almanac & trends 2016 - section 1 - all students

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 Section 1 - 13

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.

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

NON-RESIDENT ALIEN is someone in the U.S. who is neither a U.S. citizen or permanent resident. For the purposes of this year’s Almanac, we are continuing to use this term instead of “international student” because the as-of-census-date reporting of students who are non-U.S. citizens or non-permanent residents is based on visa type.

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.


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

Non-degree seeking Continuing Education Non-degree Visiting Student Paris Degree-seeking1

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

Total Headcount

1 Enrolled in Paris campus and physically attending classes in NYC campus

Table 1. Credit and Non-credit Enrollment

University Summary

2015

10,267

9,993

9,874

119

274

89

82

103

2

2,967

87

2,880

1,554

1,220

106

13,234

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

9,951

133

297

88

68

141

1

2,831

101

2,730

1,366

1,275

89

13,212

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 publicly available IPEDS data. Members of the campus community may use additional analysis tools and reports available to explore this further.


12,000

10,000

8,000

6,000

4,000

2,000

02005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

10,1888,630

4,580

2,603

6,007

2,756

Associate

Bachelor

Masters

Doctoral

Diploma & Certificate

Total

University Summary

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

Table 1a. Credit and Non-credit enrollment 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

2015

10,201

811

6,007

2,756

495

132

2015

13,234

10,1881

103

80

1,643

1,220

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

10,2751

141

67

1,454

1,275

1 Includes Paris degree-seeking


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%

-1%4%

-4%8%0%

-4%

4%-6%-9%-4%

-

-1%

0%-6%4%

-8%4%1%

-2%

1%0%

-33%24%

-44%

-9%

66%-20%-26%-10%

-

-4%

9%-20%

0%-28%11%

-43%

20%

42%38%

-45%14%

-70%

2%

115%-19%-11%-19%

-

14%

51%-19%38%

-23%1%

-70%

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

2015

6,885

4,2531,550

453541

88

3,382

923882

1,311265

1

10,267

5,176882

1,5501,764

80689

1 Yr.2014 v. 2015

5-Yr.2010 v. 2015

10-Yr.2005 v. 2015


Total Undergraduate


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 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


2015

2,919

756 30

142 437

1,554

48

29 15

4 -

2,967

785 15 30

146 437

1,554

4.0%

-3.4%3.4%

-5.3%-8.0%13.8%

108.7%

70.6%1400.0%

-20.0%-

4.8%

-1.9%150.0%

3.4%-5.8%-8.0%13.8%

-9.9%

14.0%66.7%

-20.7%-23.1%-14.2%

433.3%

-400.0%-20.0%

-100.0%

-8.7%

18.4%400.0%

66.7%-20.7%-23.2%-14.2%

-55.4%

29.0%36.4%

-50.9%-32.1%-69.0%

220.0%

-400.0%-66.7%

-

-54.8%

34.0%400.0%

36.4%-51.5%-32.1%-69.0%

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

1 Yr.2014 v. 2015

5-Yr.2010 v. 2015

10-Yr.2005 v. 2015


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)

University Summary

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

Table 5. Undergraduate and graduate-level 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

HeadcountUndergraduateGraduate-level

FTEUndergraduateGraduate-level

2015

13,2348,7094,525

1,508

10,217

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

2014

13,2128,7484,464

1,488

10,236

2014

13,2129,6523,560

10,2367,2792,957

2015

13,2349,8043,430

10,2177,3512,866



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

The New School Parsons School of Design The New School for Social ResearchSchools of Public EngagementEugene Lang College of Liberal ArtsCollege of Performing ArtsContinuing Education

The New School Parsons School of Design The New School for Social ResearchSchools Public EngagementEugene Lang College of Liberal ArtsCollege of Performing ArtsContinuing Education

FALL 2014

FALL 2015

Headcount Full-time Equivalent (FTE)

3,5591,103

5401

99501

1,450

Part-time(B)

3 3,679 1,111

- 381

86 460

1,641

7,279 4,338

2 355

1,456 642 487

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

7,351 4,268

- 341

1,523 671 548

9,6525,073

5622

1,522976

1,454

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

9,804 5,009

- 595

1,580 978

1,642

6,0933,970

0221

1,423475

4

Full-time(A)

6,125 3,898

- 214

1,494 518

1

1,186 368

2 134

33 167 483

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

1,226 370

- 127

29 153 547

Note: Includes credit and non-credit enrollment


college-level Summary

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

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 ArtsContinuing Education

FALL 2014

FALL 2015

Headcount Full-time Equivalent (FTE)

905 55

273 574

3

Part-time(B)

846 69

275 500

1 1

2,957 865 756

1,060 275

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

2,866 906 714 982 264

0

3,560 902 938

1,443 277

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

3,430 952 897

1,315 265

1

2,655 847 665 869 274

Full-time(A)

2,584 883 622 815 264

-

302 18 91

191 1

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

282 23 92

167 0 0

Note: Includes credit and non-credit enrollment


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 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

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

2015

6,752163671

5,918

3,052301

972,654

9,804

2015

3,328177245

2,906

10211

100

3,430

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


University Summary

Table 10. Undergraduate Online Enrollment (Headcount)

Table 11. Graduate-level Online Enrollment (Headcount)

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 New School for Social Research Non-degree seeking Schools of Public Engagement Continuing Education Total Graduate-level

2005

9842

92

1262319

084

224

2005

700

700

110

71

2006

12252

115

1433123

089

265

2006

670

671

000

67

2007

15813

2143

1292

180

109

287

2007

990

990

000

99

2008

17535

2138

1274

220

101

302

2008

1050

1050

000

105

2009

19061

2127

1134

200

89

303

2009

1140

1140

220

116

2010

17172

495

1961870

0108

367

2010

1510

1510

110

152

2011

19883

3112

23915

1030

121

437

2011

1640

1640

211

166

2012

21191

6114

2396

1271

105

450

2012

16121

1400

110

162

2013

15374

673

24612

1460

88

399

2013

18343

1400

110

184

2014

21187

5119

26314

1620

87

474

2015

16377

482

301161

111

128

464

2014

20860

1480

000

208

2015

17756

1210

110

178


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

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 (%)

Non-Resident AliensU.S. Citizens

Ethnic GroupsWhiteNot Reported



2015

3,647

3,0153,6512,921

13,234

2015

27.6

22.827.622.1

100%

2005

1,995

2,3494,0387,225

15,607

2005

12.8

15.125.946.3

100%

2006

2,095

2,3994,0096,405

14,908

2006

14.1

16.126.943.0

100%

2007

2,210

2,5674,1966,097

15,070

2007

14.7

17.027.840.5

100%

2008

2,333

2,8174,3244,618

14,092

2008

16.6

20.030.732.8

100%

2009

2,392

2,9894,4534,069

13,903

2009

17.2

21.532.029.3

100%

2010

2,609

2,8344,5783,964

13,985

2010

18.7

20.332.728.3

100%

2011

2,823

2,9324,6183,429

13,802

2011

20.5

21.233.524.8

100%

2012

2,970

2,9754,3633,050

13,358

2012

22.2

22.332.722.8

100%

2013

3,243

2,9874,1062,960

13,296

2013

24.4

22.530.922.3

100%

2014

3,502

3,0413,8262,843

13,212

2014

26.5

23.029.021.5

100%

100.0

80.0

60.0

40.0

20.0

0.02005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

46.3

22.1

25.9

27.6

15.1

22.8

12.827.6

Non-Resident Aliens Not ReportedEthnic Groups White


University Summary

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

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

Hispanic or LatinoNon-Hispanic

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



2015

1,145

9822686

10343

3,015

2015

38.0

0.327.322.8

0.311.4

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%



Table 13. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015

Table 13a. Credit and Non-credit Enrollment by Ethnicity and Geographic Origin, Fall 2015 (%)



Schools of Public

Engagement

Schools of Public

Engagement

The New School of Social

Research


Research

Parsons School of

Design

Parsons School of

Design

Eugene Lang College of

Liberal Arts


Liberal Arts

College of Performing

Arts


Arts

Total

Total



Non-Resident Aliens U.S. Citizens


342

636748184

1,910

17.9

33.339.2

9.6

100%

286

142372

97

897

31.9

15.841.510.8

100%

2,484

1,4271,323

727

5,961

41.7

23.922.212.2

100%

129

574743134

1,580

8.2

36.347.0

8.5

100%

21.5

15.027.635.9

100%

267

187343446

1,243

3,647

3,0153,6512,921

13,234

27.6

22.827.622.1

100%

139

49122

1,333

1,643

8.5

3.07.4

81.1

100%



Table 14. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015

Table 14a. Credit and Non-credit Enrollment of Different Ethnic Groups, Fall 2015 (%)

256

465

2391

71

636

40.3

0.610.237.6

0.211.2

100%

66

12722

026

142

46.5

0.719.015.5

0.018.3

100%

452

4597242

6126

1,427

31.7

0.341.817.0

0.48.8

100%

268

077

1312

96

574

46.7

0.013.422.8

0.316.7

100%

46.0

0.020.921.9

0.011.2

100%

86

03941

021

187

1,145

9822686

10343

3,015

38.0

0.327.322.8

0.311.4

100%

17

01711

13

49

34.7

0.034.722.4

2.06.1

100%



Schools of Public

Engagement

Schools of Public

Engagement


Research


Research

Parsons School of

Design

Parsons School of

Design


Liberal Arts


Liberal Arts


Arts


Arts

Total

Total






University Summary

Table 15. Credit and non-credit enrollment: Undergraduate by Degree/Award Level, Ethnicity and Geographic Origin, Fall 2015

Table 15a. Credit and non-credit enrollment: graduate-level by Degree/Award Level, Ethnicity and Geographic Origin, Fall 2015

Diploma

DoctoralMasters

Associate

Graduate Certificate

Bachelor

Diploma

Non-credit Certificate, Non-degree

Non-degree

Diploma, Associate, Bachelor

Masters, Doctoral,

Certificate and Diploma

Total

Total



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

8

2

0110104

17

169

30

1 16 24

- 201

17 37

495

923

273

2 125 234

2 1,000

69 128

2,756

372

53

06245

3226

1337

811

18

2

- 1 6 -

20 - 3

50

1,854

745

6579356

41,996

234233

6,007

30

2

- 6 1 -

11 1 1

52

2,234

800

6642402

72,223

247274

6,835

1,140

307

3 148 265

2 1,232

87 169

3,353

254

35

03119

1183

92,437

2,969

19

3

- 1 - -

13 -

41

77

2,4880

83506

673421

82,406

2562,711

9,804

1,159

310

3 149 265

2 1,245

87 210

3,430

DEGREE/AWARDS LEVEL ENROLLMENT BY ETHNICITY AND GEOGRAPHIC ORIGIN


University Summary

Table 16. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Degree/Award Level and Gender, Fall 2015

Female Male Total

Undergraduate Associates Bachelors Diploma

Graduate-level Masters Doctoral Graduate Certificate Diploma

Total

5,003 704

4,287 12

2,157 1,843

246 37 31

7,160

1,832 107

1,720 5

1,196 913 249

13 21

3,028

6,835 811

6,007 17

3,353 2,756

495 50 52

10,188



Table 17. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015

Female Full-timeMale Part-timeTotal

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

5,003

3,371 1,122

291 219

2,157

679 418 906 154

7,160

4,050 418

1,122 1,197

373

6,028

3,835 1,466

213 514

2,566

878 610 814 264

8,594

4,713 610

1,466 1,027

778

1,832

943 414 162 313

1,196

268 416 401 111

3,028

1,211 416 414 563 424

807

479 70

240 18

787

69 224 493

1

1,594

548 224

70 733

19

6,835

4,314 1,536

453 532

3,353

947 834

1,307 265

10,188

5,261 834

1,536 1,760

797



Table 17a. Credit and non-credit Enrollment: Undergraduate and Graduate-level by Gender and Time Status, Fall 2015 (%)

Female Full-timeMale Part-timeTotal



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

73.2

78.173.064.241.2

64.3

71.750.169.358.1

70.3

77.050.173.068.046.8

88.2

88.995.447.096.6

76.5

92.773.162.399.6

84.4

89.673.195.458.497.6

26.8

21.927.035.858.8

35.7

28.349.930.741.9

29.7

23.049.927.032.053.2

11.8

11.14.6

53.03.4

23.5

7.326.937.7

0.4

15.6

10.426.9

4.641.6

2.4

100%

100%

100%



Table 18. CREDIT and non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015

Other U.S. States Not ReportedTotalNon-Resident

Aliens New York



Schools of Public EngagementCollege of Performing Arts






3,146

1,7181,004

141283

1,192

286280515111

4,338

2,004280

1,004656394

87

341043

0

131

137936

3

218

47791079

3

6,835

4,314 1,536

453 532

3,353

947 834

1,307 265

10,188

5,261 834

1,536 1,760

797

2,234

1,906 116 56

156

1,140

503 273 259 105

3,374

2,409 273 116 315 261

1,368

656 406 213

93

890

145 202 497

46

2,258

801 202 406 710 139



Table 18a. CREDIT and non-credit: Degree and Non-degree by Geographic Origin (Bachelor, Masters, Doctoral, Associate, Diploma and Certificates), Fall 2015 (%)


Parsons School of Design Schools of Public EngagementEugene Lang College of Liberal Arts1

College of Performing Arts






46%

40%65%31%53%

36%

30%34%39%42%

43%

38%34%65%37%49%

1%

1%1%9%0%

4%

1%9%3%1%

2%

1%9%1%4%0%

100%

100%

100%

33%

44%8%

12%29%

34%

53%33%20%40%

33%

46%33%

8%18%33%

20%

15%26%47%17%

27%

15%24%38%17%

22%

15%24%26%40%17%

Other U.S. States Not ReportedTotalNon-Resident

Aliens New York


University Summary University Summary

Table 19. Undergraduate Enrollment by Age Table 20. Graduate-level Enrollment by Age

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

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

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



20-21

22-24

25-29

30-34

35-39

40-49

50-64

65 and over

Age Unknown

2015

02

44876

1368624251168

8314

0

3,430

2010

7801,9142,1601,6081,284

579308380433445363

10,254

2010

00

46869

1,528643316201118

73

3,731

2011

7641,8712,2141,6481,258

555297332398445293

10,075

2011

02

49885

1,503659287223107

102

3,727

2012

7511,8102,2231,7121,134

492238276314433365

9,748

2012

0 1

41860

1,430628292227107

618

3,610

2013

7242,0262,2121,6391,119

457227290289439342

9,764

2013

00

38879

1,393653274190

9771

3,532

2014

7762,0412,3221,6411,105

450253300294422

48

9,652

2015

771 2,119 2,367 1,658 1,134

471 233 282 301 428

40

9,804

2014

01

38908

1,393643298181

8413

1

3,560

Low

7.4%

18.6%

21.1%

15.7%

11.4%

4.7%

2.3%

2.8%

3.0%

4.3%

0.4%

Low

1.1%

23.3%

39.1%

17.2%

7.3%

4.9%

2.4%

0.2%

0.0%

High

8.0%

21.6%

24.1%

17.6%

12.5%

5.6%

3.0%

3.7%

4.2%

4.5%

3.7%

High

1.3%

25.5%

41.0%

18.5%

8.5%

6.3%

3.2%

0.4%

0.5%

2010 2011 2012 2013 2014 2015

2010 2011 2012 2013 2014 2015Notes:18-19 years old = 0.1% in 2011 and zero in other yearsUnder 18 = zero in all years

almanac & trends 2016 - section 1 - all students

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