SUMMARY

Issue for Discussion

What kind of data-based information does the Department collect and report about higher education in New York State?  What are the implications of this data in relation to the Regents Statewide Plan priorities? 

Reason(s) for Consideration

For information

Proposed Handling

This item will come before the Regents Higher Education Committee for discussion at the February 2009 meeting. 

Procedural History

At the December 2008 meeting of the Regents Higher Education Committee, members of the Committee raised questions about higher education data collection and reporting.

Background Information

The Office of P-16 Education gathers and assesses information that relates to both P-12 education and higher education.  Much of this information is based on data collected from the schools through the Basic Education Data System (BEDS) and from the higher education institutions through the Higher Education Data System (HEDS).  Other sources include the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS) and information from other public and private agencies, such as the U.S. Labor Department and the New York State Department of Labor, the Higher Education Services Corporation, and the National Science Foundation.  In addition, CUNY, SUNY, and many independent and proprietary higher education institutions maintain data on their operation, finance, facilities, students, and other topics on which the Department may call as needed.  The attached report draws on many of these sources to provide information to inform such questions as:

• What effect will the projected increase in migration of potential students into New York from other states and other nations have on our colleges and universities?

• What do the data tell us about the success in college of members of underrepresented minority groups?  What do we know about actions that make a difference?

• What are the special challenges facing older New Yorkers seeking a higher education while continuing to hold full-time jobs?  How do we assist them?

• What are the special challenges facing students at community colleges and other two-year colleges and how do we address them?

• What do the data tell us about the ability of two-year college graduates to transfer to baccalaureate programs without loss of time?  What can we do to strengthen their ability to do so?

• What effect will current economic conditions and the potential downturn in enrollment have for independent and proprietary colleges, especially smaller institutions, and what steps are needed to maintain the stability and quality of these institutions?

• Are students graduating in fields that will strengthen the State’s economy and society?  How can we strengthen such outcomes?     

Recommendation

N/A

Timetable for Implementation

N/A

Attachment