Academic Availability, Affordability, and Academic Excellence

1. Academic Availability, Affordability, and Academic Excellence A Discussion with the University of Wyoming Trustees Neil Theobald David Jewell July 17, 2019

2. Purpose/Goals for Today The intent is to have an open and candid discussion regarding how the University of Wyoming can best serve the State of Wyoming and its citizens. There are no formal recommendations or motions in this presentation. The data and information shared is just scratching the surface – much more research and analysis needs to be conducted. The allotment of 4 hours was intentional – please interrupt and ask questions and/or share your thoughts/experiences/perspectives.

3. National Context In 2016, the college participation rate among all Wyoming 19 year olds, without regard to income, was 45%. Among low-income Wyoming students, participation was 21%. • The Pell Institute for the Study of Opportunity in Higher Education (2016). Wyoming Higher Education Opportunity Data Book Nationally, first generation students entered a four-year degree program at a rate of 34% and 65% had graduated or were still enrolled six years later. Children from families in which one or both parents had a college degree enrolled at a rate of 68% and 83% were enrolled or had graduated six years later. • U.S. Department of Education, National Center for Educational Statistics, NCES 2018, First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes. Nationally, first generation students who earn a baccalaureate degree close the gap on employment and wages with their non-first generation peers. Within four years after graduation, first generation students were employed at a rate of 69% with a median annual salary of $45,000. Non-first generation students were employed at a rate of 70% with a median annual salary of $45,500. • U.S. Department of Education, National Center for Educational Statistics, NCES 2018, First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes.

4. Wyoming’s Population is Aging

5. Wyoming’s Workforce More than 49% of Wyoming’s workforce occupies jobs in occupational group classifications that typically do not require a post-secondary education/credential.

6. Educational Attainment Over 37% of Wyoming’s population has some college, no degree or an associate’s degree.

7. Median Earnings and Poverty Rates In Wyoming, those with the highest median annual earnings and lowest rates of poverty are citizens with a bachelor’s degree or higher.

8. Academic Availability

9. At UW, Non-Resident Students are Becoming an Increasingly Larger Share of Undergraduates

10. At UW, Wyoming Residents are Becoming an Increasingly Smaller Share of Graduate Students

11. A University of Wyoming Education Needs to be Made More Accessible to All of Wyoming

12. Affordability

13. Universities’ Return on Investment If Student Graduates in 4 Years

14. Universities’ Return on Investment If Student Graduates in 6 Years

15. Universities’ Return on Investment Based on Actual Educational Attainment

16. UW’s Tuition & Fees Remain the Lowest Amongst Close and Stretch Peers

17. Across Wyoming Higher Education, Tuition Is Becoming an Increasingly Large Share of Revenue

18. Proposed Merit-Based Financial Aid Matrix • The new Academic Rating Index (ARI) is based upon a 200-point scale which equally weights (50% each) a student’s standardized test score (ACT or SAT) and high school grade point average (HS GPA). A student’s ARI score is calculated by using the following formula: • ARI Score = (HS GPA x 25.00) + (ACT x 2.77778) • Example of ARI Score Calculation:200 = (4.00 x 25.00) + (36 x 2.77778) = a perfect/highest possible ARI score

19. Fall 2018 Enrollment Profile of First-Time, Full-Time Students The table below contains the average GPA, ACT, SAT and class rank by Academic Rating Index score groupings for all 1,851 first-year students who enrolled in the University of Wyoming for the 2018 fall semester. Excludes student athletes. Excludes student athletes and out of state students receiving the alumni tuition rate of 150% of resident tuition. Excludes student athletes.

20. The Gap Between Hathaway Funding and UW’s Undergraduate Resident Tuition & Mandatory Fees Continues to Widen

21. Total Cost of Attendance: Undergraduate Resident 1 Tuition amount is based on $139 per credit hour (actual tuition will vary based on the actual credit hours enrolled). 2 Advising Fees are $6 per credit hour (actual advising fees will vary based on the actual credit hours enrolled). 3 Program Fees vary from $3 and $25 per credit hour. 4 Room amount is based on a standard double occupancy room. 5 Board amount is based on an unlimited meals per week plan. 6 Actual cost of books and supplies will vary.

22. Hathaway Scholarship Based Upon Merit

23. Hathaway Scholarship Based Upon Need • The Hathaway Need Formula • Total Budget (Cost of Attendance) • – Estimated Family Contribution (EFC from FAFSA) • – All gift aid (scholarships and grants) student is receiving (includes Hathaway Merit Award) • – $2,000 (Hathaway gap) • ----------------------------------- • = Hathaway Need • For Honors level: 100% of Hathaway Need is awarded, but cannot be less than $210 / academic year when need is present. • For all other levels: 25% of Hathaway Need is awarded, but cannot exceed $1,575 / academic year or be less than $210 / academic year when need is present.

24. Example#1: Undergraduate Resident with Estimated Family Contribution (EFC) of $0

25. Example#2: Undergraduate Resident with Estimated Family Contribution (EFC) of $5,576 (max EFC within Pell eligibility)

26. Example#2: Undergraduate Resident with Estimated Family Contribution (EFC) of $5,576 (max EFC within Pell eligibility)

27. Example#3: Undergraduate Resident with Estimated Family Contribution (EFC) of $5,577 (EFC just outside Pell eligibility)

28. Example#4: Median Estimated Family Contribution (EFC) at Each Hathaway Level

29. Academic Excellence

30. At UW, Undergraduates are Becoming (a) Less Likely to Drop-Out as Freshman and (b) More Likely to Graduate in 4 Years

31. At UW, 6-Year and 8-Year Graduation Rates are Increasing for Wyoming Residents

32. Predictors of First-Year Retention at UW UW’s Office of Institutional Analysis developed a multi-nominal logistic regression model to assist with predicting the odds of student retention. Using student data from fall 2012 through fall 2018, the following were key findings: • On-campus living, credit hours, and GPA are significant predictors of first-year retention at UW. • Students with a higher cumulative UW GPA are 3-times more likely to be retained. • Students with a higher high-school GPA are 1.6-times more likely to be retained. • Credit hours have a positive and linear relationship with the odds of first-year retention. • A student’s ACT composite score, ethnicity, and residency (Wyoming or out-of-state) are not statistically significant predictors.

33. Wyoming’s K-12 Schools are Sending UW Better Prepared Students Since the fall of 2009, there has been a significant improvement in the average first semester UW GPA and fall-to-fall retention rates of Wyoming resident, first-time, full-time students.

34. Full-Time Undergraduate Student’s Credit Hour Enrollment Levels

35. Student Credit Hours (SCHs) and Transfer Students 529 Wyoming-resident transfer students who had a 3.0 or higher cumulative GPA transferred to UW for the fall of 2018. Of that cohort alone: • 291 (or approx. 55%) transferred 76 or more SCHs • 168 (or approx. 32%) transferred 90 or more SCHs • 374 (or approx. 70%) had earned an associate’s degree • 249 of the 374 that had an associate’s degree had 76 or more SCHs • 148 of the 374 that had an associate’s degree had 90 or more SCHs There is a significant opportunity to partner with the Wyoming community colleges to assist with students transferring to UW sooner with fewer SCHs and higher amounts of financial aid (at the state of federal level) eligibility remaining.

36. Preliminary Ideas/Potential Responses

37. Next Steps Develop strategy/plan to further increase first-time, full-time retention rates based upon predictive analytics. Increase the number of student credit hours (SCHs) full-time students enroll in each semester with a minimum target of 15 SCHs/semester. Create strategy/plan that promotes, encourages, and supports a 4-year degree completion. Partner with community colleges to encourage transfer to UW sooner. Dig deeper into the data shared today. Implement tuition and financial aid strategies to support objectives above.

38. Current Factors that Research Indicates Positively Impact Educational Attainment at the University of Wyoming