff
• In 2014: 5,270 University Staff members
• 14.2% of university staff are minorities
• 3.3% percentage point increase in minority university staff since 2005
http://apir.wisc.edu/diversity.htm
2015 data available in December 2015, New race/ethnic categories implemented in 2010
0
2
4
6
8
10
12
14
16
18
20
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Minority University Staff as a Percent of the Total Headcount
12.6%12%11.9%11.4%
10.9% Hispanic/ Latino/a, 5.1% American Indian,.3%
Asian, 4.8%
Black,3.0%
12.9%
Two or More Races, 1.0%
13.3% 13.3% 13.6% 14.2%
Executive/Director/Administrators
• In 2014: 435 Executive/Director/Administrators
• 11.5% of Executive/Director/Administrators are racial/ethnic minorities
• 0.7 percentage point increase in minority Executive/Director/Administrators since 2005.
http://apir.wisc.edu/diversity.htm
2015 data available in December 2015, New race/ethnic categories implemented in 2010
0
2
4
6
8
10
12
14
16
18
20
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Minority Executive/Director/Administrators as a Percent of the Total Headcount
Hispanic/Latino/a, 3.7% American Indian, .5% Asian, 1.7%
Black,6.2%
11.1%11.6%11.2%11.2%10.8%
12.0%
Two or More Races,.2% 11.8% 12.1%11.8% 11.5%
Total Faculty Exec/Dir/Admin InstructionalAcad. Staff
Other Acad. Staff
University Staff0%
5%
10%
15%
20%
25%
Percent of Minority Faculty and Staff by Employee Type
All Employee Groups
• 14% of all employees are members of a minority group.• 19% of faculty are members of a minority group.
http://apir.wisc.edu/diversity.htm
2015 data available in December 2015, New race/ethnic categories implemented in 2010. Total excludes Employees-in-Training and Graduate Assistants.
Stony BrookVirginiaOregon
WisconsinIowa
ArizonaOhio State
RutgersIndiana
MinnesotaWashington
North CarolinaPenn State
UC-Santa BarbaraKansas
MissouriColorado
UT-AustinIowa StatePittsburgh
UC-BerkeleyUC-Davis
Michigan StateFloridaBuffalo
MarylandUC-San Diego
PurdueMichigan
Texas A&MIllinoisUCLA
UC-IrvineGeorgia Tech
0% 5% 10% 15% 20% 25% 30% 35%
Peer Comparisons
for Faculty Diversity
Non-White Full-Time Tenure/Tenure Track Faculty as a Percent of Total Full-Time Tenure/Tenure Track Faculty at AAU Public Institutions, Fall 2013
Source: IPEDS Fall HR 2013
http://apir.wisc.edu/diversity.htm
Average percent non-white faculty for AAU public institutions: 21%
UW-Madison: 18%
23 AAU public institutions have a lower number of non-white tenure/tenure track faculty.
N=263N=289N=445
N=451N=448
N=89N=197N=104
N=353N=271N=272
N=260
N=641N=372
N=264N=322N=253N=465N=414
N=304N=295N=339N=253
N=401N=229
N=223N=270N=155N=322
N=273N=268N=431
N=344N=468
35%
This section includes information on • Faculty and Tenure
Faculty and Tenurehttp://apir.wisc.edu/diversity.htm
Faculty Tenure Data
• Faculty who did not receive tenure include:– Those who were denied
tenure– Those who left the
university for another position elsewhere
– A few faculty members still hold probationary appointments after 9 years.
• Tenure and promotion rates are calculated at 6 and 9 years after hire, to account for those who have extensions on the tenure clock.
• Data combine hires from 1994-95 to 2006-07 or 1999-00 to 2008-09. This is necessary to account for small numbers of hires.
• Small Ns make tenure rates subject to large variation.
http://apir.wisc.edu/diversity.htm
Notes about faculty tenure data:
54%
73%
43%
70%
0
10
20
30
40
50
60
70
80
6 Years 9 Years
Percent Promoted to Tenure by Gender,within Six (6) and Nine (9) Years
Men Women
Indicator 13: Percent of Faculty Promoted to Tenure by Gender
• At 9 years, 70% of women faculty have been promoted to tenure.Percent tenured based on data for hires from 1999-00 to 2008-09
http://apir.wisc.edu/diversity.htm
50%
73%
49%
70%
0
10
20
30
40
50
60
70
80
6 Years 9 Years
Percent Promoted to Tenure by Minority Status, within Six (6) and Nine (9) Years
Non-Minority Minority
Indicator 14: Percent of Faculty Promoted to Tenure by Minority Status
• At 9 Years, 70% of minority faculty members have been promoted to tenure.
http://apir.wisc.edu/diversity.htm
Percent tenured based on data for hires from 1999-00 to 2008-09
72%
81% 82%74%
58%66%
72%
81%73%
51%
0
10
20
30
40
50
60
70
80
90
Total Physical Sciences Arts andHumanities
Biological Sciences Social Studies
Percent of Faculty Promoted within Nine (9) Years, by Gender and Division
Men Women
N=515
N=285
N=81N=140
N=31
N=87
N=175 N=79
N=119
N=88
Promotion to Tenure
• A lower percentage of women and men are promoted to tenure within the Social Studies.
• The largest gap in tenure rates by gender is within the Physical Sciences division.
Data on faculty hires from 1994-95 to 2006-07
http://apir.wisc.edu/diversity.htm
Promotion to Tenure
• A lower percentage of faculty members are promoted to tenure within the Social Studies division.
• The largest gap in tenure rates by minority status is within the Arts and Humanities.
Data on faculty hires from 1992-93 to 2006-07
http://apir.wisc.edu/diversity.htm
Total Physical Sciences
Arts and Humanities
Biological Sciences
Social Studies0
10
20
30
40
50
60
70
80
90
65%
80%
73%67%
46%
71%
79%85%
75%
56%
Percent of Faculty Promoted within Nine (9) Years, by Minority Status and Division
Minority Non-Minority
N=189
N=681
N=56 N=137
N=45
N=132
N=45
N=228
N=43
N=184
Tenure/Promotion Datahttp://apir.wisc.edu/diversity.htm
• All groups have lower promotion rates within the Social Studies division.
• Women, and especially minority women, are more likely to be within the social studies division.
• For groups with small hiring pools, the effect of one person’s tenure/non-tenure can affect the percent tenured dramatically.
• Those not receiving tenure includes those who took a position elsewhere or still have a probationary appointment after 9 years.
Key findings from tenure/promotion data:
This section includes information on • Climate studies and surveys that include
climate-related questions
Climate Studies and Surveyshttp://apir.wisc.edu/diversity.htm
Climate Studieshttp://apir.wisc.edu/diversity.htm
• UW-Madison participated in UW System Climate Study in 2011 (limited to CALS and Office of Student Life);
• Letters & Science Climate Study was conducted in 2009-10; with linkages to STEM, teaching and learning communities
• NSSE Survey includes many climate-related questions, 2004, 2006, 2008, 2011, 2014
• WISELI Studies and Programs; on-going since 2002
Climate Studieshttp://apir.wisc.edu/diversity.htm
UW-Madison Participation in the UW System Climate Study
• The UW System Climate Study was implemented at the request of the Board of Regents. Tier I was implemented by several UWs in 2008-09. Tier II was implemented in 2009-10. Tier III was implemented in 2010-11
• UW-Madison’s Climate Survey was fielded in February 2011; responses were anonymous and confidential
• Questionnaire went to all employees and students in CALS and Division of Student Life
• More detail: http://apir.wisc.edu/diversity-climate.htm
National Survey of Student Engagement (NSSE) 2014
Selected NSSE 2014 ResultsPercent of Seniors who often or very often:
http://apir.wisc.edu/diversity.htm
See: http://apir.wisc.edu/students-surveys.htm
People of a race or ethnicity other than your own
People from an economic background other than your own
People with religious beliefs different than our own
People with political views other than your own
0 10 20 30 40 50 60 70 80
67
73
73
71
During the current school year, how often have you had discussions with people from the following
groups?
Percent Often or Very Often
NSSE 2014
Selected NSSE 2014 ResultsPercent of Seniors who often or very often:
See: http://apir.wisc.edu/students-surveys.htm
http://apir.wisc.edu/diversity.htm
Included diverse perspectives (political, re-ligious, racial/ethnic, gender, etc.) in course
discussions or assignments
Tried to better understand someone else's views by imagining how an issue looks from
his or her perspective
0 10 20 30 40 50 60 70 80
48
67
During the current school year, how often have you ...
Percent Often or Very Often
NSSE 2014
Selected NSSE 2014 ResultsPercent of Seniors who felt quite a bit or very much:
See: http://apir.wisc.edu/students-surveys.htm
http://apir.wisc.edu/diversity.htm
How much does your institution emphasize encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.)
How much has your experience at this institution contributed to your knowledge skills, and personal development in understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)
0 10 20 30 40 50 60
44
56
Percent quite a bit or very much
Summary of Indicators
Indicators present in this report:1. Percent enrollment of minority undergraduate students2. Percent enrollment of targeted minority undergraduate students3. Percent enrollment of minority graduate students4. Percent enrollment of minority professional students5. Percent enrollment of Pell grant recipients6. Percent enrollment of first-generation students7. Percent enrollment of undergraduates by gender8. Percent enrollment of graduate/professional students by gender9. Retention/Graduation rates of targeted minorities, Pell grant recipients,
and first-generation students.10. Women as a percent of all Faculty11. Minority Faculty recruitment12. Minority Faculty representation13. Percent of Faculty promoted to tenure by gender14. Percent of Faculty promoted to tenure by minority status
http://apir.wisc.edu/diversity.htm
Diversity Update 2014
• Slideshow available at http://apir.wisc.edu/diversity.htm
• Questions about these slides:– Sara Lazenby ([email protected])– Jocelyn Milner ([email protected])