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DOCUMENT RESUME

ED 467 774 HE 035 161

TITLE Report to the Governor and General Assembly onUnderrepresented Groups in Illinois Higher Education.

INSTITUTION Illinois State Board of Higher Education, Springfield.PUB DATE 2002-06-00NOTE 123p.; For the previous year's (2001) report, see ED 450 666.PUB TYPE Numerical/Quantitative Data (110) Reports Descriptive

(141)

EDRS PRICE EDRS Price MF01/PC05 Plus Postage.DESCRIPTORS *Access to Education; Annual Reports; Black Students;

*Diversity (Student); Educational Policy; Educational Trends;Enrollment; *Equal Education; *Higher Education; HispanicAmerican Students; *Minority Groups; Racial Differences; SexDifferences; Tables (Data)

IDENTIFIERS *Illinois

ABSTRACT

This annual report presents information on minority, female,and disabled students and staff in Illinois higher education. It seeks toexplain and track recent changes in representation among these groups andhighlights statewide and institutional efforts to improve representation.This year's report is divided into three sections: (1) postsecondaryenrollment and degree trends; (2) the focus topic; and (3) initiatives toimprove representation. Total black undergraduate and graduate/professionalenrollment increased by 2.6% during the past year, and total Hispanicenrollment increased by 6.4%. Black and Hispanic graduate enrollment andgraduate degrees awarded also increased. The focus topic of this year'sreport is perception of campus climate by underrepresented student groups.Public colleges and universities surveyed students from underrepresentedgroups about their perceptions of campus climate in eight key areas. Samplesizes varied at the universities, but at one campus, more than 1,000 studentscompleted surveys. The vast majority of students surveyed had positiveopinions about their campus climate as a whole, but the students expressedconcerns about the continued availability of financial aid and the lack ofdiversity of faculty and staff. The final section describes campusinitiatives directed at minority students, female students, students withdisabilities, and underrepresented faculty and staff. (Contains 26 tables.)(SLD)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

STATE OF ILLINOISBOARD OF HIGHER EDUCATION

REPORT TO THE GOVERNOR AND GENERAL ASSEMBLYON UNDERREPRESENTED GROUPSIN ILLINOIS HIGHER EDUCATION

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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BEST COPY AVAILABLE

June 2002

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

fli?This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

ILLINOIS BOARD OF HIGHER EDUCATION

Members

Steven H. Lesnik, Winnetka, ChairmanMark Barmak, Lake BluffJ. Robert Barr, EvanstonJerry D. Blakemore, ChicagoEdward T. Duffy, CiceroRobert J. English, AuroraSamuel K. Gove, UrbanaJames L. Kaplan, LincolnshireThomas Lamont, SpringfieldR. Eden Martin, GlencoeCordelia Meyer, ChicagoLourdes Monteagudo, ChicagoLucy A. Sloan, HerrinJohn Thompson, Springfield

Staff

Daniel J. La Vista, Executive DirectorIllinois Board of Higher Education431 E. Adams Street, Room 200Springfield, Illinois 62701-1214217/782-2551TDD 217/524-3494FAX 217/782-8548www.ibhe state it us

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STATE OF ILLINOISBOARD OF HIGHER EDUCATION

REPORT TO THE GOVERNOR AND GENERAL ASSEMBLYON UNDERREPRESENTED GROUPSIN ILLINOIS HIGHER EDUCATION

June 2002

Printed on Recycled Paper

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Printed by Authority ofthe State of Illinois

6/02 450c.

TABLE OF CONTENTS

Executive Summary

Introduction 3

Postsecondary Enrollment and Degrees 5

Fall 2000 Enrollment 5

Black Enrollment 5

Hispanic Enrollment 5

Degrees Awarded In 1999-2000 7

Black Student Decrees 8

Hispanic Student Degree 8

Enrollment and Degree Trends, 1990 to 2000 9

Black and Hispanic Enrollment 9

Black and Hispanic Degrees 9

2002 Focus Topic: Student Perceptions of Campus Climate 11

Public Universities 11

Institutional Attractiveness 11

Faculty and Classroom Behavior 12

Student Needs and Concerns 12

Student and Institutional Racial Climate 13

Racial Relations 13

Public Community Colleges 14

Institutional Attractiveness 14

Faculty and Classroom Behavior 15

Student Racial Climate 15

Institutional Racial Climate 15

Summary 16

The Year in Review: Initiatives to Improve Representation 19

Minority Students 19

Institutional Planning 19

Pre-collegiate Programs 19

College Support Programs 19

The College Environment 20

Opportunities in Fields of High Employer and Societal Need 20

Female Students 21

Students with Disabilities 22

Underrepresented Staff 23

Appendix I: List of Tables 25

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EXECUTIVE SUMMARY

The Illinois Board of Higher Education's animal report on underrepresented groupspresents information on minority, female, and disabled students and staff in Illinois highereducation. It seeks to explain and track recent changes in representation among these groups andhighlights statewide and institutional efforts to improve representation. This year's report isdivided into the following three sections: 1) postsecondary enrollment and degree trends, 2) focustopic, and 3) initiatives to improve representation. An appendix of tables presents additionalenrollment and degree data, as well as information on the resources budgeted to each publiccollege and university program that serves underrepresented groups.

Postsecondary Enrollment and Degree Trends

The report presents data for all higher education sectors in Illinois. Postsecondaryenrollment and degree trends are shown for all sectors and degree levels from one-year certificateto doctoral education. As shown in this report, major findings include:

Total Black undergraduate and graduate/professional enrollment increased by 2.6 percentduring the past year. Between 1990 and 2000, Black enrollment increased by 8.0 percentat the undergraduate level and 54.6 percent at the graduate/professional level.

Total Hispanic undergraduate and graduate/professional enrollment increased by6.4 percent during the past year. Between 1990 and 2000, Hispanic enrollment increasedby 67.4 percent at the undergraduate and 97.9 percent at the graduate/professional levels.

Black and Hispanic graduate enrollment increased by 5.1 and 9.3 percent, respectively,over the previous year. This is the largest single year percentage increase since 1994 foreach group.

Total degrees awarded to Black students increased by 4.2 percent during the past year.Increases occurred at all levels, except the associate and doctoral levels. Between 1990and 2000 total degrees awarded to Black students increased by 38.7 percent.

Total degrees awarded to Hispanic students increased by 3.7 percent during the past year.Increases occurred at all levels, except the master's and doctoral levels. Between 1990and 2000 total degrees awarded to Hispanic students increased by 72.3 percent.

2002 Focus Topic

Each year the report presents information on topics of special relevance. This year's topicis underrepresented student perceptions of campus climate. Public colleges and universitiessurveyed students from underrepresented groups about their perceptions of campus climate ineight key areas: 1) institutional attractiveness, 2) faculty and classroom behavior, 3) studentneeds and concerns, 4) institutional responsiveness, 5) student racial climate, 6) institutionalracial climate, 7) student life, and 8) race relations. The report provides a synopsis of the results.Major findings include:

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The vast majority of underrepresented students had positive opinions about their campusclimate as a whole.

A large majority of underrepresented students feel that faculty treat all students the same.

Underrepresented students are concerned about the continued availability of financial aidand the lack of diversity in faculty and staff.

Underrepresented student perceptions of campus racial climate are, for the most part,positive. However, many students from underrepresented groups believe problems doexist on campus.

Since attending college, a majority of underrepresented students indicated animprovement in their attitude toward others of different race and ethnicities. However, asignificant percentage indicated there had been no change in their attitude.

Initiatives to Improve Representation

The report contains information on major statewide and institutional initiativesundertaken during the past year to improve student and staff representation. Campus initiativesare presented for four underrepresented populations: minority students, female students, studentswith disabilities, and underrepresented faculty/staff.

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INTRODUCTION

This is the fourteenth annual report on minority, female, and disabled students and staffin Illinois higher education. The report is submitted in accordance with Public Act 85-283 andsubsequent legislation that direct the Illinois Board of Higher Education to report annually to theGovernor and General Assembly on underrepresented groups. Information in the report comesprimarily from three sources: Board of Higher Education data systems, surveys, and reports;Integrated Postsecondary Education Data Systems Fall Staff survey (IPEDS); and reportssubmitted each year on this topic by public colleges and universities to the Illinois Board ofHigher Education.

Each year the report highlights topics of particular importance in improving student andstaff representation, and presents the "year in review" as it affects underrepresented groups. Thisyear's report highlights student perceptions of campus climate. The report also providesinformation on recent trends in enrollment and degrees awarded. The appendix containsadditional enrollment and degree data.

The 2002 underrepresented groups report is the last report to follow the current format.This past year, Board staff, Illinois Community College Board staff, and campus representativesmet to collaboratively restructure the report to make it more useful as an informational andaccountability tool from both an institutional and state perspective, while still meeting thelegislatively mandated requirements. The 2003 report will be the first under the new format.

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POSTSECONDARY ENROLLMENT AND DEGREES

Fall 2000 Enrollment

Table 1 presents Fall 2000 postsecondary enrollment figures for Black and Hispanicstudents and the one-year percent change in enrollment over Fall 1999 by sector and degree level.Undergraduate enrollment at community colleges does not include enrollment in pre-collegiateand continuing education programs. Enrollment for these two programs can be found inAppendix Table 2.

Black Enrollment

In Fall 2000, total Black enrollment at Illinois colleges and universities was 78,595, aone-year increase of 2.6 percent. Statewide, Black students accounted for 12.9 percent of totalenrollment. By sector, Black students accounted for 12.0 percent of total enrollment at publicuniversities, 11.6 percent at private colleges and universities, and 14.9 percent at publiccommunity colleges.

Black undergraduate enrollment was 67,865, a one-year increase of 2.2 percent. Blackundergraduate enrollment at public universities experienced a one-year decline of 3.6 percent, butprivate colleges and universities and public community colleges had one-year increases of9.1 percent and 2.1 percent respectively. Black undergraduate enrollment accounted for13.8 percent of total undergraduate enrollment at all Illinois colleges and universities. By sector,Black undergraduate enrollment was 12.7 percent of total undergraduate enrollment at publicuniversities, 13.2 percent at private colleges and universities, and 14.9 percent at publiccommunity colleges.

Black graduate enrollment was 10,730, a one-year increase of 5.1 percent statewide. Thisis the largest single year increase since 1993-94. There were declines in first professionalenrollment, however, at both public and private colleges and universities. Black graduateenrollment accounted for 9.1 percent of total graduate enrollment. By sector, Black studentsaccounted for 10.0 percent of graduate enrollment at public universities and 8.4 percent at privatecolleges and universities.

Hispanic Enrollment

In Fall 2000, total Hispanic enrollment at Illinois colleges and universities was 43,902, aone-yeai increase of 6.4 percent. Hispanics accounted for 7.2 percent of total enrollment atIllinois colleges and universities. By sector, Hispanics accounted for 5.9 percent of enrollment atpublic universities, 7.7 percent at private colleges and universities, and 8.0 percent at publiccommunity colleges.

Hispanic undergraduate enrollment was 39,467, a one-year increase of 6.1 percent.Hispanics experienced one-year increases of 1.3 percent at public universities, 10.3 percent atprivate colleges and universities, and 5.7 percent at public community colleges. Hispanicundergraduate enrollment accounted for 8.0 percent of total undergraduate enrollment. By sector,Hispanics accounted for 6.5 percent of undergraduate enrollment at public universities, 9.6percent at private colleges and universities, and 8.0 percent at public community colleges.

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Hispanic graduate enrollment was 4,435, a one-year increase of 9.3 percent. Like Blackgraduate enrollment, this is the largest single year increase since 1993-94. Hispanic graduateenrollment experienced one-year increases of 12.4 percent at public universities and 7.0 percentat private colleges and universities. Statewide, Hispanics accounted for 3.8 percent of totalgraduate enrollment. By sector, Hispanics accounted for 4.1 percent of total graduate enrollmentat public universities and 3.5 percent at private colleges and universities.

Table 1

Black and Hispanic Postsecondary Enrollment for Fall 2000by Sector and Degree Level

Black Enrollment Hispanic Enrollment

Fall 2000Enrollment

Percent Change1999 to 2000

Fall 2000Enrollment

Percent Change1999 to 2000

All Colleges and I lniversitios 78.595 21i % 41.90Z L4 (1/0

Undergraduate* 67,865 2.2 39,467 6.1

Graduate 10 730 51. 4,435 21Master's** 8,496 5.8 3,074 11.4

Doctorate 1,137 9.7 583 18.5

First Professional 1,097 (3.6) 778 (3.4)

Public liniversitiei 23,250 all 11,420 31.

Undergraduate 18,432 (3.6) 9,469 1.3

Graduate 4,818 12 1 951 illMaster's** 4,092 3.9 1,449 15.0

Doctorate 447 6.7 228 20.6

First Professional 279 (1.1) 274 (4.2)

Private Co IletTs and liniversities 24,270 83. 2.8

Undergraduate 18,358 9.1

.1.548116

13,322 10.3

Graduate 5 917 fil 7,484 211

Master's** 4,404 7.5 1,625 8.3

Doctorate 690 11.8 355 17.2

First Professional 818 (4.4) 504 (2.9)

Public Community Collet Ts* 31.074 2.1 16.6'76

Undergraduate 31,075 2.1 16,676 5.7

* Does not include students enrolled in pre-collegiate and continuing education programs.

** Includes advanced certificate enrollment.

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Degrees Awarded in 1999-2000

Table 2 presents degrees awarded to Black and Hispanic students in 1999-2000 and theone-year percent change in degrees awarded over 1998-1999 by sector and degree level.Information on Black and Hispanic degrees awarded as a percent of total degrees by sector anddegree level can be found in Appendix Table 15. Additional information on degrees can also befound in Appendix Tables 16 through 23.

Table 2

Black and Hispanic Degrees Awarded in 1999-2000by Sector and Degree Level

Black Degrees Awarded Hispanic Degrees Awarded

1999-2000Deo.eci

One-YearPercent Chance

1999-2000De reel

One-YearPercent ChaTyr,

All Colleges and Ilniversities 14.093 AI% 7.277 3.2, %

1 to 4 Year Certificate 3,330 5.8 1,594 10.5

Associate 2,779 (2.1) 1,869 2.1

Baccalaureate 5,317 4.4 2,874 4.3

Master's* 2,314 11.1 687 (7.8)

Doctorate 105 (18.6) 47 (6.0)

First Professional 248 6.4 206 5.6

Public 11niversitie 4.111 21 1,746 414Associate 7 (30.0) 4 (20.0)

Baccalaureate 3,177 3.7 1,403 (0.4)

Master's* 822 1.9 198 (30.8)

Doctorate 42 (4.5) 13 (13.3)

First Professional 69 (15.9) 78 36.8

Private Colleges and Ilniversitipi 5..132 52 3.146 al1 to 4 Year Certificate 569 (7.9) 368 (5.2)

Associate 696 (3.3) 706 (7.2)

Baccalaureate 2,140 5.4 1,471 9.2

Master* 1,492 16.9 439 (4.4)

Doctorate 59 (30.6) 30 (14.3)

First Professional 179 18.5 128 (7.2)

Public Community Collegy LEM Al 2-385 .12.1

1 to 4 Year Certificate 2,761 9.2 1,226 16.4

Associate 2,076 (1.5) 1,159 8.9

* Includes advanced certificates.

Black Student Degrees

In 1999-2000, the total number of degrees and certificates awarded to Black studentsstatewide was 14,093, a one-year increase of 4.2 percent. Increases in the number of degreesoccurred at the certificate, baccalaureate, master's, and first professional degree levels. Theassociate and doctoral degree levels experienced declines.

All three institutional sectors had increases in the total number of degrees awarded toBlack students. Private colleges and universities experienced a one-year increase of 5.3 percent,public community colleges 4.3 percent, and public universities 2.7 percent. Most of the increaseat public universities and private colleges and universities occurred at the baccalaureate andmaster's degree levels. The increase at public community colleges is accounted for at thecertificate level.

Hispanic Student Degrees

In 1999-2000, the total number of degrees and certificates awarded to Hispanic studentsstatewide was 7,277, a one-year increase of 3.7 percent. Most of the increase resulted fromgrowth in certificates and associate degrees awarded by public community colleges andbaccalaureate degrees awarded by private colleges and universities.

A different picture emerges when degrees are broken down by institutional sector. Thenumber of certificates and associate degrees awarded to Hispanic students by public communitycolleges experienced large increases of 16.4 and 8.9 percent respectively. Public universities hada one-year decline of 1.5 percent in the number of degrees awarded to Hispanics, resulting fromdeclines at all degree levels except professional degrees. Degrees and certificates awarded byprivate colleges and universities remained relatively stable with only a 0.6 percent increase, witha one-year increase of 9.2 percent in baccalaureate degrees offsetting declines in all other degreelevels.

Postsecondary Enrollment and Degree Trends, 1990 to 2000

Black and Hispanic Enrollment

Between 1990 and 2000, total Black enrollment increased by 12.6 percent at all Illinoiscolleges and universities. The largest growth in total Black enrollment occurred at privatecolleges and universities with an increase of 34.4 percent, followed by public universities at11.3 percent and public community colleges at 0.8 percent. Black undergraduate and graduateenrollment increased by 8.0 percent and 54.6 percent, respectively, between 1990 and 2000.Undergraduate enrollment at private colleaes and universities grew by 23.0 percent and graduateenrollment by 88.2 percent. Undergraduate enrollment at public universities grew by 7.8 percentand graduate enrollment by 26.8 percent. Undergraduate enrollment at public communitycolleges increased by 0.8 percent.

Between 1990 and 2000, total Hispanic enrollment increased by 70.0 percent at allIllinois colleges and universities. The largest growth in total Hispanic enrollment occurred atpublic community colleges with an increase of 75.6 percent, followed by private colleges anduniversities at 69.6 percent, and public universities at 63.1 percent. Hispanic undergraduate andgraduate enrollment increased by 67.4 percent and 97.9 percent, respectively, between 1990 and2000. Undergraduate enrollment at private colleges and universities grew by 65.4 percent andgraduate enrollment by 95.9 percent. Undergraduate enrollment at public universities grew by57.1 percent and graduate enrollment by 100.5 percent. Undergraduate enrollment at publiccommunity colleges increased by 75.6 percent.

Black and Hispanic Degrees

Table 3 presents the ten-year change in degrees awarded to Black and Hispanic studentsby sector and degree level.

Between 1990 and 2000, the total number of degrees awarded by all Illinois colleges anduniversities to Black students increased by 38.7 percent, with all degree levels experiencinggrowth. The largest growth occurred at the baccalaureate and master's degree levels withincreases of 52.6 percent and 96.6 percent respectively. Each sector experienced growth in thenumber of degrees awarded, with public universities experiencing a total increase of 53.6 percent,private colleges and universities 51.6 percent, and public community colleges 18.4 percent.

Between 1990 and 2000, the total number of degrees awarded by all Illinois colleges anduniversities to Hispanic students increased by 72.3 percent, with all degree levels experiencinggrowth. The largest growth occurred at the baccalaureate and master's degree levels withincreases of 95.4 percent and 80.8 percent respectively. Each sector experienced growth in thenumber of degrees awarded, with public universities experiencing a total increase of 56.6 percent,private colleges and universities 74.2 percent, and public community colleges 83.2 percent.

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Table 3

Ten-Year Change in Black and Hispanic Degrees Awardedby Sector and Degree Level

Black Degrees Awarded Hispanic Degrees Awarded

All C'nileupq and I Tniversitim

Ten-Year Percent Change1990 to 9000

Ten-Year Percent Change1990 to 2000

11.2

20.0

12.2

52.6

96.6

36.4

49.4

Sal(82.1)

59.2

48.4

16.7

21.1

5L5.

(10.8)

42.3

43.6

139.5

53.7

64.2

1.8-4

29.1

6.5

% /2.355.5

60.3

95.4

80.8

20.5

45.1

511..G

(42.9)

70.1

23.4

(27.8)

23.8

24.211.5

28.1

127.7

145.3

61.9

62.0

83.276.7

90.6

'3/0

1 to 4 Year Certificate

Associate

Baccalaureate

Master's*

Doctorate

First Professional

Public liniversitie

Associate

Baccalaureate

Master's*

Doctorate

First Professional

Private Cnllegrs and IlniversitieS


Associate

Baccalaureate

Master*

Doctorate

First Professional

Public ennimunity CANT"


Associate

* Includes advanced certificates.

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2002 FOCUS TOPIC

STUDENT PERCEPTIONS OF CAMPUS CLIMATE

Each year, this report focuses on topics pertaining to student and staff representation.The topics are selected in consultation with public colleges and universities who includeinformation about each topic in their annual reports to the Illinois Board of Higher Education.

This year a single focus topic is presented on student perceptions of campus climate.Public universities and colleges were asked to assess undergraduate student perceptions of thefollowing eight components institutional attractiveness, faculty/classroom behavior, studentneeds and concerns, institutional responsiveness, student racial climate, institutional racialclimate, student life, and racial relations. These eight components are part of a student life surveydeveloped at Southern Illinois University at Carbondale. Because of the basic differences incampus life between public universities and public community colleges, each is presentedseparately. The report for the public community colleges was developed by staff from the IllinoisCommunity College Board.

Public Universities

For this report, institutions had the flexibility to determine how best to assess studentperceptions of campus climate. Public universities used a combination of written surveys,telephone surveys, and focus groups to assess student opinion. Written surveys included thosedeveloped in-house and national surveys such as the College Student Survey, CooperativeInstitutional Research Program Freshman Survey, and the Student Satisfaction Survey.

Undergraduate students from underrepresented groups were the principal population ofinterest for the assessment, and each institution took significant steps to target surveys to thesestudent groups. For instance, one campus assessed the opinions of over 1,000 students fromunderrepresented groups using a combination of surveys and focus groups. Another campus,using a combination of mail surveys and surveys of students in Black Studies courses, had over400 responses from students from underrepresented groups. As a result of these efforts, theoverwhelming majority of student opinions presented below are those of students fromunderrepresented groups.

Because of the variation in depth of coverage, sufficient statewide data were collected onsix of the eight components institutional attractiveness, faculty and classroom behavior, studentneeds and concerns, student racial climate, institutional racial climate, and racial relations. Abrief synopsis of the results for each of these six components is presented below.

Institutional Attractiveness

Institutional attractiveness addressed two concerns factors influencing student decisionsto attend a particular public university and factors influencing decisions to remain at thatinstitution. By an overwhelming margin, four factors emerged as having the most influence inselecting an institution: 1) affordability (tuition and fees), 2) availability of financial aid, 3)academic reputation, and 4) the presence of a specific academic program. Other, less influential,factors were proximity to home and ability to get a good job after graduation.

Factors influencing decisions to remain at an institution paralleled those for institutionalselection. In general, institutions reported three major factors that influenced decisions to remainat a selected institution: 1) affordability (tuition and fees), 2) financial aid, and 3) perceivedquality of program major. Other, less influential, factors included a sense of belonging andability to get into good graduate programs.

Few underrepresented students reported that diversity influenced their decisions to attendor remain at their selected institution. Two institutions reported that diversity did play some rolein the decisions of Black students. While "bread and butter" issues such as affordability andprogram quality are the main factors influencing underrepresented student enrollment decisions,as shown below, students do have opinions about racial climate that affects the quality of theircollege experience.

Faculty and Classroom Behavior

Faculty behavior was viewed positively by underrepresented students across campuses.The majority of minority and female students and students with disabilities indicated that race,ethnicity, gender, or disability does not impact the manner in which faculty treat them.

However, there were concerns raised by a significant percentage of minority students onsome campuses regarding faculty behavior. For instance, on one campus, 21 percent of Hispanicstudents and 25 percent of Black students believed that instnictors showed less personal interestin them compared with other students. On this same campus, 25 percent of Asian-Americanstudents believed that faculty treated them with more indifference than other students. At anothercampus, a significant percentage of Black and Hispanic students indicated that they were morelikely to be referred for tutorial assistance. Still, another campus reported that 22 percent ofBlack students indicated that race/ethnic or gender insensitivity in the class was either moderate,substantial, or critical.

The fact that at some institutions a number of students perceive disparate treatment on thepart of some faculty members is cause for concern. While this is not a pervasive problem acrossall university campuses, survey results suggest that continued monitoring of student opinion isnecessary as are development programs that enhance faculty efforts to meet the educational needsof all students.

Student Needs and Concerns

Underrepresented students were asked about which needs or concerns regarding campusclimate they felt needed to be addressed by their institution. Some indicated concerns werecommon to all student groups, while others were more group specific.

The number one or two concern on all campuses was the availability of financial aid.Financial aid was of particular concern for Black and Hispanic students on most campuses. Forinstance, at one institution less than 80 percent of female, disabled, and Asian-American studentsindicated the need for increased financial aid, while over 90 percent of Black and Hispanicstudents did so.

Several other issues were of particular concern to Black and Hispanic students. Oneconcern reported by ten public universities was the lack of minority faculty and staff on campus.On many campuses, Black and Hispanic students indicated the need for improved academic

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support and the need for more counseling and advisement that focused on their needs. Onecampus reported that close to 90 percent of Black students called for better treatment by campuspolice and a more favorable local community racial climate. The institution took immediate stepsto correct this problem by hiring a new minority chief of police and additional minority officers,and increasing salary to attract better qualified candidates. Since these changes there has not beena single complaint about campus police behavior.

Students with disabilities indicated several concerns. For instance, one campus reportedthat 65 percent of students with disabilities wanted additional counseling and advisement.Another campus reported that over 70 percent of students with disabilities sought improvedacademic support for freshmen and better availability of adaptive technology.

Female student concerns, for the most part, mirrored those of other students including theneed for increased financial aid and improved support services. However, on one campus femalestudents indicated a need for healthcare services that better addressed the special needs of women.

Student and Institutional Racial Climate

Underrepresented students were asked about multiracial/ethnic relations on campus fromtheir personal perspective and regarding the institution as a whole. Their perceptions of campusracial climate were, for the most part, positive. A majority of students had good relationshipswith other students and reported that their campus was friendly and relaxed. One campusreported that 98.5 percent of students indicated the campus climate was friendly or very friendly.Students with disabilities were positive about facility access improvements and the ability to relyon other students for assistance.

While a majority of students viewed campus racial climate positively, few students fromunderrepresented groups reported that their campuses were free from racial conflict. Oneuniversity reported that a large percentage of Black, Hispanic, and Asian-American studentsperceived the campus climate to be very segregated in its social relations. At another university,minority students reported they were treated unfairly compared with white students. Also, somestudents with disabilities were slightly more likely than other students to have heard insensitive ordisparaging remarks about people with disabilities from faculty, staff, and students.

Racial Relations

Underrepresented students were asked about their attitudes or views on race relations andwhether or not they had changed since first attending college. In general, all student groupsreported they had gained a greater understanding and appreciation of multicultural differencesand diversity and that they were friendlier toward others. One campus reported that 40 percent ofstudents indicated that they were friendlier to people of other race/ethnic groups. Anothercampus reported that close to 30 percent of students from underrepresented groups weresomewhat to distinctly friendlier with people of other race/ethnicities.

However, responses regarding racial relations were mixed across institutions. Whilesome universities reported that a majority of students indicated improved views on race relations,others reported that a majority of students had not changed their views. One university reportedthat a majority of Black, Hispanic, and Asian-American students indicated no change in theirattitudes towards other race/ethnic groups. Another university indicated that close to 50 percentof students were unchanged in their beliefs on segregation and close to 12 percent had stronger

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beliefs in segregation. On a more positive note, 35 percent of students at another institution hadstronger beliefs in integration since first attending.

Public Community Colleges

Community colleges employed surveys and focus groups to examine campus climate forunderrepresented groups. Many used surveys developed by Kishwaukee College and SouthernIllinois University at Carbondale. Other surveys included ACT/AACC's Faces of the Future,Noel-Levitz's Student Satisfaction Inventory, the Intercultural Development Inventory, ACT'sStudent Opinion Survey, and an adaptation of the Student Campus Climate Survey developed bythe University of Illinois at Springfield.

Each public community college provided campus specific results to the IllinoisCommunity College Board. Similar to public universities, there was variation in the depth ofcoverage needed to permit statewide analysis. As a result, only four components are covered inthis survey institutional attractiveness, faculty and classroom behavior, student racial climate,and institutional racial climate. A brief synopsis of the results for each of these four componentsis presented below. Some community colleges surveyed all student groups. In these instances,distinctions were made between responses by underrepresented and other students.

Institutional Attractiveness

Students choose to enroll at community colleges for a variety of reasons including qualityof instruction, institutional reputation, program availability, proximity to home or work,affordability (tuition and fees), and availability of financial aid. One college reported that groupsof primarily younger, on-campus minority students and students with disabilities appreciateopportunities such as previewing the college experience, exploring careers, and experimentingwith multiple educational paths prior to transferring to four-year institutions. Some minoritystudents stated that going to school with friends was important to them. Students interested intransfer programs preferred starting their college career at the community college because of theconvenience, location, affordability, and familiarity with other students on campus. Students alsoappreciated the assistance offered with the transfer of credits to other colleges and universities.

Overall, colleges reported a high degree of consistency between reasons cited fordeciding to enroll and continuing at the same institution. The convenience of a college close towork, with child care and quality education in one location, was cited as a plus by many students.Some students indicated the quality of several healthcare programs as particularly appealing. Thefaculty and staff were recognized for their helpfulness in assisting students achieve theireducational goals.

One college reported that a majority of Black, Hispanic, and white students ratedreasonable cost as very important in their decision to stay. Black and Hispanic students weresignificantly more likely than white students to rate "chance for a good job" as very important,while white students were more likely to rate flexible class scheduling as very important.Minority students were significantly more likely than white students to rate a multiculturalatmosphere and presence of students and faculty/staff of various raciallethnic groups as veryimportant in their decision to stay. Other positive factors included: flexible course scheduling,affordability, small class size, and comfortable environment. Approximately two-thirds ofminority and white students intended to return to the college next semester.

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Faculty and Classroom Behavior

In general, results indicated that the vast majority of students believed that facultymembers treated all students with respect and were interested in them. For example, over92 percent of students from all groups at one college agreed that there were opportunities formentor relationships with faculty. Students also agreed that faculty members generally showedpersonal interest in students regardless of race/ethnicity, gender, or disability and that facultymembers treated all students the same.

Another college reported that 93 percent of the students reported good interactionbetween faculty and students within the classroom environment. Eighty-six percent of thestudents felt that faculty showed a personal interest in all students and 93 percent felt all studentswere treated the same by faculty.

Student Racial Climate

In general, students were positive about the extent to which the climate was accepting ofindividuals of different racial/ethnic backgrounds and about the level of integration at theircollege. For example, at one campus 78 percent of students indicated that positive interactionsexist between minority and non-minority students and among different minority groups. Nearlytwo-thirds of the students agreed that open discussion of racial/ethnic issues occurred but alsoatzreed that separate seating patterns by racial groups exist on campus.

A small contingent of students felt pressure from members of their own racial/ethnicgroup to limit the amount of social interaction with other racial/ethnic groups. However, at onecampus, a majority of students reported they did not feel pressure to socialize with members oftheir own racial/ethnic group. Furthermore, students felt it important to socialize with membersof other race/ethnic groups and different religions. Another college reported that students hadmany multicultural friendships and viewed favorably the racial climate among students.

Results from another college indicated that on-campus incidences of discrimination arerare. Also, the college was responsive in terms of sensitivity to the needs of different groups butratings were not as positive as those received on other survey items.

Institutional Racial Climate

Overall, campuses reported that the majority of students "surveyed had a positiveperception of the racial climate at their institution. For instance, one college reported that80 percent of the underrepresented students agreed that the college is sensitive to the needs ofstudents of all race/ethnic groups. Close to 75 percent of students agreed or strongly agreed thatcourses, events, and programs reflected the perspectives of minorities and women and more than80 percent of students agreed that they felt comfortable at the college and had a sense ofbelonging.

On another campus, students were asked about how individuals were portrayed incampus publications and whether the perspectives of minorities and women were included incollege courses, events and programming. More than 92 percent of the students agreed that allindividuals were positively portrayed in campus publications and that college courses, events, andprograms included the perspectives of minorities and women. Only five percent or less of Black,

15

female, and disabled students, and eight percent of Hispanic students disagreed.

At many institutions, a significant number of students voiced their preference to havegreater numbers of minority faculty and staff. For example, at one campus, approximately25 percent of the students thought that the college staff and faculty did not adequately reflect thecross-cultural composition of the student body. Nearly 50 percent of minority students agreedthey would be more comfortable if faculty and staff were more diverse.

One college asked students about whether the campus climate was conducive to positiverelations between students of different racial and ethnic backgrounds. Over 79 percent ofstudents agreed that the campus supported the cultural and racial diversity of all students. Inaddition, approximately 85 percent of students agreed that students respected each other.

Students at one college reported that student organizations were instrumental in creating apositive racial climate. Seventy-two percent of students at another college indicated that havingmore multicultural inclusive social activities was important to them. Furthermore, 78 percentnoted that these organizations were important for a more diversity-friendly campus climate.

Summary

The majority of students from underrepresented groups expressed positive attitudes abouteach of the campus climate components discussed in this report. For example, the majority ofstudents expressed positive opinions about faculty behavior and how faculty treated all studentsequally. Students favorably viewed the campus racial climate and expressed positive opinionsabout the importance of social interaction among students from all backgrounds. Also, a largepercentage of students expressed improvement in their attitudes towards different racial/ethnicgroups since first attending college. Each of these components plays a role in creating a diversityfriendly campus, which is so important in enhancing the educational experience of all students.

However, it would be unrealistic to think that campuses are without problems.Significant percentages of underrepresented students had less than favorable opinions about theircampus climate, and, in particular, about the racial climate. Students expressed concern overdisparate treatment by faculty and, in some instances, by campus staff. Many expressed opinionsabout the presence of racial conflict on campus and of being targets of disparaging remarks. Allthis leads to an unhealthy environment that benefits no one and degrades the educationalexperience.

These findings are general statewide observations made from individual institutionalreports. Each institution has its own unique. campus climate with its own unique set of strengthsand weaknesses. This exercise afforded each institution the opportunity to identify their areas ofstrength and weakness and plan a course of action to address them. Institutions should takeadvantage of student input when addressing campus climate. Campuses should be proactive inasking students to voice their concerns about race/ethnicity issues, as well as other issuesimportant to their collegiate experience.

Three results of this climate survey reinforce the importance of ongoing statewide policyinitiatives in Illinois higher education. First, it is clear that underrepresented students are stronglyconcerned about questions of college affordability. The state's longstanding commitment toneed-based student financial aid and the Monetary Award Program, the second largest program in

16

21

the nation, is a direct response to such student needs. Second, a large percentage of Black andHispanic students voiced concern about the lack of minority faculty and staff. In the comingyear, the Illinois Board of Higher Education will undertake a study that addresses minorityfaculty and staff diversity on college campuses. In compiling evidence, the Illinois Board ofHigher Education report will draw on results from this climate survey. Third, many students withdisabilities expressed concern about the need for improved access to assistive technologies. TheIllinois Board of Higher Education August 2001 report Gateway to Success: Rethinking Accessand Diversity fin. a New Century, also stressed the importance of capitalizing upon assistivetechnology. In May 2002, the Illinois Board of Higher Education awarded a Higher EducationCooperation Act (HECA) grant to Northern Illinois University to undertake a conference toincrease statewide knowledge and awareness about how assistive technology can better servestudents with disabilities. A description of this conference is provided in another item in theseagenda materials.

Because this focus topic will be periodically revisited, some suggestions about the scopeand methodology of campus climate surveys are appropriate. Some institutions need to provide amore critical analysis of their campus climate. It is important to explore both strengths andweaknesses to create an accurate picture of student opinion. In some cases, institutions may wantto follow surveys with focus groups that permit a more in-depth exploration of student opinion.Such an approach is especially useful when a significant percentage of underrepresented studentsidentify an area of concern.

When an area of weakness is identified, institutions also should report to the IllinoisBoard of Higher Education on any initiatives they intend to undertake to address the issue. In thisway, institutions demonstrate that the survey is more than just information gathering, but also aplanning tool. It would also be helpful if there were a set of core survey questions used by allinstitutions. While flexibility of assessment is useful, in this case it did not lend itself to adequatestatewide coverage of all components of campus climate. Finally, while most institutions tooksignificant steps to target surveys to underrepresented students, some reported results for allstudents, thereby, obscuring the opinions of underrepresented students. In cases in which allstudents are surveyed, the opinions of underrepresented students should receive singularattention.

In conclusion, Illinois colleges and universities should continue to:

Periodically, survey students from underrepresented groups and other studentsabout their perceptions of campus climate; and

Promptly and fully respond to problems identified in these surveys.

The Illinois Board of Higher Education should continue to report on results of campusclimate surveys. In addition, the Board should look to identify statewide issues that are reportedin the campus climate surveys helping institutions enhance their capability to respond to theseissues and improve the overall campus racial climate. Based on the results of this year's survey,the Board especially should look for opportunities to:

Continue to support a, financial aid system that finds needy students and,thereby, offers access to many underrepresented students;

Increase the number of underrepresented faculty and staff; and

17

Provide assistive technologies for students with disabilities and help students andfaculty understand how this technology is best used to support student learning.

18

THE YEAR IN REVIEW:INITIATIVES TO IMPROVE REPRESENTATION

Each year this report presents information on initiatives to improve student and staffrepresentation. The information is organized around key policy themes and includes results fromstudies and program evaluations.

Minority Students

Institutional Planning

Planning for Diversity. Southern Illinois University at Edwardsville initiated twocommittees, the Minority Student Recruitment and Retention Committee and theMinority Faculty and Retention Committee, to strengthen institution planning forminority representation.

Pre-collegiate Programs

Mentoring for Success. Northern Illinois University's Center for Black Studies initiatedthe Students Teaching Others Mentor Program (STOMP) with the DeKalb SchoolDistrict. The program coordinates efforts of student organizations at the university tomentor precollegiate students and holds the Drug and Gang Prevention Workshop forjunior and high school students.

Careers in Medicine. Chicago State University initiated the Health and Medical CareersProgram, which served 40 students from 16 high schools. The six-week summer programprovides students with academic enrichment and career exploration to better prepare themfor college.

Admissions Assistance. Chicago State University initiated Project Adelante to assistprospective Hispanic students and their families through the college application process.Bimonthly seminars (delivered in Spanish) cover topics such as applying to college andsearching for financial aid.

The African-American Academic Network at the University of Illinois at Chicagoinitialed Decision Day. The program, held twice a year, offers on -sight admissionsdecisions to participants with completed applications.

College Support Programs

Financial Aid. Illinois State University increased the value of its Minority AcademicScholarship from $2,500 to $5,000 a year. The increase was based on a study of minoritystudents who were admitted but did not enroll. The study found the principal reason fornot enrolling was that the university's financial aid package was not as competitive aspeer institutions. The number of minority students accepting the scholarship increasedfrom 17 to 42 this past year.

19

Mentoring Programs. The graduate school at Northern Illinois University instituted apeer mentoring pilot program where experienced graduate students serve as mentors fornew minority graduate students.

The African-American Cultural Program at the University of Illinois at Urbana-Champaign initiated a pilot Student Leaders Mentoring Program to encourage leaders ofstudent organizations to achieve high academic success.

Southern Illinois University at Carbondale initiated a peer-mentoring program forminority freshman and transfer students who are matched with upper-division minoritystudents.

Danville Area Community College created a college-wide Diversity Team. The teamsponsored a mentoring program that paired 120 students with 90 faculty and staffvolunteers.

Northeastern Illinois University received a grant from the National Endowment for theHumanities to develop learning communities for students in the humanities. The projectgoal is to enhance student learning and retention, especially among Hispanic students.

Recognition. Southern Illinois University at Carbondale was recognized by Black Issuesof Higher Education for its success in graduating Black males.

The Committee on Institutional Cooperation's Summer Research Opportunities Programat the University of Illinois at Chicago was awarded the prestigious Presidential Awardfor Excellence in Science, Mathematics, and Engineering Mentoring by the White HouseOffice of Science and Technology Policy. This program served 25 African-Americanand 23 Hispanic students in 2000-01.

New Staff. Danville Area Community College created a Student Diversity AdvocatePosition.

New Services. Oakton Community College's "Services To Establish Patterns of Success"(STEPS) program promotes student success among first generation college and low-income students, and students with disabilities.

The College Environment

Orientation. Western Illinois University initiated "You Make WIU a Premier University:A Multicultural Orientation," a program addressing issues unique to entering minoritystudents.

Minority Student Academic Center. Illinois State University opened the Minority StudentAcademic Center. The center coordinates activities for minority students, includes acomputer lab and study center, and provides a supportive environment for both formaland informal activities.

Forum for Debate. Western Illinois University established the African-American DebateSociety to provide an academic format in which to discuss issues related to the African-American experience.

New Fellowships. The University of Illinois at Chicago initiated the African-AmericanCulture Fellowship Program. The program focuses attention on African-American issuesand offers two fellowshipsthe Faculty Fellowship in African-American Culture and theCommunity Fellowship in African-American Culture.

Focus on Race Relations. The University of Illinois at Springfield's Diversity Taskforceconducted a study circle on race relations. This six-week experience brought peopletogether to discuss and make recommendations on improving race relations. The group'srecommendations will be shared with the campus community.

Remediation. Parkland College's Learning Lab, in conjunction with the TRIO/ProjectG.O.A.L.S, developed a supplemental instructional course for selected students enrolledin remedial courses.

Opportunities in Fields of High Employer and Societal Need

Careers in Nursing. Northern Illinois University's School of Nursing was awarded a$1.3 million grant from the Department of Health and Human Services to develop arecruitment plan that targets minorities living in rural underserved areas.

Careers in Science. The Reproductive Biology Training Program at the University ofIllinois at Urbana-Champaign offered an opportunity for minority undergraduatesmajoring in the life sciences to participate in faculty research projects in reproductivebiology during the summer of 2001.

Bilingual Teachers. Chicago State University created Nueva Generation, a communitybased bilingual teacher education program, to provide opportunities for parents who areactive in predominately Hispanic neighborhoods to continue their education and becomecertified teachers.

Allied Health Careers. Triton College created the Access to Allied Health CareersProgram. The program's goal is to expand the number of students pursuing careers inallied health professions.

Workforce Diversity. Northeastern Illinois University established the Work ForceInstitute for Diversity. The institute assists organizational leaders make informeddecisions that build diversity and enables workers to learn successful strategies forworking with people from different cultures, ethnicities, and age groups.

Female Students

Help for Parents. Northern Illinois University established a support group for femalestudents who are parents.

Mathematics Participation. Northern Illinois University was awarded $100,000 by theNational Science Foundation for a project to enhance women's participation and successin mathematics.

Conference on Women. The University of Illinois at Urbana-Champaign held its firstundergraduate conference on women, titled "Rites of Passage: Women and the CampusExperience."

Relationship Violence. Southern Illinois University at Edwardsville sponsored a programon relationship violence facilitated by representatives from Michigan State University.The program included workshops, a community forum, and information on wherestudents in abusive relationships may turn for help.

Women's Studies. The Women's Studies Program at Northeastern Illinois Universityreceived approval to offer an undergraduate major. This is the only undergraduate majorin woman's studies at an Illinois public university.

Students with Disabilities

National Host Site. Governor's State University served as a host site for three nationaltelephone conferences sponsored by the Great Lakes Disability and Business TechnicalAssistance Center. The conferences focused on best practices in disability managementservices, and the application of ADA accessibility guidelines, including responsibility forensuring electronic access.

New Staff Western Illinois University created a position at the Quad Cities campus towork directly with students with disabilities.

The University of Illinois at Springfield hired a full-time disability specialist to meet theneeds of students with disabilities.

Southern Illinois University at Edwardsville hired a specialist to diagnose and work withstudents with learning disabilities and attention deficit disorder.

New and Assistive Technologies. Illinois State University purchased a high-speedscanner and software to convert text to speech and text to Braille to facilitate access towritten material.

Chicago State University acquired new equipment to better serve students withdisabilities. The equipment includes a Max Eye portable electronic magnifier, two laptopcomputers, and a PIAF raised line copier.

Illinois State University received a $1 million federal grant to fund the Center for SpecialEducation Assistive Technology. The center will serve as a demonstration site to instructteachers how to use assistive technology, allow faculty to engage in research related toassistive technology, and provide individuals with assistance in the acquisition and use ofadaptive devices.

Policy and Planning. The University of Illinois at Springfield's Campus Senate

22 27

approved a new policy on academic accommodations and course substitutions. The newpolicy provides a formal review process for requests for accommodations, in particularfor requests for course substitutions, when presented by a student with a documenteddisability.

The University of Illinois at Chicago commissioned a disability expert to evaluate andreport on current services to students with disabilities.

Recognition. The University of Illinois at Urbana-Champaign was rated the nation's bestand most user-friendly campus for students with disabilities among the 50 top publicuniversities in New Mobility: Disability Culture and Lifestyle.

Enhanced Tutoring. South Suburban College used special population grant funds toincrease the quality and extent of tutoring and other academic assistance given to studentswith disabilities enrolled in remedial mathematics, reading, or English.

Underrepresented Staff

Women and Asian-American Recruitment. The University of Illinois at Chicagoapproved an extension of the Under-represented Faculty Recruitment Program to includedepartments where Asian-Americans and women are severely underrepresented.

A New Recruitment Tool. The University of Illinois at Springfield produced arecruitment brochure that targets prospective minority faculty. The brochure was mailedto historically Black colleges and universities and institutions with large Hispanicenrollments.

Improving Diversity. The University of Illinois at Urbana-Champaign created theDiversity Initiatives Committee. One purpose is the development of proposals toincrease the gender and race /ethnic diversity of faculty and staff members.

Improving the Work Environment. Chicago State University conducted a conflictresolution workshop to facilitate development of a fair and diversity friendly workenvironment.

23

APPENDIX 1

LIST OF TABLES

Table 1 Enrollment by Racial/Ethnic Category at Illinois Institutions of Higher Education,Fall 1980 to Fall 2000

Table 2 Community College Enrollment by Racial/Ethnic Category and Program Type,Selected Years, Fall 1990 to Fall 2000

Table 3 Total Black and Hispanic Undergraduate & Graduate/Professional Enrollment,Illinois Colleges and Universities, Fall 1990 to Fall 2000

Table 4 One-Year, Five-Year, and Ten-Year Changes in Black Enrollment at Illinois PublicUniversities

Table 5 One-Year, Five-Year, and Ten-Year Changes in Hispanic Enrollment at IllinoisPublic Universities

Table 6 Number of Illinois Public High School Graduates by Racial/Ethnic Category,FY1990 to FY2001

Table 7 Transfers from Illinois Public Community Colleges to Illinois Four-Year Collegesand Universities, Selected Years, Fall 1990 to Fall 2000

Table 8 Black Enrollment at Illinois Public Universities, Fall 2000Table 9 Hispanic Enrollment at Illinois Public Universities, Fall 2000Table 10 Community Colleges with Largest Black Enrollment, Fall 2000Table 11 Community Colleges with Largest Hispanic Enrollment, Fall 2000Table 12 Private Institutions with Largest Black Enrollment, Fall 2000Table 13 Private Institutions with Largest Hispanic Enrollment, Fall 2000Table 14 Enrollment by Sex at Illinois Institutions of Higher Education, Selected Years

Fall 1990 to Fall 2000Table 15 Number of Degrees Conferred by Racial/Ethnic Category at Illinois Institutions of

Higher Education, 1990-91 to 1999-2000Table 16 Black Bachelor's Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 17 Hispanic Bachelor's Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 18 Black Master's Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 19 Hispanic Master's Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 20 Black Doctoral Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 21 Hispanic Doctoral Degree Recipients, by Field, at Illinois Institutions of Higher

Education, 1990, 1995, 1999, and 2000Table 22 Conummity College Degrees, By Level and Type, and By Racial/Ethnic Category,

Fiscal Year 2001Table 23 Community College Degrees, by Level, Type and Racial/Ethnic Category, Fiscal

Years 1989, 1995, 2000, & 2001Table 24 Students with Disabilities, Enrollment at Illinois Public Institutions, FY 2001Table 25 Dollars and Staff Years Budgeted to Programs Serving Underrepresented Students

and Staff at Illinois Public Universities, Fiscal Years 2000 and 2001Table 26 Dollars and Staff Years Budgeted to Programs Serving Underrepresented Students

and Staff at Community Colleges, Fiscal Years 2000 and 2001

25

Tab

le 1

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Num

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Num

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Num

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Num

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Num

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Num

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reco

llegi

ate,

and

con

tinui

ng e

duca

tion

prog

ram

s.

Sou

rce:

HIR

E F

all E

nrol

lmen

t Sur

veys

3IE

T C

OPY

AV

AIL

AM

E31

Tab

le 2

CO

MM

UN

ITY

CO

LLE

GE

EN

RO

LLM

EN

TB

Y R

AC

IAL/

ET

HN

IC C

AT

EG

OR

Y A

ND

PR

OG

RA

M T

YP

E.

SE

LEC

TE

D Y

EA

RS

: FA

LL 1

990

TO

FA

LL 2

000

Inst

ruct

iona

l Pro

gram

Whi

teN

on-H

ispa

nic

Bla

ckN

on-H

ispa

nic

His

pani

c

Asi

an o

rP

acifi

cIs

land

er

Am

eric

anIn

dian

or

Ala

skan

Non

-Res

iden

tA

lien

Unk

now

nT

otal

Fal

l 199

025

1.90

950

,687

32,7

6313

,383

1333

859

1,96

435

2,89

8U

nder

grad

uate

167,

517

30,8

369,

498

7,34

579

538

81,

074

217,

453

Pre

-Col

legi

ate

12,9

0611

,115

20,1

953,

256

249

257

139

48,1

17C

ontin

uing

Edu

catio

n71

,486

8,73

63,

070

2,78

228

921

475

187

,328

Fal

l 199

523

4.44

146

.703

36.3

0414

,874

II=1.

/116

2,28

733

7.71

6U

nder

grad

uate

157,

534

30,3

1012

,821

8,96

378

460

61,

318

212,

336

Pre

-Col

legi

ate

12,3

839,

093

18,7

532,

908

209

576

339

44,2

61C

ontin

uing

Edu

catio

n64

,526

7,30

04,

730

3,00

326

666

463

081

,119

Fa1

1199

922

3.52

048

369

46.2

2815

.468

L-12

12.

920

2.05

533

9.67

3U

nder

grad

uate

154,

227

30,4

3915

,781

9,34

371

561

01,

134

212,

249

Pre

-Col

legi

ate

10,6

639,

085

24,1

802,

994

169

1,60

631

649

,013

Con

tinui

ng E

duca

tion

58,6

308,

845

6,26

73,

131

229

704

605

78,4

11

Fal

l 200

021

9.18

347

.237

51,2

2216

.059

1.14

02

188

3 07

234

0.10

1U

nder

grad

uate

147,

673

31,0

7516

,676

9.82

670

758

91.

793

208.

339

Pre

-Col

legi

ate

11,1

868,

394

2758

63,

195

161

1,04

041

351

,975

Con

tinui

ng E

duca

tion

60,3

247,

768

6,96

03.

038

272

559

866

79,7

87

Per

cent

Cha

nce

in E

nrol

lmen

t

Und

ergr

adua

te19

90 to

200

0(1

1.8)

%0.

8%

75.6

%33

.8%

(t A

) %

51.8

%66

.9%

(4.2

) "/

.19

95 to

200

0(6

.3)

2.5

30.1

9.6

(9.8

)(2

.8)

36.0

(1.9

)19

99 to

200

0(4

.2)

2.1

5.7

5.2

(1.1

)(3

.4)

58.1

(1.8

)

Pre

-Col

legi

ate

1990

to 2

000

(13.

3)(2

4.5)

36.6

(1.9

)(3

5.3)

304.

719

7.1

8.0

1995

to 2

000

(9.7

)(7

.7)

47.1

9.9

(23.

0)80

.621

.817

.419

99 to

200

04.

9(7

.6)

14.1

6.7

(4.7

).

(35.

2)30

.76.

0

Con

tinui

ng E

duca

tion

1990

to 2

000

(15.

6)(1

1.1)

126.

79.

2(5

.9)

161.

215

3(8

.6)

1995

to 2

000

(6.5

)6.

447

.11.

223

(15.

8)37

.5(1

.6)

1999

to 2

000

2.9

(12.

2)11

.1(3

.0)

18.8

(20.

6)43

.11.

8

Tot

al E

nrol

lmen

ts19

90 to

200

0(1

13)

(4.6

)41

.115

.6(1

6.5)

239.

94.

6(3

.7)

1995

to 2

000

(4.7

)3.

627

.34.

0(1

1.6)

58.2

(10.

1)0.

619

99 to

200

0(1

.9)

(2.3

)10

.83.

82.

4(2

5.1)

49.5

0.1

Sou

rce:

IBH

E F

all E

nrol

lmen

t Sur

veys

BE

ST C

OPY

AV

AIL

AB

LE

33

Table 3

TOTAL BLACK AND HISPANICUNDERGRADUATE & GRADUATE /PROFESSIONAL ENROLLMENT

ILLINOIS COLLEGES AND UNIVERSITIESFALL 1990 TO FALL 2000

Black Hispanic

UndergraduateGraduate/

Professional Total UndergraduateGraduate/

Professional Total

1990 62,848 6,940 69,788 23,580 2,241 25,821

1991 64,555 7,440 71,995 25,718 2,543 28,261

1992 64,418 7,694 72,112 27,418 2,604 30,022

1993 64,236 8,321 72,557 28,545 2,840 31,385

1994 65,430 9,192 74,622 30,700 3,191 33,891

1995 64,267 9,488 73,755 31,628 3,484 35,112

1996 65,478 9,576 75,054 32,674 3,726 36,400

1997 65,386 9,698 75,084 33,965 3,747 37,712

1998 66,247 9,816 76,063 35,517 3,923 39,440

1999 66,390 10,208 76,598 37,202 4,057 41,259

2000 67,865 10,730 78,595 39,467 4,435 43,902

Percent Cbanae1990 to 2000 8.0 % 54.6 % 12.6 % 67.4 % 97.9 % 70.0

1995 to 2000 5.6 13.1 6.6 24.8 27.3 25.0

1999 to 2000 2.2 5.1 2.6 6.1 9.3 6.4

Source: FBHE Fall Enrollment Surveys

34

%

Tab

le 4

ON

E-Y

EA

R, F

IVE

-YE

AR

, AN

D T

EN

-YE

AR

CH

AN

GE

S IN

BL

AC

K E

NR

OL

LM

EN

T A

T I

LL

INO

IS P

UB

LIC

UN

IVE

RSI

TIE

S

Enr

ollm

ent

One

-Yea

r C

hang

eE

nrol

lmen

tFi

ve-Y

ear

Cha

nge

Enr

ollm

ent

Ten

-Yea

r C

hang

e19

9920

00N

umbe

rPe

rcen

t19

9520

00N

umbe

rPe

rcen

t19

9020

00N

umbe

rPe

rcen

t

Chi

cago

Sta

te U

nive

rsity

6,31

45,

701

(613

)(9

.7)

%7,

752

5.70

1(2

,051

)(2

6.5)

%5,

891

5,70

1(1

90)

(3,2

)%

Eas

tern

Illi

nois

Uni

vers

ity62

765

528

4.5

618

655

376.

052

765

512

824

.3G

over

nors

Sta

te U

nive

rsity

1,77

11,

839

683.

81,

424

1,83

941

529

.11,

117

1,83

972

264

.6Il

linoi

s St

ate

Uni

vers

ity1,

447

1,38

1(6

6)(4

.6)

1,60

41,

381

(223

)(1

3.9)

1,29

61,

381

856.

6

Nor

thea

ster

n Il

linoi

s U

nive

rsity

1,33

21,

351

191.

41,

271

1,35

180

6.3

1,10

01,

351

251

22.8

Nor

ther

n Il

linoi

s U

nive

rsity

2,25

82,

400

142

6.3

1,84

52,

400

555

30.1

1,45

92,

400

941

64.5

Wes

tern

Illi

nois

Uni

vers

ity77

176

9(2

)(0

.3)

878

769

(109

)(1

2.4)

1,02

476

9(2

55)

(24.

9)

Sout

hern

Illi

nois

Uni

vers

ity4,

225

4,21

4(1

1)(0

.3)

3.96

04,

214

254

6.4

3,68

34,

214

531

14.4

Car

bond

ale

2,93

12,

924

(7)

(0.2

)2,

550

2,92

437

414

.72,

246

2,92

467

830

.2

Edw

ards

ville

1,29

41,

290

(4)

(0.3

)1,

410

1,29

0(1

20)

(8.5

)1,

437

1,29

0(1

47)

(10.

2)

Uni

vers

ity o

f Il

linoi

s5,

010

4.94

0(7

0)f1

.4)

5,15

34,

940

(213

)(4

.1)

5.15

34.

940

(213

)(4

.1)

Chi

cago

2,26

92,

280

110.

52,

458

2,28

0(1

78)

(7.2

)2,

374

2,28

0(9

4)(4

.0)

Spri

ngfi

eld

311

315

41.

333

831

5(2

3)(6

.8)

250

315

6526

.0

Urb

ana-

Cha

mpa

ign

2,43

02,

345

(85)

(3.5

)2,

357

2,34

5(1

2)(0

.5)

2,17

02,

345

175

8.1

Tot

al B

lack

Enr

ollm

ent

23,7

5523

,250

(505

)(2

.1)

%24

,505

23,2

50(1

,255

)(5

.1)

°A)

20,8

9123

,250

2,35

911

.3%

=11

1==

1111

:11.

1 IM

ZIE

NE

=i1

=1

1!IM

: =C

I=IM

IC1.

11=

i111

111

1111

MM

INM

ZE

ISC

ICIM

111

71M

Sour

ce: I

BH

E F

all E

nrol

lmen

t Sur

veys

BE

ST C

OPY

AV

AIL

AB

LE

3536

Tab

le 5

ON

E-Y

EA

R, F

IVE

-YE

AR

, AN

D T

EN

-YE

AR

CH

AN

GE

S IN

HIS

PAN

IC E

NR

OL

LM

EN

T A

T I

LL

INO

IS P

UB

LIC

UN

IVE

RSI

TIE

S

Enr

ollm

ent

One

-Yea

r C

hang

eE

nrol

lmen

tFi

ve-Y

ear

Cha

nge

Enr

ollm

ent

Ten

-Yea

r C

hang

e19

9920

00N

umbe

r Pe

rcen

t19

9520

00N

umbe

rPe

rcen

t19

9020

00N

umbe

rPe

rcen

t

Chi

cago

Sta

te U

nive

rsity

343

372

298.

5%

376

372

(4)

(1.1

)%

246

372

126

51.2

%E

aste

rn I

llino

is U

nive

rsity

183

198

158.

215

919

839

24.5

8519

811

313

2.9

Gov

erno

rs S

tate

Uni

vers

ity25

329

]38

15.0

191

291

100

52.4

114

291

177

155.

3

Illin

ois

Stat

e U

nive

rsity

481

446

(35)

(7.3

)42

744

619

4.4

249

446

197

79.1

Nor

thea

ster

n Il

linoi

s U

nive

rsity

2,49

72,

558

612.

41,

828

2,55

873

039

.91,

325

2,55

81,

233

93.1

Nor

ther

n Il

linoi

s U

nive

rsity

1,10

11,

140

393.

598

11,

140

159

16.2

691

1,14

044

965

.0W

este

rn I

llino

is U

nive

rsity

332

349

175.

130

134

948

15.9

171

349

178

104.

1

Sout

hern

Illi

nois

Uni

vers

ity73

676

630

4.1

641

766

125

19.5

529

766

237

44.8

Car

bond

ale

585

598

132.

251

359

885

16.6

415

598

183

44.1

Edw

ards

ville

151

168

1711

.312

816

840

31.3

114

168

5447

.4

Uni

vers

ity o

f Il

linoi

s5

153

5,30

014

7/9

5,02

35.

300

277

5.5

3.59

25

300

1,70

847

.6

Chi

cago

3,33

33,

383

501.

53,

271

3,38

311

23.

42,

277

3,38

31,

106

48.6

Spri

ngfi

eld

5149

(2)

(3.9

)43

496

14.0

3349

1648

.5

Urb

ana-

Cha

mpa

ign

1,76

91,

868

995.

61,

709

1,86

815

99.

31,

282

1,86

858

645

.7

Tot

al. H

ispa

nic

Enr

ollm

ent

11,0

7911

,420

341

3.1.

9,92

711

,420

1,49

315

.07,

002

11,4

204,

418

63.1

%

Sour

ce: 1

BH

E F

all E

nrol

lmen

t Sur

veys

EST

CO

PYA

VA

ILA

BL

E

37

38

Table 6

NUMBER OF ILLINOIS PUBLIC HIGH SCHOOL GRADUATESBY RACIAL/ETHNIC CATEGORY

FY1990 TO FY2001

Fiscal Year

WhiteNon-Hispanic

BlackNon - Hispanic Hispanic

Asian orPacificIslander

American

Indian orAlaskan Total

1990 79.980 18,139 6,437 3,414 149 108,119

1991 76,050 17,067 6,467 3.647 98 103,329

1992 75,754 16.017 7,079 3,705 187 102,742

1993 75.916 16,045 7,782 3.746 139 103,628

1994 74,473 I5,598 7,983 3,929 143 102.126

1995 77,181 15.411 8,263 4,089 220 105,164

1996 76,349 15,597 8,459 4,063 158 104,626

1997 79,671 16,472 9,377 4,380 269 110.169

1998 81.878 17,390 10,302 4,816 225 114,611

1999 80,229 16,964 10,468 4,731 165 112,557

2000 79,590 16,416 10.873 4,750 206 111,835

2001 79,210 15,498 10,855 4,889 172 110,624

Percent Change

1990 to 2001 (1.06) % (16.02) % 75.50 % 47.52 % 16.98 % 2.55

1995 to 2001 2.63 0.56 31.37 19.56 (21.82) 5.19

2000 to 2001 (0.48) (5.59) (0.17) 2.93 (16.50) (1.08)

Source: Illinois State Board of Education

39

%

Table 7

TRANSFERS FROM ILLINOIS PUBLIC COMMUNITY COLLEGESTO ILLINOIS FOUR-YEAR COLLEGES AND UNIVERSITIES

SELECTED YEARS: FALL 1990 TO FALL 2000

Fall 1990

TotalTransfers

BlackNon-Hispanic Hispanic

To Public Universities 10,636 931 308

To Non-Profit Institutions 4,901 651 199

To Proprietary Institutions 227 81 26

Total 15,764 1,663 533

Fall 1995To Public Universities 10,693 1,037 443



Total 16,583 1,805 824

Fall 1999To Public Universities 10,518 941 542



Total 16,788 1,770 1,054

Fall 2000To Public Universities 10,503 1,004 518



Total 16,677 1,831 1,087

Percent Change

TotalTransfers

BlackNon-Hispanic Hispanic

Fall 1990 to Fall 2000 5.8 % 10.1 % 103.9 %

Fall 1995 to Fall 2000 0.6 1.4 31.9

Fall 1999 to Fall 2000 (0.7) 3.4 3.1

Source: IBHE Fall Enrollment Survey!

EST COPY AVAIRAB

40

Table 8

BLACK ENROLLMENTAT ILLINOIS PUBLIC UNIVERSITIES

FALL 2000

Institution

BlackEnrollment

Percentage ofTotal Campus Enrollment

Chicago State University 5,701 75.2 %Southern Illinois University at Carbondale 2,924 13.1

Northern Illinois University 2,400 10.5

University of Illinois at Urbana-Champaign 2,345 6.0

University of Illinois at Chicago 2,280 9.3

Governors State University 1,839 29.9

Illinois State University 1,381 6.7

Northeastern Illinois University 1,351 12.4

Southern Illinois University at Edwardsville 1,290 10.9

Western Illinois University 769 5.9

Eastern Illinois University 655 5.8

University of Illinois at Springfield 315 7.7

All Public Universities 23,250 12.0 %

Source: IBHE Fall Enrollment Survey

Table 9

HISPANIC ENROLLMENTAT ILLINOIS PUBLIC UNIVERSITIES

FALL 2000

Institution

HispanicEnrollment

Percentage ofTotal Campus Enrollment

University of Illinois at Chicago 3,383 13.7 %

Northeastern Illinois University 2,558 23.4

University of Illinois at Urbana-Champaign 1,868 4.8

Northern Illinois University 1,140 5.0

Southern Illinois University at Carbondale 598 2.7

Illinois State University 446 2.2

Chicago State University 372 4.9

Western Illinois University 349 2.7

Governors State University 291 4.7

Eastern Illinois University 198 1.8

Southern Illinois University at Edwardsville 168 1.4

University of Illinois at Springfield 49 1.2

All Public Universities 11,420 5.9 %


41

Table 10

COMMUNITY COLLEGESWITH LARGEST BLACK ENROLLMENT

FALL 2000

Black Percentage ofCommunity College Enrollment Total Campus Enrollment

Olive-Harvey College* 5,099 77.6 %Kennedy-King College* 4,996 82.9

Malcolm X College* 4,759 55.1

Harold Washington College* 3,735 45.8

South Suburban Coll. of Cook Co. 3,309 49.0

Triton College 2,666 15.7

Southwestern Illinois College 2,145 16.1

Richard J. Daley College* 2,030 21.3

Harry S Truman College* 1,784 11.5

Prairie State College 1,604 33.5

* City Colleges of Chicago


Table it

COMMUNITY COLLEGESWITH LARGEST HISPANIC ENROLLMENT

FALL 2000

Hispanic Percentage ofCommunity College Enrollment Total Campus Enrollment

Harry S Truman College* 7,503 48.5 %Richard J. Daley College* 5,594 58.7

Wilbur Wright College* 5,494 45.7

Triton College 3,250 19.2

College of DuPage 2,926 10.1

Elgin Community College 2,918 28.7

Morton College 2,881 64.5

College of Lake County 2,701 18.7

Malcolm X College* 2,648 30.7

William Rainey Harper College 2,260 15.0

* City Colleges of Chicago

Source: 113HE Fall Enrollment Survey

44

Table 12

PRIVATE INSTITUTIONSWITH LARGEST BLACK ENROLLMENT

FALL 2000

Black Percentage ofInstitution Enrollment Total Campus Enrollment

DePaul University 2,131 10.4 %

Robert Morris College 2,010 40.7

Roosevelt University 1,859 25.3

Columbia College 1,648 18.2

National-Louis University 1,507 20.9

DeVry Inst. of Tech, Chicago 1,334 32.6

Loyola University 1,142 9.1

Northwestern University 909 5.4

Lewis University 673 15.6

St Xavier University 611 13.3


Table 13

PRIVATE INSTITUTIONSWITH LARGEST HISPANIC ENROLLMENT

FALL 2000

Hispanic Percentage ofInstitution Enrollment Total Campus Enrollment

DePaul University 1,907 9.3 %St Augustine College 1,300 84.3

Robert Morris College 1,214 24.6

DeVry Inst. of Tech, Chicago 1,001 24.4

Columbia College 991 10.9

Loyola University 829 6.6

Roosevelt University 669 9.1

Northwestern University 563 3.3

University of Chicago 555 4.4

National-Louis University 505 7.0


IEST COPY AV

43

'able 14

ENROLLMENT BY SEX Al' ILLINOIS INSTITUTIONS OF HIGHER EDUCATIONSELECTED YEARS: FALL 1990' O FALL 2000

Community Colleges* Public Universities Primate Institutions

k=1Lttui

Undergraduate

aw&Percent

emule ale emale

Percent'ettLtsa e e

Percent

emale

Fall 1990 148,803 204,095 57.8 74,300 76,071 50.6 55,256 67,712 55.1

Fall 1995 1410,384 197.332 58.4 67,743 74,272 52.3 54,356 71,349 56.8

Fall 1996 1.11,633 198.518 58.4 67,034 75,438 52.9 54,683 71,893 56.8

Fall 1997 143,957 200.599 58.2 66,287 76,396 53.5 54,295 72,137 57.1

Fall 1998 143,058 197,464 58.0 67,344 78,559 53.8 56,008 74,926 57.2

Fall 1999 144,497 195,176 57.5 67,325 78,838 53.9 57,246 76,857 57.3

Fall 2000 145,416 194,685 57.2 67,272 78,342 53.8 59,814 79,276 57.0

Master's*"Fall 1990 15,454 21,292 57.9 18,281 18,950 50.9

Fall 1995 15,268 22,846 59.9 19,598 23,591 54.6

Fall 1996 14,949 22,791 60.4 19,385 24,224 55.5

Fall 1997 14,255 22,284 61.0 19,598 24,054 55.1

Fall 1998 13,773 21,956 61.5 19,910 24,750 55.4

Fall 1999 13,962 21,850 61.0 20,162 25,135 55.5

Fall 2000 13,681 21,969 61.6 20,913 26,502 55.9

First Professional

Fall 1990 2,469 1,719 41.0 8,104 4,744 36.9

Fall 1995 2,438 1,959 44.6 7,762 5,257 40.4

Fall 1996 2,381 1,987 45.5 7,560 5,170 40.6

Fall 1997 2,350 1,965 45.5 7,413 5,428 42.3

Fall 1998 2,363 1,971 45.5 7,204 5,507 43.3

Fall 1999 2,281 1,978 46.4 7,065 5,606 44.2

Fall 2000 2,224 2,073 48.2 6,667 5,599 45.6

Doctoral4,344 2,832 39.5 5,031 3.373 40.1Fall 1990

Fall 1995 4,580 3,426 42.8 5,207 4,207 44.7

Fall 1996 4,333 3,406 44.0 5,077 4,353 46.2

Fall 1997 4,244 3,311 43.8 4,959 4,343 46.7

Fall 1998 4,255 3,327 43.9 4,983 4,237 46.0

Fall 1999 4,218 3,428 44.8 5,032 4,382 46.5

Fall 2000 4,507 3,715 45.2 5,407 4,887 47.5

Total

Fall 1990 148,803 204.095 57.8 96,567 101,914 51.3 86,672 94,779 52.2

Fall 1995 140,384 197,332 58.4 90,029 102,503 53.2 86,923 104,404 54.6

Fall 1996 141,633 198,518 58.4 88,697 103,622 53.9 86,705 105,640 54.9

Fall 1997 143,957 200,599 58.2 87,136 103,956 54.4 86,265 105,962 55.1

Fall 1998 143,058 197,464 58.0 87,735 105,813 54.7 88,105 109,420 55.4

Fall 1999 144,497 195,176 57.5 87,786 106,094 54.7 89,505 111,980 55.6

Fall 2000 145,416 194,685 57.2 87,684 106,099 54.8 92,801 116,264 55.6

" Includes students enrolled in all community college programs."* Includes students enrolled in Advanced Certificate programs.

Source: !BRE Fall Enrollment Surveys

44

Whi

te

Non

-His

pani

c

Tab

le 1

5

NU

MB

ER

OF

DE

GR

EE

S C

ON

FE

RR

ED

BY

RA

CIA

L. C

AT

EC

0 R

Y A

T IL

LIN

OIS

INS

TIT

UT

ION

S O

F *

III:1

1ER

ED

UC

AT

ION

1990

-91

to 1

999-

2000

Bla

ckA

sian

or

Am

eric

an In

dian

Non

-Res

iden

t

Non

-His

pani

cH

ispa

nic

Pac

ific

Isla

nder

or A

lask

anA

lien

No

Indi

catio

nT

otal

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Com

mun

ity C

olle

ges

Cer

tific

ates

1990

-91

6,93

866

.42,

138

20.5

694

6.6

566

5.4

460.

417

0.2

520.

510

,451

100.

0

1994

-95

7,61

467

.92,

139

19.1

759

6.8

558

5.0

450.

428

0.2

690.

611

,212

100.

0

1998

-99

6,66

460

.12,

528

22.8

1,05

393

669

6.0

610.

548

0.4

7311

.711

,096

100.

0

99-2

1100

7,51

1961

1.9

2,76

122

.41,

226

9.9

637

5.2

500.

451

0.4

890.

712

,323

100.

0

Ass

ocia

te's

1990

-91

18,6

4389

.31,

949

8.9

608

2.8

490

2.2

5503

460.

267

0.3

21,8

5810

0.0

1994

-95

19,7

2783

.12,

190

9.2

853

3.6

704

3.0

820.

313

40.

657

0.2

23,7

4710

0.0

1998

-99

18,3

6381

.82,

108

9.4

1,06

44.

767

73.

083

0.4

106

0345

0.2

22,4

4610

0.0

99-2

900

18,3

9781

.82,

1176

9.2

1,15

95.

262

52.

859

0389

0.4

7203

22,4

7710

01

Pub

lic U

nive

rsiti

es

Cer

tiftc

ates

1990

-91

4992

.50

0.0

11.

92

3.8

00.

00

0.0

11.

953

1011

.0

1994

-95

1894

.71

5.3

00.

00

0.0

00.

00

0.0

00.

019

100.

0

1998

-99

1885

.7I

4.8

14.

81

4.8

00.

00

0.0

00.

021

100.

0

99-2

000

1688

.90

0.0

00.

01

5.6

00.

00

0.0

15.

618

10)1

.0

Ass

ocia

te's

1990

-91

454

86.5

397.

47

1.3

61.

11

0.2

112.

17

1352

510

11.0

1994

-95

464

84.1

336.

913

2.4

40.

71

0.2

193.

418

3.3

552

100.

0

1998

-99

253

86.3

103.

45

1.7

51.

71

0.3

82.

711

3.8

293

100.

0

99-2

000

188

87.9

733

41.

94

1.9

20.

95

234

1.9

214

100.

0

Bac

helo

r's

1990

-91

24,7

3383

.41,

995

6.7

825

2.8

1,25

54.

252

0.2

442

1334

11.

229

.643

100.

0

1994

-95

23,5

5078

.12,

700

8.9

1,14

73.

81,

628

5.4

730.

268

323

389

1330

,170

100.

0

1998

-99

22,0

8674

.83,

064

111.

41,

409

4.8

1,88

96.

477

0.3

5117

1.7

505

1.7

29,5

3710

11.0

99-2

000

22,4

0373

.53,

177

10.4

1.40

34.

62.

020

6.6

910.

344

01.

493

53.

130

,469

100.

0

Mas

ter's

"

1990

-91

6,62

173

.955

46.

220

12.

224

82.

815

0.2

1,14

012

.718

32.

08,

962

100.

0

1994

-95

7,00

670

.367

46.

819

82.

035

63.

618

0.2

1,47

414

.824

22.

49,

968

100.

0

1998

-99

6,55

065

.880

78.

128

62.

939

03.

98

0.1

1,57

715

.833

53.

49,

953

1011

.0

99-2

1101

16,

579

64.3

822

8.0

248

2.4

378

3.7

190.

21.

884

18.4

303

3.0

111,

233

11)0

.9

Pro

fess

iona

l19

90-9

189

780

.357

5.1

635.

696

8.6

00.

03

031

0.1

1,11

710

0.0

1994

-95

808

73.3

797.

262

5.6

143

13.0

303

503

303

1,10

310

0.0

1998

-99

785

68.0

827.

157

4.9

191

16.5

603

131.

121

1.8

1,15

510

0.0

99-2

900

723

64.8

696.

278

7.0

216

19,4

I0.

13

0325

2.2

1,11

510

0.0

Doc

tora

tes

1990

-91

739

59.3

362.

918

1.4

614.

91

0.1

383

30.7

80.

61,

246

190.

9

1994

.95

71N

52.9

554.

115

1.1

533.

95

11.4

479

353

332.

41,

358

100.

0

1998

-99

650

56.3

443.

815

1355

4.8

40.

3.3

5931

.128

2.4

1,15

510

0.0

99-2

000

600

56.3

423.

913

1.2

4643

20.

234

332

.220

1.9

1,06

619

0.0

4513

E 5

T C

OPY

AM

IAB

LE

46

Whi

teN

on-H

ispa

nic

Num

ber

Perc

ent

Tab

le 1

5 (C

ontin

ued)

NU

MB

ER

OF

DE

CR

EE

S C

ON

FER

RE

D E

IY R

AC

:IA

l. C

AT

EC

O R

V A

T I

LL

INO

IS I

NST

ITU

TIO

NS

OF

1110

E I

ER

F.D

13C

AT

ION

1990

-91

to 1

999-

2000

Bla

ckA

sian

or

Am

eric

an In

dian

Non

-Res

iden

t

lion-

His

pani

cH

ispa

nic

Pac

ific

Isla

nder

or A

lask

anA

lien

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

No

Indi

catio

nT

otal

Num

ber

Perc

ent

Num

ber

Perc

ent

Priv

ate

Inst

itutio

nsC

enif

icat

es

1990

-91

767

42.4

638

35.2

330

18.2

402.

23

0.2

50.

327

1.5

1,81

010

0.0

1994

-95

801

41.8

659

34.4

375

19.6

432.

22

0.1

503

321.

71,

917

100.

0

1998

-99

675

38.5

618

35.3

388

22.2

442.

513

0.7

100.

63

0.2

1,75

110

0.0

99-2

000

623

38.4

569

35.1

368

22.7

523.

25

0.3

30.

23

0.2

1,62

310

0.0

Ass

ocia

te's

1990

-91

1,57

858

.148

918

.0S5

120

375

2.8

S0.

220

0.7

00.

02,

718

100.

0

1994

-95

1,62

451

.072

122

.674

523

.478

2.4

30.

112

0.4

20.

13,

185

100.

0

1998

-99

1,55

347

.572

022

.076

123

316

04.

920

0.6

511.

65

0.2

3,27

010

0.0

99-2

000

1,62

750

.469

621

.670

621

.913

54.

220

0.6

230.

719

0.6

3,22

619

0.0

Bac

helo

r's

1990

-91

17,2

4181

.41,

490

7.0

646

3.1

979

4.6

590.

338

21.

837

21.

821

,169

100.

0

1994

-95

17,1

0377

.61.

709

7.8

980

4.4

1,33

76.

156

0349

42.

236

41.

722

,043

100.

0

1998

-99

17,4

6872

.82,

031

8.5

1,34

75.

61.

807

7.5

790.

366

62.

860

72.

5.

24,0

0510

0.0

99-2

000

17,8

4872

.12,

140

8.6

1,47

15.

91,

750

7.1

7003

692

2.8

792

3.2

24,7

6310

0.0

Mu

ster

's19

90-9

19,

064

78.0

623

5.4

179

1.5

528

4.5

220.

282

77.

137

73.

211

,620

100.

0

1994

-95

10,2

9174

.893

16.

832

12.

371

35.

221

0.2

1,16

88.

531

82.

313

,763

100.

0

1998

-99

11,4

2870

.21,

276

7.8

459

2.8

988

6.1

4203

1,68

910

.439

82.

416

,280

100.

0

99-2

000

11,1

5966

.81,

492

8.9

439

2.6

1,05

463

260.

21,

954

11.7

580

3316

.704

100.

0

Prof

essi

onal

1990

-91

2,87

285

.210

93.

279

2323

57.

06

0.2

702.

10

0.0

3,37

110

0.0

1994

-95

2,44

875

.216

14.

910

93.

339

412

.17

0.2

128

3.9

1003

3.25

710

0.0

1998

-99

2,43

071

.615

14.

413

84.

142

612

.511

0315

443

862.

53,

396

100.

0

99-2

0110

2,40

570

.817

95.

312

83.

842

412

3tt

0.2

154

4.5

972.

93,

395

100.

0

Doc

tora

tes

1990

-91

856

71.0

413.

421

1.7

453.

71

111

241

20.0

011

01,

205

100.

0

1994

-95

954

64.6

432.

943

2.9

745.

03

0.2

342

23.2

IS1.

21,

477

100.

0

1998

-99

994

65.4

855.

635

2376

5.0

403

284

18.7

412.

71,

519

100.

0

99-2

000

923

65.7

634.

434

2.4

684.

83

0.2

312

22.0

151.

11,

418

100.

0

Tot

al D

eere

cs19

90-9

191

,452

79.0

10,1

588.

84,

223

3.6

4.62

64.

026

60.

23,

587

3.1

1,43

61.

211

5,74

810

0.0

1994

-95

93,1

2675

.212

,095

9.8

5,62

04.

56,

085

4.9

319

0.3

4,97

14,

01,

555

1312

3,77

110

0.0

1998

-99

89,9

1771

.413

,525

10.7

7,11

185.

67,

178

5.9

409

035,

472

4.3

2,15

81.

712

5,87

710

0.0

99-2

000

91,0

0070

3.1

4,09

310

.97,

277

5.6

7.41

05.

735

60.

35,

953

4.6

2.95

523

129,

044

100.

0

' Inc

lude

s A

dvan

ced

Cer

tific

ates

Sou

rce:

Deg

rees

Aw

arde

dSu

rvey

q57:

1 C

OPY

AV

AE

LA

130

48

Table 16

BLACK BACHELOR'S DEGREE RECIPIENTS, BY FIELDAT ILLINOIS INSTITUTIONS OF HIGHER EDUCATION

Field 1990

1990,

1995

1995,

1999

1999, and 2000

2000

Change1999-2000

Change1990-2000

Number Percent Number Percent

Arts & Humanities 213 12 E 321 419 44 11.7 % 206 96.7

Visual & Performing Arts 61 110 101 169 68 67.3 108 177.0

Theology/Religion 4 11 7 7 0 0.0 3 75.0

Letters 122 219 232 217 (15) (6.5) 95 77.9

Foreign Languages 13 21 25 24 (1) (4.0) 11 84.6

Philosophy & Religion 13 17 10 2 (8) (80.0) (11) (84.6)

Business & Communication 769 1.055 1.241 1.430 189 15.2 661 86 ()

Business & Administration 575 860 1,054 1,165 111 10.5 590 102.6

Communications 183 176 179 249 70 39.1 66 36.1

Marketing & Distribution 11 19 8 16 8 100.0 5 45.5

Education & Psychology 503 685 814 772 (421 .:12) 269 53.5

Education 292 406 459 455 (4) (0.9) 163 55.8

Psychology 211 279 355 317 (38) (10.7) 106 50.2

Sciences, Math. & Engin. 783 80'5 1.018 1.021 3 0.3 238 30 4

Health Professions 349 319 472 448 (24) (5.1) 99 28.4

Computer Science 137 113 150 155 5 3.3 18 13.1

Engineering 71 102 100 94 (6) (6.0) 23 32.4

Physical Science 20 28 41 40 (1) (2.4) 20 100.0

Biological/Life Science 83 107 130 139 9 6.9 56 67.5

Mathematics 27 28 21 28 7 33.3 1 3.7

Engineering Technologies 96 108 104 117 13 12.5 21 21.9

Social Sciences 375 573 541 636 95 17.6 261 69.6

Public Administration 47 89 114 126 12 10.5 79 168.1

Social Sciences/History 325 472 414 488 74 17.9 163 50.2

Area/Ethnic Studies 3 12 13 22 9 69.2 19 633.3

Other 684 913 1.105 1.039 (66) (6.0) 355 51.9

Protective Services 147 160 175 187 12 6.9 40 27.2

Architecture 22 16 16 12 (4) (25.0) (10) (45.5)

Parks & Recreation 8 30 25 38 13 52.0 30 375.0

Liberal/General Studies 154 501 695 560 (135) (19.4) 406 263.6

Law and Legal Studies 4 5 13 9 (4) (30.8) 5 125.0

Home Economics 79 65 62 61 (1) (1.6) (18) (22.8)

Natural Resources 0 2 2 1 (1) (50.0) l

Agriculture 5 5 11 2 (9) (81.8) (3) (60.0)

Multi/lnterdis. Studies 228 102 92 127 35 38.0 (101) (44.3)

Transportation 19 27 14 19 5 35.7 0 0.0

Other 18 0 0 23 23 5 27.8

Total--All Fields 3,327 4,409 5,094 5,317 223 4.4 % 1,990 59.8 %

Source: IBHE 2000 Degrees Conferred Survey

49BUT CO

Table 17

HISPANIC BACHELOR'S DEGREE RECIPIENTS, BY FIELDAT ILLINOIS INSTITUTIONS OF HIGHER EDUCATION

1990, 1995, 1999, and 2000

Change1999-2000 1990-2000

Change

Field 1990 1995 1999 2000 Number Percent Number Percent

Arts & Humanities lii 261 342 388 46 13.5 % 243 167.6 %Visual & Performing Arts 35 74 94 169 75 79.8 134 382.9

Theology/Religion 4 3 15 7 (8) (53.3) 3 75.0

Letters 44 92 106 93 (13) (12.3) 49 111.4

Foreign Languages 56 81 109 109 0 0.0 53 94.6

Philosophy & Religion 6 11 18 10 (8) (44.4) 4 66.7

Business & Communication 304 507 688 794 106 15.4 490 161.2

Business & Administration 242 458 626 706 80 12.8 464 191.7

Communications 60 43 60 84 24 40.0 24 40.0

Marketing & Distribution 2 6 2 4 2 100.0 2 100.0

Education & Psychology 197 329 469 493 24 5.1 296 1503

Education 114 189 282 312 30 10.6 198 173.7

Psychology 83 140 187 181 (6) (3.2) 98 118.1

Sciences. Math. & Engin. 351 425 567 547 (20) (3,5) 196 55.8

Health Professions 84 97 163 165 2 1.2 81 96.4


Engineering 65 83 122 97 (25) (20.5) 32 49.2

Physical Science 13 13 23 10 (13) (56.5) (3) (23.1)

Biological/Life Science 52 78 100 93 (7) (7.0) 41 78.8

Mathematics 18 10 24 18 (6) (25.0) 0 0.0


Social Sciences 149 245 288 221 33 11.5 172 115.4

Public Administration 16 33 49 59 10 20.4 43 268.8


Area/Ethnic Studies 4 8 12 13 1 8.3 9 225.0

Other 162 359 1Q2 331 (71) (17,7) 169 104.3

Protective Services 37 83 80 101 21 26.3 64 173.0

Architecture 10 26 30 18 (12) (40.0) 8 80.0

Parks & Recreation 4 11 14 23 9 64.3 19 475.0

Liberal/General Studies 45 177 218 128 (90) (41.3) 83 184.4

Law and Legal Studies 4 5 0 0 0 0.0 (4) (100.0)

Home Economics 13 14 17 18 1 5.9 5 38.5

Natural Resources 0 3 6 6 0 0.0 6

Agriculture 4 3 4 6 2 50.0 2 50.0

Multi/lnterdisiplinary Studies 19 17 19 17 (2) (10.5) (2) (10.5)

Transportation 14 20 12 9 (3) (25.0) (5) (35.7)

Other 12 0 2 5 3 150.0 (7) (58.3)

Total--All Fields 1,308 2.126 2,756 2,874 118 4.3 % 1,566 119.7 %

Source: 1BHE 2000 Degrees Conferred Survey

50BEST COPY AVAITILABLE

Table 18

BLACK MASTER'S DEGREE* RECIPIENTS, BY FIELDAT ILLINOIS INSTITUTIONS OF HIGHER EDUCATION

Field 1990

1990,

1995

1995, 1999, and 2000

1999 2000

Change

1999-2000

Change

1990-2000


Arts & Humanities 72 73 107 101 1_6.1 j5.61 29 40.3 %Visual & Performing Ads 26 29 28 32 4 14.3 6 23.1


Letters 26 25 46 30 (16) (34.8) 4 15.4


Philosophy & Religion 8 4 2 7 5 250.0 (1) (12.5)

Business & Communication al 542 607 L 12.0 DA 185.0

Business & Administration 192 303 486 561 75 15.4 369 192.2

Communications 21 41 56 43 (13) (23.2) 22 104.8

Marketing & Distribution 0 1 0 3 3 3

Education & Psychology 490 720 828 955 127 15.3 465 94.9

Education 465 694 764 892 128 16.8 427 91.8

Psychology 25 26 64 63 (1) (1.6) 38 152.0

Sciences, Mathematics & Engineerine l 193 al 34 17.6 120 112.1



Engineering 5 16 29 16 (13) (44.8) 11 220.0


Biological/Life Science 2 5 11 6 (5) (45.5) 4 200.0

Mathematics 3 9 6 2 (4) (66.7) (1) (33.3)

Engineering Technologies 0 5 5 9 4 80.0 9

Social Sciences 133 242 21... 6 333 7 2.1 200 150.4

Public Administration Services 109 178 247 263 16 6.5 154 141.3


Area /Ethnic Studies 1 15 21 11 (10) (47.6) 10 1,000.0

Other 68 88 87 91 4 4.6 23 318Protective Services 43 46 34 23 (11) (32.4) (20) (46.5)

Library Science 9 14 8 12 4 50.0 3 33.3

Architecture 6 7 7 12 5 71.4 6 100.0

Parks & Recreation 0 1 2 3 1 50.0 3 - - --

Liberal /General Studies 2 5 9 9 0 0.0 7 350.0

Law and Legal Studies 2 5 17 23 6 35.3 21 1,050.0

Home Economics 2 4 2 4 2 100.0 2 100.0

Natural Resources 0 3 3 1 (2) (66.7) 1

Agriculture 2 1 3 2 (1) (33.3) 0 0.0

Multi/In terdi s. Studies 2 2 2 2 0 0.0 0 0.0

Industrial Arts 0 0 0 0 0 0

Total--All Fields 1,083 1,605 2,083 2,314 231 11.1 °,/0 1,231 113.7 %

* Includes Advanced Certificates


IMIli111=1

Table 19

HISPANIC MASTER'S DEGREE* RECIPIENTS, BY FIELDAT ILLINOISINSTIFUTIONS OF HIGHER EDUCATION

Field 1990 1995

1990,1995,

1999

1999, and 2000

Change

1999-200(1

Change

1990-2000

2000 Number Percent Number Percent

Arts & Humanities 35 44 59 49 flU) 116.9) 14 40.0 "A.

Visual & Performing Arts 11 12 26 21 (5) (19.2) 10 90.9

Theology/Religion 9 10 9 10 1 11.1 1 11.1.1


Letters 6 11 12 10 (2) (16.7) 4 66.7

Philosophy & Religion 2 3 1 1 0 0.0 (1) (50.0)

Business & Communication 12 140 MQ 168 (121 (16.0) 89 112 7

Business & Administration 66 128 188 161 (27) (14.4) 95 143.9

Communications 13 12 12 6 (6) (50.0) (7) (53.8)

Marketing & Distribution 0 0 0 I I 1

Education & Psychology 77 157 2.L 251 ID (2.0) 174 226.0

Education 67 142 225 221 (4) (1.8) 154 229.9

Psychology 10 15 31 30 (1) (3.2) 20 200.0

Sciences, Math & Engin. 54 54 91 88 al (3.3) 24 63.0


Computer Science 9 7 9 6 (3) (33.3) (3) (33.3)

Engineering 15 28 25 26 1 4.0 11 73.3

Biological/Life Science 5 7 6 3 (3) (50.0) (2) (40.0)


Mathematics 2 3 2 2 0 0.0 0 0.0


Social Sciences 12 81 100 100 a 0.0 a 244 8

Public Adminisration 21 55 74 70 (4) (5.4) 49 233.3

Social Sciences /History 8 21 23 23 0 0.0 15 187.5

Area/Ethnic Studies 0 5 3 7 4 133.3 7

Other 18 20 39 31 al (20.5) 13 =Protective Services 7 3 8 0 (8) (100.0) (7) (100.0)

Library Science 2 5 9 5 (4) (44.4) 3 150.0

Architecture 1 5 7 7 0 0.0 6 600.0

Parks & Recreation 0 2 0 6 6 6

Liberal/General Studies 2 1 2 4 2 100.0 2 100.0

Law and Legal Studies I I 8 5 (3) (37.5) 4 400.0

Home Economics 3 I 1 I 0 0.0 (2) (66.7)

Natural Resources 0 2 1 2 1 100.0 2

Agriculture 1 0 1 1 0 0.0 0 0.0

Multiilnterdis. Studies 0 0 2 0 (2) (100.0) 0

Leisure & Recreation 1 0 0 0 0 (1) (100.0)

Total-All Fields 292 532 745 687 (58) (7.8) % 395 135.3 94

*Includes Advanced Certificates

Source: 11311E 2000 Degrees Conferred Survey

5 r)

JET COPY AVAILABILIE

Table 20

BLACK DOCTORAL DEGREE RECIPIENTS, BY FIELDAT ILLINOIS INSTITUTIONS OF HIGHER EDUCATION

1990, 1995, 1999, and 2000

Field 1990 1995 1999 2000

Change1999-2000

Change1990-2000


Arts & Humanities 6 18 14 17 3 21.4 % 11 183.3 %Visual & Performing Arts 1 2 1 3 2 200.0 2 200.0


Letters 0 3 5 4 (1) (20.0) 4

Foreign Languages 0 2 1 0 (1) (100.0) 0

Philosophy & Religion 0 1 1 1 0 0.0 1

Business & Communication 1 1 6 3 al (50.0) 2 200.0

Business & Administration 0 .1 6 1 (5) (83.3) 1

Communications 1 0 0 2 2 1 100.0


Education & Psychology 41 56 74 54 (20) (27.0) 13 3L7

Education 32 45 60 40 (20) (33.3) 8 25.0

Psychology 9 11 14 14 0 0.0 5 55.6

Sciences, Math & Elwin. 3 12 16 18 2 12.5 15 500.0

Health Professions 1 4 7 6 (1) (14.3) 5 500.0

Computer Science 0 0 1 1 0 0.0 1

Engineering 1 3 2 6 4 200.0 5 500.0

Physical Science 0 0 2 0 (2) (100.0) 0

BiologicaVLife Science 1 5 4 5 1 25.0 4 400.0

Mathematics 0 0 0 0 0 0

Social Sciences 6 9 18 11 EL (38.9) 5 83.3

Public Adminisration 3 2 8 3 (5) (62.5) 0 0.0

Social Sciences/History 3 7 10 8 (2) (20.0) 5 166.7

Other 1 3 1 2 1 100.0 1 100.0

Parks & Recreation 0 0 0 1 1 1

Agriculture 0 1 1 1 0 0.0 1

Total--All Fields 57 98 129 105 (24) (18.6) 48 84.2 %


EST COPY AVMLAI8LIE

53

Table 21

HISPANIC DOCTORAL DEGREE RECIPIENTS, BY FIELDAT ILLINOIS INSTITUTIONS OF HIGHER EDUCATION

Field 1990

1990,

1995

1995,

1999

1999, and 2000

2000

Change1999-2000

Change1990-2000


Arts & Humanities 5 26 7 13 6 85.7 °A, 8 160.0 %

Visual & Performing Arts 1 0 1 1 0 0.0 0 0.0


Letters 1 1 1 3 2 200.0 2 200.0

Foreign Languages 2 3 1 2 1 100.0 0 0.0

Philosophy & Religion 0 1 1 3 2 200.0 3

Business & Communication 0 1 1 2 1 100.0 2

Business & Administration 0 1 1 1 0 0.0 1

Communications 0 0 0 1 1 1


Education & Psychology 8 16 20 23 3 15.0 15 187.5

Education 5 9 10 8 (2) (20.0) 3 60.0

Psychology 3 7 10 15 5 50.0 12 400.0

Sciences, Math & Engin. 7 9 13 7 (6.1 (46.2) 0 0.0

Health Professions 1 1 4 0 (4) (100.0) (1) (100.0)

Computer Science 1 0 0 0 0 (1) (100.0)

Engineering 0 1 5 3 (2) (40.0) 3

Physical Science 1 3 3 0 (3) (100.0) (1) (100.0)

Biological/Life Science 4 3 1 4 3 300.0 0 0.0

Mathematics 0 1 0 0 0 0

Engineering Technologies 0 0 0 0 0 0

Social Sciences 4 5 9 / .0 (77.8) al (50.0)

Public Adminisration 1 2 1 0 (1) (100.0) (1) (100.0)

Social Sciences/History 3 3 8 2 (6) (75.0) (1) (33.3)

Area & Ethnic Studies 0 0 0 0 0 0

Other 3 2 0 0 0 11 (100.0)

Agriculture 3 1 0 0 0 (3) (100.0)

Architecture 0 0 0 0 0 0

Home Economics 0 0 0 0 0 0

Total-All Fields 27 58 50 47 (3) (6.0) % 20 74.1 %


54

Tab

le 2

2

com

muN

rry

CO

LLE

GE

DE

GR

EE

S, B

Y L

EV

EL,

TY

PE

,A

ND

RA

CIA

L/E

TIIN

IC C

AT

EG

OR

YF

fSC

AL

YE

AR

200

1

prue

ram

Tyn

e

Whi

teN

on-H

ispa

nic

Bla

ckN

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ispa

nic

hisp

anic

Asi

an o

rP

acifi

c Is

land

er

Am

eric

anIn

dian

or

Ala

skan

Non

-Res

iden

tA

lien

Unk

now

nT

otal

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Gen

eral

Ass

ocia

te54

92.

0%

253

4.1

%70

2.6

%23

1.2

%6

4.7

%2

1.5

%3

2.5

%90

62.

4 %

Bac

cala

urea

tear

ansf

er10

.754

39.6

928

15.1

MI

26.3

'149

321

3251

38.9

108.

312

.844

33.4

Ass

ocia

te in

Art

s6,

325

233

679

11.0

530

19.3

222

113

1713

.415

11.5

1083

7,79

820

3A

ssoc

iate

in S

cien

ce33

6213

.121

43.

517

56.

410

65.

41.

411

.032

24.4

00.

04,

103

10.7

Ass

ocia

te in

Art

s &

Sci

ence

749

2.8

2903

703

100.

5I

0.8

I0.

80

0.0

797

2.1

Ass

ocia

te in

Eng

. Sci

ence

720.

34

0.1

40.

19

0.5

00.

03

230

0.0

920.

2A

ssoc

iate

in F

ine

Art

s46

0.2

20.

04

0.1

20.

10

0.0

00.

00

0.0

540.

1

Occ

upat

iona

l15

847

583

4 96

380

.81

951

711

1 60

081

.189

70.1

7658

.030

?89

.224

,633

64.1

Ass

ocia

te in

App

lied

Sci

ence

6,94

825

.671

711

.737

813

.827

113

.717

13.4

3224

.48

6.7

8,37

121

.8C

ertif

icat

e of

1 y

r or

mor

e2,

996

11.0

1.22

419

.939

114

313

66.

918

14.2

1410

.79

7.5

4,78

812

3C

ertif

icat

e of

less

than

1 y

r5,

882

21.6

2,99

148

.71,

163

42.4

1,17

159

.453

41.7

3022

.990

75.0

11,3

8029

.6V

ocat

iona

l Ski

lls C

ertif

icat

e21

0.1

310.

519

0.7

221.

11

0.8

0IL

O0

0.0

940.

2

Gen

eral

Stu

dies

Cer

tific

ates

320.

12

0.0

10.

00

0.0

00.

02

130

0.0

370.

1

Tot

al C

ompl

etio

ns27

,182

100.

0%

6,14

610

0.0

%2,

742

100.

0%

1,97

210

0.0

%12

710

0.0

%13

110

0.0

%12

010

0.0

%38

.420

100.

0 %

Sou

rce:

ICC

B A

nnua

l Enr

ollm

ent a

nd C

ompl

etio

n R

ecor

ds. C

olle

giat

e le

vel o

nly

-- a

dvan

cem

ents

in a

dult

educ

atio

n an

d E

SL

prog

ram

s no

t inc

lude

d

EST

CO

PYA

NA

IIA

BL

IE

56

Table 23

COMMUNITY COLLEGE DECREES, BY LEVEL, TYPE,AND RACIAL/ETHNIC CATEGORY

FISCAL YEARS 1989, 1995, 2000, & 2001

Program Type and YearBlack Non-Hispanic Hispanic Total

Number Percent Number Percent Number Percent

Colle iate LevelGeneral Associate

FY 1989 83 21.1 % 19 4.8 % 393 100.0 %FY 1995 204 25.2 39 4.8 810 100.0

FY 2000 307 30.1 79 7.7 1,021 100.0

FY 2001 253 27.9 70 7.7 906 100.0

Baccalaureate/TransferAssociate in Arts

FY 1989 772 11.8 206 3.2 6,517 100.0

FY 1995 663 9.1 302 4.1 7,304 100.0

FY 2000 758 9.6 486 6.2 7,861 100.0

FY 2001 679 8.7 530 6.8 7,798 100.0

Associate in ScienceFY 1989 136 2.1 206 3.2 6,517 100.0

FY 1995 359 7.1 163 3.2 5,085 100.0

FY 2000 224 5.2 178 4.2 4,272 100.0

FY 200.1 214 5.2 175 4.3 4,103 100.0

Associate in Arts & ScienceFY 1989 6 1.6 0 0.0 384 100.0

FY 1995 26 4.1 1 0.2 633 100.0

FY 2000 18 3.1 9 1.6 578 100.0

FY 2001 29 3.6 7 0.9 797 100.0

Associate in Eng. ScienceFY 1989 0 0.0 0 0.0 0 0.0

FY 1995 0 0.0 0 0.0 26 100.0

FY 2000 3 3.6 4 4.8 84 100.0

FY 2001 4 4.3 4 43 92 100.0

OccupationalAssociate in Applied Science

FY 1989 869 10.4 204 2.4 8,345 100.0

FY 1995 938 9.5 348 3.5 9,889 100.0

FY 2000 765 8.9 402 4.7 8,604 100.0

FY 2001 717 8.6 378 4.5 8,371 100.0

Certificate of 1 yr or more

FY 1989 560 16.5 136 4.0 3,393 100.0

FY 1995 824 18.7 238 5.4 4,415 100.0

FY 2000 1,135 25.0 386 8.5 4,547 100.0

FY 2001 1,224 25.6 391 8.2 4,788 100.0

IEST COPY AVAILA LE

Table 23 (Continued)

COMMUNITY COLLEGE DEGREES, BY LEVEL, TYPE,AND RACIAL/ETHNIC CATEGORY

FISCAL YEARS 1989,1995, 2000, & 2001

Program Type and YearBlack Non-Hispanic Hispanic Total

Number Percent Number Percent Number Percent

Certificate of less than 1 yrFY 1989 1,240 23.1 % 323 6.0 % 5,376 100.0

FY 1995 1,297 19.5 516 7.7 6,659 100.0

FY 2000 1,542 20.7 795 10.7 7,442 100.0

FY 200.1 2,991 26.3 1,163 10.2 11,380 100.0

Vocational skills certificateFY 1989 85 36.0 40 16.9 236 100.0

FY 1995 16 12.7 4 3.2 126 100.0

FY 2000 84 29.2 43 14.9 288 100.0

FY 2001 31 33.0 19 20.2 94 100.0

General Studies CertificatesFY 1989 4 16.0 1 4.0 25 100.0

FY 1995 2 16.7 1 83 12 100.0

FY 2000 0 0.0 2 4.3 46 100.0

FY 2001 2 5.4 1 2.7 37 100.0

Collegiate TotalFY 1989 3,755 12.0 1,135 3.6 31,186 100.0

FY 1995 4,329 12.4 1,612 4.6 34,959 100.0

FY 2000 4,837 13.9 2,385 6.9 34,800 100.0

FY 2001 6,146 16.0 2,742 7.1 38,420 100.0

Precollegiate LevelAdult Basic EducationFY 1989 11 9.7 17 15.0 113 100.0

FY 1995 27 12.3 2 0.9 220 100.0

FY 2000 N/A N/A N/A N/A N/A


Adult Secondary EducationFY 1989 78 6.7 31 2.7 1,163 100.0

FY 1995 237 15.1 142 9.0 1,573 100.0

FY 2000 N/A N/A N/A N/A N/AFY 2001 N/A N/A N/A N/A N/A

Total CompletionsFY 1989 3,844 11.8 1,183 3.6 32,462 100.0

FY 1995 4,593 12.5 1,756 4.8 36,752 100.0



Source: 1CCB Annual Enrollment and Completion Records

%

Table 24

STUDENTS WITH DISABILITIESENROLLMENT AT ILLINOIS PUBLIC INSITUTIONS

FY 2001

Community Colleges Enrollment

Black Hawk College 95

City Colleges of Chicago

Daley College 295

Kennedy-King College 322

Malcolm X College 130

Olive-Harvey College 176

Truman College 305

Harold Washington College 348

Wright College 530

Danville Area Community College 75

College of Du Page 1,311

Elgin Community College 198

William Rainey Harper College 466

Heartland Common ity College 173

Highland Community College 60

Illinois Central College 191

Illinois Eastern Community Colleges 139

Illinois Valley Community College 89

Joliet Junior College 821

Kankakee Community College 189

Kaskaskia College 21

Kishwankee College 61

College of Lake County 133

Lake Land College 192

Lewis and Clark Community College 138

Lincoln Land Community College 155

John A. Logan College 53

McHenry County College 276

Moraine Valley Community College 370

Morton College 14

Ookton Community College 387

Parkland College 370

Prairie State College 190

Rend Lune College 21

Richland Community College 183

Flock Valley College 57

Carl Sandburg College 41

Sank Valley Community College 128

Shawnee Community College 14

South Suburban College of Cook County 259

Southeastern Illinois College 26

Southwestern Illinois College 606

Spoon River College 53

Triton College 20

Waohonsee Community College 242

John Wood Community College 65

Public Universities* Enrollment

Chicago State University 206

Eastern Illinois University 155

Governors State University 62

Illinois State University 302

Northeastern Illinois University 408

Northern Illinois University 335

Western Illinois University 232

Southern Illinois University at Carbondale 761

Southern Illinois University at Edwardsville 228

University of Illinois at Chicago 130

University of Illinois at Springfield 121

University of Illinois at Urbana-Champaign 494

Count of number of student; with disabilities ludiedly served.

59

Tab

le 2

5

DO

LL

AR

S A

ND

ST

AFF

YE

AR

S B

UD

GE

TE

D T

O P

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GR

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AN

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001

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ram

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ted*

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00FY

01FY

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dem

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nhan

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ent P

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n0.

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mis

try

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p***

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0.34

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ticip

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n (A

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----

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sort

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5.90

5.75

313,

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312,

200

(1,3

00)

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kage

for

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Bio

med

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Car

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2.50

2.50

160,

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170,

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vers

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f C

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inor

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tude

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nric

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gram

0.33

0.34

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CSU

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ks**

5.80

10.4

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597,

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1,59

7,50

00

Cul

tura

lly A

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duca

tion

(CA

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1.00

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138,

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138,

700

0

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ppor

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ty C

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4.00

4.00

252,

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520,

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6061

Tab

le 2

5 (c

ontin

ued)

DO

LL

AR

S A

ND

ST

AFF

YE

AR

S B

UD

GE

TE

D T

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6 (c

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1°2

103

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