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This paper presents the public higher education system trends in Connecticut for 2011. This report contains the following sections: (1) Higher Education in a Statewide Context; (2) Expenditure Trends; (3) Comparative Funding Indicators; (4) Enrollment Trends; (5) Position Trends; (6) Tuition and Fees; (7) Student and State Share of Costs; and (8) Student Aid and Statutory Waivers.

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with an annual allocation to promote achievement of the plan's student diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students and graduates should reflect the diversity of the state's residents. Typically this report declares that since enactment of the "Strategic Plan," students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and the report period continues a historic trend of year-to-year incremental progress. However, the new racial/ethnic designations established by the U.S. Census Bureau and utilized by the state's institutions of higher education in the fall of 2010 preclude comparative analysis with previous report periods. Although the number of minority students enrolled in the state's public institutions in the fall of 2010 at 31,654 exceed the 28,483 enrolled in the fall of 2009, the differences in how students declared their racial and ethnic backgrounds does not allow for a statistically valid comparison. The public institutions actually experienced a slight decline in the number of minority students receiving undergraduate degrees (associate and bachelor's degrees) from 2,865 during the 2009-10 academic year from a record high figure of 2,907 during the 2008-09 academic year. It is undeterminable as to whether or not the changes in racial/ethnic designations had any impact upon reports regarding the conferring of undergraduate degrees for the 2009-10 academic year. In any event, the data from this report period will be utilized as baseline data for comparative analyses hereafter regarding the diversity of students enrolled and graduated from the state's public colleges and universities. This year will also be a transitional year for the Department of Higher Education's programmatic initiatives undertaken to advance attainment of the state's student diversity goals. The Connecticut College Access and Success (ConnCAS) Program, which provides performance-based grants to the public institutions in support of outreach, admission and retention activities in the implementations of their respective "Strategic Plan to Promote the College Access and Success of Underrepresented Minority Students," will be changed to two distinct grant programs to become better strategically aligned with the needs of the public universities and the state's community colleges, respectively. Adjustments in the Connecticut Collegiate Awareness and Preparation (ConnCAP) Program will allow for structural collaboration with the federally-funded GEAR UP Program which has a similar mission. (Contains 5 tables.) [For "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2010. Annual Report," see ED527899.]

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical tables and figures providing supplemental data. The six goals include: (1) Student Learning; (2) Learning in K-12; (3) Access and Affordability; (4) Economic Development; (5) Responsiveness to Societal Needs; and (6) Resource Efficiency. A section listing Connecticut peer institutions concludes the report.

This report presents the degrees and certificates completed at Connecticut's higher education institutions for 2009-2010. Students at Connecticut colleges and universities completed a record 38,912 degrees and certificates in 2009-10, up 2.3% from 2008-09. This increase represents the state's ninth consecutive year of growth, with a 30.8% increase since 1999-00 and a 42.6% increase since 1982-83. As in previous years, the number of degrees and certificates earned was closely related to the full-time equivalent (FTE) enrollment from prior years. The surge in enrollment in the early part of the 2000s due to a large demographic cohort of traditional college-age students unsurprisingly translated into an increase in the number of degrees earned. While the total number of awards has increased significantly since 1982-83, the distribution of degrees and certificates among most award levels has remained relatively stable over time, except among associate's degrees. Similarly, the distribution of awards among higher education sectors also remained relatively stable over time, with largest changes occurring among two-year public colleges and the state's national independent universities. A total of 7,198 degrees and certificates were earned by individuals from minority groups in 2009-10, representing 18.5% of award recipients, up from 18.4% in 2008-09. These figures indicate increased racial/ethnic diversity among college graduates compared to 6.2% of awards earned by minorities in 1982-83. (Contains 6 tables and 4 footnotes.)

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education". The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the Strategic Plan, students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2009 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2009 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 9 tables.)

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2010. Six goals are presented, each with indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical tables and figures providing supplemental data. The six goals include: (1) Student Learning; (2) Learning in K-12; (3) Access and Affordability; (4) Economic Development; (5) Responsiveness to Societal Needs; and (6) Resource Efficiency. A section listing Connecticut peer institutions concludes the report.

Enrollment at Connecticut's 46 colleges and universities reached yet another record of 184,544 in fall 2008. This report presents general trends in headcount enrollment; analyzes full-time equivalent (FTE) enrollment; and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)

This paper presents the public higher education system trends in Connecticut for 2009. This report contains the following sections: (1) Higher Education in a Statewide Context; (2) Expenditure Trends; (3) Comparative Funding Indicators; (4) Enrollment Trends; (5) Degrees Conferred; (6) Position Trends; (7) Tuition and Fees; (8) Student and State Share of Costs; and (9) Student Aid and Statutory Waivers.

This report explains that the General Fund budget: (1) calls for $1,565.4 million for the FY 2009-11 biennium, including $781.2 million in FY 2010 and $784.2 million in FY 2011; and (2) maintains the State's primary student financial aid programs at FY 2009 funding levels, with Connecticut Aid to Charter Oak funded at 80.0 percent of full funding and the Connecticut Independent College Student Grant program (CICSG) along with the Connecticut Aid to Public college Students grant (CAPCS) at 80.5 percent and 55.0 percent of full funding, respectively. The Appropriations Committee recommends maintaining a separate Department of Higher Education. Funding for the University of Connecticut, Connecticut State University, the Connecticut Community College System and Charter Oak State College represents the restoration of 2009 rescissions. At the UConn Health Center, recommendations include additional funding of $10 million to recognize anticipated fringe benefit costs and $500,000 to continue funding for the Connecticut Health Information Network, an initiation which integrates state health and social services data within and across the Health Center, the Office of Health Care Access and the Departments of Public Health, Mental Retardation and Children and Families.

The Departments of Labor and Higher Education, working in close collaboration with the constituent units of public higher education, present this comprehensive report on the employment of graduates of public colleges and universities. This report summarizes the employment and compensation experience of students who graduated from the State's 18 public colleges in 2007. Employment results continue a positive trend with at least 7 out of 10 public college graduates working in Connecticut nine months after graduation (70% or 12,471 out of 17,928). This is two percentage points higher than the rate for prior year graduates. Other highlights include: (1) Employed graduates earned an average of over $40,000 on an annualized basis, with the highest earnings found among those working in Utilities ($82,064 per year); (2) Almost 45 percent were working in Education and Health Services; and (3) The majority of employed graduates were women (63%). (Contains 2 footnotes.) [For "Report on 2005-06 Graduates," see ED516826.]

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall performance results again are somewhat mixed with goals reached or strong progress made on several strategic measures such as licensure pass rates, reducing the brain drain, workforce preparation and student retention rates. Other indicators, however, have shown little improvement or have declined over the last five years. Among those of particular concern are graduation rates within our four-year comprehensive universities and two year colleges and minority retention and graduation rates, particularly among Hispanic students. [For related reports, see "Higher Education Counts: Achieving Results" (ED528170); and "Higher Education Counts: Achieving Results. 2009 Report" (ED528171).]

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. Appended are: (1) Performance Measures Task Force; and (2) Methodology. An index is included. [For related reports, see "Higher Education Counts: Achieving Results" (ED528170); and "Higher Education Counts: Achieving Results. 2009 Executive Summary" (ED528174).]

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education". The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the "Strategic Plan", students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2008 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2008 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 13 tables.)

This paper presents the degrees conferred by Connecticut institutions of higher education in 2007-08. Connecticut colleges and universities awarded 36,634 degrees in 2007-08 (up 1.6% over 2006-07), the state's seventh consecutive year of growth and a 28 percent increase since 1998. Once again, the top five degree-producing disciplines were business, health professions, education, social sciences/history and liberal arts and sciences. Those five fields comprise 57 percent of all degrees and are up 22 percent over the last decade. All but business and education (both down 1%) saw gains in 2008. Degrees across the health professions increased seven percent to 4,179 in 2008 and are 29 percent above their production in 2004. Nursing degrees were down two percent (i.e., 20 fewer awards) in 2008, but are up 32 percent above 2004. Degrees across four other fields important to Connecticut's economy (engineering, physical and biological sciences and computer science) increased six percent over 2007 and rose a cumulative 14 percent since 2004. Forty-two percent (1,457) of teacher preparation awards were in the 10 critical shortage areas identified last year by the State Department of Education. Degrees awarded to minority students increased 1.3 percent. Degrees earned by African Americans fell (2.6%) for a second consecutive year, but degrees to Hispanics/Latinos were up 6.0 percent. Minority students earned 17.6 percent of all awards in 2007-08, up from 13.4 percent 10 years ago. Women earned 59.1 percent of all degrees, up from 55.3 percent two decades ago, down slightly from their record high of 60.3 percent set in 2005-06. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut, 2007-08; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities, 2007-08; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities, 2007-08. (Contains 7 tables.)

The Departments of Labor and Higher Education, working in close collaboration with the constituent units of public higher education, present this comprehensive report on the employment of graduates of the public colleges and universities. This report summarizes the employment and compensation experience of students who graduated from the State's 18 public colleges in 2006, and provides detailed information on these employed graduates by industry sector, degree program and college. This project builds upon the Department of Labor's work on the Connecticut Employment and Training Commission's annual report of employment outcomes for the State's education and training programs, and the Department of Higher Education's efforts to assess the employment success of its graduates through its annual accountability report. Overall, 68 percent of the 17,726 graduates were found to be working in Connecticut seven to nine months after their graduation in a wide variety of industry sectors, including educational services, health care, professional and technical services, manufacturing and retail trade. (Contains 2 footnotes.) [Mary Johnson of the Department of Higher Education contributed to the text of this report.]

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the "Strategic Plan," students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2007 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2007 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; and (2) Undergraduate Degree Recipients. (Contains 6 graphs and 19 tables.) [For "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2007. Annual Report," see ED516838.]

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks, and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall performance results again are somewhat mixed with goals reached or strong progress made on several strategic measures such as licensure pass rates, reducing the brain drain, student retention and real price per students. Other indicators, however, have shown little improvement or have actually declined over the last five years. Among those of particular concern are graduation rates within comprehensive four-year and two year colleges, participation, retention and completion rates among Hispanic students, degree productivity in several key workforce cluster fields, academic research intensity and educational costs per student. Results on each state goal area are summarized. [For related reports, see "Higher Education Counts: Achieving Results" (ED528305); and "Higher Education Counts: Achieving Results. 2008 Report" (ED528303).]

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. As directed by the Co-Chairs of the Higher Education and Employment Advancement Committee, each constituent unit submitted its accountability data to the Department of Higher Education directly this year via new data collection templates. The Department, in turn, was responsible for providing data analysis and writing the reports. Full supplemental data, information and commentary provided by each constituent unit is now included in a single comprehensive appendix. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. While there are no major changes in reporting format this year, the Department has made a concerted effort to streamline the written portions of each measure report. Constituent unit commentary and supplemental data is provided in full at the end of the document in an appendix. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For related reports, see "Higher Education Counts: Achieving Results, 2008. Executive Summary" (ED528304); and "Higher Education Counts: Achieving Results" (ED528305).]

This paper presents the public higher education system trends in Connecticut for 2008. This report contains the following sections: (1) FY 2007-2009 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget. [For "Connecticut Public Higher Education: 2007 System Trends," see ED516843.]

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Since enactment of the "Strategic Plan", students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2006 continues a trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. The overall trends are: (1) In fall 2006, minorities numbered 24,278 or 25.3 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the ninth consecutive year; (2) During the 2005-06 academic year, minority students received 2,476 or 18.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,444 were minority group members at the end of 2006. Despite impressive growth over the course of the past 23 years, disproportional levels of achievement in minority enrollment, graduation and employment persist. Persistent areas of racial/ethnic disparity in Connecticut's public higher education include: (1) Hispanic/Latinos are the only minority group whose overall undergraduate enrollment level has not reached its proportion of the state's population; (2) Hispanic/Latino and African American students are overrepresented in their enrollment at community colleges and underrepresented at universities; (3) Disproportionate numbers of Hispanic/Latino and African American students who enroll in college fail to attain an undergraduate degree; and (4) Hispanic/Latinos are underrepresented in each of the professional occupational categories within the professional workforce of the public institutions of higher education. This report summarizes the activities and progress achieved in 2006 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 25 tables and 6 graphs.)

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks, and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall, students continue to indicate high levels of satisfaction with their educational experiences and skill development, particularly at Charter Oak State College. Connecticut State University graduates, however, are somewhat less content with gains in quantitative and scientific skills. Also, overall satisfaction with on-line courses offered through the Connecticut Distance Learning Consortium member institutions has been stagnant at 78 percent. [For the full report, "Higher Education Counts: Achieving Results. 2007 Report," see ED532620.]

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. Each of the constituent units of higher education must submit its accountability report to the Commissioner of Higher Education annually by January 1st. The Commissioner, in turn, is charged with compiling and transmitting a consolidated report to the Joint Standing Committees on Education and Higher Education and Employment Advancement by February 1st. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. There are no major changes in reporting format this year. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For "Higher Education Counts: Achieving Results. 2007 Executive Summary," see ED532621.]

This paper presents the public higher education system trends in Connecticut for 2007. This report contains the following sections: (1) FY 2007-2009 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.

This report analyzes the numbers and types of degrees conferred by Connecticut institutions of higher education in 2005-06 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2005 and June 30, 2006. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.) [For "Degrees Conferred by Connecticut Institutions of Higher Education, 2004-05. Highlights. Report," see ED528645.]

The Connecticut public higher education community requests an overall general fund/operating fund budget of $1.95 billion for FY 2008 and $2.02 billion for FY 2009. In FY 2008, this includes general fund current service support of $717.7 million and other funding requests of $53.0 million. For FY 2009, the general fund current service request is $720.5 million and other funding requests are $76.5 million. The FY 2008 general fund current services budget request represents an increase of $64.1 million, or 9.8 percent, over FY 2007 estimated expenditures. The FY 2009 request would increase state support by $66.8 million, or 10.2 percent from current spending levels.

Total headcount enrollment at Connecticut's colleges and universities reached 176,560 students in fall 2006, a fifth consecutive record year. The increase of 2,287 students (or 1.3%) over fall 2005 is the ninth year of enrollment growth, but the rate of increase is slowing. The average annual growth rate since 2003 was 1.0 percent, less than half the average growth for the period 1999 through 2002 of 2.4 percent. The moderation in enrollment growth is more pronounced at the public institutions--0.9 percent for 2003-2006 compared to 3.2 percent for 1999-2002. This report analyzes fall 2006 headcount enrollment at Connecticut's public and independent colleges and universities. It presents data and historical trends on students enrolled for credit at 47 institutions, with details on attendance status, level and sector of higher education. A subsequent report will provide demographic detail on race/ethnicity, gender, age, residence, etc., and full-time-equivalent (FTE) enrollment. All references to years in this report are to enrollment in the fall of that year. Fall 2006 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 2 tables, 7 figures and 3 footnotes.)

In accordance with the Connecticut General Statutes Sec. 10a-6 and 10a-8, the Board of Governors' prepares and presents to the Governor and General Assembly a consolidated capital budget request and five-year plan with recommendations for public higher education. Through passage of the UConn 2000 legislation, the University of Connecticut obtained authorization for approximately $1 billion of new capital projects over the ten years ending in 2005. The physical transformation is continuing under 21st Century UConn, a 10 year, $1.3 billion extension to UConn 2000 approved by the General Assembly and Governor in the August, 2002 Special Session. The Department has detailed the anticipated allocations for UConn 2000/21st Century and its five-year plan for illustrative purposes and to provide a more complete picture of the entire higher education capital landscape. The legislative and gubernatorial support for UConn 2000 provided the impetus for a similar state commitment to the rest of higher education to address existing deficiencies and program demands to permit the system to compete effectively into the next century. Through FY 2007, the Connecticut State University received authorizations totaling about $866 million, while the Community-Technical College System garnered approximately $725 million for capital improvement projects. The Board of Governors assumes that the state's financial commitments to the State University and the community colleges will continue through the biennium although these are not specific in statute as is the case for 21st Century UConn. The five-year capital plan for Connecticut's public higher education system covers the period 2007 to 2012 and includes 58 general obligation bond projects across the Connecticut State University, the Community-Technical College System and Charter Oak State College. The total cost of the entire five-year plan is $1.7 billion, excluding all UConn 2000 and 21st Century projects. On a constituent unit basis, the Connecticut State University System has 38 projects totaling $998.4 million, the Community-Technical College System has 18 projects totaling $737.5 million and Charter Oak State College has two projects totaling $1.3 million. By project type, the plan includes seven code compliance projects totaling $130.1 million, twenty-one renovation projects totaling $595.3 million, twenty-one new construction projects totaling $816.0 million, five equipment projects/programs totaling $178.5 million, two acquisition programs totaling $14.4 million and two other projects totaling $2.8 million. The definition of each project type is detailed in Attachment A

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. The overall trends are: (1) In fall 2005, minorities numbered 23,537 or 24.9 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the eighth consecutive year; (2) During the 2004-05 academic year, minority students received 2,202 or 17.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,564 or 17.8 percent were minority group members at the end of 2005. This report summarizes the activities and progress achieved in 2005 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; (2) Undergraduate Degree Recipients; and (3) Projections. (Contains 22 tables and 6 graphs.)

Enrollment at Connecticut's 47 colleges and universities reached an all-time record of 174,273 in fall 2005. A November 2005 report titled, "Fall 2005 College and University Headcounts in Connecticut," analyzed headcount enrollment by status, level, institution and sector. This broader report presents general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)

This paper is a report on the statewide effort to address the rising costs of college textbooks in Connecticut. The report is in four sections: (1) a summary of the recommendations made by the Connecticut Taskforce on the Cost of College Textbooks, in response to Special Act 04-3; (2) a summary of actions taken by the Board of Governors for Higher Education in endorsement of those recommendations; (3) an overview of implementation steps proposed by Connecticut's public colleges and universities to address those rising textbooks costs; and (4) a summary of the results of the Textbook Summit held on October 6, 2005, in response to Public Act 05-3, Section 70.

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the principle vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. This report is intended to provide state policy makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks, and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. This year's results are somewhat mixed, with goals reached or strong progress made on several measures such as licensure pass rates, reducing the brain drain, retention and real price per student. Other areas, however, have shown little improvement or have actually declined over the last five years. Among those warranting particular concern are minority participation, unmet financial aid need, degree productivity in key workforce cluster fields, educational attainment, academic research intensity and educational cost per student. [For related reports, see "Higher Education Counts: Achieving Results. 2006 Report" (ED528617); and "Higher Education Counts: Achieving Results" (ED528616).]

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to some basic questions about institutional performance and return on investments in Connecticut's higher education system. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. There are no major changes in reporting format this year. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For related reports, see "Higher Education Counts: Achieving Results" (ED528616); and "Higher Education Counts: Achieving Results. 2006 Executive Summary" (ED528615).]

This paper presents the public higher education system trends in Connecticut for 2006. This report contains the following sections: (1) FY 2006-2007 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.

This report analyzes the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2004-05 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2004 and June 30, 2005. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.)

Total headcount enrollment at Connecticut's colleges and universities reached 174,275 students in fall 2005, a fourth straight record year. The total is an increase of 1,535 students (or 0.9%) over fall 2004. While this is the eighth consecutive year of enrollment growth, the rate of increase is decelerating. The average annual growth in the three years since 2002 is only 0.9 percent, nearly one-third as slow as the average annual growth rate between 1998 and 2002 of 2.4 percent. This report analyzes fall 2005 headcount enrollment as reported by Connecticut's public and independent colleges and universities. It presents data and historical trends on students enrolled for credit at 47 institutions,1 with details on attendance status, level and sector of higher education. A subsequent report will have demographic detail on race/ethnicity, gender, age, residence, etc., and full-time-equivalent (FTE) enrollment. All references to years in this report are to enrollment in the fall of that year. Fall 2005 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 2 tables, 7 figures and 4 endnotes.)

This report contains the results of a pilot survey of employer satisfaction with Connecticut's public college graduates from the class of 2003 conducted by the Department of Higher Education (DHE) in the spring of 2005. The project was part of a four-state project entitled, "Defining Best Practices for Responsible Accountability Models in Higher Education," funded by the U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE). The study found that a total of 9,260 graduates of the class of 2003 from the University of Connecticut (UConn), Connecticut State University (CSU) and the Community Colleges (CC), collectively known as the constituent units, were employed at 4,330 Connecticut companies. This yielded an overall in-state employment rate of 89 percent. A total of 3,007 of these companies then were surveyed about their satisfaction with basic skills, professional skills, personal attributes and job skills of these graduates. In all, 931 of the survey recipients formally contacted DHE after receiving the survey, for a contact rate of 22.6 percent. Of these, 696 surveys were actually completed for an overall response rate of 17 percent. This is significantly higher than the 12-14 percent range generally expected from general, mass-mailing surveys. Overall satisfaction with public graduates was "very high". On a scale of 1 to 4, with 4 meaning "very satisfied" and 1 meaning "very dissatisfied," Connecticut employers rated overall satisfaction at 3.45, falling between "satisfied" and "very satisfied" (Table 3). The vast majority (79%) of the respondents indicated that the graduates evaluated in the survey had the necessary skills for promotion in the business. Almost 95 percent indicated that they would hire other graduates from that institution. The pilot study has yielded good news for Connecticut public colleges in terms of overall satisfaction and has provided, for the first time, some useful information for improvement, particularly in the skills areas. In particular, "Professional Skills" such as team building needs to be enhanced by our colleges. These skills tend to improve with workforce experience, so increasing work and/or internship opportunities for students through state-level incentives or other means would be an important area to explore further. The study also highlights some of the difficulties in tracking graduates into the workforce and surveying employers on workforce success. However, given the importance of workforce development for Connecticut's economic future, investment in improving tracking systems such as these is critical. (Contains 12 tables, 5 charts and 4 endnotes.)

Preliminary data from the National Center for Education Statistics (NCES) show that 25,268 Connecticut residents graduating from high school (both public and private) in 2004 enrolled as freshmen in U.S. colleges in fall 2004. Of those, 14,533 (58%) entered a Connecticut college, while the other 10,735 enrolled elsewhere. The 58 percent in-state retention rate in 2004 compares to rates of 54 percent in 2002, 52 percent in 2000, and 47-49 percent during the 1990s. Almost everywhere in the U.S. In 1996, 1998, and 2000, at least one Connecticut resident freshman enrolled in every state and D.C.; in 2002, they went to all but South Dakota; and in 2004, they went everywhere except the two Dakotas and Nebraska. On average, Connecticut resident freshmen enter about 840 colleges a year, or about one-fourth of all U.S. colleges. Most of them, however, stay close to home. As noted, 58 percent of Connecticut resident freshmen in 2004 stayed in Connecticut. Another 21 percent enrolled in the three adjacent states; 10 percent matriculated in five nearby states, and the remaining 12 percent went elsewhere in the U.S. The partial stemming of the "brain drain" (i.e., a smaller share of Connecticut resident freshmen leaving the state) is good news, as is the fact that most emigres do not stray far from Connecticut and thus may return to the state and contribute to its economy after completing college. (Contains 5 tables, 2 figures and 3 endnotes.)

Total enrollment at Connecticut's 47 colleges and universities reached an all-time record of 172,740 in fall 2004. A November 2004 report, "Fall 2004 College and University Headcounts in Connecticut," analyzed headcount enrollment by status, level, institution and sector. This broader report discusses general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment and presents demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 13 tables and 7 endnotes.)

"Higher Education Counts" is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to some basic questions about institutional performance and return on investments in Connecticut's higher education system. Last year, the Department of Higher Education sponsored a comprehensive evaluation of its accountability reporting process. This review culminated with a series of recommendations for improving the process and the measures reported. Based on these recommendations and after deliberation with its Performance Measures Task Force, the Board of Governors endorsed a number of modifications, deletions and additions to the measures reported. The new measures that have been added this year are: (1) Statewide Degrees and Certifications per 100,000 population; (2) Participation Rate; (3) Degrees Conferred by Credit Program; (4) Educational Attainment Levels of State Population; (5) Developmental Mathematics; and (6) Direct Service to High School Students. The reader also will find several modifications to existing measures, most important of which is a new calculation of average cost per student necessitated by changes in federal financial reporting requirements. Commissioner of Higher Education annually by January 1st. The Commissioner, in turn, is charged with compiling and transmitting a consolidated report to the Joint Standing Committees on Education and Higher Education and Employment Advancement by February 1st. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. There are no major changes in reporting format this year. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For the previous report, "Higher Education Counts: Accountability Measures for the New Millennium. 2004 Report," see ED518756.]

Representative parity of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's Strategic Plan was enacted by the state legislature, which since 1986 provides the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and staff should reflect the diversity of the state's citizenry. Since enactment of the Strategic Plan, Connecticut's public colleges and universities have become more racially and ethnically diverse and 2004 continues a trend of year-to-year incremental progress. The overall numbers and proportions of minority group members among enrolled students and graduates at the undergraduate level reached record levels. This report summarizes the activities and progress achieved in 2004 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment of Hispanic/Latino Students; (2) Undergraduate Enrollment of African American Students; (3) Undergraduate Enrollment of Asian American Students; (4) Undergraduate Enrollment of Native American Students; (5) Undergraduate Degree Recipients: Hispanic/Latino Students; (6) Undergraduate Degree Recipients: African American Students; (7) Undergraduate Degree Recipients: Asian American Students; and (8) Undergraduate Degree Recipients: Native American Students. (Contains 4 charts, 2 graphs and 18 tables.) [For the previous report, "Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. Annual Report 2004," see ED518622.]

This paper presents the public higher education system trends in Connecticut for 2005. This report contains the following sections: (1) FY 2005-2007 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.

This report examines the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2003-04, and compares that data with recent trends and statewide needs. These annual figures reflect the number of degrees awarded between July 1, 2003 and June 30, 2004. Disciplines are categorized according to the federal Classification of Instructional Programs. Connecticut colleges and universities awarded 33,642 degrees and certificates in 2003-04, up 3.5 percent from 2002-03. This is the third consecutive year of growth, with significant gains (greater than 2.5%) in each of those years. The cumulative increase since 2000-01 is 13 percent. Over the last decade degrees have risen 17 percent, roughly reflecting the increase in full-time equivalent (FTE) enrollment over this period. Baccalaureate degrees are the majority of degrees for the first time since 1992-93. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities. A glossary is included. (Contains 4 figures and 7 tables.) [For "Degrees Conferred by Connecticut Institutions, 2002-03. Highlights. Report," see ED531152.]

Total headcount enrollment at Connecticut's colleges and universities reached 172,735 students in fall 2004, representing the third straight year of an all-time record. This year's growth of 2,111 students, or 1.2 percent, was larger than last year's more tepid gain of 0.5 percent, or 876 students. This report analyzes fall 2004 headcount enrollment as reported by Connecticut's public and independent colleges and universities. It presents data on students enrolled for credit at 47 institutions, with details on their status, level and sector of higher education. A later report will have demographic detail on race/ethnicity, gender, age, residence, etc., as well as full-time-equivalent (FTE) enrollment. For the rest of this report, all references to years are to enrollment in the fall of that year. Fall 2004 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 7 figures, 1 table and 3 footnotes.)

Creation of a Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education was among the original statutory mandates assigned to the Board of Governors of Higher Education by its 1982 enabling legislation. The purpose of the plan is to "ensure that students, faculty, administrators and staff at each public institution are representative of the racial and ethnic diversity of the total population of the state." Adopted in 1983, the Board's Strategic Plan requires each public college and university to develop its own annual approach for expanding diversity among students based on the following goals: (1) To enroll African American, Hispanic/Latino, Asian American and Native American students in proportions that reflect each group's representation in the college's service area; (2) To retain African American, Hispanic/Latino, Asian American and Native American students in proportions equal to the rate achieved by the college's student body as a whole; and (3) To graduate African American, Hispanic/Latino, Asian American and Native American students in proportions that reflect each group's representation in the college's student population. In 1996, the Board of Governors reaffirmed these goals when it revised its original Strategic Plan following an extensive assessment of its effectiveness. As a result, each public college and university is now required to have: (1) measurable objectives consistent with diversity goals and strategies to achieve them; (2) an action plan for systemic implementation of strategies to attain goals; and (3) an evaluation plan to document progress toward meeting objectives and to inform decision making about needed alterations and new directions. Presented in the appendix to this report are tables summarizing: (1) institutions' current levels of goal attainment; and (2) projections as to goal attainment at the end of the 5-year plans.

Total enrollment at Connecticut's 46 colleges and universities reached an all-time record of 170,624 in fall 2003. A November report titled, "Fall 2003 College and University Headcounts in Connecticut," analyzed headcount enrollment by status, level, institution and sector. This broader report discusses general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment; and presents demographic details on residence, race, freshmen, migration of recent high-school graduates, gender and age. (Contains 13 tables and 8 endnotes.)