MEASURING UP 2008 THE STATE REPORT CARD ON HIGHER EDUCATION Utah What Is Measuring Up? A Snapshot of Grades and M Change Over Time easuring Up is a series of biennial report cards that provide the general public Preparation: and policymakers with information to assess and improve higher education in Grades: 6 states received an A, 18 states received a B, 21 states each state. The report cards evaluate states because they are primarily responsible received a C, 5 states received a for educational access and quality in the United States. This year’s edition, Measuring D, and no state received an F. Up 2008, is the fifth in the series, which began in 2000. In Measuring Up, “higher Change Over Time:* 34 states education” refers to all education and training beyond high school, including public have improved or remained stable on the key indicator and private, two- and four-year, and for-profit and nonprofit institutions. and 16 states have declined on the key indicator. The report card grades states in six overall all portion of income that most families must de- Participation: performance categories: vote for higher education continues to escalate. Grades: 2 states received an A, Preparation: How adequately does the state In Measuring Up 2008, state performance in 8 states received a B, 22 states prepare students for education and training higher education is assessed in three ways: received a C, 15 states received beyond high school? a D, and 3 states received an F. Graded Information: Each state’s current Participation: Do state residents have sufficient performance is compared with that of the best- Change Over Time:* 43 states opportunities to enroll in education and training performing states, and the results are indicated have improved or remained beyond high school? by letter grades. stable on the key indicator and 7 states have declined on Affordability: How affordable is higher educa- Change Over Time: Change Over Time indicators the key indicator. tion for students and their families? compare each state’s current performance with its Affordability: own previous performance in the 1990s. For each Completion: Do students make progress toward category, the state’s change is determined by its Grades: 1 state received a C and complete their certificates or degrees in a improvement or decline in performance on a key and 49 states received an F. timely manner? indicator in that category. This information is Change Over Time:* 2 states Benefits: What benefits does the state receive displayed in two ways. First, states receive either an have improved or remained from having a highly educated population? “up” or a “down” arrow in each performance area stable on the key indicator (see page 3). An “up” arrow indicates that the state and 48 states have declined Learning: What is known about student learning has increased or remained stable on the key indica- on the key indicator. as a result of education and training beyond high tor in the category, a “down” arrow indicates that school? Completion: the state has declined on the key indicator in the Grades: 11 states received Each state receives a letter grade in each per- category. Secondly, information about Change an A, 20 states received a B, formance category. Each grade is based on the Over Time is presented graphically in greater detail 16 states received a C, 1 state state’s performance on several indicators, or on the fourth page of this report card. received a D, and 2 states quantitative measures, in that category. International Comparisons: As in 2006, this year’s received an F. In four of the performance categories — Prepara- edition of Measuring Up offers international Change Over Time:* 48 states tion, Participation, Completion, and Benefits — comparisons that reveal how well the United States have improved or remained grades are calculated by comparing each state’s and each of the 50 states are preparing residents stable on the key indicator current performance with that of the best-per- with the knowledge and skills necessary to and 2 states have declined on forming states. This comparison provides a bench- compete in a global economy. State performance the key indicator. mark for evaluating each state’s performance is compared with the performance of nations that Benefits: within a national context and encourages each are associated with the Organisation for Economic state to “measure up” to the highest-performing Co-operation and Development (OECD). Grades: 5 states received an A, states. The Affordability category is the exception. 15 states received a B, 19 states In Measuring Up 2008, all states receive an In this category, the state’s current performance is received a C, 10 states received “Incomplete” in Learning because there are not compared with the performance of the best states a D, and 1 state received an F. sufficient data to allow meaningful state-by-state in the late 1990s, since current performance re- Change Over Time:* 50 states comparisons. Measuring Up 2006 provided state- flects a trend to “measure down” rather than have improved or remained specific information on Learning for nine states, “measure up.” All but one state receive an “F” in stable on the key indicator. but in 2008 no state collects and provides the Affordability. The failing grades in this category information necessary to determine the state’s * For the key indicators for Change confirm the fast decline in affordable higher edu- “educational capital” — or the level of knowledge Over Time, please see the five in- cation for American families. Despite state and and skills possessed by its residents. dicators with asterisks on page 4. federal increases in student financial aid, the over- MEASURING UP 2008 2 www.highereducation.org Utah PREPARATION Utah performs fairly well in preparing its REPORT CARD B young people for college. nEighth graders perform well in science, but their 2008 Grade scores in math, reading, and writing are fairly poor. Preparation B nOnly 67% of Hispanics have a high school creden- tial, compared with 94% of whites—one of the largest gaps in the nation. Participation B- Change Over Time Affordability F Completion B+ PARTICIPATION Utah is slipping behind other states in B- Benefits B providing college opportunities for its residents. 2008 Grade nThe likelihood of enrolling in college by age 19 is Learning I low, and has dropped by 14% since the early 1990s. nSixteen percent of Hispanic young adults are en- rolled in college, compared with 45% of whites— Change Over Time one of the largest gaps in the nation. AFFORDABILITY BENEFITS Higher education has become less affordable A fairly high proportion of residents have a F B for students and their families. bachelor’s degree, but there are substantial nPoor and working-class families must devote 28% gaps by ethnicity. 2008 Grade 2008 Grade of their income, even after aid, to pay for costs at nThirteen percent of Hispanics have a bachelor’s public four-year colleges. degree, compared with 32% of whites. nFinancial aid to low-income students is low. For nIf all racial/ethnic groups had the same educational every dollar in Pell Grant aid to students, the state attainment and earnings as whites, total annual Change Over Time Change Over Time spends only eight cents. personal income in the state would be about $2 billion higher. COMPLETION LEARNING Utah performs well in awarding certificates Like all states, Utah receives an “Incomplete” B+ I and degrees relative to the number of in Learning because there is not sufficient students enrolled, but relatively few data to allow meaningful state-by-state 2008 Grade students complete a bachelor’s degree in 2008 Grade comparisons. a timely manner. nForty-nine percent of college students complete a bachelor’s degree within six years. Change Over Time nForty-three percent of Hispanics graduate within six years, compared with 51% of whites. WHAT DO THE ARROWS MEAN? State has increased or remained stable on the key indicator State has declined on the key indicator in the category. in the category. MEASURING UP 2008 3 www.highereducation.org CHANGE OVER TIME: KEY INDICATORS Utah 2008 This page reflects Utah’s performance and progress since the early 1990s on several key indicators. PREPARATION PARTICIPATION The percentage of young adults in Utah who earn College enrollment of young adults in Utah has The enrollment of working-age adults, relative to a high school diploma has decreased since the declined since the early 1990s. Utah is at the the number of residents without a bachelor’s de- early 1990s. High school completion is above the national average but below the top states in the gree, has declined in Utah—as it has nationally U.S. average but below the top-performing states. percentage of young adults enrolled. and in the best-performing states. Utah is a top- performing state in this area. Percentage of 18–24 Year-Olds with Percentage of 18–24 Year-Olds Percentage of 25–49 Year-Olds Without a a High School Credential* Enrolled in College* Bachelor’s Degree Enrolled in College 100 60 12 95 10.6 95 94 94 94 90 91 50 43 44 10 10.6 9.3 8.9 90 40 39 8 7.6 8.9 85 88 39 35 34 86 86 7.2 30 33 34 6 6.9 80 29 5.7 75 20 4 1990-92 1998-2000 2006 1991 2001 2007 1991 2001 2007 AFFORDABILITY COMPLETION BENEFITS The share of family income, even after financial The number of undergraduate credentials and The percentage of residents who have a bache- aid, needed to pay for college has risen substan- degrees awarded in Utah, relative to the number lor’s degree has increased. Utah is the same as the tially. To attend public two- and four-year colleges of students enrolled, has increased since the early U.S. average but below the top states. in Utah, students and families pay less than the 1990s. Utah surpasses the U.S. average but is U.S. average but more than those in the best- below the top states on this measure. performing states. Percentage of Income Needed to Pay for All Degree Completions Percentage of 25–64 Year-Olds with Public Two- and Four-Year Colleges per 100 Students* a Bachelor’s Degree or Higher* 40 Public Two-Year Public Four-Year* 30 40 37 35 35 25 30 28 20 21 21 29 29 25 24 20 18 19 30 27 20 19 20 19 20 21 15 14 16 18 24 27 29 15 15 14 15 13 13 10 20 23 10 10 5 5 0 10 0 1999-2000 2007-2008 1999-2000 2007-2008 1992 2000 2007 1990 2000 2006 *Key indicator for the category. LEGEND: & = Utah & = United States & = Median of Top Five States MEASURING UP 2008 4 www.highereducation.org PREPARATION Utah 2008 B Utah performs fairly well in preparing its young people for college. 2008 Grade Change Over Time Graded Information PREPARATION Utah Top Compared with other states: States Early 1990s* 2008 nNinety-one percent of young High School Completion (25%) adults in Utah earn a high school diploma or General Education 18- to 24-year-olds with a high school credential 94% 91% 95% Development (GED) diploma by K-12 Course Taking (30%) age 24. 9th to 12th graders taking at least one upper-level math course 45% 69% 64% nUtah is one of the top- 9th to 12th graders taking at least one upper-level science course 20% 29% 46% performing states in the 8th grade students taking algebra n/a 47% 47% proportion of high school students enrolled in upper-level K-12 Student Achievement (35%) math (69%). However, a small 8th graders scoring at or above “proficient” on the national 22% 32% 41% proportion (29%) of high school assessment exam in math students are enrolled in upper- 8th graders scoring at or above “proficient” on the national 31% 30% 39% level science. assessment exam in reading nA very large proportion (47%) of 8th graders scoring at or above “proficient” on the national 32% 33% 41% assessment exam in science 8th graders take algebra, making Utah one of the top-performing 8th graders scoring at or above “proficient” on the national 21% 31% 46% assessment exam in writing states on this measure. Low-income 8th graders scoring at or above “proficient” on nEighth graders in Utah perform the national assessment exam in math 17% 19% 24% fairly well on national Number of scores in the top 20% nationally on SAT/ACT assessments in science. However, 142 201 265 college entrance exam per 1,000 high school graduates their performance on national Number of scores that are 3 or higher on an Advanced assessments in math and reading 155 166 237 Placement subject test per 1,000 high school juniors and seniors is only fair, and their Teacher Quality (10%) performance in writing is fairly poor. 7th to 12th graders taught by teachers with a major in their subject n/a 77% 83% nThe performance of low-income *The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. 8th graders is only fair on See the Technical Guide for Measuring Up 2008. national assessments in math. nFairly small proportions of 11th Performance Gaps Other Key Facts and 12th graders score well on nThere is an 18% gap between whites and all nAmong working-age adults (ages 25 to 49) without a Advanced Placement tests, and minorities in the percentage of 18- to 24-year-olds high school diploma, only 11 out of 1,000 earned a small proportions score well on with a high school credential, which is one of the GED. college entrance exams. largest gaps in the United States. Among the same nSeventy-seven percent of population, 67% of Hispanics, the largest minority nAbout 12% of children under age 18 live in poverty, compared with a national rate of 18%. secondary school students are population in Utah, have a high school credential, taught by qualified teachers, compared with 94% of whites. which compares very well with top-performing states. The preparation category measures how well a state’s K-12 schools prepare students for education and training beyond high school. The opportunities that residents have to enroll in and benefit from higher education depend heavily on the performance of their state’s K-12 educational system. MEASURING UP 2008 5 www.highereducation.org PARTICIPATION Utah 2008 B- Utah is slipping behind other states in providing college opportunities for its residents. 2008 Grade Change Over Time Graded Information Utah PARTICIPATION Top Compared with other states: States Early 1990s* 2008 nThe chance of Utah high school Young Adults (67%) students enrolling in college by age 19 is low, primarily because Chance for college by age 19 42% 36% 57% few graduates go on to college 18- to 24-year-olds enrolled in college 39% 34% 44% immediately after high school. Working-Age Adults (33%) nHowever, a very high percentage 25- to 49-year-olds enrolled in any type of postsecondary 10.6% 8.9% 8.9% of working-age adults (ages 25 to education with no bachelor’s degree or higher 49) are enrolled in college-level *The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. education or training, making See the Technical Guide for Measuring Up 2008. Utah one of the top-performing states on this measure. Change in Graded Measures Other Key Facts Performance Gaps nSince the early 1990s, the chance of enrolling in nUtah’s population is projected to grow by 33% from nThere is a 17% gap between college by age 19 has decreased by 14%, in contrast 2005 to 2025, above the national increase of 18%. whites and all minorities in the to a nationwide increase of 8%. The state’s decrease During approximately the same period, the number of percentage of 18- to 24-year-olds is due to a decline in the percentage of students high school graduates is expected to increase by 42%. enrolled in college, which is one graduating from high school and a drop in the nAbout 10% of the adult population has less than a of the largest gaps in the United percentage of graduates going on to college. high school diploma or its equivalent, compared with States. The gap between whites 16% nationwide. and Hispanics is 29%. nIn Utah, 7,126 more students are entering the state than leaving to attend college. About 8% of Utah high school graduates who go to college attend college out of state. The participation category addresses the opportunities for state residents to enroll in higher education. A strong grade in participation generally indicates that state residents have high individual expectations for education and that the state provides enough spaces and types of educational programs for its residents. MEASURING UP 2008 6 www.highereducation.org AFFORDABILITY Utah 2008 F Higher education has become less affordable for students and their families. 2008 Grade Change Over Time Graded Information Utah Top States nCompared with best-performing AFFORDABILITY Previous Current in Previous states, families in Utah devote a Years* Year Years large share of family income, even Family Ability to Pay (50%) 2000 2008 after financial aid, to attend public Percent of income (average of all income groups) needed to two-year colleges, and a very large pay for college expenses minus financial aid: share to attend public four-year colleges and universities. These at community colleges 13% 20% 13% two sectors enroll 74% of college at public 4-year colleges/universities 15% 21% 10% students in the state. at private 4-year colleges/universities 21% 27% 30% nThe state’s investment in need- Strategies for Affordability (40%) 1993 2008 based financial aid is very low State investment in need-based financial aid as compared to when compared with top- the federal investment 1% 8% 89% performing states, and Utah At lowest-priced colleges, the share of income that the does not offer low-priced college poorest families need to pay for tuition 12% 17% 7% opportunities. Reliance on Loans (10%) 1995 2008 nUndergraduate students borrowed Average loan amount that undergraduate students borrow each year $3,131 $5,070 $2,619 on average $5,070 in 2007. *See the Technical Guide for Measuring Up 2008. Change in Graded Note: In the affordability category, the lower the figures, the better the performance for all indicators except for “State investment in need-based financial aid.” Measures nSince the early 1990s, the state has increased its commitment to financially needy students, but the share of family income, even after financial aid, needed to pay for college remains large when compared with other states. Other Key Facts nIn Utah, 21% of students are enrolled in community colleges, 53% in public four-year colleges and universities, and 23% in private four-year institutions. The affordability category measures whether students and families can afford to pay for higher education, given income levels, financial aid, and the types of colleges and universities in the state. MEASURING UP 2008 7 www.highereducation.org AFFORDABILITY Utah 2008 Financial Burden to Pay for College Varies Widely by Family Income Those who are striving to reach or stay in the middle class — the 40% of the nIf the same student were to attend a public four-year college in the state, population with the lowest incomes — earn on average $24,048. their net cost to attend college would represent about 28% of their nIf a student from such a family were to attend a community college in the income annually. state, their net cost to attend college would represent about 28% of their Tuition, room, and board: $9,940 income annually. Financial aid received: -$3,117 Tuition, room, and board: $8,320 Net college cost: $6,823 Financial aid received: -$1,577 Percent of income: 28% Net college cost: $6,744 Note: The numbers shown for tuition, room, and board, minus financial aid Percent of income: 28% may not exactly equal net college cost due to rounding. Community Public 4-Year Private Non-Profit 4-Year A CLOSER LOOK Colleges colleges/universities colleges/universities Median Percent Percent Percent AT FAMILY Family Net of income Net of income Net of income Income college needed to college needed to college needed to ABILITY TO PAY cost* pay net cost* pay net cost* pay net college college college cost cost cost Income groups used to calculate 2008 family ability to pay 20% of the population with the lowest income $14,087 $6,113 43 $6,007 43 $9,095 65 20% of the population with lower-middle income $31,796 $7,413 23 $7,558 24 $9,462 30 20% of the population with middle income $49,303 $7,846 16 $8,791 18 $9,840 20 20% of the population with upper-middle income $71,238 $8,076 11 $8,851 12 $9,958 14 20% of the population with the highest income $118,203 $8,148 7 $9,069 8 $10,240 9 40% of the population with the lowest income $24,048 $6,744 28 $6,823 28 $9,269 39 *Net college cost equals tuition, room, and board, minus financial aid. MEASURING UP 2008 8 www.highereducation.org COMPLETION Utah 2008 Utah performs well in awarding certificates and degrees relative to B+ the number of students enrolled, but relatively few students complete a bachelor’s degree in a timely manner. 2008 Grade Change Over Time Graded Information Utah COMPLETION Top Compared with other states: States Early 1990s* 2008 nOnly a fair percentage (49%) of first-year community college Persistence (20%)** students return for their 1st year community college students returning their second year 49% 49% 66% second year. Freshmen at 4-year colleges/universities returning their 70% 71% 82% nHowever, a high percentage sophomore year (71%) of freshmen at four-year Completion (80%) colleges and universities return First-time, full-time students completing a bachelor’s degree 47% 49% 65% for their sophomore year. within 6 years of college entrance nThe percentage of first-time, full- Certificates, degrees, diplomas at all colleges & universities 14 19 21 per 100 undergraduate students time college students who complete a bachelor’s degree Certificates, degrees, diplomas at all colleges & universities 31 44 44 within six years is only fair (49%). per 1,000 adults with no college degree nA very large proportion of *The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. students complete certificates **2008 data may not be comparable with data from previous years. See the Technical Guide for Measuring Up 2008. and degrees relative to the number enrolled. nForty-four postsecondary Performance Gaps Change in Graded Measures certificates and degrees were nThere is an 8% gap between whites and all minorities nSince the early 1990s, Utah has seen a substantial awarded for every 1,000 people in in college graduation rates at four-year institutions. increase in the proportion of students completing the state without a college degree. Forty-three percent of Hispanics, the largest minority certificates and degrees relative to the number population in Utah, graduate from a four-year enrolled, primarily in associate’s and bachelor’s institution within six years, compared with 51% degrees awarded. of whites. nDuring the same period, Utah has also seen an increase nAmong white students, 20 degrees are awarded for in the number of certificates and degrees completed every 100 students. In contrast, among all minority relative to the population with no college degree. students, 16 degrees are awarded for every 100 students. The rate of awards for Hispanics, the largest minority population in the state, is also 16 for every 100 undergraduate enrollments. The completion category addresses whether students continue through their educational programs and earn certificates or degrees in a timely manner. Certificates and degrees from one- and two-year programs as well as the bachelor’s degree are included. MEASURING UP 2008 9 www.highereducation.org BENEFITS Utah 2008 B A fairly high proportion of residents have a bachelor’s degree, but there are substantial gaps by ethnicity. 2008 Grade Change Over Time Graded Information Utah BENEFITS Compared with other states: Top States Early 1990s* 2008 nOnly a fair proportion of residents have a bachelor’s Educational Achievement (38%) degree, and this substantially Adults (ages 25 to 64) with an associate’s degree or higher 33% 40% 44% weakens the state economy. Adults (ages 25 to 64) with a bachelor’s degree or higher 24% 29% 37% nHowever, residents contribute Economic Benefits (31%) substantially to the civic good, as Increase in total personal income as a result of the percentage measured by charitable giving of population with some college (including an associate’s degree), 2% 2% 3% and volunteerism. Utah is the but not a bachelor’s degree top-performing state on the Increase in total personal income as a result of the percentage volunteerism measure. of population holding a bachelor’s degree 9% 7% 11% Civic Benefits (31%) Performance Gaps Residents voting in national elections 60% 48% 65% nThere is a 14% gap between whites Of those who itemize on federal income taxes, the percentage and minorities in the percentage declaring charitable gifts 93% 90% 90% of 25- to 64-year-olds with a Increase in volunteering as a result of college education 23% 22% 20% bachelor’s degree or higher. Adult Skill Levels (0%)** Among the same population, 13% of Hispanics, the largest minority Quantitative Literacy n/a n/a n/a population in Utah, have a Prose Literacy n/a n/a n/a bachelor’s degree or higher, Document Literacy n/a n/a n/a compared with 32% of whites. nIf all racial/ethnic groups had the *The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. See the Technical Guide for Measuring Up 2008. same educational attainment and **State-level estimates on these measures are not currently available except for six states participating in an oversample; earnings as whites, total annual NCES intends to release limited 50-state data on this 2003 survey in 2009. personal income in the state would be about $2 billion higher. Change in Graded Measures Other Key Facts Since the early 1990s: nIn 2007, Utah scored 73 on the New Economy Index, nThe percentage of residents holding a bachelor’s compared with a nationwide score of 62. The New Economy Index, created by the Kauffman Foundation, degree has increased by 22%, compared with an measures the extent to which a state is participating in increase of 28% for the United States overall. knowledge-based industries. A higher score means nThe percentage of residents who vote has decreased increased participation. substantially (by 20%). nPolicymakers and state residents do not have access to important information about high-level literacy skills because the state has declined to participate in the national literacy survey. The benefits category measures the economic and societal benefits that the state receives as a result of having well-educated residents. MEASURING UP 2008 10 www.highereducation.org