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The American Association of University Professors (AAUP) recently released its report on faculty salaries for 2012-2013. Salaries for full-time faculty members rose by an average of 1.7 percent in 2012-2013, which offsets inflation (estimated at 1.7 percent in 2012-13). However, increases varied widely across institution type—pay at private universities was much higher than salaries at public institutions, and professors at doctoral universities made significantly more than faculty at baccalaureate institutions. Furthermore, the survey counts only faculty members who are employed full-time; part-time adjuncts, whose pay is generally significantly lower than that of full-time professors, are excluded.
Inside Higher Ed has compiled a list of the highest-paid full professors in academia. Based on the average salary of full professors, Columbia University ($212,300), Stanford University ($207,300), University of Chicago ($203,600), Harvard University ($203,000) and Princeton University ($200,000) are the top five highest-paying institutions. Of the ten universities with the highest average pay, not a single institution is public. The highest-paid full professors at public institutions are at University of California, Los Angeles, ($167,000), New Jersey Institute of Technology ($166,700), University of California, Berkeley ($158,900), Rutgers University at Newark ($154,700) and Rutgers University at New Brunswick ($151,000).
Detailed information about the UW’s submission to AAUP can be found here. In addition, OPB has prepared a table that compares UW average faculty salaries to those at our Global Challenge State (GCS) peer institutions. UCLA and Rutgers University, whose full professors are some of the highest paid in academia, are both in the GCS peer group. According to our analysis, average faculty salaries (of full, associate, and assistant professors combined) would need to increase by 11.4 percent to equal the GCS peer average. The average salary of full professors would need to increase 16 percent and that of associate professors would need to increase 9.2 percent to equal the peer average. As can be seen on the graph below, the UW’s salaries moved closer to those of the GCS peers between 2003 and 2008, but this progress reversed in 2009, when the legislature imposed a four-year salary freeze.
Yesterday, the Office of Financial Management, in partnership with the Council of Presidents and the Department of Enterprise Services, published an updated version of the Statewide Public Four-Year Dashboard. The Dashboard displays institution- and state-level data on student enrollment, progress, and degree production to help better inform policy makers and the general public.
More information about the Dashboard and the data it displays (drawn from the Public Centralized Higher Education Enrollment System) is available in two OPB briefs:
US News and World Report released its annual college rankings Tuesday and the UW dropped from 42 to 46 in the National Universities category, and from 10 to 13 among public universities.
This drop isn’t as severe as it might seem. As noted by the Seattle Times, this change is a relatively small one. In the rankings, many universities may have equal scores and so share a numeric rank. This year, for example, there are five institutions that are ranked 46th. Last year, there were several institutions ranked 42nd. Only one institution is now ranked above the UW that was not ranked above or tied with the UW last year: UC Irvine.
Ranks are calculated by weighting a number of factors:
Undergraduate academic reputation
Spending per student
Interestingly, the factor for which the UW shows the greatest deviation from other similarly ranked institutions is “Faculty Resources.” While the UW is ranked 46th overall, it is ranked 150th in terms of faculty resources. The two most heavily weighted measures in faculty resources are:
The percentage of classes with fewer than 20 students, and
Average faculty salary.
Given the recent economic situation faced by the UW, it is not surprising that these are problematic measures for us.
In summary, the UW’s ranking has dropped, but the significance of that drop is low. Moreover, the UW’s low ranking on the key “Faculty Resources” factor is to be expected given the salary freeze and state funding cuts the UW has experienced during the Great Recession.
Yesterday, the National Center for Education Statistics (NCES) published a report summarizing fall 2011 employment data and academic year 2010-11 student financial aid data submitted by all Title IV institutions to the Integrated Postsecondary Education Data System (IPEDS).
Here are some of the findings:
Public institutions offered more employment opportunities to graduate students than private ones: fully 17% of the public institutions’ labor force was composed of graduate students, while the figure stood at 7% for private non-profits and 0.3% for private for-profit institutions.
Private for-profit institutions relied heavily on part-time instructors: 86% of the staff engaged in instruction, research and/or public service at these institutions was reported as part-time, while 36% of public institution instructional staff and 30% of private nonprofit institution instructional staff fell in that category.
ON FINANCIAL AID:
For those attending public four-year institutions, average cost of attendance before aid was approximately $17,600 and net price was about $11,000; for those attending nonprofit institutions, average cost before aid was twice as high – approximately $34,000 – while net price was about $19,800; finally, for those attending for-profit institutions, average cost before aid was approximately $27,900 and net price was about $22,500. The average cost of attendance includes tuition and required fees, books and supplies, room and board, and other expenses.
An analysis of the average amount of total Title IV aid received by students per income category demonstrates public institutions’ focus on targeting those most in need: public institutions covered 53% of the total cost for students with family income below $30,000, and only 10% of the cost for students with family income above $110,000. The following table provides more detail on the comparable figures for private institutions.
Average Title IV aid
and average price before aid by type of institution, academic year
Family Income Level
Avg. Net Price
Avg. Net Price
Private For Profit
Avg. Net Price
The release of this information by the NCES coincides with an emerging effort aimed at “reimagining aid design and delivery” supported by the Bill & Melinda Gates Foundation, which was the subject of a recent article on Inside Higher Ed. We will keep abreast of developments related to this effort and provide updates as more information emerges in the next few months.
Today, the National Center for Education Statistics (NCES) published a report summarizing enrollment, price of attendance, and completions data submitted by all Title IV institutions to the Integrated Postsecondary Education Data System (IPEDS) in fall 2011.
Here are some of the findings:
Between 2009-10 and 2011-12, the average undergraduate tuition and required fees at 4-year public institutions nationwide (after adjusting for inflation) increased more for in-state students (9 percent increase) than for out-of-state students (6 percent increase). This is consistent with the UW’s experience, where the tuition increase (after adjusting for inflation) was 31.1% ($2,509.05) for residents and 9.8% ($2,509.55) for non-residents over that period.
In 2010-11, of the 25,645,985 undergraduate students enrolled in Title IV institutions in the nation, 50.9% attended 4-year institutions – of these, 59.7% attended public institutions. The public share of the 3,876,611 graduate students enrolled in Title IV institutions was 47.6%.
Females constitute 57.0% of the undergraduate and 60.2% of the graduate students in the nation. They also account for 58% of the degrees granted by all 4-year institutions.
The controversial US News and World Report University Rankings have been released for 2012 and are freely available online for a limited period of time. The University of Washington slipped one spot to 42nd among National Universities in the US. The UW, however, comes in at the 10th best public institution in the nation.
Although the US News rankings have long been dominated by endowment-rich private institutions, it is notable that no public institution makes the top 20 anymore. A recent Washington Post article reported that, over the past 20 years, the five highest ranked public institutions have each dropped seven or more spots in the rankings.
In previous posts we have laid out the massive resource gap between public and private institutions that has widened over several decades and is reflected in these rankings:
Across the US, deep cuts in state funding for public higher education have accelerated this trend dramatically over the past three years. In response, the Seattle Times Company and several partners have formed to create the Greater Good Campaign to highlight the risks this trend poses to public higher education in Washington State and to the future of Washingtonians.
The Seattle PI drew attention to two major UW Initiatives that were recently highlighted in a message from Provost Mary Lidstrom. Be sure to check out the new websites detailing both of these new efforts:
The National Center For Education Statistics (NCES) is a part of the US Department of Education’s Institute of Education Sciences. Every US University governed by Title IV of the Higher Education Act (federal student aid programs) is required to submit annual data to NCES via nine surveys that cover topics such as pricing, admissions, enrollment, employment, financial aid, graduation/completion, institutional finance and more.
Institutions reported employing (not including medical schools or hospitals) 3.8 million employees– 2.4 million full-time and 1.4 million part-time.
Of the 2.4 million full-time employees, 1.4 million were classified as professional (see report for definition), 46% of whom had faculty status: 21% with tenure, 9% on the tenure-track, and 17% not on the tenure-track or at an institution without tenure.
Of full-time faculty with tenure, 65% were men while 35% were women.
Of full-time faculty with tenure, 81% were White, 8% were Asian, 5% were African American, and 4% were Hispanic.
At this month’s meeting, the Board of Regents was given a presentation detailing student enrollment to provide a sense of the size and scope of the UW’s instructional enterprise. Highlights from this presentation are below.
In Fall 2010, 49,940 students were enrolled; this represents a 21 percent increase over the Fall 2000 enrollment of 41,200.
Of the 49,940 students, 42,935 (86%) are considered “state-reported students.”
Of the 7,005 non-state-reported enrollments, 1,020 represent students allowed to take up to six credits on a space available basis (senior citizens and state and university employees). Those remaining are students in fee-based programs.
State-reported undergraduate enrollments
In Fall 2010, 32,500 state-reported undergraduates are enrolled, up 16 percent from the Fall 2000 level of 28,000.
Of these 32,500 undergraduates, 16 percent are nonresidents.
Looking forward, a new report from the National Association for College Admission Counseling, 2010: State of College Admission, puts college enrollment figures in a national context by discussing trends in the college-age population and projections for post-secondary participation in the coming years. They find that while the number of high school graduates has peaked after a decade of growth (expected to rebound by 2018-19), college enrollment continues at an all-time high even though minorities and low-income students remain underrepresented.
The recently announced National Governor’s Association initiative ‘Complete to Compete’ outlines a promising plan to create a national set of performance metrics to enhance accountability and shape funding strategies. The NGA, under the leadership of incoming Chair West Virginia Gov. Joe Manchin III, convened a Work Group on Common College Completion Metrics to make recommendations on the common higher education measures that states should collect and report publicly. The goal is to improve college completion rates and overall productivity in a new era of fiscal constraints coupled with unprecedented demand for higher education. Reliable, comparable data within the sector will be key to achieving these goals as NGA and others attempt to identify which policies and practices are tied to successful outcomes.
The initiative has gained supporters across the country, including among the Higher Education Funding Task Force created by Governor Gregoire in Washington this past summer. Below is a summary of the proposed Complete to Compete metrics.
They use the following definitions:
Completion rate: The percentage of individuals who complete a certificate or degree (e.g., associate and bachelor’s).
Attainment rate: The percentage of a population that has obtained a certificate or degree.
Productivity: Awarding more higher education certificates and degrees within the same resources, while maintaining quality.
They recommend the following metrics:
Degrees awarded: annual number and percentage of certificates, associate degrees, and bachelor’s degrees awarded;
Graduation rates: number and percentage of certificate- or degree-seeking students who graduate within normal program time (two years for associate’s degrees; four years for bachelor’s degrees) or extended time (three years for associate’s degrees; six years for bachelor’s degrees);
Transfer rates: annual number and percentage of students who transfer from a two-year to four-year institution; and
Time and credits to degree: average length of time in years and average number of credits that graduating students took to earn a certificate, an associate degree, or a bachelor’s degree.
Enrollment in remedial education: number and percentage of entering first-time undergraduate students who place into and enroll in remedial math, English, or both;
Success beyond remedial education: number and percentage of first-time undergraduate students who complete a remedial education course in math, English or both and complete a college-level course in the same subject;
Success in first-year college courses: annual number and percentage of entering first-time undergraduate students who complete entry college-level math and English courses within the first two consecutive academic years; and
Credit accumulation: number and percentage of first-time undergraduate students completing 24 credit hours (for full-time students) or 12 credit hours (for part-time students) within their first academic year;
Retention rates: number and percentage of entering undergraduate students who enroll consecutively from fall-to-spring and fall-to-fall at an institution of higher education;
Course completion: percentage of credit hours completed out of those attempted during an academic year.
In order to track whether access to higher education is sacrificed in the name of completion, NGA also recommends the following ‘context’ metrics:
Enrollment: total first-time undergraduate students enrolled in an institution of higher education;
Completion ratio: annual ratio of certificates and degrees awarded per 100 full-time equivalent (FTE) undergraduate students; and
Market penetration: annual ratio of certificates and degrees awarded relative to the state’s population with a high school diploma.
The UW has worked with the State for years in efforts to create a robust performance agreement. As those efforts continue, the influence of a national initiative such as Complete to Compete will be interesting to note.