Idaho State Board of Education
Idaho State Board of Education Higher Education Fact Book 2011
Board Members Richard Westerberg, President | Preston Ken Edmunds, Vice-President | Twin Falls Don Soltman, Secretary | Coeur d’Alene Emma Atchley | Ashton Paul Agidius | Moscow Rod Lewis | Eagle Milford Terrell | Eagle Tom Luna, Superintendent of Public Instruction Mike Rush, Executive Director
Board-Governed Institutions Boise State University | Idaho State University | Lewis-Clark State College | University of Idaho Eastern Idaho Technical College
Community Colleges College of Southern Idaho | College of Western Idaho | North Idaho College
Board-Governed Agencies Office of the State Board of Education | State Department of Education Division of Professional-Technical Education | Idaho Public Television Division of Vocational Rehabilitation
Table of Contents
Message from the President . . . . . . . . . . . 4 Introduction . . . . . . . . . . . . . . . . . . 5 College Readiness . . . . . . . . . . . . . . . 6 Postsecondary Enrollment. . . . . . . . . . . . 8 Postsecondary Retention & Attainment . . . . . 10 Finance. . . . . . . . . . . . . . . . . . . . 13 Economic Impact . . . . . . . . . . . . . . . 22
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Message from the President Higher Education means business to Idaho’s economy by bringing money into the state, by generating economic activity, by serving business and industry, and by enhancing individual wealth. In FY2011, Idaho’s College and Universities brought in through grants and contracts over $100M dollars more than the amount invested in those institutions through the state general fund. Idaho also provides numerous postsecondary options – from short-term certificates to PhDs. Our institutions have experienced 9.9% growth in full-time equivalent enrollment over the past two years. These are successes of which we can be proud. There is much to be done, however, if Idaho is to remain a place where our children can continue to prosper and lead successful lives. This past August, the State Board of Education set a challenging goal: at least 60% of Idaho’s 25-34 year olds will have a postsecondary degree or credential by 2020. Currently, Idaho is at 31%. While challenging, this goal is neither unrealistic nor unnecessary. In a recently completed study by the Georgetown University Center for Education and the Workforce, it was estimated that 61% of Idaho jobs will require some form of postsecondary credential by the year 2018.1 In addition, the other countries with which our children must compete are surpassing us in the education of their citizens. Unless we reverse current trends, our country is in danger of becoming the least educated country in the industrialized world. Idaho is well positioned to take advantage of the future. We have strong institutions, hard working students, a solid and supportive business community, and committed educators. We invite you to join us in promoting and improving higher education in Idaho.
Richard Westerberg
1 Center on Education and the Workforce, Georgetown University. (2010, June) Help Wanted: Projections of Jobs and Education Requirements Through 2018. http://cew.georgetown.edu/jobs2018/.
Structure of State Board of Education
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Introduction
The State Board of Education (SBOE) is the policy-making body for all public education in Idaho and provides general oversight and governance for public K-20 education. The SBOE serves as the Board of Trustees for Boise State University, Idaho State University, and Lewis-Clark State College, and the Board of Regents for the University of Idaho. It also serves as the Board for Professional-Technical Education for Eastern Idaho Technical College, the Division of Professional-Technical Education, and the Division of Vocational Rehabilitation. Idaho’s three public community colleges, College of Southern Idaho, North Idaho College, and College of Western Idaho, are governed by locally-elected governing boards. However, SBOE provides general oversight and control in the form of approving budget requests and program offerings of these colleges. The Board is also designated as the governing board of Idaho Public Television and is responsible for registering all for-profit degreegranting institutions in the state as well as a number of non-degree granting proprietary schools.
The Higher Education Goal
Higher Education in Idaho serves several purposes, from enhancing the economic competitiveness of Idaho communities through research and service to providing highly educated individuals who can contribute to our society and compete in the workplace. In a recently completed study by the Georgetown University Center for Education and the Workforce, it was estimated that 61% of Idaho jobs will require some form of postsecondary credential by the year 2018.2 Because of this critical need, the State Board set a goal that at least 60% of Idaho’s 25-34 year olds will have a postsecondary degree or credential by 2020. As of 2009, Idaho is at 31.4%.3 Enrollment is rising. Between FY2009 and FY2010 the colleges and universities experienced a 9.9% growth in full-time equivalent academic enrollment. However, over that same period of time, state General Fund appropriations dropped over 11%. The Higher Education Fact Book 2011 is a snapshot of public postsecondary education in Idaho and the progress towards reaching the 60% goal. The Fact Book will cover the following: • College readiness of Idaho’s students • Postsecondary enrollment
• Advanced opportunities available to high school students • Postsecondary retention and attainment levels • Higher education finance trends
• Economic impact of public postsecondary institutions Part of SBOE’s mission is to “advocate for transforming Idaho’s educational system to improve each Idahoan’s quality of life and enhance Idaho’s global competitiveness.” The Higher Education Fact Book 2011 is a part of the fulfillment of that mission.
2 Center on Education and the Workforce, Georgetown University. (2010, June) Help Wanted: Projections of Jobs and Education Requirements Through 2018. http://cew.georgetown.edu/jobs2018/. 3 National Center for Higher Education Management Systems (NCHEMS), using U.S. Census Bureau, 2009 American Community Survey Public Use Microdata Sample File data.
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College Readiness
ACT
21.9
Average ACT Composite Scores
21.8 21.7
Score
An important factor of student success in college is how prepared they are to participate in college level courses. Standardized testing is a method used to identify college and career readiness. SBOE has passed a rule requiring the graduating class of 2013 to take the ACT, SAT, or Compass. The philosophy behind this rule is to remove obstacles to students applying and entering college. Students who do not take an entrance exam face a significant barrier to college entrance. Currently, the cost burden of taking these tests rest on the student. A student’s remediation need is primarily determined by scores on placement exams such as ACT, SAT, or Compass.
21.6 21.5 21.4 21.3 21.2 AY2006
Figure 1
AY2007
AY2008
AY2009
For academic year 2006-2007 through 2009-2010.
The ACT is a national college admission examination used to test students’ knowledge in English, mathematics, reading, and science. In 2010, 10,624 Idaho high school graduates took the ACT compared to 2007 when 9,865 graduates took the exam.4 Idaho’s students show steady increases in their ACT scores over the last four years. They scored from 0.2 to 0.8 points higher than the national average for the composite score on the exam (Figure 1). In 2010, the composite score average was 21 nationally and 21.8 for Idaho.5 The ACT has a score range of 1 to 36. SAT The SAT is also a national college admission examination. In academic year 2009-2010, 3,336 Idaho students took the SAT compared to 3,166 in the academic year 2007-2008. Idaho has seen slight increases in average SAT scores for Idaho students as shown in Figure 2. The three categories for SAT indicated below are critical reading, mathematics, and writing with each category having a score range of 200-800. For academic year 2009-2010, the average Idaho student scores were 44 points higher in critical reading, 28 points higher in mathematics, and 26 points higher in writing compared to the national average. According to the College Board, 2010 saw a participation rate in SAT of 14%, down from 17% in 2006.6
800
Average SAT Subject Area Scores
700 600
Score
6
500 400 300 200 AY2006
AY2007
Critical Reading
AY2008 Mathematics
AY2009
Writing
Figure 2 Critical reading, mathematics, and writing for academic year 2006-2007 through 2009-2010.
4 ACT (2010) ACT Profile Report-State from http://www.act.org/news/data/09/pdf/states/Idaho.pdf. 5 ACT (2010) The Conditions of College & Career Readiness, Class of 2010 - Idaho from http://www.act.org/news/data/10/pdf/readiness/ CCCR_Idaho.pdf. 6 College Board (2010) State Reports, Idaho. (Section 3).
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Remediation Need 80% 70%
% of Students
60% 50% 40% 30% 20% 10% 0% AY2006
AY2007 2-Year Institutions
AY2008 AY2009 4-Year Institutions
Figure 3 Remediation need for first-time, first-year freshmen who graduated from an Idaho public high school within the prior 12 months (public 2-year or 4-year institution).
Remediation Roughly two out of three Idaho public high school graduates attending a 2-year public postsecondary institution and one out of four attending a 4-year public postsecondary institution within a year after graduating were in need of mathematics or English remediation. The disparity in remediation need can be partially explained by the different missions of the institutions. Both types of institutions saw a drop in remediation need in academic years 2007-2008 and 20092010.
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Postsecondary Enrollment Enrollment in professional-technical, undergraduate, graduate, and professional degree programs at Idaho’s public postsecondary institutions has steadily increased over the last four years (Figure 4). Both full-time and part-time enrollment make up the headcount.7 The student is only counted once within an institution, but may be enrolled in multiple institutions and counted at each institution. One full-time equivalent (FTE) represents the number of part-time and full-time students and converts into a full-time enrollment number (e.g. 2 half-time students = 1 full-time student). An increase in both enrollment and graduation rates will be needed in order to meet he 60% goal. Advanced Opportunities
120,000
Headcount & Full-Time Equivalent Enrollment
100,000 80,000 60,000 40,000 20,000 0 AY2006
AY2007
Enrollment Headcount
Figure 4
AY2008
AY2009
Fall FTE Equivalent Count
Public postsecondary annual enrollment and FTE for academic
Under SBOE policies, advanced opportunities years 2006-2007 through 2009-2010 at BSU, ISU, UI, LCSC, CSI, CWI, encompass Dual Credit, Tech Prep, Advanced NIC, and EITC. Placement and International Baccalaureate. Advanced opportunities align with the Board’s vision of an accessible, seamless public education as well as promoting college readiness and generally decreasing time to degree completion for students. The Board currently collects data on Tech Prep, Dual Credit enrollment, and Dual Credit hours completed. 16,000
Tech Prep Course Enrollment
Tech Prep
14,000 12,000
No. of Students
8
10,000 8,000 6,000 4,000 2,000 0 AY2006
Figure 5 courses.
AY2007
AY2008
AY2009
Tech Prep allows secondary professional-technical students the opportunity to simultaneously earn secondary and postsecondary technical credits while in high school. Participation in these courses is on the rise in Idaho (Figure 5).8 A Tech Prep course must have an approved articulation agreement between the high school and a technical college. These courses are advanced learning opportunities that provide a head start on a technical certificate or an associate of applied science degree.9
Number of Idaho high school students enrolled in Tech Prep
7 More detailed figures of enrollment at the College and Universities is available at http://www.boardofed.idaho.gov/research_stats/ postsecondary_data.asp 8 FY2009 was the first year Tech Prep data was collected using the Career And Technology Education Management Application (CATEMA) system which records Tech Prep data by course, not program. 9 More detailed information about Tech Prep in Idaho is available at http://www.pte.idaho.gov/.
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Dual Credit Dual Credit is a college-level course that allows high school students to simultaneously earn both high school and college credit. The delivery of Dual Credit can take place at the high school or on the college campus, or through various distance delivery methods (e.g., online, Idaho Education Network). An important difference between Dual Credit and other advanced opportunities is that the student is enrolled in the higher education institution in which they are earning college credits. Enrollment and credit hour completion in Dual Credit courses has increased significantly over the last four academic years as shown in Figure 6 and Figure 7.10
Credit Hours of Dual Credit Enrollment
16,000
3,000
14,000
2,500
12,000
2,000
10,000
Number of Students
Number of Students
Dual Credit Course Enrollment
8,000
1,500
6,000
1,000
4,000 2,000
500
0 BSU
ISU
AY2006
U of I
LCSC
AY2007
CSI
CWI
AY2008
EITC
AY2009
NIC
Figure 6 Total credit hours earned in dual credit at each Idaho public postsecondary institution
0 BSU
ISU AY2006
UI
LCSC AY2007
CSI
CWI AY2008
EITC NIC AY2009
Figure 7 Number of Idaho high school students enrolled in Dual Credit courses.
10 The College of Western Idaho opened in spring 2009 and began offering dual credit courses the following fall.
9
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Postsecondary Retention & Attainment Increasing postsecondary retention and attainment is an important element in meeting the Board’s 60% completion goal. At the postsecondary level, retention refers to students who return the following year. The current graduation rate is calculated using a cohort model of 60.0% Six-Year Graduation Rate first-time, full-time students who graduate within 150% of the traditional time. The graduation 50.0% rate does not account for part-time or transfer students. Adult students continuing their educa40.0% tion are also not counted. Given these parameters, there has been little fluctuation in the graduation 30.0% rate of students attending Idaho’s public 4-year 20.0% postsecondary institutions (Figure 8). Institutions that serve larger populations of adult continuing education students, which include a higher percentage of part-time or commuter students with dependents, are BSU, LCSC, and ISU. These populations often are working part or full-time. In contrast, UI is primarily a residential campus with a higher population of traditional students (i.e., first time, full-time freshmen). Differences such as these make a comparison of graduation rates across institutions inappropriate.
10.0% 0.0% BSU Fall 2001 Cohort
ISU Fall 2002 Cohort
LCSC Fall 2003 Cohort
UI Fall 2004 Cohort
Figure 8 6-Year graduation rate for first-time, full-time public 4-year postsecondary institutions. These data do not include part time, transfer, or adult continuing education students. At this time, data is not available for 2-year institutions.
6,000 However, graduation rates are only part of the Degrees Awarded by Level picture. The degrees that students are attaining 5,000 are important to Idaho. Currently Idaho public postsecondary institutions award more Bachelor’s 4,000 degrees than any other postsecondary credential (Figure 9). Education, health professions, and business and marketing majors are the three larg- 3,000 est areas of study for Idaho’s public postsecondary 2,000 students (Figure 10). While there is little variation in the number of degrees awarded among the 1,000 areas of study, there is a fair amount of fluctuation within individual areas. Education, liberal arts/ 0 general studies & humanities, visual and performAY2006 AY2007 AY2008 ing arts, as well as history have seen the largest Certificate Associate Bachelor Master Doctor First Professional relative changes in the number of degrees awarded in those fields. The Board has a goal of 2,177 Figure 9 Number and type of degrees awarded for AY2006 through degrees being conferred in Science, Technology, AY08. Data include BSU, ISU, UI, LCSC,CSI, CWI, NIC, and EITC. Engineering, and Mathematics (STEM) areas.11 In 2008, only a little over 1,000 degrees were in STEM areas.
11
http://www.boardofed.idaho.gov/policies.
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Degrees Awarded by Area of Major
History Military technologies
Business, management, marketing, &… Health professions and related clinical… Visual & performing arts Transportation & materials moving Precision production Mechanic & repair technologies Construction trades Science technologies** Social sciences
Number of Degrees
Public administration & social service … Security & protective services Psychology
AY2008
Physical sciences** Philosophy & religious studies
AY2007
Parks, recreation, leisure, & fitness studies
AY2006
Multi/interdisciplinary studies Mathematics & statistics** Biological and biomedical sciences** Library science
Liberal arts & sciences/general studies &… English language & literature Legal professions & studies Family & consumer sciences/human sciences Foreign languages, literatures, & linguistics Engineering technologies** Engineering** Education Personal & culinary services Computer and information sciences &… Communications technologies & support… Communication, journalism, & related… Area, ethnic, cultural, & gender studies Architecture & related services Natural resources & conservation
1,600
1,400
1,200
1,000
800
600
400
200
0
Agriculture, agriculture operations, &…
Figure 10 Degrees awarded by area of study for academic year 2006 through 2008. Data include BSU, ISU, UI, LCSC,CSI, CWI, NIC, & EITC. ** Denote STEM areas of study. The STEM categories are noted as defined by Complete College America.
12 | According to the Idaho Department of Labor, there is a strong correlation between one’s level of educational attainment and potential wages.12 The American Community Survey estimates that only 23.7% of Idaho’s population who are 25 and above have completed a Bachelor’s degree or higher in the state of Idaho. The national average is 27.5%. The low rate of completion of a Bachelor’s degree puts the population at an economic disadvantage.
Average Idaho Pay per Hour Based on Educational Attainment $45.65
Least to Most Education ------>
1st Professional or Doctoral Degree
$34.22
Bachelor's or Higher Plus Work Experience
$26.49
Bachelor's Degree Associate's Degree or
$19.91
Postsecondary Vocational Training
$20.65
Related Work Experience Long-Term & Moderate
$15.15
On-the-Job Training Short-Term
On-the-Job Training
$11.27 Source: Idaho Dept. of Labor
$0
$5
$10
$15
$20
$25
$30
$35
$40
$45
Average Pay/Hour
12
Idaho Department of Labor (2010). Education & Training Pay from http://labor.idaho.gov/publications/educationpays.pdf.
$50
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Finance State funding of postsecondary education is extremely important for Idaho, the institutions, and ultimately the students the institutions serve. This section contains a history of institutional funding from the General Fund, trends for student tuition and fees, the trends in cost of attendance compared to available family resources, how Idaho’s contributions to need-based aid compare to other states, and the cost to the institutions to deliver college. As budgets in many public sectors are either stagnant or in decline due to the economic hardship, context must be given for higher education funding. Figure 11 shows funding for postsecondary 2-year and 4-year institutions as a percentage of total General Fund appropriations compared to Public Schools, Health & Welfare and Adult & Juvenile Corrections for fiscal years 1990 through 2010. State funding for higher education has declined slowly but steadily as a percent of the total General Fund budget. The total higher education-related budgets accounted for 14.4% of the state’s total FY2010 General Fund appropriation. Compared to the other three largest sectors of the state’s budget, higher education has experienced the largest percent reduction over time.
Percentage of Total State General Fund Original Appropriation
60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%
FY1990 FY1992 FY1994 FY1996 FY1998 FY2000 FY2002 FY2004 FY2006 FY2008 FY2010
Figure 11
Public
Health &
Schools
Welfare
Based on original appropriation FY1990 through FY2010.
Higher Education
Adult & Juv Corrections
14 | Between FY1990 and FY2010, the General Fund appropriation (as a percentage of the total state budget) has dropped 1.9% for Public Schools, increased 5.3% for Health & Welfare, fallen 4.6% for Higher Education and gone up 4.3% for Corrections (Figure 11).13 A 10-year breakout of original General Fund appropriations for the College and Universities and the Community Colleges follows in Figure 12 and Figure 13.
College and Universities
$290 $280
$30
$270
$25
$260
$20 Millions
$250 Millions
Community Colleges
$35
$240 $230
$15 $10
$220
$5
$210
$0
$200 FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010
Figure 12 propriation
College & Universities’ Original General Fund Ap-
FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010
Figure 13 propriation
Community Colleges’ Original General Fund Ap-
In FY2010, the state appropriated 38.9% of the College and Universities’ total operating budget revenues. The distribution of this amount was 23.1% General Fund, 13.5% student fees, 0.9% endowment earnings, and 1.4% federal stimulus funds. Non-appropriated funds comprised the remaining 61.4% of the total operating budgets for the College and Universities.
13 “Public Schools.” Bill 1 (2006 Special Session) increased the FY2007 Public Schools General Fund appropriation by $250,645,700 to replace the School Maintenance & Operations (M&O) Levy with General Funds. CSI & NIC each received $500,000 in FY 1998 and $1.6M in FY 2002 in additional General Funds to provide dollar-for-dollar property tax relief through a corresponding reduction of property tax levies assessed in the three taxing district counties. Thus, this appropriation did not result in additional overall funds to the community colleges. In FY2009 $5M was added to the community colleges’ budget when CWI opened. In FY2010 $10M was transferred from the Permanent Building Fund to the College & Universities’ General Fund budget for the construction of UI’s proposed Center for Livestock and Environmental Studies. This funding artificially inflated the true general education appropriation and was subsequently rescinded by the Legislature in FY2011 due to budget cuts.
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40%
The decline in General Fund support for higher education has been partially offset with student tuition and fees increases. Twenty years ago, tuition and fees contributed 12.7% of College and Universities’ appropriated dollars. Ten years ago, tuition and fees contributed 20.7% of their appropriated dollars. As of FY2010 tuition and fees accounted for over 33% of the College and Universities’ appropriated funds. This illustrates the overall trend of the financial burden being shifted upon the students and is shown in Figure 14.
Student Fees as a Percentage of College and Universities’ Appropriation
35% 30% 25% 20% 15% 10% 5% 0%
This gradual shift of source funding from the General Fund to the student was exemplified in FY2010. Even Figure 14 FY2001 through FY2010. taking into account the stop-gap federal stimulus funding, the College and Universities sustained a 5.8% or $16.6M budget cut at the same time that enrollment was surging (as is typical during economic downturns). When the $10M for the Center for Livestock and Environmental Studies is pulled out (see footnote 13), the actual general education budget cut was 9.3% or $26.6M. The Board subsequently approved an increase in tuition and fees averaging 6.23% for FY2010 to partially mitigate the dramatic loss of state funding. FY2001
FY2002
FY2003
FY2004
FY2005
FY2006
FY2007
FY2008
FY2009
FY2010
16 | Idaho’s full-time tuition and fees still rank at or below the average of other western states (Table 1), but like any comparison it must be contextualized.14 Each state has its own unique budgetary and governance environments. Likewise, each institution also has its own unique role, mission and purpose which make casual side-by-side comparisons problematic. Table 1
State Ranking by type of institution compared to WICHE* States.
Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Universities (BSU,ISU,UI) Washington Hawaii Colorado Oregon Arizona North Dakota South Dakota California Average Montana Utah New Mexico Alaska Nevada Idaho Wyoming Universities (BSU, ISU, UI) Colorado Washington California Oregon Arizona Hawaii Montana Average Nevada New Mexico Utah North Dakota Alaska Idaho Wyoming South Dakota
2009-2010 Tuition & Fees Amount $8,091 $7,168 $7,125 $6,973 $6,841 $6,569 $6,312 $6,248 $5,993 $5,667 $5,287 $5,050 $4,979 $4,939 $4,921 $3,726
% of Average 135.0% 119.6% 118.9% 116.4% 114.2% 109.6% 105.3% 104.3% 100.0% 94.6% 88.2% 84.3% 83.1% 82.4% 82.1% 62.2%
Rank 1 2 3 4 5 6 7 8 9 10 11
% of Other Institutions Amount Average (LCSC) South Dakota $6,576 132.4% Oregon $6,523 131.3% Washington $6,078 122.4% North Dakota $5,589 112.5% Colorado $5,161 103.9% Average $4,968 100.0% Montana $4,827 97.2% Idaho $4,596 92.5% Hawaii $4,537 91.3% Utah $3,888 78.3% New Mexico $3,622 72.9% Nevada $3,248 65.4%
Annual Nonresident Undergraduate
Amount
$25,213 $21,966 $21,724 $21,522 $20,938 $19,216 $17,664 $17,384 $17,279 $16,202 $15,969 $15,678 $14,879 $14,550 $11,646 $6,312
% of Average 145.0% 126.4% 125.0% 123.8% 120.4% 110.5% 101.6% 100.0% 99.4% 93.2% 91.9% 90.2% 85.6% 83.7% 67.0% 36.3%
Rank 1 2 3 4 5 6 7 8 9 10 11
Other Institutions Amount % of (LCSC) Average Washington $16,335 128.9% Colorado $15,812 124.8% Oregon $15,582 123.0% Montana $14,738 116.3% Hawaii $13,681 108.0% Idaho $12,786 100.9% Average $12,672 100.0% Nevada $12,512 98.7% Utah $11,797 93.1% New Mexico $9,946 78.5% North Dakota $9,628 76.0% South Dakota $6,576 51.9%
14 WICHE (2010) Tuition & Fees In Public Higher Education in the West from http://wiche.edu/info/publications/Tuition_and_Fees2009-10. pdf. *WICHE is the Western Interstate Commission for Higher Education
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A multiplicity of factors (e.g. cost of living, demographics, state funding priorities and formulas, etc.) have to be taken into consideration before drawing conclusions from these data. For example, increases in full-time tuition and fees have outpaced increases in Idaho’s average annual wage. The average tuition and fees have increased 17.4% from FY2007 through FY2010. In the same period, the Idaho average annual wage has only increased 4.4% (Figure 15). $5,000
College and Universities’ Total Tuition and Fees
$50,000
$4,000
$40,000
$3,000
$30,000
$2,000
$20,000
$1,000
$10,000
$-
$FY 2007
FY 2008 BSU
Figure 15
FY2007 through FY2010.
ISU
FY 2009 UI
LCSC
FY 2010 Average Wage
18 | A similar analysis compares the cost to attend college by major component parts (i.e. student fees, books and supplies, room and board, personal expenses, and transportation) against estimated available family resources (Figure 16).
College & Universities’ Cost of Attendance vs. Available Family Resources $18,000 $16,000 $14,000 $12,000
$11,787
$12,577
$13,141
$13,929
$14,578
$15,208
$15,837
$16,674
$10,000 $8,000 $6,000 $4,000 $2,000 $FY2003 FY2004 Room & Board Transportation
Figure 16
FY2005
FY2006 FY2007 Student Fees Books/Supplies
FY2008
FY2009 Personal
FY2010
Available Resources
FY2007 through FY2010 based on family income of $50,000.
The cost of attendance has increased 41% from FY2003 through FY2010. A large part of this increase is due to an increase in tuition and fees of 52%, and increase in room and board of 61%, but available resources (federal and state grants and loans, student earnings, and the amount of expected family contribution) have only increased 10% in the same period. The unmet need (the gap between cost of attendance and available resources) has increased from $1,932 to $5,861, or 203%, since FY2003. Less available family resources lead many students and their families to seek out federal or state aid to help supplement the gap between the cost of attending college and their family resources.
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The Western Interstate Commission on Higher Education (WICHE) is a regional organization created to facilitate resource sharing among the higher education systems of the West. Idaho ranks near the bottom of WICHE states in the amount of state funded need-based grant aid. The average state that participates in WICHE contributes $489 per FTE in the 2008-2009 academic year. Idaho contributes $63 per FTE which represents 13% of the WICHE average. Table 2 WICHE 2010 Benchmarks: Each dollar amount is an estimated need-based grant dollars per FTE enrollment restricted to undergraduates.
State Washington US
California Oregon
WICHE
Colorado
New Mexico Nevada
Montana Alaska
Arizona
North Dakota Utah
Idaho
Hawaii
Wyoming
South Dakota
2006-2007 $839
$581
$587
$287
$449
$380
$295
$205
$134
$34
$60
$58
$70
$25
$13
$7
$0
Grant Dollars
2007-2008 $913
2008-2009 $923
$587
$592
$608
$291
$466
$422
$278
$192
$130
$38
$59
$98
$91
$51
$13
$7
$0
$611
$525
$489
$448
$269
$189
$149
$112
$96
$87
$73
$63
$57
$7
$5
In FY2010 the state provided $7.1M in General Funds to fund and/or administer the following scholarships and grants: • • • • • • • • • •
Idaho Robert R. Lee Promise Scholarship - Category A & B (Idaho Code §33-4303 et seq.) Atwell Parry Work Study Program (Idaho Code §33-4401 et seq.) Minority/ “At Risk” Student Scholarship Program (Idaho Code §33-4601) Teachers/Nurses Loan Forgiveness Program (Idaho Code §33-3722) Freedom Scholarship (Idaho Code §33-4301 et seq.) Public Safety Officer Scholarship (Idaho Code §33-4302A) Grow Your Own Teacher Scholarship (Governor’s Initiative 2001) Leveraging Educational Assistance Program (LEAP/SLEAP) (20 U.S.C. §1070c) Opportunity Scholarship (Idaho Code §33-5601 et seq.) Byrd Scholarship Program (federal funds only) (20 U.S.C. § 1070d-31 et seq.)
20 | The challenges associated with appropriation decreases and tuition increases are compounded by increases in the cost of doing business. Figure 17 shows the average undergraduate cost per student for the College and Universities.
Cost to Deliver College
$450
Millions
Cost to Deliver College
$400
40,000
Cost to Deliver per FTE
36,000
Student FTE
32,000
$350
28,000
$300
24,000
$250
20,000
$200
16,000
$150
12,000
$100
8,000
$50
4,000
$-
FY2003
FY2004
FY2005
FY2006
Instruction
Academic Support
Student FTE
Cost to Deliver per FTE
Athletics & Auxiliaries
Figure 17
Student FTE and Cost per FTE
$500
FY2007
Plant & Depreciation
FY2008
Student Services
Institutional Support
FY2009
FY2010
Library
Financial Aid
FY2003 through FY2010.
From FY2003 through FY2010, unweighted student FTE enrollment has increased 4% while at the same time the cost to deliver college has increased 33% as follows: Instruction
23%
Student Services
23%
Academic Support Library
Athletics & Auxiliaries Plant & Depreciation Institutional Support Financial Aid Total
51% 31% 60% 50% 26% 56%
33%
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In summary, with the erosion of state funding for higher education in Idaho has come a shift in the cost of postsecondary education to the student in the form of tuition and fees. While Idaho’s average tuition and fees are regionally competitive, they are still increasing at a higher rate than the average annual wage. This financial barrier is compounded by Idaho’s relatively low levels of funding for need-based financial aid.
22 |
Economic Impact 220
Grants & Contracts: Awards
200
180
Millions
An often unspoken impact that Idaho public institutions have is the economic benefit they bring to the region and the state. These institutions bring in dollars in the form of federal dollars, grants and contracts awarded by the state to local programs, and from industry and other sources. For example, Figure 20 and Figure 21 show the federal, state, industry, or other grants and contracts awarded to and expended by BSU, ISU, and UI for the previous four fiscal years. Expenditures will not necessarily match awards in any given year due to multi-year awards.
160
140
120
Millions
Many of these dollars are awarded to research 100 programs leading to both intellectual and FY2007 FY2008 FY2009 FY2010 economic growth. In FY2010 over $135M were awarded for research for BSU, ISU, and Figure 18 Funds awarded to Idaho public universities. Federal, state, UI. At its most fundamental level, research industry, and other total funds awarded to BSU, ISU, and UI. strengthens an institution’s primary product and purpose: Unique, innovative, meaningful learning experiences. These experiences can expose students to practical applications of critical thinking and problem-solving, which help produce well-educated students ready to enter a competitive workforce. In addition, research can serve “as a driving force for regional, state, and national economic development.”15 For example, research Grants & Contracts: Expenditures dollars from external grants and contracts cre140 ate new jobs at institutions, and these employees in turn generate their own economic benefits in 120 the form of indirect spending. The impact of 100 the research itself can create new knowledge and ideas, new processes and new products. Some of 80 these innovations may lead to patents, licensing agreements, startup companies, or more efficient 60 business processes. Capitalizing on the develop40 ment and transfer of technology brings revenue back to the institution and the state. “With proper 20 maintenance, guidance, and support, the entire research process becomes a cycle of intellectual 0 and economic growth.”16 FY2007 FY2008 FY2009 FY2010 Federal
State
Industry & Other
Figure 19 Expenditures by Idaho Public Universities. Expenditures by BSU, ISU, and UI from federal, state, industry, and other sources (does not include UI Institutional Funding, e.g. cost share or match, gift funds, local service funds, etc.). 15 Strategic Research Plan for Idaho Higher Education, September 14, 2010. http://www.boardofed.idaho.gov/meetings/board/ archive/2010/10_13-14_10/irsa.pdf 16 ibid.
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The state of Idaho continues its progress in improving higher education with the goal of at least 60% of Idaho’s 2534 year olds having a postsecondary degree or credential by 2020. Challenges remain in order to achieve this goal, but SBOE hopes that the people of Idaho will partner to make this goal a reality. In doing so, SBOE will continue its mission of improving each Idahoan’s quality of life and enhancing Idaho’s global competitiveness.
In FY2011, Idaho’s College and Universities brought in through grants and contracts over $100M dollars more than the amount invested in those institutions through the state general fund.
The University of Idaho annually generates an estimated $934.4M in added state income. This equates to approximately 1.9% of the Idaho economy.1
North Idaho College annually contributes approximately $302M to labor and nonlabor income in the Kootenai County economy.2
1 University of Idaho. (2010) Executive Summary from http://www.uidaho. edu/president/economic_impact. 2 North Idaho College. (2010) Economic Modeling from http://www.edcorridor.com/pdfs/impactReportEMSI.pdf.
Prepared by: Office of the State Board of Education 650 West State Street #307 Boise, Idaho 83702-0037 (208) 334-2270 www.boardofed.idaho.gov
Board Members Richard Westerberg, President | Preston Ken Edmunds, Vice-President | Twin Falls Don Soltman, Secretary | Coeur d’Alene Emma Atchley | Ashton Paul Agidius | Moscow Rod Lewis | Eagle Milford Terrell | Eagle Tom Luna, Superintendent of Public Instruction Mike Rush, Executive Director
Board-Governed Institutions Boise State University | Idaho State University | Lewis-Clark State College | University of Idaho Eastern Idaho Technical College
Community Colleges College of Southern Idaho | College of Western Idaho | North Idaho College
Board-Governed Agencies Office of the State Board of Education | State Department of Education Division of Professional-Technical Education | Idaho Public Television Division of Vocational Rehabilitation
Table of Contents
Message from the President . . . . . . . . . . . 4 Introduction . . . . . . . . . . . . . . . . . . 5 College Readiness . . . . . . . . . . . . . . . 6 Postsecondary Enrollment. . . . . . . . . . . . 8 Postsecondary Retention & Attainment . . . . . 10 Finance. . . . . . . . . . . . . . . . . . . . 13 Economic Impact . . . . . . . . . . . . . . . 22
4
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Message from the President Higher Education means business to Idaho’s economy by bringing money into the state, by generating economic activity, by serving business and industry, and by enhancing individual wealth. In FY2011, Idaho’s College and Universities brought in through grants and contracts over $100M dollars more than the amount invested in those institutions through the state general fund. Idaho also provides numerous postsecondary options – from short-term certificates to PhDs. Our institutions have experienced 9.9% growth in full-time equivalent enrollment over the past two years. These are successes of which we can be proud. There is much to be done, however, if Idaho is to remain a place where our children can continue to prosper and lead successful lives. This past August, the State Board of Education set a challenging goal: at least 60% of Idaho’s 25-34 year olds will have a postsecondary degree or credential by 2020. Currently, Idaho is at 31%. While challenging, this goal is neither unrealistic nor unnecessary. In a recently completed study by the Georgetown University Center for Education and the Workforce, it was estimated that 61% of Idaho jobs will require some form of postsecondary credential by the year 2018.1 In addition, the other countries with which our children must compete are surpassing us in the education of their citizens. Unless we reverse current trends, our country is in danger of becoming the least educated country in the industrialized world. Idaho is well positioned to take advantage of the future. We have strong institutions, hard working students, a solid and supportive business community, and committed educators. We invite you to join us in promoting and improving higher education in Idaho.
Richard Westerberg
1 Center on Education and the Workforce, Georgetown University. (2010, June) Help Wanted: Projections of Jobs and Education Requirements Through 2018. http://cew.georgetown.edu/jobs2018/.
Structure of State Board of Education
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Introduction
The State Board of Education (SBOE) is the policy-making body for all public education in Idaho and provides general oversight and governance for public K-20 education. The SBOE serves as the Board of Trustees for Boise State University, Idaho State University, and Lewis-Clark State College, and the Board of Regents for the University of Idaho. It also serves as the Board for Professional-Technical Education for Eastern Idaho Technical College, the Division of Professional-Technical Education, and the Division of Vocational Rehabilitation. Idaho’s three public community colleges, College of Southern Idaho, North Idaho College, and College of Western Idaho, are governed by locally-elected governing boards. However, SBOE provides general oversight and control in the form of approving budget requests and program offerings of these colleges. The Board is also designated as the governing board of Idaho Public Television and is responsible for registering all for-profit degreegranting institutions in the state as well as a number of non-degree granting proprietary schools.
The Higher Education Goal
Higher Education in Idaho serves several purposes, from enhancing the economic competitiveness of Idaho communities through research and service to providing highly educated individuals who can contribute to our society and compete in the workplace. In a recently completed study by the Georgetown University Center for Education and the Workforce, it was estimated that 61% of Idaho jobs will require some form of postsecondary credential by the year 2018.2 Because of this critical need, the State Board set a goal that at least 60% of Idaho’s 25-34 year olds will have a postsecondary degree or credential by 2020. As of 2009, Idaho is at 31.4%.3 Enrollment is rising. Between FY2009 and FY2010 the colleges and universities experienced a 9.9% growth in full-time equivalent academic enrollment. However, over that same period of time, state General Fund appropriations dropped over 11%. The Higher Education Fact Book 2011 is a snapshot of public postsecondary education in Idaho and the progress towards reaching the 60% goal. The Fact Book will cover the following: • College readiness of Idaho’s students • Postsecondary enrollment
• Advanced opportunities available to high school students • Postsecondary retention and attainment levels • Higher education finance trends
• Economic impact of public postsecondary institutions Part of SBOE’s mission is to “advocate for transforming Idaho’s educational system to improve each Idahoan’s quality of life and enhance Idaho’s global competitiveness.” The Higher Education Fact Book 2011 is a part of the fulfillment of that mission.
2 Center on Education and the Workforce, Georgetown University. (2010, June) Help Wanted: Projections of Jobs and Education Requirements Through 2018. http://cew.georgetown.edu/jobs2018/. 3 National Center for Higher Education Management Systems (NCHEMS), using U.S. Census Bureau, 2009 American Community Survey Public Use Microdata Sample File data.
5
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College Readiness
ACT
21.9
Average ACT Composite Scores
21.8 21.7
Score
An important factor of student success in college is how prepared they are to participate in college level courses. Standardized testing is a method used to identify college and career readiness. SBOE has passed a rule requiring the graduating class of 2013 to take the ACT, SAT, or Compass. The philosophy behind this rule is to remove obstacles to students applying and entering college. Students who do not take an entrance exam face a significant barrier to college entrance. Currently, the cost burden of taking these tests rest on the student. A student’s remediation need is primarily determined by scores on placement exams such as ACT, SAT, or Compass.
21.6 21.5 21.4 21.3 21.2 AY2006
Figure 1
AY2007
AY2008
AY2009
For academic year 2006-2007 through 2009-2010.
The ACT is a national college admission examination used to test students’ knowledge in English, mathematics, reading, and science. In 2010, 10,624 Idaho high school graduates took the ACT compared to 2007 when 9,865 graduates took the exam.4 Idaho’s students show steady increases in their ACT scores over the last four years. They scored from 0.2 to 0.8 points higher than the national average for the composite score on the exam (Figure 1). In 2010, the composite score average was 21 nationally and 21.8 for Idaho.5 The ACT has a score range of 1 to 36. SAT The SAT is also a national college admission examination. In academic year 2009-2010, 3,336 Idaho students took the SAT compared to 3,166 in the academic year 2007-2008. Idaho has seen slight increases in average SAT scores for Idaho students as shown in Figure 2. The three categories for SAT indicated below are critical reading, mathematics, and writing with each category having a score range of 200-800. For academic year 2009-2010, the average Idaho student scores were 44 points higher in critical reading, 28 points higher in mathematics, and 26 points higher in writing compared to the national average. According to the College Board, 2010 saw a participation rate in SAT of 14%, down from 17% in 2006.6
800
Average SAT Subject Area Scores
700 600
Score
6
500 400 300 200 AY2006
AY2007
Critical Reading
AY2008 Mathematics
AY2009
Writing
Figure 2 Critical reading, mathematics, and writing for academic year 2006-2007 through 2009-2010.
4 ACT (2010) ACT Profile Report-State from http://www.act.org/news/data/09/pdf/states/Idaho.pdf. 5 ACT (2010) The Conditions of College & Career Readiness, Class of 2010 - Idaho from http://www.act.org/news/data/10/pdf/readiness/ CCCR_Idaho.pdf. 6 College Board (2010) State Reports, Idaho. (Section 3).
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Remediation Need 80% 70%
% of Students
60% 50% 40% 30% 20% 10% 0% AY2006
AY2007 2-Year Institutions
AY2008 AY2009 4-Year Institutions
Figure 3 Remediation need for first-time, first-year freshmen who graduated from an Idaho public high school within the prior 12 months (public 2-year or 4-year institution).
Remediation Roughly two out of three Idaho public high school graduates attending a 2-year public postsecondary institution and one out of four attending a 4-year public postsecondary institution within a year after graduating were in need of mathematics or English remediation. The disparity in remediation need can be partially explained by the different missions of the institutions. Both types of institutions saw a drop in remediation need in academic years 2007-2008 and 20092010.
7
|
Postsecondary Enrollment Enrollment in professional-technical, undergraduate, graduate, and professional degree programs at Idaho’s public postsecondary institutions has steadily increased over the last four years (Figure 4). Both full-time and part-time enrollment make up the headcount.7 The student is only counted once within an institution, but may be enrolled in multiple institutions and counted at each institution. One full-time equivalent (FTE) represents the number of part-time and full-time students and converts into a full-time enrollment number (e.g. 2 half-time students = 1 full-time student). An increase in both enrollment and graduation rates will be needed in order to meet he 60% goal. Advanced Opportunities
120,000
Headcount & Full-Time Equivalent Enrollment
100,000 80,000 60,000 40,000 20,000 0 AY2006
AY2007
Enrollment Headcount
Figure 4
AY2008
AY2009
Fall FTE Equivalent Count
Public postsecondary annual enrollment and FTE for academic
Under SBOE policies, advanced opportunities years 2006-2007 through 2009-2010 at BSU, ISU, UI, LCSC, CSI, CWI, encompass Dual Credit, Tech Prep, Advanced NIC, and EITC. Placement and International Baccalaureate. Advanced opportunities align with the Board’s vision of an accessible, seamless public education as well as promoting college readiness and generally decreasing time to degree completion for students. The Board currently collects data on Tech Prep, Dual Credit enrollment, and Dual Credit hours completed. 16,000
Tech Prep Course Enrollment
Tech Prep
14,000 12,000
No. of Students
8
10,000 8,000 6,000 4,000 2,000 0 AY2006
Figure 5 courses.
AY2007
AY2008
AY2009
Tech Prep allows secondary professional-technical students the opportunity to simultaneously earn secondary and postsecondary technical credits while in high school. Participation in these courses is on the rise in Idaho (Figure 5).8 A Tech Prep course must have an approved articulation agreement between the high school and a technical college. These courses are advanced learning opportunities that provide a head start on a technical certificate or an associate of applied science degree.9
Number of Idaho high school students enrolled in Tech Prep
7 More detailed figures of enrollment at the College and Universities is available at http://www.boardofed.idaho.gov/research_stats/ postsecondary_data.asp 8 FY2009 was the first year Tech Prep data was collected using the Career And Technology Education Management Application (CATEMA) system which records Tech Prep data by course, not program. 9 More detailed information about Tech Prep in Idaho is available at http://www.pte.idaho.gov/.
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Dual Credit Dual Credit is a college-level course that allows high school students to simultaneously earn both high school and college credit. The delivery of Dual Credit can take place at the high school or on the college campus, or through various distance delivery methods (e.g., online, Idaho Education Network). An important difference between Dual Credit and other advanced opportunities is that the student is enrolled in the higher education institution in which they are earning college credits. Enrollment and credit hour completion in Dual Credit courses has increased significantly over the last four academic years as shown in Figure 6 and Figure 7.10
Credit Hours of Dual Credit Enrollment
16,000
3,000
14,000
2,500
12,000
2,000
10,000
Number of Students
Number of Students
Dual Credit Course Enrollment
8,000
1,500
6,000
1,000
4,000 2,000
500
0 BSU
ISU
AY2006
U of I
LCSC
AY2007
CSI
CWI
AY2008
EITC
AY2009
NIC
Figure 6 Total credit hours earned in dual credit at each Idaho public postsecondary institution
0 BSU
ISU AY2006
UI
LCSC AY2007
CSI
CWI AY2008
EITC NIC AY2009
Figure 7 Number of Idaho high school students enrolled in Dual Credit courses.
10 The College of Western Idaho opened in spring 2009 and began offering dual credit courses the following fall.
9
10 |
Postsecondary Retention & Attainment Increasing postsecondary retention and attainment is an important element in meeting the Board’s 60% completion goal. At the postsecondary level, retention refers to students who return the following year. The current graduation rate is calculated using a cohort model of 60.0% Six-Year Graduation Rate first-time, full-time students who graduate within 150% of the traditional time. The graduation 50.0% rate does not account for part-time or transfer students. Adult students continuing their educa40.0% tion are also not counted. Given these parameters, there has been little fluctuation in the graduation 30.0% rate of students attending Idaho’s public 4-year 20.0% postsecondary institutions (Figure 8). Institutions that serve larger populations of adult continuing education students, which include a higher percentage of part-time or commuter students with dependents, are BSU, LCSC, and ISU. These populations often are working part or full-time. In contrast, UI is primarily a residential campus with a higher population of traditional students (i.e., first time, full-time freshmen). Differences such as these make a comparison of graduation rates across institutions inappropriate.
10.0% 0.0% BSU Fall 2001 Cohort
ISU Fall 2002 Cohort
LCSC Fall 2003 Cohort
UI Fall 2004 Cohort
Figure 8 6-Year graduation rate for first-time, full-time public 4-year postsecondary institutions. These data do not include part time, transfer, or adult continuing education students. At this time, data is not available for 2-year institutions.
6,000 However, graduation rates are only part of the Degrees Awarded by Level picture. The degrees that students are attaining 5,000 are important to Idaho. Currently Idaho public postsecondary institutions award more Bachelor’s 4,000 degrees than any other postsecondary credential (Figure 9). Education, health professions, and business and marketing majors are the three larg- 3,000 est areas of study for Idaho’s public postsecondary 2,000 students (Figure 10). While there is little variation in the number of degrees awarded among the 1,000 areas of study, there is a fair amount of fluctuation within individual areas. Education, liberal arts/ 0 general studies & humanities, visual and performAY2006 AY2007 AY2008 ing arts, as well as history have seen the largest Certificate Associate Bachelor Master Doctor First Professional relative changes in the number of degrees awarded in those fields. The Board has a goal of 2,177 Figure 9 Number and type of degrees awarded for AY2006 through degrees being conferred in Science, Technology, AY08. Data include BSU, ISU, UI, LCSC,CSI, CWI, NIC, and EITC. Engineering, and Mathematics (STEM) areas.11 In 2008, only a little over 1,000 degrees were in STEM areas.
11
http://www.boardofed.idaho.gov/policies.
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Degrees Awarded by Area of Major
History Military technologies
Business, management, marketing, &… Health professions and related clinical… Visual & performing arts Transportation & materials moving Precision production Mechanic & repair technologies Construction trades Science technologies** Social sciences
Number of Degrees
Public administration & social service … Security & protective services Psychology
AY2008
Physical sciences** Philosophy & religious studies
AY2007
Parks, recreation, leisure, & fitness studies
AY2006
Multi/interdisciplinary studies Mathematics & statistics** Biological and biomedical sciences** Library science
Liberal arts & sciences/general studies &… English language & literature Legal professions & studies Family & consumer sciences/human sciences Foreign languages, literatures, & linguistics Engineering technologies** Engineering** Education Personal & culinary services Computer and information sciences &… Communications technologies & support… Communication, journalism, & related… Area, ethnic, cultural, & gender studies Architecture & related services Natural resources & conservation
1,600
1,400
1,200
1,000
800
600
400
200
0
Agriculture, agriculture operations, &…
Figure 10 Degrees awarded by area of study for academic year 2006 through 2008. Data include BSU, ISU, UI, LCSC,CSI, CWI, NIC, & EITC. ** Denote STEM areas of study. The STEM categories are noted as defined by Complete College America.
12 | According to the Idaho Department of Labor, there is a strong correlation between one’s level of educational attainment and potential wages.12 The American Community Survey estimates that only 23.7% of Idaho’s population who are 25 and above have completed a Bachelor’s degree or higher in the state of Idaho. The national average is 27.5%. The low rate of completion of a Bachelor’s degree puts the population at an economic disadvantage.
Average Idaho Pay per Hour Based on Educational Attainment $45.65
Least to Most Education ------>
1st Professional or Doctoral Degree
$34.22
Bachelor's or Higher Plus Work Experience
$26.49
Bachelor's Degree Associate's Degree or
$19.91
Postsecondary Vocational Training
$20.65
Related Work Experience Long-Term & Moderate
$15.15
On-the-Job Training Short-Term
On-the-Job Training
$11.27 Source: Idaho Dept. of Labor
$0
$5
$10
$15
$20
$25
$30
$35
$40
$45
Average Pay/Hour
12
Idaho Department of Labor (2010). Education & Training Pay from http://labor.idaho.gov/publications/educationpays.pdf.
$50
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Finance State funding of postsecondary education is extremely important for Idaho, the institutions, and ultimately the students the institutions serve. This section contains a history of institutional funding from the General Fund, trends for student tuition and fees, the trends in cost of attendance compared to available family resources, how Idaho’s contributions to need-based aid compare to other states, and the cost to the institutions to deliver college. As budgets in many public sectors are either stagnant or in decline due to the economic hardship, context must be given for higher education funding. Figure 11 shows funding for postsecondary 2-year and 4-year institutions as a percentage of total General Fund appropriations compared to Public Schools, Health & Welfare and Adult & Juvenile Corrections for fiscal years 1990 through 2010. State funding for higher education has declined slowly but steadily as a percent of the total General Fund budget. The total higher education-related budgets accounted for 14.4% of the state’s total FY2010 General Fund appropriation. Compared to the other three largest sectors of the state’s budget, higher education has experienced the largest percent reduction over time.
Percentage of Total State General Fund Original Appropriation
60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%
FY1990 FY1992 FY1994 FY1996 FY1998 FY2000 FY2002 FY2004 FY2006 FY2008 FY2010
Figure 11
Public
Health &
Schools
Welfare
Based on original appropriation FY1990 through FY2010.
Higher Education
Adult & Juv Corrections
14 | Between FY1990 and FY2010, the General Fund appropriation (as a percentage of the total state budget) has dropped 1.9% for Public Schools, increased 5.3% for Health & Welfare, fallen 4.6% for Higher Education and gone up 4.3% for Corrections (Figure 11).13 A 10-year breakout of original General Fund appropriations for the College and Universities and the Community Colleges follows in Figure 12 and Figure 13.
College and Universities
$290 $280
$30
$270
$25
$260
$20 Millions
$250 Millions
Community Colleges
$35
$240 $230
$15 $10
$220
$5
$210
$0
$200 FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010
Figure 12 propriation
College & Universities’ Original General Fund Ap-
FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010
Figure 13 propriation
Community Colleges’ Original General Fund Ap-
In FY2010, the state appropriated 38.9% of the College and Universities’ total operating budget revenues. The distribution of this amount was 23.1% General Fund, 13.5% student fees, 0.9% endowment earnings, and 1.4% federal stimulus funds. Non-appropriated funds comprised the remaining 61.4% of the total operating budgets for the College and Universities.
13 “Public Schools.” Bill 1 (2006 Special Session) increased the FY2007 Public Schools General Fund appropriation by $250,645,700 to replace the School Maintenance & Operations (M&O) Levy with General Funds. CSI & NIC each received $500,000 in FY 1998 and $1.6M in FY 2002 in additional General Funds to provide dollar-for-dollar property tax relief through a corresponding reduction of property tax levies assessed in the three taxing district counties. Thus, this appropriation did not result in additional overall funds to the community colleges. In FY2009 $5M was added to the community colleges’ budget when CWI opened. In FY2010 $10M was transferred from the Permanent Building Fund to the College & Universities’ General Fund budget for the construction of UI’s proposed Center for Livestock and Environmental Studies. This funding artificially inflated the true general education appropriation and was subsequently rescinded by the Legislature in FY2011 due to budget cuts.
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40%
The decline in General Fund support for higher education has been partially offset with student tuition and fees increases. Twenty years ago, tuition and fees contributed 12.7% of College and Universities’ appropriated dollars. Ten years ago, tuition and fees contributed 20.7% of their appropriated dollars. As of FY2010 tuition and fees accounted for over 33% of the College and Universities’ appropriated funds. This illustrates the overall trend of the financial burden being shifted upon the students and is shown in Figure 14.
Student Fees as a Percentage of College and Universities’ Appropriation
35% 30% 25% 20% 15% 10% 5% 0%
This gradual shift of source funding from the General Fund to the student was exemplified in FY2010. Even Figure 14 FY2001 through FY2010. taking into account the stop-gap federal stimulus funding, the College and Universities sustained a 5.8% or $16.6M budget cut at the same time that enrollment was surging (as is typical during economic downturns). When the $10M for the Center for Livestock and Environmental Studies is pulled out (see footnote 13), the actual general education budget cut was 9.3% or $26.6M. The Board subsequently approved an increase in tuition and fees averaging 6.23% for FY2010 to partially mitigate the dramatic loss of state funding. FY2001
FY2002
FY2003
FY2004
FY2005
FY2006
FY2007
FY2008
FY2009
FY2010
16 | Idaho’s full-time tuition and fees still rank at or below the average of other western states (Table 1), but like any comparison it must be contextualized.14 Each state has its own unique budgetary and governance environments. Likewise, each institution also has its own unique role, mission and purpose which make casual side-by-side comparisons problematic. Table 1
State Ranking by type of institution compared to WICHE* States.
Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Universities (BSU,ISU,UI) Washington Hawaii Colorado Oregon Arizona North Dakota South Dakota California Average Montana Utah New Mexico Alaska Nevada Idaho Wyoming Universities (BSU, ISU, UI) Colorado Washington California Oregon Arizona Hawaii Montana Average Nevada New Mexico Utah North Dakota Alaska Idaho Wyoming South Dakota
2009-2010 Tuition & Fees Amount $8,091 $7,168 $7,125 $6,973 $6,841 $6,569 $6,312 $6,248 $5,993 $5,667 $5,287 $5,050 $4,979 $4,939 $4,921 $3,726
% of Average 135.0% 119.6% 118.9% 116.4% 114.2% 109.6% 105.3% 104.3% 100.0% 94.6% 88.2% 84.3% 83.1% 82.4% 82.1% 62.2%
Rank 1 2 3 4 5 6 7 8 9 10 11
% of Other Institutions Amount Average (LCSC) South Dakota $6,576 132.4% Oregon $6,523 131.3% Washington $6,078 122.4% North Dakota $5,589 112.5% Colorado $5,161 103.9% Average $4,968 100.0% Montana $4,827 97.2% Idaho $4,596 92.5% Hawaii $4,537 91.3% Utah $3,888 78.3% New Mexico $3,622 72.9% Nevada $3,248 65.4%
Annual Nonresident Undergraduate
Amount
$25,213 $21,966 $21,724 $21,522 $20,938 $19,216 $17,664 $17,384 $17,279 $16,202 $15,969 $15,678 $14,879 $14,550 $11,646 $6,312
% of Average 145.0% 126.4% 125.0% 123.8% 120.4% 110.5% 101.6% 100.0% 99.4% 93.2% 91.9% 90.2% 85.6% 83.7% 67.0% 36.3%
Rank 1 2 3 4 5 6 7 8 9 10 11
Other Institutions Amount % of (LCSC) Average Washington $16,335 128.9% Colorado $15,812 124.8% Oregon $15,582 123.0% Montana $14,738 116.3% Hawaii $13,681 108.0% Idaho $12,786 100.9% Average $12,672 100.0% Nevada $12,512 98.7% Utah $11,797 93.1% New Mexico $9,946 78.5% North Dakota $9,628 76.0% South Dakota $6,576 51.9%
14 WICHE (2010) Tuition & Fees In Public Higher Education in the West from http://wiche.edu/info/publications/Tuition_and_Fees2009-10. pdf. *WICHE is the Western Interstate Commission for Higher Education
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A multiplicity of factors (e.g. cost of living, demographics, state funding priorities and formulas, etc.) have to be taken into consideration before drawing conclusions from these data. For example, increases in full-time tuition and fees have outpaced increases in Idaho’s average annual wage. The average tuition and fees have increased 17.4% from FY2007 through FY2010. In the same period, the Idaho average annual wage has only increased 4.4% (Figure 15). $5,000
College and Universities’ Total Tuition and Fees
$50,000
$4,000
$40,000
$3,000
$30,000
$2,000
$20,000
$1,000
$10,000
$-
$FY 2007
FY 2008 BSU
Figure 15
FY2007 through FY2010.
ISU
FY 2009 UI
LCSC
FY 2010 Average Wage
18 | A similar analysis compares the cost to attend college by major component parts (i.e. student fees, books and supplies, room and board, personal expenses, and transportation) against estimated available family resources (Figure 16).
College & Universities’ Cost of Attendance vs. Available Family Resources $18,000 $16,000 $14,000 $12,000
$11,787
$12,577
$13,141
$13,929
$14,578
$15,208
$15,837
$16,674
$10,000 $8,000 $6,000 $4,000 $2,000 $FY2003 FY2004 Room & Board Transportation
Figure 16
FY2005
FY2006 FY2007 Student Fees Books/Supplies
FY2008
FY2009 Personal
FY2010
Available Resources
FY2007 through FY2010 based on family income of $50,000.
The cost of attendance has increased 41% from FY2003 through FY2010. A large part of this increase is due to an increase in tuition and fees of 52%, and increase in room and board of 61%, but available resources (federal and state grants and loans, student earnings, and the amount of expected family contribution) have only increased 10% in the same period. The unmet need (the gap between cost of attendance and available resources) has increased from $1,932 to $5,861, or 203%, since FY2003. Less available family resources lead many students and their families to seek out federal or state aid to help supplement the gap between the cost of attending college and their family resources.
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The Western Interstate Commission on Higher Education (WICHE) is a regional organization created to facilitate resource sharing among the higher education systems of the West. Idaho ranks near the bottom of WICHE states in the amount of state funded need-based grant aid. The average state that participates in WICHE contributes $489 per FTE in the 2008-2009 academic year. Idaho contributes $63 per FTE which represents 13% of the WICHE average. Table 2 WICHE 2010 Benchmarks: Each dollar amount is an estimated need-based grant dollars per FTE enrollment restricted to undergraduates.
State Washington US
California Oregon
WICHE
Colorado
New Mexico Nevada
Montana Alaska
Arizona
North Dakota Utah
Idaho
Hawaii
Wyoming
South Dakota
2006-2007 $839
$581
$587
$287
$449
$380
$295
$205
$134
$34
$60
$58
$70
$25
$13
$7
$0
Grant Dollars
2007-2008 $913
2008-2009 $923
$587
$592
$608
$291
$466
$422
$278
$192
$130
$38
$59
$98
$91
$51
$13
$7
$0
$611
$525
$489
$448
$269
$189
$149
$112
$96
$87
$73
$63
$57
$7
$5
In FY2010 the state provided $7.1M in General Funds to fund and/or administer the following scholarships and grants: • • • • • • • • • •
Idaho Robert R. Lee Promise Scholarship - Category A & B (Idaho Code §33-4303 et seq.) Atwell Parry Work Study Program (Idaho Code §33-4401 et seq.) Minority/ “At Risk” Student Scholarship Program (Idaho Code §33-4601) Teachers/Nurses Loan Forgiveness Program (Idaho Code §33-3722) Freedom Scholarship (Idaho Code §33-4301 et seq.) Public Safety Officer Scholarship (Idaho Code §33-4302A) Grow Your Own Teacher Scholarship (Governor’s Initiative 2001) Leveraging Educational Assistance Program (LEAP/SLEAP) (20 U.S.C. §1070c) Opportunity Scholarship (Idaho Code §33-5601 et seq.) Byrd Scholarship Program (federal funds only) (20 U.S.C. § 1070d-31 et seq.)
20 | The challenges associated with appropriation decreases and tuition increases are compounded by increases in the cost of doing business. Figure 17 shows the average undergraduate cost per student for the College and Universities.
Cost to Deliver College
$450
Millions
Cost to Deliver College
$400
40,000
Cost to Deliver per FTE
36,000
Student FTE
32,000
$350
28,000
$300
24,000
$250
20,000
$200
16,000
$150
12,000
$100
8,000
$50
4,000
$-
FY2003
FY2004
FY2005
FY2006
Instruction
Academic Support
Student FTE
Cost to Deliver per FTE
Athletics & Auxiliaries
Figure 17
Student FTE and Cost per FTE
$500
FY2007
Plant & Depreciation
FY2008
Student Services
Institutional Support
FY2009
FY2010
Library
Financial Aid
FY2003 through FY2010.
From FY2003 through FY2010, unweighted student FTE enrollment has increased 4% while at the same time the cost to deliver college has increased 33% as follows: Instruction
23%
Student Services
23%
Academic Support Library
Athletics & Auxiliaries Plant & Depreciation Institutional Support Financial Aid Total
51% 31% 60% 50% 26% 56%
33%
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In summary, with the erosion of state funding for higher education in Idaho has come a shift in the cost of postsecondary education to the student in the form of tuition and fees. While Idaho’s average tuition and fees are regionally competitive, they are still increasing at a higher rate than the average annual wage. This financial barrier is compounded by Idaho’s relatively low levels of funding for need-based financial aid.
22 |
Economic Impact 220
Grants & Contracts: Awards
200
180
Millions
An often unspoken impact that Idaho public institutions have is the economic benefit they bring to the region and the state. These institutions bring in dollars in the form of federal dollars, grants and contracts awarded by the state to local programs, and from industry and other sources. For example, Figure 20 and Figure 21 show the federal, state, industry, or other grants and contracts awarded to and expended by BSU, ISU, and UI for the previous four fiscal years. Expenditures will not necessarily match awards in any given year due to multi-year awards.
160
140
120
Millions
Many of these dollars are awarded to research 100 programs leading to both intellectual and FY2007 FY2008 FY2009 FY2010 economic growth. In FY2010 over $135M were awarded for research for BSU, ISU, and Figure 18 Funds awarded to Idaho public universities. Federal, state, UI. At its most fundamental level, research industry, and other total funds awarded to BSU, ISU, and UI. strengthens an institution’s primary product and purpose: Unique, innovative, meaningful learning experiences. These experiences can expose students to practical applications of critical thinking and problem-solving, which help produce well-educated students ready to enter a competitive workforce. In addition, research can serve “as a driving force for regional, state, and national economic development.”15 For example, research Grants & Contracts: Expenditures dollars from external grants and contracts cre140 ate new jobs at institutions, and these employees in turn generate their own economic benefits in 120 the form of indirect spending. The impact of 100 the research itself can create new knowledge and ideas, new processes and new products. Some of 80 these innovations may lead to patents, licensing agreements, startup companies, or more efficient 60 business processes. Capitalizing on the develop40 ment and transfer of technology brings revenue back to the institution and the state. “With proper 20 maintenance, guidance, and support, the entire research process becomes a cycle of intellectual 0 and economic growth.”16 FY2007 FY2008 FY2009 FY2010 Federal
State
Industry & Other
Figure 19 Expenditures by Idaho Public Universities. Expenditures by BSU, ISU, and UI from federal, state, industry, and other sources (does not include UI Institutional Funding, e.g. cost share or match, gift funds, local service funds, etc.). 15 Strategic Research Plan for Idaho Higher Education, September 14, 2010. http://www.boardofed.idaho.gov/meetings/board/ archive/2010/10_13-14_10/irsa.pdf 16 ibid.
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The state of Idaho continues its progress in improving higher education with the goal of at least 60% of Idaho’s 2534 year olds having a postsecondary degree or credential by 2020. Challenges remain in order to achieve this goal, but SBOE hopes that the people of Idaho will partner to make this goal a reality. In doing so, SBOE will continue its mission of improving each Idahoan’s quality of life and enhancing Idaho’s global competitiveness.
In FY2011, Idaho’s College and Universities brought in through grants and contracts over $100M dollars more than the amount invested in those institutions through the state general fund.
The University of Idaho annually generates an estimated $934.4M in added state income. This equates to approximately 1.9% of the Idaho economy.1
North Idaho College annually contributes approximately $302M to labor and nonlabor income in the Kootenai County economy.2
1 University of Idaho. (2010) Executive Summary from http://www.uidaho. edu/president/economic_impact. 2 North Idaho College. (2010) Economic Modeling from http://www.edcorridor.com/pdfs/impactReportEMSI.pdf.
Prepared by: Office of the State Board of Education 650 West State Street #307 Boise, Idaho 83702-0037 (208) 334-2270 www.boardofed.idaho.gov
