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FACT BOOK 2016

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The University of Arizona

Strategic Alternative Learning Techniques Center

FACT BOOK

2016

Any Questions Concerning Material Contained In This Book Should Be Directed to:

Laurel Grigg Mason, M.A.

Interim Director

1010 N. Highland Ave The University of Arizona

P.O. Box 210136 Tucson, AZ 85721-0136

Phone: (520) 621-1427

Fax: (520) 626-3260

Contact Information for the SALT Center

Web Site: http://www.salt.arizona.edu/

General Information for the University of Arizona

Web Site:

http://www.arizona.edu/

Admissions

SALT Center (520) 621-8493 UA Undergraduate (520) 621-3237

Mailing Addresses:

SALT Center Admissions

1010 N. Highland Ave P.O. Box 210136

Tucson, AZ 85721-0136

Admissions Office The University of Arizona

P.O. Box 210040 Tucson, AZ 85721-0040

http://www.salt.arizona.edu/

http://www.arizona.edu/

Table of Contents

EXECUTIVE SUMMARY………………………………………………………………………………………………………………………………….1

QUICK REFERENCE ....................................................................................................................................... 2

FALL 2016 ............................................................................................................................................................. 2

SALT ............................................................................................................................................................ 3

HISTORY AND PROFILE ......................................................................................................................................... 3

SALT CENTER DIRECTORS ............................................................................................................................. 5

PEER INSTITUTIONS ..................................................................................................................................... 6

UA PEERS, RESOURCES FOR STUDENTS WITH LEARNING AND ATTENTION CHALLENGES .................................. 6 PAC 12, RESOURCES FOR STUDENTS WITH LEARNING AND ATTENTION CHALLENGES ....................................... 7 COMPREHENSIVE POSTSECONDARY LEARNING AND ATTENTION CHALLENGES ................................................ 8

APPLICATIONS, ADMISSIONS, AND MATRICULATIONS ................................................................................. 9

STUDENT ENROLLMENT .............................................................................................................................. 13

BY TYPE OF DISABILITY ....................................................................................................................................... 13 BY LEVEL OF INSTRUCTION ................................................................................................................................ 14 BY GENDER ........................................................................................................................................................ 15 BY ETHNICITY ..................................................................................................................................................... 16 BY U.S. STATE OF ORIGIN ................................................................................................................................... 17 BY COUNTRY (INTERNATIONAL STATUS) ........................................................................................................... 18 BY COLLEGE ....................................................................................................................................................... 19

PROFILE OF NEW FRESHMEN ..................................................................................................................... 20

BY HIGH SCHOOL GPA ........................................................................................................................................ 21 BY ACT COMPOSITE SCORES ............................................................................................................................. 21 BY SAT COMBINED SCORES ............................................................................................................................... 22 BY ETHNICITY BY GENDER .................................................................................................................................. 23 BY U.S. STATE OF ORIGIN ................................................................................................................................... 24 BY COUNTRY (INTERNATIONAL STATUS) ........................................................................................................... 25

RETENTION OF NEW FRESHMEN ................................................................................................................. 26

PROFILE OF NEW TRANSFERS ...................................................................................................................... 27

STUDENT COST PER SEMESTER ................................................................................................................... 28

HISTORICAL TREND ............................................................................................................................................ 28

FINANCIAL AID SUMMARY .......................................................................................................................... 29

EMPLOYEES ................................................................................................................................................ 30

ETHNICITY .......................................................................................................................................................... 30 GENDER ............................................................................................................................................................. 30

Source: External Relations & Research 1

SALT Center Fact Book 2016-2017

Executive Summary

Fall 2016 The Strategic Alternative Learning Techniques (SALT) Center was founded in 1980 to serve students who presented learning and attention challenges in an academic setting. Today, the SALT Center is an auxiliary, fee-based department within Student Affairs serving students with a range of learning and attention challenges, most notably learning disabilities (LD) and attention deficit/hyperactivity disorder (AD/HD). This document will highlight enrollment trends related to academic preparedness, retention, graduation, and disability.

The SALT Center’s mission is to inspire students with learning and attention challenges to succeed in higher education. Through the provision of comprehensive academic support services, the SALT Center encourages student engagement, self-awareness, and growth. The SALT Center aspires to be the leading international model of success in higher education for students with learning and attention challenges.

Major findings of this report: Disability

Based on the 2016 SALT Center Learning Survey, the three most prevalent type of self-reported diagnoses are LD (N=67), ADHD (N=57) and Anxiety Disorder (N=19).

The results of the survey also show a high overlap between ADHD and LD (N = 29). Scholarships

The headcount of students awarded scholarships decreased from 71 in 2015 to 69 in 2016. The dollar value of scholarship funded by SALT Center increased by 2.9% in this period.

Admissions

With comparison to 2015, enrollment of female freshmen in 2016 came down to 40.6% representing a decrease of 1.4%.

The enrollment in Social & Behavior Sciences College (24.1%) and Letters, Arts, and Sciences (22.9%) and constitutes 47.0% of total enrollment.

Enrollment of Arizona resident freshmen increased from 10.1% in 2015 to 17.0% in 2016. Retention & Graduation

Of the 152 first-time, full-time freshmen who entered in 2015, 77% of them were retained at the UA

into 2016 as sophomores, as compared to 78.0% in the 2014-2015 period.

Six-year graduation rates are now at 51.0% for the 2010 cohort in comparison to 49.0% for the 2009 cohort. This increase is likely associated with an increase in retention rates for the same period. Based on current retention trends, the six-year graduation rate is expected to rise again in the forthcoming years.

Demographic

Enrollment of freshmen in the minority group nearly doubled from 8.4% in 2015 to 17.0% in 2016. High School Academics

In 2016, the mean In-State High School GPA of new freshmen was 3.15 while the corresponding mean GPA for Out-State freshmen was 2.97.

The mean SAT Composite score for incoming freshmen has increased from 946.00 in 2015 to 985.23 in

2016 representing an increase of 39 points in the average score.

Laurel Grigg Mason Interim Director, SALT Center

Quick Reference

Fall 2016

All Students

All New Freshmen

2016 2015 2014 2016 2015 2014

Total Enrollment 611 612 586 Total Enrollment 212 237 212

Undergraduate 99.7% 99.8% 100% Female 40.6% 39.2% 42%

Lower Division 73.6% 74.8% 76.3% Resident 17.0% 10.1% 18.4%

Female 42.1% 43.6% 43.7% Minority 17.0% 8.4% 12.3%

Minority 20.5% 7.5% 12.5 % Mean HS GPA 3.0 3.0 3.0

Scholarship 11.3% 8.8% 10.9% Mean ACT 22 22 21

Mean SAT 985 946 991

All New Students

New Freshmen In-house*** Transfer Graduate 2016 2016 2016 2016

Total Enrollment 212 22 9 1 Female 86 8 1 0

Resident 36 9 3 0

Minority 36 6 2 --

Mean HS GPA 3.0 3.1 NA --

Mean ACT 22 23 28 --

Mean SAT 985 1058 NA --

NA= Not Applicable to these student groups. *** Students already enrolled at the University of Arizona.

Persistence and Graduation Rates of SALT Center Students at UA

2016 2015 2014 One Year Persistence Rate

NA 77% 78%

Four Year Graduation Rate

42% 36% 28%

Five Year Graduation Rate

47% 47% 46%

Six Year Graduation Rate

51% 49% 50%



SALT

History and Profile The Strategic Alternative Learning Techniques

(SALT) Center was founded during the 1980-1981 academic year, as a program within the Student Resource Center. At the time, SALT provided academic services and accommodations to three students with learning disabilities (LD). By 1993, the SALT Center became its own department within the Division of Campus Life and provided services for students diagnosed with LD or Attention Deficit Disorder (ADD). As word spread, many students with learning disabilities sought out the support of the SALT Center. The SALT Center was originally located in the basement of Old Main, utilizing about 2,500 square feet. The lack of space forced tutoring sessions to occur in and around Old Main, using any available table. In 2001, the SALT Center relocated to its own 16,000 square foot building. Enrollment continued to grow and the center now enrolls over 600 students. The Patricia A. Bartlett building was renovated and expanded in 2016. The additional 5,000 square feet increased our tutoring spaces and enabled us to create a lounge area for student use.

Student enrolled in the SALT Center receive individualized educational planning from Strategic Learning Specialists, assistance from College Reading & Learning Association (CRLA) certified tutors, educational technology coaching, and an array of skill workshops modeling learning strategies and various academic techniques. Additionally, students may utilize enhanced and integrated technology throughout our building and “drop-in” to either the Writer’s Lab or the Math and Science Lab, both staffed with CRLA certified tutors.

Once enrolled in the SALT Center, each student is assigned to a Strategic Learning Specialist. These staff members assist students as they navigate through the University of Arizona (UA). Strategic Learning Specialists are encouraging, accepting, and nonjudgmental, creating a secure environment for students to prosper. This safe atmosphere also enables students to successfully collaborate with Strategic Learning Specialists to create a unique Individualized Learning Plan (ILP).

The ILP facilitates communication between the student and the Strategic Learning Specialist as they work together to identify the student’s unique strengths and weaknesses along with the student’s needs in the current semester. Each ILP provides the student with information on strategies to approach course work, recommendations for tutor usage, and, as appropriate, referrals to other SALT Center or UA campus resources. As the semester progresses, the Strategic Learning Specialist will use information gathered from weekly discussions with the student to evaluate the student’s progress, needs, and outcomes. The ILP will then be adjusted accordingly.

In addition to supporting postsecondary students at the UA, the SALT Center is also involved in outreach efforts on the UA Campus as well as in the surrounding community. Over the years, the SALT Center has collaborated with other UA departments and Tucson agencies to support the academic advancement of students of all levels. The SALT Center firmly believe all students with LD and/or ADD should be encouraged to pursue postsecondary education.

And what about the name? According to SALT Center oral history, one student said, "As students with learning disabilities, we need a little more seasoning;" hence the name, SALT. Our students use Strategic Alternative Learning Techniques daily meet the academic challenges of their educational settings. The SALT Center’s philosophy embodies the belief that learning involves the process of identifying one’s strengths, weaknesses, and learning preferences, and implementing strategies that lead to success. Because learning is a life-long process, self-awareness and periodic adjustments are necessary. The SALT Center offers students many opportunities to learn about themselves, different learning strategies, and available tools and resources. There is no right combination of strategies; each student determines their own strategic alternative learning techniques.



SALT Center Directors

1980 – 1993 Eleanor Harner, Ph.D. 1993 – 2006 Diane Perreira Quinn, Ed.D. 2006 – 2011 2011 – 2012 2012 – 2017 2017 – present

Jeffrey M. Orgera, Ph.D. Robin Wisniewski, Ph.D. Rudy M. Molina, Jr., Ph.D. Laurel Grigg Mason, M.A. (Interim)



Peer Institutions

UA Peers, Resources for Students with Learning and Attention Challenges

Institution State City Disability Center Specific Information

for LD Students Support Center for LD

Students

Annual Fee

Associated with

Center

Tutoring Services

Included in Support Center

University of Arizona AZ Tucson X X X $5600 X

University of California CA Berkeley X X

University of Florida FL Gainesville X X

University of Illinois IL Urbana X X

University of Iowa IA Iowa City X X X

Michigan State University MI East Lansing X X

University of Michigan MI Ann Arbor X X

University of Minnesota MN Minneapolis X X

University of Missouri MO Columbia X X

University of North Carolina NC Chapel Hill X X X

The Ohio State University OH Columbus X X

Texas A & M TX College

Station

X

University of Utah UT Salt Lake City X X

University of Virginia VA Charlottesville X X

University of Washington WA Seattle X

University of Wisconsin WI Madison X X



Pac 12 Institutions

Pac 12, Resources for Students with Learning and Attention Challenges

Institution State City Disability

Center Specific

Information for LD Students

Support Center for LD Students

Annual Fee Associated with

Center

Tutoring Services Included

in Support Center

University of Arizona AZ Tucson X X X $5600 X

Arizona State University AZ Tempe X X

University of California CA Berkeley X X

University of California CA Los Angeles X X X1

Stanford University CA Palo Alto X X X2 X

University of Southern

California

CA Los Angeles X X X3 X

University of Oregon OR Eugene X X

Oregon State University OR Corvallis X X

University of Washington WA Seattle X X X

Washington State

University

WA Pullman X X

University of Colorado CO Boulder X X

University of Utah UT Salt Lake City X X

1 UCLA Learning Disabilities Program 2Stanford Schwab Learning Center 3 USC Kortschak Center for Learning and Creativity 4Peer Tutors 5One time only fee for Learning Services Program for freshmen with Learning Disabilities 6 The institution is a specialized school for students with LD 7Academic Mentoring Program 8 Student Centered Study Groups 91hr/week of individual support 102 hrs./week of individual support 11 The number is based on information from 2006-2007 academic years. 12Fee for 1hr/week counseling is $700. Fee for 2hr/week counseling is $1200. 13 For 7hrs/week of tutoring as a non-resident. 14 Based on 2008-2009 academic years. 15 Plus there is an additional $1250 diagnostic fee to be paid upon entering program. 16 Certified by the College Reading and Learning Association (CRLA) 17 They take a maximum of 10-11 students each year. 18 Phase I of the program is $1450/sem. Phase II is $760/sem.



SALT Peer Institutions

Comprehensive Postsecondary Programs for Learning and Attention Challenges* Name of Center

Institution

Enrollment

Semester Fee In

div

idu

al

sup

po

rt rt

Tuto

rs

Wri

ters

Lab

Mat

h L

ab

Co

mp

ute

r La

b

Wo

rksh

op

s

Car

eer

Exp

lora

tio

n

Co

un

selin

g

AD

HD

Cer

tifi

ed

Co

mp

reh

ensi

ve

SALT Center University of Arizona

611 $2,800 X X4,16 X X X X X X X

Academic Support Center

American University

$2,5005 X X X X X X X

Educational Support Services Beacon College $13,5006 X7 X8 X X X

Learning Disability Services

Boston University $9009

$1,80010

X

Program for Advancement of Learning Curry College 350 $3,250 X X X X X

Productive Learning Strategies (PluS)

DePaul University 22011 $1,20012 X

Landmark College $22,6506 X

Learning Partners Program

Louisburg College 18 $4,000 X X X X

Institute for Achievement and Learning

Lynn University 300 $5,875 X X X X X

Learning Disabilities Support Program

Marist College $1,700 X X X

Higher Education for Learning Problems (HELP)

Marshall University 200 $3,67513 X X

Learning Opportunities Program

Mount Ida College 100 $1,70014 X

PLUS Program

Muskingum College 35-40 $6,840 X X X X

Achieve Program Southern Illinois University

$3,20015 X X X X

Project Success Missouri State

$1,250 X X X X

TECHniques Texas Tech $1,500 X X16 X X X

Disability Services University of Colorado: Boulder

X X X

Learning Effectiveness Program University of Denver 200 $1,500 X X X X X

Academic Success Program

University of North Carolina: Chapel Hill

X X X X

FOCUS Program

Ursuline College 617 $1,45018 X X X

Project Success University of Wisconsin Oshkosh

290 X X X X

Schwab Learning Center

Stanford University X X X

Kortschack Center for Learning and Creativity

University of Southern California

X X X

*SALT does not guarantee the accuracy of this chart as programs alter the type of services provided. (See legend on p.7 for postscript explanations)



Applications, Admissions, and Matriculations

Fall Resident Nonresident UA Students

Freshmen Transfers Graduate Total (In-House)

2004

Applications 51 366 12 376 14 403 Admissions 43 271 11 258 9 279 Matriculations 30 148 0 140 5 145

2005

Applications 42 355 13 391 13 417 Admissions 31 284 10 295 9 314 Matriculations 25 165 1 171 5 177

2006

Applications 29 381 12 367 15 3 397 Admissions 22 307 10 288 14 3 315 Matriculations 14 182 9 167 11 3 190

2007


2008


2009

Applications 42 426 5 441 11 457 Admissions 36 374 3 329 4 336 Matriculations 29 225 2 208 3 1 214

2010


2011


2012


2013


2014


2015

Applications 82 594 28 619 29 NA 676 Admissions 46 452 15 467 16 NA 498 Matriculations 31 261 11 270 11 NA 292

2016

Applications 102 596 42 621 35 NA 698 Admissions 77 473 35 497 18 NA 550 Matriculations 48 223 29 229 13 NA 271

Note: 1. Application numbers represent potential incoming freshmen, transfer students, graduate students, and students already enrolled at the University of

Arizona who wish to receive services at the SALT Center. 2. Matriculation numbers on this table represent total number of students who enrolled at SALT Center during the admissions process. It may differ from

actual number of matriculations as per the census day.




Admit Yield Rate

Admit Yield Rate Thirteen-Year Trend

Note: Admit Yield Rate is the percentage of applicants offered admission.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2002 2004 2006 2008 2010 2012 2014 2016 2018

Ad

mit

Yie

ld R

ate

Year

Admit Yield Rate from 2004 - 2016

Year Yield

2004 69.2% 2005 75.3% 2006 79.3% 2007 80.2% 2008 70.4% 2009 73.5% 2010 87.6% 2011 85.4% 2012 78.5% 2013 72.1% 2014 73.6% 2015 73.6% 2016 78.8%




Matriculation Yield Rate

Year Yield

2004 51.9% 2005 56.4% 2006 61.3% 2007 59.6% 2008 62.5% 2009 63.7% 2010 61.9% 2011 59.1% 2012 68.0% 2013 59.8% 2014 53.0% 2015 58.6% 2016 49.3%

Matriculation Yield Rate Thirteen-Year Trend

Note: Matriculation Yield Rate is the percentage of applicants offered admission who matriculate at the SALT Center.

0%

10%

20%

30%

40%

50%

60%

70%

80%

2002 2004 2006 2008 2010 2012 2014 2016 2018

Mat

ricu

lati

on

Yie

ld R

ate

Year

Matriculation Yield Rate from 2004 - 2016

Source: External Relations & Research 12 SALT Center Fact Book 2016-2017


Fall 2016

Applications, Admissions, and Matriculations: Three-Year Trend

10277

48

596

473

223

0

100

200

300

400

500

600

700

Applications Admissions Matriculations

Resident Non Residents

607

676698

447

498

550

237

292271

0

100

200

300

400

500

600

700

800

2014 2015 2016

Admission Trends of last Three Years

Applications Admissions Matriculations


Student Enrollment

By Type of Disability

Autism ADD

3 1 22 5 1 29 32

Learning Disability

* Data Source: 2016 SALT Center Learning Survey results

Disability 2016 % 2015 % 2014 %

Number of Students Surveyed 115 179 228

Attention Deficit Disorder (ADD/ADHD) 57 49.6 99 55.3 94 41.2

Learning Disability (LD) 67 58.3 114 63.7 114 50

Anxiety Disorder 19 16.5 31 17.3 39 17.1

Autism Spectrum Disorder (ASD) 10 8.7 4 2.2 7 3.1

Obsessive Compulsive Disorder (OCD) 7 6.1 10 5.6 9 3.9

Traumatic Brain Injury (TBI) 2 1.7 0 0 3 1.3

Clinical Depression 7 6.1 11 6.1 20 8.8

Posttraumatic Stress Disorder (PTSD) 2 1.7 1 0.6 2 0.9

Bipolar Disorder 1 0.9 0 0 3 1.3

Substance Abuse 0 0 1 0.6 2 0.9

Sleeping Disorder 3 2.6 34 19 9 3.9

Not reported 10 8.7 18 10.1 58 25.4

Note: Results are based on that of the self-report from students on the Learning Survey


Student Enrollment

By Level of Instruction

Fall Lower Division Upper Division Graduate Total % Change

2002 376 147 0 523 1.8

2003 342 153 0 495 -5.3

2004 353 175 0 528 6.7

2005 390 166 3 559 5.9

2006 390 156 2 548 -2.0

2007 402 148 2 552 0.7

2008 419 146 1 566 2.5

2009 464 118 1 583 3.0

2010 463 130 1 594 1.9

2011 494 90 0 584 -1.7

2012 479 105 0 584 0.0

2013 444 137 3 584 0.0

2014 447 139 0 586 0.3

2015 428 183 1 612 4.4

2016 448 161 2 611 -0.2

Note: Lower Division is defined as students with less than 60 completed units Upper Division is defined as students with 60 or more completed units Graduate is defined as students enrolled in a UA graduate program


Student Enrollment

By Gender

Fall Lower Division

Upper Lower Division

Upper Division

Graduate Graduate Total

Total

Division Males Females Total

Males Males Females Females Males Females

2006 235 93 155 63 0 2 328

220 548 42.9 17 28.3 11.5 0 0.4 59.9

40.2

2007 233 76 169 72 1 1 310

242 552 42.2 13.8 30.6 13 0.2 0.2 56.2

43.8

2008 247 74 172 72 1 0 322

244 566 43.6 13.1 30.4 12.7 0.2 0 56.9

43.1

2009 286 67 178 51 0 1 353

230 583 49.1 11.5 30.5 8.8 0 0.2 60.5

39.5

2010 275 69 188 61 1 0 344

250 594 46.3 11.6 31.6 10.3 0.2 0 57.9

42.1

2011 300 51 194 39 0 0 351

233 584 51.4 8.7 33.2 6.7 0 0 60.1

39.9

2012 270 68 209 37 0 0 338

246 584 46.2 11.6 35.8 6.3 0 0 57.9

42.1

2013 241 88 202 50 3 0 332

252 584 41.3 15.1 34.6 8.6 0.5 0 56.8

43.2

2014 245 76 187 69 0 0 330

256 586 43.3 13 31.9 11.8 0 0 56.3

43.7

2015 249 95 179 88 1 0 345

267 612 40.6 15.5 29.2 14.3 0.1 0 56.3

43.6

2016 276 76 172 85 2 0 354 257 611

45.2 12.4 28.2 13.9 0.3 0 57.9 42.1


Student Enrollment

By Ethnicity

Fall White American Indian

Asian/Pacific Islander

African American

Hispanic Other No Reply

Total Total Percentage

of Minorities

2004 441 2 11 6 19 0 49 528 7.2 86.5 0.4 2.1 1.1 3.6 0 9.3

2005 466 5 7 10 24 0 47 559 8.2 83.4 0.9 1.3 1.8 4.3 0 8.4

2006 452 4 11 15 22 1 43 548 9.7 82.5 0.7 2 2.7 4 0.2 7.9

2007 479 3 11 9 24 2 24 552 8.9 86.8 0.5 2 1.6 4.4 0.4 4.4

2008 483 5 19 10 27 2 20 566 11.1 85.3 0.9 3.4 1.8 4.8 0.4 3.5

2009 502 9 19 11 27 1 14 583 11.5 86.1 1.5 3.3 1.9 4.6 0.2 2.4

2010 517 0 7 7 28 25 10 594 11.3 87 0 1.2 1.2 4.7 4.2 1.7

2011 502 1 4 10 25 0 42 584 6.9 86 0.2 0.7 1.7 4.3 0 7.2

2012 490 9 48 17 8 0 7 584 5.8 83.9 1.5 8.2 2.9 1.4 0 1.2

2013 470 7 21 10 56 6 14 584 13.5 80.5 1.2 3.6 1.7 9.6 1 2.4

2014 481 9 21 9 62 0 4 586 13.6 82.1 1.54 3.6 1.54 10.6 0 0.7

2015 499 0 19 11 31 4 48 612 10.6 81.5 0 3.1 1.7 5 0.7 7.8

2016 484 0 3 9 33 6 76 611 20.5 79.2 0 0.5 1.5 5.4 1 12.4


Student Enrollment

By U.S. State of Origin

State 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

AK 0 0 0 0 0 0 0 0 0 0 0 0 0 Top Five % 2016

AL 2 1 1 3 2 3 3 1 0 1 1 1 1 States Enrolled

AR 0 0 0 0 0 0 0 0 0 0 0 0 0 California 37.6%

AZ 91 84 66 64 64 64 94 93 113 118 131 94 102 Arizona 16.7%

CA 244 242 246 240 226 202 206 233 246 244 240 249 230 Illinois 8.5%

CO 8 8 9 5 7 14 19 9 8 7 10 14 11 New York 5.9%

CT 6 10 10 8 4 9 3 5 5 5 7 11 15 New Jersey 4.4%

DC 3 4 0 0 1 2 2 2 2 4 4 1 3

FL 9 6 8 7 10 14 12 11 11 12 10 13 8

GA 5 6 6 4 2 7 5 2 2 3 5 6 8

HI 0 0 1 2 3 2 3 3 1 2 1 2 0

IA 1 1 1 0 0 0 0 0 0 0 0 0 0

ID 1 1 0 0 0 0 0 0 0 1 0 0 0

IL 20 39 38 35 33 51 38 34 29 28 38 50 52

IN 0 0 0 0 1 1 1 1 0 0 0 0 1

KS 0 0 1 1 0 0 0 2 0 1 1 1 0

KY 2 1 1 2 1 0 1 0 0 0 0 2 0

LA 4 4 4 4 4 1 2 1 1 0 1 1 2

MA 6 9 8 7 10 11 11 12 13 6 11 12 12

MD 9 7 4 7 9 9 11 9 8 8 6 8 8

ME 0 0 0 0 1 1 0 0 0 0 0 0 0

MI 3 3 3 3 3 4 3 1 0 2 4 2 6

MN 3 4 7 8 9 8 5 5 4 1 1 3 4

MO 4 1 0 5 3 7 2 4 5 4 1 2 2

MT 0 0 0 0 0 0 0 1 1 1 0 0 1

NC 2 2 2 0 1 1 2 1 1 1 1 3 0

NH 0 1 1 1 0 0 0 0 0 0 0 0 1

NJ 15 19 25 42 49 38 41 34 29 29 27 30 27

NM 1 0 1 2 2 3 1 0 1 0 0 0 1

NV 5 5 3 4 6 3 5 3 1 0 1 2 2

NY 18 33 33 38 43 51 37 37 29 19 21 30 36

OH 10 8 7 8 10 12 7 8 7 7 4 3 5

OR 0 0 3 1 0 0 2 3 3 6 4 3 5

PA 8 9 8 9 11 8 9 9 8 8 10 13 11

RI 1 1 0 0 1 1 2 1 1 0 0 0 0

SC 1 1 0 0 0 0 0 2 1 1 1 0 1

SD 0 0 0 1 1 1 0 0 0 0 0 0 0

TN 0 0 0 0 0 1 3 2 3 2 1 1 1

TX 26 28 27 22 25 27 29 28 25 26 23 25 23

UT 1 0 0 0 0 0 0 0 1 3 1 2 2

VA 5 4 4 2 4 5 5 5 7 4 4 4 3

VT 0 0 0 1 1 0 0 0 0 0 0 0 0

WA 11 14 16 13 13 16 18 13 13 14 9 14 17

WI 0 2 1 1 3 2 2 0 1 2 2 0 1


Student Enrollment

By College

College

Men Women Total Total Percentage

Col Arch Plan & Landscape Architecture 3 4 7 1.1

College of Agriculture and Life Sciences 14 30 44 7.2

College of Education 2 34 36 5.9

College of Engineering 10 0 10 1.6

College of Fine Arts 9 17 26 4.3

College of Humanities 2 2 4 0.7

College of Medicine - Tucson 1 5 6 1.0

College of Science 29 27 56 9.2

College of Social & Behavioral Sciences 76 70 147 24.1

Colleges of Letters Arts & Sciences* 99 35 140 22.9

Eller College of Management 98 23 126 20.6

Public Health, Col of 1 8 9 1.5

Total 344 255 611 100

* Replaced University College in 2009.


Student Enrollment

By Country (International Status)

Localities 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Bermuda 0 0 0 0 1 0 0 0 0 0 1 0

British Columbia

1 0 0 0 0 0 0 0 0 0 0 0

Germany 0 0 0 0 0 0 0 0 0 1 1 0

Guam 0 0 0 0 0 0 0 0 0 0 0 0

Singapore 0 0 0 1 1 0 0 0 0 0 1 0

Kuwait 0 0 0 0 0 0 0 0 0 0 0 0

Taiwan 0 1 1 1 0 0 0 0 0 0 0 0

United Kingdom

1 1 1 1 2 0 1 0 0 0 0 0

Korea 0 0 0 0 0 0 0 1 1 0 0 0

Canada 0 0 0 0 0 0 0 0 0 2 1 0

Saudi Arabia 0 0 0 0 0 0 0 0 0 0 1 0

Malaysia 0 0 0 0 0 0 0 0 0 0 1 1


Profile of New Freshmen

High School GPA

Entering SALT Freshmen Mean High School GPA Fall 2014 Compared to UA Freshmen Fall 2016

N=212

Mean Percentile

N 25% 50% 75%

In-State 36 3.15 2.92 3.11 3.46 Out-of-State 171 2.97 2.70 2.98 3.18

Minority 36 2.98 2.76 2.92 3.09

Non-Minority 176 3.00 2.73 3.01 3.24

All SALT Freshmen 212 3.00 2.74 3.00 3.22

All UA Freshmen 10,242 3.25 NA NA NA

High School GPA: In-State v/s Out-of-State Students

High School GPA: SALT Center v/s UA Freshmen

3.10 3.10

3.15

2.90

3.002.97

2.75

2.80

2.85

2.90

2.95

3.00

3.05

3.10

3.15

3.20

2014 2015 2016

In-State Out-of-State

3.40

3.80

3.253.03 3.00 3.00

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

2014 2015 2016

UA Freshmen SALT Center Freshmen



ACT Composite Scores Entering SALT Freshmen Mean ACT Composite Scores Compared to UA Freshmen

Fall 2016 N=118*

Mean Percentile

N 25% 50% 75%

In-State 22 24.3 21 24 27 Out-of-State 96 21.5 18 22 24

Minority 20 20.5 17 20 25

Non-Minority 98 22.4 19 22 25

All SALT Freshmen 118 22.1 19 22 25

All UA Freshmen 10,242 23.4 NA NA NA

*Avg ACT scores for those freshmen who took the ACT. NA = Not Applicable.

ACT composite score: In-State vs Out-of-State Students

ACT composite score: SALT Center vs UA Freshmen

2119

2421 22 22

0

5

10

15

20

25

30

2014 2015 2016


2425

23

2122 22

19

20

21

22

23

24

25

2014 2015 2016




SAT Combined Scores

Entering SALT Freshmen Mean SAT Combined Scores Compared to UA Freshmen Fall 2016

N=65*

Mean Percentile

N 25% 50% 75%

In-State 6 1047 935 1040 1153 Out-of-State 59 979 860 985 1080

Minority 12 954 820 954 1120

Non-Minority 53 992 885 991 1077

All SALT Freshmen 65 985 873 988 1080

All UA Freshmen 10,242 1062 NA NA NA

*Avg SAT scores for those freshmen who took the SAT. NA = Not Applicable.

SAT composite score: In-State vs Out-of-State

SAT composite score: SALT Center vs UA Freshmen

1009

915

1047

979950

979

800

850

900

950

1000

1050

1100

2014 2015 2016


1113 1121

1062

991 991 985

900

950

1000

1050

1100

1150

2014 2015 2016




By Ethnicity by Gender Females



African American



of Minorities

2016 70 0 2 2 4 8 86 18.6% Males



African American



of Minorities

2016 104 0 0 1 4 15 126 15.9% Total New Freshmen



African American



of Minorities

2016 174 0 2 3 8 25 212 17.0%



By U.S. State of Origin

State 2014 2015 2016 Percent

AE 0 0 0 0 AL 1 0 0 0

AZ 40 38 36 17.0

BC 0 0 1 0.5 CA 89 90 77 36.3

CO 6 4 1 0.5

CT 2 5 5 2.4

DC 2 2 0 0

FL 2 3 4 1.9

GA 1 1 5 2.4

IL 15 17 18 8.5

IN 0 0 1 0.5 KS 1 0 0 0 Top Five States % 2016 New Freshmen

LA 0 0 1 0.5 MA 1 5 4 1.9 California 36.3% MD 3 3 6 2.8 Arizona 17.0%

MI 1 2 4 1.9 Illinois 8.5% MN 0 0 1 0.5 New York 8.5% MO 2 0 1 0.5 New Jersey 3.8% MT 1 0 0 0

NH 0 0 1 0.5 NJ 7 9 8 3.8

NC 0 1 0 0

NE 0 2 0 0

NM 0 0 0 0

NV 0 1 0 0

NY 5 7 18 8.5

OH 1 2 3 1.4

OK 0 0 0 0 OR 3 0 1 0.5

PA 2 5 2 0.9

PR 0 2 0 0

SC 0 0 1 0.5

TN 1 0 0 0

TX 13 8 4 1.9

UT 2 0 0 0

VA 0 1 3 1.4

WA 7 2 5 2.4

WI 1 0 1 0.5

Total US New Freshmen

212 2101 212 100

1 One Canadian citizen is registered as a CA resident.



By Country (International Status)

Localities 2016 Percent

United States 212 100

Total New Freshmen

212 100


Retention of New Freshmen

Graduation and Retention Rates (First Time Full-time Freshmen)

Years after Entry Freshmen Cohort Original Number 1 2 3 4 5 6

2003 128 Enrolled 80% 71% 70% 35% 7% 4% Graduated 0% 0% 0% 30% 55% 59%





2008 172 Enrolled 72% 60% 55% 22% 1% 0.0% Graduated 0% 0% 0% 31% 47% 50.0%

2009 227 Enrolled 70% 59% 56% 19% 4% 2% Graduated 0% 0% 0% 30% 46% 49% 2010 199

Enrolled 73% 56% 56% 22% 3% 1% Graduated 0% 0% 0% 28% 47% 51%

2011 194 Enrolled 70% 59% 56% 14% 4%

Graduated 0% 0% 1% 36% 47%

2012 190 Enrolled 77% 70% 63% 17%

Graduated 0% 0% 1% 42%

2013 138 Enrolled 82% 66% 63% Graduated 0% 0% 0% 2014 142 Enrolled 78% 64% Graduated 0% 0% 2015 152 Enrolled

Graduated 77%

0%

2016 116 Enrolled

Graduated

Note: Original Number is defined as the total number of new freshmen who are considered by the UA to be first-time full-time freshmen.


Profile of New Transfers

Transfer Schools

4-year Institutions City State Number of Students

Texas Christian University Fort Worth Texas 1

University of Redlands Redlands California 1

University of Vermont Burlington Vermont 1

University of San Francisco San Francisco California 1

2-year Institutions City State

Houston Community College Houston Texas 1

San Diego Miramar College San Diego California 1

Pima Community College Tucson Arizona 1

Edgewood College Madison Wisconsin 1

Rio Salado College Tempe Arizona 1

Total 9


Student Costs per Semester

Historical Trend

Academic Year

Lower Division Upper Division Graduate $ Amount % Change $ Amount % Change $ Tutoring/HR $ Amount % Change

2001-02 1,800 0 600 0 12

2002-03 1,800 0 600 0 12

2003-04 1,950 8.3 800 33.3 17

2004-05 1,950 0 800 0 17

2005-06 2,100 7.7 900 12.5 18

2006-07 2,100 0 900 0 18

2007-08 2,200 4.8 950 5.6 19

2008-09 2,200 0 950 0 19

2009-10 2,200 0 950 0 19

2010-11 2,450 11.4 1,050 10.5 20 1,000 0

2011-12 2,450 0 1,050 0 20 1,000 0

2012-13 2,600 6.1 1,100 4.8 20 1,000 0

2013-14 2,600 0 1,100 0 20 1,000 0

2014-15 2,600 0 1,100 0 20 1,000 0

2015-16 2,600 0 1,100 0 20 1,000 0

2016-17 2,800 7.7 1,200 9.1 21 1,000 0


Financial Aid Summary

SCHOLARSHIPS WAIVERS* TOTAL FINANCIAL AID

Academic Year Recipients Dollars Recipients Dollars Recipients Dollars

2001-02** 9 16,800 12 16,900 16 33,700

2002-03*** NA NA NA NA NA NA 2003-04 10 20,850 NA NA 10 20,850 2004-05 11 26,600 NA NA 11 26,600 2005-06 15 33,600 NA NA 15 33,600 2006-07 17 25,650 NA NA 17 25,650 2007-08 21 40,850 NA NA 21 40,850 2008-09 27 43,865 NA NA 27 43,865 2009-10 36 47,610 NA NA 36 47,610

2010-11* 44 58,835 4 19,960 48 78,795 2011-12 55 82,805 4 19,600 59 102,405 2012-13 2013-14

54 60

93,537 98,530

NA NA

NA NA

54 60

93,537 98,530

2014-15 61 95,000 4 8,900 65 103,900 2015-16 71 103,200 0 0 71 103,200 2016-17 69 106,160 0 0 69 106,160

*Starting in the 2010-11 academic year, SALT supported Arizona Assurance Scholars in the form of Fee Waivers. **Some recipients received a combination of Scholarship Dollars and Fee Waivers. *** Data was not collected this year. Note: NA signifies that scholarships/waivers were not offered in the respective year.


Employees

Ethnicity



African American

Hispanic Others Total

2001 17 0 0 2 4 0 23 2002 16 0 1 2 5 0 24 2003 17 1 0 2 4 0 21 2004 18 1 0 2 3 0 24 2005 20 1 0 1 3 0 25 2006 19 1 1 1 3 0 25 2007 20 1 1 1 2 0 25 2008 20 1 1 2 4 0 28 2009 18 0 1 2 7 0 28 2010 20 0 2 2 5 0 29 2011 14 0 0 2 6 0 22 2012 2013

16 16

0 0

0 0

1 1

5 5

0 0

22 22

2014 20 0 0 2 5 0 27 2015 22 0 1 4 3 3 33 2016 19 0 3 4 4 2 32

Gender Fall Males Females Total

2007 7 18 25 2008 7 21 28 2009 8 20 28 2010 8 21 29 2011 7 15 22 2012 2013

9 10

13 12

22 22

2014 13 14 27 2015 13 20 33 2016 12 20 32

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