STUDENTS

by

Jerry D. Saye

With the assistance of Katherine M. Wisser

Part Two of the ALISE statistical questionnaire requested schools to provide data dealing with student enrollment and characteristics, class size, degrees awarded, financial aid, and tuition and fees. This part of the questionnaire collected primarily aggregated data reported on 11 data input tables. These data input tables were used to generate the tables that constitute the core of this chapter.

In working with the data reported by the schools, some incomplete or inconsistent data were encountered. In a few cases, schools recognized errors soon after mailing the data and revised figures were submitted. In the later stages of data entry and analysis, schools were contacted by email, fax and phone to resolve what appeared to be either inconsistencies or reporting errors. In some cases, data requested were not in the possession of schools (this is particularly true for the program categories “Other Undergraduate” and “Other Graduate”) or the schools elected not to provide the requested data for a variety of reasons. As a result, row totals in some tables are greater than the separate counts of cells in that row and for the total of a column. Footnotes have been provided whenever possible to explain inconsistencies. Although no guarantee can be made that all errors have been identified and corrected, it is believed that the accuracy of the data reported by the schools as reflected in the tables that follow is high.

All 56 schools participated in the survey (7 Canadian and 49 US). Because data for similar data elements, e.g., enrollment by program level, international student enrollment, etc., were submitted by schools on separate tables, it is possible that some subtotals and totals may vary slightly from table to table due to differences in data supplied. To minimize this problem every effort has been made to make these data agree, but it is recognized inconsistencies have not been totally removed from the tables. In a few cases, editorial changes were made to tables to obtain agreement among them. These editorial changes have been footnoted. This inconsistency should not cause major problems in that the numbers usually vary only slightly.

In all but a few instances, all schools that reported enrollment for a specific program level are included in all tables for that program level regardless of whether data were reported. In those situations where data were not reported, a footnote to the table has been used to indicate the schools with enrollment not reporting data. Also, footnotes have been supplied indicating schools not included in totals and means. Schools which offer a particular program that had no enrollment in that program this year are not included in any tables for that program level.

All data submitted by the schools are represented in the relevant tables unless the data were clearly inconsistent with the data requested. In these latter cases, a footnote is provided explaining the situation and giving the data reported by the school. A dash “-----” has been used throughout this chapter to indicate no response. In a number of cases no data were reported by a school when a “0” would have been the more appropriate response, conversely; in other situations a “0” was reported when no input would have been appropriate. In preparing the tables, the context of the data to be reported was evaluated against the data schools submitted and, in some cases, zeros were changed to “-----“ and “-----“ changed to zeros.

Consideration has been given to the meaning conveyed by the numbers in the tables. Totals for rows and columns were calculated and checked against the totals provided by the schools. When a discrepancy was encountered, the school’s representative was contacted to try to resolve the difference. In a number of cases the total number of schools reporting will be different from the number used to calculate the mean. For example, if it is known that not all schools provided ethnic data, then in calculating the mean for any ethnic group, the number of students in any particular ethnic category was divided by the number of schools reporting ethnic data rather than dividing by all 56 schools. When totals and means are calculated, the number of schools included in the calculation is stated, and a footnote is provided indicating which schools were excluded, or in some cases included.

In order to make data in the tables understandable, particularly when a school felt the need to explain data that might differ slightly from the data requested, footnotes have been provided liberally with the tables. Additionally, some general comments have been made at the beginning of a section of tables if those comments are pertinent to all tables in that section.

Enrollment by Program and Gender (Table II-1)

Enrollment figures for the 2000 Fall term were requested for each of eight program levels:

· Bachelor’s

· ALA-Accredited Master’s -- Library Science

· ALA-Accredited Master’s -- Information Science

· Other Master’s

· Post-Master’s

· Doctoral

· Other Graduate

· Other Undergraduate

To ensure that each school interpreted the program levels the same way the following program definitions and instructions for their use were provided:

Bachelor's: Include here only those students who are working toward a bachelor's degree in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Undergraduate.”

ALA-Accredited Master's -- Library Science: Include here only those students working towards a separate master's degree in library science or a combined library and information science degree accredited by ALA, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”

ALA-Accredited Master's -- Information Science: Include here only those students working towards a separate master's degree in information science accredited by ALA, regardless of whether offered on or off campus. Students workings towards an information science degree not accredited by ALA should be reported as “Other Master’s.” Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”

Other Master’s: Include here those students working towards a master's degree not accredited by ALA offered by the school, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”

Post-Master's: Include here only those students who are working toward a post-master's degree or certificate in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”

Doctoral: Include here only those students who are working toward a doctoral degree in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”

Other Graduate: Include here students taking library and information science courses as cognate or service courses or for professional development, regardless of whether offered on or off campus.

Other Undergraduate: Include here students taking library and information science courses as cognate or service courses for undergraduate credit, regardless of whether offered on or off campus. Do not include students who are in an established undergraduate program in library and information science.

Although the questionnaire was designed to collect data separately for ALA-accredited master's in library science and ALA-accredited master's in information science degrees, only two schools provided data that could be used. Several schools did report data for ALA-accredited master's -- information science, but these data submissions were invalidated when it was determined that, although these schools had master’s level information science degree programs, those programs did not have ALA accreditation. These data are reported under the “other master’s” category. With only two schools reporting for the accredited IS master's category, in the interest of simplicity of reporting, all ALA-accredited master's data, whether LS or IS, were reported under "ALA Accredited Master's" rather than differentiated. In subsequent sections of the report, mention will be made of data being requested for five degree levels in order to have that statement agree with the tables that follow, although in reality data for six degree levels had been sought originally.

Schools were requested to provide separate counts for full-time and part-time students, differentiated by gender. For part-time students, FTE (Full Time Equivalent) figures were also requested as well as the total FTE enrollment. The directions instructed each school to use its institution’s method for computation of FTE or, if no such method existed, to use the following formula:

Consider a student full-time if the course load will enable requirements for the degree to be completed within the normal length of time. For example, if the normal time to complete the degree is 12 courses in 4 quarters, a student carrying 3 courses during the quarter should be counted as 1.00 FTE; a student carrying 2 courses during the quarter should be counted as 0.67 FTE (2/3 = .067). Students carrying an overload should be counted as only 1.00 FTE.

Although on-campus and off-campus students were to be included in the data submitted, the questionnaire also asked for separate FTE data for off-campus students.

Table II-1-a-1 is a summary table that presents total enrollment figures for Fall 2000 as well as the number and percentage of full-time and part-time students, divided by gender, for each of the seven program levels. The total enrollment of 21,040 is up 12.5 percent from the 18,699 reported last year. Total enrollment for the 5 degree programs was 17,759. ALA-accredited master’s programs account for the majority (62.3 percent) of total enrollment. Students in “other master’s” degree programs constitute 6.4 percent of total enrollment. Bachelor’s degree programs continue to rise in the percentage their students constitute of total enrollment – 11.1 percent this year. The 29 schools offering a doctoral degree report enrollment for those programs of 733 or 3.5 percent of total enrollment. Post-master’s students comprise less than 1.1 percent of total enrollment.

All degree levels, except bachelor’s and doctoral degrees, have the majority of their students in a part-time status. At the bachelor’s degree level, 80.6 percent of the students are full-time. Doctoral programs, which last year had a near even distribution of full-time to part-time students (49.9 vs. 50.1 respectively), this year had that distribution reversed with 51 percent full-time. More than two-thirds of all ALA-accredited master’s (68.5 percent) and “other master’s” (68.6 percent) degree students are in a part-time status.

When distribution by gender is examined, female students are found to comprise over three-quarters (79 percent) of ALA-accredited master’s enrollment. Gender distribution becomes more even for students in “other master’s” degree programs with 51.1 percent male enrollment. At the doctoral level female students continue in the majority (56.5 percent).

Thirteen of the 56 schools (23.2 percent) currently offer a bachelor’s degree. Table II-1-c-1a provides school-by-school enrollment figures. It shows that of the 2,330 students pursuing a bachelor’s degree in Fall 2000, 78 percent of these students are enrolled at one of two schools: Drexel (720), and Syracuse (613). Their enrollments comprise 50 percent of all bachelor’s degree enrollments. The four schools with the highest enrollments for the bachelor's degree are Drexel, Syracuse, Florida State (297), and Pittsburgh (270). They account for 79.7 percent of all enrollments at this level. While a large percentage, this figure is down from the 89.2 percent of enrollment these programs constituted last year. This change is due to increasing enrollments at most other schools and the addition of two new bachelor’s degree programs at Dalhousie and Washington.

Table II-1-c-2a reports ALA-accredited master’s enrollment for each school. It illustrates the wide range of program sizes across the 56 schools – from the five largest programs, San Jose (640), Dominican (546), Kent State (504), Simmons (497), and Indiana (453) to the three schools with 70 or fewer students: Southern Mississippi (70), Clark Atlanta (67), and Iowa (64). Ten schools have ALA-accredited master’s enrollment of less than 100 students.

The distribution of full-time to part-time students reported in this table also shows wide variation among the schools. Five schools (8.9 percent) have more than three-fourths of their ALA-accredited master’s students in a full-time status: (Montréal (86.2), McGill (82.4), North Carolina – Chapel Hill (80.1), Michigan (77.1), and California – Los Angeles (76). One other school approaches that level: Dalhousie (74). It is of note that all six schools with the highest percentage of full-time enrollment have two-year master’s programs, although they do not represent all schools with two-year programs.

Seventeen schools (30.4 percent) have 80 percent or more of their ALA-accredited master's enrollment as part-time. The schools with the highest percentages of part-time enrollment are Queens, (96.4), Long Island (96.1), North Carolina – Greensboro (93.1), and Syracuse (91.5).

The variation in full-time versus part-time enrollment can have a considerable impact on a school’s enrollment figures when enrollment is viewed in terms of FTE (Full-Time Equivalent). From that perspective who the largest schools are changes noticeably. The programs with the largest ALA-accredited master's enrollment in terms of FTE are Indiana (329.4), Kent State (323.2), and Florida State (310.5). The five smallest programs in terms of FTE enrollment are Arizona (48.9), Southern Mississippi (48.1), Clark Atlanta (47), St. John’s (40.5), and Iowa (39.5). Ten schools (17.9 percent) have an ALA-accredited master’s FTE enrollment of under 75 students.

Fourteen schools reported enrollment for “other master’s” degrees (Table II-1-c-3a) for Fall 2000 in addition to their ALA-accredited master’s enrollment. The mean enrollment of 95.9 students is skewed by the large enrollments at three schools: (Drexel (379), Pittsburgh (336), and Syracuse (202). The enrollments at these three schools constitute 68.3 percent of all “other master’s” enrollment. Except for North Texas (115) and Missouri (100), no other schools have enrollments of 100 or more students for this degree.

Post-master’s programs historically have had comparatively low enrollments. Table II-1-c-4a confirms that this continues. Of the 28 schools reporting Fall 2000 enrollment data for their post-master’s program only five, (Syracuse (84), South Carolina (31), Southern Connecticut (18), Florida State (17), and Missouri (16), had more than 10 students in their programs. The high percentage of part-time students in post-master’s programs (85.3 percent) results in a low mean FTE (4.5) (Table II-1-c-4b).

More than half (29, 51.8 percent) of the 56 schools offer a doctoral program (Table II-1-c-5a). The 733 doctoral students enrolled in these programs in Fall 2000 are distributed quite unevenly across schools. The doctoral program at Pittsburgh is by far the largest (74 students) followed by North Texas (61). No other school has more than 50 doctoral students. Nearly half the schools (13) have enrollments of fewer than 20 students. Although this distribution of full-time vs. part-time doctoral students is virtually identical (51 to 49 percent respectively), this distribution varies widely from school to school. Indeed, a few schools report all their doctoral enrollment as full-time. This distribution can be easily skewed by schools with only a few doctoral students. Limiting a examination to those schools enrollments of more than 7 doctoral students reveals that Maryland, McGill, Michigan, and Toronto have doctoral programs have exclusively full-time students. For other schools the reverse is true. For example, Long Island, Simmons and Wisconsin – Milwaukee report 100 percent of their doctoral enrollments are part-time students.

Table II-1-e provides the number of FTE off-campus students each ALA school had registered for the 2000 Fall term. Nearly two-thirds (36) of the schools had off-campus enrollment with several schools having very sizable off-campus enrollment. By far the largest off-campus program resides at Florida State (234.6 FTE). Six other schools have FTE enrollments exceeding 100 students: South Carolina (183.3), Emporia (152), Missouri (145.3), North Carolina – Greensboro (127), North Texas (126.8), and Southern Connecticut (102.7). Nine schools had off-campus enrollment of ten or fewer FTE students. Twenty schools reported they had no off-campus students or elected not to report these data. The total FTE off-campus enrollment of 1,917.6 represents an increase of 14.1 percent. This follows upon a 4.2 percent increase in Fall 1999 and 11.1 percent in Fall 1998. Clearly there is a trend, at least among a sizeable subset of schools toward off-campus instruction. When a mean enrollment is calculated limited to those schools with off-campus enrollment (36), the mean enrollment is 58.2 FTE students.

Course Enrollments (Table II-2)

Schools were requested to report the number of students enrolled in courses or sections of courses during the 2000 Fall term. Enrollments were reported in increments of five students. Independent study and reading courses were not be included in these counts.

Table II-2-a-1 reports course and section enrollment distributed across the 11 enrollment groups for courses offered in Fall 2000 by each ALA school. The number of courses offered that term ranged from 9 (Dalhousie) to 88 (Syracuse) with a mean of 40.3 courses offered per school. Nine schools (16.1 percent) offered fewer than 20 courses that term. That is up from the five schools which offered courses at that level in Fall 1999. At the other end of the spectrum, seventeen schools (28.8 percent) offered more than 50 courses in Fall 2000 compared to 12 schools at that level in Fall 1999.

The majority of courses offered in schools have enrollments of 6-10, 11-15, 16-20 and 21-25 students. These four course enrollment groups account for 59.8 percent of all courses offered. The most frequent course size was 6-10 students. The total number of courses offered with large enrollments, i.e., 36-40, 41-45 and 46-50 students, was relatively small (95, 59, and 31 respectively) when compared to the frequencies of other enrollment groups. It should be noted, however, that the number of courses offered with these higher enrollments increased by 25 percent from the figures for Fall 1999. Despite this increase, courses offered in these three larger enrollment groups accounted for only 8.2 percent of all courses offered. The number of courses offered with more than 50 students in Fall 2000 , 66, is also an increase over the 57 courses at this level reported for Fall 1999 and Fall 1998. The questionnaire requested schools to comment on courses with enrollments over 50 students. From these comments (Table II-2-a-2), it is apparent that courses with enrollments over 50 students continue to be used primarily to present core material, distance education or undergraduate courses.

Schools were asked not to include independent studies or individual reading courses in their submission of course enrollment data. Rather they were requested to report separately the total number of students enrolled in those courses. Table II-2-a-3 shows the number of independent study or reading courses reported by each ALA school. This table reveals the wide variation in the number offered from none at British Columbia, Clark Atlanta, Montréal, Puerto Rico , and Texas to 170 at Florida State and 106 at Syracuse. The mean number of independent study or reading courses offered in Fall 2000 was 21.9.

Degrees and Certificates Awarded (Table II-3)

For Table II-3 schools were asked to report the total number of degrees and certificates awarded during the 1999-2000 academic year, including summer sessions, for five degree categories:

· Bachelor’s

· ALA-Accredited Master’s

· Other Master’s

· Post-Master’s

· Doctoral

In supplying these data, schools were requested to report the number of degrees and certificates aggregated by the gender and ethnic origin of their graduates. In reporting ethnic origin the following five categories, as defined by the US Department of Labor, were to be used. [1]

AI American Indian or Alaskan Native -- a person having origin in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community recognition.

AP Asian or Pacific Islander -- a person having origin in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, China, Japan, Korea, the Philippine Islands, Samoa, and Taiwan. The Indian subcontinent includes the countries of India, Pakistan, Bangladesh, Sri Lanka, Nepal, Sikkim, and Bhutan.

B Black, not of Hispanic Origin -- a person having origin in any of the black racial groups of Africa.

H Hispanic -- a person of Cuban, Central or South American, Mexican, Puerto Rican, or other Spanish culture or origin, regardless of race. Only those persons from Central and South American countries who are of Spanish origin, descent, or culture should be included in this category. Persons from Brazil, Guyana, Surinam, or Trinidad, for example, would be classified according to their race and would not necessarily be included in the Hispanic category. In addition, the category does not include persons from Portugal, who would be classified according to race.

W White, not of Hispanic origin -- a person having origin in any of the original peoples of Europe, North America, or the Middle East.

Additionally, two other reporting categories were also used:

I International students -- All students who are not U. S. (or Canadian, for Canadian schools) citizens, permanent residents, or landed immigrants.

NA Information not available. Please use this category sparingly. Where at all possible, report ethnicity.

Canadian schools were not required to provide ethnic data, although they could elect to do so. They were required, however, to provide totals.

Table II-3-a reports the number of degrees awarded at each program level distributed by gender and ethnic origin. Table II-3-a-1 reports these same data for each school. A total of 5,999 bachelor’s, master’s, post-master’s, and doctoral degrees were awarded by schools during 1999-2000. Female graduates accounted for 72.3 percent of all degrees awarded. The male/female distribution varies considerably among the different degree programs with females in the majority for three of the five degree programs. This ranges from high of 78.7 percent of ALA-accredited master’s degrees awarded to females to 56.6 and 51.8 percent for doctoral and post-master's degrees respectively. The two degrees that have males as the majority of graduates (“other master’s” (56.9) and bachelor’s (54.6)) are those most likely to be associated with information science

The figures in Table II-3-a also demonstrate that graduates of programs offered by schools continue to be predominately White (71.1 percent). Blacks are the next most represented ethnic group (5.3 percent), followed closely by persons of Hispanic origin (5.1 percent). These data for Hispanic graduates is 2.3 percentage points higher than the previous year -- a 82.1 percent increase. Asian or Pacific Islanders represented 3 percent of graduates in 1999-2000. Native Americans constitute less than one-half percent (0.3) of graduates of the five degree programs.

Black graduates accounted for 10.9 percent of bachelor’s degrees, 8.2 percent of post-master's degrees, and 7.2 and 7.1 percent respectively of doctoral and “other master’s” degrees awarded in 1999-2000. The only degree percentage that deviates from this level of Black student representation is the ALA-accredited master’s. There Blacks account for only 4.4 percent of degrees awarded particularly given the emphasis that the American Library Association has placed over the past several decades upon recruitment of minority students, and particularly Blacks, to the profession.

Hispanic graduation figures are the inverse of those for Blacks. Hispanics have their highest representation (5.5 percent) as recipients of the ALA-accredited master’s degree. Their percentage of graduates drops to 4.5 percent for the bachelor’s degree and 3.6 percent for the doctorate. Persons of Hispanic origin constitute a mere 1.3 percent of “other master’s” degree graduates and 1.2 percent of those receiving the post-master’s degree.

International students represent a considerable percentage of graduates of three of the degree programs. They received nearly half (48.2 percent) of post-master’s degrees awarded in 1999-2000 and nearly a third (31.3 percent) of the doctoral degrees. Their representation as graduates of “other master’s” programs follows closely at 27.4 percent. These figures are in marked contrast to international student graduation figures for the bachelor’s degree and ALA-accredited master’s degrees. For these programs international students represent a only 3.2 and 2.9 percent of graduates respectively.

For each degree program the number of degrees and certificates awarded varied widely from school-to-school. For the 11 schools that awarded bachelor’s degrees in 1999-2000 (Table II-3-c-1) Florida State (124), Pittsburgh (121) and North Texas (102) conferred more than half (57.5 percent) of the 604 degrees conferred. Only Drexel (85) and Syracuse (84) approached that level. Together these five schools awarded 85.4 percent of the bachelor’s degrees awarded. Of the other six schools only St. John’s (48) had more than 13 graduates of their bachelor's program.

At the ALA-accredited master’s degree level (Table II-3-c-2) 4,877 degrees were awarded in 1999-2000 compared to 5,046 in 1998-99, continuing a trend observed in three of the past four reports. Two schools stand out this year for the number of graduates: San Jose (239) and Simmons (217). Although San Jose continues to have the largest number of graduates of this degree, it’s total is considerably lower than the 370 reported for 1998-99. Six schools had ALA-accredited master’s classes in the 151-200 range: Indiana (177), Kent State (169), Long Island (155), Illinois (154), Texas (152), and South Carolina (151). This past academic year, as in the previous year, 12 schools conferred fewer than 40 degrees. Six of these 12 schools awarded fewer than 30 ALA-accredited master’s degrees – Hawaii (28), Puerto Rico (26), St. John’s (26), Clark Atlanta (24), Dalhousie (19), and McGill (3). This compares with three schools in the under 30 category last year.

Eleven schools awarded 350 “other master’s” degrees in 1999-2000. This is a marked decline from the 500 reported for the previous year. The number of degrees awarded varied widely (Table II-3-c-3). Drexel (107) and Syracuse (101) had by far the most graduates. These two schools were responsible for nearly 60 percent (59.4) of all “other master’s” degrees conferred. The next tier of schools were Pittsburgh and Rutgers with 41 and 37 graduate respectively. Pittsburgh’s 41 graduates are a noticeable decline from the 109 it reported for 1998-99. Four schools conferred fewer than ten "other master's" degrees: Albany (5), Alabama (2), St. John’s (2), and North Carolina – Greensboro (1).

Fifteen of the 28 schools (53.6 percent) having enrollment in a post-master’s program in Fall 2000 had graduates of their programs in 1999-2000. The 85 post-master’s degrees conferred in 1999-2000 (Table II-3-c-4) is in marked contrast to the 40 reported for 1998-99. The number of post-master’s degrees awarded by Syracuse (47) stands out, as it did last year, representing 55.3 percent of all such degrees awarded. The next highest number of post-master’s degrees awarded was by Florida State (11). The remaining 13 schools conferred four of fewer post-master’s degrees.

Eighty-three doctoral degrees were conferred by 21 of the 29 schools (72.4 percent) (Table II-3-c-5) having enrollment in a doctoral program in Fall 2000. This number of graduates is a considerable increase in the 62 and 63 doctoral graduates reported for 1998-99 and 1997-98 respectively. Three schools, Pittsburgh (17), Texas (11), and Florida State (9), account for 44,6 percent of doctoral graduates. The long duration of doctoral program in can account for uneven graduation rates for any given school in any single year. For example, this past year only Pittsburgh, of the schools ranked as having the highest number of doctoral degrees granted in 1998-99, remained in the upper three of doctoral degree awarding schools.

Enrollment by Gender and Ethnic Origin (Table II-4)

Enrollment figures for the 2000 Fall term were requested for each of the program levels defined for Table II-1 divided by gender and ethnic origin using the ethnic origin classifications for Table II-3.

Table II-4 is similar to Table II-3 in that both deal with distributions by gender and ethnic origin. However, Table II-3 addressed these distributions for graduates of degree programs while Table II-4 reports enrolled students.

Table II-4-a reports the number of students enrolled in schools for each program level distributed by gender and ethnic origin categories. These figures show that enrollments remain predominately White (71.6 percent) [2] . The 1,139 Black students represent the next largest ethnic group (5.6 percent). Hispanic enrollment remains low at 2.6 percent as does Asian or Pacific Islander representation at 3.6 percent. The 94 American Indian students constitute 0.5 percent of total enrollment.

Table II-4-a-1 reports student enrollment by ethnic origin for all program levels by school. In viewing these data one can observe that Florida State (111) and Syracuse (100) have the highest Black student enrollment of the 56 schools. No other school reports more than 82 Black students. Hispanic enrollment is greatest, as one might expect, at Puerto Rico (94). It is followed by schools most of which are located in states with notable Hispanic populations: Florida State (55), South Florida (53), Syracuse (47), San Jose (45), Texas (33), and North Texas (24). The next largest Hispanic enrollment is at Pratt with 19 students. Drexel reports a highest Asian or Pacific Islander enrollment with 194 students followed by Pittsburgh (74), San Jose (62), and Hawaii (60). The next highest Asian or Pacific Islander enrollment is 36 at North Carolina – Chapel Hill. The only school with double digit American Indian enrollment is Oklahoma (15) followed by Florida State with 9 students.

While these raw numbers are interesting it is perhaps more informative and meaningful to look at what percentage students of a particular ethnic group constitute of a school's total enrollment. This might more effectively indicate how a school is meeting its obligation to provide diversity in its student enrollment. When viewed as a percentage of total enrollment, the two historically Black universities (HBUs), Clark Atlanta and North Carolina Central, are found to have the largest percentage of Black students at 67.1 and 30.4 percent respectively. Southern Mississippi, with 23.2 percent Black enrollment, is followed by Pratt (18.1 percent), and Louisiana State (18.1 percent). These are the only schools whose Black enrollment exceeds, meets, or comes close to the 2000 population data of the US Census Bureau of Blacks (12.3 percent). [3] Only three other schools (Catholic, Wayne State, and Florida State) have Black enrollments at 10 percent or higher.

The 2000 census data of the Hispanic population in the US (12.5 percent) is nearly equaled by only three schools other than Puerto Rico (96.9 percent). -- Arizona (11.9), South Florida and California – Los Angeles (10.8 percent each). One other school, Texas (9.9), has a Hispanic enrollments in the 9 percent range. Twelve schools, in addition to the University of Hawaii (45,1 percent), have Asian or Pacific Islander student enrollment that exceeds the 2000 US Census Bureau data for Asian or Pacific Islanders (3.7 percent). The American Indian census data of 0.9 percent is equaled or exceeded by only Oklahoma, North Carolina Central, Arizona, Maryland, California – Los Angeles, and Emporia. They are listed in order of decreasing percentage from 7.8 to 1 percent.

Enrollment at the bachelor's degree level (Table II-4-c-1) represents the most even distribution of students across the different ethnic categories in terms of their percentages in the 2000 US population. At the 12 schools offering a bachelor's degree who reported ethnic data, White students constitute 65.3 percent of the enrollment. [4] Black students are 10.3 percent of enrollment for the bachelor’s degree, followed closely by Asian or Pacific Islander students comprising 10.1 percent. Hispanic enrollment remains in single digits at 3.4 percent.

The ethnic distribution of students pursuing the ALA-accredited master’s degree is presented for each school in Table II-4-c-2. For the 52 schools reporting ethnic data, the 10,062 White students constitute 80.6 percent of the students in those programs. [5] Black students make up 4.7 percent of that enrollment, roughly two-fifths of their 12.3 percent of the 2000 US population determined by the US Census Bureau to be Black. Hispanic students and Asian or Pacific Islanders comprise 2.8 and 2.5 percent respectively of ALA-accredited master’s enrollment compared to their 12.5 and 3.7 percents respectively of the 2000 US population. Based on the comparison of their percentage of the population to enrollment in ALA-accredited master’s programs, students of Hispanic origin continue to be the most under-represented ethnic group, followed by Blacks. [6]

When the ethnic composition of each school’s ALA-accredited master’s enrollment is examined (Table II-4-c-2), some interesting distributions become evident. Schools with a higher number of Black students (more than 25) primarily are limited to programs located at historically Black universities and at universities situated in large metropolitan areas. Clark Atlanta and Wayne State have the highest Black enrollment (43 each). There are six schools in the next tier of Black enrollment (more than 20 students) -- Pratt (37), North Carolina Central (33), Catholic and Florida State (27 each), Dominican (26), Queens (25), Maryland and South Carolina (24 each), and Louisiana State (22). Nine of the 52 schools (17.3 percent) reporting ethnic data indicated their Black student enrollment was either zero or one student. The two HBUs that have ALA-accredited master's programs (Clark Atlanta and North Carolina Central) also have the highest percentage of Black students in their student body (64.2 and 24.4 percent respectively). It is interesting to note that, although an HBU, North Carolina Central has a White student enrollment of 66.7 percent. In terms of Black students constituting a percentage of total enrollment, following the two HBUs, the next highest percentages are presents at Southern Mississippi (21.4), Pratt (17.3) Louisiana State (13.6), Catholic (11.3), and St. John’s (10).

Figures for the 353 Hispanic students pursuing the ALA-accredited master’s degree are unevenly distributed. San Jose has the largest Hispanic enrollment with 45 students followed by South Florida (35), Texas 29, Florida State (27), and Puerto Rico (24). There are ten schools reporting ethnic data with no Hispanic students and seven others with only one Hispanic student each. Taken together these 17 schools constitute 32.7 percent of schools reporting ethnic data at the ALA-accredited master’s level. When viewed in terms of percentage of total ALA accredited master's enrollment, Puerto Rico has the highest percentage of Hispanic students (24.7). Only two other schools have Hispanic enrollments that exceed 10 percent -- South Florida (12.7) and California – Los Angeles (11.61).

At the 13 schools that reported enrollment data for their "other master's" student body (Table II-4-c-3) White students constitute 57.9 percent of total enrollment. [7] Black students account for 5.2 percent with Asian or Pacific Islanders comprising the largest non-White ethnic group at 8.2 percent. This is in marked contrast to their percentage (2.8) of the ALA-accredited master’s enrollment. Hispanic students are under-represented in "other master's" programs even more severely than they are for the ALA-accredited degree representing only 1.8 percent of total enrollment. It should be noted that none of the five schools with the largest Hispanic enrollments for the ALA-accredited master's degree offer the "other master's" degree. North Carolina Central reports the largest Black enrollment at the “other master’s” level with 20 students followed closely by Drexel with 19. Only five of the 13 schools reporting ethnic enrollment data indicate having any Hispanic students in their “other master’s” programs: North Texas (7), Syracuse (5), Drexel and Rutgers (4 each), and Pittsburgh (3). Pittsburgh has the largest Asian or Pacific Islander enrollment with 45 students. Drexel closely follows with 39. No other school reported enrolling more than ten Asian or Pacific Islander students.

White students constitute 51.2 percent of doctoral student enrollment (Table II-4-c-5) at the schools reporting ethnic data. [8] The lower percentage of White student enrollment at this program level is not accounted for by increased enrollment of other US ethnic groups, but rather by the 32.2 percent of total doctoral enrollment who are international students. The 31 Black students comprise 4.6 percent of doctoral enrollment, while Asian or Pacific Islanders are 3.1 percent and Hispanics 1.5 percent. Overall, the involvement of all non-White ethnic groups at the doctoral level is minimal (9.1 percent). As was the case with the ALA-accredited master’s degree, the distribution of non-white ethnic groups among the 26 schools with doctoral programs reporting ethnic enrollment data is uneven. Rutgers, with five students, has the largest enrollment of Black doctoral students. The schools with the next highest Black doctoral enrollment are North Carolina – Chapel Hill (4), Florida State and Pittsburgh (3 students each). Eight schools report enrollment of only one Black doctoral student and ten schools report having none. Texas indicates that it has four Hispanic doctoral students, while six schools (Arizona, California – Los Angeles, Illinois, Michigan, North Texas and Texas Woman’s) report having one Hispanic doctoral student each. Nineteen schools reporting ethnic data indicate that they have no Hispanic doctoral students. Caution must exerted when evaluating the percentages of ethnic minority doctoral students given the number of doctoral programs that are relatively small in size. In smaller programs he presence of one or two students within an ethnic minority can greatly change a school's ethnic distribution. Limiting examination to schools with ten or more doctoral students, Texas Woman’s has the highest percentage of Black doctoral students with 14.3 percent followed by North Carolina – Chapel Hill and Rutgers with 12.9 and 11.4 percent respectively. No other school has more than 10 percent of its doctoral enrollment as Black. Again limiting the review to schools with doctoral enrollment of ten or more students, only one school, Texas (13.8 percent), reports having more than 10 percent of their doctoral enrollment as Hispanic. Two schools, Indiana and Wisconsin – Madison (21.1 and 13.3 percent respectively), indicate having an Asian or Pacific Islander doctoral enrollment exceeding 10 percent.

In-State/In-Province and Out-of-State/Out-of-Province Students (Table II-5)

For Table II-5 schools were requested to report the number of students officially enrolled in the Fall 2000 term in relation to the students’ in-state/in-province and out-of-state/out-of-province status for each of the program levels defined for Table II-1.

Tables II-5-c-1 to II-5-c-7 report enrollments for each program level on a school-by-school basis. At the bachelor’s degree level (Table II-5-c-1) the information is less than ideal because, as has been the case in the past, two of the three schools with the largest bachelor’s programs (Pittsburgh and Syracuse) did not identify the status of their bachelor’s degree students. The students in those two programs, numbering 883, account for 37.9 percent of students in bachelor’s programs at the 13 schools. For the remaining 11 schools, enrollment at the bachelor's level reflects what is believed to be typical of enrollment at the level -- a large proportion of students from in-state (83.2 percent). This pattern of in-state/in-province status is true for the nine public universities and the two private universities providing data.

At the ALA-accredited master’s degree level (Table II-5-c-2) the data reveal the local or regional nature of enrollments at most schools. For the 51 schools that reported the requested data, 81.6 percent of their students are from in-state/in-province. Only three schools (Emporia (53.7 percent), Dalhousie (53.2 percent), and Rhode Island (50 percent)) report more than half of their ALA-accredited master’s students were from out-of-state/out-of-province. Four additional schools (Michigan (47.7 percent), McGill (45.9 percent), Illinois (41.1 percent), and Maryland (41 percent)) indicated that at least 40 percent of their students were from out-of-state/out-of-province. Nineteen schools have less than 10 percent of their ALA-accredited master’s enrollment from out-of-state. North Carolina – Greensboro (1.7 percent), San Jose (1.4 percent), Kent State and Southern Connecticut (0.4 percent each) report less than 2 percent of their enrollment consists of out-of-state students.

Data for "other master's" programs (Table II-5-c-3) encountered a problem similar to that which occurred with bachelor's degree and ALA-accredited master’s degree enrollments -- three of the 18 programs (Clark Atlanta, Pittsburgh, Syracuse) did not provide the in-state/out-of-state status of its students. Two of those schools, Pittsburgh and Syracuse, have a combined enrollment of 538 students that represents 40.1 percent of all “other master’s” enrollment. For the 11 schools that provided data, the percentage of in‑state “other master’s” students (72.6 percent) is considerably lower than it is for the ALA-accredited master’s degree (81.6 percent).

Table II-5-c-5 reports on the in-state/in-province status of doctoral students. As has been true for the other degree programs reported for Table II-5, non-reporting by a number of schools alters computation of the data. Four schools (Pittsburgh, Syracuse, Toronto, and Western Ontario), whose enrollment of 159 students represents 21.6 of all doctoral student enrollment, did not report the in-state/in-province status of their students. For the remaining 25 schools the data reflect what one might expect of a research degree -- the willingness of students to travel out-of-state/out-of-province to pursue their education. Two-fifths (39.9 percent) of doctoral students are pursuing their education out-of-state/out-of-province. One should note that this figure, in fact, may be low in that it can be affected by the ability at some schools of students to change their residency status while enrolled in a program. Ten schools (Arizona, Florida State, Illinois, Indiana, Maryland, Michigan, Montréal, Rutgers, Washington, and Wisconsin – Madison)) have at least 50 percent of their enrollment from out-of-state.

International Students (Table II-6)

For Table II-6 schools were requested to indicate the number and gender of their international students officially enrolled in the Fall 2000 term for each of the program levels defined for Table II-1.

The 1,112 international students at all program levels, when compared with the enrollment figures reported in Table II-1, constitute 5.3 percent of students attending the 56 schools. This year the number of international students remained essentially the same as it had been in Fall 1999 (1,119). When individual program levels are examined, ALA-accredited master’s programs are found to have 3.2 percent of their students from other countries. In contrast international students are a major component of “other master’s” and doctoral degree programs. The 280 international students pursuing “other master’s” degrees constitute 20.8 percent of that enrollment. The presence of international students is even more pronounced at the doctoral level where the 220 international students comprise more than a quarter (29.9 percent) of doctoral student enrollment. International student enrollment in bachelor’s degree programs remains minimal and has, in fact, declined to 2.6 percent of that enrollment. International student participation in post-master's programs continued its stronger position first observed in 1999. The 238 international post-master’s students comprise 24.4 percent of that degree’s enrollment.

Several schools stand out for the number of international students enrolled in their degree programs (