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This report examines the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2003-04, and compares that data with recent trends and statewide needs. These annual figures reflect the number of degrees awarded between July 1, 2003 and June 30, 2004. Disciplines are categorized according to the federal Classification of Instructional Programs. Connecticut colleges and universities awarded 33,642 degrees and certificates in 2003-04, up 3.5 percent from 2002-03. This is the third consecutive year of growth, with significant gains (greater than 2.5%) in each of those years. The cumulative increase since 2000-01 is 13 percent. Over the last decade degrees have risen 17 percent, roughly reflecting the increase in full-time equivalent (FTE) enrollment over this period. Baccalaureate degrees are the majority of degrees for the first time since 1992-93. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities. A glossary is included. (Contains 4 figures and 7 tables.) [For "Degrees Conferred by Connecticut Institutions, 2002-03. Highlights. Report," see ED531152.].
This report examines the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2002-03 and compares that data with recent trends and statewide needs. These annual figures reflect the number of degrees awarded between July 1, 2002 and June 30, 2003. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP), 1990 version. Connecticut's colleges and universities awarded a total of 32,499 degrees last year, an increase of 6.6 percent over last year's total of 30,498. A complete list of degrees by institution and level appears in Appendix A. Degree production has shown a strong upward trend over the seven years since the nadir of 28,462 in 1995-96 (Table 1). Total degrees increased 14.2 percent between 1995-96 and 2002-03, with the largest growth in undergraduate certificates (28%) and master's degrees (20%) and slight declines in both doctorates (down 4%) and associate's (down 1%). Over that same seven-year period, Connecticut's colleges and universities added 558 new academic programs. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities; and (3) Degrees and Certificates by Discipline and Level. A glossary is included. (Contains 4 figures and 8 tables.).
This report analyzes the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2004-05 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2004 and June 30, 2005. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.).
This paper presents the degrees conferred by Connecticut institutions of higher education in 2007-08. Connecticut colleges and universities awarded 36,634 degrees in 2007-08 (up 1.6% over 2006-07), the state's seventh consecutive year of growth and a 28 percent increase since 1998. Once again, the top five degree-producing disciplines were business, health professions, education, social sciences/history and liberal arts and sciences. Those five fields comprise 57 percent of all degrees and are up 22 percent over the last decade. All but business and education (both down 1%) saw gains in 2008. Degrees across the health professions increased seven percent to 4,179 in 2008 and are 29 percent above their production in 2004. Nursing degrees were down two percent (i.e., 20 fewer awards) in 2008, but are up 32 percent above 2004. Degrees across four other fields important to Connecticut's economy (engineering, physical and biological sciences and computer science) increased six percent over 2007 and rose a cumulative 14 percent since 2004. Forty-two percent (1,457) of teacher preparation awards were in the 10 critical shortage areas identified last year by the State Department of Education. Degrees awarded to minority students increased 1.3 percent. Degrees earned by African Americans fell (2.6%) for a second consecutive year, but degrees to Hispanics/Latinos were up 6.0 percent. Minority students earned 17.6 percent of all awards in 2007-08, up from 13.4 percent 10 years ago. Women earned 59.1 percent of all degrees, up from 55.3 percent two decades ago, down slightly from their record high of 60.3 percent set in 2005-06. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut, 2007-08; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities, 2007-08; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities, 2007-08. (Contains 7 tables.).
This report analyzes the numbers and types of degrees conferred by Connecticut institutions of higher education in 2005-06 and compares it to previous years and statewide needs. These figures reflect the degrees awarded between July 1, 2005 and June 30, 2006. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP)--the 2000 version starting in 2005 and the 1990 version for previous years. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient. A glossary is included. (Contains 7 tables and 3 figures.) [For "Degrees Conferred by Connecticut Institutions of Higher Education, 2004-05. Highlights. Report," see ED528645.].
This report contains the results of a pilot survey of employer satisfaction with Connecticut's public college graduates from the class of 2003 conducted by the Department of Higher Education (DHE) in the spring of 2005. The project was part of a four-state project entitled, "Defining Best Practices for Responsible Accountability Models in Higher Education," funded by the U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE). The study found that a total of 9,260 graduates of the class of 2003 from the University of Connecticut (UConn), Connecticut State University (CSU) and the Community Colleges (CC), collectively known as the constituent units, were employed at 4,330 Connecticut companies. This yielded an overall in-state employment rate of 89 percent. A total of 3,007 of these companies then were surveyed about their satisfaction with basic skills, professional skills, personal attributes and job skills of these graduates. In all, 931 of the survey recipients formally contacted DHE after receiving the survey, for a contact rate of 22.6 percent. Of these, 696 surveys were actually completed for an overall response rate of 17 percent. This is significantly higher than the 12-14 percent range generally expected from general, mass-mailing surveys. Overall satisfaction with public graduates was "very high". On a scale of 1 to 4, with 4 meaning "very satisfied" and 1 meaning "very dissatisfied," Connecticut employers rated overall satisfaction at 3.45, falling between "satisfied" and "very satisfied" (Table 3). The vast majority (79%) of the respondents indicated that the graduates evaluated in the survey had the necessary skills for promotion in the business. Almost 95 percent indicated that they would hire other graduates from that institution. The pilot study has yielded good news for Connecticut public colleges in terms of overall satisfaction and has provided, for the first time, some useful information for improvement, particularly in the skills areas. In particular, "Professional Skills" such as team building needs to be enhanced by our colleges. These skills tend to improve with workforce experience, so increasing work and/or internship opportunities for students through state-level incentives or other means would be an important area to explore further. The study also highlights some of the difficulties in tracking graduates into the workforce and surveying employers on workforce success. However, given the importance of workforce development for Connecticut's economic future, investment in improving tracking systems such as these is critical. (Contains 12 tables, 5 charts and 4 endnotes.).
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Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.