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Observations on the Class of 2007

Observations on the Class of 2007. Higher Education Research Institute Data Presented by Dr. Ralph Wagoner and Dr. Dick Hanson lutherancolleges.org The Lutheran Educational Conference of North America. Why This Report?.

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Observations on the Class of 2007

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  1. Observations on the Class of 2007 Higher Education Research Institute Data Presented by Dr. Ralph Wagoner and Dr. Dick Hanson lutherancolleges.org The Lutheran Educational Conference of North America

  2. Why This Report? • We need to enhance LECNA’s knowledge base for present and future marketing efforts • We need to share with our member colleges the perspectives gleaned from this work

  3. Sections in this Presentation:Points for Discussion and Analysis • General Demographics • Issues of Faith, Religiousness and Spirituality • Why this college? Decision Making. • Financial Considerations and Issues • A Few Final Comments

  4. The Data Base • The observations presented come from CIRP data collected by HERI/UCLA • More than 350,000 frosh, fall 2003 • LECNA schools = 19 colleges (ELCA, LCMS and Independent)

  5. Section 1: General Demographics

  6. Racial Make-up, LECNA vs All Others

  7. Academic Description(high school grades)

  8. Miles This College is From Home

  9. Parental Income

  10. Parental Education

  11. Parental Situation – Three Groups of Students

  12. Section 2: Issues of Faith, Religiousness and Spirituality

  13. Student Religious Affiliation

  14. Religious Preference – of Fathers – By LECNA Region

  15. Religious Preference – of Mothers – By LECNA Region

  16. Self Report: Traits that DescribeThe Student to a “Great Extent”

  17. Student Rated Self “above Average” or Highest 10% as Compared With the Average Person in Age Group

  18. Student Rated Self “above Average” or Highest 10%, Religiousness and Spirituality

  19. Student Rated Self “above Average” or Highest 10%, LENCA Midwest and LECNA East

  20. Student Rated Self “above Average” or Highest 10%, Religiousness and Spirituality

  21. Student Rated Self “above Average” or Highest 10%, Women Compared to Men, By LECNA Group

  22. Student Rated Self “above Average” or Highest 10%, Religiousness and Spirituality

  23. Chances Student Strengthen Religious Beliefs/Convictions

  24. Section 3: Issues of Behavior and College Choice

  25. Is This College First, Second or Third Choice? LECNA Respondents

  26. Is This College First, Second or Third Choice? LECNA Respondents and Private University Respondents

  27. Number of Colleges Applied To: By Type of College

  28. Visits to the Campus

  29. Reasons for Attending College By College Type

  30. Section 4: Financial Issues and Considerations

  31. Concern About Abilities to Finance A College Education

  32. Concern About Abilities to Finance A College Education, LECNA by Sex

  33. Financial Assistance from Family Resources

  34. Financial Assistance from Student’s Resources (work, work study, other sources)

  35. Financial Assistance from Grants, Scholarships (no re-pay)

  36. Financial Assistance from Loans (sources which must be repaid)

  37. Chances Student Will Get a Job or Work Full-time

  38. Section 5: A Few Final Comments

  39. Chances are “Very Good” That Student Will Be Satisfied With Their College

  40. What Have We Learned About This Group of Students?

  41. LECNA is white Students coming in are good academically LECNA students are willing to travel to attend college Most of the parents of LECNA students are well educated, i.e. have a college education There are similarities between LECNA school and public institutions in terms of parental education and parental income Only about a third of the students attending LECNA schools are Lutheran We must be sensitive to recruiting quality students regardless of religious preference We resonate well with students in terms of academic environment Sex differences were noted in terms of religiousness, spirituality, academic achievement, reasons for going to school, and ability to finance their educaiton Some Major Conclusions

  42. Academic reputation, financial assistance, size of the school and visiting the college were more important for women For the men, the social reputation of the college was higher Women are more concerned about financing their education Students in the Midwest were more concerned about financing their education Midwest students expected to receive fewer family resources (to finance their educations) than any of their counterparts Midwest students expected to work more (to finance their educations) and they had a greater need for financial assistance in the form of grants and loans LECNA students in most ways look very much like other students from around the country, with the exception of religiousness Faith and the religious affiliation of the college does not appear to be the “hot button” for students attending LECNA institutions More Conclusions

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