The New School Almanac & Trends 2014

Introduction - 2

This new Almanac & Trends (formerly called Fact Book) is one of three vehicles that provide key institutional data about The New School. All three vehicles, as described below, are based on a common core of consistently defined data, and are produced collaboratively by the Office of Institutional Research and Effectiveness, the Data and Reporting Group, and Marketing and Communication, with feedback and input from academic and administrative staff and leadership.

Argos Analysis Tools are interactive and designed as a deep dive into data at the program level, allowing users to ask and answer specific questions. These tools are designed particularly for The New School administrators engaged in a range of micro-level data reporting, planning and assessment projects.

The new Fact Book highlights selected facts that tell our extraordinary story. We use design, animation, and a love of creativity to bring our remarkable data to life. This piece provides a snapshot of our university for anyone looking to learn more about what sets our school apart.

This Almanac & Trends is less of a deep dive but more than a high-level summary. It is a reference for data users who need a fuller range of summary data at both university and college levels with historic trends and growth patterns.

A Guide to Data at The New School

PAULA MAASASSOCIATE PROVOST FOR INSTITUTIONAL RESEARCH AND [email protected]

mailto:MAASP%40NEWSCHOOL.EDU?subject=

Introduction - 3

Our Commitment to Robust and Consistent Data Reporting

Over the last few years several factors have converged to increase the need for access to quality data, analysis and information about higher education in general, and The New School in particular. Changes in University organization, leadership and preparation for our regional re-accreditation served to make the University community more aware of our data and the need to understand trends. External calls for increased accountability to accreditors, government and consumers require us to be cognizant of our data in social and economic context. We are committed to providing internal and external data users with timely and accurate data that will drive relevant insight for effective decision-making processes.

Please reach out to us for clarifications or with ideas to further improve the way we report and present data. By continually responding to inquiries and feedback from those who rely on institutional data, we will continue to produce reliable, unique and well-designed reports to inform planning and assessment.

Access to Argos Analysis Tools

DaRG website (https://sites.google.com/a/newschool.edu/datawarehouse/)Feedback: [email protected]

https://sites.google.com/a/newschool.edu/datawarehouse/

https://sites.google.com/a/newschool.edu/datawarehouse/

mailto:IR%40newschool.edu?subject=

Introduction - 4

In an ongoing effort to assist data producers and consumers to develop and maintain a common understanding and interpretation of data, we have placed functional definitions of data in the introduction page of each section. In some tabulations, the relevant definitions are presented again for clarity. These definitions were developed in collaboration with data custodians at The New School in the context of those widely accepted in the higher education community (such as the glossary maintained by the federal Integrated Postsecondary Education Data System (IPEDS)). This ensures that The New School data presented here is comparable with other institutions’ data. Definitions are also formally codified in The New School’s Data Cookbook.

The data reporting and visualization used in this Almanac was consistently guided by a comprehensive diagram of Student Enrollment Classification (Page 13).

The development of functional definitions, as described above, required new and more logical ways to classify data in ways that better reflect The New School’s activities. Therefore, the time-series data (starting from 2004) has gone through rigorous validation. In many cases, this resulted in differences of data reported here compared with data reported in the previous Fact Books. We recommend that current data as presented within this The New School Almanac & Trends be compared to the historical trend data reported here, and not compared to that in previous years’ Fact Books. This inaugural version of The New School Almanac & Trends, and related Fact Sheet, should be considered the official reference of data from this point forward.

Notes

Functional Data definitions

Student Enrollment Classifications

Robustly-validated data

Introduction - 5

The Office of Institutional Research and Effectiveness (OIRE) would like to thank the following for reviewing this report and providing with their invaluable feedback and ideas.

David Rosenberg, Marketing & CommunicationsDeborah Bogosian, President’s OfficeEren Hock, Provost’s Office (past appointment)Meghan Hefferan, Provost’s OfficePat Baxter, Provost’s Office

This publication would not have been possible without our collaboration with our lead designer, Ms. Dongin Shin, a graduate of Parsons MFA Transdisciplinary Design ‘15. Her systems thinking approach and collaborative design-led research skills were instrumental to the realization of our vision.

Acknowledgment

Introduction - 6

All StudentsEnrollmentDegrees/Awards

New StudentsApplicationsAdmissionsEnrollment

Student Progress & OutcomesGraduation Rates

International StudentsEnrollment

Faculty and Staff Profile

Financial, Library and Physical Resources

Table of Contents

107

125

110

126

107

N/A

-

N/A

134

1456

1856

1856/58

41-

64 68 64/68

98 -

N/A

-

N/A

-

N/A

7065 65/70 --

-7266 66/72

University CollegeUndergraduate/

Graduate Degree

This data represents the most often requested summary data. Additional data summaries are available to the campus community through the Argos Analysis Tools or the Office of Institutional Research and Effectiveness.

Introduction - 7

Table of Contents

-

126

N/A

128

-

-

107

128

-

125

44 33 52 32 23

100 99 - 99 101

--- - N/A-

N/A

-

-

N/A

-

-

N/A

-

-

N/A

-

N/A

N/A

N/A

-88 78 9090

Gender Ethnicity AgeGeographic

Origin Time Status

Introduction - 8

Students are categorized by two distinct, overlapping methods:

Effort ApproachCredit

• Earning credits toward a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• Earning credits to transfer to another college or university (e.g. visiting students)• Earning credits for personal or professional development, with a transcripted record

Non-Credit• Continuing, professional, executive, or pre-college education courses (may be for non-credit certificate, but not necessarily)• Continuing, professional, executive, or pre-college student in a for- credit course not earning credit

Intended Outcome ApproachDegree Seeking

• Intended outcome is a recognized New School degree or certificate (Associates, Bachelors, Masters, Doctorate, Graduate Credit Certificate, or Diploma)• May not be enrolled for credit in a given term

1. Maintaining status graduate students2. Mobility out or study abroad students

Non-Degree Seeking• Enrolled in credit or non-credit courses, and not intending to receive a recognized New School degree or certificate. • Visiting from anther institution • Students taking courses for personal or professional skill development (either credit or non-credit)

Introduction - 9

credit

Degree seeking non-Degree seekiing

noncredit

Degree SeekingNon-Degree Visiting Students Non-Degree General CreditContinuing EducationNon-Credit Certificate

Section 1 - All Students

The metrics in this section describe the credit and non-credit enrollment of the entire population of students. These metrics include enrollment by demographics such as race/ethnicity, geographic origin, gender, age, and time status.

Section 1 - 12

Definitions:

CREDIT ENROLLMENT refers to the headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-Degree, General Credit, and Visiting students.

Exclusions are: Non-Credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.

CONTINUING EDUCATION comprises the broad spectrum of alternative learning opportunities - across disciplines, interests, formats and fields - designed for a non-traditional student body. Included are all academic courses and programs, on-site and online, which are accessible to the public at large (children, teens, executives, post-graduates, lifelong learners).

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual.

GENERAL CREDIT STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School. There is no formal admissions process, and students typically register on a course-by-course basis.

MOBILITY-IN see “VISITING STUDENTS”

MOBILITY-OUT is a student who is matriculated at The New School for a given semester, but is enrolled at an institution outside The New School during that same semester. These students are grouped with degree-seeking students for reporting purposes, but are often not credit-seeking.

NON-CREDIT ENROLLMENT refers to the headcount of students who are enrolled in non-credit certificates or continuing education.

NON-DEGREE STUDENTS are credit-seeking students who are not matriculated in a degree or certificate program at The New School.

Section 1 - 13

Non-Degree students are part of a group which includes Mobility-In and Visiting students.

NON-RESIDENT ALIENS are non- U.S. citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students” and additional details may be found in Section 4.

RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. citizens. Federal reporting requirements have been followed in aggregating and reporting this data.

SITELINE describes a course that has the majority of its delivery online and a minority of its delivery onsite/on campus, making it a hybrid. It is specifically identified this way (rather than “Online, On Campus”) because some external agencies measure these courses in differing ways.

STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

STUDENT TIME STATUS, denoted as either full-time or part-time, refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

VISITING STUDENTS are matriculated at a different institution, but are enrolled in credit-bearing courses at The New School. Visiting students are part of a group which includes Mobility-In and Non-Degree students. There is an application process for admission.

Section 1 - 14

CREDIT Degree seeking Associate, Bachelors, Masters, Doctoral Diploma & Certificate

Non-degree seeking Continuing Education Non-degree Visiting Student NON-CREDIT Degree seeking Associate, Bachelor, Masters Non-degree seeking Continuing Education Non-Credit & Non-Credit Certificate Associate, Bachelor, Masters

Total Headcount

Table 1. Credit and Non-credit Enrollment

Credit and Non-credit Enrollment

Data Interpretation GuideIn accordance with IPEDS (Integrated Postsecondary Education Data System) definitions and standard reporting, certain students may be classified as ‘Degree-seeking and Non-credit’. For example, suppose in Fall 2014 a typical degree-seeking student is enrolled in for-credit course/s at The New School-Paris campus. This student is counted as ‘Degree-seeking and Non-credit’ in the Fall 2014 enrollment report. In addition, due to external reporting guidelines, students enrolled in degree programs at the Paris campus will be counted as non-credit and non-degree, because their degree will be awarded at a branch campus not within the United States. Enrollments were organized in this format to permit direct comparison to publically available IPEDS data. Members of the campus community may use additional analysis tools and reports available to explore this further.

Section 1 - 15

University Summary

2004

8,858

8,079

7,933

146

779

327

387

65

7,092

58

7,034

5,624

1,398

12

15,950

2005

9,040

8,556

8,422

134

484

297

93

94

6,567

65

6,502

5,011

1,482

9

15,607

2006

9,128

8,726

8,574

152

402

247

86

69

5,780

85

5,695

4,167

1,516

12

14,908

2007

9,692

9,276

9,138

138

416

253

89

74

5,378

66

5,312

3,933

1,372

7

15,070

2008

10,106

9,700

9,520

180

406

231

97

78

3,986

59

3,927

2,512

1,400

15

14,092

2009

10,471

10,144

10,001

143

327

168

75

84

3,432

52

3,380

2,015

1,358

7

13,903

2010

10,736

10,396

10,251

145

340

157

87

96

3,249

49

3,200

1,812

1,374

14

13,985

2011

10,765

10,452

10,279

173

313

141

77

95

3,037

42

2,995

1,701

1,289

5

13,802

2012

10,406

10,225

10,061

164

181

0

106

75

2,952

54

2,898

1,616

1,280

2

13,358

2013

10,301

10,035

9,895

140

266

91

96

79

2,995

100

2,895

1,503

1,337

55

13,296

2014

10,381

10,084

9,952

133

297

88

67

141

2,831

101

2,730

1,366

1,275

89

13,212

Section 1 - 16

University Summary

Figure 1. Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate

Table 1a. Credit and Non-credit enrollemnt by Degree Level

Total

Associate

Bachelors

Masters

Doctoral

Diploma & Certificate

Total

Associate, Bachelors, Masters, Doctoral, Diploma & Certificate

Visiting Students

Non-degree

Continuing Education

Non-Credit & Non-Credit Certificate

12,000

10,000

8,000

6,000

4,000

2,000

0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

10,2758,149

4,280

2,597

535591

5,866

2,845880551

0

2,000

4,000

6,000

8,000

10,000

12,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Total Associate

Bachelor Masters

Doctoral Diploma & Certificate

Total

Bachelor

Doctoral

Associate

Masters

Diploma & Certificate

Section 1 - 17

2004

8,149

535

4,280

2,597

591

146

2004

15,950

8,149

65

387

5,951

1,398

2005

8,630

736

4,580

2,603

577

134

2005

15,607

8,630

94

93

5,308

1,482

2006

8,823

801

4,747

2,516

607

152

2006

14,908

8,823

69

86

4,414

1,516

2007

9,349

859

5,151

2,603

598

138

2007

15,070

9,349

74

89

4,186

1,372

2008

9,776

960

5,331

2,695

609

181

2008

14,092

9,774

78

97

2,743

1,400

2009

10,203

1,021

5,606

2,883

550

143

2009

13,903

10,203

84

75

2,183

1,358

2010

10,460

999

5,743

2,990

582

146

2010

13,985

10,459

96

87

1,969

1,374

2011

10,499

947

5,816

2,964

599

173

2011

13,802

10,499

95

77

1,842

1,289

2012

10,281

895

5,807

2,847

568

164

2012

13,358

10,281

75

106

1,616

1,280

2013

10,191

866

5,835

2,792

556

142

2013

13,296

10,190

79

96

1,594

1,337

2014

10,275

880

5,866

2,845

551

133

2014

13,212

10,275

141

67

1,454

1,275

Section 1 - 18

Total Undergraduate

Parsons School of Design Eugene Lang College of Liberal Arts1

Schools of Public EngagementCollege of Performing ArtsContinuing Education

Total Graduate-level

Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing ArtsContinuing Education

Total Undergraduate and Graduate-level

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Table 2. Credit Enrollment: Degree seeking and non-degree seeking

Growth Rate

College-level Summary

1%

0%2%0%

11%-3%

0%

16%-1%-7%0%

1%

2%-1%2%

-5%7%

-3%

-1%

5%-0%33%

8%-48%

-1%

80%-14%-15%

-5%

-1%

13%-14%

0%-20%

3%-48%

24%

59%50%38%

-31%-73%

5%

100%-16%

1%-26%

17%

65%-16%50%

-13%-29%-73%

1 Yr.2013 v. 2014

5-Yr.2009 v. 2014

10-Yr.2004 v. 2014

Section 1 - 19

2004

5,502

2,693997759726327

3,356

4421,1161,424

3740

8,858

3,1351,116

9972,1831100

327

2005

5,720

2,9951,126

829473297

3,320

4301,0901,472

3280

9,040

3,4251,0901,1262,301

801297

2006

5,857

3,1551,188

806461247

3,271

4181,1071,412

3340

9,128

3,5731,1071,1882,218

795247

2007

6,369

3,5431,329

802442253

3,323

4111,1141,468

3300

9,692

3,9541,1141,3292,270

772253

2008

6,645

3,8001,399

738477231

3,461

4251,1211,593

3220

10,106

4,2251,1211,3992,331

799231

2009

6,908

4,0901,487

700463168

3,563

4911,0841,695

3930

10,471

4,5811,0841,4872,395

756168

2010

7,014

4,1991,546

677435157

3,722

5571,0961,776

2930

10,736

4,7561,0961,5462,453

728157

2011

7,043

4,2661,527

656457137

3,722

5851,0881,755

2904

10,765

4,8511,0881,5272,411

747141

2012

6,799

4,2711,471

589468

0

3,607

6591,0181,649

2810

10,406

4,9301,0181,4712,238

7490

2013

6,777

4,2971,468

470451

91

3,524

761945

1,540278

0

10,301

5,058945

1,4682,010

72991

2014

6,844

4,2901,493

472501

88

3,537

885937

1,438277

0

10,381

5,058937

1,4931,910

77888

Section 1 - 20

Total Undergraduate


Schools of Public EngagementCollege of Performing ArtsContinuing Education


Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

Total Undergraduate and Graduate-level

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing ArtsContinuing Education

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA students

Table 3. non-Credit Enrollment: Degree seeking and non-degree seeking

Growth Rate


-6%

-6%32%

6%-3%-9%

250%

750% 200%

25%-

-5%

-4%200%

32%7%

-3%-9%

-18%

-29%61%19%

-21%-32%

300%

-200%

0%-

-18%

32%200%

61%-19%-21%-32%

-60%

-23%107%

57%4%

-76%

75%

750%-

-62%-

-60%

25%-

107%-57%

4%-76%

1 Yr.2013 v. 2014

5-Yr.2009 v. 2014

10-Yr.2004 v. 2014

Section 1 - 21

2004

7,076

63714

345456

5,624

16

20

131

7,092

6390

14358457

5,624

2005

6,552

58622

289644

5,011

15

03

120

6,567

5863

22301644

5,011

2006

5,771

63723

308636

4,167

9

0180

5,780

6371

23316646

4,167

2007

5,359

55619

244607

3,933

19

02

161

5,378

5562

19260608

3,933

2008

3,973

64922

189601

2,512

13

1381

3,986

6503

22197602

2,512

2009

3,425

60718

186599

2,015

7

0250

3,432

6072

18191599

2,015

2010

3,240

66318

179568

1,812

9

0351

3,249

6633

18184569

1,812

2011

3,032

61216

145558

1,701

5

0320

3,037

6123

16147558

1,701

2012

2,949

68624

117506

1,616

3

1020

2,952

6870

24119508

1,616

2013

2,987

83022

141491

1,503

8

2240

2,995

8322

22145491

1,503

2014

2,803

78329

150475

1,366

28

17650

2,831

8006

29155475

1,366

Section 1 - 22

Definition

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing a meaningful combination of full-time and part-time students, faculty or staff. In general terms, this is an individual’s “work” divided by a defined amount of “work” performed by a full-time individual. While there are many acceptable methods for the calculation of FTE, the method used throughout the Almanac is 1 full-time student equals 1 FTE. 1 part-time student equals 1/3 FTE.

CREDIT AND NON-CREDIT ENROLLMENT BY HEADCOUNT AND FULL-TIME EQUIVALENT (FTE)

HeadcountFull-time (A)Part-time

FTE of Part-time1 (B)

Total Full-time Equivalent (FTE) (A+B)

1 Part-time headcount multiplied by 1/3

Section 1 - 23

University Summary

Table 4. Headcount and Full-time Equivalent (FTE)

Table 5. Undergraduate and graduate-level Headcount and Full-time Equivalent (FTE)

HeadcountUndergraduateGraduate-level

FTEUndergraduateGraduate-level

2004

15,9506,5169,434

3,144

9,660

2005

15,6076,9068,701

2,900

9,806

2006

14,9087,1277,781

2,593

9,720

2007

15,0707,6327,438

2,479

10,111

2008

14,0927,8846,208

2,069

9,953

2009

13,9038,3355,568

1,856

10,191

2010

13,9858,7145,271

1,757

10,471

2011

13,8028,7505,052

1,684

10,434

2012

13,3588,4924,866

1,622

10,114

2013

13,2968,5624,734

1,578

10,140

2013

13,2969,7643,532

10,1407,2702,870

2014

13,2128,7484,464

1,488

10,236

2014

13,2129,6523,560

10,2367,2792,957

Section 1 - 24

The New School Parsons School of Design The New School for Social ResearchSchools of Public EngagementEugene Lang College of Liberal ArtsLang/Jazz BA/BFALang/Parsons BA/BFACollege of Performing ArtsContinuing Education

The New School Parsons School of Design The New School for Social ResearchSchools Public EngagementEugene Lang College of Liberal ArtsLang/Jazz BA/BFALang/Parsons BA/BFACollege of Performing ArtsContinuing Education

FALL 2013

FALL 2014

Note: Includes credit and non-credit enrollment

Section 1 - 25


Table 6. Undergraduate Headcount and Full-time-Equivalent (FTE)

Headcount Full-time Equivalent (FTE)

3,741 1,157

0373

187

3529

1,591

Part-time(B)

3,5591,103

5401

9306

5011,450

7,270 4,356

0362

261,189

214589533

Total FTE(E)=(A)+(D)

7,2794,338

2355

1,22429

203641487

9,764 5,127

0611

271,247

216942

1,594

Total(C)=(A)+(B)

9,6525,073

5622

1,28629

207976

1,454

6,023 3,970

0238

261,160

213413

3

Full-time(A)

6,093 3,970

0221

1,19329

201475

4

1,247 386

0124

029

1176530

Part-time(D)=(B)*0.33

1,186368

2134

3102

166483

Section 1 - 26

The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

The New School Parsons School of DesignThe New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

FALL 2013

FALL 2014

Note: Includes credit and non-credit enrollment

Section 1 - 27

college-level Summary

Table 7. Graduate-level Headcount and Full-time Equivalent (FTE)

Headcount Full-time Equivalent (FTE)

993 61

276652

4

Part-time(B)

905 55

273574

3

2,870 722763

1,109275

Total FTE(E)=(A)+(D)

2,957 865756

1,060275

3,532 763947

1,544278

Total(C)=(A)+(B)

3,560 902938

1,443277

2,539 702671892274

Full-time(A)

2,655 847665869274

331 2092

2171

Part-time(D)=(B)*0.33

302 1891

1911

Section 1 - 28

DEFINITION: A description of the delivery method of a course. Possible values for courses are online, siteline, and on campus. Possible values for students (who may be registered for multiple courses) in a given term are: On Campus; Online; Sitleline; Online and On campus; Online and Siteline; On campus and Siteline; On campus, Online, and Siteline.

ONLINE and ON CAMPUS HEADCOUNT

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Undergraduate

Degree-seeking Online Mixed On campus Non-degree seeking Online Mixed On campus Total Graduate

Section 1 - 29

University Summary

EACH CATEGORY IN TABLES 8&9 BELOW IS DESCRIBED AS: Online: 100% online Mixed: (a) Online, On Campus + (b) Online, Siteline + (c) Online, Siteline, On CampusOn Campus: (a) 100% On Campus + (b) Siteline + (c) Siteline, On Campus

Table 8. Undergraduate Online and On campus Enrollment

Table 9. Graduate-level Online and On campus Enrollment

2004

4,88499

3634,422

7,694124

637,507

12,578

2004

3,253101

743,078

11911

117

3,372

2005

5,38398

4294,856

6,889126

856,678

12,272

2005

3,23870

1153,053

9711

95

3,335

2006

5,611122535

4,954

6,017143

735,801

11,628

2006

3,20068

1093,023

8002

78

3,280

2007

6,070158565

5,347

5,658129

495,480

11,728

2007

3,2729981

3,092

7000

70

3,342

2008

6,369175639

5,555

4,249127

674,055

10,618

2008

3,390105224

3,061

8401

83

3,474

2009

6,686190686

5,810

3,647113

593,475

10,333

2009

3,510114308

3,088

6022

56

3,570

2010

6,783171692

5,920

3,471196

873,188

10,254

2010

3,662151333

3,178

6910

68

3,731

2011

6,830198651

5,981

3,245239

992,907

10,075

2011

3,664164277

3,223

6321

60

3,727

2012

6,757211589

5,957

2,991239

752,677

9,748

2012

3,522161216

3,145

8810

87

3,610

2013

6,678153593

5,932

3,086246

672,773

9,764

2013

3,457183179

3,095

7512

72

3,532

2014

6,695211621

5,863

2,957263

562,638

9,652

2014

3,490208188

3,094

7001

69

3,560

Section 1 - 30

Degree-seeking Parsons School of Design Eugene Lang College of Liberal Arts Schools of Public Engagement Non-degree seeking Parsons School of Design Schools of Public Engagement College of Performing Arts Continuing Education Total Undergraduate

Degree-seeking Parsons School of Design Schools of Public Engagement Non-degree seeking Schools of Public Engagement Continuing Education Total Graduate-level

Section 1 - 31

University Summary

Table 10. Undergraduate Online Enrollment (Headcount)

Table 11. Graduate-level Online Enrollment (Headcount)

2004

9912

780

12422

90

93

223

2004

1013

98

110

102

2005

9842

92

1262319

084

224

2005

700

70

110

71

2006

12252

115

1433123

089

265

2006

670

67

000

67

2007

15813

2143

1292

180

109

287

2007

990

99

000

99

2008

17535

2138

1274

220

101

302

2008

1050

105

000

105

2009

19061

2127

1134

200

89

303

2009

1140

114

220

116

2010

17172

495

1961870

0108

367

2010

1510

151

110

152

2011

19883

3112

23915

1030

121

437

2011

1640

164

211

166

2012

21191

6114

2396

1271

105

450

2012

16121

140

110

162

2013

15374

673

24612

1460

88

399

2013

18343

140

110

184

2014

21187

5119

26314

1620

87

474

2014

20860

148

000

208

Section 1 - 32

DEFINITION: Students from different ethnic groups refer to those who identified themselves as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

CREDIT AND NON-CREDIT ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN

Non-Resident AliensU.S. Citizens

Ethnic GroupsWhiteNot Reported



Section 1 - 33

University Summary

Table 12. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin

Figure 2. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%)

2004

1,854

2,2363,8068,054

15,950

2004

11.6

14.023.950.5

2005

1,995

2,3494,0387,225

15,607

2005

12.8

15.125.946.3

2006

2,095

2,3994,0096,405

14,908

2006

14.1

16.126.943.0

2007

2,210

2,5674,1966,097

15,070

2007

14.7

17.027.840.5

2008

2,333

2,8174,3244,618

14,092

2008

16.6

20.030.732.8

2009

2,392

2,9894,4534,069

13,903

2009

17.2

21.532.029.3

2010

2,609

2,8344,5783,964

13,985

2010

18.7

20.332.728.3

2011

2,823

2,9324,6183,429

13,802

2011

20.5

21.233.524.8

2012

2,970

2,9754,3633,050

13,358

2012

22.2

22.332.722.8

2013

3,243

2,9874,1062,960

13,296

2013

24.4

22.530.922.3

2014

3,502

3,0413,8262,843

13,212

2014

26.5

23.029.021.5

0.0

20.0

40.0

60.0

80.0

100.0

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Unreported by Students International Ethnic Groups White

Percent

100.0

80.0

60.0

40.0

20.0

0.02004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

23.929.0

14.023.011.6

26.550.5

21.5

Non Reported International Ethnic Groups White

Section 1 - 34

Hispanic or LatinoNon-Hispanic

American Indian or Alaska nativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderTwo or More Races



Section 1 - 35

University Summary

Table 12a. Credit and Non-credit Enrollment of Different Ethnic Groups

Table 12b. Credit and Non-credit Enrollment of Different Ethnic Groups (%)

2004

568

19790601

0258

2,236

2004

25.4

0.835.326.9

0.011.5

100%

2005

580

23839591

0316

2,349

2005

24.7

1.035.725.2

0.013.5

100%

2006

590

29863550

0367

2,399

2006

24.6

1.236.022.9

0.015.3

100%

2007

643

28919565

0412

2,567

2007

25.0

1.135.822.0

0.016.0

100%

2008

713

371,000

5640

503

2,817

2008

25.3

1.335.520.0

0.017.9

100%

2009

830

441,008

5970

510

2,989

2009

27.8

1.533.720.0

0.017.1

100%

2010

940

371,029

61619

193

2,834

2010

33.2

1.336.321.7

0.76.8

100%

2011

965

241,035

61722

269

2,932

2011

32.9

0.835.321.0

0.89.2

100%

2012

1,032

18975634

16300

2,975

2012

34.7

0.632.821.3

0.510.1

100%

2013

1,002

10915684

12364

2,987

2013

33.5

0.330.622.9

0.412.2

100%

2014

1,092

12876685

7369

3,041

2014

35.9

0.428.822.5

0.212.1

100%

Section 1 - 36

The New School of Social

Research


Research

Parsons School of

Design

Parsons School of

Design



Non-Resident Aliens U.S. Citizens


294

157410

82

943

31.2

16.643.5

8.7

100%

2395

14871339

754

5,975

40.1

24.922.412.6

100%

Section 1 - 37


Table 13. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014

Table 13a. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%)



Schools of Public

Engagement

Schools of Public

Engagement

Eugene Lang College of

Liberal Arts


Liberal Arts

College of Performing

Arts


Arts

Total

Total

313

681884187

2,065

15.2

33.042.8

9.1

100%

123

480767152

1,522

8.1

31.550.410.0

100%

21.1

14.425.738.8

100%

264

181322486

1253

3,502

3,0413,8262,843

13,212

26.5

23.029.021.5

100%

113

55104

1182

1,454

7.8

3.87.2

81.3

100%

Section 1 - 38

63

13031

032

157

40.1

0.619.119.7

0.020.4

100%

463

3637229

4151

1,487

31.1

0.242.815.4

0.310.2

100%


Research


Research

Parsons School of

Design

Parsons School of

Design





Section 1 - 39


Table 14. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014

Table 14a. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%)

252

577

2680

79

681

37.0

0.711.339.4

0.011.6

100%

220

177

1053

74

480

45.8

0.216.021.9

0.615.4

100%

42.5

0.019.923.2

0.014.4

100%

77

03642

026

181

1,092

12876685

7369

3,041

35.9

0.428.822.5

0.212.1

100%

17

21910

07

55

30.9

3.634.518.2

0.012.7

100%



Schools of Public

Engagement

Schools of Public

Engagement


Liberal Arts


Liberal Arts


Arts


Arts

Total

Total

Section 1 - 40



American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races

Not Reported



American Indian or Alaska NativeAsianBlack or African AmericanNative Hawaiian or Other Pacific IslanderWhiteTwo or More Races

Not Reported

DEGREE/AWARDS LEVEL ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN

Section 1 - 41

University Summary

Table 15. Credit and non-credit enrollment: Undergraduate by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014

Table 15a. Credit and non-credit enrollment: graduate-level by Degree/Awards Level, Ethnicity and Geographic Origin, Fall 2014

Diploma

DoctoralMasters

Associate

Graduate Certificate

Bachelor

Diploma

Non-credit Certificate, Non-degree

Non-degree

Diploma, Associate, Bachelor

Masters, Doctoral,

Certificate and Diploma

Total

Total

912

2

0100306

21

175

30

22326

0228

2047

551

826

276

1124268

21132

102114

2,845

413467

65

06243

1232

2341

880

19

4

0520

2104

55

1,7364,130

682

7621324

42,038

212242

5,866

35

2

3

1313

57

2,1584,609

749

7684367

52,273

235289

6,767

1055

312

3155296

21394

123168

3,508

2682,617

31

23719

15111

2,366

2,885

21

0

003080

20

52

2,4267,226

780

9721386

52,424

2462,655

9,652

1,076

312

3155299

21,402

123188

3,560

Section 1 - 42

Undergraduate Associates Bachelors Diploma

Graduate-level Masters Doctoral Graduate Certificate Diploma

Total

Section 1 - 43

University Summary

Table 16. Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014

Female Male Total

4,881767

4,10014

2,2141,867

2833331

7,095

1,886113

1,7667

1,294978268

2226

3,180

6,767880

5,86621

3,5082,845

5515557

10,275

Section 1 - 44

Undergraduate - Diploma, Associate, Bachelor (A)


Schools of Public EngagementCollege of Performing Arts Graduate-level - Masters, Doctoral, Diploma, Graduate Certificate (B)


Total Undergraduate and Graduate-level (A+B)

Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

1 Includes Lang/Jazz BA/BFA and Lang/Parsons BA/BFA

Section 1 - 45


Table 17. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014

Female Full-timeMale Part-timeTotal

4,881

3,3931023

287178

2,214

636459958161

7,095

4,029459

1,0231,245

339

5,954

3,8691,393

221471

2,637

843653867274

8,591

4,712653

1,3931,088

745

1,886

928450191317

1,294

261445472116

3,180

1,189445450663433

813

45280

25724

871

54251563

3

1,684

506251

80820

27

6,767

4,3211,473

478495

3,508

897904

1,430277

10,275

5,218904

1,4731,908

772

Section 1 - 46



Schools of Public EngagementCollege of Performing Arts

Graduate-level - Masters, Doctoral, Diploma and Certificate (B)




1 Includes Lang-Jazz BA/BFA and Lang-Parsons BA/BFA

Section 1 - 47


Table 17a. Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%)


72.1

78.569.5

6036.0

63.1

70.950.8

6758.1

69.1

77.250.869.565.343.9

88.0

89.594.646.295.2

75.2

9472.260.698.9

83.6

90.372.294.6

5796.5

27.9

21.530.5

64.0

36.9

29.149.2

3341.9

30.9

22.849.230.534.756.1

12.0

10.55.4

53.84.8

24.8

627.839.4

1.1

16.4

9.727.8

5.443

3.5

6,767

4,3211,473

478495

3,508

897904

1,430277

10,275

5,218904

1,4731,908

772

Section 1 - 48









Section 1 - 49


Table 18. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014

Other U.S. States Not ReportedTotalNon-Resident

Aliens New York

2,942

1599940159244

1,265

285274586120

4,207

9401,873

285745364

309

207454611

234

1364552

1

543

45252136

9812

6,767

4,3211473

478495

3,508

904897

1,430277

10,275

1,4735,218

9041,908

772

2,158

1859105

50144

1,055

281425233116

3,213

1052,284

281283260

1,358

656383223

96

954

202153559

40

2,312

383809202782136

Section 1 - 50









Section 1 - 51


Table 18a. CREDIT: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)

54.432

5.48.2

100%

26.640.322.1

11100%

3.371.1

8.78.88.1

100%

6714.614.9

3.5 100%

58.119.222.2

0.5100%

8.346.4

2518

2.3100%

63.921.8

7.17.2

100%

25.825.640.8

7.8 100%

14.350.8

8.818.6

7.5100%

86.14.92.36.7

100%

21.216

58.64.2

100%

16.635

8.733.8

5.9100%

48.328.216.4

7.1100%

22.521.746.3

9.5100%

22.344.5

6.817.7

8.7100%


Aliens New York

Section 1 - 52

University Summary

Table 19. Undergraduate Enrollment by Age

Figure 3. Undergraduate Enrollment by age: Trend in Proportion by category

Under 18 18-1920-2122-2425-2930-3435-3940-4950-6465 and overAge Unknown


2009

8461,8612,0951,5631,352

621328385415452415

10,333

2010

7801,9142,1601,6081,284

579308380433445363

10,254

2011

7641,8712,2141,6481,258

555297332398445293

10,075

2012

7511,8102,2231,7121,134

492238276314433365

9,748

2013

7242,0262,2121,6391,119

457227290289439342

9,764

2014

7762,0412,3221,6411,105

450253300294422

48

9,652

Low

7.4%

20.3%

15.1%

11.4%

4.7%

2.3%

2.8%

3.0%

4.3%

0.5%

High

8.2%

24.1%

17.6%

13.1%

6.0%

3.2%

3.7%

4.2%

4.5%

4.0%

2009 2010 2011 2012 2013 2014

Section 1 - 53

University Summary

Table 20. Graduate-level Enrollment by Age

Figure 4. Graduate-level Enrollment by Age: Trend in proportion by category


20-21

22-24

25-29

30-34

35-39

40-49

50-64

65 and over

Age Unknown

2009

00

38795

1,435635306228111

1111

3,570

2010

00

46869

1,528643316201118

73

3,731

2011

02

49885

1,503659287223107

102

3,727

2012

0 1

41860

1,430628292227107

618

3,610

2013

00

38879

1,393653274190

9771

3,532

2014

01

38908

1,393643298181

8413

1

3,560

Low

1.1%

22.3%

39.1%

17.2%

7.7%

5.1%

2.4%

0.2%

0.0%

High

1.3%

25.5%

41.0%

18.5%

8.6%

6.4%

3.2%

0.4%

0.5%

2009 2010 2011 2012 2013 2014Notes:18-19 years old = 0.1% in 2011 and zero in other yearsUnder 18 = zero in all years

Section 1 - 54

Section 1 - 55

Schools of Public EngagementBachelors Bachelor of Arts Bachelor of Fine Arts Bachelor of ScienceNon-Credit Certificate

19213776154655

18513776154655

Headcount Awards2013-2014

Degrees/awards

This sub-section refers to the total number of (credit and non-credit) degrees, diplomas, and certificates awarded and the number of students receiving such awards, as of the degree freeze date.

The Headcount and Award Count will differ depending upon the level of granularity. For example, a student receiving both a Non-Credit Certificate and a Bachelor of Science in the same year and at the same College, would be counted once under Headcount and once under Awards Count in the total row for both the Non-Credit Certificate and total row for the Bachelor of Science. As such, this student would be counted twice under Award Count and once under Headcount in the total row for the Division (see example below).

DATA INTERPRETATION GUIDEIn 2013-2014, the difference of seven between Awards (n=192) and Headcount (n=185) means that there were seven students who completed more than one of the awards indicated (in this case, completed both a non-credit certificate and bachelors degree in the same year.)

Section 1 - 56


Table 21. Undergraduate Headcount and degree Awards

Parsons School of Design

Eugene Lang College of Liberal Arts

Schools of Public Engagement

College of Performing Arts

All Undergraduate

Associate in Applied ScienceBachelors

Bachelor of ArtsBachelor of Business AdminBachelor of Fine ArtsBachelor of Science

Non-Credit Certificate

Bachelor of ArtsBachelor of Fine ArtsBachelor of Science

BachelorsBachelor of ArtsBachelor of Fine ArtsBachelor of Science


Associates DiplomaBachelors

Bachelor of Fine Arts Bachelor of MusicBachelor of ScienceUndergraduate Diploma


2009-2010

1,189446681

0140540

162

277276

01

258214

98397755

1154

1117929

301

1,827

1,190447681

0140540

162

277276

01

270214

98397756

1154

1117929

301

1,853

Headcount Awards

Section 1 - 57

2010-2011 2010-2011 2012-2013 2013-2014

1,176448686

0145540

142

326326

00

230192

88426246

1008

926725

000

1,804

1,208455733

1146578

820

317310

16

208166

76355550

1015

966234

000

1,811

1,229412785

0129651

533

317316

01

233176

9038486593

7865231

210

1,844

1,364428893

0183704

644

322319

03

185137

76154655

1044

1026834

000

1,937

1,177448686

0145540

143

326326

00

238192

88426246

1008

926725

000

1,841

1,208455733

1146578

820

317310

16

216166

76355550

1015

966234

000

1,842

1,230412785

0129651

533

317316

01

243176

9038486793

7865231

210

1,883

1,365428893

0183704

644

322319

03

192137

76154655

1044

1026834

000

1,985

Headcount Headcount Headcount HeadcountAwards Awards Awards Awards

Section 1 - 58


Table 22. Graduate-level Headcount and degree Awards

Parsons School of Design

The New School for Social Research

Schools of Public Engagement

College of Performing Arts


Master

Master of ArchitectureMaster of ArtsMaster of Fine ArtsMaster of Science

Credit Certificate Doctorate

Doctor of PhilosophyDoctor of Social Science

Master Master of ArtsMaster of PhilosophyMaster of Science

Doctor of Philosophy Master

Master of ArtsMaster of Fine ArtsMaster of PhilosophyMaster of Professional StudiesMaster of Science

Credit Certificate Master

Master of Fine Arts Master of Music

Professional Studies Diploma

2009-2010

173173

1932

12200

2465454

0194172

716

5902

569287

9710

18431

12199415822

1,130

173173

1932

12200

2495454

0195172

716

6022

569287

9710

18431

12199415822

1,145

Headcount Awards

Section 1 - 59

2010-2011 2010-2011 2012-2013 2013-2014

200200

2132

14700

2624646

0218204

104

6441

612310102

80

19249

11895415423

1,224

252252

3140

18200

2606464

0197182

105

6634

636367104

11

16358

10984335125

1,284

236232

1640

18004

2576262

0196181

105

6473

626355102

20

16747

11890444628

1,256

294286

1861

16346

8228

7272

0158146

75

6056

577306106

20

16346

10785315422

1,234

200200

2132

14700

2644646

0218204

104

6621

612310102

80

19249

11895415423

1,244

253253

3140

18200

2616464

0197182

105

6984

636367104

11

16358

10984335125

1,321

240236

1640

18004

2586262

0196181

105

6763

626355102

20

16747

11890444628

1,292

296288

1861

16346

8230

7272

0158146

75

6296

577306106

20

16346

10785315422

1,262

Headcount Headcount Headcount HeadcountAwards Awards Awards Awards

Section 2- New Students

The metrics in this section describe new degree-seeking students classified as either full-time/first-time freshmen, undergraduate transfers and new/first-time graduate students. These metrics include numbers of applicants, admitted students, enrollment, admit and yield rates, and demographics such as race/ethnicity, geographic origin, gender and time status (full- or part-time).

Section 2 - 62

DEFINITIONS

ACTIONABLE APPLICATIONS refer to the total number of applications that have fulfilled The New School’s requirements to be considered for admission and that have been assigned one of the following actions: admission, non-admission, placement on waiting list, or application withdrawn by applicant. An applicant may submit actionable applications to more than one school in the university; therefore, an applicant may have multiple actionable applications.

ADMITTED APPLICATIONS refers to the number of students offered admission to The New School. This includes students who deposited and withdrew at a later date or deferred enrollment to a later academic term.

ADMIT RATE refers to the number of admitted applications divided by the number of actionable applications.

CREDIT ENROLLMENT refers to headcount of students on the enrollment census date in the following award levels or categories: Associates, Bachelors, Masters, Doctoral, Diploma (undergraduate, graduate and extension), Credit Certificate, Maintenance of Status, Non-degree, General Credit, and Visiting students. Exclusions are: Non-credit Certificate, Withdraw/Leave students, and Study Abroad and Mobility Out students.

FULL-TIME / FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and is attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).

NEW / FIRST-TIME GRADUATE refers to a student who may or may not have taken prior graduate-level classes but is new to The New School at the graduate-level.

NON-CREDIT ENROLLMENT refers to headcount of students who are enrolled in non-credit certificates or continuing education.

Section 2 - 63

NON-RESIDENT ALIENS are non- U.S. Citizens who are studying at The New School on specific VISA types. They are often referred to as “International Students.”

RACE / ETHNICITY describes groups with which individuals identify themselves as belonging to. The categories do not denote scientific definitions of anthropological origins. They are used to categorize U.S. citizens, resident aliens, and other eligible non-U.S. Citizens. Federal reporting requirements have been followed in aggregating and reporting this data.

STUDENTS FROM DIFFERENT ETHNIC GROUPS refer to those who self-reported as Hispanic/Latino, American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or other Pacific Islander. Also included are those who identified themselves with two or more races.

STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

UNDERGRADUATE TRANSFER STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.

YIELD RATE refers to the number of students who enrolled after having been offered admission. It is calculated by dividing the number of new enrolled students by the number of admitted applicants.

Section 2 - 64

University Summary

Table 23. Actionable Applications

Figure 5. Actionable Applications trend

Table 23a. Actionable Applications Growth Rates

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level


All Students

2009

4,1812,5705,137

11,888

1-Year

13.2%-12.3%

1.4%

3.7%

Growth Rate

2010

4,5562,5705,834

12,960

5 Year

36.7%-22.5%

-0.4%

7.8%

2011

4,8822,5205,658

13,060

2012

4,8702,2985,231

12,399

2013

5,0482,2715,043

12,362

2014

5,7151,9915,114

12,820

14,000

12,000

10,000

8,000

6,000

4,000

2,000

0 2009 2010 2011 2012 2013 2014

Freshmen

Transfers

Graduate Students

Section 2 - 65

14,000

12,000

10,000

8,000

6,000

4,000

2,000

0 2009 2010 2011 2012 2013 2014

Freshmen

Transfers

Graduate Students

Table 24. Admitted applications

Figure 6. Admitted Applications Trend

Table 24a. Admitted applications Growth Rates



All Students

2009

31832,1832,999

8,365

1-Year

13.2%-12.3%

1.4%

3.7%

Growth Rate

2010

33442,0282,989

8,361

5 Year

36.7%-22.5%

-0.4%

7.8%

2011

33811,9402,935

8,256

2012

31681,7693,092

8,029

2013

33631,8063,073

8,242

2014

376615723330

8,668

University Summary

Section 2 - 66

Figure 7. Enrollment Trend

Table 25a. Enrollment Growth Rates

New Undergraduate Freshmen New Undergraduate Transfer New Graduate-level Students

2009

1,2061,2081,210

3,624

1-Year

17.6%-19.4%

7.6%

2.5%

Growth Rate

2010

1,2421,1331,288

3,663

5 Year

6.6%-30.5%

8.8%

-5.0%

2011

1,1651,0661,261

3,492

2012

1,116965

1,222

3,303

2013

1,0941,0421,224

3,360

2014

1,286840

1,317

3,443

Table 25. Enrollment


University Summary

0

1000

2000

3000

4000

2009 2010 2011 2012 2013 2014

4,000

3,000

2,000

1,000

0

14,000

2009 2010 2011 2012 2013 2014

Freshmen

Transfers

Graduate Students

Section 2 - 67

Section 2 - 68


Table 26. Actionable Applications, Fall 2014

Figure 8a. Undergraduate Freshman: Actionable Applications Trend

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal Arts1


Total


2,929-

1,94655

784

5,714

Under- graduateFreshmen

Under- graduateTransfers

Graduate-level

TotalApplications

1,250-

398177165

1,990

1,941833

-1,344

996

5,114

6,120833

2,3441,5761,945

12,818

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

1,988

1,515

6

638

4,181

High

2,929

1,946

55

811

5,714

2009 2010 2011 2012 2013 2014

Note: Applications in Drama for Undergraduates started in Fall 2013

Section 2 - 69

Figure 8b. Undergraduate Transfers: Actionable Applications Trend

Figure 8c. Graduate-level: Actionable Applications Trend


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

1,250

390

137

165

1,990

Low

1,166

780

1,344

991

5,043

High

1,696

440

302

260

2,570

High

1,941

1,043

2,031

1,342

5,834

2009 2010 2011 2012 2013 2014

2009 2010 2011 2012 2013 2014

Section 2 - 70


Table 27. Admitted Applications, Fall 2014

Figure 9a. Undergraduate Freshmen: Admitted Applications Trend



Total


1,718-

1,48425

538

3,765



Graduate-level

TotalApplications

942-

335172122

1,571

1,066694

-1,135

435

3,330

3,726694

1,8191,3321,095

8,666


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

1,580

1,125

5

320

3,168

High

1,825

1,484

25

538

3,765

2009 2010 2011 2012 2013 2014

Section 2 - 71

Figure 9c. Graduate-level: Admitted Applications Trend

Figure 9b. Undergraduate Transfers: Admitted Applications Trend


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

942

335

130

107

1,571

High

1,418

362

286

180

2,183

2009 2010 2011 2012 2013 2014

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

567

602

1,135

341

2,935

High

1,066

793

1,325

435

3,330

2009 2010 2011 2012 2013 2014

Section 2 - 72


Table 28. Enrollment, Fall 2014

Figure 10a. Undergraduate Freshmen: Enrollment Trend



Total


735-

39314

144

1,286



Graduate-level

TotalApplications

523-

153114

50

840

481215

-484137

1,317

1,739215546612331

3,443


Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

637

304

3

91

1,094

High

805

393

17

144

1,286

2009 2010 2011 2012 2013 2014

Section 2 - 73


Figure 10b. Undergraduate Transfers: Enrollment Trend

Figure 10c. Graduate-level: Enrollment Trend

Parsons

Eugene Lang

Public Engagement

Performing Arts

Total

Low

523

153

86

47

840

High

799

205

185

71

1,208

2009 2010 2011 2012 2013 2014

Parsons

Social Research

Public Engagement

Performing Arts

Total

Low

250

168

484

126

1,210

High

481

237

633

139

1,317

2009 2010 2011 2012 2013 2014

Section 2 - 74


Figure 11. New Students Admit and Yield Rates, Fall 2014

Undergraduate Freshmen

Undergraduate Transfer

Total

Total

Parsons

Parsons

Eugene Lang

Eugene Lang

Admit Rate

Admit Rate

Yield Rate

Yield Rate

PublicEngagement

PublicEngagement

PerformingArts

PerformingArts

65.9%

79.0%

58.7%

75.4%

76.3%

84.2%

45.5%

97.2%

68.6%

73.9%

34.1%

53.4%

42.8%

55.5%

26.5%

45.7%

56.0%

66.3%

26.8%

41.0%

Section 2 - 75

Total Parsons Social Research

Admit Rate Yield Rate

PublicEngagement

PerformingArts

65.1%

54.9%

83.3% 84.4%

43.7%39.5%45.1%

31.0%

42.6%

31.5%

New Graduate-level

Section 2 - 76


Table 29. Admit Rate (%)

Figure 12. admit Rate Trend

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total

2009

76.876.075.671.143.8

70.4

2010

67.372.778.468.936.1

64.5

2011

63.674.678.371.637.0

63.2

2012

62.770.875.175.647.5

64.8

2013

62.977.281.580.446.7

66.7

2014

60.983.377.684.556.3

67.6

Parsons

Social Research

Eugene Lang

Public Engagement

Performing Arts

Total

Low

60.9

70.8

75.1

68.9

36.1

63.2

High

76.8

83.3

81.5

84.5

56.3

70.4

2009 2010 2011 2012 2013 2014

Section 2 - 77

Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total

2009

49.629.934.348.634.7

43.3

2010

48.531.633.351.837.1

43.8

2011

45.334.433.351.535.0

42.3

2012

45.927.734.248.131.6

41.1

2013

48.328.228.845.433.7

40.8

2014

46.731.030.045.930.2

39.7


Table 30. Yield Rate (%)

Figure 13. Yield rate trend

Parsons

Social Research

Eugene Lang

Public Engagement

Performing Arts

Total

Low

45.3

27.7

28.8

45.4

30.2

39.7

High

49.6

34.4

34.3

51.8

37.1

43.8

2009 2010 2011 2012 2013 2014

Section 2 - 78

University Summary

Table 31. New Student Enrollment by Geographic Origin

NEW FRESHMEN

New YorkOther U.S. StatesNon-Resident Aliens

NEW UNDERGRADUATE TRANSFER


NEW GRADUATE-LEVEL


TOTAL


2009

225685252

1,162

285505384

1,174

403495279

1,177

9131,685

915111

3,624

2010

189672312

1,173

288464348

1,100

428572263

1,263

9051,708

923127

3,663

2011

192610318

1,120

257464309

1,030

360552323

1,235

8091,626

950107

3,492

2012

178555341

1,074

219431284

934

370506317

1,193

7671,492

942102

3,303

2013

195499351

1,045

222446339

1,007

286512397

1,195

7031,4571,087

113

3,360

2014

240624372

1,236

197356267

820

331465482

1,278

7681,4451,121

109

3,443

Section 2 - 79

0.0

20.0

40.0

60.0

80.0

100.0

2009 2010 2011 2012 2013 2014

New Figure 14. New Student Enrollment by Geographic Origin (%)

0.0

20.0

40.0

60.0

80.0

100.0

2009 2010 2011 2012 2013 2014

New York Other U.S. States Interna;onal

New

0.0

20.0

40.0

60.0

80.0

100.0

2009 2010 2011 2012 2013 2014

New York Other U.S. States Interna;onal

New

100.0

80.0

60.0

40.0

20.0

0.0

100.0

80.0

60.0

40.0

20.0

0.0

100.0

80.0

60.0

40.0

20.0

0.0

2009 2010 2011 2012 2013 2014

2009 2010 2011 2012 2013 2014

2009 2010 2011 2012 2013 2014

Other U.S. States

Other U.S. States

Other U.S. States

Non-Resident Aliens

Non-Resident Aliens

Non-Resident Aliens

New York

New York

New York

59.0

42.2

43.2

50.5

36.9

43.2

21.6

35.4

30.4

30.1

36.1

32.3

19.4

22.4

26.4

19.4

27.0

24.5

New Freshmen

New Graduate-level

New Undergraduate Transfer

Section 2 - 80

New Undergraduate Freshmen - Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 81

Table 32. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014


372311

301

30

267218

142114

48268

2619855

1,12144

79068

12099

1,286735393

14144

840523153114

50

1,317215481484137

3,443546

1739215612331

626284249

885

360199

845522

47386

119204

64

1,459333602

86267171

240107101

428

19792533814

3315686

17118

768154285

56213

60

483313

11

1614

200

315

1511

0

951562

512

1


Aliens New York

Section 2 - 82

New Undergraduate Freshmen - Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer - Diploma, Associate, Bachelor (B)Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level - Masters, Doctoral, Diploma and Certificate (C)Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B+C)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 83

Table 33. Undergraduate and Graduate-level enrollment by Geographic Origin, Fall 2014 (%)


83.68.10.3

8100%

81.65.27.95.3

100%

14.154.120.311.5

100%

470.5

6.110.7

8.8100%

57.230.6

1.111.1

100%

62.318.213.6

5.9100%

16.336.536.810.4

100%

1650.5

6.217.8

9.6100%

45.439.8

1.313.5

100%

55.323.315.3

6.1100%

18.225.243.113.5

100%

2341.3

5.918.311.7

100%

44.642.1

1.711.6

100%

46.726.919.3

7.1100%

16.926

51.75.4

100%

2037.1

7.327.7

7.8100%

68.827.1

2.12

100%

87.512.5

00

100%

16.148.435.5

0100%

1665.3

5.312.6

1.0100%


Aliens New York

Section 2 - 84

University Summary

Table 34. enrollment (domestic and international)

Table 34a. domestic Students from all ethnic groups

New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level

Total

New Undergraduate FreshmenNew Undergraduate TransferNew Graduate-level

Total

Percentage1

1 New domestic students who self-reported as belonging to at least one ethnic group (2014:1,013/3,443=29.4%)

2009

1,2061,2081,210

3,624

2009

410297276

983

2010

1,2421,1331,288

3,663

2010

406302312

1,020

2011

1,1651,0661,261

3,492

2011

342285291

918

2012

1,116965

1,222

3,303

2012

343269320

932

2013

1,0941,0421,224

3,360

2013

333273316

922

2014

1,286840

1,317

3,443

2014

452244317

1,013

27.1%

27.8%

26.3%

28.2%

27.4%

29.4%

Section 2 - 85

2009 2010 2012 2012 2013 2014 New Freshmen 34.0 32.4 29.7 30.5 30.7 35.3

New Undergraduate Transfer 24.4 26.7 26.7 27.3 26.3 27.9

New Graduate-‐level 23.0 24.4 22.7 26.1 26.2 23.9

0.0

20.0

40.0

60.0

80.0

100.0

Percent

University Summary

Figure 15. Domestic Students from all Ethnic Groups (%)

100.0

80.0

60.0

40.0

20.0

0.02009

34.024.622.8

2010

32.726.724.2

2011

29.426.723.1

2012

30.727.926.2

2013

30.426.225.8

2014

35.129.024.1

New Undergraduate Freshmen

Percent

New Undergraduate TransferNew Graduate Students

2014: 452 (New Freshmen from all ethnic groups) / 1,286 (Total Freshmen) = 35.1%

Section 2 - 86

University Summary

Figure 16. New undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%)

Figure 17. New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%)

Native Hawaiian or Other Pacific Islander = 0

Native Hawaiian or Other Pacific Islander, n=0.1%American Indian or Alaska Native, n=0

Asia

Asia

Black

Black

Hispanic

Hispanic

American Indian

or Alaska native

Cumulative %

Cumulative %

Two or More Races

Two or More Races

Non-ResidentAliences


White

White

U.S.Unreported

U.S. Unreported

16.7

N=1,286

N=840

14.2

30.9

25.6

31.2

29.0

35.1

63.4

65.7

68.0

71.1

99.9

100.0

9.6 7.1 14.2 0.3 4.0 30.5 5.4 28.9

6.9 7.3 11.4 3.3 34.5 4.6 31.9

Section 2 - 87

University Summary

Figure 18. New Graduate-level from Different Ethnic Groups, Fall 2014 (%)

Native Hawaiian or Other Pacific Islander, n=0.1%American Indian or Alaska Native, n=0.1%

Asia Black Hispanic

Cumulative %

Two or More Races


White U.S. Unreported

N=1,317

12.421.6 24.1

58.863.4

100.0

4.4 8.0 9.2 2.4 34.8 4.6 36.6

Section 2 - 88

New Undergraduate FreshmenParsons School of DesignEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Undergraduate TransferSchools of Public EngagementThe New School for Social ResearchParsons School of DesignEugene Lang College of Liberal ArtsCollege of Performing Arts

New Graduate-levelSchools of Public EngagementThe New School for Social ResearchParsons School of DesignCollege of Performing Arts

Total

Total

1,286735393

14144

840114

0523153

50

1,317483216481137

3,443

42110

0----0

11--0

5

372311

301

30

26721

-218

1414

4829868

26155

168

1838570

325

9625

-451610

12169212011

400

American Indian or

Alaska native

Hispanic or Latino

Non-Resident Aliens

Section 2 - 89

Asia

0---0

1--1

0

1--10

2

1239722

-4

581-

5052

5814

831

5

239

512221

17

285-

1481

3119

543

110

914332

313

6110

-3317

1

10571

623

5

257

393157174

557

29046

-143

8219

458188

96122

52

1,141

691843

08

396-

1911

3

60231219

6

1,121


Table 35. Enrollment by Ethnicity, Fall 2014

Black or African

American

Two or More Races

Native Hawaiian or other Pacific

IslanderWhite

Not Reported

Section 2 - 90

New Undergraduate Freshmen: Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 91

Table 36. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014



924571286

1255

588402

947616

855338111326

80

2,3671,311

111380414151

1,248711387

8142

738466147

7649

1,148468173372135

3,1341,645

173534456326

362164107

289

252121

593834

462143104158

57

1,076428104166198180

3824

662

10257

638

1

1691342

1122

309944212

1565

1,286735393

14144

840523153114

50

1,317481215484137

3,4431,739

215546612331

Section 2 - 92

New Undergraduate Freshmen: Diploma, Associate, Bachelor (A)Parsons School of Design Eugene Lang College of Liberal Arts1


New Undergraduate Transfer: Diploma, Associate, Bachelor (A) Parsons School of Design Eugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

New Graduate-level: Masters, Doctoral, Diploma and Certificate (B) Parsons School of Design The New School for Social ResearchSchools of Public EngagementCollege of Performing Arts

New Undergraduate and Graduate-level (A+B)Parsons School of Design The New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts


Section 2 - 93

Table 36a. Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)


Female % Full-time %Male % Part-time %Total

71.977.772.885.7

38.19

7076.961.4

32177.9

64.970.351.658.4

113.5

68.775.451.669.667.645.6

9796.798.557.1

98.61

87.989.196.1

98397.1

87.297.380.598.5

194.9

9194.680.597.874.598.5

28.122.327.214.3

61.81

3023.138.6

68222.1

35.129.748.441.686.5

31.324.648.430.432.454.4

33.31.5

42.91.39

12.110.9

3.92

2.9

12.82.7

19.51.55.1

95.4

19.52.2

25.51.5

1,286735393

14144

840523153114

50

1,317481215484137

3,4431,739

215546612331

Section 3- Student progress and outcomes

The metrics in this section describe the graduation rates of specific student population groups, such as new undergraduate transfer and new graduate-level (Masters) students. These rates are also presented by specific demographic characteristics, such as ethnicity, time status, gender, and financial aid status.

Section 3 - 96

Section 3 - 97

DEFINITIONS

FOUR-YEAR GRADUATION RATE refers to the percent of full-time/first time undergraduate students in Bachelor programs from a cohort term four years prior, who completed their degree within four years. For example, the four-year graduation rate for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2012.

FULL-TIME/FIRST-TIME FRESHMAN refers to a student who has no prior postsecondary experience and attending The New School for the first time at the undergraduate level. This includes students who: (1) are enrolled in academic or occupational programs; (2) are enrolled in the fall term who attended college for the first time in the prior summer term; and (3) entered with advanced standing (i.e. with college credits earned before graduation from high school).

NEW GRADUATE-LEVEL (MASTERS) refers to a student who may or may not have taken prior graduate-level classes, but is new to The New School graduate-level.

PELL RECIPIENT refers to a student who received funds from the Federal pell grant program at the time of entry.

SIX-YEAR GRADUATION RATE refers to the percent of full-time/first time undergraduate students in Bachelor programs from a cohort term six years prior, who completed their degree within six years. For example, the six-year rate graduation for the first-time/full-time freshmen degree cohort entering in fall 2008 is measured in fall 2014.

STUDENT TIME STATUS described as either full-time or part-time refers to the proportion of time a student is enrolled in a given term, as measured by the number of credits a student is taking. The number of registered credits to be considered full-time or part-time differs for undergraduate and graduate students.

UNDERGRADUATE TRANSFER-IN STUDENT refers to a student entering The New School for the first time but known to have previously attended a postsecondary institution at the undergraduate level. The student may transfer with or without credit.

Section 3 - 98

University Summary

Table 37. Four- and Six-year Graduation Rates: First time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin

U.S. Citizens

American Indian or Alaska Native Asian Black or African American Hispanic or Latino Two or More Races White

Non-Resident Aliens

U.S. Citizens

American Indian or Alaska native Asian Black or African American Hispanic or Latino Two or More Races White

Non-Resident Aliens

FALL 2007 COHORT

FALL 2008 COHORT Graduated within Four Years

47.6%

66.7%63.9%34.1%35.4%46.7%45.3%

54.1%

Graduated within Six Years

61.7%

80.0%74.5%38.9%65.8%54.5%58.4%

79.1%

Entering Students

716

5157367933

406

158


65.1%

-83.3%58.5%68.3%60.0%58.8%

76.1%

Entering Students

704

6144418245

386

218

Graduated within Four Years

49.0%

60.0%57.3%33.3%55.7%36.4%46.8%

57.6%

Note: No graduates recorded between four to six years

Section 3 - 99

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Domestic students

American Indian or Alaska

Native

Asian Black or African

American

Hispanic or Latino

Two or More Races

White International Students

Within 4 Years Within 6 Years

University Summary

Figure 19. Four- and Six-year Graduation Rates: First-time/full-time freshmen in baccalaureate degree, by Ethnicity and Geographic Origin

U.S. Citizens

Within 4 Years

49.0%

61.7%

80.0%74.5%

57.3%

33.3%38.9%

55.7%65.8%

36.4%

54.5%

79.1%

57.6%58.4%

46.8%

60.0%

Within 6 Years

American Indian or

Alaska Native

Asian Black or African

American

Hispanic or Latino

Two or More Races

White Non-Resident Aliens

100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

Fall 2007 Cohort

Section 3 - 100

University Summary

Figure 20. Four- and Six-year Graduation Rates: First-time/Full-time Freshmen in baccalaureate degree, by gender

Female

Female

Male

Male

Within 4 years

Within 4 years

Within 6 years

Within 6 years

55.6%

58.8%

67.4%

69.5%

51.8%

44.4%

61.6%

58.0%

FALL 2007 COHORT

FALL 2008 COHORT

Section 3 - 101

University Summary

Table 38. Four- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in baccalaureate degree

20042005200620072008

20042005200620072008

Rate

70.9%73.9%74.4%68.2%69.7%

Rate

36.8%57.0%46.8%47.7%33.3%

Rate

75.8%78.3%78.1%71.7%73.1%

Rate

46.3%63.4%55.0%50.5%38.7%

525552520551577

9514211110993

Total Entering Students






Number

372408387376402

Number

3581525231

Number

398432406395422

Number

4490615536

FULL-TIME

PART-TIME

Section 3 - 102

University Summary

Table 39. Four- and Six-year Graduation Rates: full-time undergraduate freshmen Pell Recipients in baccalaureate degree

Non-Pell RecipientsPell Recipients

Non-Pell RecipientsPell Recipients

Rate

66.2%65.3%

Rate

66.4%65.1%

Rate

54.5%55.3%

Rate

54.8%53.7%

764199

783218







Number

506130

Number

520142

Number

416110

Number

429117

FALL 2007

FALL 2008

Section 3 - 103

SECTION 4- INTERNATIONAL STUDENTS

This section describes the enrollment of non-resident aliens by country/region of origin.

Section 4 - 106

DEFINITION

A NON-RESIDENT ALIEN The New School has a large international student enrollment. For the purposes of this year’s Almanac, we have restricted our definition to those students who are non-resident aliens: non- U.S. Citizens who are studying at The New School on specific VISA types.

Section 4 - 107

University Summary

Table 40. non-resident Aliens Enrollment by Region

UndergraduateAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

Undergraduate & Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

2009

8756

4216119197

15355

1,670

4196

5151

6460

9234

723

12952

9367183257

24589

2,393

2010

8808

5255146182

21423

1,848

8216

3174

687614

202

761

161024

8429214258

35625

2,609

2011

18911

8259191195

28422

2,032

11248

3172

838918

167

791

291159

11431274284

46589

2,823

2012

171027

8273207193

23410

2,158

11255

1184

957921

166

812

281282

9457302272

44576

2,970

2013

151177

6269203209

23418

2,320

10297

1208118

7430

185

923

251474

7477321283

53603

3,243

2014

181232

6313221212

25399

2,426

20379

0214152

8536

190

1,076

381611

6527373297

61589

3,502

Note: ‘With unreported country’ refers to missing entries as of census freeze date of each year. However, almost all these missing entries are known/completed based on live data after census date.

Section 4 - 108

Table 41. non-resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%)

UndergraduateAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

Undergraduate & Graduate-levelAfricaAsiaCaribbeanEuropeLatin AmericaNorth America (Canada)OceaniaWith unreported country

1-Year

20.04.70.0

16.48.91.48.7

-4.5

1-Year

100.027.6

0.02.9

28.814.920.0

2.7

1-Year

52.09.3

-14.310.516.2

4.915.1-2.3

5-Year

125.063.050.044.985.7

7.666.712.4

5-Year

400.093.4

-100.042.7

137.541.7

300.0-18.8

5-Year

216.769.2

-33.344.0

103.815.6

154.20.0

University Summary

2013 v. 2014

2013 v. 2014

2013 v. 2014

2009 v. 2014

2009 v. 2014

2009 v. 2014

Section 4 - 109

University Summary

Table 42. non-resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014

ChinaKoreaCanadaIndiaBrazilTaiwanHong KongUnited KingdomTurkeyFranceOther Countries (=91)With unreported country

ChinaCanadaKoreaGermanyMexicoIndiaBrazilAustraliaUnited KingdomColombiaOther Countries (=71)With unreported country

Number

369285212134

817256545351

660399

2,426

Number

112854939393737323131

394190

1,076

%

15.211.7

8.75.53.33.02.32.22.22.1

27.216.4

%

10.47.94.63.63.63.43.43.02.92.9

36.617.7

Undergraduate

Graduate-level

Section 4 - 110

Table 43. non-resident Aliens Enrollment: Top 5 countries of enrollment, fall 2014

ChinaKoreaCanadaIndiaBrazilAustraliaTaiwanIsraelGermanyTurkeyMexicoColombiaUnited KingdomItalyNetherlandsSwedenNorwayGermanyGreece

40427021814893

1,13347%

481334297171118

3,502 2,395 294

1,40140%

Total from top 5 countries% of total international students

24

2014149

8128%


The New School

Total Non-Resident Aliens

Note: Not presented above: Continuing Education=13; Mannes Next=9

Parsons Social Research

Section 4 - 111

313 154 123 83 18

2427

998

7747%

12

5

666

3528%

68

11

4

3

3239%

3

2

411

1161%

16

2213

12

16

7925%

Mannes Eugene Lang Jazz DramaPublic Engagement

Section 4 - 112

Undergraduate

Graduate-level

Mexico

212

38

Section 4 - 113

Mexico

Costa Rica

Panama

4 1

Bahamas1

Honduras

Guatemala

El SalvadorNicaragua

Canada49

1 2

15

39

22

1

1

1

Section 4 - 114

Undergraduate

Graduate-level

Colombia

Venezuela

Argentina14 12

Domenican Republi

Chile6 8

Peru6 3

Ecuador

Aruba

5

22 31

13 1

1

20 11

2

Section 4 - 115

Brazil

Venezuela

Argentina

Domenican Republic

2

3781

Uruguay

2

2

Barbados

Saint Vincent1

Trindad and Tobago

Section 4 - 116

Undergraduate

Graduate-level

1251

France

54 31

United Kingdom

24 5

Sweden

73Austria

17 11

Norway

16 39

Germany

19 5

Swirzerland

18 6

Russia

21 11Italy

20 20

Spain

Denmark2 11

Belgium19

Iceland15

Poland62

Ireland3

Monaco3 1

Ukraine3 1

Moldova1

Croatia2 3

Portugal2 2

Hungary2 3

Finland3

Slovenia2 1

Albania1

Czech Republic4

Bulgaria

Greece109

Netherlands

1012

Gibraltar1

Latvia1

Lithuania1

Macedonia1

Romania1 2

Serbia1 1

Slovakia1

Belarus2

3 2

Cyprus13

Azerbaijan1Turkey

53 28

Georgia1 1

Section 4 - 117

1251

France

54 31

United Kingdom

24 5

Sweden

73Austria

17 11

Norway

16 39

Germany

19 5

Swirzerland

18 6

Russia

21 11Italy

20 20

Spain

Denmark2 11

Belgium19

Iceland15

Poland62

Ireland3

Monaco3 1

Ukraine3 1

Moldova1

Croatia2 3

Portugal2 2

Hungary2 3

Finland3

Slovenia2 1

Albania1

Czech Republic4

Bulgaria

Greece109

Netherlands

1012

Gibraltar1

Latvia1

Lithuania1

Macedonia1

Romania1 2

Serbia1 1

Slovakia1

Belarus2

3 2

Cyprus13

Azerbaijan1Turkey

53 28

Georgia1 1

Section 4 - 118

285

369

Republicof Korea

Japan

Taiwan

Macau

VietnamCambodia

Thailand

Singapore

Indonesia

Philippines

Malaysia

72 29

56 5

41 16

112China

27 12

23 6

40 7

15 4

10

6 2

Myanmar2

2

Brunei1

2 1

Laos1

Hong Kong

Kazakhstan4 1

Bangladesh3 1

Turkmenistan1

Uzbekistan1

Afghanistan1

Sri Lanka

India

2

134 37

Pakistan12

Nepal1

85

Undergraduate

Graduate-level

Section 4 - 119

285

369

Republicof Korea

Japan

Taiwan

Macau

VietnamCambodia

Thailand

Singapore

Indonesia

Philippines

Malaysia

72 29

56 5

41 16

112China

27 12

23 6

40 7

15 4

10

6 2

Myanmar2

2

Brunei1

2 1

Laos1

Hong Kong

Kazakhstan4 1

Bangladesh3 1

Turkmenistan1

Uzbekistan1

Afghanistan1

Sri Lanka

India

2

134 37

Pakistan12

Nepal1

85

Section 4 - 120

Undergraduate

Graduate-level

Austrailia

21 32

Section 4 - 121

New Zealand

4 4

Section 5- Faculty and staff

This section describes faculty and staff demographic characteristics such as gender, time status and ethnicity.

Section 5 - 124

Parsons School of DesignNew School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total Faculty

Source: Human Resources, data from 11/1/2014

Definitions

FACULTY refers to all persons directly employed by The New School whose primary role is designated as being either a full-time faculty member or a part-time faculty member.

FULL-TIME EMPLOYMENT is defined as employment at 100% of effort.

FULL-TIME EQUIVALENT (FTE) is a single calculated value providing ameaningful combination of full-time and part-time students, faculty orstaff. In general terms, this is an individual’s “work” divided by a definedamount of “work” performed by a full-time individual. While there aremany acceptable methods for the calculation of FTE, the method usedthroughout the Almanac is 1 full-time faculty or staff equals 1 FTE. 1 part-time faculty or staff equals 1/3 FTE.

PART-TIME EMPLOYMENT is defined as employment at anything less than 100% effort.

STAFF refers to all persons directly employed by The New School whose primary role is designated as being executive or administrative, or who are members of the university’s recognized clerical or service unions.(Note: Temporary/miscellaneous employees, along with students who are working in positions designated specifically for student employment, are not included in the counts of faculty and staff)

Section 5 - 125

Table 44. Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014

Table 45. Faculty by Time Status

Executive/Administrative/Managerial

Other ProfessionalsClerical & SecretarialService/Maintenance

1,719

6411

4256

1,783

9481381

316361

1,719

2,135

982358

334116174

3,117

1,11086

155402382

2,135

989

964355

322115172

1,953

15%85%48%21%

5.5%

19%

85%15%52%79%

94.5%

81%

416

918347

292111168

1,334

16273748621

416

Faculty

Staff

Total Employees

Full-time

Full-time Full-time (%)

Part-time 1

Part-time Part-time (%)

Total

Total

FTE

1 Derivation of Faculty Total FTE is based on Common Data Set (CDS) method: Number of full-time headcount + 1/3 total number of part-time headcountSource: Human Resources, data from 11/1/2014

UNIVERSITY Summary

Section 5 - 126

Full-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Part-time Parsons School of DesignThe New School for Social ResearchEugene Lang College of Liberal ArtsSchools of Public EngagementCollege of Performing Arts

Total Faculty

Source: Human Resources, data from 11/1/2014

Section 5 - 127

Table 46. Faculty by Gender, FALL 2014

Female MaleFemale % Male %Total

1997927414111

866503

245

171145

1,065

2178346334510

853445

1136

145216

1,070

48%49%37%55%48%52%

50%53%15%56%54%40%

50%

52%51%63%45%52%48%

50%47%85%44%46%60%

50%

416162

73748621

1,719948

1381

316361

2,135


Section 5 - 128

Table 47a. Faculty by Ethnicity and Geographic Origin headcount, Fall 2014

Table 47b. Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014 (%)



Total Faculty



Total Faculty

Total

Total

Hispanicor Latino

Hispanicor Latino

American Indianor Alaska Native

American Indianor Alaska Native

Non-ResidentAliens

Non-ResidentAliens

416162

73748621

1,719948

1381

316361

2,135

416162

73748621

1,719948

1381

316361

2,135

1322450

7445

069

14

87

3%1%3%5%6%0%

4%3%0%5%7%4%

4%

100010

530101

6

0%0%0%0%1%0%

0%0%0%0%1%0%

0%

3816

9940

2515

0442

63

9%10%12%12%

5%0%

1%1%0%2%5%1%

3%

Source: Human Resources

Section 5 - 129

White

White

Two or more races

Two or more races

Not Reported

Not Reported

Asian

Asian

Black or AfricanAmerican

Black or AfricanAmerican

Native Hawaiian or Other Pacific

Islander

Native Hawaiian or Other Pacific

Islander

258103

43415417

1,289692

1155

258273

1,547

62%64%59%55%63%81%

1%82%85%73%68%

1%

1%

512011

910

1

8551

17

1016

136

12%12%15%12%12%

5%

5%3%8%5%9%4%

6%

000000

2516

0315

25

0%0%0%0%0%0%

1%0%0%2%4%1%

1%

3515

6761

14085

11

2825

175

8%9%8%9%7%5%

8%9%8%9%1%7%

8%

2062462

7641

046

25

96

5%4%3%5%7%

13%

4%2%0%4%5%7%

4%

000000

000000

0

0%0%0%0%0%0%

0%0%0%0%0%0%

0%


Section 6- University Resources

The metrics in this section describe key University financial measures and library resources.

Section 6 - 132

Section 6 - 133

DEFINITIONS

ENDOWMENT: The endowment consists of donor-restricted funds and funds designated by the Board of Trustees. The principal or corpus of the endowment must remain intact. The university’s endowment spending policy provides a sustainable flow of funds to support annual operations, and balances current spending needs against preservation of the endowment’s future purchasing power.

OPERATING BUDGET: The operating budget includes all revenues and expenses that relate to the university’s educational programs, research, training, and supporting activities.

Section 6 - 134

University Summary

Table 48. Endowment and Operating Budget FY 2010-2014

Figure 21. Endowment and Operating Budget FY 2010-2014

Endowment($millions)

OperatingBudget

($ millions)

$ 188

$ 288

FY 2010Fiscal Year (FY)

$ 205

$ 330

FY 2012

40.2 %

3.7 %

1 Yr %Change

$ 216

$ 307

FY 2011

$ 300

$ 335

FY 2014

$ 214

$ 323

FY 2013

59.6 %

16.3 %

5 Yr %Change

$0

$50

$100

$150

$200

$250

$300

$350

$400

FY2010 FY2011 FY2012 FY2013 FY2014

$400

$350

$300

$250

$200

$150

$100

$50

$0FY2010 FY2011 FY2012 FY2013 FY2014

Operating Budget

Endowmentmill

ions

Section 6 - 135

University Summary

BooksJournal TitlesMusical ScoresAudioVideoMicrofilmArchival CollectionsImagesDatabases

Physical Materials

(Volume count)

Electronic Content

(Title count)Total Holdings

203,576335

34,15314,8013,1531,112250

867,951111,98194,000

190,72437,277

2,930,280530

1,071,527112,316128,153205,52540,4301,112250

2,930,280530

Source: Office of the University Librarian

Table 49. Library Resources, Fall 2014

Library locations available to The New School students and faculty

New School LibrariesUniversity Center Forum Library

List Center LibraryHarry Scherman Music Library

University Archives

Consortium LibrariesElmer Bobst Library - New York University

Avery Fischer Center for Music and Media - New York UniversityCourant Institute of Mathematical Science - New York University

Cooper UnionNew York Academy of Art

New York Historical SocietyCardozo Law School Library

Index - 138

INDEX

T. 1T. 1aT. 2T. 3T. 4T. 5

T. 6T. 7T. 8T. 9T. 10T. 11T. 12

T. 12aT. 12bT. 13

T. 13a

T. 14

T. 14a

T. 15

T. 15a

T. 16

T. 17

T. 17a

T. 18

T. 18a

P. 14P. 16P. 18P. 20P. 23P. 23

P. 25P. 27P. 29P. 29P. 31P. 31P. 33

P. 35P. 35P. 37

P. 37

P. 39

P. 39

P. 41

P. 41

P. 43

P. 45

P. 47

P. 49

P. 51

UniversityUniversityCollege-LevelCollege-Level UniversityUniversity

College-LevelCollege-LevelUniversityUniversityUniversityUniversityUniversity

UniversityUniversityCollege-Level

College-Level

College-Level

College-Level

University

University

University

College-Level

College-Level

College-Level

College-Level

Credit and Non-credit Enrollment Credit and Non-credit Enrollment by Degree levelCredit Enrollment: Degree seeking and Non-degree seeking Non-Credit Enrollment: Degree seeking and Non-degree seekingHeadcount and Full-time Equivalent (FTE)Undergraduate and Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Headcount and Full-time Equivalent (FTE)Graduate-level Headcount and Full-time Equivalent (FTE)Undergraduate Online and On-campus EnrollmentGraduate-level Online and On-campus EnrollmentUndergraduate Online Enrollment (Headcount)Graduate-level Online Enrollment (Headcount)Credit and Non-credit Enrollment by Ethnicity and Geographic OriginCredit and Non-credit Enrollment of Different Ethnic Groups Credit and Non-credit Enrollment of Different Ethnic Groups (%)Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2014 (%)Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2014 (%)Credit and Non-credit Enrollment: Undergraduate by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014Credit and Non-credit Enrollment: Graduate-level by Degree/ Awards Level, Ethnicity and Geographic Origin, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Degree/Awards Level and Gender, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014Credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2014 (%)Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014Credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2014 (%)

SECTION 1 - ALL STUDENTS

LIST OF TABLES

Index - 139

P. 52P. 53P. 56P. 58

P. 64P. 64P. 65P. 65P. 66P. 66P. 68P. 70P. 72P. 76P. 76P. 78P. 81

P. 83

P. 84P. 84P. 89P. 91

P. 93

P. 98

P. 101 P. 102

Undergraduate Enrollment by AgeGraduate-level Enrollment by AgeUndergraduate Headcount and Degree AwardsGraduate-level Headcount and Degree Awards

Actionable ApplicationsActionable Applications Growth RatesAdmitted ApplicationsAdmitted Applications Growth Rates Enrollment Enrollment Growth RatesActionable Applications, Fall 2014 Admitted Applications, Fall 2014Enrollment, Fall 2014Admit Rate (%)Yield Rate (%)Enrollment by Geographic OriginUndergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014Undergraduate and Graduate-level Enrollment by Geographic Origin, Fall 2014 (%)Enrollment (domestic and international)Domestic Students from all Ethnic GroupsEnrollment by Ethnicity, Fall 2014Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014Enrollment in Degree and Non-degree Programs: by Gender and Time Status, Fall 2014 (%)

Four- and Six-year Graduation Rates: First time/full-time Freshmen in Baccalaureate Degree, by Ethnicity and Geographic OriginFour- and Six-year Graduation Rates of full-time Undergraduate Transfer Students in Baccalaureate DegreeFour- and Six-year Graduation Rates: Full-time Undergraduate Freshmen Pell Recipients in Baccalaureate Degree

T. 19T. 20T. 21T. 22

T. 23T. 23aT. 24T. 24aT. 25T. 25aT. 26T. 27T. 28T. 29T. 30T. 31T. 32

T. 33

T. 34T. 34aT. 35T. 36

T. 36a

T. 37

T. 38

T. 39

UniversityUniversityCollege-LevelCollege-Level

UniversityUniversityUniversityUniversityUniversityUniversityCollege-LevelCollege-LevelCollege-LevelCollege-LevelCollege-LevelUniversityCollege-Level

College-Level

UniversityUniversityCollege-LevelCollege-Level

College-Level

University

University

University

SECTION 2 - NEW STUDENTS

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

Index - 140

T. 40T. 41

T. 42

T. 43

T. 44

T. 45T. 46T. 47aT. 47b

T. 48T. 49

UniversityUniversity

University

College-Level

University

UniversityCollege-LevelCollege-LevelCollege-Level

UniversityUniversity

Non-Resident Aliens Enrollment by RegionNon-Resident Aliens Enrollment by Region, Growth Rates, Fall 2014 (%)Non-Resident Aliens Enrollment: Top 10 Countries of Origin, Fall 2014Non-Resident Aliens Enrollment: Top 5 Countries of Enrollment, Fall 2014

Faculty and Staff: Headcount and Full-time Equivalent (FTE), Fall 2014Faculty by Time StatusFaculty by Gender, Fall 2014Faculty by Ethnicity and Geographic Origin Headcount, Fall 2014Faculty by Ethnicity and Geographic Origin Percentage, Fall 2014(%)

Endowment and Operating Budget FY 2010-2014Library Resources, Fall 2014

P. 107P. 108

P. 109

P. 110

P. 125

P. 125P. 127P. 128P. 128

P. 134P. 135

INDEXLIST OF TABLES

SECTION 5 - FACULTY AND STAFF

SECTION 6 - UNIVERSITY RESOURCES

SECTION 4 - INTERNATIONAL STUDENTS

Index - 141

F. 1

F. 2F. 3F. 4

F. 5F. 6F. 7F. 8aF. 8bF. 8cF. 9aF. 9bF. 9cF. 10aF. 10bF. 10cF. 11F. 12F. 13F. 14F. 15F. 16F. 17F. 18

F. 19

F. 20

F. 21

P. 16

P. 33P. 52P. 53

P. 64P. 65P. 66P. 68P. 69P. 69P. 70P. 71P. 71P. 72P. 73P. 73P. 74P. 76P. 77P. 79P. 85P. 86P. 86P. 87

P. 99

P. 100

P. 134

Credit and Non-credit: Associate, Bachelors, Masters, Doctoral, Diploma & Certificate Credit and Non-credit Enrollment by Ethnicity and Geographic Origin (%) Undergraduate Enrollment by Age: Trend in Proportion by CategoryGraduate-level Enrollment by Age: Trend in Proportion by Category

Actionable Applications TrendAdmitted Applications TrendEnrollment TrendUndergraduate Freshman: Actionable Applications TrendUndergraduate Transfers: Actionable Applications TrendGraduate-level: Actionable Applications TrendUndergraduate Freshman: Admitted Applications TrendUndergraduate Transfers: Admitted Applications TrendGraduate-level: Admitted Applications TrendUndergraduate Freshmen: Enrollment TrendUndergraduate Transfers: Enrollment TrendGraduate-level: Enrollment TrendNew Students Admit and Yield Rates, Fall 2014Admit Rate TrendYield Rate TrendEnrollment by Geographic Origin (%)Domestic Students from All Ethnic Groups (%)New Undergraduate Freshmen from Different Ethnic Groups, Fall 2014 (%)New Undergraduate Transfer from Different Ethnic Groups, Fall 2014 (%)New Graduate-level from Different Ethnic Groups, Fall 2014 (%)

Four-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Ethnicity and Geographic OriginFour-and Six-year Graduation Rates: First-time/Full-time Freshmen in Baccalaureate Degree, By Gender

Endowment and Operating Budget FY 2010-2014

SECTION 3 - STUDENT PROGRESS AND OUTCOMES

SECTION 2 - NEW STUDENTS

SECTION 1 - ALL STUDENTS

LIST OF FIGURES

SECTION 6 - FINANCIAL, LIBRARY AND PHYSICAL

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The New School Almanac & Trends 2014

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