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0000950123-09-068637.txt : 20091207
0000950123-09-068637.hdr.sgml : 20091207
20091207060135
ACCESSION NUMBER: 0000950123-09-068637
CONFORMED SUBMISSION TYPE: 8-K
PUBLIC DOCUMENT COUNT: 19
CONFORMED PERIOD OF REPORT: 20091207
ITEM INFORMATION: Regulation FD Disclosure
ITEM INFORMATION: Financial Statements and Exhibits
FILED AS OF DATE: 20091207
DATE AS OF CHANGE: 20091207
FILER:
COMPANY DATA:
COMPANY CONFORMED NAME: APOLLO GROUP INC
CENTRAL INDEX KEY: 0000929887
STANDARD INDUSTRIAL CLASSIFICATION: SERVICES-EDUCATIONAL SERVICES [8200]
IRS NUMBER: 860419443
STATE OF INCORPORATION: AZ
FISCAL YEAR END: 0831
FILING VALUES:
FORM TYPE: 8-K
SEC ACT: 1934 Act
SEC FILE NUMBER: 000-25232
FILM NUMBER: 091224866
BUSINESS ADDRESS:
STREET 1: 4615 EAST ELWOOD ST
CITY: PHOENIX
STATE: AZ
ZIP: 85040
BUSINESS PHONE: 6029665394
MAIL ADDRESS:
STREET 1: 4615 E ELWOOD STREET
CITY: PHOENIX
STATE: AZ
ZIP: 85040
8-K
1
p16480e8vk.htm
FORM 8-K
e8vk
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
WASHINGTON, D.C. 20549
FORM 8-K
CURRENT REPORT
Pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
Date of Report (Date of Earliest Event Reported): December 7, 2009
Apollo Group, Inc.
(Exact name of registrant as specified in its charter)
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Arizona
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0-25232
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86-0419443 |
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(State or other jurisdiction
of incorporation)
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(Commission
File Number)
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(I.R.S. Employer
Identification No.) |
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4025 S. Riverpoint Parkway, Phoenix,
Arizona
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85040 |
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(Address of principal executive offices)
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(Zip Code) |
Registrants telephone number, including area code: (480) 966-5394
Former name or former address, if changed since last report
Check the appropriate box below if the Form 8-K filing is intended to simultaneously satisfy the
filing obligation of the registrant under any of the following provisions:
o Written communications pursuant to Rule 425 under the Securities Act (17 CFR 230.425)
o Soliciting material pursuant to Rule 14a-12 under the Exchange Act (17 CFR 240.14a-12)
o Pre-commencement communications pursuant to Rule 14d-2(b) under the Exchange Act (17 CFR 240.14d-2(b))
o Pre-commencement communications pursuant to Rule 13e-4(c) under the Exchange Act (17 CFR 240.13e-4(c))
Section 7 Regulation FD
Item 7.01 Regulation FD Disclosure.
On December 7, 2009, University of Phoenix, Inc., a wholly-owned subsidiary of Apollo Group,
Inc., issued a press release announcing key findings from its Academic Annual Report 2009. A copy
of the press release is furnished as Exhibit 99.1 to this Form 8-K. The University of Phoenix,
Inc. Academic Annual Report 2009 is furnished as Exhibit 99.2 to this Form 8-K.
The information in Item 7.01 of this Form 8-K and Exhibits 99.1 and 99.2 furnished herewith
shall not be deemed filed for purposes of Section 18 of the Securities Exchange Act of 1934, as
amended (the Exchange Act), or otherwise subject to the liabilities under that section, nor shall
they be deemed incorporated by reference in any filing under the Securities Act of 1933, as
amended, or the Exchange Act, regardless of any general incorporation language in any such filing.
Section 9 Financial Statements and Exhibits
Item 9.01 Financial Statements and Exhibits.
(d) Exhibits.
The following exhibits are provided herewith:
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Exhibit Number |
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Description |
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99.1
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Text of press release issued by University of Phoenix, Inc. dated December 7, 2009. |
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99.2
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University of Phoenix, Inc. Academic Annual Report 2009. |
SIGNATURES
Pursuant to the requirements of the Securities Exchange Act of 1934, the registrant has duly caused
this report to be signed on its behalf by the undersigned hereunto duly authorized.
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Apollo Group, Inc.
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December 7, 2009 |
By: |
/s/ Brian L. Swartz
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Name: |
Brian L. Swartz |
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Title: |
Senior Vice President, Chief Financial
Officer and Treasurer |
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Exhibit Index
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Exhibit No. |
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Description |
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99.1
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Text of press release issued by University of Phoenix, Inc. dated December 7, 2009. |
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99.2
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University of Phoenix, Inc. Academic Annual Report 2009. |
EX-99.1
2
p16480exv99w1.htm
EX-99.1
exv99w1
Exhibit
99.1
UNIVERSITY OF PHOENIX RELEASES TRANSPARENT ACCOUNTING OF STUDENT
OUTCOMES AND PREVIEWS PROGRAMS FOR CONTINUOUS IMPROVEMENT
Programs for Orientation, a Refined Approach to Introductory Courses and a Just-in-Time
Plan for Remediation Designed to Increase Academic Attainment for Nontraditional Students
PHOENIX, December 7, 2009 In acknowledgement of the need to produce greater accountability and
transparency throughout higher education, Apollo Group, Inc. (NASDAQ:APOL) subsidiary University of
Phoenix today announced key findings from its second Academic Annual Report, demonstrating the
Universitys continued progress in addressing the challenges facing higher education today and
calling for greater understanding of the countrys next generation of students, who are
increasingly different from generations past. Recognizing the Obama administrations ambitious
goals to address the nations educated workforce shortage and the economic crisis, the Report
explores how best to serve the growing contingent of talented, hardworking people who want to
better themselves, but find they are shut out of higher education because of their real-life
responsibilities a group that comprises 73 percent of college students today.
These nontraditional students represent the next generation of learners, said Dr. William J.
Pepicello, president of University of Phoenix. They are not just our students, they are Americas
students. Understanding their needs and motivations and what systems will be necessary to serve
them is critical if we, as a nation, are to produce the highest proportion of college graduates in
the world by 2020.
Key Findings
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Academic Proficiency and Progress: University of Phoenix uses the Measure of Academic
Proficiency and Progress (MAPP) assessment developed by the Educational Testing Service
(ETS) to help measure students academic proficiency and progress. The MAPP assessment
found that, as a group, the Universitys seniors score at comparable levels with no
significant difference to students at other institutions in the areas of general
education. Importantly, University of Phoenix students, who enter under an
open-admissions policy at the undergraduate level, often start out with lower test scores in
the general education areas, but are able to make gains comparable to students at other
institutions upon their graduation. |
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Information Literacy: Using the Standardized Assessment of Information Literacy Skills
(SAILS) methodology, University of Phoenix freshmen score as well or better in all but two
of the eight areas measured as incoming students at other masters institutions offering at
least baccalaureate through graduate level programs. The same is true of the Universitys
seniors, who compare favorably to students at similar institutions in all but two areas
measured. Importantly, University of Phoenix seniors score better than its |
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freshmen in each of the literacy competencies measured. The percentage of improvement for the
Universitys freshmen and seniors is comparable to that of the improvement for like groups
in the national survey. |
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Completion Rates: While University of Phoenixs degree completion rate is assessed by
the federal governments Integrated Postsecondary Education Data System (IPEDS), as is
every other accredited educational institution, the system does a poor job of capturing the
nations next generation learners, who comprise the majority of the Universitys student
body. IPEDS counts only those students who complete their entire degree program
exclusively at one institution without transferring any credit from another institution
and graduate within 150 percent of the normal completion time. Generally speaking,
these conditions exclude most students who do not go directly from high school to college
as well as those who work full time. According to the American Federation of Teachers,
students still enrolled after 150 percent of expected graduation time represent a growing
trend in higher education. As such, the number of students who qualify for inclusion in
IPEDS decreases each year, particularly in the current economy, where more students cannot
afford to continue their educations uninterrupted. University of Phoenixs completion
rates for associate degrees is 26 percent for those students graduating in three years and
31 percent for students who take more than three years to complete. For bachelors
degrees, the Universitys completion rate is 36 percent for those students who graduate in
six years and 39 percent for students who take more than six years to complete. At the
graduate level, University of Phoenixs completion rate is 55 percent for students who
graduate in three years and 63 percent for students who require more than 3 years to
complete. |
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Average Salary Increases: Many University of Phoenix students are employed full time
while enrolled. As a result, the Universitys students do not forfeit wages during the
time they are earning their degrees and, in fact, many experience wage increases that are
above the national average salary increase for the same time period. Students enrolled in
University of Phoenixs bachelors degree programs in 2008 earned an average annual salary
increase of 8.5 percent compared to the 2008 national average of 3.8 percent. At the
masters level during the same time period, enrolled students earned an average annual
salary increase of 9.7 percent compared to a 2008 national average of 3.8 percent. In
addition, an analysis of public costs for higher education conducted by University of
Phoenix demonstrated that the University actually pays back approximately $140 per
student to the community as opposed to public and private not-for-profit institutions, which
receive sizable public financing. |
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Diversity: University of Phoenixs student body is more diverse than those found at
traditional universities. Thirty percent of the Universitys students are African
American, compared to a national average of 13 percent. Additionally, females make up 67
percent of undergraduate student enrollment at University of Phoenix, compared to 57 percent
nationally. |
2
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Student Satisfaction: Student satisfaction, while not an academic measure, provides
insight into how best holistically to meet the needs of this new majority population.
University of Phoenix student satisfaction surveys over the last year showed that students
rate all categories well above average, ranging from 91-96 percent satisfied. The
University also uses an external measure of student satisfaction, the National Survey of
Student Engagement (NSSE). In each of the ten relevant categories polled, students rate
the support and instruction at University of Phoenix higher than the national average
response rating, with the highest rating going for institutional contribution to their
knowledge in the area of thinking critically and analytically. |
Comparisons
In a comparison of findings between its 2008 and 2009 reports, cautioning that two years cannot
adequately point to significant trends, University of Phoenix reported slightly higher rates of
student satisfaction this year over last. In the area of information literacy, results showed that
scores for seniors continued to increase over those reported for freshman at approximately the same
rate.
University of Phoenix acknowledged a slight decrease in academic progress and progression, although
the overall comparison between its students and their contemporaries was comparable because the
variance in scores measured by the standard deviation was much greater than the decrease reported
this year. Completion rates for the University showed a slight decline 1 percentage point for
associate, 2 percentage points for baccalaureate and 5 percentage points for graduate in
students graduating within 150 percent of the traditional time for degree completion.
In areas where comparisons can be made and declines were found no matter how slight
University of Phoenix has initiated thoughtful and critical analysis as to the possible reasons for
the changes and developed programs for continuous improvement, said Pepicello.
The University is currently exploring possible reasons for the slight decline in completion rates.
Specifically, it is examining the demographics of next generation learners and how this unique
student population learns. Important factors in this analysis will include age, previous academic
experience, transfer credits and preference for learning modality.
Continuous Improvement
In response to data gathered to this point, University of Phoenix has determined specific areas to
be addressed, with a focus on programs for orientation, a refined approach to introductory courses
and a just-in-time plan for remediation. University Orientation, currently in trial with a small
sub-set of the Universitys student population, upon introduction will be a three-week, non-credit
bearing, free orientation course required for all students entering with fewer than 24 credits
prior to their enrollment with the University. The new program is intended to address the skills
necessary to be successful at University of Phoenix, and will introduce new students to the format,
expectations and requirements of the environment in which they will be learning.
3
The orientation program will encourage prospective students to take personal responsibility for
their learning and help them make informed decisions about whether this is the type of institution
they wish to attend and if they are ready to do so, said Pepicello. It will afford prospective
students the opportunity to experience the rigors of the college classroom without financial
burden, so that those who discover they are not ready will not incur debt.
From there, it is anticipated that all students entering with fewer than 24 credits will be
required to take a customized sequence of courses designed to increase retention and promote
success for at-risk students. The First-Year Sequence has been designed in four blocks with the
student at the center. Each block will build upon, reinforce and recycle the academic skills
introduced in the previous blocks. Course content will be interrelated to reinforce content and
skill-building mastered in each course, laddering material taught over multiple courses.
In this way, it is expected that students will learn and retain more information than if they were
learning everything in one course, without a grounding context, explained Pepicello.
Lastly and also as part of the First-Year Sequence, University of Phoenix is changing its approach
to remediation and instituting a program of integrative learning, which will provide just-in-time
skills on a gradual basis. This innovative approach will make learning opportunities available to
students throughout their course of study, not just at the beginning and not in an all-in-one,
sink-or-swim course.
We are changing remedial education to work for all students when they need it and without
sacrificing their appropriate academic progression, said Pepicello.
University of Phoenixs complete 2009 Academic Annual Report is available at
www.phoenix.edu/academicannualreport.
About University of Phoenix
University of Phoenix is constantly innovating to help students balance education and life in a
rapidly changing world. Through flexible schedules, challenging courses and interactive learning,
students achieve personal and career aspirations without putting their lives on hold. During the
quarter ending August 31, 2009, 443,000 students were enrolled at University of Phoenix, the
largest private university in North America. University of Phoenix serves a diverse student
population, offering associates, bachelors, masters, and doctoral degree programs from campuses
and learning centers across the U.S. as well as online throughout the world.
About Apollo Group, Inc.
Apollo Group, Inc. is one of the worlds largest private education providers and has been in the
education business for more than 35 years. The Company offers innovative and distinctive
educational programs and services both online and on-campus at the high school, undergraduate,
graduate and doctoral levels through its subsidiaries: University of Phoenix; Institute for
Professional Development; College for Financial Planning; Western International University; Meritus
University; Insight Schools and Apollo Global. The Companys programs and services are provided in
40 states and the District of Columbia; Puerto Rico; Canada; Latin America; and Europe, as well as
online throughout the world (data as of August 31, 2009).
4
For more information about Apollo Group and its subsidiaries, call (800) 990-APOL or visit the
Companys website at www.apollogrp.edu.
For More Information
Media Contact:
Sara Jones, (818) 326-1871
sara.jones@apollogrp.edu
Investor Relations Contact:
Allyson Pooley, (312) 660-2025
allyson.pooley@apollogrp.edu
# # #
5
EX-99.2
3
p16480exv99w2.htm
EX-99.2
exv99w2
Exhibit 99.2
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The second University of Phoenix Academic Annual Report comes at a time of momentous decisions for
the United States. As a result, this years report begins with a look at the situation facing
America (and specifically higher education) today. We then present the Academic Scorecard for the
University of Phoenix. Finally, the report addresses various solutions that the University is
pursuing as part of our philosophy of continuous improvement and transparency. |
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For the first time in history, a generation is coming of age while in danger of being less educated
than the previous one. Unless action is taken immediately, a gap of highly skilled professionals
will exist that will not be filled until access to higher education is increased for more than just
traditional students who go directly from high school to live and study on campus. Traditional
students make up only 27 percent of the undergraduate population today. They do not include a |
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large number of underserved
students who want to participate in higher education, but
who are shut out of traditional institutions. |
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Several issues compound the severity of higher educations
situation, including the changing demographics of American
society, students who arrive at universities unprepared to
meet the academic and social challenges before them, and an
overarching call for academic accountability to students and
the public in general. Completion rates have come under close
scrutiny, as has the question of whether a college education
actually is a wise investment of time and money for the
student or for the public, without whose support, higher
education of all types could not continue to exist. |
Now, just as weve opened the doors
of college to every American, we also
have to ensure that more students can
walk through them. Thats why Ive
challenged every American to commit
to at least one year of higher
education or advanced training,
because, by the end of the next
decade, I want to see America have
the highest proportion of college
graduates in the world.
President Barack Obama
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The second Academic Annual Report takes an
introspective look at student performance at the University of Phoenix. Several internal and external measures are reported, including the National
Survey of Student Engagement (NSSE), the Standardized Assessment of Information Literacy Skills
(SAILS), and the Educational Testing Service (ETS) Measure of Academic Proficiency and Progression
(MAPP) assessment. In all the assessments, University of Phoenix students scores are comparable or
better than the aggregate scores of their contemporaries in undergraduate education today. In
addition, students at the University of Phoenix are able to work while earning their degrees. Many
of these students report salary increases that are higher than the national average wage increase
during the same time period. The cost to the taxpayer per student is examined and reported as
approximately $140 paid back for each student educated at the University of Phoenix. |
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Finally, based on what we have learned from the data in our first two Academic Annual Reports, we
outline three initiatives the University of Phoenix is working to implement. These three,
University Orientation, the First-Year Sequence, and Just-In-Time Remediation, respond to the four
stated educational goals of the Obama administration and the Department of Education. It is in this
spirit that the University is continually rethinking strategies for student access and success. |
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University of Phoenix (UOPX) was founded on an agenda of social
responsibility to provide educational access to underserved
populations. This agenda has served the University and its students
well, and the doctrines underpinning that agenda have become an
integral part of the culture of the University of Phoenix. |
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Accounting |
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Business |
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Communications |
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Criminal Justice |
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Elementary Education |
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Financial Services |
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General Studies |
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Health Care Administration |
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Health Care Medical Records |
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Health Care Pharmacy Practice |
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Human Services Management |
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Information Technology |
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IT Networking |
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IT Web Design |
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IT Support |
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IT Database Development |
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Paraprofessional Education |
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Psychology |
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Sport Management |
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Travel, Hospitality, and Tourism |
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Visual Communication |
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Over the last three decades, the University of Phoenix has worked
to build an institution with the agility to directly address the
shifting economic and academic challenges that working adults
face. The Universitys growth over the last thirty years has been
fueled by constant innovation and ongoing efforts to improve the
learning experience through advanced technology. |
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Baccalaureate Programs |
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BSB |
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Accounting |
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Administration |
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Communications |
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e-Business |
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Finance |
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Global Business Management |
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Green and Sustainable
Enterprise Management |
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Hospitality Management |
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Human Resource Management |
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Information Systems |
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Integrated Supply Chain and Operations Management |
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Management |
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Marketing |
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Organizational Innovation |
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Public Administration |
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Retail Management |
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Small Business Entrepreneurship |
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Baccalaureate Programs, cont. |
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Accounting |
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Biology |
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Communication |
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Environmental Science |
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History |
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Psychology |
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Business Systems Analysis |
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Computer Support |
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Database Administration |
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Information System Security |
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Multimedia and Visual
Communication |
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Networking |
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Software Engineering |
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Web Development |
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Criminal Justice Administration |
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Organizational Security and
Management |
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Health Administration |
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Information Systems |
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Long-Term Care |
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Human Services |
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Management |
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LPN/LVN to BS in Nursing |
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RN to BS in Nursing |
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International |
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As a result of institutional growth and academic maturity, the
University of Phoenix now offers more than 100 degree programs in
associate through doctorate levels. |
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Accounting |
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Energy Management |
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Global Management |
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Health Care Management |
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Human Resources Management |
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Marketing |
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Project Management |
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Public Administration |
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Graduate Programs, cont. |
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MBA, cont. |
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Small Business Management |
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Technology Management |
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MBA (Spanish) |
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Global Management (Spanish) |
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Human Resources Management |
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Public Administration |
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International |
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Gerontology |
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Health Care Education |
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Health Care Informatics |
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Administration of Justice and Security |
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Administration and Supervision |
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Curriculum and Instruction |
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Curriculum and Instruction/ |
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ESL |
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Computer Education |
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Mathematics |
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Language Arts |
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Early Childhood |
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Teacher Education/Elementary |
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Teacher Education/Middle Level |
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Teacher Education/Secondary |
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Teacher Leadership |
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Special Education |
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Adult Education and Training |
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Health Administration |
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Nurse Practitioner |
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MBA/Health Care |
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Community Counseling |
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Marriage and Family Counseling |
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Marriage and Family Therapy |
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Marriage, Family and Child Therapy |
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Mental Health Counseling |
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School Counseling |
4
Today the University is a comprehensive learning institution
enrolling approximately 443,000 students, with a faculty of more
than 27,000, and more than 500,000 alumni.
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Doctoral Degree Programs |
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DBA |
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Business Administration |
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Organizational Leadership |
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Organizational Leadership/ |
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Information Sys. and Tech. |
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Educational Leadership |
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Educational Leadership/ |
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Curriculum and Instruction |
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Educational Technology |
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Industrial/Organizational Psychology |
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Higher Education Administration |
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Nursing |
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The University of Phoenix operates campuses and learning centers in
39 states, the District of Columbia, Puerto Rico, two Canadian
provinces, Mexico, and the Netherlands. The University must conform
to all state, provincial, and national laws regarding licensed
businesses and the regulations of various departments of education as
well as higher education commissions in each distinct locality. |
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The University of Phoenix holds regional accreditation by the Higher
Learning Commission of the North Central Association of Colleges and
Schools and has held this accreditation since 1978. In addition to
regional accreditation, the University has applied for and been
granted programmatic accreditation for several individual academic
programs: |
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Nursing
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CCNE |
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(Commission on Collegiate Nursing Education) |
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Counseling
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CACREP |
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(Council for Accreditation of Counseling and Related Educational Programs) |
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Business
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ACBSP |
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(Association of Collegiate Business Schools and Programs) |
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Education
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TEAC |
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(Teacher Education Accreditation Council) |
5
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Founded as a degree-completion university, the University of Phoenix
has traditionally served students pursuing bachelors and masters
degrees in professional academic disciplines. Eventually the
University developed a General Education program and became a full,
four-year undergraduate institution, in addition to its robust array
of masters programs. In 1998 the University offered its first
doctoral degree, the Doctor of Management in Organizational
Leadership, and more recently it has initiated its first Ph.D.
programs. In this way, the University of Phoenix has provided access
to students at all levels and has served as a complement to
traditional higher education. |
The Mission of the
University of Phoenix is
to provide access to
higher education
opportunities that enable
students to develop the
knowledge and skills
necessary to achieve
their professional goals,
improve the productivity
of their organizations,
and provide leadership
and service to their
communities.
However, the economic and demographic
landscape of the United States has seen
considerable shifts in the more than 30
years of the Universitys existence. As
a result, the focus of higher education
must shift accordingly to meet a new set
of challenges. Americas workforce
stands at a crossroads: For the first
time in history, the next generation is
in danger of being less educated than
the generation before. The impending
retirement of the baby boomer generation
will create a gap in the supply of
highly skilled professionals a gap
that we will not be able to fill unless
we increase access to higher
education.1
The immensity of the problem will require both public and
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private-sector higher education to provide access to a large
contingent of talented, hardworking people who want to better
themselves but who find that they are shut out of higher education
because of their real-life responsibilities. According to the
National Center for Education Statistics, only 27 percent of
undergraduates today are considered to be traditional students,
those defined as going directly from high school into college,
living on campus, and financially dependent on their
parents.2 |
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In a February 2009 speech to the joint session of Congress,
President Obama announced his promise that by 2020, America will
once again have the highest proportion of college graduates in the
world.3 The Obama administration has called for
education reform to address the nations educated workforce
shortage and the economic crisis. At the higher education level,
President Obamas education platform revolves around the following: |
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College Completion Helping college students persist and graduate |
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College Access Making sure everyone who wants one can obtain a college degree |
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College Affordability Keeping college affordable and making sure that students are not saddled with excessive debt |
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Skilled Workforce Having stronger links between education and jobs |
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The ambitious goals of the Obama administration and indeed of the
higher education community in general, cannot be reached without
an understanding of who the next generation of students is and
what systems will be necessary to serve them. We must bear in mind
that traditional admissions requirements are a de facto barrier to
access for an increasing number of students in America. |
6
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The University of Phoenix has spent the last three decades educating
and studying this group some 73 percent of non-traditional students
who now make up the majority of the college enrollment. These
non-traditional students should be defined as Next Generation
Learners because that is the new majority that higher education will
need to serve. This includes the following groups: |
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Working students |
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Parents some single, some married |
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First-generation collegians lacking the heuristic
skills to navigate the red tape frequently
surrounding higher education |
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Students who can only attend part time |
The I Am A Phoenix
website provides many
first-hand accounts from
Next Generation Learners
who have overcome the
odds to earn their
degrees at the University
of Phoenix.
http://www.IAmAPhoenix.com
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Stop-outs those students, often women, whose education was interrupted for any number of reasons |
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Students who earned GEDs |
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Veterans who chose to go into the military after high school |
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Economically disenfranchised students underserved due to socioeconomic conditions beyond their control |
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Students who are financially independent |
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Adding to the complexities of educating the Next Generation
Learners is the fact that, according to the Department of
Education, the very traits that characterize them as
non-traditional also qualify them as at-risk for college
success.4 Understanding what motivates them, what they
want, and what they need to succeed is absolutely critical to
providing effective pathways to academic success. |
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It is imperative to the nations prosperity for all of higher
education to rise to the challenge of providing additional paths of
access into higher education for more, not fewer, people. This
includes providing access to the types of classes at times and places
that work for them. Workers who suddenly find themselves jobless in
February cannot wait until the fall semester in September to enroll
in traditional college classes so they can begin down the road to
recareering and full employment. Workers who find themselves
underemployed cannot afford to quit the jobs they have taken to keep
their heads above water to attend school at times that conflict with
their work schedules. |
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ISSUES |
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In order to serve these Next Generation Learners, institutions
must have two essential characteristics: the first is an
understanding of who the students are and what they need, and the
second is the ability and agility to change structure and
processes to meet those changing needs. |
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The importance of studying the risk factors involved in why some
students fail is obviously critical to understanding the problem;
however, as noted in earlier research reported in the |
7
Journal of College Student Development,5 equal attention
should be given to those students in at-risk groups who succeed.
Lessons can be learned from them and the institutions services and
processes can be refined and restructured accordingly. In a 1997
study of at-risk, minority students, the authors identified two kinds
of knowledge vital to student outcomes. The first was the
theoretical knowledge taught in formal programs; the second was
local, heuristic knowledge learned experientially and
culturally.6 The authors noted (as have others) that
those at-risk students who did succeed were those who became experts
at going to school at their chosen institution. Thus, the researchers
concluded that institutions should do more to identify, honor, and
provide for the acquisition of local, heuristic knowledge. In
addition, the study notes that, students must acquire a certain
amount of heuristic, or practical, knowledge that is necessary to
function competently on campus.
Studies have shown that at-risk students, in particular, have a need
for courses early in their college experience that are clearly
relevant to their current lives, the workplace, and their future
goals. The at-risk or inexperienced students need methods of
connecting coursework to things that are familiar and important in
their lives. If students can fuse new information to their existing
knowledge, they experience a sense of accomplishment and the
short-term successes that are important to retention.
The Challenge of Diversity
According to a report completed by the Joint Center for Housing
Studies at Harvard University, one in five heads of households is
either foreign-born or a first generation American. At the same
time, the numbers of nontraditional households unmarried
couples, female householders, and singles of all types are
growing rapidly, especially among the
native-born white
population.7 Historically,
most of these households have
Diversity enhances
Americas economic
competitiveness.
Sustaining the
nations prosperity in
the 21st century will
require us to make
effective use of the
talents and abilities
of all our citizens, in work
settings that bring
together
individuals from
diverse
backgrounds and
cultures.
American Council on Education
lower
incomes and generally lower rates of
college attendance.
As a result, the American public tends
to dismiss decreased attainment in
higher education in this country to the
melting-pot nature of the pool of
college enrollees. However, according to
the Alliance of Excellent Education,
this misconception is based on the idea
that other countries achieve better
college attainment rates per capita than
the United States because they have
small, homogeneous college
enrollments.8 While that
student population is usually easier to
educate because their needs, academic
achievement levels, and expectations are
similar, these countries do not necessarily serve
only a small, homogeneous
group. According to the Alliance, data show that many countries
schools successfully assimilate immigrant or high-poverty populations
that are proportionately larger than those in the United States.
American schools, on the other hand, do little to mitigate the
barriers that these groups face.9 According to the Fact
Sheet issued by the Alliance for Excellent Education, How Does the
United States Stack Up? International Comparisons of Academic
Achievement, Finland and the Netherlands are the undisputed success
stories of the survey in terms of accessibility and affordability.
Both have large student bodies, high attainment rates, extensive
grant programs, and student bodies that are reasonably reflective of
broader society.
8
This last point is salient if used as a lens for examining Americas
higher education system. Traditional colleges and universities, even
public state institutions, use a set of admissions requirements that
define the student body of those institutions. In fact, by and large
these admissions requirements define the 27 percent of potential
undergraduate students that are served by these institutions. For
that reason, traditional students can be served well by these
institutions. That is, if admissions requirements are a de facto
profile of incoming students, then academic and support systems can
be aligned to their needs. However, as noted, increasingly, the
majority of incoming students in America do not meet traditional
admissions profiles. Nonetheless, most of higher education continues
to function as if they do. And in doing so we fail the growing number
of non-traditional students.
The trend in higher education in the United States and in the rest
of the world will be a continued increase in student diversity both
in ethnicity and age, which will increase the number of
non-traditional student enrollments. According to a report by The
Chronicle of Higher Education published in June 2009, at some
point, probably just after 2020, minority students will outnumber
whites on college campuses for the first time. In addition, the
average age of students will continue to rise as more and more
people realize the need for additional credentials due to changing
technology and a requirement for lifelong learning. The report
concludes that, at this time, The colleges that are doing the best
right now at capturing that demographic are community colleges and
for-profit institutions.11
Reconsidering Remediation
While most of the country and the Obama administration recognize the
need for expanded opportunities in higher education, a dilemma exists
that cannot be ignored if we are to meet the goal of returning the
United States as the global academic and economic leader.
It has been reported that more than 90 percent of all high school
seniors expect to continue their education beyond high school. The
stumbling block to their success is not simply whether there will be
institutions that can meet the demand, but rather whether the
typical American high school graduate is ready for the rigors of
continuing his or her education.
The facts are that only about one-third
of all high school seniors (including
those who expect to continue their
education) are prepared to do so.
Despite efforts by local school
districts, state legislators, and the
federal government in the form of the
standardized achievement tests and the
No Child Left Behind Act, high schools
across the country continue to graduate
students who lack basic academic
proficiency in many areas.
The 2007 America Competes Act set a goal to reduce,
Its one thing to
blame the K-12 system
when a 19-year-old
freshman can scarcely
write and do math, but
quite another when the
student in the
remedial course is
38 years old...
Fordham Institute
and even eliminate, the need for remediation. The current
cost of remedial education is staggering. Conservative estimates are
that public colleges alone spend one to two billion annually on
remedial education programs.12 Estimates are that at
least half of all students entering college today are required to
take some remedial courses prior to starting their college courses.
The costs for this are not only incurred by the taxpayers, but also
by students who must pay for these non-credit bearing remedial
courses. In addition to
9
the immediate financial considerations, the opportunity cost for the
students are high as well; enrolling in remedial courses extends the
time-to-degree completion and thereby limits the students earning
power during the lost time.
To address this issue appropriately, it is important to examine the
true purpose of remediation. Is the goal of remedial education
short-term immersion to identify students who have not mastered all
the linguistic or mathematics skills and bring them up to speed in
one or two inclusive, sink-or-swim courses? If so, then it should be
eliminated because it is not working.
All students needing academic assistance are not fresh out of high
school. Many students are older students who have stopped out, are
recareering, have served in the armed forces, or are perhaps not
native-English speakers. They may have mastered the necessary skills
at one time, but now need to revisit and refresh the topics. Raising
high school standards will not necessarily assist these students, and
certainly eliminating remedial education will not serve them well.
Once again, that puts the focus on the 27 percent of traditional
students, while the needs of the majority the Next Generation
Learners who do not go directly from high school to college, are
not addressed.
The Call for Accountability and Transparency
As the importance of higher education to the well being of the
country becomes evident, there is keen interest in what institutions
of higher education are doing. Are students getting what they are
paying for? Are institutions actually teaching the students? Are
institutions using taxpayer and benefactor monies wisely to the
benefit of the students and the country? How are they doing this and
can they prove they are accomplishing these things? Two years ago in
the Spellings Report, A Test of Leadership: Charting the Future of
U.S. Higher Education, the authors challenged higher education to
produce a robust culture of accountability and transparency
throughout higher education.13
To date, there have been a variety of responses to that challenge.
Institutions implemented websites and created joint information
portals;14 the Minnesota state colleges and universities
system instituted a statewide electronic portfolio
infrastructure;15 and the University of Phoenix began
issuing the Academic Annual Report. These efforts are a good start,
but all of education (higher education as well as the K-12 system)
has a great deal of work to do to dispel the publics perception that
what goes on inside the classroom stays in the classroom. More and
more people believe they should have a stake in defining the metrics
of excellence for education.
To change to a more accountable system, one that is transparent, all
institutions will need to begin to report more information concerning
outputs rather than inputs. That means a report on how many students
are actually using the universitys library is more important than
how many tomes have accumulated in the stacks over the years. It
means that how students do when they leave the institution is as
important as the grades earned while enrolled. And a report showing
what students learned and whether they understand how to function in
the workplace using technology, working with teams, and demonstrating
critical thinking to solve problems is more beneficial than a report
showing how many students graduated from the institution within a
specified number of years.
10
Completion Rates
With this greater emphasis on accountability and transparency in
higher education from the public sector, the government, and
individual students and parents as well, a great deal of discussion
surrounds institutional graduation rates. Some would like to use
graduation rates as the main yardstick for determining whether a
college is actually educating students, and if attending that
institution is worth the time and money the students (or their
parents) must spend to earn a degree.
To assist the government and the public, the Department of Education instituted the
Integrated Postsecondary Education Data System or IPEDS. According
to the National Center for Education Statistics website, 16
IPEDS is described as ...the primary source for data on
colleges, universities, and
technical and vocational
post-secondary institutions in the
United States.
IPEDS gathers information from every
institution participating in the federal
student financial aid programs. However,
many IPEDS definitions, particularly
those that define students counted in
the completion rates, are based on
traditional students: those who have
gone directly from high school to a
four-year college; those who enroll
full-time; those who have not earned
credit from any other institution; and
those who graduate within six years or
150 percent of the normal completion
time.
The more you learn, the
more you earn and the
less likely you are to
be unemployed. Earnings
increase and
unemployment decreases
with additional years of
education. But
completing a program is
worth more than
attending college
without earning a
degree.
Bureau of Labor Statistics
As noted earlier in this report, the number of students who qualify
in that category decreases each year. There are many reasons for this
decrease, not the least of which today is that many students have
fallen into the status of economic drop outs those students who,
due to the failing economy, cannot continue their educations
uninterrupted. When these students do return to college, many will
not return full-time, others will have earned transfer credits at
community colleges while working full-time, and many will transfer to
institutions closer to their homes or to those where tuition is
lower, etc. When students do this stop out or transfer to other
institutions they are lost to the IPEDS count for graduation rates
for all institutions.
To put this into perspective, many of the
non-traditional students who make up the Next Generation Learners are
missing from the IPEDS graduation rate summaries. According to the
American Federation of Teachers, Another shortcoming of using
snapshot institutional data is that it obscures two separate policy
issues: extended time-to-degree and dropping out. Students still
enrolled after 150 percent of expected graduation time represent a
growing trend in higher education.17
According to the American Association of State Colleges and
Universities, critics have denounced graduation rates as
inadequate and misleading. Further, disclosure of such rates
and public policy based on them unfairly condemns institutions
whose access missions lead them to accept at-risk
students.18 Certainly no one is advocating that
graduation rates be ignored, but the rates should be put into
context to be meaningful tools for analysis. At-risk students do
have a greater chance of failing to complete degree
11
programs, hence the term at-risk. However, many of these students can and do complete degree
programs when given the appropriate support and tools to do so. They may take longer than 150
percent of the IPEDS-defined normal completion time, but many do complete degree programs and
continue on to graduate level programs as well.
Return on Investment (ROI)
The Student
Besides graduation rates, determining if an institution is adding value to the students education
is an essential part of determining whether a college education is beneficial and if there is a
return on the
Education, Aristotle said,
is the best provision for old
age. For individual citizens,
education provides a basis for
economic security that can
last into retirement. For society
as a whole, education builds
the foundation for ensuring
economic prosperity now and
in the future.
The Economic Return on Investment
in South Carolinas Higher Education
investments of both money and time. College attendance has been shown to have
beneficial effects on students even if they do not complete their degree programs. According to the
Carnegie Foundation, college attendance has been shown to decrease prejudice, enhance knowledge of
world affairs and enhance social status...19 Certainly completion of a college degree
should be the goal, but the value added to the student and society of the time spent in college
should not be ignored.
To illustrate this point, the Bureau of Labor Statistics notes that the more you learn, the more
you earn. In addition, those people who have attended college are less likely to be laid off than
those who have not attended college at all. People who attend some college might expect earnings of
approximately $1.5 million as compared to those people who do not continue their
education beyond high school who generally earn about $1.2 million in their lifetime.20 Of course,
completing a degree program will increase the likelihood of increased lifetime earnings with each
upper level degree earned.
Table 1: Expected Lifetime Earnings21
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Degree |
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Expected Lifetime Earnings |
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High school |
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$1.2 million |
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Associate |
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$1.6 million |
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Baccalaureate |
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$2.1 million |
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Source: U.S. Census Bureau
12
Society
In addition to the increased quality of life of the educated individual, it has been established
that as a group, college educated citizens vote more, volunteer in the community at a higher rate,
smoke less, and are less likely to be involved in crime. To illustrate these societal benefits,
consider the conclusions of a study done by researchers at the University of California at
Berkeley:22
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For every dollar California invests to get more students in and through college, it will
receive a net return of three dollars. This is due to increased tax contributions and
reductions in expenditures for social services and incarceration. |
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The states investment in higher education will pay off surprisingly quickly: By age 35
California college graduates will have repaid California taxpayers initial investment in
full. For the next 30 years these individuals spend working until they retire at age 65, they
effectively produce a bonus to the state in terms of increased tax contributions. |
Affordability in higher education means many things. A college education is an investment in an
individual as well as an investment in the community and society in general.
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If enrollment stalls at current capacity, the state will actually lose not save money. Due
to reduced tax revenues and increased costs for social welfare and incarcerations, the state
faces a net loss of two dollars in the long run for every dollar it failed to spend in the
short run. |
The information above was summarized by the Campaign for College Opportunity, a California
non-profit organization cofounded in 2003 with a mission to ensure California produces one million
additional college graduates by 2025 to meet the workforce demands of the future.23
The report from which these statements were drawn was created prior to the current economic crisis
gripping California and, while Californias situation may be extreme, it is not the only state
undergoing serious budgetary issues and facing tough decisions about the amount of taxpayer dollars
that can be allocated to higher education. And yet, as the information in the UC Berkeley report
emphasizes, investment in higher education pays off for both the student and the communities in
which they live.
13
In 2008, the University of Phoenix published its first Academic Annual Report. That report
presented a transparent look at a variety of ways in which the University measures itself in
relation to its Mission and social agenda of access and inclusion. The purpose of this years
report is similar and, as such, it contains the results for many of the same measurements. While it
is clear that two years cannot adequately point to significant trends, we make note of several
comparative indicators.
In general, there is great similarity in results as compared to last year. For instance, it can be
noted that student and faculty diversity in ethnicity and gender remain about the same as last
year. In the area of student satisfaction, students reported slightly higher rates this year over
last. In addition, this years report now contains results of the National Survey of Student
Engagement (NSSE) showing University of Phoenix students responses, as well as those of an
aggregate of national institutions. This measurement was not in place last year and, as such, is a
first-time baseline for future comparison.
In the area of information literacy, the results shown in Tables 6 and 7 indicate that scores for
seniors continue to increase over those reported for freshmen at approximately the same rate.
Academic progress and progression, always of special interest, shows a slight decrease this year;
however, the overall comparison between the University of Phoenix students and their contemporaries
is comparable because the variance in scores measured is far less than the margin of error as
indicated by the standard deviation reported this year.
The Completion Rates for the University show a slight decline in the number of students graduating
in 150 percent of the traditional time to degree completion. The University has identified several
possible contributing factors that it will continue to assess going forward. This is discussed more
fully below in the section titled Directions for the Future.
Last years Academic Annual Report included the Net Cost to Taxpayers defined by institution type.
This years figure for the amount that the University of Phoenix pays back for each student
educated is less than it was last year; however, the University of Phoenix continues to pay back,
rather than diminish, public coffers. In addition, the University will continue to monitor this
situation and will attempt to identify salient elements going forward.
DEMOGRAPHICS*
The Students
The students who attend the University of Phoenix are representative of the general population of
the United States of America. They come predominantly from the 73 percent of non-traditional
students who make up the majority of students enrolled in higher education today. They are the Next
Generation Learners and they include:
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Moms and dads |
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Soldiers, nurses, and teachers |
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Executives and IT professionals |
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Everyday people who understand the growing need for lifelong learning |
They are people who embody the American spirit, and America needs them to succeed.
*All UOPX demographic numbers shown are compiled from those students who responded to the survey.
14
Almost half the Universitys enrollment consists of students from underrepresented racial or ethnic
communities well beyond the institutional average nationwide as shown on the following
charts.24
Diverse Issues in Higher Education has recognized the University of Phoenix for having graduated
more underrepresented students with masters degrees in business, health care, and education than
any other university in the nation.25 Diversity brings vibrancy to the classroom,
creating an environment where multiple perspectives are shared to the benefit of all.
Charts showing the demographic breakdown of the University of Phoenix students by degree program as
compared to the demographics of the national student population are shown below.
15
As the charts show, undergraduate enrollment at the University of Phoenix is more ethnically
diverse than the latest national enrollment figures provided by the National Center for Education
Statistics. Female students comprise 67 percent of the undergraduate University of Phoenix
enrollment, as compared to 57 percent of the national undergraduate students.
Graduate student enrollment at the University of Phoenix is ethnically diverse with more than 50
percent minority enrollment as opposed to 36 percent minority enrollment nationally.
16
The Faculty
The University of Phoenix currently has approximately 1,500 Core Faculty and more than 25,500
Associate Faculty members.
The Associate Faculty are those faculty members contracted to teach individual classes or
activities. The Core Faculty is composed of two subcategories: Administrative Faculty and Lead
Faculty. Administrative Faculty are faculty members whose duties include a combination of instruction, curriculum oversight and
development, and/or academic and faculty administration. Lead
Faculty are those faculty members who have been contracted for at least a year to serve as Area
Chairs and others whose roles serve instructional purposes.
Quality assurance in faculty recruitment and performance at all locations is an integral part of
the University of Phoenix
Faculty teaching in Next Generation Education must
be adept and flexible to meet the challenge that
technology is making in the classroom and the
students themselves.
effort to ensure that it graduates highly qualified individuals from its
programs. Accordingly, all prospective faculty members are required to go through the same
sophisticated screening and certification process regardless of where they wish to teach.
The following charts show the ethnicity and gender breakdown for University of Phoenix faculty, as
well as national faculty demographics. Faculty ethnicity for the University is more diverse than
the figures provided by NCES for American faculty in general.26 The University of
Phoenix faculty is made up in almost equal portions of men (51 percent) and women (49 percent).
Women make up a larger portion of University of Phoenix faculty in comparison to the national
breakdown, comparing to the National Center for Education Statistics, which shows females made up
only 42 percent of faculty nationwide in 2007.
17
COMPARATIVE OUTCOME RESULTS
Student Satisfaction
It might be argued that
dissatisfied students may
cut back on the number of
courses or drop out of college
completely. Hence, the
satisfaction→ intention→
retention link for students
in higher education should
be studied and carefully
managed.
Business Student Satisfaction,
Intentions and Retention in Higher
Education: An Empirical Investigation
Student retention has always been a conundrum for colleges and universities. Exactly what it takes
to keep students in college and to assist them in successfully completing a degree program is
somewhat elusive. For many years, retention studies focused on academic ability as the predictor of
retention. However, many researchers found that academic performance explained only about half of
the variance.27 Student satisfaction plays a large part in whether students continue in
their studies, whether they return or go on for a graduate degree, and whether or not the students
would recommend their institution to others.
The University regularly conducts student
satisfaction surveys and uses these results to implement
change within the organization. The following tables show student satisfaction at the University
of Phoenix as compiled from internal surveys including the
following:
Student End-of-Course Surveys
Table 2: UOPX Student Satisfaction
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End-of-Course Survey |
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Satisfaction |
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09/2008 08/2009 |
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Strategic Measures |
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92% |
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Faculty Effectiveness |
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93% |
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Curriculum Effectiveness |
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95% |
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Academic Services |
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96% |
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Financial Aid Services |
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91% |
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Source: UOPX Institutional Research 2009
18
As these surveys indicate, University of Phoenix students attending courses rate each category high
at 90 percent or better.
End-of-Program Surveys
End-of-program surveys are based on a Likert scale of 1-5 (where 1 = Strongly Disagree and 5 =
Strongly Agree).
Table 3: UOPX Student End-of-Program Graduate Surveys
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End-of-Program Survey |
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Average Rating |
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09/2007 08/2008 |
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Enrollment counseling |
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4.25 |
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Academic advising |
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4.07 |
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Financial aid services |
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3.95 |
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Quality of instruction |
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4.32 |
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Availability of faculty |
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4.23 |
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Learning teams |
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3.85 |
|
|
Library/learning resources |
|
|
4.39 |
|
|
Source: UOPX Institutional Research 2009
Alumni Surveys
Overall, the University of Phoenix Alumni Survey, also done on a Likert scale (where 1 =Strongly
Disagree and 5 = Strongly Agree), rated the University at 4 or above in four of the five
categories.
Table 4: UOPX Alumni Survey
|
|
|
|
|
|
|
|
Alumni Survey |
|
|
Average Rating |
|
|
|
|
|
2007 |
|
|
|
|
|
n=3,199* |
|
|
Would recommend UOPX |
|
|
4.11 |
|
|
Education met expectations |
|
|
4.07 |
|
|
UOPX offers high quality education |
|
|
4.12 |
|
|
UOPX education is useful in career |
|
|
4.14 |
|
|
UOPX degree comparable to similar degrees from other institutions |
|
|
3.82 |
|
|
Source: UOPX Institutional Research 2009
*Exact sample size varies by item.
National Survey of Student Engagement
The University of Phoenix also uses an external measure of student satisfaction, the National
Survey of Student Engagement (NSSE).28 This years survey reports on the 2007-08
academic year. As noted in the following tables, University of Phoenix seniors responses that
relate to the stated University of Phoenix Learning Goals are compared to accumulated average
19
responses by students attending other institutions of higher education offering at least
baccalaureate through graduate degree programs.29 In each of the ten categories,
University of Phoenix students rate UOPX higher than the national average response rating.
Table 5: National Survey of Student Engagement
|
|
|
|
|
|
|
|
|
|
|
|
|
NSSE questions that relate to UOPX Learning Goals |
|
|
UOPX 09/2007 - |
|
|
|
Masters Universities |
|
|
|
Percentage of seniors who felt their college/university |
|
|
08/2008 |
|
|
|
& Colleges |
|
|
|
contributed "quite a bit" or "very much" to their knowledge, |
|
|
n=1,187 |
|
|
|
n=53,694 |
|
|
|
skills, and personal development in the following areas: |
|
|
|
|
|
|
|
|
|
Acquiring a broad general education |
|
|
84% |
|
|
|
84% |
|
|
|
Acquiring job or work-related knowledge and skills |
|
|
84% |
|
|
|
76% |
|
|
|
Developing a personal code of values and ethics |
|
|
69% |
|
|
|
59% |
|
|
|
Thinking critically and analytically |
|
|
92% |
|
|
|
87% |
|
|
|
Analyzing quantitative problems |
|
|
84% |
|
|
|
75% |
|
|
|
Solving complex real-world problems |
|
|
75% |
|
|
|
61% |
|
|
|
Writing clearly and effectively |
|
|
91% |
|
|
|
78% |
|
|
|
Speaking clearly and effectively |
|
|
78% |
|
|
|
74% |
|
|
|
Using computing and information technology |
|
|
88% |
|
|
|
80% |
|
|
|
Working effectively with others |
|
|
90% |
|
|
|
81% |
|
|
|
Source: NSSE http://nsse.iub.edu/
Information Literacy
The greatest challenge facing
us today is how to organize
information into structured
knowledge. We must rise
above the obsession with the
quantity of information and
the speed of transmission,
and focus on the fact that the
key issue for us is our ability
to organize the information
once it has been amassed, to
assimilate it, to find meaning in
it and assure its survival.
Dr. Vartan Gregorian, President,
Carnegie Corporation in the
keynote address presented at the
White House Conference on School
Libraries June 2002
The information explosion that erupted in the late 20th century is still being felt today and will
continue to influence all our lives. The magnitude of exactly what happened is difficult to
comprehend at times. To put it into context, the Library of Congress was established in 1800 and by
the 20th century it had become the largest library in the world, with nearly 142 million items on
approximately 650 miles of bookshelves.30 In the first 18 months of the dot-com
revolution, the amount of text on the Web already exceeded that of the Library of
Congress.31
A challenge for higher education is to ensure that students are able to use digital technologies,
communication tools, and networks to solve problems. Using these tools to solve problems involves
the ability to locate information, to determine the type of data and research required, to evaluate
the quality of the source and the information, and to understand and follow the ethical and legal
issues surrounding use of Internet resources.
The skills required to become successful in the digital workplace are woven throughout the five
Learning Goals required for all University of Phoenix courses and programs: professional
20
competence and values; critical thinking and problem solving, communication, information
utilization, and collaboration.
In addition, the University has taken steps to ensure that the way students learn emulates the way
professionals work today. The University Library houses more than 20 million articles, more than
65,000 publications, and 114 databases available to users seven days a week from anywhere there is
an Internet connection. The University began building an eBook library that now contains
approximately 1,800 books and reference sources being used in 91 percent of all courses. All
students and faculty have access to the entire eBook Collection throughout their degree programs.
Another example is Virtual Organizations which are realistic web-based businesses, schools, health
care and government organizations that promote authentic assessment by immersing students into
problem-based learning environments. Virtual Organizations provide a solution to the difficulties
students have in gaining access to proprietary information. They also provide a relevant context
for students to practice solving workplace problems. Virtual Organizations are distinct from
simulations and case studies because they present students with a microcosm of the real world.
Students must first determine what data is needed to solve a problem, locate the appropriate
information through data mining a specific Virtual Organization, and apply that information to
solve the problem. Virtual Organizations provide students a full range of data that includes
financial statements, personnel records, and other information essential to practice applying
theoretical knowledge to solving problems. More than 50,000 unique users access Virtual
Organizations each month.
Standardized Assessment of Information Literacy Skills (SAILS)
In an effort to benchmark student achievement in information literacy as compared to students from
other similar institutions and to make internal University of Phoenix comparisons, the University
makes use of the Standardized Assessment of Information Literacy Skills (SAILS) originally
developed by Kent State University and endorsed by the Association of College and Research
Libraries (ACRL).32
The SAILS assessment is based on the following ACRL standards of Information Literacy Competency
Standards for Higher Education:
Standard I: The information literate student determines the nature and extent of the information
needed.
Standard II: The information literate student accesses needed information effectively and
efficiently.
Standard III: The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
Standard V:* The information literate student understands many of the economic, legal, and social
issues surrounding the use of information and accesses and uses information ethically and legally.
*ACRL Standard IV is not used in the SAILS assessment.
21
As the SAILS Freshmen table below shows, University of Phoenix freshmen score as well or better in
all but two areas measured through the SAILS assessment as incoming students at other institutions
offering at least baccalaureate through graduate level programs.33
Table 6: SAILS Freshmen
|
|
|
|
|
|
|
|
|
|
|
|
Skill Set |
|
|
Mean Score |
|
|
Mean Score |
|
|
|
|
|
UOPX |
|
|
Master's Universities & Colleges |
|
|
|
|
|
09/2008 - 08/2009 |
|
|
n=6,923 |
|
|
|
|
|
n=413 |
|
|
|
|
|
Developing Research Strategy |
|
|
559 |
|
|
546 |
|
|
Selecting Finding Tools |
|
|
532 |
|
|
529 |
|
|
Searching |
|
|
526 |
|
|
521 |
|
|
Using Finding Tools Features |
|
|
547 |
|
|
544 |
|
|
Retrieving Sources |
|
|
531 |
|
|
533 |
|
|
Evaluating Sources |
|
|
585 |
|
|
562 |
|
|
Documenting Sources |
|
|
540 |
|
|
544 |
|
|
Understanding Economic, Legal, & Social Issues |
|
|
525 |
|
|
521 |
|
|
Source: SAILS https://www.projectsails.org
The next table, SAILS Seniors, shows that University of Phoenix seniors compare favorably or the
same in benchmark comparisons to students at other similar institutions in all but two areas.
Table 7: SAILS Seniors
|
|
|
|
|
|
|
|
|
|
|
Skill Set |
|
|
UOPX |
|
|
Master's Universities & Colleges |
|
|
|
|
|
09/2008 - 08/2009 |
|
|
n=2,184 |
|
|
|
|
|
n=258 |
|
|
|
|
|
Developing Research Strategy |
|
|
595 |
|
|
587 |
|
|
Selecting Finding Tools |
|
|
573 |
|
|
573 |
|
|
Searching |
|
|
569 |
|
|
566 |
|
|
Using Finding Tools Features |
|
|
579 |
|
|
585 |
|
|
Retrieving Sources |
|
|
577 |
|
|
596 |
|
|
Evaluating Sources |
|
|
613 |
|
|
602 |
|
|
Documenting Sources |
|
|
610 |
|
|
599 |
|
|
Understanding Economic, Legal, & Social issues |
|
|
567 |
|
|
562 |
|
|
Source: SAILS https://www.projectsails.org
22
Further and perhaps more important is that University of Phoenix seniors score better than UOPX
freshmen in each of the literacy competencies measured in this survey.
The percentage of improvement for University of Phoenix freshmen and seniors is comparable to
that of the improvement for like groups in the national survey.
|
|
|
|
Academic Proficiency and Progress
|
|
|
Because student learning is a fundamental
component of the mission of most institutions
of higher education, the assessment of student
learning is an essential component of the assessment
of institutional effectiveness. |
|
|
|
In the last twenty years, the accreditation community has placed
significantly greater emphasis on the importance of assessing student
learning.
|
|
|
The assessment process at the University was developed with the
following principles as guidelines: |
|
|
|
|
|
|
1. Goal Alignment. Common elements should be driven by identified
University-wide goals for learning.
|
|
|
Middle States Commission on Higher Education |
2. |
|
Longitudinal Design. Evaluation tools must be comprehensive and occur at various intervals in
the learning process. Rather than relying only on an end-of-program snapshot of abilities, the
assessment system should involve exercises that occur at multiple points in the curriculum. |
*Masters Freshmen and Seniors reference institutions that offer baccalaureate through graduate
degrees.
23
3. |
|
Third-Party Validation. Student work evaluated as part of the
assessment system should be validated by secondary reading/scoring by
individuals other than those teaching the class in which the work was
generated. |
|
4. |
|
Consequential. All assessments completed by students as part of the
assessment system should have meaning to them. |
|
5. |
|
Sampling. The assessment system should rely largely upon examining
samples of student performance, rather than requiring all students to
be evaluated in all areas. |
|
6. |
|
Multiple Methods. The assessment system should use multiple ways of
gathering evidence of student learning. |
|
7. |
|
Feedback and Use. The assessment system should generate
information that is immediately actionable and usable at
multiple levels. |
|
8. |
|
Technology Enhanced. Wherever possible and appropriate, the delivery
of assessments and the process of exchanging samples of student work
should be done electronically. |
|
9. |
|
Cost Effective. The resulting system should allow the University
to better use resources in comparison to the current system. It
should also result in greater levels of useful information than
current approaches to assessment. |
Measure of Academic Proficiency and Progress (MAPP)
As a part of the assessment process and in particular in response to the
third principle, the University of Phoenix uses the Measure of Academic
Proficiency and Progress (MAPP) assessment developed by the Educational
Testing Service (ETS).
The Educational Testing Service is a non-profit organization with a
mission to advance quality and equity in education for all people
worldwide.34 ETS administers the Measure of Academic
Proficiency and Progress or MAPP assessment, a test of college-level
skills in critical thinking, reading, writing, mathematics, humanities,
social sciences, and natural sciences to undergraduate students. The
assessment was developed to assist institutions in the assessment of the
outcomes of general education programs to improve the quality of
instruction and learning. According to their website,35 MAPP
results allow the institution to:
|
|
|
Gain a unified picture of the effectiveness of the general
education program to meet requirements for accreditation and
performance funding. |
|
|
|
|
Promote curriculum improvement with actionable score reports that
can be used to pinpoint strengths and areas of improvement. |
|
|
|
|
Take the institution to the next level by providing comparative
data on more than 380 institutions and 375,000 students nationwide. |
|
|
|
|
Create greater flexibility in the testing program by adding 50
locally authored questions and choosing between the paper-and-pencil
or online formats. |
24
The results of the MAPP assessment are shown on the following tables and bar graphs.
|
|
|
University of Phoenix seniors score at similar levels (with no
significant difference) as students at comparable institutions in
the areas of general education. |
|
|
|
|
University of Phoenix students, all of whom enter under an
open-admissions policy at the undergraduate level, often start out
with lower scores in the general education areas, but make gains
that are comparable to students at other institutions. |
Table 8: MAPP Freshman Institutional Comparison
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Skill Set |
|
|
UOPX |
|
|
Masters Universities & Colleges |
|
|
|
|
|
09/2008 - 08/2009 |
|
|
n=7,728* |
|
|
|
|
|
|
n=2,679 |
|
|
|
|
|
|
|
|
|
Mean |
|
|
Std. Dev. |
|
|
Mean |
|
|
Std. Dev. |
|
|
Critical Thinking |
|
|
108.23 |
|
|
5.22 |
|
|
109.60 |
|
|
5.90 |
|
|
|
Reading |
|
|
113.89 |
|
|
6.99 |
|
|
116.60 |
|
|
7.00 |
|
|
|
Writing |
|
|
111.01 |
|
|
4.96 |
|
|
113.30 |
|
|
5.00 |
|
|
|
Mathematics |
|
|
108.30 |
|
|
4.30 |
|
|
112.40 |
|
|
5.80 |
|
|
|
Humanities |
|
|
112.59 |
|
|
5.91 |
|
|
113.30 |
|
|
6.20 |
|
|
|
Social Sciences |
|
|
111.06 |
|
|
5.76 |
|
|
112.10 |
|
|
6.00 |
|
|
|
Natural Sciences |
|
|
111.95 |
|
|
5.81 |
|
|
113.60 |
|
|
5.70 |
|
|
|
Source: MAPP http://www.ets.org
*Weighted total.
Table 9: MAPP Seniors Institutional Comparison
|
|
|
|
Skill Set |
|
|
UOPX |
|
|
Masters Universities & Colleges |
|
|
|
|
|
09/2008 - 08/2009 |
|
|
n=42,649* |
|
|
|
|
|
|
n=2,168 |
|
|
|
|
|
|
|
|
|
Mean |
|
|
Std. Dev. |
|
|
Mean |
|
|
Std. Dev. |
|
|
Critical Thinking |
|
|
110.04 |
|
|
6.16 |
|
|
112.10 |
|
|
6.50 |
|
|
|
Reading |
|
|
116.67 |
|
|
7.25 |
|
|
119.50 |
|
|
6.80 |
|
|
|
Writing |
|
|
112.94 |
|
|
5.12 |
|
|
115.10 |
|
|
4.80 |
|
|
|
Mathematics |
|
|
110.68 |
|
|
5.59 |
|
|
114.00 |
|
|
6.10 |
|
|
|
Humanities |
|
|
114.82 |
|
|
6.50 |
|
|
115.70 |
|
|
6.50 |
|
|
|
Social Sciences |
|
|
112.80 |
|
|
6.38 |
|
|
114.40 |
|
|
6.40 |
|
|
|
Natural Sciences |
|
|
113.71 |
|
|
6.26 |
|
|
115.90 |
|
|
5.80 |
|
|
|
Source: MAPP http://www.ets.org
*Weighted total.
25
*Masters Freshmen and Seniors reference institutions that offer baccalaureate through graduate degrees.
26
Completion Rates
As noted earlier in this report, emphasis on completion rates as the main
or only indicator of student success is misguided. In the report, A
Profile of Successful Pell Grant Recipients: Time to Bachelors Degree and
Early Graduate School Enrollment, the authors indicate that the median
time-to-degree completion for those students (both Pell recipients and
non-recipients) who graduated in 1999-2000, but who had stopped out at one
point during their undergraduate education, was 92 months or close to
eight years.36 At the University of Phoenix, 53 percent of the
students qualified for Pell Grants in 2008-09. In addition, those students
(Pell Grant recipients and non-recipients) who had characteristics such as
transferring, stopping out, having parents who did not graduate from
college, and other undergraduate risk factors, were frequently associated
with a longer time-to-degree.
To ignore these students who do persist and complete their educations is a
disservice. The Institute of Higher Education Policy indicates that, in
general, college graduates have higher levels of savings, increased
personal and professional mobility, improved quality of life for
themselves and their children, and better consumer decision-making
skills.37 The Institute does not qualify these graduates as
only those who have completed their educations within four, six, or any
other set number of years.
IPEDS completion rates for the University of Phoenix showing associate,
baccalaureate, and graduate students, as well as IPEDS public institution
completion rates are below. Table 10 includes additional columns (>3
years for associate and graduate students, and >6 years for
baccalaureate students). These columns have been added in anticipation of
possible changes in the IPEDS reporting system for the coming year that
may include collection and reporting of these figures for all
participating institutions.
Table 10: UOPX Completion Rates
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Program Level |
|
|
3 years |
|
|
>3 years |
|
|
6 years |
|
|
>6 years |
|
|
|
Associate 2004 cohort |
|
|
26% |
|
|
31% |
|
|
|
|
|
|
|
|
Bachelor 2001 cohort |
|
|
|
|
|
|
|
|
36% |
|
|
39% |
|
|
Graduate 2004 cohort |
|
|
55% |
|
|
63% |
|
|
|
|
|
|
|
|
Source: UOPX Institutional Research
Table 11: Public Institution Graduation Rates (IPEDS)
|
|
|
|
|
|
|
|
|
|
|
Program Level |
|
|
3 years |
|
|
6 years |
|
|
|
Associate 2003 cohort |
|
|
22% |
|
|
|
|
|
Bachelor 2000 cohort |
|
|
|
|
|
55% |
|
|
Graduate 2003 cohort |
|
|
n/a |
|
|
|
|
|
Source: IPEDS
27
AFFORDABILITY AND RETURN ON INVESTMENT
|
|
|
The Universitys contemporary scheduling model plays a significant role in
the affordability equation for the student. That students can enroll
sequentially and on a continuous basis rather than on a historical relic
and irrelevant agrarian calendar, obtaining the courses they need almost
any week of the year rather than in standard semester terms is no small
factor in the appeal, the success, and the affordability for most
University of Phoenix students. In addition, because classes are held
asynchronously online or in the evening, students
|
|
|
can, if they wish,
continue to work full-time while continuing their learning and completing
a degree.
Average Salary Increases While Enrolled
Students at the University of Phoenix pay tuition
and fees that the University works to keep in the
mid-range nationally for private universities.
Textbooks and materials are dramatically lower than
average due to the technological innovations and
scale, which has enabled the University to pass
significant savings on to the students.
|
Internal research has shown that
University of Phoenix students
average annual salaries for the time
they are enrolled in their program of
study increase at higher rates than
the national average salary increase
for the same time period.
|
|
Many University of Phoenix students are employed full-time while enrolled.
Internal research has shown that University of Phoenix students average
annual salaries for the time they are enrolled in their program of study
increase at higher rates than the national average salary increase for the
same time period.
Table 12: UOPX Average Student Salary Increases
|
|
|
|
|
|
|
|
|
|
|
Cohort |
|
|
UOPX Average |
|
|
National Average |
|
|
|
|
|
Annual Salary Increase |
|
|
Annual Salary Increase |
|
|
|
|
|
during program |
|
|
same period38 |
|
|
|
|
|
|
|
|
|
|
|
Bachelor 2007 Graduates |
|
|
9.4% |
|
|
3.8% |
|
|
|
|
|
|
|
|
|
|
|
n=13,595 |
|
|
|
|
|
|
|
|
Master 2007 Graduates |
|
|
10.5% |
|
|
3.8% |
|
|
|
|
|
|
|
|
|
|
|
n=16,841 |
|
|
|
|
|
|
|
|
Bachelor 2008 Graduates |
|
|
8.5% |
|
|
3.8% |
|
|
|
|
|
|
|
|
|
|
|
n=9,415 |
|
|
|
|
|
|
|
|
Master 2008 Graduates |
|
|
9.7% |
|
|
3.8% |
|
|
|
|
|
|
|
|
|
|
|
n=8,221 |
|
|
|
|
|
|
|
|
Source: UOPX Institutional Research Entering Student Income
Source: University of Phoenix Registration Survey Completing Student Income
Source: University of Phoenix End-of-Program Survey
All Post-Pre differences are statistically significant (P < .001)
Source: National Data taken from Bureau of Labor and http://www.culpepper.com/PayPractices/BSI/Historical.asp
28
Other Costs Associated with Higher Education
It is also important to examine the cost of higher education to the
taxpayer when a student attends a public university, a private non-profit
institution, and a for-profit institution. The focus for most taxpayers is
on public institutions because they are taxpayer supported and represent a
hefty portion of each states annual budget. What may not be quite as
obvious, however, is that taxpayers also contribute heavily to non-profit,
private institutions, even those with generous endowment programs.
For-profit institutions such as the University of Phoenix, however,
actually return money to the public for each student educated. The
following table (and the operational definitions that follow) compares the
net cost to taxpayers per student at public institutions, not-for-profit,
for-profits in general, and the University of Phoenix specifically. As the
table shows, the University of Phoenix actually pays back approximately
$140 per student, when the calculations for the difference in factors
between tax-exempt status, tuition subsidies, and various other foregone
taxes are considered.
Cost to Taxpayers
Table 13: Net Cost to Taxpayers per Student
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Net Cost To Taxpayers Per Student |
|
|
|
|
|
|
Public |
|
|
|
Not-For-Profit |
|
|
|
For-Profit |
|
|
|
UOPX |
|
|
|
Taxpayer Costs |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Direct Government Support2 |
|
|
|
$11,992.06 |
|
|
|
|
$5,641.11 |
|
|
|
|
$712.49 |
|
|
|
|
$0.00 |
|
|
|
Student Loans-Interest Rate Subsidy4 |
|
|
|
$38.16 |
|
|
|
|
$93.78 |
|
|
|
|
$152.51 |
|
|
|
|
$123.66 |
|
|
|
Expected Future Loss Due to Loan Default5 |
|
|
|
$64.14 |
|
|
|
|
$80.15 |
|
|
|
|
$527.44 |
|
|
|
|
$599.67 |
|
|
|
Taxes Forgone on Investment Income of Endowments6 |
|
|
|
$550.25 |
|
|
|
|
$7,079.64 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Taxes Forgone on Additions to Endowments7 |
|
|
|
$39.73 |
|
|
|
|
$92.45 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Taxes Forgone on Gifts, Grants, & Contracts8 |
|
|
|
$325.36 |
|
|
|
|
$2,406.55 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Taxes Forgone on Corporate Profits9 |
|
|
|
$2,387.78 |
|
|
|
|
$5,534.64 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Sales & Other Taxes Forgone10 |
|
|
|
$131.20 |
|
|
|
|
$304.10 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Total Costs |
|
|
|
$15,528.66 |
|
|
|
|
$21,232.41 |
|
|
|
|
$1,392.44 |
|
|
|
|
$723.34 |
|
|
|
Taxpayer Credits |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Tax on Corporate Profit11 |
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
|
$1,146.91 |
|
|
|
|
$818.06 |
|
|
|
Sales & Other Taxes12 |
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
|
$63.02 |
|
|
|
|
$46.09 |
|
|
|
Total Credits |
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
|
$1,209.93 |
|
|
|
|
$864.15 |
|
|
|
Net Cost to Taxpayers |
|
|
|
$15,528.66 |
|
|
|
|
$21,232.41 |
|
|
|
|
$182.51 |
|
|
|
|
-$140.82 |
|
|
|
Research Expense13 |
|
|
|
$2,279.27 |
|
|
|
|
$4,563.00 |
|
|
|
|
$0.00 |
|
|
|
|
$0.00 |
|
|
|
Net Cost to Taxpayer With Research Expense Removed |
|
|
|
$13,249.39 |
|
|
|
|
$16,669.42 |
|
|
|
|
$182.51 |
|
|
|
|
-$140.82 |
|
|
|
29
OPERATIONAL DEFINITIONS AND PROCEDURES FOR NET COST TO TAXPAYERS PER STUDENT
September 2009
General Note: Unless otherwise noted, the data tables referred to are:
|
|
|
Department of Education (DOE) |
|
|
|
|
Data Analysis System (DAS) http://nces.ed.gov/dasol/ |
|
|
|
|
Table Library |
|
|
|
|
IPEDS Compendium Tables |
|
|
|
|
2007/Spring Compendium Tables |
|
|
|
|
Data for less than 2-year institutions was not analyzed. |
1. Number of Students Full-Time Equivalent
The number of FTE students was drawn from:
|
|
|
Table 17. Full-time equivalent enrollment at Title IV
institutions, by student level and sector: United States, academic
year 2005-06. As of October 20, 2009 Table 17 for the 2006-07
academic year was not available. |
|
|
|
|
The number of UOPX students was an estimate from the Apollo
Groups 2007 Annual Report. |
2. Direct Government Support
Drawn from Table 21. Revenues of Title IV institutions, by level of
institution, accounting standards utilized, and source of funds: United
States, fiscal year 2007. Line items include:
|
|
|
2-A Public institutions using GASB standards |
|
|
|
2-A-1 Operating revenues Grants and contracts |
|
|
|
Federal (excludes FDSL loans) |
|
|
|
|
State |
|
|
|
|
Local |
|
|
|
2-A-2 Non-operating revenues |
|
|
|
2-A-2-A Appropriations |
|
|
|
Federal |
|
|
|
|
State |
|
|
|
|
Local |
30
|
|
|
Federal |
|
|
|
|
State |
|
|
|
|
Local |
|
|
|
2-B Private not-for-profit institutions |
|
|
|
2-B-1 Government grants and contracts |
|
|
|
Federal |
|
|
|
|
State |
|
|
|
|
Local |
|
|
|
2-B-2 Government appropriations |
|
|
|
Federal |
|
|
|
|
State |
|
|
|
|
Local |
|
|
|
2-C Private for-profit institutions Government appropriations, grants, and
contracts |
|
|
|
Federal |
|
|
|
|
State |
|
|
|
|
Local |
|
|
|
2-D University of Phoenix Not applicable |
3. Auxiliary Enterprises
Drawn from Table 21. Revenues of Title IV institutions, by level of
institution, accounting standards utilized, and source of funds: United
States, fiscal year 2007. Revenues not coming from government or tuition.
Line items include:
|
|
|
3-A Public institutions using GASB standards (Unlike Table 21
for 2005, there were no public institutions using FASB standards) |
|
|
|
3-A-1 Operating revenues |
|
|
|
Sales and services of auxiliary enterprises after
deducting discounts and allowances |
|
|
|
|
Sales and services of hospitals |
|
|
|
|
Independent operations |
31
|
|
|
Other operating revenues |
|
|
|
3-A-2 Non-operating revenues |
|
|
|
Other non-operating revenues |
|
|
|
|
Other revenues and additions |
|
|
|
3-B Private not-for-profit institutions |
|
|
|
Contributions from affiliated entities |
|
|
|
|
Sales and services of educational activities |
|
|
|
|
Sales and services of auxiliary enterprises |
|
|
|
|
Hospital revenues |
|
|
|
|
Independent operations revenues |
|
|
|
|
Other revenues |
|
|
|
3-C Private for-profit institutions |
|
|
|
Sales and services of educational activities |
|
|
|
|
Sales and services of auxiliary enterprises |
|
|
|
|
Other revenues |
|
|
|
3-D University of Phoenix Not applicable |
4. Student Loans Interest Rate Subsidy
Federally guaranteed student loans were available at a rate of 6.8 percent
in 2007. Similarly, unsecured loans would have an interest rate in the
range of 10 percent. The difference amounts to a federal subsidy for higher
education that was estimated to be 3 percent. The size of the subsidy was
estimated with a six-step process.
|
|
|
4-A Number of first-year full-time students who received student
loans was drawn from Table 35. Number and percentage of full-time,
first-time degree/certification-seeking under graduates and financial
aid recipients and average amount of financial aid received by
full-time, first-time degree/certificate-seeking undergraduates at
title IV institutions, by sector of institution and type of aid:
United States, academic year 2006-07 |
|
|
|
|
4-B Number of first-time, full-year, full-time undergraduates
was calculated from data in
Table 4.Enrollment at Title IV
institutions, by gender, attendance status, control of institution,
and student level: United States, Fall 2007 |
|
|
|
|
4-C Percentage of first-time, first-year, full-time students
receiving student loans was calculated by dividing the number of
first-time/full-time students receiving loans (Step 4-A) by the total
number of first-time/full-time students (Step 4-B). The number of
UOPX students receiving student loans was estimated directly from the
fiscal 2007 Registration Survey data. |
32
|
|
|
4-D It was assumed that the percentage of students receiving
loans was fairly constant for all students throughout their college
careers. Therefore, the total number of students receiving loans was
calculated by multiplying the percentage of first-time/full-time
students receiving loans (Step 4-C) by the total number of students
(Step 1). |
|
|
|
|
4-E It was assumed that a certain percentage of students would
default on these loans as itemized in Section 5 below. The estimated
number of students who will default was calculated by multiplying
the percentage of defaults (Step 5-A) by the total number of loans
(Step 4-D). The default percentage calculations will be explained in
Step 5-A below. |
|
|
|
|
4-F Estimated number of students who will repay loans was
calculated by subtracting the number of defaults (Step 4-E) from the
number of loans (Step 4-D). |
|
|
|
|
4-G The average loan size was gathered from Table 35 by
weighting the average loan size by the number of two- and four-year
students who received loans for public, not-for profit, and
for-profit institutions. The UOPX average loan size was assumed to
be the same as those of for-profit schools. |
|
|
|
|
4-H The estimated loan amount outstanding was calculated by
multiplying the estimated number of students who will repay their
loans (Step 4-F) by the average loan size (Step 4-G). It was assumed
that UOPX average loan size would be the same as those for the
for-profit institutions. |
|
|
|
|
4-I The total amount of loan money outstanding (Step 4-H) was
multiplied by 3 percent to arrive at an estimate of the total federal
student loan subsidy. |
5. Expected Future Student Loan Losses Due to Default
|
|
|
5-A The percentage of students who default on loans in 2006 was
estimated from a table labeled, Direct Loan and Federal Family
Education Loan Programs found in the
http://www.ed.gov/offices/OSFAP/defaultmanagement/instates.html
website. (Website can be found by searching with the keywords,
Institutional Default Rate Comparison). The percentage of UOPX
students who default on student loans was calculated from company
records collected from Apollo Financial Aid. |
|
|
|
|
5-B The amount of money lost to loan defaults was estimated by
multiplying the estimated percentage of students who default (Step
5-A) times the total amount of loans outstanding (Step 4-D) by the
average loan amount (Step 4-G) and divided by 1,000 to put the data
in thousands of dollars. |
6. Taxes Foregone on Endowments Investment Income
|
|
|
6-A Investment income gathered from Table 21 |
|
|
|
|
6-B The capital gains taxes not paid by public and not-for-profit
institutions amounts to a federal subsidy for higher education. The
amount of tax avoided was calculated by multiplying this amount by
the effective income tax rate of 38 percent, which was from the
Apollo Group 2007 Annual Report. |
33
Note: The Investment return for four-year not-for-profit institutions was
30.7 percent of total revenue. This was quite a bit higher than 23.4
percent in fiscal year 2006 and 23.1 percent in fiscal year 2004.
7. Taxes Foregone on Additions to Endowments
Contributions to the endowments of public and not-for-profit institutions avoid income taxes
|
|
|
7-A Additions to Endowment was a line item under Public
institutions using GASB standards on Table 21. It was noted that
0.4 percent of total revenues was added to the endowments. |
|
|
|
|
7-B The not-for-profit institutions do not have this line item.
Therefore the percentages from Step 7-A were applied to the total
revenue. |
|
|
|
|
7-C From these figures, the total amount of income tax avoided
was estimated using the effective income tax rate of 38 percent,
which was from the Apollo Group 2007 Annual Report. |
8. Taxes Foregone on Gifts, Grants, and Contracts
Gifts, grants, and contracts received by public and not-for-profit
institutions have tax consequences for the donors. The income taxes these
institutions avoided was estimated using the effective income tax rate of
38 percent, which was from the Apollo Group 2007 Annual Report. Capital
appropriations for public institutions was assumed to be of no cost to
the taxpayers because one asset, cash, is being transferred into another
asset of equal value such as a building or infrastructures.
9. Taxes Foregone on Corporate Profits
The Apollo Group had a provision for income taxes of 9.1 percent of its
total revenue (or approximately 38 percent of pre-tax income). A similar
percentage was applied to public and non-for profit schools to estimate the
taxes these institutions avoided. Total revenue data was gathered from
Table 21.
10. Sales and Other Taxes Foregone
Similarly, it was estimated that Apollo Group paid 0.5 percent of total
revenue for sales and use taxes, personal property taxes, and real
property taxes. This was an extremely conservative estimate because it
was calculated only from supplier invoices that itemized the amount of
taxes paid. This calculation was obtained from Apollo Tax Department.
This percentage (0.5 percent) was applied to the total revenues of public
and not-for-profit schools as an estimate of the additional taxes
avoided.
11. Tax on Corporate Profits
Corporate taxes paid by for-profit institutions were estimated from total
revenue (Table 21 and Apollo Group 2007 Annual Report) at a rate of 9.1
percent (or approximately 38 percent of pre-tax income).
34
12. Sales and Other Taxes
Sales and other taxes paid by for-profit institutions were estimated from
total revenue (Table 21and Apollo Group 2007 Annual Report) at a rate of
0.5 percent. This calculation was obtained from the Apollo Tax Department.
13. Research Expense
The amount of money spent on research activities was drawn from Table 23.
Expenses of Title IV institutions, by level of institution, accounting
standards utilized, and type of expense: United States, fiscal year 2007.
35
Transparency is critical for the health of all institutions of higher education. But there is
little point to collecting and reporting data for the sole purpose of reporting. If the data are
not put to use for institutional improvements that lead to enhancements in the overall student
experience and result in student success, the university cannot fulfill its potential. In this
regard, this Academic Annual Report is used not only to provide transparency but also as a tool for
self-analysis and continuous improvement.
In areas where comparisons can be made and declines were found, no matter how slight, the
University has initiated thoughtful dialogue as to the possible reasons for the changes.
Specifically, the University reviewed the possible reasons for the decline in completion rates (1
percentage point for associate, 2 percentage points for baccalaureate, and 5 percentage points for
graduates within the traditional time to completion) shown in Table 10. The University is currently
exploring possible reasons for the slight decline in completion rates. Specifically, it is
examining the demographics of Next Generation Learners and how this unique student population
learns. Important factors in this analysis will include age, previous academic experience, transfer
credits, and preference for learning modality.
In response to data gathered to this point, the University has determined specific areas to be
addressed in an effort to continue our Mission to provide access to higher education opportunities
that enable students to develop the knowledge and skills necessary to be successful. These include
programs for orientation, a refined approach to the introductory courses, and a just-in-time plan
for remediation.
SOLUTIONS
The University of Phoenix recognizes that expanding access is only one part of the equation in
meeting the goal of increasing academic attainment successfully. To meet the needs of the Next
Generation Learners, many of whom enroll at the University of Phoenix, and in an effort to respond
to the call to arms by the Obama administration to meet the needs of the American public, the
University has redefined and realigned several foundational elements of the student experience.
The Role of Technology
Next Generation Learners experience life, and thus education, differently from previous
generations. They live in a world enhanced by technology and this fact affects their expectations
for accessibility and service within the higher education environment. The University of Phoenix
has developed cutting edge systems for delivering curriculum and providing academic support to
students throughout their programs of study. The availability of all University systems on a 24/7
basis redefines for students the notion of going to school in terms that make sense for students
who cannot be limited by space or time restrictions. With this in mind, the University has set as
its goal the building of a twenty-first century learning platform that will take us to the next
level of higher education service and delivery.
Rethinking Strategies for Student Success
Scheduled for implementation within the next year are two programs: the University
Orientation and the First-Year Sequence. It is anticipated that these programs will be required for
all students entering with fewer than 24 credits. These programs are designed to meet
36
both types of student knowledge that have been identified as requirements for success: heuristic
knowledge and theoretical knowledge. The programs cover more than basic academic skills; they
include everything from finances to fitness, taking a holistic approach by educating the whole
person as opposed to focusing solely on classroom skills. Attention is given to ensure that all
students entering the University of Phoenix are familiar with and understand how and when to use
the academic assets and learning tools provided to them and how to establish strong relationships
with faculty and advisors.
University Orientation
|
|
|
|
This planned program is a three-week, non-credit-bearing, free orientation course required of all
students entering the University with fewer than 24 transfer credits. The orientation will address
the heuristic skills necessary to be successful at the University of Phoenix, as well as introduce
new students to the format and accelerated environment in which they will be learning. This program
will encourage prospective students to make informed decisions for themselves to determine if this
is the type of
|
|
|
It is anticipated that the University Orientation will be mandatory for all students who have
earned fewer than 24 college credits. Orientation will also be available to any student (regardless
of transfer credits) who wishes to enroll. |
institution they wish to attend and if they are ready to do so |
|
|
|
at this time. In this way, students are encouraged to take personal responsibility for their
learning. Faculty teaching in the orientation program will be experienced full-time faculty who
understand the complexities of orienting a new student specifically to the University of Phoenix.
The stated purposes and goals reflect a program that will meet the students needs as well as one
that is in concert with three of the four national goals as stated by the Obama administration.
(The fourth goal, having stronger links between education and jobs, is addressed in the
First-Year Sequence.)
|
|
|
College Completion Helping college students persist and graduate |
|
|
|
|
The University Orientation takes the students into the classroom in a nonthreatening
environment. It presents an accurate and realistic introduction to the institution, and
acquaints students with what is actually required to complete a course successfully. Students
see that succeeding in college studies goes far beyond completing an application, being
accepted, and getting to class on time. This program provides a student-centric environment
wherein students learn about the resources and materials available to them as students at the
University of Phoenix. |
|
|
|
|
College Access Making sure everyone who wants one can obtain a college degree |
|
|
|
|
Students are given the opportunity to become proficient at attending the University of
Phoenix, which is one of the key elements for success for at-risk students. The overall goal
is to initiate a pathway for greater student retention and ultimate success. |
37
|
|
|
College Affordability Keeping college affordable and making sure that students are not
saddled with excessive debt |
|
|
|
|
Meeting the goal of increased academic access is important, but achieving this at the cost of
high personal and national debt is not an option. In addition, it is critical for potential
students to understand that enrolling in higher education is an investment in both time and
money. If students are not ready or able to undertake the type of commitment earning a degree
represents in personal and family sacrifice, then the investment is lost to the student and
to the community. |
The Orientation program affords prospective students the opportunity to experience the rigors of
the college classroom without financial burden. In this way, the University is allowing those
students who are not ready, the opportunity to realize this without incurring unnecessary debt and
going through the arduous process of applying for private or federal financial aid. It is
anticipated that many of the students who do not successfully complete orientation are the same
students who very likely would not complete their first enrolled course.
The First-Year Sequence (FYS)
The second prong of the planned approach to increasing student retention and success for at-risk
students is the implementation of a customized sequence of courses. The First-Year Sequence will be
the entry path for all students entering University of Phoenix to pursue an associate or bachelors
degree who have fewer than 24 college units. The course content of the First-Year Sequence is based
in liberal arts, interdisciplinary studies, and academic skills and strategies. The First-Year
Sequence meets the fourth plank of the Obama education platform, creating a skilled workforce by
having stronger links between education and jobs.
The First-Year Sequence has been designed in four blocks with the student at the center. The
curriculum begins by addressing things that matter to students as individuals such as health and
finances. From there, the subject matter progresses to thinking outward to issues affecting
community, national trends, and global concerns. To progress to that point and keep the students
engaged, however, it must start first with the individual student. Each block builds upon,
reinforces, and recycles the academic skills introduced in the previous blocks. The course content
is interrelated to reinforce content and skill building mastered in each course.
To accomplish this, the First-Year Sequence has been designed with the concept of laddering
material taught over multiple courses. In this way, it is expected that students will learn and
retain more information than they would if they were learning everything in one course. To
integrate the holistic approach to learning that will encourage development of the heuristic skills
required for persistence, the First-Year Sequence will also establish a sense of community among
the entry-level students. This will be bolstered primarily by an increase in participation. An
increased focus on interaction within discussion groups online and in the classroom will lead to
more group spirit and a sense of the individual as part of a larger, successful group.
A NEW PERSPECTIVE ON REMEDIATION: JUST-IN-TIME SKILLS
The traditional method of remediation is to test incoming students and, based on these results,
require students to successfully complete an entire remedial course or courses prior to
38
being admitted into a regular course of study. However, studies done by the National Center for
Postsecondary Research indicate that the current methods of remediation allow early persistence,
but not necessarily degree completion.39 From this, it could be inferred that students
who successfully complete the remedial courses are able to regurgitate information immediately, but
cannot retain or perhaps apply their learning when the time comes for them to take the advanced
courses in which the skills are required.
The University of Phoenix made the decision to change its approach to remediation and institute a
program of integrative learning on a gradual plane to provide just-in-time skills. Through these
programs, the University makes learning opportunities available to students throughout their
academic career, not just at the beginning and not all in one sink-or-swim course. In a recent
commentary article in The Chronicle of Higher Education,40 the author, Mike Rose, a
professor of social research methodology at UCLA, suggests that we rethink, core assumptions about
cognition and language: Writing filled with grammatical errors does not preclude engagement with
sophisticated intellectual materials, and errors can be dealt with effectively as one works with
such material. Understanding this is key to changing remedial education to work for all students
when they need it and without sacrificing appropriate academic progression.
The University of Phoenix provides remediation for students needing assistance through online tools
that are available to students at every level and throughout their entire academic program.
Students requiring assistance with language and writing skills can avail themselves of many
services offered through the Center for Writing Excellence and mathematics assistance is available
through the Center for Mathematics Excellence. The Centers can be accessed by any student or
faculty member twenty-four hours a day, seven days a week, wherever Internet access is available.
In addition, tutors and faculty are available at Resource Centers and campuses located around the
country. The Alumni Association has recently implemented an Alumni Mentor program to assist
students.
Center for Writing Excellence
The Center for Writing Excellence (CWE) provides resources to help enhance and strengthen written
communication skills. The resources are divided into six main sections that include the
WritePointsm system, Tutor Review, the Spanish Writing Lab, Dissertation Services,
Tutorials and Guides, and the Turnitin Plagiarism Checker.
WritePointsm is an online automated system that provides students with immediate
feedback on grammar, punctuation, word usage, and some style points. In seconds, the system flags
grammatical issues and inserts instructional feedback into the text of the paper. Students are
directed to resources to assist them in understanding errors and how to correct them, making this a
learning experience on all levels.
In an average month, more than 600,000 papers are submitted to WritePointsm for review.
In most cases, WritePointsm is able to return the paper to the student within one
minute.
In addition to WritePointsm, the University of Phoenix offers an online Tutor Review
service, which gives students the opportunity to have their papers reviewed by faculty. Students
receive detailed feedback on format, grammar, organization, punctuation, and usage but not on the
academic content. Content feedback is the responsibility of course instructors. Tutors provide
feedback within 48 hours and typically review approximately 6,000 or more
39
papers per month. The Tutor Review by faculty also provides a Spanish Writing Lab for the campuses
in which Spanish is the native language.
For those students who need assistance understanding what plagiarism is, the University offers a
tutorial and access to a plagiarism checker, powered by Turnitin.com. Plagiarism Checker promotes
originality in student work and improves student writing and research skills. Plagiarism Checker
reviews almost 400,000 papers for both students and faculty each month with an average turnaround
time of less than 15 minutes.
Center for Mathematics Excellence
Another manifestation of the just-in-time skills philosophy is the Center for Mathematics
Excellence (CME). The CME was instituted to address the needs of all students, especially those who
may not have the requisite math skills, those who have not practiced math for some time, and those
who suffer from math anxiety. The CME specifically addresses these issues, dispels math anxiety
myths, and suggests study and coping skills for students who dread the thought of math classes and
numbers-related courses.
The CME includes Running Start, a program that is especially helpful for students in entry-level
math courses. Running Start allows students to take self-assessments that result in personalized
lists of topics to study. In addition, students using Running Start find that mathematic concepts
are presented in multiple representations for easier comprehension. The enhanced content also
includes math refresher content that many students, including those about to enter statistics
courses, find extremely helpful.
Online tutoring services are also available whenever a student is enrolled in a math course. Upon
entry to the tutoring site, students may either choose to work with a tutor individually or they
can watch tutors work with other students in real time. Students submit questions which go into a
queue and are then answered online by the tutor in the order received.
In an average month, the CME conducts almost 4,000 live tutoring sessions and approximately 10,000
students access the site for assistance.
By making remediation available online, students are able to access the services when they need
them and how they need them. In addition, the stigma that sometimes accompanies remedial work is
removed as the work is done in private, rather than in a formal classroom environment. Both Centers
of Excellence were designed to provide as much individual assistance as possible. In both cases,
the goal is to give students the tools and resources to be successful rather than simply pointing
out errors.
Students use the tools appropriate for them at the time they need them. In this manner, all
knowledge does not have to be gained at one time; students can progress with their educations and
put the skills they learn into practice sooner rather than later when another refresher might be
required. Remedial skill building is exactly that: a building process that works over a length of
time.
40
ENDNOTES
1. |
|
U.S. Census as cited in
http://www.highereducation.org/reports/pa_decline/decline-impact-edlevels.shtml. |
|
2. |
|
National Center for Education Statistics. Special analysis 2002: Non-Traditional
Undergraduates http://nces.ed.gov/programs/coe/2002/analyses/nontraditional/index.asp. |
|
3. |
|
President Barack Obama (Speaker) (2009, February 24). Speech to joint session of Congress,
February 24, 2009. Retrieved from:
http://dyn.politico.com/printstory.cfm?uuid=AB2B498F-18FE-70B2-A8A7003485FD46B4. |
|
4. |
|
National Center for Education Statistics, Table C-Percentage of 1999-2000 undergraduates with
various risk factors, and the average number of risk factors. Retrieved from
http://nces.ed.gov/das/epubs/showtable.asp?pubnumber=19&tablenumber=C&dir=2002168. Click on
Definitions for full description of each risk category. |
|
5. |
|
Padilla, R. V., Trevino, J., Gonzalez, K., & Trevino, J. (1997). Developing local models of
minority student success in college. Journal of College Student Development, 38(2), 125.
Retrieved from ProQuest Psychology Journals database. |
|
6. |
|
Ibid. |
|
7. |
|
The Joint Center for Housing Studies of Harvard University. (2005). Demographic trends.
Retrieved from
http://www.jchs.harvard.edu/publications/markets/son2005/son2005_demographic_trends.pdf. |
|
8. |
|
http://www.all4ed.org/. |
|
9. |
|
Alliance for Excellent Education. (2008). Fact sheet. Retrieved from
http://www.all4ed.org/files/IntlComp___FactSheet.pdf. |
|
10. |
|
Van Der Werf, M.& Sabatier, G. The college of 2020: Students. The Chronicle of Higher
Education, Retrieved from Chronicle Research Services. |
|
11. |
|
Ibid, page 6 |
|
12. |
|
Calcagno, Juan Carlos, Long, Bridget Terry. National Bureau of Economic Research. (2008). The
impact of postsecondary remediation using a regression discontinuity approach: Addressing
endogenous sorting and noncompliance. Retrieved from
http://www.nber.org/papers/w14194.pdf?new_window=1.http://www.collegeportraits.org/. |
|
13. |
|
Spellings Report. A test of leadership: Charting the future of U.S. higher education. Retrieved
from http://www.ed.gov/about/bdscomm/list/hiedfuture/reports.html. |
|
14. |
|
http://www.collegeportraits.org/. |
|
15. |
|
http://eassessment.project.mnscu.edu. |
|
16. |
|
National Center for Education Statistics. http://nces.ed.gov/IPEDS/ |
|
17. |
|
Student persistence in college: More than counting caps and gowns. Retrieved from
http://www.aft.org/pubs-reports/higher_ed/student_persistence.pdf. |
|
18. |
|
Russell, A. Update on graduation rate and reporting: Issues and opportunities. American
Association of State Colleges and Universities. Retrieved from
http://www.congressweb.com/aascu/docfiles/PMGraduationRateReporting6-2009.pdf. |
|
19. |
|
Rowley, L.L., & Hurtado, S. (2002). The non-monetary benefits of an undergraduate education.
University of Michigan: Center for the Study of Higher and Postsecondary Education as cited in The
Value of a College Degree. Eric Digest. Retrieved from http://www.ericdigests.org/2003-3/value.htm. |
41
20. |
|
Bureau of Labor Statistics, More education: Higher earnings, lower unemployment. Retrieved from
http://www. bls.gov/opub/ooq/1999/fall/oochart.pdf. |
|
21. |
|
U.S. Census Bureau, The big payoff: Educational Attainment and Synthetic Estimates of Work-Life
Earnings, July 2002. Retrieved from http://www.census.gov/prod/2002pubs/p23-210.pdf |
|
22. |
|
Rady, H., Hout, M., & Stiles, J. Return on investment: Education choices and demographic change
in Californias future. UC Berkeley. As cited in Return on Investment Fast Facts. The Campaign
for College Opportunity. Retrieved from
http://www.collegecampaign.org/assets/docs/stds/ROI-Fast-Facts-FINAL.pdf. |
|
23. |
|
http://www.collegecampaign.org/. |
|
24. |
|
University of Phoenix demographic figures shown in these charts are for 2009. National
demographics shown are the latest figures produced by the National Center for Education Statistics
and are from 2007. |
|
25. |
|
Diverse Issues in Higher Education, (July 13, 2006). 23(11). No longer available online. |
|
26. |
|
University of Phoenix demographic figures shown in these charts are for 2009. National
demographics shown are the latest figures produced by the National Center for Education Statistics
and are from 2007. |
|
27. |
|
Pantages, T. & Creedon, C. (2005) Studies of college attrition: 1950-1975. Review of
Educational Research,
48, 49 101. As cited by DeShields, O., Kara, A., & Kaynak, E., in Determinants of business
student satisfaction and retention in higher education: Applying Herzbergs two-factor theory. |
|
28. |
|
National Center for Education Statistics. Retrieved from http://nsse.iub.edu/. |
|
29. |
|
The University of Phoenix compares satisfaction rates on those questions that related to the
University of
Phoenix Learning Goals: Professional competence and values; Critical thinking and problem
solving; Communication; Information utilization; Collaboration. Questions concerning the
football teams, the resident dormitories, and other services or activities that do not apply to
UOPX students, are not compared. |
|
30. |
|
Library of Congress Fascinating Facts. Retrieved from http://www.loc.gov/about/facts.html. |
|
31. |
|
Web statistics and information overload. Retrieved from
http://www.spasd.k12.wi.us/html/PM/Classroom_Webs/Computer%20Classes/Email_Internet/Internet%20Search%20Unit/InfoPage6A.pdf. |
|
32. |
|
https://www.projectsails.org/ |
|
33. |
|
http://www.aacrl.org/annual/presentations/rumble_cecil_ashmore.pdf. |
|
34. |
|
http://www.ets.org |
|
35. |
|
http://www.ets.org/portal/site/ets/ |
|
36. |
|
U.S. Department of Education. (2009). A profile of successful Pell grant recipients: Time to
bachelors degree and early graduate school enrollment. NCES. 156. Retrieved from
http://nces.ed.gov/pubSearch/pubsinfo.asp?pubid=2009156. |
|
37. |
|
Porter, K. The value of a college degree. ERIC Digest. Retrieved from
http://www.ericdigests.org/2003-3/value. htm. |
|
38. |
|
http://www.culpepper.com/PayPractices/BSI/Historical.asp. |
|
39. |
|
Calcagno, J. C., & Long, B. (2008). The impact of postsecondary remediation using a regression
discontinuity approach: Addressing endogenous sorting and noncompliance. National Center for
Postsecondary
Research. Retrieved from http://www.nber.org/papers/w14194. |
|
40. |
|
Rose, M. (2009). Colleges need to re-mediate remediation. The Chronicle of Higher Education.
Retrieved from http://chronicle.com/article/colleges-need-to-re-mediate/47527/print. |
42
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`
end
-----END PRIVACY-ENHANCED MESSAGE-----