Key Takeaways. We respect, encourage, and promote all aspects of human difference

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1 I. Data Brief: Diversity, Equity & Inclusion Diversity enriches our lives and the educational experience: it invigorates conversations, awakens curiosity, and widens perspectives. Diversity also ensures that our campuses mirror the rapidly changing world, creating an environment that prepares our students to be culturally competent so they can succeed anywhere... Power of SUNY 2010 and Beyond Key Takeaways We respect, encourage, and promote all aspects of human difference SUNY was whether founded in on terms the principles of background, of equity interests, and inclusion age, to race, serve or those stage who of had life. been turned away from private Diversity institutions enriches for our reasons lives of and race, the ethnicity educational and/or experience: religion. it invigorates conversations, awakens curiosity, and widens perspectives. Diversity also Despite the evidenced based definition and application of diversity promulgated today, in practice, ensures that our campuses mirror the rapidly changing world, creating institutions across the country, including those within SUNY, continue to struggle to fully meet an environment that prepares our students to be culturally competent so diversity goals and/or to take steps necessary to prepare for projected demographic shifts. they can succeed anywhere. Our diversity is SUNY s edge. SUNY s available data set is most complete with respect to race/ethnicity. Data on gender identity or sexual orientation are limited or do not yet exist at the Power System of level. SUNY Information 2010 Beyond students with disabilities is limited and available only at an aggregate level through the New York State Education Department (NYSED). As a percent of SUNY s total enrollment, URM (under represented minority) enrollment has grown from 14.7% to 23.8% in the past ten years. At the same time, both URM students and Pell recipients have the lowest retention rate and lowest graduation rates among SUNY students. The demographics of New York State are changing. Between and , the number of Hispanic public high school graduates is expected to increase by 13% (from 16% to 20% of all public high school graduates), and the number of Asian/Pacific Islanders by nearly 40% (from 8% to 12% of all public high school graduates). SUNY campuses must plan now to address existing achievement gaps and respond to the projected demographic shifts. The trend in employees at SUNY identifying as URM has shown an incremental increase over the period from Fall 2007 to Fall 2013 (11.9% to 12.4%). According to the most recent complete data available from IPEDS (Fall 2013), across all SUNY campuses, approximately 77% of the total employees (i.e. faculty and non faculty) are white. At both the state operated institutions and the community colleges, two thirds of the current presidents, Provosts, and VPs for Business and Finance are male. At the presidential level, 82.8% (24 out of 29) of the current presidents at the state operated institutions and 86.7% (26 out of 30) of the current presidents at the community colleges are White. The System Office of Diversity, Equity and Inclusion administers grants, scholarships, programs, and conferences designed to share best practices and support campus efforts to be inclusive. SUNY s Diversity Task Force has made an initial set of bold recommendations in response to a review of the data as well as observations from campus staff on the ground in areas where SUNY s data set is not complete. Page 1 of 78

2 A. Introduction A commitment to diversity and equity was a primary driver toward SUNY s founding in The SUNY system came to be, in large part, to serve those who had been turned away from private institutions for reasons of race, ethnicity and/or religion. 1 SUNY s statutory mission statement specifically states that SUNY s educational services will be provided with the broadest possible access, fully representative of all segments of the population What it means to have a commitment to diversity at SUNY and within U.S. public higher education more generally has naturally evolved over the past seventy years. Addressing inequities in admissions and hiring 2 and assuring a broad array of viewpoints and ideas in the classroom have become common goals in institutional strategic plans and mission statements across the country. In the last decade, following Supreme Court decisions on affirmative action, there has been a shift from diversity being an isolated goal to becoming a broader part of the very fabric of institutional identity and culture. In 2005, the Association of American Colleges and Universities (AAC&U), for example, launched a multi year effort to study inclusive excellence, stressing that an academic institution can only reach the highest levels of excellence when it is inclusive. AAC&U described inclusive excellence as reflective of, decades of work to infuse diversity into recruiting, admissions, and hiring; into the curriculum and co curriculum; and into administrative structures and practices Likewise, diversity and inclusion efforts move beyond numbers of students or numbers of programs as end goals. Instead, they are multilayered processes through which we achieve excellence in learning; research and teaching; student development; local and global community engagement; workforce development; and more. 3 That same year, recognizing the structures required to achieve this infusion of diversity, the first national meeting of higher education chief diversity officers took place as part of the Educating all of one Nation s Conference, sponsored by the American Council on Education. From that meeting the National Association of Diversity Officers in Higher Education (NADOHE) emerged. The organization has just published the first national standards for the role of Chief Diversity Officers. SUNY s own System Office of Diversity, Equity and Inclusion was formed in The head of that office, Dr. Carlos Medina, was named System Chief Diversity Officer in The body of research related to diversity has also grown over this period. There is clear evidence to show the benefits of a diverse student body and diverse faculty and staff. Students learn from academically strong peer mentors who look like them and also grow intellectually and personally through their experiences with those whom they perceive as different from themselves and by those who share different ideas and experiences. These interactions in the University setting contribute to a student s ability to successfully adapt to new situations, persist, and to make the types of connections with others that lead to personal and professional successes, including their ability to contribute to their communities, state and beyond. 4 Today, the diversity umbrella across higher education is generally regarded as being much broader as campuses seek to be welcoming to all, regardless of race, ethnicity, religion, sexual orientation, 1 Clark, J, Leslie W., O Brien K. (2010). SUNY at Sixty. SUNY Press. 2 National Conference of State Legislators: action overview.aspx 3 Berger, J, McClendon, S, Williams, D. (2005). Toward a Model of Inclusive Excellence and Change in Postsecondary Institutions. Report series commissioned by Association American Colleges and Universities. 4 Chang, M., Hakuta, K, Jones, J, Witt, D. (2003). Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education. Stanford University Press. Page 2 of 78

3 gender, age, socioeconomic status, status as a veteran, status as a student with a disability, students in transition, and first generation students. However, despite the evidenced based definition and application of diversity promulgated today, in practice, many institutions across the country, including within SUNY, continue to struggle to meet diversity goals and/or to prepare for projected demographic shifts. The call for further progress in New York State and nationally is urgent, not only because of the evidence based value diversity brings or even because of the recognized responsibility of public education to serve all who come to its doors, but because of continuing incidents of unrest on campuses where perceived differences leads to intolerance. B. SUNY s Current Commitment to Diversity SUNY has consistently set high expectations for diversity. A sampling of major initiatives or milestones that began or were strengthened under the leadership of Chairman McCall and Chancellor Zimpher appear below: The Office of Diversity, Equity & Inclusion (ODEI) was established in Over the past six years, ODEI has grown to administer a series of state funded scholarship and grant programs (described in greater detail in Section II. of this brief): - Empire State Diversity Honors Scholarship Program - Explorations in Diversity and Academic Excellence Initiative - Faculty Diversity Program - Graduate Diversity Fellowship Program - Native American Initiative - Doctoral Diversity Fellowships in STEM Initiative - Diversity Abroad Honors Scholarship Program - Diverse Scholars Research Awards In addition, Dr. Medina and his staff serve as an ongoing resource to campuses and are frequently called upon for their counsel. The Office sponsors conferences and events, including the Diversity in STEM conference and the Model Senate Project. The Office has a regular newsletter to foster the sharing of best practices and in 2014, ODEI assumed oversight for the Office of Minority and Women Owned Business Enterprise working not only to meet related requirements but also to foster a link to system wide diversity efforts. SUNY s system wide strategic plan, the Power of SUNY 2010 and Beyond, specifically addresses diversity. Each of the plan s six big ideas includes a Diversity Counts statement. The statements describe how progress toward goals and objectives in that area will be grounded in a commitment to diversity. For example, in the SUNY and the Seamless Education Pipeline Big Idea is the following diversity statement: - In the national epidemic that is our high school dropout rate, children living in poverty and low income minority students unquestionably fare the worst. Across the country, barely half of African American and Hispanic students earn high school diplomas in four years. To reverse this trend, we will expand our partnerships with community leaders on strategies that target the interlocking problems that so often thwart the ambitions and capabilities of at risk students. These programs run the gamut from early intervention to counseling and mentoring, physical and mental health services, and financial support. Page 3 of 78

4 Ensuring that these students meet their educational targets, obtain their degrees, and join the workforce is one of the most powerful contributions we can make to our state s prosperity. One of many actions taken in response to this charge was the establishment of SUNY's Office of the Education Pipeline as an intermediary of the Smart Scholars Early College High School (ECHS) program, providing the 23 participating schools, school districts, and college/university partners with technical assistance through a contract with EDWorks. Each ECHS works to make college a reality for students who otherwise would be at risk of dropping out. A majority of students enrolled in a SUNY sponsored early college high school have identified as under represented minority. In May of 2013, the SUNY University Faculty Senate released its report, Making Diversity Count, in which the governance body applauded the inclusion of the Diversity Statements in the Strategic Plan and made suggestions about how to make these key goal statements a reality. The Power of SUNY [plan] is very clear that diversity counts this theme is woven throughout all six big ideas. The question that emerges, however, is how to make it so. There are many initiatives on campuses around our system; this position paper aims to provide goals and suggestions on how to recognize and incorporate achievements in this area into the faculty review and reward processes. In doing so, faculty who make meaningful and important contributions towards enhancing their academic community s diversity will be recognized and empowered to continue their efforts, and all of SUNY will benefit. In November 2013, SUNY Board of Trustees Chairman H. Carl McCall requested a report on the diversity of campus leaders and across System Administration. The report, given by SUNY Vice Chancellor for Human Resources Curtis Lloyd, described gains in gender equity under Chancellor Zimpher s leadership and an increase in the inclusion of underrepresented minorities on campuses and at system administration. However, both Chancellor Zimpher and Chairman McCall recognized that more progress was needed. - In January 2013, Chancellor Zimpher called for the creation of a System wide Task Force on Diversity to advise her on these matters. - In February of 2014, as a result of conversations made during several Power of SUNY Refresh discussions with campus and faculty leaders, Chancellor Zimpher charged the System Provost s Office (which supports the campus Presidential search process) with ensuring that any search not resulting in a diverse pool of candidates be expanded or restarted. - In March 2014, the Chancellor initiated the first ever SUNY System sponsored leadership workshop focused on diversity. The week long summer program worked with individuals in early leadership roles on campuses to develop the skills and expertise necessary for them to become ambassadors for diversity. - In November 2014, the System wide SUNY Diversity Task Force was launched, chaired by Provost and Executive Vice Chancellor Alexander Cartwright and SUNY System CDO Carlos Medina. The Task Force was given the bold charge of identifying system wide policies that would advance SUNY s diversity goals in four key areas: structure (which includes detail on the qualifications and portfolio of campus chief diversity officers); student recruitment and retention; faculty recruitment and retention; and climate. The Page 4 of 78

5 initial recommendations of the Diversity Task Force are discussed in more detail in Section III. of this brief. - In January 2015, at her State of the University address, SUNY Chancellor Nancy Zimpher called for creation of a Chief Diversity Officer on every SUNY campus, a staff member beyond what it required for mandatory reporting; a staff member who would work closely with campus offices of human resources, enrollment management, admissions, etc. in support of campus and System diversity goals. - Also in January 2015, upon the recommendation of Chancellor Zimpher, the SUNY Trustees adopted the SUNY Excels Performance System Framework. Upon recommendation from the Diversity Task Force, each focus area of SUNY Excels (Access, Completion, Success, Inquiry and Engagement) will include metrics where diversity related progress is monitored. For the first time, SUNY will be looking at campus performance related to diversity not only with respect to enrollment and completion, but in a broad range of areas including principal investigators on research projects and appointment to the distinguished faculty ranks. - In March of 2015, Chancellor Zimpher launched a new presidential review process which is aligned to SUNY Excels. Commitment to diversity is a key measure in the review. In April 2015, at the urging of Assembly Speaker Carl E. Heastie, the State budget included increased investment in both the Educational Opportunity Program (EOP) in place at 43 SUNY campuses and the Educational Opportunity Centers (EOCs) administered by SUNY (10 EOCs and two counseling centers). EOP and EOC are access programs for academically and economically disadvantaged students. Educational Opportunity Programs admit students to SUNY campuses who demonstrate the ability to succeed in college but who might not be admitted. EOCs offer academic preparedness programs, life skills programs and vocational training programs. This support is noted here because the majority of students currently served by both programs have self identified as under represented minorities. As will be seen in this data brief, as a result of these efforts and the work of campuses, SUNY has made progress in increasing racial diversity among admitted students; however, significant gaps with respect to retention and graduation remain between under represented minorities (URM) and their White and Asian counterparts. The gap is particularly significant for Hispanic students, the segment of the population projected to grow the fastest through There also remains a significant achievement gap between economically disadvantaged students and their counterparts. SUNY s work in strengthening the education pipeline, particularly for academically and economically disadvantaged students, would seem critical to ensuring that students come to SUNY better prepared and become part of pool of educated adults that can become SUNY faculty and staff. However, initiatives for current students to enhance success are also urgently needed. SUNY has seen little progress in increasing racial diversity among faculty and staff and moderate progress in increasing racial diversity among leadership at campuses and System Administration. Relevant to increasing employee diversity is the available pool of educated adults in the New York State as described in this data brief. According to U.S. census data, White citizens are overrepresented among those who have obtained a bachelor s degree or higher in New York State, while Hispanics and African Americans are underrepresented among bachelor s degree or higher recipients (see Figure 8 below). These data have multiple implications for SUNY: the need to go the extra mile to ensure that candidate pools are diverse through targeted outreach in New York and Page 5 of 78

6 expanding search pools beyond New York State; and importantly, working to serve this adult population. The SUNY Diversity Task Force, whose work is described in greater detail in Section III of this brief has identified a need to address gaps in recruitment and retention practices as well as the need for professional development and training regarding inclusiveness as priorities for increasing the diversity of students, faculty and staff and to enhance campus climates. C. About this Data Brief It is important to note that this data brief does not intentionally address SUNY s compliance with Affirmative Action or Title IX requirements or related case law, though its content may be relevant to both. Rather, this brief reviews: 1) Available data regarding SUNY student enrollment, retention, graduation, and/or available supports and services pertaining to: - Race/ethnicity; - Disability; - Socio economic status; - Veteran and military; - Sexual orientation. 2) Available data regarding the diversity of SUNY campus administrators, faculty, and staff; 3) Available data regarding the diversity of SUNY System Administration staff; 4) Projected New York State trends; 5) Services of the Office of Diversity, Equity and Inclusion; and 6) The initial charge of the SUNY Diversity Task Force. This information is designed to allow the reader to make informed observations with respect to SUNY s progress in meeting its commitment to diversity as expressed in the Power of SUNY Strategic Plan, SUNY Excels, and the Presidential Review Process, as well as in meeting the charge of the SUNY Board of Trustees and Chancellor. This information, in part, was reviewed by the SUNY Diversity Task Force which recently released its draft recommendations for review and comment. Data Availability and Usage Notes SUNY, state, and national data in this report come from multiple sources: SIRIS (SUNY Institutional Research Information System) data submissions; SUNY System s Human Resources Management System (HRMS); the National Center for Educational Statistics (NCES) in their federally mandated IPEDS surveys; the New York State Education Department; Western Interstate Commission for Higher Education (WICHE); and the U.S. Census Bureau. At the System level, SUNY has not collected data relative to gender that allows for students or employees to identify as questioning. In fact, SUNY is still mandated to report gender for students and employees as either strictly male or female. SUNY relies on the New York State Education Department for reporting on Students with Disabilities due to legal determinations that are now being revisited. SUNY has only begun to collect data, on a voluntary basis, with respect to sexual orientation. Page 6 of 78

7 The most readily available data is that on race/ethnicity, but here too there are important reader notes: At the federal level, the reporting of Two or More Races was phased in for student enrollment and employees between IPEDS collection years and In federal IPEDS data, international students and employees have their own race/ethnicity category, which is reported to IPEDS as Non Resident Alien. International and Non Resident Alien are used interchangeably in this document. There is frequently interest in looking at under represented minorities (URM) in particular and combined into one group. When this is done, the group consists of Black or African American, Hispanic or Latino, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, and Two or More Races. While a minority group, Asians are not currently considered to be under represented. Hence, they are excluded from the URM grouping, as are Non Resident Aliens, Unknowns, and Whites. - There are some instances in this brief where the individual race/ethnicity categories are shown separately and/or where other breakdowns are shown for clarity or to be comparable with data from other sources. Where this is done, it is specifically noted. As in past data briefs, receipt of a federal Pell grant will be used as a proxy for economically disadvantaged when discussing socio economic status. The veteran and military data shared in this report for SUNY students is taken from the detailed unit record SIRIS submissions sent in by each campus. The Office of Enrollment Management and Student Success at System Administration collects comparable information in aggregate form via a survey, the results of which may be seen elsewhere and may not match exactly with what is shown in this brief. The System Office of Institutional Research is working closely with campuses to minimize discrepancies going forward. Page 7 of 78

8 D. New York State Population As SUNY largely draws from New York State for its students and to a slightly lesser degree for its faculty and staff, the diversity of the state is relevant to the review of SUNY s diversity goals. Figure 1. New York State s Changing Racial/Ethnic Demographics New York Statewide Demographics Population Estimate Percent Population Estimate Percent Percent of Total of Total Change White 11,679, % 11,230, % 3.8% Asian 1,321, % 1,497, % 13.4% Black 2,841, % 2,815, % 0.9% Hispanic 3,194, % 3,550, % 11.1% American Indian and Alaska Native 53, % 47, % 9.6% Native Hawaiian and Other Pacific Islander 6, % 5, % 12.8% Some other Race 104, % 99, % 4.2% Two or more 228, % 328, % 43.8% Total 19,428, % 19,576, % 0.8% Source: U.S. Census Bureau, American Community Survey 3 Year Estimates; U.S. Census Bureau, American Community Survey 3 Year Estimates 5 Figure 1 shows the overall statewide racial/ethnic demographics for New York State and its change from the census estimates to the census estimates. Key Observations The size of the New York State population remained fairly stable between the and the census estimates, growing just slightly from a total population of 19,428,881 to 19,576,660, less than a 1% increase. Over that same time period, however, New York has seen significant changes in the demographics of its populace: 5 The American Community Survey (ACS) will provide all states and communities that have at least 65,000 residents with single year estimates of demographic, housing, social, and economic characteristics a boon to government agencies that need to budget and plan for public services like transportation, medical care, and schools. For geographic areas with smaller populations, the ACS samples too few households to provide reliable single year estimates. For these communities, several years of data will be pooled together to create reliable 3 year or 5 year estimates. Single year, 3 year, and 5 year estimates from the ACS are all period estimates that represent data collected over a period of time (as opposed to point in time estimates, such as the decennial census, that approximate the characteristics of an area on a specific date). While a single year estimate includes information collected over a 12 month period, a 3 year estimate represents data collected over a 36 month period, and a 5 year estimate includes data collected over a 60 month period. The primary advantage of using multiyear estimates is the increased statistical reliability of the data for less populated areas and small population subgroups. Census Bureau, U. S. (2008). A compass for understanding and using American Community Survey data: What general data users need to know. Page 8 of 78

9 - Most notably, the state saw an 11.1% increase in those identifying as Hispanic. Hispanic citizens grew from making up 16.4% of the total New York population to making up 18.1% of the total population. - The Asian population saw an approximately 13% increase but still makes up only 7.7% of New York s population. - The Black population remained relatively stable at just over 14% of the total population. - The White population decreased as a share of the total population, falling from 60.1% to 57.4%. New York State High School Graduates If we look at the Western Interstate Commission for Higher Education s (WICHE s) demographic projections of public and non public high school graduates through , New York is the only Northeast state with a projected increase, due in large measure to continued growth in Hispanic and Asian populations. Figure 2. Actual and Projected NYS Public High School Graduate Racial/Ethnic Demographic Profile 100% 0.4% 0.4% 0.4% 8% 10% 12% 80% 17% 16% 16% 60% 16% 18% 20% 40% 20% 58% 54% 52% 0% (Actual) (Projected) (Projected) White non Hispanic Hispanic Black non Hispanic Asian/ Pacific Islander American Indian/ Alaska Native Excerpted from Knocking at the College door, Projections of High School Graduates, New York State Profile, December 2012, Western Interstate Commission for Higher Education (WICHE). According to the Western Interstate Commission for Higher Education (WICHE) 6 : Hispanic graduates from public high schools are expected to increase by 13% between and , for an additional 3,800 high school graduates, from 29,530 to 33, Excerpted from Knocking at the College door, Projections of High School Graduates, New York State Profile, December 2012, Western Interstate commission for Higher Education (WICHE). Page 9 of 78

10 The number of Asian/Pacific Islander graduates from public high schools is projected to rise by nearly 40% by , adding 5,600 more in that class, from 14,350 to 19,970. White non Hispanics are projected to drop by 18%, almost 19,000 graduates, over the same timeframe, from 105,630 to 86,870. After a brief initial rise, the number of Black non Hispanics is expected to decline by roughly 4,300 graduates over the same years, from 30,440 to 26,110. Figure 3. Actual and Projected New York City (MSA) Public High School Graduate Racial/Ethnic Demographic Profile In looking at the actual and projected profile of the New York City MSA (U.S. Census Metropolitan Statistical Area, includes New York Northern New Jersey Long Island (NY NJ PA)) Public High School Graduates from through , one sees a significantly different profile. Note that because this area covers more than just locales in New York State, it cannot be viewed as a subset of the data presented in Figure % 0.2% 0.2% 0.2% 11% 14% 16% 80% 20% 19% 17% 60% 22% 25% 28% 40% 20% 47% 42% 39% 0% (Actual) (Projected) (Projected) White non Hispanic Hispanic Black non Hispanic Asian/ Pacific Islander American Indian/ Alaska Native Source: Knocking at the College door, Projections of High School Graduates, New York City Profile, December 2012, Western Interstate Commission for Higher Education (WICHE). Hispanic graduates are expected to demonstrate the highest increase from 22% of this population in to 28% by The number of Asian/Pacific Islander graduates is projected to rise from 11% to 16% over the same period. White non Hispanics graduates are projected to drop by 8 percentage points between and , going from 47% to 39%. The number of Black non Hispanics is expected to decline from 20% of the total in to 17% projected in Page 10 of 78

11 New York State School District Enrollment The first set of maps shows total public school district enrollment by percent URM during and The second set of maps show URM enrollment at SUNY campuses for fall 2005 and fall This is not meant to be a direct correlation but rather a picture at two points in time for the State and SUNY. Note that this analysis does not include international students. Figures 4 7. Change in Under represented Minority (URM) Distribution of New York State Public School District Enrollments vs. Change in Under represented Minority (URM) SUNY Enrollment Figure URM Enrollment by NYS Public School District Figure URM Enrollment by NYS Public School District Page 11 of 78

12 Figure 6. Fall 2005 URM Enrollment by Campus Figure 7. Fall 2014 URM Enrollment by Campus Source of Figures 5 and 6: NYSED Office of Information and Reporting Services Source of Figures 7 and 8: Office of Institutional Research and Data Analytics :: May 21, 2015 :: SUNY Data Warehouse Page 12 of 78

13 Key Observations Over the past ten years, the percentage of URM enrolled in New York State Public School districts has increased in many districts. Geographically, these increases tend to be centered on the I 90 corridor and the mid Hudson Valley. There are some hotspots of URM in the far north and western regions which relate to the location of Native American reservations. The percentage of URM students at many SUNY campuses has mirrored these demographic trends. Many, but not all, campuses in the mid Hudson Valley and I 90 corridor have increased their percentage of URM students over this time period. Importantly, some campuses have increased their share of URM in spite of being located in a geographic area with fewer URM school district enrollments. Examples include SUNY Potsdam and SUNY Canton. Taken all together, the preceding figures suggest: There is opportunity for SUNY campuses to increase URM student enrollment even if the surrounding community has not seen URM growth. SUNY campuses should plan now to respond to projected increases in URM enrollment and related student supports, particularly for Hispanic students. Educational Attainment of Adult New Yorkers by Race/Ethnicity In addition to looking at the high school age population, SUNY must also look to the demographics of non traditional age New Yorkers as a source of prospective students, faculty and staff. Figure 8. Distribution of Educational Attainment by Race Ethnicity of New Yorkers 25 Years and Older 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Distribution of NYS Population 25 Years + White Asian Distribution of Those With Less Than High School Black Hispanic American Indian Alaska Native Distribution of Those With High School Credentials Native Hawaiian Two Or More Races Distribution of Those With Some College Or Associate's Distribution of Those With Bachelor's Or Higher SUNY System Administration Office of Institutional Research and Data Analytics :: May 16, 2015 Source: US Census Bureau; American Community Survey 5 Year Estimates Page 13 of 78

14 Figure 8 illustrates the distribution of racial/ethnic distribution within multiple levels of educational attainment for NYS adult residents as well as the overall statewide distribution. Each educational attainment category totals 100%. Key Observations Whites are overrepresented in attaining higher levels of education such as a bachelor s degree. Whites make up 60.3% of the total statewide population 25 years and over but make up 70.8% of those holding a bachelor s degree or higher. Asians are also overrepresented among those with a bachelor s or higher degree. While only making up 7.6% of the general population 25 and over, Asians make up 10.6% of those with a bachelor s degree or higher. Of interest is that Asians are underrepresented among those with some college or an associate s degree making up only 4.5% of this group. Hispanics are overrepresented among those with less than a high school education. Hispanics make up 15.5% of New York s 25 and older population; however, they represent 35.2 % of the population with less than a high school diploma. Hispanics make up only 7.7% of those with a bachelor s degree or higher. Blacks are also underrepresented among those with bachelor s degrees or higher. While making up 14.4% of the 25 and older population, Blacks only make up 9.2% of those with a bachelor s degree or higher. For current and future students, SUNY must play a bigger role in supporting more URM students seeking higher educational credentials, to the benefit of the individuals as well as the state as a whole. Page 14 of 78

15 E. Student Data: Race/Ethnicity Figures 9 & 10. SUNY Enrollment by Race/Ethnicity, Fall 2005 and Fall 2014 Fall 2005 American Indian or Alaska Native, 0.5% Asian, 4.4% Black or African American, 8.5% Hispanic / Latino, 5.8% Native Hawaiian or Other Pacific Islander, 0.0% International, 3.7% Two or more race, 0.0% Unknown, 9.7% White, 67.4% SUNY System Administration Office of Institutional Research :: May 14, 2014 Source: SUNY Data Fall 2014 American Indian or Alaska Native, 0.4% Asian, 5.3% Black or African American, 10.3% Hispanic/Latino, 10.8% White, 59.6% International, 5.1% Native Hawaiian or Other Pacific Islander, 0.1% Unknown, 6.3% Two or more race, 2.1% SUNY System Administration Office of Institutional Research :: May 14, 2014 Source: SUNY Data Warehouse Page 15 of 78

16 Figures 9 and 10 illustrate the detailed race/ethnicity distribution of SUNY s total student body in Fall 2005 and in Fall 2014 as it is reported to the federal government. Note that as discussed in Section C, international students have their own distinct category. Key Observations As a percent of SUNY s total enrollment, URM enrollment has grown from 14.7% to 23.8%, reflecting a 9.1 percentage point increase over this 10 year period. While significant given SUNY s starting point, there is room for continued gains as will be described later in this report. The proportion of Asian student enrollment increased by less than 1 percentage point; the proportion of Black or African American students increased by 1.8 percentage points. The proportion of Hispanic/Latino students increased by 5 percentage points; the proportion of students who identified as Two or More Races increased by 2.1 percentage points (noting that the starting point in this calculation was 0); and students who identified as Non Resident Alien increased by 1.4 percentage points. The proportion American Indian/Alaska Native students at SUNY has remained low, at.5% in Fall 2005 and.4% in Fall Also, SUNY enrolls so few Native Hawaiian or Other Pacific Islander students that their percentage rounds to 0% in Fall 2005 and just.1% in Fall The proportion of White students decreased by 7.8 percentage points between Fall 2005 and Fall 2014, falling from 67.4% of all enrolled students to 59.6%. The proportion of those not reporting their race/ethnicity, (i.e. the Unknowns ) decreased from 9.7% to 6.3%, providing more complete data for planning and decision making. Figure 11a. Trends in Minority and International Enrollment, Fall 2005 Fall % 25% 23.8% 21.4% 22.4% 20% 15% 14.7% 15.1% 15.4% 16.1% 16.7% 17.8% 19.8% URM Asian International 10% 5% 4.4% 4.5% 4.5% 4.5% 4.5% 4.4% 4.6% 4.9% 5.1% 5.3% 3.7% 3.9% 4.1% 4.1% 4.1% 4.1% 4.1% 4.5% 4.8% 5.1% 0% Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 SUNY System Administration Office of Institutional Research and Data Analytics :: May 16, 2015 Source: SUNY Data Warehouse To provide a different visual perspective, Figure 11a shows total URM, Asian, and International enrollment for the years illustrated in Figures 1 and 2 and each year in between. Figure 11b (below) shows the percentage point differences in URM enrollment between Fall 2005 to Fall 2014 by campus. Page 16 of 78

17 Figure 11b. Percentage Point Differences in URM Enrollment by Campus, Fall 2005 vs. Fall 2014 Fall 2005 Total Enrollment Fall 2005 URM Fall 2014 Fall 2014 URM Total # % Enrollment # % Grand Total 414,165 60, % 454, , % 9.0 State Operated Total 205,795 24, % 221,027 45, % 8.5 Doctoral Degree Granting 96,788 11, % 105,408 18, % 5.5 Albany 17,040 2, % 17,273 4, % 13.0 Alfred Ceramics % % 5.9 Binghamton 14,017 1, % 16,695 2, % 5.4 Buffalo Univ 27,220 2, % 29,995 3, % 3.1 Cornell Stat 7, % 7,667 1, % 12.3 Downstate Medical 1, % 1, % 3.2 Envir Sci & Forestry 2, % 2, % 3.7 Optometry % % 5.4 SUNY Poly 2, , % 14.1 Stony Brook 22,011 3, % 24,451 4, % 1.7 Upstate Medical 1, % 1, % 6.6 Comprehensive Colleges 87,171 10, % 89,442 20, % 11.5 Brockport 8, % 8,106 1, % 8.7 Buffalo State 11,006 1, % 11,083 3, % 20.0 Cortland 7, % 6,958 1, % 10.6 Empire State 9,996 1, % 11,952 3, % 10.0 Fredonia 5, % 5, % 8.7 Geneseo 5, % 5, % 7.4 New Paltz 7,822 1, % 7,692 1, % 6.6 Old Westbury 3,398 1, % 4,504 2, % 10.4 Oneonta 5, % 6, % 7.5 Oswego 8, % 8,034 1, % 9.5 Plattsburgh 6, % 5,968 1, % 8.8 Potsdam 4, % 3, % 15.9 Purchase 3, % 4,225 1, % 15.0 Technology Colleges 21,836 3, % 26,177 6, % 10.1 Alfred State 3, % 3, % 8.6 Canton 2, % 3, % 12.9 Cobleskill 2, % 2, % 13.9 Delhi 2, % 3,596 1, % 13.4 Farmingdale 6,460 1, % 8,394 2, % 7.9 Maritime 1, % 1, % 3.0 Morrisville 3, % 2, % 12.8 Community Colleges 208,370 35, % 233,812 62, % 9.4 Adirondack 3, % 4, % 5.9 Broome 6, % 5, % 3.8 Cayuga County 3, % 4, % 6.4 Clinton 2, % 1, % 2.5 Columbia Greene 1, % 2, % 10.0 Corning 5, % 4, % 5.3 Dutchess 8,020 1, % 9,905 3, % 13.6 Erie 12,657 2, % 12,733 3, % 4.3 Fashion Institute 10,381 1, % 9,764 2, % 11.4 Finger Lakes 4, % 6, % 6.9 Fulton Montgomery 2, % 2, % 11.1 Genesee 6, % 6, % 8.2 Herkimer County 3, % 3, % 2.9 Hudson Valley 12,143 1, % 12,177 2, % 6.8 Jamestown 3, % 5, % 7.0 Jefferson 3, % 3, % 10.4 Mohawk Valley 5, % 7,149 1, % 7.9 Monroe 17,294 3, % 15,335 5, % 10.8 Nassau 20,979 6, % 22,374 10, % 14.7 Niagara County 5, % 6,478 1, % 7.1 North Country 1, % 1, % 1.8 Onondaga 8, % 12,271 2, % 10.6 Orange County 6,441 1, % 6,951 2, % 15.8 Rockland 6,325 2, % 7,521 2, % 7.0 Schenectady County 4, % 6,497 1, % 10.7 Suffolk County 21,180 4, % 26,600 7, % 7.1 Sullivan County 1, % 1, % 12.1 Tompkins Cortland 3, % 5,559 1, % 10.5 Ulster County 3, % 3, % 11.4 Westchester 11,564 4, % 13,916 7, % 17.6 SUNY System Administration Office of Institutional Research and Data Analytics :: June 10, 2015 Source: SUNY Data Warehouse Page 17 of 78 Percentage Point Difference between Fall 2014 and Fall 2005

18 Figure 12. Race/Ethnicity Over Time at SUNY and 10 Year Changes by Sector and Student Level Home Institution Student Count Fall 2004 Fall 2006 Fall 2008 Fall 2010 Fall 2012 Fall Yr Percent Change SUNY Total 413, , , , , , % Asian 18,542 18,741 19,713 20,789 22,550 24, % International 14,911 16,374 18,151 19,395 20,834 23, % URM 59,269 63,166 70,906 83,817 99, , % Unknown 34,972 43,758 43,984 50,728 29,955 28, % White 285, , , , , , % Undergraduate Total 372, , , , , , % Asian 16,520 16,578 17,527 18,425 20,033 21, % International 8,393 9,691 11,025 12,068 12,689 13, % URM 55,981 59,752 67,437 80,478 95, , % Unknown 31,563 40,179 40,315 43,994 26,650 25, % White 259, , , , , , % Graduate Total 41,130 40,292 40,906 42,085 40,100 40, % Asian 2,022 2,163 2,186 2,364 2,517 2, % International 6,518 6,683 7,126 7,327 8,145 9, % URM 3,288 3,414 3,469 3,339 3,903 4, % Unknown 3,409 3,579 3,669 6,734 3,305 2, % White 25,893 24,453 24,456 22,321 22,230 21, % State Operated Institutions 203, , , , , , % Asian 12,163 12,367 12,965 13,548 14,956 16, % International 11,314 12,888 14,961 16,137 17,538 19, % URM 24,129 26,312 28,734 30,614 39,464 45, % Unknown 21,655 24,171 26,915 32,367 13,262 10, % White 134, , , , , , % Undergraduate Total 162, , , , , , % Asian 10,148 10,212 10,784 11,198 12,457 13, % International 4,803 6,235 7,883 8,861 9,438 10, % URM 20,847 22,907 25,278 27,294 35,586 41, % Unknown 18,331 20,684 23,359 25,683 9,986 7, % White 108, , , , , , % Graduate Total 40,995 40,107 40,695 41,865 39,896 40, % Asian 2,015 2,155 2,181 2,350 2,499 2, % International 6,511 6,653 7,078 7,276 8,100 9, % URM 3,282 3,405 3,456 3,320 3,878 4, % Unknown 3,324 3,487 3,556 6,684 3,276 2, % White 25,863 24,407 24,424 22,235 22,143 21, % Community Colleges 209, , , , , , % Asian 6,379 6,374 6,748 7,241 7,594 7, % International 3,597 3,486 3,190 3,258 3,296 3, % URM 35,140 36,854 42,172 53,203 59,590 62, % Unknown 13,317 19,587 17,069 18,361 16,693 18, % White 151, , , , , , % Undergraduate Total 209, , , , , , % Asian 6,372 6,366 6,743 7,227 7,576 7, % International 3,590 3,456 3,142 3,207 3,251 3, % URM 35,134 36,845 42,159 53,184 59,565 62, % Unknown 13,232 19,495 16,956 18,311 16,664 18, % White 151, , , , , , % Graduate Total % Asian % International % URM % Unknown % White % SUNY System Administration Office of Institutional Research and Data Analytics :: May 16, 2015 Source: SUNY Data Warehouse Page 18 of 78

19 Figure 12 provides an every other year look at how the race/ethnicity breakdowns have changed over time both system wide and by major sector (i.e. state operated and community colleges) and by student level. In this table, the individual under represented minority (URM) categories have been combined into a singular URM category. Key Observations The state operated institutions have had significant 10 year increases in the number of both URM and international students enrolled increases of 89.3% and 75.9%, respectively. These increases are compared to an overall student enrollment increase of 8.4%. The community colleges experienced a 77.4% increase of URM students over that same time period, while they saw a decrease of 11.8% for international students. Note, however, that the number of international students is relatively small at the community colleges (1.4% of the total enrollment in Fall 2014). Of particular note is that while the state operated campuses have been reporting markedly fewer students with unknown race/ethnicity (down 53.3%), the community colleges have been reporting markedly more students with unknown race/ethnicity (up 38.2%). System Administration will work with campuses in an attempt to reverse this trend, noting that this issue in general has become a topic of national conversation. 7 Figure 13a. 10 Year Enrollment Changes in Race/Ethnicity Categories by Student Level and In Comparison to 10 Year Change in Race/Ethnicity Categories of NYS Public High School Graduates 100% 80% 82% 85% 60% 55% 62% 46% 47% 40% 35% 31% 31% 30% 32% 20% 0% 20% 40% 10% 11% 5% 4% 19% 19% 18% 18% SUNY Total SUNY Undergraduate SUNY Graduate Enrollment Enrollment Enrollment 1% 7% 9% NYS Public HS Graduates Total White Asian URM International Unknown SUNY System Administration Office of Institutional Research and Data Analytics :: May 16, 2015 Sources: SUNY Data Warehouse for SUNY enrollment data; WICHE"s Knocking at the College Door report for NYS Public HS Graduates data 7 Krogstad, J, Cohn, D U.S. Census looking at big changes in how it asks about race and ethnicity. Pew Research Center. tank/2014/03/14/u s census looking at big changes in howit asks about race and ethnicity/. Page 19 of 78

20 Figure 13b. 10 Year Percentage Point Differences in Race/Ethnicity Categories by Student Level and In Comparison to 10 Year Percentage Point Differences in Race/Ethnicity Categories of NYS Public High School Graduates Percentage Point Difference SUNY Total SUNY Undergraduate SUNY Graduate Enrollment Enrollment Enrollment NYS Public HS Graduates White Asian URM International Unknown SUNY System Administration Office of Institutional Research and Data Analytics :: June 10, 2015 Sources: SUNY Data Warehouse for SUNY enrollment data; WICHE"s Knocking at the College Door report for NYS Public HS Graduates data Figure 13a illustrates the 10 year SUNY enrollment changes by race/ethnicity category detailed in the Figure 12 table overall and by student level (i.e. undergraduate and graduate). The chart also includes, for purposes of comparison, the 10 year changes by race/ethnicity category of NYS public high school graduates (which do not include international and unknown categories). Figure 13b illustrates the 10 year percentage point differences. For both figures, the SUNY time period examined is Fall 2004 to Fall 2014, and the NYS public high school time period examined is school year to Key Observations Due to SUNY s having significantly more undergraduate than graduate students (91% vs. 9%), the figures for SUNY s Total Enrollment closely mirror those for SUNY s Undergraduate Enrollment. For both, the 10 year percent increase of URM students is significantly greater than any of the other racial/ethnic categories, followed by International and then Asian. At the graduate level, however, the international student category has seen the greatest 10 year increase at 46%. This is compared to a 35% increase for URM students and a 30% for Asian students. At both the undergraduate and graduate levels, campuses have reported 10 year declines in students identified as White as well as students with unknown race/ethnicity. The decrease in White students at the graduate level is quite notable, at 18%. Looking at how students are distributed across the racial/ethnic categories, one sees that at SUNY overall, the proportion of White students is currently 9.5 percentage points lower Page 20 of 78

21 than it was ten years ago. The proportion of White NYS public high school graduates is currently 9.4 percentage points lower than it was ten years ago. While the proportion of Asian students at SUNY is only.8 percentage points higher than ten years ago, the proportion of Asian NYS public high school graduates is 2.8 percentage points higher. And for the URM category, the proportion enrolled at SUNY is 9.4 percentage points higher than ten years ago, whereas for NYS public high graduates it is 6.7 percentage points higher. Figure 14. URM Enrollment at SUNY State Op Institutions vs. Public 4 Year Schools by State, Fall % 90% 80% 70% 60% 50% 48.2% 40% 32.0% 30% 20% 19.1% 10% 0% DC NM CUNY TX FL HI MS CA MD NV GA NY LA NC OK NJ AL AZ AK IL TN DE VA AR SC CO CT WA SUNY RI MA OR MI PA OH KS IN MO KY ID UT SD NE WI MN WV ND MT WY IA VT ME NH SUNY System Administration, Office of Institutional Research and Data Analytics :: May 18, 2015 Source: 2013 IPEDS Fall Enrollment Survey Figure 14 looks specifically at URM enrollment at SUNY s state operated institutions compared to public 4 year and above institutions across the nation by state, as reported on the IPEDS Fall 2013 Enrollment Survey and downloaded from the IPEDS Data Center. Key Observations Despite the overall increase in URM enrollment at SUNY, the state operated institutions perform moderately with respect to their public peers. The percentage of enrolled URM students at 4 year institutions ranges from 67% for Washington D.C. to 6% for New Hampshire. At 48.2%, New York s CUNY system has the third largest percent of URM enrollment in the country. When all Public 4 Year Institutions in New York State are looked at as a whole (i.e. SUNY and CUNY combined), the state has the highest percentage of URM enrollment of the Northeastern States at 32.0%. At 19.1% of total enrollment, just over half of U.S. states exceed SUNY in terms of URM students. Page 21 of 78