W E S T
V I R G I N I A
REPORT CARD
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
2014
A MESSAGE FROM GOVERNOR EARL RAY TOMBLIN
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
Simply put – with education and training beyond
high school, our entire state is stronger.
As you will find in this year’s Report Card,
West Virginia is making marked progress
toward achieving a number of bold goals for
higher education. We are opening the doors
for more West Virginians to pursue postsecondary
education, we are supporting them as they work
toward their credentials, and we are seeing the
far-reaching impact higher education has on
our economy and our communities.
West Virginia’s public two- and four-year
colleges and universities hold vast potential
for West Virginians of all ages and backgrounds.
Through these campuses and the diverse programs
they offer, the opportunities available to our
students are endless – and the possibilities for
West Virginia are beyond measure.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
TA B L E O F C O N T E N T S
ABOUT THE REPORT CARD 1
STATE 2
College Going Rates of Recent West Virginia High School Graduates 2
College Going Rates by County 3
Number of Awards: HEAPS, PROMISE, WVHEG Programs 4
Amount Awarded: HEAPS, PROMISE, WVHEG Programs 5
Degrees/Certificates Awarded at Public Institutions 6
HIGHER EDUCATION POLICY COMMISSION 7
ACCESS 8
Undergraduate Enrollment 9
Graduate Enrollment 10
Undergraduate Enrolment Full-Time Equivalent (FTE) Enrollment 11
Graduate FTE Enrollment 12
Annualized FTE 13
First-Time Freshmen Headcount Enrollment 14
At-Risk Population Headcount Enrollment, System Totals Only (Low-Income, 15
Underrepresented Racial Minorities, Undergraduate Adults)
Undergraduate Transfers to Public Four-Year Institutions 16
Dual Enrollment of High School Students in Commission Institutions 17
Average Undergraduate Tuition and Fees for In-State and Out-of-State Students 18
Undergraduate Tuition and Fees for In-State Students by Institution (Peers) 19
Cost of Attendance for In-State Undergraduate Students Living on Campus 20
SUCCESS 21
Passing Rate for First-Time Freshmen in Developmental Education 22
Percentage of First-Time Freshmen Enrolled in Developmental Education 23
Courses Passing Subsequent College-Level Coursework within Two Years
Fall-to-Fall Retention Rates for First-time, Full-time Freshmen 24
At-Risk Population Fall to Fall Retention Rates, System Totals (Part-Time, 25
Low-Income, Underrepresented Racial Minorities, Undergraduate Adults,
Transfer Students)
Percent of First-Time Freshmen Earning 30 hours in first year 26
Four-Year Graduation Rates for Students Seeking a Bachelor's Degree, 27
by institution
Four-Year Graduation Rates for Students Seeking a Bachelor's Degree 28
for At-Risk Populations
Six-Year Graduation Rate for First-Time Freshmen Seeking a Bachelor's Degree 29
Six-Year Graduation Rates for At-Risk Students Seeking a Bachelor's 30
Pass Rates of Baccalaureate Degree Earners on Licensure/Certification Exams 31
Pass Rates of Graduate/Professional Earners on Licensure/Certification Exams 32
Average Nine-Month Salary of Full-Time Institutional Faculty by Rank 33
IMPACT 35
Degrees/Credentials Awarded by Level System-Wide 36
Degrees/Credentials Awarded by Institution and Level 37
STEM, STEM Education, and Health Degrees Awarded 39
Average Undergraduate Loan Debt of Bachelor's Degree Graduates 41
Three-Tear Student Loan Default Rate 42
Research Grants and Contracts 43
Total Science and Engineering Research and Development Expenditures 44
Federally-Funded Science and Engineering Research and Development 45
Expenditures
Other Research and Development Indicators 46
TA B L E O F C O N T E N T S CONTINUED
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
C
OMMUNITY AND TECHNICAL COLLEGE SYSTEM 47
S
TUDENT SUCCESS 47
All Certificates and Degrees Awarded 48
Student Success Rate 49
Six-Year Graduation Rate of Associate/Certificate-Seeking Students 50
One-Year Retention Rates 51
Percentage of Students Enrolling in Developmental Courses 52
Pass Rate for First-Time Freshmen In Developmental Courses 53
Percentage of First-Time Freshmen Enrolling in Developmental Courses Passing 55
Next Subsequent College-Level Coursework Within 2 Years
Community College Students Entering a Bachelor's Degree Program 56
the Following Fall
Pass Rates of Undergraduate Certificate and Associate's Degree Completers 57
On Licensure/Certification Exams
WORKFORCE DEVELOPMENT 58
Skill Set Certificate Completers (Less than One-Year) 58
Career-Technical Certificate of Applied Science Completers 59
Career-Technical Associate Program Completers 60
Training Contact (Clock) Hours Delivered 61
ACCESS 62
Credit Headcount Enrollment 62
Annual Headcount Enrollment 63
Credit Headcount Enrollment, Adult Population (Age 25-44) 64
ADDITIONAL COMMISSION AND COUNCIL UPDATES 65
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
1
A B O U T T H E 2 0 1 4 R E P O R T C A R D
West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher
Education Report Card. This annual accountability report provides year-end
higher education statistics for both of the state’s higher education systems,
the West Virginia Higher Education Policy Commission (Commission) and
West Virginia Council for Community and Technical College Education
(Council). Many of the enrollment, retention, graduation, and financial aid
statistics found throughout this publication are reflective of the individual
master plans approved by the Commission (Leading the Way Access. Success.
Impact. 2013-2018) and Council (Meeting the Challenge 2010-2015).
The systems’ master plans establish aspirational institutional and statewide
goals for the state’s public higher education systems at a time when public
postsecondary education is a critical component to the economic and civil
success of the state. As the Council’s master plan comes to the end of its cycle
in 2015, the public two-year system is in the process of developing a
comprehensive master plan that renews its commitment to providing
high-quality, accessible, and responsive education and training to the citizenry of West Virginia.
When reviewing the statistics throughout this report, it is important to carefully read the
“About This Measure” section on each page, which is intended to precisely define what is
being measured by any given statistic. This is particularly important when it comes to
the cohort, or group of students, of which the statistic is reflective. For example, there
are fundamental differences between “full-time” and “part-time” students that can have
a drastic effect on reported data.
While, this edition of the West Virginia Higher Education Report Card primarily focuses
on the 2013-2014 academic year, several divisions within the Commission and Council
are continuously updating different reports and data sources. These additional resources
touch on diverse higher education topics specific to West Virginia and can be found in
the following locations:
Reports and Publications:
The Reports and Publications page of the Commission’s website provides a majority
of the Commission’s annual and ad hoc reports. These include the Financial Aid
Comprehensive Report, Higher Education Report Card, the state College-Going
Rate Report, High School Academic Readiness Report, and State Reauthorization
data, among many others. Historical and current year reporting are available for most
reports.
Data Portal:
The Data Portal provides the most current data available for every institution within
both the two- and four- year systems. The data is reflective of fall end-of-term reporting
and is updated annually. Additional information regarding enrollment, retention, and
graduation can be found using this system.
Tuition Summaries:
Updated by the Commission’s Division of Finance, the tuition summaries page provides
current and historical tuition and fees for all public institutions across the state.
S TAT E
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
2
College-Going Rates of Recent West Virginia High School Graduates
F
all 2009 - 2013
WEST VIRGINIA HIGHLIGHTS
• The overall college-going rate decreased 0.5 percentage points from 56.4
percent to 55.9 percent between 2012 and 2013. The in-state college-going rate
decreased from 48.4 to 48.2 percent between 2012 and 2013.
• The overall college-going rate has decreased 5.6 percentage points since 2009.
The in-state college-going rate has decreased by 4.2 percentage points.
NATIONAL CONTEXT:
Nationally, 63.6 percent of 2010-11 high school graduates continued directly to
college the following fall, an increase of 7.3 percent over the fall 2002 college-going
rate (SREB, 2014). For fall 2012, nine of the 16 SREB states had a college-going
rate that was above the national average.
A 2011 College Summit report addressed the importance of providing data on post-
secondary performance to policy makers and educational leaders at the K-12 level.
Providing these stakeholders with information about whether recent high school
graduates go to college and are successful if they do, can help increase the preparation
and college-going of high school students (College Summit, 2011).
ABOUT THIS MEASURE:
This measure provides the proportion of students who graduated from a West Virginia
high school in the past year and enrolled in postsecondary education the following fall.
Estimates of enrollment in out-of-state higher education institutions are based on
surveys of West Virginia high schools. Current data limitations prevent Commission
staff from examining these students at the individual level; however, an agreement
with the National Student Clearinghouse will give West Virginia the capability to
more accurately determine this out-of-state college enrollment rate in the future.
Year In-State Overall
2009 52.4% 61.5%
2010 50.3% 58.8%
2011 50.2% 57.9%
2012 48.4% 56.4%
2013 48.2% 55.9%
Overall
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0%
11
12
13
09
48.4%
52.4%
50.3%
50.2%
In-State
11 12
13
09
Overall
55.9%
57.9%
56.4%
4
10
10
48.2%
61.5%
58.8%
4
Overall
11 12 130910
4
48.2%
6O.0%
58.0%
56.0%
54.0%
52.0%
50.0%
48.0%
56.4%
57.9%
1
48.4%
52.4%
50.3%
61.5%
58.8%
50.2%
55.9%
In-State Overall
7
W E S T V I R G I N I A R E P O R T C A R D 2 0 1 4
3
County In-State Overall
Mineral 41.8% 58.9%
Mingo 47.4% 50.2%
Monongalia 58.9% 68.1%
Monroe 40.2% 48.0%
Morgan 33.5% 44.5%
Nicholas 40.9% 43.2%
Ohio 46.9% 63.7%
Pendleton 39.4% 46.5%
Pleasants 38.9% 55.6%
Pocahontas 59.0% 63.9%
Preston 40.5% 47.5%
Putnam 59.1% 67.1%
Raleigh 39.7% 44.8%
Randolph 48.3% 54.3%
Ritchie 48.6% 50.5%
Roane 35.3% 38.1%
Summers 28.8% 58.5%
Taylor 59.6% 61.0%
Tucker 52.7% 56.8%
Tyler 58.8% 61.8%
Upshur 41.0% 44.6%
Wayne 46.1% 62.0%
Webster 41.5% 41.5%
Wetzel 50.5% 52.0%
Wirt 47.9% 56.2%
Wood 52.9% 66.4%
Wyoming 41.7% 46.7%
County In-State Overall
Barbour 46.1% 48.9%
Berkeley 46.6% 58.0%
Boone 48.6% 55.0%
Braxton 40.9% 42.1%
Brooke 55.2% 66.0%
Cabell 51.2% 60.0%
Calhoun 36.5% 36.5%
Clay 49.2% 51.5%
Doddridge 41.5% 43.6%
Fayette 44.9% 46.0%
Gilmer 48.1% 54.5%
Grant 46.0% 48.4%
Greenbrier 48.2% 57.5%
Hampshire 38.4% 43.4%
Hancock 53.1% 67.1%
Hardy 57.8% 61.7%
Harrison 53.1% 57.6%
Jackson 55.2% 59.9%
Jefferson 56.2% 64.0%
Kanawha 53.0% 62.3%
Lewis 49.4% 51.8%
Lincoln 39.2% 40.3%
Logan 45.8% 46.7%
Marion 49.2% 55.3%
Marshall 45.3% 51.9%
Mason 41.4% 46.9%
McDowell 28.5% 34.7%
Mercer 44.5% 49.9%
College-Going Rates By County
Fall 2013
S TAT E
4
Number of Awards: HEAPS, PROMISE, and WVHEG Programs
A
cademic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The total number of Higher Education Adult Part-Time Student (HEAPS)
Grant, Providing Real Opportunities for Maximizing In-state Student
Excellence (PROMISE) Scholarship, and West Virginia Higher Education
Grant (WVHEG) Program awards during the 2013 academic year was 33,465
which is 1.3 percent greater than the total of 33,029 in 2012.
• Both participation in PROMISE and HEAPS increased from 2012 to 2013
by 2.1 and 6.6 percent, respectively. Participation in the WVHEG Program
declined 0.2 percent from 19,094 in 2012 to19,050 in 2013.
• When compared with 2009 student levels, participation in the HEAPS
Program increased by 8.3 percent, 8.7percent in the PROMISE Scholarship
Program, and 27 percent in the WVHEG Program. The WVHEG Program
also had the largest student increase (4,053).
NATIONAL CONTEXT
Forty-seven states and territories reported having need-based grant programs in
2012-13. Exclusively need-based aid constituted 48 percent of all aid granted to
undergraduate students. West Virginia ranked 8th among the 52 states and territories
in regards to the average grant dollars spent per full-time undergraduate enrolled
student, with an average award size of $1,089 per student. The median state
expenditure was $677 (NASSGAP, 2014).
Nationally, state grant aid programs made 0.28 awards per full-time equivalent
student in 2012-13. West Virginia, however, made 0.43 awards per full-time
equivalent student, which ranks 9th in the nation. Both the national average and
the West Virginia awards per full-time equivalent student increased slightly from
their previous year values of 0.28 and 0.41, respectively.
ABOUT THIS MEASURE
These figures represent the number of awards made through one of three state
financial aid programs: HEAPS, PROMISE, and WVHEG. These data are
presented by year and by programmatic totals. Student headcount is unduplicated
unless the student was awarded in two different semesters at two different types of
schools or the student received two different kinds of awards.
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
11 12 1309
10
33.465
34,614
34,036
33,029
28,276
4,307
4,422
4,934
4,039
3,977
9,896
9,625
9,818
10,108
9,302
19,094
20,567
19,286
19,050
14,997
HEAPS PROMISE
WVHEG TOTAL
35,000
3
0,000
25,000
20,000
1
5,000
10,000
5,000
0
11 12 1309
10
33,465
34,614
34,038
33,029
28,276
HEAPS PROMISE
WVHEG
HEAPS PROMISE
WVHEG
Number of Awards: HEAPS, PROMISE, & WVHEG Programs
2009 2010 2011 2012 2013* 2012-2013 2009-2013
% Change % Change
HEAPS 3,977 4,422 4,934 4,039 4,307 6.6% 8.3%
PROMISE 9,302 9,625 9,818 9,896 10,108 2.1% 8.7%
WVHEGP 14,997 20,567 19,286 19,094 19,050 -0.2% 27.0%
Total 28,276 34,614 34,038 33,029 33,465 1.3% 18.4%
* 2013 data are preliminary and subject to change.
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
5
$95,000
$90,000
$85,000
$80,000
$75,000
$70,000
$65,000
$83,421
$88,626
$
92,178
$
92,431
$90,086
11 12 1309
10
11 12 1309
10
$
100,000
$80,000
$60,000
$
40,000
$20,000
0
$83,421
$90,086
$88,626
$92,178
$
$92,431
H
11 12 1309
10
11 12 1309
10
HEAPS PROMISE
WVHEG TOTAL
Amount Awarded: HEAPS, PROMISE, and WVHEG Programs
2009 2010 2011 2012 2013* 2012-2013 2009-2013
% Change % Change
HEAPS $4,297,153 $4,470,987 $5,229,976 $4,470,529 $4,720,026 5.6% 9.8
PROMISE $45,705,081 $47,020,274 $47,721,444 $47,161,143 $46,396,733 -1.6% 1.5%
WVHEG $40,082,411 $37,127,777 $39,218,003 $40,801,423 $40,781,492 -0.1% 1.7%
Total $90,084,645 $88,619,038 $92,169,423 $92,433,095 $91,898,251 -0.6% 2.0%
*2013 data are preliminary and subject to change.
Amount Awarded: HEAPS, PROMISE, and WVHEG Programs
Academic Years 2009 - 2013
WEST VIRGINIA HIGHLIGHTS
• The total amount awarded to recipients of the HEAPS, PROMISE, and WVHEG
Programs during the 2013 academic year was $91,898,251, a 0.6 percent decrease from
the $92,433,095 in funding for 2012.
• The HEAPS Program experienced a 5.6 percent increase ($249,497) in awards from
2012 to 2013, while both the WVHEGP and PROMISE Scholarship Programs declined
0.1 and 1.6 percent, respectively.
• Between 2009 and 2013, awards increased for all three state funded programs. The
HEAPS Program experienced the largest percentage (9.8%) increase, while the WVHEG
Program saw the largest monetary increase ($699,081).
NATIONAL CONTEXT
Nationally, about $11.2 billion in total state-funded student financial aid was awarded during
the 2012-13 academic year. This figure represents about a 1.3 percent increase in nominal
(non-inflation adjusted) dollars over the previous academic year. The majority of state aid is
scholarship and grant aid, representing $9.6 billion or 85 percent of the total. Of this $9.6
billion in grant aid, 75 percent was need-based while 25 percent was non-need-based. These
figures represent a 1 percent increase in the proportion of need-based aid from the previous
year. Between 2002-03 and 2012-13, need-based grant aid grew by 40 percent, from $5 billion
to $7.1 billion in constant 2012 dollars, while non-need-based grants grew 52.9 percent from
$1.5 billion to $2.3 billion. (NASSGAP, 2014)
ABOUT THIS MEASURE
These figures represent the amount of state financial aid awarded through the HEAPS,
PROMISE, and WVHEG Programs. These data are presented by year and by programmatic
totals.
S TAT E
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
6
0
910 11
14,733
15,040
1
8,000
16,000
14,000
1
2,000
10,000
8,000
6,000
4,000
2
,000
0
0
405 06
07
1
5,185
15,733
1
6,512
18,012
08
14,917
16,938
1
2
14,206
1
3
13,963
14,733
15,040
16,512
16,938
18,012
13,963
14,206
10 11 12
13
04 05 06 07
08
1
8,000
17,000
16,500
16,000
15,500
15,000
14,500
14,000
13,500
13,000
14,917
09
15,185
15,733
Degrees/Certificates Awarded at Public Institutions
Award 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2012-2013 2004-2013
% Change % Change
Undergraduate Certificate 370 376 528 548 504 546 593 764 1,084 1,476 36.2% 298.9%
Associate's Degree 2,749 2,579 2,697 2,698 2,702 2,756 2,949 3,042 3,225 3,660 13.5% 33.1%
Bachelor's Degree 7,785 8,025 8,278 8,529 8,439 8,469 8,583 9,118 9,092 9,391 3.3% 20.6%
Master's Degree 2,405 2,542 2,502 2,549 2,535 2,555 2,694 2,696 2,610 2,586 -0.9% 7.5%
Post-Master's Certificate 37 29 17 4 22 26 21 16 21 20 -4.8% -45.9%
Doctoral Research/Scholarship 169 179 172 221 201 157 178 178 174 165 -5.2% -2.4%
Doctoral Professional Practice .....676 715 698 732 714 -2.5% .
First Professional 448 476 539 491 514 ..... . .
Total 13,963 14,206 14,733 15,040 14,917 15,185 15,733 16,512 16,938 18,012 6.3% 29.0%
* In 2009 the Integrated Postsecondary Education Data System replaced the category “First-Professional” with “Doctor’s
Degree - Professional Practice.”
Degrees/Certificates Awarded at Public Institutions
A
cademic Years 2004 – 2013
WEST VIRGINIA HIGHLIGHTS
• The total number of degrees and credentials awarded at West Virginia public
institutions during the 2013 academic year was 18,012, which is 6.3 percent
higher than the figure of 16,938 in 2012.
• Over the ten-year period, the total number of degrees and credentials has
increased by 29 percent from the 2004 level of 13,963.
• The largest increase in proportion of degrees over this 10-year period was in
undergraduate certificates with an increase of 298.9 percent. The largest increase
in number of awards was in baccalaureate degrees with a rise of 1,606.
• Associate’s degrees and certificates were 20.3 percent of the total in 2013, with
bachelor’s degrees making up 52.1 percent and advanced degrees 19.3 percent
of total awards.
NATIONAL CONTEXT
Across the SREB states, the number of awards conferred at four-year public colleges
and universities was 588,654 for the 2011-12 academic year. The total number of
awards conferred at two-year public institutions was 405,574. The proportion of
awards that were associate’s degrees and certificates was 44.5 percent; bachelor’s
degrees made up 38.7 percent and advanced degrees were 16.8 percent. (SREB, 2014).
ABOUT THIS MEASURE
This indicator provides the total number of awards conferred by West Virginia public
institutions: undergraduate certificate, associate’s, bachelor’s, master’s, post-master’s
certificate, doctoral degree-professional practice*, and doctoral degree-research/
scholarship. Most certificates and associate’s degrees, however, are awarded within
the Community and Technical College System. Each award conferred represents
mastery of a set of skills or body of knowledge that is valuable in the West Virginia
labor market. Degrees and certificates conferred represent the system’s human capital
contribution to moving the West Virginia economy forward. Furthermore, the
proportion of the populace with higher education credentials is an important
criterion in recruiting private industry to locate in the state.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
7
A Message from Chancellor Paul L. Hill, Ph.D.
These goals include increasing access to postsecondary education
for traditional and non-traditional students in West Virginia,
increasing the number of students succeeding in completing their
academic programs, and increasing the impact our institutions
have on West Virginia – with graduates ready to contribute to
the workforce and the community.
Above all, Leading the Way imagines a primary role for public
higher education in moving West Virginia toward a more diverse
and robust economy that is competitive in a global, knowledge-
based marketplace.
This is the first Report Card that reflects our work in reaching
that paramount goal. We believe it is a promising indicator of
the progress to come – progress we are determined to achieve.
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
8
Commission Initiatives
In September 2014, the Commission was awarded a $21 million, seven-year grant from the
U.S. Department of Education to continue its “Gaining Early Awareness and Readiness for
Undergraduate Programs” (GEAR UP) initiative. This new grant will expand on the work
of the Commission’s previous GEAR UP effort, which began in 2008 and will conclude in
July 2015. The 2008-15 grant has provided college-planning and readiness services to nearly
16,000 students from 10 counties. Through the new award, West Virginia GEAR UP will
provide support to an additional 17,000 students over the next seven years. The program
will provide intensive college readiness services to a cohort, the class of 2020, from their
seventh grade year through their first year of postsecondary education. Additionally, West
Virginia GEAR UP will provide “just in time” college counseling, including college
selection and financial aid advising, to 12th graders.
The Commission hosted the first College Foundation of West Virginia (CFWV) Youth
Summit in August 2014. Five schools from across West Virginia sent teams of 10th and
11th graders to participate in the Summit, which focused on developing students’ leadership
skills and training them to serve as “Higher Education Readiness Officers” (HEROs) in
their schools. The HEROs effort has been recognized nationally as a promising practice
in promoting college access. The Commission plans to continue expanding the HEROs
effort across the state by training new school groups each year.
The Commission conducts financial aid sessions and Free Application for Federal Student
Aid (FAFSA) workshops to increase the number of students applying for financial aid.
Currently, work is underway to coordinate these events for 2014-15 with colleges across
the state by standardizing the presentation that is given, making it easier for high school
counselors to request a workshop, and posting these workshops to the CFWV website.
The Commission offers workshops to help train college financial aid staff on state
financial aid policies and the Financial Aid Management System. At this time, several
different training opportunities are available. New this year was federal financial aid
training for financial aid professionals. Those who attended the training were eligible
to take a certification test in select areas and receive a credential from the National
Association of Student Financial Aid Administrators if they passed the certification
test. Division of Financial Aid staff also conducted state aid reviews to ensure
accountability of institutions in processing state aid.
The Commission sponsored two workshops during 2014 to promote and encourage
Prior Learning Assessment (PLA) among both two-year and four-year institutions.
Prior Learning Assessment allows adult learners to receive credit for skills attained in
the workplace or in the military. Workshops were conducted on such assessment
measures as portfolio review, military transcripts and the College Level Examination
Program (CLEP).
West Virginians of all ages have the right to a quality education that empowers them to
act as productive members of the citizenry and workforce. Receiving a quality education
includes the option to pursue undergraduate and graduate postsecondary educational
opportunities that correspond with individual career and life aspirations. By continuing
to promote postsecondary education, West Virginia intends to foster a state culture that
values higher education as a means to individual, community, and economic development.
In West Virginia, access to postsecondary education depends on three central factors:
adequate preparation, accessible information, and feasible cost.
W E S T V I R G I N I A H I G H E R E D U C AT I O N P O L I C Y C O M M I S S I O N
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
9
Undergraduate Enrollment
Fall 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Students enrolled in for-credit classes decreased 1.9 percent, from 55,762 in 2012 to
54,696 in 2013.
• For-credit enrollment declined by 1,249 students since 2009, representing a 2.2 percent
decrease.
• Since the 2009 academic year, three institutions, Marshall University, West Liberty
University, and West Virginia University, have realized gains in undergraduate
enrollment while eight have experienced decreases.
NATIONAL CONTEXT
Between 2008 and 2012, the most recent year for which national enrollment data is available,
the number of total undergraduate students enrolled in four-year public institutions in the
United States rose from just over 9.3 million to 10.6 million, an increase of 12.5 percent.
The number of full-time undergraduate students increased 9.9 percent (7.4 million to 8.2
million) over the same time period. (NCES, 2014). In 2012, 59.6 percent of undergraduate
postsecondary enrollment was made up by students at four-year public institutions nationally.
In West Virginia, this figure was 69 percent.
ABOUT THIS MEASURE
Undergraduate headcount enrollment represents the number of students who have paid fees
and enrolled in classes according to fall, end-of-term data. This indicator includes students who
might be simultaneously enrolled at more than one institution as well as high school students
who are dually enrolled. Increasing enrollments are more likely when high school graduation
pools are expanding; however, with projected declines in these figures due to state demographic
shifts, postsecondary institutions will need to diversify their enrollment base of students in
order to maintain current enrollment levels.
5
5
,
9
4
5
5
6
,3
5
5
5
6
,
6
0
8
6
0
,
0
0
0
5
0
,
0
0
0
4
0
,
0
0
0
3
0
,
0
0
0
2
0
,
0
0
0
1
0
,
0
0
0
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1
1
1
2
1
3
0
9
1
0
5
5
,7
6
2
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4
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6
9
6
5
7
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0
0
5
6
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0
0
56,
000
55,
500
55,
000
54,
500
54,
0
0
0
5
3
,
5
0
0
5
3
,
0
0
0
5
6
,
3
5
5
5
6
,
6
0
8
5
5
,
7
6
2
5
4
,
6
9
6
5
5
,
9
4
5
1
1
1
2
1
3
0
9
1
0
Undergraduate Enrollment
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College 2,058 2,101 2,051 1,951 1,762 -9.7% -14.4%
Concord University 2,677 2,672 2,683 2,622 2,510 -4.3% -6.2%
Fairmont State University 4,223 4,362 4,269 4,114 3,956 -3.8% -6.3%
Glenville State College 1,756 1,831 1,926 1,891 1,740 -8.0% -0.9%
Marshall University 9,692 10,018 10,053 9,885 9,756 -1.3% 0.7%
Potomac State College of WVU 1,807 1,831 1,800 1,779 1,660 -6.7% -8.1%
Shepherd University 4,216 4,182 4,279 4,289 4,081 -4.8% -3.2%
West Liberty University 2,598 2,688 2,729 2,712 2,647 -2.4% 1.9%
West Virginia State University 3,923 3,156 2,794 2,600 2,609 0.3% -33.5%
West Virginia University 21,740 22,301 22,711 22,822 22,764 -0.3% 4.7%
WVU Institute of Technology 1,255 1,213 1,313 1,097 1,211 10.4% -3.5%
TOTAL 55,945 56,355 56,608 55,762 54,696 -1.9% -2.2%
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
10
Graduate Enrollment
Fall 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Graduate students enrolled in for-credit classes decreased 2.8 percent, from
12,668 in 2012-13 to 12,307 in 2013-14.
• For-credit enrollment declined by 805 students since 2009, representing a
6.1 percent decrease.
• Since the 2009-10 academic year, five four-year institutions, Concord
University, Shepherd University, West Virginia School of Osteopathic
Medicine, West Liberty University, and West Virginia State University,
have realized gains in graduate enrollment, while three have decreased.
NATIONAL CONTEXT
Fall 2012 national data are the most recent available regarding graduate student
enrollment. During 2012, approximately 2.9 million graduate students were
enrolled at Title IV institutions in the United States. Graduate enrollment grew
nationally by 38.8 percent over the last 10 years. Public colleges accounted for
48.8 percent of graduate enrollment in 2012 (NCES. 2014).
ABOUT THIS MEASURE
Graduate and professional headcount enrollment represents the number of
students who have paid fees and enrolled in classes according to fall, end-of-term
data. The list of graduate programs totals 160 and includes professional, master’s,
post-master’s and doctoral programs. These programs are spread throughout
West Virginia postsecondary institutions with the majority located at West Virginia
University and Marshall University. The professional programs include, but are not
limited to, dentistry, law, medicine, osteopathic medicine, and pharmacy. Institutions
that do not offer graduate programs are excluded.
Graduate Enrollment
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Concord University 247 247 412 217 285 31.3% 15.4%
Fairmont State University 349 346 349 338 274 -18.9% -21.5%
Marshall University 4,084 4,174 3,913 3,823 3,651 -4.5% -10.6%
Shepherd University 154 154 155 157 175 11.5% 13.6%
WV School of Osteopathic Medicine 778 806 816 827 825 -0.2% 6.0%
West Liberty University 47 50 59 82 133 62.2% 183.0%
West Virginia State University 48 83 55 83 55 -33.7% 14.6%
West Virginia University 7,405 7,286 7,231 7,141 6,909 -3.2% -6.7%
TOTAL 13,112 13,146 12,990 12,668 12,307 -2.8% -6.1%
1
2
,
3
0
7
1
3
,
1
1
2
1
3
,
1
4
6
12,990
1
2
,
6
6
8
1
4
,
0
0
0
1
3
,
0
0
0
1
2
,
0
0
0
1
1
,
0
0
0
1
0
,
0
0
0
9,000
11
12
13
09
10
11
12
13
09
10
12,307
13,112
13,146
12,990
12,668
1
4
,
0
0
0
13,000
12,000
11,000
10,000
9,000
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
11
5
0
,
7
4
5
5
1
,
3
7
8
5
2
,
4
7
8
52,499
5
1
,
9
0
1
6
0
,
0
0
0
5
0
,
0
0
0
4
0
,
0
0
0
3
0
,
0
0
0
2
0
,
0
0
0
1
0
,
0
0
0
0
1
1
1
2
1
3
0
9
1
0
5
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,
0
0
0
52,
000
51,
0
0
0
5
0
,
0
0
0
4
9
,
0
0
0
4
8
,
0
0
0
5
0
,
7
4
5
5
1
,
3
7
8
5
2
,
4
9
9
1
1
1
2
1
30
9
1
0
5
2
,
4
7
8
5
1
,
9
0
1
Undergraduate Full-Time Equivalent (FTE) Enrollment
Fall 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• Undergraduate FTE enrollment has decreased from 51,901 in 2012-13 to 50,745 in
2013-14.
• FTE enrollment has decreased 1.2 percent (633 students) since 2009.
• Since the 2009-10 academic year, two four-year institutions have realized gains in FTE
enrollment, while nine have experienced decreases.
NATIONAL CONTEXT
FTE enrollment is often used at the national level to determine a host of outcomes including
expenses by academic or administrative function per FTE, and revenues per FTE. Student
credit hours are consolidated into the equivalent number of students taking a full load to
allow institutions and systems to plan strategically for future growth.
ABOUT THIS MEASURE
Undergraduate FTE is the sum of all hours generated by all students enrolled in classes,
divided by 15. Fifteen hours is considered to be a full-time load for undergraduate students.
FTE enrollment was calculated from fall, end-of-term data.
Undergraduate Full-Time Equivalent (FTE) Enrollment
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College 1,751 1,757 1,705 1,726 1,568 -9.1% -10.4%
Concord University 2,665 2,643 2,653 2,531 2,414 -4.6% -9.4%
Fairmont State University 3,846 3,944 3,827 3,754 3,595 -4.2% -6.5%
Glenville State College 1,360 1,474 1,432 1,435 1,301 -9.3% -4.3%
Marshall University 8,587 9,091 9,108 9,052 8,828 -2.5% 2.8%
Potomac State College of WVU 1,474 1,531 1,505 1,518 1,396 -8.0% -5.3%
Shepherd University 3,678 3,707 3,784 3,726 3,549 -4.7% -3.5%
West Liberty University 2,528 2,618 2,630 2,619 2,518 -3.9% -0.4%
West Virginia State University 2,669 2,435 2,238 2,099 2,117 0.8% -20.7%
West Virginia University 21,699 22,210 22,508 22,488 22,401 -0.4% 3.2%
WVU Institute of Technology 1,120 1,068 1,110 953 1,058 11.1% -5.6%
TOTAL 51,378 52,478 52,499 51,901 50,745 -2.2% -1.2%
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
12
Graduate Full-Time Equivalent (FTE) Enrollment
Fall 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• Graduate FTE enrollment increased 0.7 percent, from 9,297 in 2012-13
to 9,367 in 2013-14.
• Total graduate FTE enrollment has remained steady since 2009-10.
• Since the 2009-10 academic year, five four-year institutions have realized
gains in graduate FTE enrollment.
NATIONAL CONTEXT
FTE enrollment is often used at the national level to determine a host of outcomes
including expenses by academic or administrative function per FTE and revenues per
FTE. Student credit hours are consolidated into the equivalent number taking a full
load to allow institutions and systems to plan strategically for future growth.
ABOUT THIS MEASURE
Graduate FTE is the sum of all hours generated by all students enrolled in classes,
divided by 12. Twelve hours is considered to be a full-time load for graduate students.
FTE enrollment was calculated from fall, end-of-term data. Institutions not offering
graduate programs are excluded.
Graduate Full-Time Equivalent (FTE) Enrollment
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Concord University 106 97 151 96 146 52.7% 38.1%
Fairmont State University 191 182 197 196 156 -20.5% -18.4%
Marshall University 2,378 2,458 2,302 2,313 2,340 1.2% -1.6%
Shepherd University 79 79 78 88 107 22.1% 35.3%
WV School of Osteopathic Medicine 778 806 816 827 825 -0.2% 6.0%
West Liberty University 25 26 32 59 151 156.8% 510.4%
West Virginia State University 28 39 35 43 35 -19.6% 24.8%
West Virginia University 5,778 5,710 5,702 5,676 5,607 -1.2% -3.0%
TOTAL 9,363 9,398 9,314 9,297 9,367 0.7% 0.0%
9
,
3
6
7
9
,
3
6
3
9
,
3
9
8
9
,
2
9
7
1
0
,
0
0
0
8
,
0
0
0
6
,
0
0
0
4
,
0
0
0
2
,
0
0
0
0
1
1 1
2
0
9
1
0
9
,
3
1
4
1
3
9,400
9,200
9,000
8
,
8
0
0
9
,
3
9
8
9,314
9
,
3
6
3
10
11
12
13
09
9,297
9
,
3
6
7
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
13
6
2
,
5
2
9
6
3
,
4
1
8
6
4
,
6
9
7
6
4
,
4
2
7
6
3
,
7
2
6
6
5
,
0
0
0
5
5
,
0
0
0
4
5
,
0
0
0
3
5
,
0
0
0
2
5
,
0
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5
,
0
0
0
5
,
0
0
0
0
1
1
1
2
1
3
0
9
1
0
11
12
13
09
10
62,529
63,418
64,697
64,427
63,726
6
5
,000
64,000
63,000
62,000
61,000
60,000
Annualized Full-Time Enrollment (FTE)
Academic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• Annualized FTE decreased 1.9 percent from 63,726 in 2012-13 to 62,529 in 2013-14.
• Over the five-year period, annualized FTE decreased 1.4 percent from 63,418 in 2009-10.
• Since 2009, four four-year institutions realized gains in annualized FTE while eight
declined.
NATIONAL CONTEXT
FTE enrollment is often used at the national level to determine a host of outcomes including
expenses by academic or administrative function per FTE, and revenues per FTE. Student
credit hours are consolidated into the equivalent number of students taking a full load to
allow institutions and systems to plan strategically for future growth or declines.
In 2012, the latest available data, national FTE enrollment was approximately 11.2 million.
This represents a 0.3 percent decrease since 2011 (11.3 million), and a 10.5 percent increase
since 2008 (10.2 million) (Digest of Education Statistics, 2013).
ABOUT THIS MEASURE
This indicator provides the sum of summer, fall, and spring end-of-term FTE divided by 2.
FTE for each term is derived by dividing the total amount of instructional activity by 15 for
undergraduates and 12 for graduates.
Annualized FTE
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College 1,849 1,822 1,789 1,741 1,555 -10.7% -15.9%
Concord University 2,784 2,813 2,850 2,763 2,631 -4.8% -5.5%
Fairmont State University 4,138 4,218 4,148 4,053 3,822 -5.7% -7.6%
Glenville State College 1,408 1,514 1,460 1,431 1,268 -11.4% -9.9%
Marshall University 11,805 12,345 12,144 11,923 11,816 -0.9% 0.1%
Potomac State College of WVU 1,445 1,507 1,453 1,476 1,365 -7.5% -5.5%
Shepherd University 3,784 3,818 3,864 3,810 3,685 -3.3% -2.6%
West Liberty University 2,493 2,615 2,628 2,679 2,702 0.9% 8.4%
WV School of Osteopathic Medicine 777 803 813 826 814 -1.5% 4.8%
West Virginia State University 2,700 2,470 2,285 2,120 2,139 0.9% -20.8%
West Virginia University 29,133 29,701 29,949 29,956 29,665 -1.0% 1.8%
WVU Institute of Technology 1,100 1,072 1,045 946 1,067 12.8% -3.0%
Total 63,418 64,697 64,427 63,726 62,529 -1.9% -1.4%
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
14
First-Time Freshmen Headcount Enrollment
Fall 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• First-time freshmen enrolled in for-credit classes decreased 3.3 percent, from
11,567 in 2012-13 to 11,188 in 2013-14.
• First-time freshmen enrollment has decreased 1.6 percent since 2009,
representing a decline in actual students of 177.
• Since the 2009-10 academic year, two four-year institutions have realized gains
in first-time freshmen enrollment while nine have experienced decreases.
NATIONAL CONTEXT
Between 2003 and 2011, first-time freshmen enrollment in the nation increased 15.4
percent. The four-year public sector realized an increase of 22.8 percent during this
same time period. Nationally, full-time students comprised 78.9 percent of first-time
freshmen enrollment in 2002 compared to 80.5 percent in 2012. (NCES, 2014).
ABOUT THIS MEASURE
This first-time freshmen enrollment from fall, end-of-term data consists of the entering
freshmen who have never attended college. It also includes those students enrolled in
the fall term who attended for the first time in the prior summer term. This measure
also incorporates students who enter with advanced standing (college credits earned
before graduation from high school).
First-Time Freshman Headcount Enrollment
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College 315 306 278 310 303 -2.3% -3.8%
Concord University 609 575 583 569 514 -9.7% -15.6%
Fairmont State University 819 776 751 740 749 1.2% -8.5%
Glenville State College 331 416 381 399 304 -23.8% -8.2%
Marshall University 1,882 1,951 2,002 1,908 1,871 -1.9% -0.6%
Potomac State College of WVU 722 711 720 729 631 -13.4% -12.6%
Shepherd University 801 770 796 756 684 -9.5% -14.6%
West Liberty University 577 534 555 526 501 -4.8% -13.2%
West Virginia State University 436 367 311 297 416 40.1% -4.6%
West Virginia University 4,585 5,031 5,021 5,135 4,912 -4.3% 7.1%
WVU Institute of Technology 288 260 284 198 303 53.0% 5.2%
TOTAL 11,365 11,697 11,682 11,567 11,188 -3.3% -1.6%
1
1
,
1
8
8
1
1
,
6
9
7
11,682
1
2
,
0
0
0
1
0
,
0
0
0
8
,
0
0
0
6
,
0
0
0
4
,
0
0
0
2
,
0
0
0
0
1
1
,
3
6
5
1
1 1
2
1
3
0
9
1
0
1
1
,
5
6
7
11,800
11,600
11,400
11,200
11,000
1
0
,
8
0
0
1
0
,
6
0
0
11,365
11,697
11,567
11,188
11
12
13
09
10
11,682
15
For-Credit Headcount Enrollment for At-Risk Students
Academic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• The percentage of underrepresented minorities has increased 4.9 percent from 6,588 in
2012 to 6,910 in 2013. During the same time period, the percentage of low-income and
undergraduate adult students has declined by 2.4 and 8.6 percent, respectively.
• The at-risk student population that saw the largest five-year increase was underrepre-
sented minorities which increased from 5,729 in 2008 to 6,910 in 2013, a 20.6 percent
increase. The percent of low-income students increased 6.2 percent while the percent of
undergraduate adults declined by 11.7 percent.
NATIONAL CONTEXT
The at-risk student populations identified in Leading the Way Access. Success. Impact. were
chosen in an effort to increase awareness of student success across these groups. Nationally,
underserved populations such as low-income and minority students are less likely than their
peers to attend and complete college. In addition, transfer, part-time, and adult student
populations have become more important to institutions meeting their enrollment and
completion goals. If West Virginia is to meet current workforce projections, increasing
success among these students will be crucial.
ABOUT THIS MEASURE
This indicator provides the fall end-of-term credit headcount enrollment for low-income
(receiving a Pell grant), adult (age 25 or older) and underrepresented race minority (classified
as being of Hispanic, American Indian or Alaskan Native, Black or African American, Native
Hawaiian or Other Pacific Islander, or multi-racial background) students.
Fall For-Credit Headcount Enrollment
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Low-Income Students 18,703 21,344 21,302 20,349 19,866 -2.4% 6.2%
Undergraduate Adults 10,117 10,293 10,293 9,780 8,937 -8.6% -11.7%
Underrepresented Minority 5,729 6,062 6,317 6,588 6,910 4.9% 20.6%
Low-Income
students
Undergraduate
adults
Underrepresented
Minority
22
,000
20,000
1
8
,0
0
0
1
6
,0
0
0
1
2
,0
0
0
10,000
8,000
6,000
4,000
2,000
0
10
09
10
09
11
2
1
,
3
0
2
09
10
19,866
21,344
11
11
13
13
12
13
1212
18,703
20,349
1
0
,
2
9
3
8,937
1
0
,
2
9
3
10,117
9
,
7
8
0
6,
317
6,910
6,062
5,729
6,588
S P O T L I G H T
The National Center for Education
Statistics reports that in fall 2011,
the most recently available data,
there were approximately 6 million
undergraduate adults (age 25 or older)
enrolled at all degree-granting post-
secondary institutions across the
country. Typically, adult enrollment
tends to be higher at two-year
institutions than four-year
institutions. Of all undergraduate
adults enrolled, a majority were
female (60.8%).
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
11
09
10
12
Low-I
ncome
students
Undergraduate
adults
Underrepresented
Minority
22,000
20,000
18,
000
16,
000
12,
000
10,000
8,000
6,000
4,000
2,000
0
13
21,302
1
9
,8
6
6
21,344
1
8
,7
0
3
20,349
10,293
8
,9
3
7
10,293
1
0
,1
1
7
9,780
6,317
6
,9
1
0
6,062
5,729
6,588
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
16
Undergraduate Transfers to Public Four-Year Institutions
Transfer Type 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Public Four-Year 1,055 1,216 1,128 1,032 1,045 1.3% -0.9%
Public Two-Year 1,454 1,482 1,430 1,441 1,233 -14.4% -15.2%
Undergraduate Transfers to Public Four-Year Institutions
A
cademic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• Students transferring between four-year public postsecondary institutions
increased by 1.3 percent from 2012 to 2013. From 2009 to 2013, students
transitioning laterally have declined by 0.9 percent.
• Students transferring from two-year to four-year public postsecondary
institutions decreased 14.4 percent from 2012 to 2013. The number of two-year
transfer students has decreased 15.2 percent when compared to 2009.
NATIONAL CONTEXT
Multi-institutional attendance has become an increasingly common phenomenon.
According to a 2014 report by the National Center for Education Statistics, 35 percent
of first-time freshmen transferred or co-enrolled over a six-year period (2003 to 2008).
Approximately 21 percent only transferred once, while 11 percent transferred multiple
times. The remaining 65 percent did not transfer over the time period. Nearly 56
percent of students who transferred originated from a public two-year institution.
ABOUT THIS MEASURE
These data indicate the number of students in West Virginia between the years of
2008 and 2012 who either transferred from a public two-year to a public four-year
institution (forward transfer) or who transferred from a public four-year institution
to another public four-year institution (lateral transfer). The transfer data reported
above include some students who enrolled in more than one institution.
From Public Two-Year
09 10
11
12
13
1,045
1,216
1,128
1,441
2,000
1,500
1,000
500
0
09 10
11
12
13
1,233
1,482
1,430
1,032
1,055
1,454
1
From Public Two-Year
1,800
1,600
1,400
1,200
1,000
800
1
1,233
1,055
1,454
1,045
1
11 12 1309
10
1,216
1,482
1,128
1,430
1,441
1,032
From Public Four-Year From Public Two-Year
0
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
17
2,358
2,198
2
,155
2,117
2,500
2,000
1,500
1,000
500
0
09 10 11 12
13
2,241
2
2,400
2,300
2,200
2,100
2,000
2
2,358
2,155
2,241
2,198
09 10 11 12
13
2,117
Dual Enrollment of High School Students in Public Four-Year Institutions
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
2,198 2,155 2,241 2,117 2,358 11.4% 7.3%
Dual Enrollment of High School Students in Public Four-Year Institutions
Fall 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Dual enrollment in the public four-year sector increased by 11.4 percent from 2012 to
2013 and by 7.3 percent since 2009.
• Over this five-year span, dual enrollment students peaked in 2011 before declining to
their lowest point in 2012 and then increasing again to 2,538 in 2013.
NATIONAL CONTEXT
A 2013 report from the United States Department of Education found that during the
2010-11 school year, 82 percent of U.S. high schools enrolled students in one or more dual
enrollment courses. In the same report they found that 1.4 million students enrolled in a dual
enrollment course with an academic focus, while 601,500 students enrolled in courses with
a career or vocational focus. Fourteen percent of high schools reported that students earned
a certificate at a postsecondary institution, while 7 percent reported that students earned an
associate's degree. Requirements for enrollment, structure of programs, and funding schemes
varied widely across dual enrollment programs.
According to Karp (2012), dual enrollment students learn the curricular and co-curricular
skills needed for college success. Dual enrollment students contribute to increased high
school graduation rates and are more likely to enroll in a postsecondary institution than
their non-dual enrollment peers. In addition, participation in dual enrollment courses in
high school was found to improve college GPAs, improve retention into the sophomore
year, and have a positive effect on credits earned.
ABOUT THIS MEASURE
These figures represent the number of secondary students who have enrolled in dual
enrollment courses associated with four-year public postsecondary institutions in West
Virginia. Dual enrollment courses allow high school students to enroll in college courses
and earn college credit. These courses were once largely limited to high-achieving students,
but are now open to a wider range of students as states have begun to view dual enrollment
as a means to support postsecondary preparation. Counts include some students who
enrolled at multiple institutions and are from fall, end-of-term data.
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
18
$6,000
$5,500
$5,000
$4,500
$4,000
$3,500
$3,000
$4,796
$
$5,147
$5,528
$5,827
$3,706
$3,965
$4,214
$4,487
$4,832
$
04
11 12
13
09 10
06
07
08
05
$3,428
$12,077
$14,000
$13,000
$12,000
$11,000
$10,000
$9,000
$8,000
$11,613
$12,600
$12,831
$13,801
$9,323
$9,982
$10,538
$11,174
05
11 12
13
09 10
06
07
08
$8,629
04
In-state Out-of-state
$
Average Undergraduate Tuition & Fees for In-State and Out-Of-State Students
Academic Years 2004 – 2013
WEST VIRGINIA HIGHLIGHTS
• Average undergraduate tuition for in-state students increased 5.4 percent, from $5,528
in 2012-13 to $5,827 in 2013-14.
• The five-year trend in tuition and fees shows an increase of 29.9 percent for in-state
students and 23.5 percent for out-of-state students.
• The 10-year trend in tuition and fees is an increase of 70 percent for in-state students
and 59.9 percent for out-of-state students though the increase in dollars was larger for
out-of-state students.
• In-state tuition has increased by $2,399 since 2004 and out-of-state tuition has
increased by $5,172.
NATIONAL CONTEXT
According to SREB data, over the 10-year period from 2002-03 to 2011-12, median in-state
tuition at four-year public colleges and universities in SREB states increased from $3,253 to
$6,532, an increase of 100.8 percent. When adjusted for inflation, the figure is 60.6 percent.
Nationally, during the same time period, median in-state tuition increased from $3,728 to
$6,951. This was an 86.5 percent increase without adjusting for inflation, and a 49.1 percent
increase with inflation adjustment.
Published tuition and fee prices, however, often do not reflect what students actually pay. In
order to make college pricing more transparent, the federal Higher Education Act of 2008
mandated that colleges provide a Net Price Calculator on their websites by October 2011.
This tool enables students to more accurately assess the cost of college after estimated financial
aid is applied. Research by the College Board found that from 2008-09 to 2013-14 published
tuition and fees for in-state students at public four-year institutions increased from $7,008 to
$8,893 (in 2013 dollars), an increase of $1,885. About $1,180 of the increase was covered by
grant aid while the students’ share increased the remaining $700 (College Board, 2013).
ABOUT THIS MEASURE
This indicator provides the average published price of tuition and mandatory fees for in-state
as well as out-of-state students across the system. It does not include the costs of books or
room and board and is not an enrollment weighted average. It also does not include the
financial aid (both state and institutional) that reduces the cost of attendance for many
students. Tuition and fees for in-state students at public four-year colleges are, on average,
higher than public two-year colleges but lower than private four-year colleges and universities
or public four-year universities at the out-of-state rate.
Average Undergraduate Tuition and Fees for In-State and Out-of-State Students
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2008-2013 2004-2013
% Change % Change
In-State $3,428 $3,706 $3,965 $4,214 $4,487 $4,796 $4,832 $5,147 $5,528 $5,827 29.9% 70.0%
Out-of-State $8,629 $9,323 $9,982 $10,538 $11,174 $11,613 $12,077 $12,600 $12,831 $13,801 23.5% 59.9%
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
19
Undergraduate Tuition and Fees for In-State Students by Institution
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College $3,114 $4,596 $5,180 $5,564 7.4% 21.1% 78.7%
Concord University $3,588 $4,974 $5,716 $6,002 5.0% 20.7% 67.3%
Fairmont State University $3,692 $4,952 $5,326 $5,824 9.4% 17.6% 57.7%
Glenville State College $3,276 $4,888 $5,860 $6,384 8.9% 30.6% 94.9%
Marshall University $3,818 $5,236 $5,930 $6,216 4.8% 18.7% 62.8%
Potomac State College of WVU $2,238* $3,582 $3,946 $4,122 4.5% 15.1% NA
Shepherd University $3,654 $5,234 $5,834 $6,256 7.2% 19.5% 71.2%
West Liberty State College $3,380 $4,880 $5,930 $6,226 5.0% 27.6% 84.2%
West Virginia State University $3,222 $4,644 $5,442 $5,932 9.0% 27.7% 84.1%
West Virginia University $3,938 $5,304 $6,090 $6,546 7.5% 23.4% 66.2%
WVU Institute of Technology $3,786 $5,164 $5,558 $5,808 4.5% 12.5% 53.4%
*This figure is tuition and fees for associate’s degree-seeking students as there was not a bachelor’s degree-seeking rate at this time.
Undergraduate Tuition & Fees for In-State Students by Institution
Academic Years 2009-2013
WEST VIRGINIA HIGHLIGHTS
• The change in tuition and fees from 2012 to 2013 ranged from a low of 4.5 percent
at Potomac State College of WVU and WVU Institute of Technology, to a high of 9.4
percent at Fairmont State University ($498). Adjusting for inflation with the Consumer
Price Index, these changes represent a 2.6 percent increase at Potomac State College of
WVU and WVU Institute of Technology, and a 7.4 percent increase at Fairmont State
University.
• Over the five-year period from 2009 to 2013, the increases varied from a low of 12.5
percent ($644) at WVU Institute of Technology to a high of 30.6 percent ($1,496)
at Glenville State College. Adjusted for inflation, these increases were 3.1 percent and
19.8 percent respectively.
• Ten-year increases varied from a 53.4 percent increase of $2,022 at WVU Institute of
Technology to a 94.9 percent increase of $3,108 at Glenville State College. These
increases are reduced to 23.9 percent and 57.4 percent when adjusted for inflation.
NATIONAL CONTEXT
As can be seen from the chart at right, tuition at West Virginia
public institutions is lower than the average tuition at peer
institutions for almost all Commission institutions. Similarly,
if the tuition among the 20 peer institutions is ranked from
highest to lowest, all West Virginia institutions, except
Potomac State College of WVU, rank in the bottom third.
ABOUT THIS MEASURE
This indicator provides the published price of tuition and
mandatory fees for in-state students at each institution. This
does not include the costs of books or room and board. It also
does not include the financial aid, both state and institutional,
that reduces the cost of attendance for many students. Tuition
and fees for in-state students at public four-year colleges are, on
average, higher than public two-year colleges but lower than
private four-year colleges and universities or public four-year
universities at the out-of-state rate.
Undergraduate Tuition and Fees (In-State) Peer Comparison, 2013
Tuition and Fees Peer Group Rank
Average
Bluefield State College $5,564 $6,921 17
Concord University $6,002 $7,151 15
Fairmont State University $5,824 $6,844 15
Glenville State College $6,384 $7,947 18
Marshall University $6,216 $7,622 18
Potomac State College of WVU $3,336 $3,367 9
Shepherd University $6,256 $7,118 14
West Liberty University $6,226 $7,361 12
West Virginia State University $5,932 $6,965 16
West Virginia University $6,456 $9,731 19
WVU Institute of Technology $5,808 $7,951 16
A C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
20
Cost of Attendance for In-State Undergraduate Students Living on Campus
Academic Years 2009 & 2013
WEST VIRGINIA HIGHLIGHTS
• The smallest percentage increase (12.4%) for cost of attendance between 2009 and
2013 is found at Potomac State College of WVU where the total rose from $9,546 in
2009 to $10,730 in 2013.
• The largest percentage increase (37.2%), excluding Bluefield State College which has
no campus housing, is found at West Virginia State University. The cost of attendance
was $10,019 in 2009 compared to $13,747 in 2013.
• The four-year public postsecondary institution with the lowest cost of attendance in
2013 is Potomac State College of WVU (again excluding Bluefield State College).
The institution with the highest cost is West Virginia University.
NATIONAL CONTEXT
It is estimated that nationally in 2013-14, tuition and fees comprise approximately 48
percent of the combined expense of tuition and fees plus room and board for in-state
students attending a four-year public university. Average total charges of in-state tuition
and fees, room and board at four-year public institutions nationally are $18,391 in 2013-14
which is 3.2 percent higher than the prior year’s total (College Board, 2013).
Over the last decade, average tuition and fees at public four-year institutions have
increased at an average annual rate of 19 percent beyond the general rate of inflation
(College Board, 2013).
ABOUT THIS MEASURE
This indicator provides the amount necessary to pay for tuition and mandatory fees, as
well as average room and board, at each institution. Room and board costs vary, however,
by where one chooses to live. In general, living off-campus with parents is less expensive
than on-campus housing, while living off campus on one’s own is more expensive. These
figures do not include books, transportation, and other expenses which were estimated
nationally to be $4,435 for 2013-14 (College Board, 2013).
Cost of Attendance for In-State Undergraduate Students Living on Campus
2009 2013 2009-2013
Institution Tuition Average Room Total Tuition Average Room Total % Change in
& Fees & Board & Fees & Board Total Cost
Bluefield State College* $4,596 $0 $4,596 $5,564 $0 $5,564 21.1%
Concord University $4,974 $6,530 $11,504 $6,002 $7,726 $13,728 19.3%
Fairmont State University $4,952 $6,397 $11,349 $5,824 $7,313 $13,137 15.8%
Glenville State College $4,888 $6,250 $11,138 $6,384 $8,275 $14,659 31.6%
Marshall University $5,236 $7,397 $12,633 $6,216 $8,810 $15,026 18.9%
Potomac State College of WVU $2,886 $6,660 $9,546 $3,336 $7,394 $10,730 12.4%
Shepherd University $5,234 $7,221 $12,455 $6,256 $9,135 $15,391 23.6%
West Liberty University $4,880 $6,282 $11,162 $6,226 $7,250 $13,476 20.7%
West Virginia State University $4,644 $5,375 $10,019 $5,932 $7,815 $13,747 37.2%
West Virginia University $5,304 $7,635 $12,939 $6,546 $9,438 $15,984 23.5%
WVU Institute of Technology $5,164 $6,844 $12,008 $5,808 $8,543 $14,351 19.5%
*Bluefield State College has no on-campus housing.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
21
S U C C E S S
In order to increase the number of West Virginia students who persist
in their academic programs and earn their degrees, it is important
to promote progress in retention and completion. Moreover, given
historical gaps in achievement for certain underrepresented groups
and the Commission’s commitment to improving equity in outcomes
in addition to opportunity, it is necessary to target populations related
to income and race/ethnicity. To correspond with efforts to re-enroll
and graduate adults who have some college credits but no degree, there
is a focus on the retention of returning adults. Adults face additional
barriers to completion including balancing home and work
responsibilities and constraints related to geographical access to
campuses. Finally, evidence that West Virginia transfer students
persist and graduate at lower rates than other students demands a
focus on the outcomes of this population as well. To both sustain and
move West Virginia's postsecondary success agenda forward, the state's
four-year public colleges and universities are working to enhance efforts
in this area.
Commission Initiatives
In January 2014, the Commission partnered with Bluefield State College, Concord University,
Marshall University, and Southern West Virginia Community and Technical College to launch
a three-year pilot project to provide college counseling and support via text message to students
graduating from 14 high-need high schools. Nearly 1,000 students signed up to receive the
messages, which provide students with periodic updates to assist them in completing critical
tasks required for enrolling and succeeding in college.
In September 2014, the Commission and its institutions launched a statewide “15 to Finish”
campaign, which encourages students to take at least 15 credit hours each semester, an essential
step that puts students on track to graduate on time, save money, do well academically, and
start their careers as soon as possible.
Work continues to execute the intent of the joint resolution passed by both the Commission
and Council regarding student credit transfer and articulation. A statewide steering committee
has been formed with representation from both two-year and four-year institutions. Further
initiatives include the creation of a student appeal process for denial of transfer of credit and
progress on implementation of a reverse transfer policy. The steering committee also is
working on the creation of statewide articulation degrees between two-year and four-year
institutions.
A grant of $28,765 allowed the West Virginia Network (WVNET) and the Commission to
provide training to faculty on how to improve their online courses to meet Quality Matters’
standards. Through the grant, training was provided in either a half-day face-to-face or two-
week online format for 20 faculty currently teaching online from each of the colleges and
universities affiliated with Quality Matters.
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
22
Passing Rate for First-Time Freshmen in Developmental Education
Academic Years 2008-2012
WEST VIRGINIA HIGHLIGHTS
• The percentage of students passing English/writing developmental education
courses within the first two years increased 3 percentage points from 72 percent in
2011 to 75 percent in 2012. The percentage of students passing increased 2
percentage points compared with the 2008 rate of 73 percent.
• The proportion of students passing developmental math courses within the first two
years increased by 3.3 percentage points from 66 percent in 2011 to 69.3 percent in
2012. When compared to passing rates in 2008, the proportion increased 8.4
percentage points.
NATIONAL CONTEXT
According to Complete College America, 74.4 percent of students at four-year institutions
successfully complete their developmental education course (2012). However, only 36.8
percent of students complete the subsequent college-level course and even fewer are
projected to graduate within six years (35.1 percent).
ABOUT THIS MEASURE
This indicator provides the percentage of fall end-of-term first-time freshmen who enroll
in developmental education courses at any public institution in math or English/writing
in their first two years of school and successfully pass the course.
Passing Rate for First-Time Freshmen in Developmental Education
Institution Subject 2008 2009 2010 2011 2012
Bluefield State College English/Writing 83.0% 78.0% 73.5% 68.4% 77.2%
Math 64.9% 56.0% 66.3% 54.0% 70.5%
Concord University English/Writing 67.0% 59.6% 60.8% 60.7% 69.7%
Math 56.2% 62.4% 68.3% 69.1% 76.0%
Fairmont State University English/Writing 66.7% 71.0% 69.8% 79.7% 73.2%
Math 70.4% 70.7% 68.2% 68.4% 75.2%
Glenville State College English/Writing 82.8% 77.7% 60.7% 68.5% 77.5%
Math 55.4% 62.5% 57.2% 66.7% 61.4%
Marshall University English/Writing 89.5% 100.0% 56.3% 77.9% 76.1%
Math 55.3% 64.9% 68.8% 68.9% 65.6%
Potomac State College of English/Writing 65.6% 65.7% 64.1% 68.7% 73.0%
WVU Math 61.9% 57.9% 60.4% 61.1% 68.5%
Shepherd University* English/Writing .....
Math .....
West Liberty University English/Writing 66.7% 78.1% 80.0% 81.1% 79.1%
Math 69.3% 71.7% 73.6% 79.8% 81.0%
West Virginia State University English/Writing ** ** ** 33.3% 73.0%
Math 59.5% ** 38.5% 54.1% 56.6%
West Virginia University* English/Writing .....
Math .....
WVU Institute of Technology English/Writing 77.6% 61.7% 79.0% 73.3% 87.5%
Math 52.4% 40.5% 43.6% 55.9% 65.5%
Total English/Writing 73.0% 70.5% 67.4% 72.0% 75.0%
Math 60.9% 61.7% 64.7% 66.0% 69.3%
* Does not offer developmental education.
** Data unavailable due to issues in the data collection process time.
S U C C E S S
Math
7
75.0
65.0
55.0
45.0
3
5.0
25.0
15.0
5.0
0
12
08
09
11
Math
75.0
73.0
70.5
61.7
60.9
66.0
72.0
69.3
10
67.4
64.7
Math
7
Math
7
75.0
73.0
70.5
61.7
60.9
66.0
72.0
69.3
67.4
6
4.7
75.0
73.0
71.0
6
9.0
67.0
65.0
63.0
61.0
59.0
12
08
09
11
10
Math
7
English Math
7
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
23
Percentage of First-Time Freshmen Enrolled in Developmental Education Courses Passing Subsequent College-Level
Coursework within Two Years
Institution Subject 2008 2009 2010 2011 2012
Bluefield State College English/Writing 50.0% 46.8% 41.8% 49.5% 52.2%
Math 31.1% 32.4% 36.7% 34.0% 35.5%
Concord University English/Writing 58.5% 66.7% 55.2% 55.0% 68.0%
Math 20.5% 27.8% 27.4% 25.3% 28.4%
Fairmont State University English/Writing 49.5% 49.3% 52.4% 56.9% 58.8%
Math 30.4% 25.6% 28.1% 31.2% 24.1%
Glenville State College English/Writing 54.1% 50.4% 28.7% 46.8% 47.1%
Math 14.1% 18.8% 13.9% 19.5% 10.9%
Marshall University English/Writing 69.6% 100.0% 18.8% 66.7% 62.4%
Math 43.9% 23.6% 45.3% 47.2% 42.7%
Potomac State College of WVU English/Writing 47.7% 43.3% 45.7% 45.4% 48.8%
Math 30.8% 27.0% 27.2% 26.6% 28.2%
Shepherd University* English/Writing .....
Math .....
West Liberty University English/Writing 29.8% 62.0% 46.4% 55.7% 63.7%
Math 35.1% 34.2% 41.2% 41.5% 39.1%
West Virginia State University English/Writing 44.5% ** ** ** 56.8%
Math 19.5% ** 15.4% 24.7% 33.6%
West Virginia University* English/Writing .. ...
Math .....
WVU Institute Of Technology English/Writing 40.8% 32.1% 53.2% 51.1% 65.6%
Math 14.6% 17.4% 21.8% 17.6% 29.3%
Total English/Writing 51.9% 50.0% 45.6% 53.6% 56.3%
Math 28.6% 26.1% 32.2% 33.4% 31.6%
* Does not offer developmental education
** Data unavailable due to issues in the data collection process time.
Percentage of First-Time Freshmen Enrolled in Developmental Education
Courses Passing Subsequent College-Level Coursework within Two Years
A
cademic Years 2008– 2012
WEST VIRGINIA HIGHLIGHTS
• The proportion of first-time freshmen who took developmental education in English and
then passed the subsequent college-level course within two years increased 2.7 percentage
points from 53.6 percent in 2011 to 56.3 percent in 2012.
• The proportion of freshmen who took developmental education in math and then passed
the subsequent college-level course within two years decreased by 1.8 percentage points
from 33.4 percent in 2011 to 31.6 percent in 2012.
NATIONAL CONTEXT
According to Complete College America, only 36.8 percent of students complete remediation
and the associated college-level courses within two years (2012). Complete College America
and West Virginia calculate this metric differently. Students attending a West Virginia four-
year public institution have alternative campus resources, beyond developmental education,
to be placed directly into for-credit college courses.
ABOUT THIS MEASURE
This indicator provides the percentage of fall end-of-term first-time freshmen who enroll in
developmental education courses at any public institution in their first two years and who
passed a college-level course in that same subject area within two years. The end of the two-
year period occurs in spring of the second year.
65.0
55.0
45.0
35.0
2
5.0
35.0
15.0
5
.0
0
12
08
09
11
E Math
5
6.3
51.9
5
0.0
2
6.1
28.6
33.4
53.6
3
1.6
10
45.6
3
2.2
$
Math
5
12
08
09
11
10
56.0
50.0
44.0
38.0
32.0
26.0
20
56.3
51.9
50.0
2
6.1
28.6
33.4
53.6
31.6
1
45.6
32.2
English Math
5
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
24
Fall-to-Fall Retention Rates for First-Time, Full-Time Freshmen
A
cademic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• First-time full-time retention rates have declined 1.4 percentage points at four-
year public institutions from 76.1 percent in 2009 to 74.7 percent in 2013.
• The largest gain over the five-year period was at WVU Institute of Technology,
with an increase of 7.1 percentage points.
• From 2009 to 2013 five of the eleven four-year public institutions experienced
decreases in their retention rates with the largest of 4.2 percentage points at
West Virginia State University.
NATIONAL CONTEXT
The national proportion of fall 2012 first-time freshmen at four-year public institutions
who were retained at any institution the following fall was 85.5 percent (National Student
Clearinghouse, 2014).
In the SREB region, the one-year persistence rate for the 2010 cohort of full-time, first-time
bachelor’s degree-seeking freshmen at public four-year institutions was 85 percent. West
Virginia is currently ranked last among the 16 SREB states in overall first-year persistence
with a rate of 76 percent for 2010 (SREB, 2013).
ABOUT THIS MEASURE
This indicator provides the proportion of all first-time full-time, freshmen who are enrolled
the following year at any West Virginia public college or university. Data capabilities at
this point do not allow tracking of students who transfer to private or out-of-state public
institutions. Students are more likely to drop out during their first year of college than at
any other time. The ability to provide support that will assist with retention during this
first year will increase the likelihood of higher graduation rates.
One-Year Retention Rates
Institution 2009 2010 2011 2012 2013
Bluefield State College 65.0% 65.2% 59.9% 61.9% 65.9%
Concord University 70.6% 73.3% 71.1% 71.7% 71.4%
Fairmont State University 71.2% 73.6% 72.8% 72.6% 70.9%
Glenville State College 60.6% 66.3% 65.5% 61.3% 62.8%
Marshall University 77.2% 77.2% 76.1% 77.7% 75.3%
Potomac State College of WVU 61.7% 60.9% 58.9% 56.4% 56.8%
Shepherd University 70.4% 75.6% 72.6% 67.6% 74.3%
West Liberty University 74.3% 81.3% 75.6% 77.6% 75.7%
West Virginia State University 66.7% 61.6% 67.2% 60.7% 62.5%
West Virginia University 82.8% 82.3% 80.5% 78.7% 80.0%
WVU Institute of Technology 61.8% 57.8% 68.3% 54.9% 68.9%
Total 76.1% 76.3% 75.1% 73.7% 74.7%
8
0
.
0
%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0
7
6
.
1
%
11
12 13
09
10
7
4
.
7
%
7
6
.
3
%
7
5
.
1
%
7
3
.
7
%
77.0%
76.0%
75.0%
74.0%
73.0%
74.7%
76.1%
76.3%
75.1%
73.7%
11
12 13
09
10
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
25
Fall-to-Fall Retention Rates for At-Risk Populations
(Academic Years 2009– 2013)
WEST VIRGINIA HIGHLIGHTS
• From 2011 to 2012, the percentage of part-time, first-time freshmen (48 percent),
transfer students (73.4 percent), and underrepresented minority students (63.2 percent)
retained to the following year increased by 4.1, 1, and 2 percentage points, respectively.
• The only two at-risk populations to experience a decline in fall-to-fall retention between
2011 and 2012 were low-income students and undergraduate adults. Low-income
students declined from 68.2 percent in 2011 to 66.8 percent in 2012 while under-
graduate adult students declined from 57.8 percent in 2011 to 54.6 percent in 2012.
• Over the five-year period, all identified special populations saw a decrease in the
percentage of students retained. The percentage of part-time, first-time freshmen
declined 0.7 percentage points from the 2008 rate of 48.7 percent, while the largest
decrease was for low-income students which declined 3.7 percentage points from the
2008 rate of 70.5 percent.
NATIONAL CONTEXT
The at-risk student populations identified in the Leading the Way Access. Success. Impact. were
chosen in an effort to increase awareness of student success across these groups. Nationally,
underserved populations such as low-income and minority students are less likely than their
peers to attend and complete college. In addition, transfer, part-time, and adult student
populations have become more important to institutions meeting their enrollment and
completion goals. If West Virginia is to meet current workforce projections, increasing s
uccess among these students will be crucial.
ABOUT THIS MEASURE
This indicator provides the fall-to-fall retention rate at four-year public institutions measured
as the proportion of students enrolled the following year at any public institution according to
fall end-of-term data (for first-time, degree-seeking students and for part-time, low-income,
adult, and underrepresented race minority students). Students who graduate are considered
retained.
Fall-to-Fall Retention Rates
2009 2010 2011 2012 2013
Low-Income Students 70.5% 70.8% 70.3% 68.2% 66.8%
Part-Time, First-Time Freshmen 48.7% 51.6% 43.8% 43.9% 48.0%
Transfer Students 76.4% 75.7% 72.6% 72.4% 73.4%
(from 2-year, from 4-year)
Undergraduate Adults 57.7% 60.7% 57.5% 57.8% 54.6%
Underrepresented Minority 64.1% 65.0% 63.1% 61.2% 63.2%
Low-Income
students
Part-Time, First-Time
Freshman
Transfer students
Undergraduate
adults
Underrepresented
Minority
80
%
70%
60%
50%
40%
30%
20%
10%
0
11
1209
1008
09
1008
12
11
11
7
0.3
09
10
6
6
.8
70.
8
13
12
7
0
.5
6
8.2
43.943.8
51.6
48.0
72.4
76.4
72.6
75.7
7
3
.4
57.5
54.6
60.7
57.7
57.8
6
3
.1
6
3
..2
65.
0
6
4
.1
6
1
.2
09
10
08
12
11
09
1008
12
11
48.7
S P O T L I G H T
The national average for fall-to-fall
retention for first-year adult students
returning to the same institution was
46.9 percent. The percent was slightly
higher for students who were retained
to any higher education institution
at 50.4 percent (National Student
Clearinghouse, 2014). National
figures include students who start at
a private or two-year institution
while the West Virginia specific
figures outlined on this page are
restricted to adults who attended a
public four-year institution and were
retained to any public institution.
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
26
Percent of First-Time Freshmen Earning 30 Hours in Their First Year
A
cademic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• In 2013, 48.6 percent of first-time freshmen took at least 30 hours within their first
year of enrollment. This represents a 2.6 percentage point increase over 2012 (46
percent) and 4.6 percentage point increase over 2009 (44.2 percent)
• The institution with the highest percentage of first-time freshmen earning 30 hours
their first year of enrollment was West Liberty University at 61.7 percent.
• The institution with the lowest percentage of first-time freshmen earning 30 hours
their first year of enrollment was West Virginia State University at 27.2 percent.
NATIONAL CONTEXT
Taking 30 hours over the academic year, or 15 hours a semester, has been shown to increase
the academic success of students, reduce dropout rates, and reduce time to degree by as
much as one year. However, according to a survey produced by Complete College America
(CCA) only 50 percent or fewer “full-time” students were enrolled with at least 30 hours
during fall 2012 at four-year institutions (CCA, 2013).
As of December 2013 (CCA), 15 states have developed formal programs to promote
and study the impact of encouraging students to enroll in 15 hours a semester in order
to complete their degrees in a timely manner. West Virginia has become the latest state
to pursue a “15 to Finish” campaign aimed at decreasing time to degree.
ABOUT THIS MEASURE
This indicator provides the proportion of students who earn 30 or more credit hours by
the end of the following summer at any public institution, out of the number of first-time,
degree-seeking freshmen according to fall end-of-term data. Developmental education
hours are included.
Percent of First-Time Freshmen Earning 30 Credit Hours
Institution 2009 2010 2011 2012 2013
Bluefield State College 23.5% 25.5% 26.6% 24.8% 31.7%
Concord University 37.4% 33.4% 36.5% 42.4% 35.4%
Fairmont State University 32.4% 33.0% 36.6% 33.5% 35.4%
Glenville State College 33.8% 24.5% 25.5% 21.1% 34.2%
Marshall University 40.8% 45.8% 47.8% 47.6% 50.2%
Potomac State College of WVU 23.4% 25.9% 25.1% 29.1% 25.5%
Shepherd University 44.2% 41.8% 35.8% 40.2% 42.0%
West Liberty University 52.2% 50.2% 61.3% 56.7% 61.7%
West Virginia State University 18.6% 18.5% 21.5% 21.2% 27.2%
West Virginia University 57.0% 54.9% 55.6% 54.7% 58.8%
WVU Institute of Technology 21.2% 27.3% 27.5% 41.9% 31.4%
Total 44.2% 44.4% 45.9% 46.0% 48.6%
4
8
.
6
4
4
.
2
4
4
.
4
4
6
.
0
5
0
.
0
%
4
0
.
0
%
3
0
.
0
%
2
0
.
0
%
1
0
.
0
%
0
11
12
13
09
10
4
5
.
9
48.6
44.2
44.4
46.0
5
0
.
0
%
4
8
.
0
%
4
6
.
0
%
4
4
.
0
%
4
2
.
0
%
11
12
09
10
45.9
13
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
27
Four-Year Graduation Rates for First-Time Freshmen Seeking a Bachelor's Degree
Cohort Years 2006– 2010
WEST VIRGINIA HIGHLIGHTS
• Four-year graduation rates have increased 1.6 percentage points from 21.9 percent for the
2009 cohort to 23.5 percent for the 2010 cohort. This represents a 1.3 percent increase
from the 22.2 percent reported for the 2006 cohort.
• The largest one- and five- year increases were both at Glenville State College, with an
increase of 5.4 and 10.6 percentage points, respectively.
• The largest one-year decrease was at West Liberty University, with a decrease of 3.4
percentage points while the largest five-year decrease was at Fairmont State University
declining 1.3 percentage points from 13.8 percent for the 2006 cohort.
NATIONAL CONTEXT
Across the SREB states, 30.7 percent of first-time, full-time bachelor’s degree seeking freshmen
graduated within four years. Nationally, the rate was slightly higher at 32.6 percent. West
Virginia ranked ninth out of the sixteen states that comprise the SREB.
ABOUT THIS MEASURE
This indicator provides the four-year graduation rate for first-time, bachelor’s degree-seeking
freshmen according to fall end-of-term data who completed a bachelor’s degree at any public
institution by the spring of the fourth year since matriculation.
Four-Year Graduation Rates
Institution 2006 2007 2008 2009 2010
Bluefield State College 9.2% 5.6% 9.4% 8.8% 9.2%
Concord University 15.3% 18.0% 17.1% 17.7% 17.7%
Fairmont State University 13.8% 13.3% 14.5% 13.7% 12.5%
Glenville State College 11.6% 13.8% 8.2% 16.8% 22.2%
Marshall University 20.2% 21.2% 22.1% 21.7% 23.6%
Shepherd University 18.7% 16.9% 17.9% 20.2% 23.9%
West Liberty University 19.4% 21.1% 17.4% 24.3% 20.9%
West Virginia State University 4.4% 3.8% 2.7% 4.8% 8.7%
West Virginia University 28.6% 29.2% 28.2% 27.5% 28.1%
WVU Institute of Technology 13.5% 6.3% 9.6% 10.4% 13.1%
Total 22.2% 22.3% 22.0% 21.9% 23.5%
2
3
.
5
2
2
.
2
2
2
.
3
2
1
.
9
2
5
.
0
%
2
0
.
0
%
1
5
.
0
%
0
%
08
09
10
06
07
2
2
.
0
23.5
22.2
22.3
21.9
2
4
.
0
%
2
3
.
0
%
2
2
.
0
%
2
1
.
0
%
08
09
10
06
07
22.0
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
28
Four-Year Graduation Rates for Students Seeking a Bachelor's Degree
for At-Risk Populations
Cohort Years 2006– 2010
WEST VIRGINIA HIGHLIGHTS
• From 2009 to 2010, all at-risk populations saw an increase in four-year graduation
rates. Graduation rates for low-income students increased from 14.9 to 16.8 percent;
transfer students increased from 42.4 to 43.3 percent; undergraduate adults increased
from 34.6 to 39 percent; and underrepresented minorities increased from 11.3 to
13.5 percent.
• Low-income, transfer, and underrepresented minority students saw an increase in
four-year graduation rates over the five year span of 3.3, 0.3, and 3.1 percentage points,
respectively. Over the same time span, the four-year graduation rate for undergraduate
adult students declined 0.6 percentage points.
• The largest one-year increase in four-year graduation rates was undergraduate adults
which increased 4.4 percentage points while the largest five-year gain was for low-
income students which increased 3.3 percentage points from 2006.
NATIONAL CONTEXT
The at-risk student populations identified in the Leading the Way Access. Success. Impact. were
chosen in an effort to increase awareness of student success across these groups. Nationally,
underserved populations such as low-income and minority students are less likely than their
peers to attend and complete college. In addition, transfer, part-time, and adult student
populations have become more important to institutions meeting their enrollment and
completion goals. If West Virginia is to meet current workforce projections, increasing
success among these students will be crucial.
ABOUT THIS MEASURE
This indicator provides the four-year graduation rate for bachelor’s degree-seeking freshmen
according to fall end-of-term data who completed a bachelor’s degree at any public institution
by the spring of the fourth year since matriculation for low-income, transfer, adult, and
underrepresented racial minority students.
Four-Year Graduation Rates
2006 2007 2008 2009 2010
Low-Income Students 13.5% 13.9% 14.5% 14.9% 16.8%
Transfer Students 43.3% 42.3% 44.2% 42.4% 43.6%
Undergraduate Adults 39.6% 37.3% 37.1% 34.6% 39.0%
Underrepresented Minority 10.4% 10.5% 11.7% 11.3% 13.5%
S P O T L I G H T
The underrepresented minority at-risk
population represents a combination of
Hispanic, American Indian or Alaskan
Native, Black or African American,
Native Hawaiian or Other Pacific
Islander, or multi-racial students. This
at-risk group is specifically tailored to
traditionally underrepresented race
minorities pursuing higher education
at a four-year public institution in
West Virginia. As such, national
graduation data sources report these
races separately and not as a collective.
Nationally, the four-year graduation
rate for fall 2006 underrepresented
race minorities was 29.2 percent for
Hispanic students; 21.9 percent for
American Indian or Alaskan Native
students; 20.5 percent for Black or
African American students; 24.2 percent
for Native Hawaiian or Other Pacific
Islander students; and 46.5 percent for
multi-racial students (NCES, 2014).
Low-Income
students
Transfer students
Undergraduate
adults
Underrepresented
Minority
45%
40%
35%
30%
25%
20%
15%
10%
0
08
14.5
06
07
16.8
13.9
10
09
13.5
14.9
42.4
44.2
42.3
43.6
34.6
39.6
37.1
37.3
39.0
11.7
13.5
10.5
10.4
11.3
43.3
08
06
07 10
09
08
06
07
10
09
08
06
07
10
09
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
29
Six-Year Graduation Rate for First-Time Freshmen Seeking a Bachelor's Degree
Cohorts 2004– 2008
WEST VIRGINIA HIGHLIGHTS
• Six-year graduation rates declined at four-year public institutions from 47.8 percent for the
2004 cohort to 46.6 percent for the 2008 cohort, a decrease of 1.2 percentage points.
• The largest gain over the five-year period was at Bluefield State College, with an increase of
10.6 percentage points.
• The largest decrease over the five-year period was at WVU Institute of Technology, with a
decline of 8.1 percentage points.
NATIONAL CONTEXT
The national proportion of fall 2005 first-time, full-time bachelor’s degree-seeking under-
graduates at public institutions who graduated within six years was 58.7 percent. The figure
was higher for women than for men in public institutions (60.8% for women, 56.3% for men)
and private, not-for-profit institutions (67.2% for women, 62.4 % for men) (NCES, 2014).
ABOUT THIS MEASURE
This indicator provides the six-year graduation rate for first-time, bachelor’s degree-seeking
freshmen according to fall end-of-term data who completed a bachelor’s degree at any West
Virginia public institution by the spring of the sixth year since matriculation.
Graduation Rate For Students Seeking a Bachelor’s Degree by Entering Cohort
Institution 2004 2005 2006 2007 2008
Bluefield State College 14.4% 22.2% 22.2% 17.3% 25.0%
Concord University 36.0% 37.2% 40.6% 39.2% 37.3%
Fairmont State University 37.9% 36.2% 38.0% 37.6% 34.1%
Glenville State College 32.7% 32.7% 32.9% 33.5% 31.2%
Marshall University 47.6% 45.9% 45.1% 45.4% 45.2%
Shepherd University 42.4% 46.7% 45.2% 39.8% 42.6%
West Liberty University 38.9% 46.9% 40.1% 41.3% 39.5%
West Virginia State University 21.2% 19.8% 17.7% 18.6% 19.6%
West Virginia University 58.6% 56.7% 55.4% 56.0% 56.2%
WVU Institute of Technology 35.1% 42.4% 34.5% 25.7% 27.0%
Total 47.8% 47.8% 47.0% 46.3% 46.6%
4
6
.
6
4
7
.
8
4
6
.
3
5
0
.
0
%
4
0
.
0
%
3
0
.
0
%
2
0
.
0
%
1
0
.
0
%
0
0
6
0
7
0
8
0
4
0
5
4
7
.
0
48.
0%
4
7
.
0
%
4
6
.
0
%
45.
0%
40.
0%
0
6
0
7
0
8
0
4
0
5
4
6
.6
4
7
.8
4
6
.3
4
7
.0
4
7
.
8
4
7
.8
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
30
Six-Year Graduation Rates for At-Risk Students Seeking a Bachelor's Degree
C
ohort Years 2004– 2008
WEST VIRGINIA HIGHLIGHTS
• The six-year graduation rate for all at-risk student populations increased from the
2007 to 2008 cohort. Underrepresented minorities saw the largest one-year increase.
• Between 2004 and 2008, all at-risk populations saw a decrease in their six-year
graduation rates (when data are available). The largest decrease occurred for low-
income students which declined from 36 percent in 2004 to 34.9 percent in 2008.
NATIONAL CONTEXT
The at-risk student populations identified in the Leading the Way Access. Success. Impact.
were chosen in an effort to increase awareness of student success across these groups.
Nationally, underserved populations such as low-income and minority students are less
likely than their peers to attend and complete college. In addition, transfer, part-time,
and adult student populations have become more important to institutions meeting
their enrollment and completion goals. If West Virginia is to meet current workforce
projections, increasing success among these students will be crucial.
ABOUT THIS MEASURE
This indicator provides the six-year graduation rate for bachelor’s degree-seeking
freshmen according to fall end-of-term data who completed a bachelor’s degree at
any public institution by the spring of the sixth year since matriculation for low-income,
adult, transfer, and underrepresented racial minority students.
Six-Year Graduation Rates
2004 2005 2006 2007 2008
Low-Income Students 36.0% 37.4% 35.1% 34.7% 34.9%
Transfer Students 54.2% 53.5% 53.4% 53.2% 53.2%
Undergraduate Adults 44.0% 37.6% 47.2% 43.8% 43.8%
Underrepresented Minority* N/A 29.1% 29.1% 29.8% 31.3%
* Underrepresented minority data is not available for 2004 due to a change
in race classifications.
S P O T L I G H T
Nationally, the six-year graduation rate
for adult students (aged 25 or older),
who began at a four-year institution
was 44.5 percent. This rate was slightly
lower for students who completed a
degree at the same institution in which
they began, at 38.7 percent (National
Student Clearinghouse, 2014).
Low-Income
students
Transfer students
Undergraduate
adults
Underrepresented
minority
55%
50%
45%
40%
35%
30%
25%
20%
15%
10%
0
06
35.
1
04
05
3
4
.9
37.
4
08
07
3
6
.0
34.
7
5
3.2
53.
453.5
5
3
.2
4
3
.8
4
4
.0
47.
2
3
7
.6
4
3
.8
29.
1
3
1
.3
2
9
.1
29.
8
5
4
.2
06
04
05
0807
0604
05
08
07
06
04
05
08
07
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
31
Pass Rates of Baccalaureate Degree Earners on Licensure/Certification Exams
Years Ending June 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Dietetics was the only licensure exam to see an increase in pass rates from 2012 to 2013.
Cytotechnology, Medical Technology, Dental Hygiene, Social Work, and Praxis II
experienced a decrease while Nursing saw no change.
• 2013 licensure pass rates increased in three areas when compared to 2009 Dental
Hygiene, Nursing, and Social Work.
NATIONAL CONTEXT
West Virginia institutions equaled or exceeded the 2012 national pass rates in professions
where current comparison data was available: Dietetics, Social Work, and Nursing. National
pass rates for the other areas were not available.
The National Center for Public Policy and Higher Education’s latest edition of its biennial
state report card, “Measuring Up 2008”, reports that West Virginia is more than 61 percentage
points above the national benchmark on professional licensure examinations, making it one
of the top five performing states. About 55 percent more of the state’s graduates take these
examinations than graduates nationwide and West Virginia graduates’ pass rates match the
national average.
ABOUT THIS MEASURE
This indicator provides the pass rate according to the individual test standards of students
finishing bachelor’s degree programs who sat for some type of licensure examination. It
provides an external indicator of how well colleges and universities are helping students
acquire the knowledge and skills necessary to enter a licensed profession.
Pass Rates of Baccalaureate Degree Earners on Licensure/Certification Exams
Exam 2009 2010 2011 2012 2013
Cytotechnology 100.0% 100.0% 100.0% 100.0% 83.3%
Dental Hygiene 90.2% 100.0% 97.7% 98.5% 92.7%
Dietetics 75.0% 88.6% . 83.3% 85.7%
Medical Technology 86.4% 69.4% 68.4% 87.5% 50.0%
Nursing 86.0% 91.6% 91.3% 86.4% 86.4%
Praxis II (Learning & Teaching) 92.3% 92.2% 93.2% 94.2% 87.8%
Social Work (State) 68.3% 77.1% 84.6% 78.1% 89.7%
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
32
Pass Rates of Graduate/Professional Degree Earners on Licensure/
Certification Exams
Years Ending June 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• 2013 licensure pass rates increased in five of twelve areas when compared to 2012 and
eight of twelve since 2008.
• The areas of Dentistry, National Exam in Speech Pathology & Audiology, Pharmacy
(Pharm D), and Physical Therapy, all have pass rates above 90 percent for each of the
five years examined.
• Comlex and USMLE Step 3 had a pass rate above 90 percent from 2009 through
2011. New reporting methods combine the exams under a general medicine category,
where pass rates have remained above 90 percent in 2012 and 2013.
NATIONAL CONTEXT
West Virginia institutions exceeded the national pass rate in all exams with an available
national 2013 pass rate: National Exam in Speech Pathology & Audiology, Occupational
Therapy, and Physical Therapy. The newly combined Comlex Level 3 and USMLE Step 3
or reporting methods make it difficult to discern individual pass rates for these exams.
ABOUT THIS MEASURE
This indicator provides the pass rate according to the individual test standards of students
finishing master’s professional degree programs who sat for some type of licensure
examination. It provides an external indicator of how well colleges and universities are
helping students acquire the knowledge and skills necessary to enter a licensed profession.
Pass Rates of Graduate/Professional Degree Earners on Licensure/Certification Exams*
Exam 2009 2010 2011 2012 2013
Comlex Level 3 100.0% 96.4% 92.7% ..
Dentistry 97.9% 94.6% 98.5% 97.0% 98.0%
Dietetics 60.0% 87.5% 100.0% 77.8% 88.9%
Family Nurse Practitioner 94.4% 97.4% 97.0% 76.3% 89.7%
Law 71.3% 77.7% 80.6% 77.9% 76.0%
Medicine (USMLE Step 3 ...98.5% 97.8%
or COMLEX Level 3)
National Certified Counselor Exam 83.3% 68.4% 85.2% 100.0% 92.3%
National Exam in Speech Pathology 98.2% 98.0% 100.0% 96.3% 100.0%
& Audiology
Occupational Therapy 89.5% 90.0% 100.0% 100.0% 100.0%
Pharmacy (Pharm D) 95.0% 97.4% 95.9% 97.2% 98.7%
Physical Therapy 100.0% 100.0% 100.0% 96.8% 100.0%
Teacher Education-Praxis II 86.8% 89.0% 90.8% 90.8% 91.4%
USMLE Step 3 97.4% 100.0% 97.9% ..
WV Competency Exam for 94.3% 81.8% 97.1% 100.0% 0.0%
Counselor Licensing
*Data collection methods were changed in 2012. The new reporting methods combine
Comlex Level 3 and USMLE Step 3 into the Medicine category.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4 33
Average Nine-Month Salary of Full-Time Instructional Faculty by Rank
F
all 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Overall, faculty salaries increased 1 percent between 2012 and 2013. Salary gains since
2009 were 7.1 percent.
• The largest one-year percentage increase by faculty rank was for associate professors at
1.3 percent ($898), while the largest five-year percentage increase was for graduate
assistants and others who realized a 17.4 percent ($6,781) increase from 2009 to 2013.
• Over the five-year period, the smallest increase was for instructors who realized, on
average, a 2.6 percent increase in salary. From 2012 to 2013, on average, instructors’
salaries decreased by 0.2 percent.
NATIONAL CONTEXT
Nationally, the average salary of full-time faculty in 2012-13 was $108,310 for full professors,
$77,089 for associate professors, $64,632 for assistant professors and $57,495 for instructors
which combined for an overall average salary of $77,301 (NCES, 2014).
ABOUT THIS MEASURE
This indicator provides the average salary for West Virginia’s baccalaureate and graduate
full-time instructional faculty from fall 2009 to fall 2013. The data do not include medical
school faculty. It is important that faculty salaries be competitive with other institutions in
order to attract and retain quality faculty. While this indicator provides only salaries of full-
time faculty, there have been larger increases nationally in the number of part-time faculty
than full-time faculty over the last decade (NCES, 2008).
Average Nine-Month Salary of Full-Time Instructional Faculty by Rank, Fall 2013
Institution Professor Associate Assistant Instructor Lecturer Graduate All Ranks
Professor Professor Assistant & Other
Bluefield State College $68,796 $62,397 $53,854 $39,358 $39,684 $45,000 $58,575
Concord University $68,811 $57,651 $52,567 $41,092 $31,500 . $56,526
Fairmont State University $76,200 $64,638 $51,404 $37,564 . $48,976 $62,182
Glenville State College $73,961 $65,494 $51,313 $44,430 ..$54,736
Marshall University $76,269 $63,612 $55,928 $34,931 . $31,000 $62,698
Potomac State College of WVU $69,681 $52,468 $47,935 $42,306 ..$51,786
Shepherd University $74,775 $64,095 $55,840 . $44,356 . $61,385
West Liberty University $65,916 $70,896 $56,511 $47,779 $40,195 . $60,231
West Virginia State University $63,900 $56,885 $49,817 $41,347 . $44,000 $54,958
West Virginia University $109,997 $81,988 $66,246 $42,251 $56,415 . $81,273
WVU Institute of Technology $81,482 $60,267 $54,812 $42,176 $53,284 . $61,196
System $88,122 $71,520 $59,161 $40,445 $51,526 $45,786 $68,775
*Graduate student packages may include tuition waivers and living stipends. Funding may also be determined by grant funds.
S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
34
Average Nine-Month Salary of Full-Time Instructional Faculty by Rank, Fall 2009-2013
Rank 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Professor $83,763 $83,957 $86,322 $87,348 $88,122 0.9% 5.2%
Associate Professor $64,760 $65,541 $68,726 $70,622 $71,520 1.3% 10.4%
Assistant Professor $53,794 $54,615 $57,192 $58,444 $59,161 1.2% 10.0%
Instructor $39,406 $39,070 $41,246 $40,349 $40,445 0.2% 2.6%
Lecturer $46,673 $47,311 $50,132 $49,771 $51,526 3.5% 10.4%
Graduate Assistant & Other $39,005 $50,012 $47,529 $52,214 $45,786 -12.3% 17.4%
All Ranks $64,231 $64,595 $67,055 $68,121 $68,775 1.0% 7.1%
$70,000
$68,000
$66,000
$64,000
$64,595
$68,121
$64,231
$67,055
10 11 130912
$68,775
10 11 1309
$
64,595
$68,121
$68,775
$64,231
$67,055
$70,000
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
0
12
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
35
Public colleges and universities across West Virginia provide the
intellectual infrastructure required to create and maintain both an
educated citizenry and a skilled workforce. Postsecondary graduates
also have a profound civic, social, and economic impact on their local
communities and the state at-large. Moreover, the state's four-year
institutions of higher education actively contribute to the economic,
cultural and social vitality of their respective regions.
Commission Initiatives
The West Virginia Research Challenge Fund provides the foundation for many of the
competitive research grant programs administered by the Commission. All projects are
supported as “seed programs that challenge faculty to develop long-term research activities
or support based on the initial state award.” Awards supported by the fund include the
Research Challenge Grant, Innovations Grants, and a number of other grants and programs
that encourage students to major in STEM fields and provide support for faculty and
businesses engaged in research and development.
The West Virginia Research Trust Fund allowed the state’s two research
universities, West Virginia University and Marshall University, to
double private gifts that support expansion of research faculty and
infrastructure in key areas linked to economic development, health
care, and job growth. This $50 million “Bucks for Brains” fund supports
research in energy and environmental sciences; nanotechnology and
materials science; biological, biotechnological, and biomedical sciences;
transportation technology and logistics; biometrics, security, sensing,
and related identification technologies; and gerontology. Private gifts
are matched dollar-for-dollar and all funds are permanently endowed.
The state’s other public colleges and universities also have the
opportunity to benefit from the fund through competitive grants
made possible by interest earned on the trust account. In 2012,
WVU completed raising $35 million that was matched by the
Trust Fund and Marshall completed raising $15 million in 2013.
The Commission’s Rural Health Initiative (RHI) funds projects directed at recruiting
and retaining healthcare providers in rural areas, developing pipeline programs to enhance
student interest in rural healthcare careers, and engaging rural communities in the health
education process. In FY 2014, the RHI program funded projects including a pilot to
improve the use of technology connecting family nurse practitioner students on rural
rotations and their preceptors to campuses, the development of a summer enrichment
camp for high school students, and the hiring of a recruiter to connect medical residents
with practice opportunities at community health centers in underserved communities.
As part of the Consortium for Internationalizing Higher Education, the Commission
approved the creation of the Office of International Programs and appointed a Director
of International Programs. A primary initiative is the creation of a statewide J-1 visa
exchange program that allows all institutions in West Virginia to bring international
faculty to their campus on a temporary appointment basis. The Consortium organizes
annual study abroad bus trips to Canada, sends West Virginia teachers to teach English
in China, provides scholarships for foreign language teachers in training, and promotes
West Virginia as destination for international study.
I M PA C T
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
36
Degrees/Credentials Awarded by Level System-Wide
A
cademic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The total number of degrees and credentials awarded at West Virginia colleges and
universities in academic year 2013-14 was 13,316, which was 3.0 percent higher
than the 2012-13 figure of 12,927.
• Over the five-year time period, the number of degrees and credentials has increased
by 9.2 percent from the 2009-10 level of 12,196.
• The largest one-year increase in the number of awards was in bachelor’s degrees
with a growth of 465 which occurred between 2010-11 and 2011-12.
NATIONAL CONTEXT
Across the SREB states, in the decade from 2002-03 to 2011-12, the number of awards
conferred at four-year public colleges and universities grew by 35.5 percent from 434,509
to 588,654. The 2011-12 total also represents a 5 percent increase over the 2010-11 total
of 569,791. The proportion of these degrees that were bachelor’s degrees increased slightly
from 69 percent to 69.4 percent, but the proportion that were associate’s degrees and
certificates decreased from 2.4 percent in 2010-11 to 1.6 percent in 2011-12. The
proportion of advanced degrees decreased from 28.7 percent to 28.2 percent
(SREB, 2014).
In the country as a whole, the total number of degrees conferred at public institutions
increased by 5.2 percent from 2,206,273 in 2010-11 to 2,322,008 in 2011-12. Over the
last 10 years, the number of degrees conferred at public institutions increased by 35.8
percent nationally (Digest of Education Statistics, 2013).
ABOUT THIS MEASURE
This indicator provides the total number of awards conferred by West Virginia public four-
year institutions: certificate, associate’s, bachelor’s, doctor’s degree-professional practice,
master’s, post-master’s, and doctoral-research/scholarship. Most certificates and associate’s
degrees, however, are awarded within the Community and Technical College System. Each
award conferred represents mastery of a set of skills and body of knowledge that is valuable
in the West Virginia labor market. Degrees and certificates conferred represent the system’s
human capital contribution to moving the West Virginia economy forward. Furthermore,
the proportion of the populace with higher education credentials is an important criterion
in recruiting private industry to locate in the state.
Degrees/Credentials Awarded by Level
Award Type 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Certificate 72 . .. . .
Associate’s Degree 506 526 534 551 711 29.0% 40.5%
Bachelor’s Degree 8,269 8,407 8,886 8,839 9,120 3.2% 10.3%
Master's Degree 2,555 2,694 2,696 2,610 2,586 -0.9% 1.2%
Post-Master's Certificate 26 21 16 21 20 -4.8% -23.1%
Doctoral Professional Practice 676 715 698 732 714 -2.5% 5.6%
Doctoral Research/Scholarship 157 178 178 174 165 -5.2% 5.1%
Total 12,196 12,543 13,008 12,927 13,316 3.0% 9.2%
13,500
13,000
12,500
12,000
09 10 11 12
13
13,316
13,008
12,927
12,196
0
12,543
13,200
13,000
12,800
12,600
12,400
12,200
12,000
13,316
12,196
12,543
09 10 11 12
13
13,008
12,927
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
37
Degrees/Credentials Awarded by Institution and Level
Academic Years 2009-2013
WEST VIRGINIA HIGHLIGHTS
• From 2009-10 to 2013-14, Fairmont State University and WVU Institute of Technology
were the only two institutions to see a decline in graduates, -2.4% and -10.4%, respectively.
• Baccalaureate degree production is the largest degree category at each of West Virginia’s
public four-year institutions (with the exception of Potomac State College of WVU).
Overall, the total number of bachelor’s degrees produced increased by 6.6 percent over
the five-year period.
• As indicated in the chart beginning on this page, while the number of post-master’s
certificate granting programs has remained the same since 2009; the number of master’s,
doctoral professional practice, and doctoral research and scholarship programs has grown
over the past five years.
ABOUT THIS MEASURE
This indicator provides the total number of awards conferred by West Virginia public four-year
institutions by level. Degrees and certificates conferred represent the system’s human capital
contribution to moving West Virginia’s economy forward. Furthermore, the proportion of
the populace with higher education credentials is an important criterion in recruiting private
industry to locate in the state.
Degrees/Credentials Awarded by Institution and Level
Institution Award Type 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College Associate's 91 60 92 98 117 19.4% 28.6%
Bachelor's 262 235 240 249 240 -3.6% -8.4%
Total 353 295 332 347 357 2.9% 1.1%
Concord University Associate's ....1 . .
Bachelor's 336 401 432 431 429 -0.5% 27.7%
Master's 22 27 24 29 71 144.8% 222.7%
Total 358 428 456 460 501 8.9% 39.9%
Fairmont State University Associate's 97 113 71 112 108 -3.6% 11.3%
Bachelor's 616 559 644 624 613 -1.8% -0.5%
Master's 121 85 89 111 93 -16.2% -23.1%
Total 834 757 804 847 814 -3.9% -2.4%
Glenville State College Associate's 29 36 57 31 47 51.6% 62.1%
Bachelor's 132 161 150 174 176 1.1% 33.3%
Total 161 197 207 205 223 8.8% 38.5%
Marshall University Associate's 69 91 111 99 111 12.1% 60.9%
Bachelor's 1,358 1,393 1,547 1,561 1,604 2.8% 18.1%
Master's 867 881 848 774 769 -0.6% -11.3%
Post-Master's 26 21 16 21 20 -4.8% -23.1%
Certificate
Doctoral Professional 61 83 102 111 123 10.8% 101.6%
Practice
Doctoral Research/ 17 12 16 16 10 -37.5% -41.2%
Scholarship
Total 2,398 2,481 2,640 2,582 2,637 2.1% 10.0%
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
38
Institution Award Type 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Potomac State College Certificate 72... . .
of WVU Associate's 185 192 172 177 295 66.7% 59.5%
Bachelor's 11 19 18 20 19 -5.0% 72.7%
Total 203 213 190 197 314 59.4% 54.7%
Shepherd University Bachelor's 687 648 675 714 762 6.7% 10.9%
Master's 51 34 63 56 70 25.0% 37.3%
Total 738 682 738 770 832 8.1% 12.7%
WV School of Osteopathic Doctoral Professional 160 198 157 197 180 -8.6% 12.5%
Medicine Practice
Total 160 198 157 197 180 -8.6% 12.5%
West Liberty University Associate's 35 34 31 34 32 -5.9% -8.6%
Bachelor's 336 410 401 454 462 1.8% 37.5%
Master's . 26 19 20 33 65.0% .
Total 371 470 451 508 527 3.7% 42.0%
West Virginia State Bachelor's 385 378 414 397 418 5.3% 8.6%
University Master's 11 12 11 13 17 30.8% 54.5%
Total 396 390 425 410 435 6.1% 9.8%
West Virginia University Bachelor's 4,002 4,060 4,204 4,078 4,268 4.7% 6.6%
Master's 1,483 1,629 1,642 1,607 1,533 -4.6% 3.4%
Doctoral Professional 455 434 439 424 411 -3.1% -9.7%
Practice
Doctoral Research/ 140 166 162 158 155 -1.9% 10.7%
Scholarship
Total 6,080 6,289 6,447 6,267 6,367 1.6% 4.7%
WVU Institute of Bachelor's 144 143 161 137 129 -5.8% -10.4%
Technology
Total 144 143 161 137 129 -5.8% -10.4%
Note: Percent changes cannot be calculated where the beginning year value is zero.
Number of Graduate Programs
Program Level 2009 2010 2011 2012 2013
Master's 106 107 108 108 111
Post-Master's Certificate 22222
Doctoral Professional Practice 13 13 13 13 13
Doctoral Research and Scholarship 35 35 35 37 38
W E S T V I R G I N I A REPORT C ARD 2 0 1 4 39
STEM, STEM Education, and Health Degrees Awarded
Academic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
•
The total number of health degrees has increased 1.8 percent from 1,995 in 2012 to
2,030 in 2013. The largest one-year percentage increase was for master’s degrees which
increased 15.8 percent from 335 to 388. Health degrees have increased 16.6 percent
from the 2009 figure of 1,741.
• The total number of STEM degrees has increased 4 percent from 2,989 in 2012 to 3,108
in 2013. The largest one-year percentage increase was for associate’s degrees which
increased 50 percent from 52 to 78.
• Over the five-year period, STEM degrees have increased 11.6 percent from the 2009
figure of 2,784.
• Degrees in STEM education have not been historically collected. As a part of the new
Master Plan, institutions began to provide this data in 2013. Statewide, there were 155
STEM education degrees awarded across all levels of credentials.
NATIONAL CONTEXT
From 2006 to 2010, the most recent available five-year window, the number of science and
engineering degrees awarded in the United States increased by 3.7 percent from 673,418 to
698,441. The proportion of overall degrees that were in science and engineering, however,
decreased by 0.4 percentage points from 29.3 percent in 2006 to 28.9 percent in 2010.
During this time period, the proportion of bachelor’s degrees (31.9% to 31.5%) and master’s
degrees (20.2% to 20%) decreased while the proportion of doctorates (65.5% to 68.9%)
that were in science and engineering increased (NSF, 2014).
ABOUT THIS MEASURE
This indicator provides the number of degrees produced during the academic year at the
associate’s, bachelors, master’s, and doctoral levels in National Science Foundation designated
STEM fields; health programs; and number of education degrees produced during the
academic year with specializations in science, technology, or mathematics education according
to institution data.
Number of Degrees, by level, in Health, STEM, and STEM Education
Area of Level 2009 2010 2011 2012 2013 2012-2013 2009-2013
Concentration % Change % Change
Health Associate Degree 268 274 280 320 328 2.5% 22.4%
Bachelor Degree 674 673 709 754 753 -0.1% 11.7%
Doctoral Degree Research/Scholarship 10 13 16 17 9 -47.1% -10.0%
Doctoral Degree Professional Practice 501 547 519 569 552 -3.0% 10.2%
Master Degree 288 263 296 335 388 15.8% 34.7%
Total 1,741 1,770 1,820 1,995 2,030 1.8% 16.6%
STEM Associate Degree 57 52 62 52 78 50.0% 36.8%
Bachelor Degree 2,311 2,436 2,579 2,455 2,572 4.8% 11.3%
Doctoral Degree Research/Scholarship 94 93 90 94 94 0.0% 0.0%
Doctoral Professional Practice 4810 11 8 -27.3% 100.0%
Master Degree 318 401 397 377 356 -5.6% 11.9%
Total 2,784 2,990 3,138 2,989 3,108 4.0% 11.6%
STEM Education Total 155 ..
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
40
288
1,000
800
600
400
200
0
11 12
2
Bachelor's Master's Degree
09 10 13
09 10 13
1009
10
501
09
Doctoral Degree
Professional
Practice
11
Associate's
268
11
296
11
12
13121312
335
Doctoral
Degree
Research/Scholarship
274
280
320
328
674 673
709
754 753
10
13 16 17
9
09
10
11 1312
547
519
569 552
388
263
318
2,600
2,400
2,200
2,000
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
11 12
Bachelor's Master's Degree
09 10 13
09 10 13
1009
10
4
09
11
Associate's
57
11
597
11
12
13121312
377
52
62
52
78
2,311
2,436
2,579
2,455
2,572
94 93
90
94
94
09
10
11 1312
8
10
11
8
356
401
Doctoral Degree
Professional
Practice
Doctoral
Degree
Research/Scholarship
STEM, STEM Education, and Health Degrees Awarded (
Continued)
Health
STEM
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
41
Average Undergraduate Loan Debt of Bachelor’s Degree Graduates
Academic Years 2009– 2013
WEST VIRGINIA HIGHLIGHTS
• Average loan debt for bachelor’s degree earners decreased 13.4 percent, from
$35,889 in 2012 to $31,085 in 2013.
• The five-year trend in loan debt shows an increase of 0.5 percent from the $30,937
figure in 2009.
• Every four-year public institution in the state saw a decline in average loan debt.
The largest decreases were at Potomac State College of WVU (-30.7%) and WVU
Institute of Technology. Potomac State College of WVU’s average debt levels should
be viewed with caution as the institution has a very small number of bachelor’s
degree graduates.
NATIONAL CONTEXT
Approximately 55 percent of public four-year college students graduated with debt
each year between 2003-04 and 2012-13. During this time period, the average debt
of borrowers increased by 20 percent after adjusting for inflation from $22,900 to
$27,300 (College Board, 2014).
From 2004-05 to 2013-14, total grant aid per undergraduate FTE declined at an
annual rate of 4.6 percent in inflation-adjusted dollars and total loans increased
1.6 percent per year (College Board, 2014). This has resulted in an increase of total
loans used to finance postsecondary education expenses between 2004-05 and
2013-14 from approximately $85.5 billion to $106 billion (College Board, 2014).
ABOUT THIS MEASURE
This indicator provides the average loan debt that West Virginia public institution
undergraduate students have accumulated at any public institution during pursuit
of their bachelor’s degrees. This debt includes all loans, including the Direct Parent
Loan for Undergraduate Students, whether through the government or from private
lenders. Average loan debt is calculated only from students who have loans.
$
36
,00
0
$
3
5
,0
0
0
$
3
4
,0
0
0
$
3
3
,0
0
0
$
32,000
$
31,000
$
30,000
$
29,000
09
10
11 12 13
$
3
5
,8
8
9
$
31,058
$
30,937
$
3
2
,9
4
9
$
3
4
,0
7
1
$
40,
000
$
35,
000
$
3
0
,
0
0
0
$
2
5
,0
0
0
$
2
0
,0
0
0
$
15,000
$
10,000
$
5,000
$
0
09
10
11
12
13
$
35,
889
$
3
1
,
0
5
8
$
3
0
,
9
3
7
$
32,
949
$
34,
071
Average Loan Debt of Graduates
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Bluefield State College $23,050 $25,081 $27,931 $25,001 $23,099 -7.6% 0.2%
Concord University $21,596 $22,916 $21,984 $23,621 $21,451 -9.2% -0.7%
Fairmont State University $27,356 $27,529 $28,901 $29,150 $26,378 -9.5% -3.6%
Glenville State College $26,252 $28,137 $31,734 $32,068 $26,195 -18.3% -0.2%
Marshall University $23,718 $25,571 $28,831 $30,640 $25,262 -17.6% 6.5%
Potomac State College of WVU $13,221 $15,137 $26,784 $24,975 $17,297 -30.7% 30.8%
Shepherd University $28,963 $29,249 $29,107 $32,587 $26,549 -18.5% -8.3%
West Liberty University $31,488 $30,417 $31,627 $33,073 $27,667 -16.3% -12.1%
West Virginia State University $25,491 $29,255 $27,298 $29,061 $24,159 -16.9% -5.2%
West Virginia University $36,967 $39,817 $40,993 $43,691 $38,327 -12.3% 3.7%
WVU Institute of Technology $22,488 $23,992 $21,187 $24,783 $18,965 -23.5% -15.7%
Total $30,937 $32,949 $34,071 $35,889 $31,085 -13.4% 0.5%
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
42
Three-Year Student Loan Default Rate
Fiscal Years 2007– 2011
WEST VIRGINIA HIGHLIGHTS
• The statewide three-year student loan default rate was 14.2 percent for FY 2011, an
increase of 0.5 percent over the 13.7 percent reported in FY 2010.
• The institutions with the highest three-year default rates were Bluefield State College
(26.8%), Glenville State College (21.7%), and West Liberty University (18.1%).
• West Virginia University had the lowest three-year student loan default rate of 10.5
percent in FY 2011. West Virginia University’s default rate includes both Potomac
State College of WVU and WVU Institute of Technology.
NATIONAL CONTEXT
The three-year default rate has been adopted by the U.S. Department of Education to become
the new standard for measuring loan defaults, replacing two-year default rates. The three-year,
post-graduation/withdraw period is thought to more accurately capture the number of students
in default. Although the three-year rate was applied on a trial basis to preceding cohorts
(2007, 2008), the 2009 cohort is the first group of students officially measured by the
extended default rate period. This measure provides the number of students in repayment,
the number of students defaulting on their loan payments, and the total institutional and
sector percentages for the 2009 cohort. The U.S. Department of Education reported that
the three year default rate for the Fiscal Year 2011 cohort was 13.7 percent.
ABOUT THIS MEASURE
This indicator provides the percentage of a school’s borrowers who enter repayment on
certain Federal Family Education Loans (FFELs) and/or William D. Ford Federal Direct
Loans (Direct Loans) during a fiscal year and default (or meet the other specified condition)
within the three-year period. This rate is annually provided directly by the federal
government’s Office of Student Financial Aid Programs.
Three-Year Federal Student Loan Default Rates
2007 2008 2009 2010 2011
Bluefield State College 19.6% 16.6% 17.7% 23.5% 26.8%
Concord University 14.9% 13.9% 16.0% 19.0% 17.3%
Fairmont State University 15.4% 12.0% 13.7% 18.2% 17.0%
Glenville State University 16.6% 15.8% 14.6% 23.9% 21.7%
Marshall University 11.2% 9.8% 9.9% 13.6% 15.6%
Potomac State College of WVU* 6.3% 7.2% 7.6% 9.8% 10.5%
Shepherd University 8.3% 6.9% 6.8% 10.7% 11.4%
West Liberty University 7.6% 12.1% 15.4% 14.5% 18.1%
West Virginia State University 21.2% 14.6% 14.1% 16.4% 14.2%
West Virginia University* 6.3% 7.2% 7.6% 9.8% 10.5%
WVU Institute of Technology* 6.3% 7.2% 7.6% 9.8% 10.5%
State Totals 10.7% 13.7% 14.2%
* Rate provided is for WVU, WVU Institute of Technology, and Potomac State College of
WVU combined.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
43
Research Grants and Contracts
Academic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The total amount of research grants and contracts at West Virginia colleges and
universities in Fiscal Year 2013 was $145,874,781, which was 2.1 percent lower
than the figure of $148,960,202 in 2012. *
• Over the five-year time period, the amount of research grants and contracts has
decreased by 40.1 percent from its five-year high of $243,433,000 in 2009. This
decrease in funding is a result of the loss of one-time stimulus funds awarded
through the American Recovery and Reinvestment Act of 2009.
NATIONAL CONTEXT
Colleges and universities reported total research and development expenditures (which
include other fields in addition to science and engineering) of $65.8 billion in Fiscal Year
2012. This figure was 26.8 percent higher than the Fiscal Year 2008 total of $51.9 billion.
While these national data include institutional spending in addition to outside contracts,
they provide an indicator of growth in total research effort. Public universities and colleges
reported total research and development expenditures of $44.2 billion in Fiscal Year 2012
which was 25.2 percent higher than $35.3 billion in 2008. Although there has been long
term growth over 5 years, it should be noted that short term decreases are expected to
continue nationally as federal stimulus money tapers.
ABOUT THIS MEASURE
These funds include any externally-sponsored research activities, grants, or contracts
procured by college and university faculty and staff to produce, or advance, new knowledge
in any field. It includes all funds from the federal government, non-profit agencies, and
private industry that are channeled through university research corporations or offices. It
is an important indicator of the extent to which the system is leveraging outside dollars to
complement state spending on research that increases West Virginia’s capacity to attract
new business and industry.
Research Grants and Contracts
Year Funds For Externally-
Sponsored Research
2009 $243,433,000
2010 $208,881,286
2011 $146,006,451
2012 $148,960,202
2013 $145,874,781
* The 2010-2012 totals do not include figures for Glenville State College.
$250,000
$200,000
$150,000
$100,000
$50,000
$0
$
$145,874
$208,881
$146,006
$148,960
$
$243,433
1
10 11 12 13
09
$250,000
$230,000
$210,000
$190,000
$170,000
$150,000
$130,000
$
$208,881
$146,006
$243,433
$
10 11 12 13
09
$148,960
$145,874
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
44
Total Science and Engineering Research and Development Expenditures
Fiscal Years 2008 – 2012
WEST VIRGINIA HIGHLIGHTS
• Total science and engineering related research and development (R&D) expenditures
at West Virginia colleges and universities declined by 6.9 percent, from $210,889,000
in Fiscal Year 2011 to $196,318,000 in Fiscal Year 2012.
• Total science and engineering related R&D expenditures have grown over the five-year
time period examined here by 14.9 percent from the Fiscal Year 2008 level of
$170,869,000.
NATIONAL CONTEXT
Universities and colleges in the United States reported science and engineering related R&D
expenditures of $65.8 billion in Fiscal Year 2012, which represents an increase of 1.1 percent
over the previous year ($65.1 billion). Adjusted for inflation, academic R&D decreased by
0.2 percent in 2012. According to the National Science Foundation, from Fiscal Year 2008
to Fiscal Year 2012 total research and development expenditures at academic institutions
grew by 26.8 percent from $51.9 billion to $65.8 billion.
ABOUT THIS MEASURE
This indicator provides the total amount of revenues expended at West Virginia colleges
and universities on science and engineering related research and development regardless
of revenue source. It includes spending at private institutions, but it should be noted that
private institutions represent a small proportion of expenditures in the state. Thus, it
includes government (all levels), institution, and private industry support of basic and
applied research. University spending on R&D in science and engineering is a good
indicator of the total volume of research being produced in postsecondary education
to support discovery, opportunity, economic growth, and diversification.
Total Science and Engineering Research and Development Expenditures
Year Total Expenditures
2008 $170,869,000
2009 $174,486,000
2010 $194,834,000
2011 $210,889,000
2012 $196,318,000
Source: National Science Foundation
$200,000
$150,000
$100,000
$50,000
$0
$170,869
$174,486
$194,834
$210,889
$
10 11 1208
09
$
196,318
$210,000
$200,000
$190,000
$180,000
$170,000
$160,000
$150,000
$140,000
$130,000
$194,834
$210,889
$196,318
$170,869
$174,486
1
10 11 120809
W E S T V I R G I N I A REPORT C ARD 2 0 1 4 45
Federally-Funded Science and Engineering Research and Development
Expenditures
F
iscal Years 2008 – 2012
WEST VIRGINIA HIGHLIGHTS
• The total amount of federally-funded science and engineering related research
and development (R&D) expenditures at West Virginia colleges and universities
in fiscal year 2012 was $105,892,000 which was 7.1 percent less than the figure
of $114,245,000 in 2011.
• Over the five-year time period, the amount of federally-funded R&D has increased
by 15.9 percent from its 2008 level of $91,365,000.
NATIONAL CONTEXT
Federal funding of science and engineering-related research and development in U.S.
colleges and universities declined by 1.7 percent from $40.8 billion in FY 2011
to $40.1 billion in 2012. Adjusted for inflation, this represents a 3.6 percent decline
from 2011. The overall level of federally-funded research and development expenditures
in the United States has grown by 28.5 percent from $31.2 billion in Fiscal Year 2008.
The federal government has been the largest source of R&D expenditures at colleges
and universities since 1972, but its share has declined slightly in recent years.
ABOUT THIS MEASURE
This indicator provides the amount of science and engineering related research and
development expenditures at all West Virginia colleges and universities, including private
institutions, which come from grants and contracts from the federal government. Many
of these grants and contracts are competitive and provide a good indicator of both the
quality and quantity of research being performed in the system.
Obtaining federal funds bolsters the revenue streams available for research and development
and demonstrates the increased national competitiveness of the state’s institutions in this
highly competitive environment.
Federally-Funded Science and Engineering Research & Development Expenditures
Year Total Federally-
Funded Expenditures
2008 $91,365,000
2009 $91,602,000
2010 $109,732,000
2011 $114,245,000
2012 $105,892,000
Source: National Science Foundation
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
08 09 10 11
12
$
$91,365
$
109,732
$114,245
$105,892
$
$91,602
0
$115,000
$110,000
$105,000
$100,000
$95,000
$90,000
$91,602
$109, 732
$114,245
$105,892
$91,365
$
08 09 10 11
12
I M PA C T
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
46
Other System Research and Development Measures
Fiscal Year 2013 (Publications: Academic Year 2013)
West Virginia’s four-year public universities serve three core functions: teaching, research,
and service, though their focus to the different components varies by institutional mission.
Research that helps expand understanding of the world and leads to new solutions for
society’s challenges is an important function of higher education institutions. Receiving
grants, submitting research and product patents, and encouraging start-up companies not
only help to sustain and create new jobs, but also assists in developing the state's research
infrastructure through new equipment and facilities. As innovation and knowledge-based
industries become more important for West Virginia’s economy, transferring the fruits of
university research to the market is taking on increasing importance.
ABOUT THIS MEASURE
External research and development funds: The total amount of externally-sponsored
academic research grants and contracts underway during an academic year according to
institution data. This figure includes both direct and indirect costs as indicated on the
grant contract or budget.
Patents issued: The number of US patents issued during the fiscal year according to
institution data.
Licensure income: The total amount of money derived from licensed royalty and associated
income for intellectual property developed by faculty at the institution licensed to publicly
or privately-traded businesses or industry during the fiscal year according to institution data.
Start-up companies based on university technology: The number of start-up companies
established during the fiscal year based on intellectual property developed at the institution
according to institution data.
Articles published by faculty in peer-reviewed journals: The number of articles published
in any peer-reviewed journal during the year.
Other System Research and Development Indicators
External Research Patents Issued Licensure Income Start-up Peer-Reviewed
and Development* Companies Publications*
$181,215,914 6 $60,528 6 2,499**
* These measures are required by Marshall and West Virginia Universities. Concord,
Shepherd, West Liberty, and West Virginia State Universities have opted to report
these measures.
** Includes estimates from West Virginia University, whose publication assessment process
is ongoing.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
47
Chancellor James Skidmore Introduction
Despite this progress, the Community and Technical College
System faces significant challenges ahead. In West Virginia,
and indeed across the nation, far too few citizens have the college
credential they need to be successful in today’s workforce. If
West Virginia is to capitalize on the emergence of oil and gas,
the re-emergence of advanced manufacturing, and the continued
growth of the health care sectors, community and technical
colleges must respond to the workforce needs of these industries.
I am proud that our community and technical colleges continue
to adapt their programming to meet the needs of business and
industry. With our emphasis on providing a skilled workforce,
community and technical colleges will continue to play a vital
role in enhancing the economic vitality of the State.
48
COMMUNITY AND TECHNICAL COLLEGE SYSTEM OF WEST VIRGINIA
S T U D E N T S U C C E S S
All Certificates and Degrees Awarded
Academic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The number of certificates and degrees awarded in the Community and Technical
College System increased 17.1 percent from 4,011 in 2012-13 to 4,696 in 2013-14.
• Over the five-year period since 2009-10, the number of certificates and degrees
conferred increased by 57.1 percent.
• Eight institutions have increased their certificate and degree production over the
five-year period, while two have decreased.
NATIONAL CONTEXT
According to the National Skills Coalition, middle-skill jobs, which require more than a
high school education but not a four-year degree, account for 54 percent of jobs today and
will continue to account for the largest portion of jobs into the next decade. As of 2012,
57 percent of West Virginia jobs required middle skills, whereas only 48 percent of West
Virginians possessed the training needed to fill those jobs (National Skills Coalition, 2014).
While there has been a significant increase in certificates and degrees awarded in West
Virginia, there is still work to be done.
ABOUT THIS MEASURE
This indicator provides the total number of certificates, associate’s degrees, and bachelor’s
degrees, whether career/technical or academic, awarded by institutions in each academic year.
The certificate degree programs require at least 30 credit hours of which six credit hours must
be general education. The purpose of the certificate program is to prepare students to enter
directly into employment in a specific career and meet the documented workforce needs of
employers. Certificate programs also provide the foundation for the Associate in Applied
Science (AAS) degree for occupational programs. Like the AAS degree, the goal of certificates
is to achieve acceptance as an employment credential. Associate’s degrees require a minimum
of 60 credit hours and indicate that the student has completed a program of academic
development and has achieved a level of performance reflected in student learning outcomes
sufficient to progress to upper division collegiate work or to enter directly into specific
occupations in the workforce. There are three types of associate’s degrees: Associate in
Arts (AA), Associate in Science (AS), and the Associate in Applied Science (AAS).
5,000
4,000
3, 600
3,200
2,800
09 10 11 12 13
0
2,989
3,190
3,504
4,011
4,696
4,696
2,989
3,190
3,504
4,011
5,000
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
09 10 11 12 13
2
All Certificates and Degrees Awarded
2009 2010 2011 2012 2013 2012-20132009-2013
% Change % Change
Blue Ridge Community and Technical College 307 376 587 802 763 -4.9% 148.5%
Bridgemont Community and Technical College 135 156 116 197 212 7.6% 57.0%
Eastern WV Community and Technical College 51 62 91 108 143 32.4% 180.4%
Kanawha Valley Community and Technical College 297 277 326 401 449 12.0% 51.2%
Mountwest Community and Technical College 274 376 407 370 804 117.3% 193.4%
New River Community and Technical College 156 140 189 287 344 19.9% 120.5%
Pierpont Community and Technical College 403 315 380 424 385 -9.2% -4.5%
Southern WV Community and Technical College 252 235 243 237 378 59.5% 50.0%
WV Northern Community College 407 419 423 415 377 -9.2% -7.4%
WVU at Parkersburg 707 834 742 770 841 9.2% 19.0%
Total 2,989 3,190 3,504 4,011 4,696 17.1% 57.1%
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
49
Student Success Rate
Fall Cohorts 2004 – 2008
WEST VIRGINIA HIGHLIGHTS
• Over a five-year period, the student success rate has increased by about 2.1
percentage points across the Community and Technical College System.
• Six institutions have seen gains in their student success rate over both the one-
and five-year time periods.
NATIONAL CONTEXT
The National Governor’s Association, Complete College America, and the Integrated
Postsecondary Education Data System (IPEDS) have recognized that the cohorts
traditionally used to measure success in baccalaureate granting institutions may not be
appropriate for community and technical colleges. As a result, these organizations have
created or are in the process of creating new metrics intended to better capture the success
of the nation’s higher education students. The inclusion of part-time students is one of
those changes. Similarly, IPEDS is considering including transfer from a two- to a four-
year institution as a successful outcome for community colleges. As these metrics are still
in the development stages, national longitudinal data does not yet exist for comparison.
ABOUT THIS MEASURE
The student success rate is used to evaluate the success of all students who seek a
certificate or degree. The success rate is calculated by following a cohort of first-time
freshmen, both full- and part-time, for six years. Students are measured as being
successful if they achieved one of the following benchmarks at an in-state public
institution: certificate, associate’s degree, or transfer to a four-year institution without
earning a certificate or associate’s degree. This measure is more appropriate for tracking
students in two-year institutions because it accounts for the high percentage of students
who enroll part-time. It also provides students with intermittent enrollment patterns
(as a result of work and family obligations) or who need extra time to complete
developmental education, enough time to achieve a successful outcome.
31.5%
33.2%
33.5%
33.6%
04 05 06 07 08
35
34
33
32
31
30
32.4%
31.5%
33.2%
33.5%
32.4%
33.6%
04 05 06 07 08
3
35
30
25
20
15
10
5
0
Student Success Rate
2004 2005 2006 2007 2008
Blue Ridge Community and Technical College 44.5% 43.3% 40.4% 32.4% 37.1%
Bridgemont Community and Technical College 39.5% 38.2% 41.6% 34.5% 44.5%
Eastern WV Community and Technical College 15.6% 17.6% 21.7% 22.0% 35.1%
Kanawha Valley Community and Technical College 21.0% 25.5% 18.4% 26.1% 23.6%
Mountwest Community and Technical College 27.9% 33.6% 34.0% 34.6% 36.3%
New River Community and Technical College 30.1% 38.9% 32.8% 32.0% 29.7%
Pierpont Community and Technical College 37.6% 36.6% 38.0% 37.0% 36.9%
Southern WV Community and Technical College 34.1% 30.7% 35.6% 33.9% 35.6%
WV Northern Community College 29.8% 28.4% 34.0% 28.7% 27.0%
WVU at Parkersburg 30.1% 33.2% 30.9% 31.6% 35.1%
Total 31.5% 33.2% 33.5% 32.4% 33.6%
S T U D E N T S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
50
Six-Year Graduation Rate of Associate/Certificate-Seeking Students
Fall Cohorts 2004– 2008
WEST VIRGINIA HIGHLIGHTS
• The six-year graduation rate for students who began in the fall of 2008 was 26.2 percent,
a 2.2 percentage point increase over the completion rate for the fall 2007 cohort.
• Over the five-year time period, there was a 0.5 percentage point decrease from the 26.7
percent rate for the fall 2004 cohort.
• The graduation rate for the 2008 cohort ranged from 19.7 to 38.7 percent at West
Virginia community and technical colleges.
NATIONAL CONTEXT
Among those who began as first-time, full-time students at public two-year institutions in
SREB states in 2006, 28 percent completed a degree or certificate within six years. The rate
was highest in Florida, with a 49 percent attainment rate, and lowest in Louisiana, with a
12 percent rate (SREB, 2014).
ABOUT THIS MEASURE
This indicator provides the proportion of associate’s degree-and certificate seeking students,
full- and part-time, who earned any award within six years at any institution in the system.
Rates are provided for students’ institution of origin. Six-year rates are reported because
measuring certificate and associate’s degree graduation rates within a three-year period fails
to take into account the non-traditional (e.g., non-continuous or part-time) enrollment
of many community and technical college students.
04 05 06 07 08
26.2%
26.7%
27.4%
27.5%
28.0%
26.0%
24.0%
22.0%
24.0%
04 05 06 07 08
0
26.2%
27.4%
27.5%
24.0%
26.7%
28.0%
24.0%
20.0%
16.0%
12.0%
8.0%
4.0%
0%
Six-Year Graduation Rate of Associate/Certificate-Seeking Students
2004 2005 2006 2007 2008
Blue Ridge Community and Technical College 36.4% 36.2% 34.1% 26.4% 30.7%
Bridgemont Community and Technical College 30.5% 28.8% 30.8% 28.7% 38.7%
Eastern WV Community and Technical College 15.0% 13.3% 38.1% 22.2% 23.3%
Kanawha Valley Community and Technical College 20.1% 23.0% 18.1% 22.2% 19.7%
Mountwest Community and Technical College 27.2% 27.7% 25.3% 24.1% 22.0%
New River Community and Technical College 26.0% 30.9% 26.6% 21.9% 19.7%
Pierpont Community and Technical College 28.0% 25.3% 28.4% 22.1% 25.8%
Southern WV Community and Technical College 28.5% 25.2% 27.8% 22.6% 29.3%
WV Northern Community College 24.0% 24.6% 30.1% 23.5% 24.6%
WVU at Parkersburg 26.4% 30.8% 26.2% 27.2% 31.7%
Total 26.7% 27.5% 27.4% 24.0% 26.2%
51
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0
10
11 12 13
09
41.9%
50.5%
49.3%
45.4%
40.8%
55.0%
50.0%
45.0%
40.0%
35.0%
41.9%
50.5%
49.3%
45.4%
40.8%
1
10 11 12 13
09
One-Year Retention Rates
Percent Returning in Fall from Previous Year’s Cohort, 2009-2013
WEST VIRGINIA HIGHLIGHTS
• The proportion of students who returned to a system institution in the fall of 2013
after initial enrollment in the academic year 2012-13 was 41.9 percent. This was
1.1 percentage points higher than the 40.8 rate for the previous year’s cohort.
• Between the years of 2012 and 2013, the one-year retention rate increased at six
institutions.
• Over the five-year time span covered, the retention rate decreased 8.6 percentage
points from the 50.5 percent retention rate in the fall of 2009.
NATIONAL CONTEXT
This report utilizes full- and part-time retention rates while national statistics focus on
only full-time students. Because of the State’s community and technical college student
demographic, this combined measurement is useful in West Virginia. However, because
national retention rates utilize only full-time students, their rates generally tend to be
higher.
The proportion of first-time, full-time, degree- or certificate-seeking students at two-year
public institutions in SREB states who remained enrolled at the same institution or who
transferred to another institution fell from 64 percent for the fall 2010 students returning
in fall 2011 to 63 percent of those who first enrolled in 2011 and returned in 2012
(SREB 2014).
ABOUT THIS MEASURE
This indicator provides the proportion of students from the previous fall’s cohort of first-
time, full- and part-time freshmen who returned in the fall of the indicated year to any
institution in the state’s public system. This is a change from the measure used in previous
Report Cards which only assessed the retention rates of full-time students. Further,
retention is measured at end-of-term rather than at census as in previous years. Both
degree or certificate seeking students were included. This first-year retention is an
important milestone on the way to completion of a degree or certificate.
One-Year Retention Rates
2009 2010 2011 2012 2013
Blue Ridge Community and Technical College 54.9% 55.4% 54.7% 45.6% 53.0%
Bridgemont Community and Technical College 49.4% 49.3% 52.3% 52.9% 45.9%
Eastern WV Community and Technical College 58.3% 44.1% 51.4% 57.3% 57.1%
Kanawha Valley Community and Technical College 40.7% 47.0% 39.1% 47.1% 41.4%
Mountwest Community and Technical College 41.6% 33.2% 32.6% 27.5% 28.4%
New River Community and Technical College 53.2% 50.6% 47.6% 35.9% 40.1%
Pierpont Community and Technical College 50.9% 46.8% 44.9% 36.4% 37.9%
Southern WV Community and Technical College 54.6% 54.9% 45.2% 45.8% 43.4%
WV Northern Community College 50.7% 54.6% 47.7% 45.0% 46.7%
WVU at Parkersburg 54.1% 52.4% 48.1% 41.8% 48.1%
Total 50.5% 49.3% 45.4% 40.8% 41.9%
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
S T U D E N T S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
52
Percentage of Students Enrolling in Developmental Education Courses
First-Time Freshmen, Fall 2009-2013
WEST VIRGINIA HIGHLIGHTS
• The percentage of students enrolled in developmental education courses decreased
2.2 percentage points from 62.7 percent in 2012 to 60.5 percent in 2013. The
percentage of students enrolled in developmental education courses in 2013 decreased
3.7 percentage points from 2009.
• The institution with the highest proportion of students enrolled in developmental
education in 2013 was Bridgemont Community and Technical College (79%), while
the lowest was Mountwest Community and Technical College (39%).
• Enrollment in developmental education courses increased between 2012 and 2013
at six institutions and decreased at four. Between 2009 and 2013, enrollment in
developmental education courses increased at five institutions and decreased at
five others.
• Some institutions have seen dramatic drops in the percent of first-time freshmen
requiring developmental education. This is largely due to the implementation of boot
camp courses that some institutions have implemented prior to students enrolling.
These boot camp courses provide students an opportunity to brush up on basic
academic skills which often negate the need for development education.
NATIONAL CONTEXT
Identifying reliable comparison data about developmental education course-taking is
challenging considering the differences that exist between state and institutional placement
policies. A 2012 report by Complete College America puts the percentage of students at
two-year colleges that require remediation at 51.7 percent, while a survey of students
conducted by the National Center for Education Statistics (2012) reports that 42 percent
of first-time students at community colleges enrolled in at least one developmental
education course.
ABOUT THIS MEASURE
Students enroll in developmental education courses when their scores on the ACT
exam or placement tests, such as COMPASS or ACCUPLACER, indicate that
they are not ready to undertake college-level work. While students who require
developmental education may be recent high school graduates, they may also
be adult learners who have been out of school for a number of years.
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0
10 11 12 13
09
6
0.5%
6
4.2%
66.6%
65.4%
62.7%
6
70.0%
66.0%
62.0%
48.0%
60.5%
64.2%
66.6%
65.4%
62.7%
10 11 12 13
09
Percentage of First-Time Freshmen Enrolling in Developmental Courses
2009 2010 2011 2012 2013
Blue Ridge Community and Technical College 52.7% 65.8% 58.8% 51.8% 53.5%
Bridgemont Community and Technical College 50.7% 61.4% 61.8% 65.2% 79.0%
Eastern WV Community and Technical College 74.5% 86.2% 78.6% 67.5% 75.6%
Kanawha Valley Community and Technical College 73.8% 80.4% 80.2% 74.1% 78.7%
Mountwest Community and Technical College 43.0% 43.6% 52.8% 45.7% 39.0%
New River Community and Technical College 59.8% 63.6% 65.5% 66.7% 70.3%
Pierpont Community and Technical College 63.2% 67.8% 62.8% 65.5% 56.0%
Southern WV Community and Technical College 72.0% 71.8% 68.6% 72.3% 67.2%
WV Northern Community College 79.8% 78.1% 76.8% 76.4% 52.1%
WVU at Parkersburg 70.3% 68.5% 64.2% 61.0% 61.1%
Total 64.2% 66.6% 65.4% 62.7% 60.5%
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
53
Passing Rate for First-Time Freshmen in Developmental Education
Courses
Academic Years 2009-2013
WEST VIRGINIA HIGHLIGHTS
• The percentage of students passing English/writing developmental education
courses increased 1.7 percentage points from 63.9 percent in 2012 to 65.6 percent
in 2013. The percentage of students passing increased 7.4 percentage points
compared with the 2009 rate of 58.2 percent.
• The proportion of students passing developmental math courses increased by 10
percentage points from 49.6 percent in 2012 to 59.6 percent in 2013. When
compared to passing rates in 2009, the proportion increased 3.2 percentage points.
• The percentage of students passing reading developmental education courses
increased 1.6 percentage points from 68.7 percent in 2012 to 70.3 percent in 2013.
The percentage of students passing increased 1 percentage point compared with the
2009 rate of 69.3.
NATIONAL CONTEXT
Data from 26 states compiled by Complete College America (2012) show that of those
first-time freshmen students who enroll in developmental courses at two-year institutions,
only 51.7 percent complete them. Among the 12 SREB states that submitted data to
Complete College America, 52 percent of first-time freshmen enrolled in developmental
courses successfully completed them.
ABOUT THIS MEASURE
This indicator represents the percent of first-time freshmen passing developmental
education courses in the areas of English/writing, math, and reading. Students are
assigned to developmental courses, which do not carry academic credit, based on their
entrance exam scores. As recommended by the SREB, West Virginia has a statewide
standard for assessment and placement into developmental courses. Passing these
courses is an indicator of being ready to do college-level work.
Passing Rate for First-Time Freshmen in Developmental Courses
Institution Subject 2009 2010 2011 2012 2013
Blue Ridge Community and Technical College English/Writing 49.7% . 48.1% 51.9% 57.0%
Math 57.2% 42.7% 42.5% 41.1% 43.2%
Reading 74.4% 55.4% 53.7% 53.3% 76.5%
Bridgemont Community and Technical College English/Writing 90.0%* * 56.3% 75.2% 78.9%
Math 40.7% 59.3% 52.9% 36.8% 64.5%
Reading 94.2% 79.7% 52.9% 75.9% 77.8%
Eastern WV Community and Technical College English/Writing 73.1% 67.3% 78.4% 85.7% 71.4%
Math 72.5% 68.2% 64.3% 67.6% 53.5%
Reading 80.6% 78.9% 64.7% 76.7% 78.4%
Kanawha Valley Community and Technical College English/Writing 65.7% 46.6% 72.4% 72.4% 72.7%
Math 64.8% 50.9% 63.7% 68.2% 73.7%
Reading 54.3% 55.8% 72.5% 59.3% 74.4%
Mountwest Community and Technical College English/Writing 53.1% 63.6% 50.0% 59.8% 61.4%
Math 36.7% 34.9% 18.3% 28.0% 57.6%
Reading 30.8% 34.6% 71.9% 75.6% 77.4%
New River Community and Technical College English/Writing 70.5% 69.7% 57.9% 68.3% 60.9%
Math 59.3% 57.6% 52.7% 51.4% 57.7%
Reading 62.5% 77.5% 48.5% 63.2% 61.1%
The percentage of
students passing a
developmental education
course increased in all
three subject areas from
2012 to 2013.
S T U D E N T S U C C E S S
P
assing Rate for First-Time Freshman in Developmental Courses (continued)
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
54
08 0907
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0
1309 11 12
English/Writing
1309
05
11 12
Math
1309
05
11 12
Reading
10
10 10
65.6%
58.2%
58.1%
63.9%
56.4%
49.1% 49.6%
70.3%
69.3%
67.4%
68.7%
52.9%
63.0%
58.3%
59.6%
130910 1112
59.6%
58.2%
58.1%
63.9%
70.3%
56.4%
49.1%
49.6%
65.6%
69.3%
67.4%
68.7%
70.0%
65.0%
60.0%
55.0%
50.0%
45.0%
English/Writing
Math Reading
52.9%
58.3%
63.0%
Institution Subject 2009 2010 2011 2012 2013
Pierpont Community and Technical College English/Writing 46.9% 40.1% 50.5% 50.1% 50.0%
Math 42.6% 38.8% 33.4% 48.6% 59.3%
Reading . 69.2% 38.9% 52.9% .
Southern WV Community and Technical College English/Writing 66.2% 65.8% 69.7% 70.5% 79.4%
Math 68.2% 71.7% 73.2% 70.9% 79.2%
Reading 67.1% 72.7% 81.4% 71.4% 71.4%
WV Northern Community College English/Writing 57.5% . 57.8% 73.1% 71.4%
Math 61.1% 49.3% 47.7% 51.6% 50.6%
Reading 71.2% 59.5% 58.7% 68.6% 61.9%
WVU at Parkersburg English/Writing 58.4% . 56.6% 61.9% 72.2%
Math 57.2% 59.0% 40.2% 31.7% 38.4%
Reading 60.6% 67.7% 65.8% 65.1% 65.6%
Total English/Writing 58.2% 58.3% 58.1% 63.9% 65.6%
Math 56.4% 52.9% 49.1% 49.6% 59.6%
Reading 69.3% 63.0% 67.4% 68.7% 70.3%
* Due to data submission issues, Bridgemont Community and Technical College figures come directly from the
institution and are not available for 2010.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
55
9
Percentage of First-Time Freshmen Enrolled in Developmental Education
Courses Passing Subsequent College-Level Coursework within Two Years
Academic Years 2009-2013
WEST VIRGINIA HIGHLIGHTS
• The proportion of first-time freshmen who enrolled in developmental education
in English and then passed the subsequent college-level course within two years
increased from 37.3 percent in 2011 to 41.8 percent in 2012.
• The proportion of freshmen who took developmental education in math and
then passed the subsequent college-level course within two years increased by
2.1 percentage points from 14.3 percent in 2011 to 16.4 percent in 2012.
NATIONAL CONTEXT
Data from 26 states compiled by Complete College America (2012) show that of those
first-time entry students who enroll in developmental courses, 22.3 percent complete
them and the subsequent college-level course within two years. Among the 11 SREB
states that submitted data to Complete College America, 22.8 percent of first-time
freshmen who enrolled in developmental courses successfully completed them and
the subsequent college-level course within two years.
ABOUT THIS MEASURE
This indicator provides the proportion of first-time freshmen students who, within two
years of matriculation, passed the entry-level college courses in English and math after
having been enrolled in developmental courses in those areas. Students passing co-
requisite developmental courses are also counted as successfully completing a college
level course from 2011 forward. These courses blend developmental education and
traditional college level courses. It is a good measure of how successful developmental
courses are in achieving their goal of preparing students to do college-level work.
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
0
1209
10
11 1209
11
10
1
16.4%
15.3%
15.9%
15.5%
41.8%
43.3%
39.0%
35.2%
14.3%
37.3%
08 08
1
08 10 11 12
E
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
English/Writing
Math
1
16.4%
15.3%
15.9%
15.5%
14.3%
41.8%
43.3%
39.0%
3
5.2%
37.3%
1
09
1
Percentage of First-Time Freshmen Enrolled in Developmental Courses Passing Subsequent College-Level Coursework within Two Years
Institution Subject 2008 2009 2010 2011 2012
Blue Ridge Community and Technical College English/Writing 43.3% 36.2% 31.7% 27.1% 34.6%
Math 32.6% 20.1% 17.2% 10.0% 18.9%
Bridgemont Community and Technical College English/Writing 32.0%* 43.0%* 41.1% 42.0% 49.6%
Math 16.0% 10.0% 16.6% 15.9% 4.6%
Eastern WV Community and Technical College English/Writing 55.8% 30.8% 46.2% 52.9% 57.1%
Math 13.1% 7.2% 13.6% 27.1% 20.3%
Kanawha Valley Community and Technical College English/Writing 40.9% 35.8% 20.5% 43.3% 34.7%
Math 14.6% 20.9% 17.2% 21.2% 31.3%
Mountwest Community and Technical College English/Writing 51.0% 37.6% 35.1% 33.6% 44.5%
Math 14.5% 22.1% 18.7% 11.9% 20.6%
New River Community and Technical College English/Writing 41.3% 40.4% 44.9% 36.1% 49.2%
Math 32.0% 30.1% 30.1% 26.6% 28.8%
Pierpont Community and Technical College English/Writing 27.0% 33.0% 26.0% 34.6% 35.4%
Math 14.1% 13.5% 8.4% 12.3% 8.1%
Southern WV Community and Technical College English/Writing 42.6% 44.1% 43.2% 41.5% 38.4%
Math 12.8% 18.3% 18.8% 12.8% 10.6%
WV Northern Community College English/Writing 46.7% 42.1% 32.8% 40.3% 43.7%
Math 8.7% 7.4% 7.3% 9.1% 14.8%
WVU at Parkersburg English/Writing 47.4% 42.0% 40.3%* 34.3% 43.6%
Math 9.2% 11.0% 12.5% 10.1% 11.4%
Total English/Writing 43.3% 39.0% 35.2% 37.3% 41.8%
Math 15.3% 15.9% 15.5% 14.3% 16.4%
*Due to data submission issues, figures come directly from the institution.
S T U D E N T S U C C E S S
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
56
Community College Students Entering Bachelor’s Degree Programs the
Following Fall
Fall 2008 – 2012
WEST VIRGINIA HIGHLIGHTS
• The number of students entering bachelor’s degree programs the following fall after
enrollment in a community college decreased from 1,852 for those entering in Fall 2011
to 1,626 in Fall 2012, a decrease of 12.2 percent.
• Over the five-year time span reported from 2008 to 2012, the number of community
college students entering bachelor’s degree programs the fall following community
college enrollment decreased by 31.2 percent from 2,363 students for 2008 to 1,626
for 2012.
• The number of students who entered a bachelor’s degree program in 2012 varied widely
by institution with three institutions showing increases over the five-year time period.
NATIONAL CONTEXT
Transfer rates from community colleges to four-year institutions can vary based on student
preparation, background, and motivation. National Student Clearinghouse (2012) data on
the 2006 cohort of first-time students found that 33 percent of all college students transferred
institutions at least once prior to receiving their bachelor's degree, with a majority of students
(37 percent) transferring during their second year of college. Nationally, of all transfer stu-
dents coming into four-year institutions, 41 percent originated from public two-year institu-
tions. This compares favorably to the 37.6 percent of students transferring from a two-year
institution to another two-year institution (NSC, 2012).
ABOUT THIS MEASURE
This indicator provides the number of students who enroll in a bachelor’s degree program the
following fall after having been enrolled at a CTCS institution in the fall of the year indicated.
Although many programs at the community college aim to prepare students for direct entry
into an occupation, another function of community colleges is to provide general education
that prepares students to pursue a bachelor’s degree.
1,626
2,363
2,285
1,821
0
2,500
2,000
1,500
1,000
500
0
1,852
12
08 09 10 11
2,400
2,200
2,000
1,800
1,600
12
08 09 10 11
1,626
2,363
2,285
1,821
1,852
2
Number of Community College Students Entering Bachelor's Programs the Following Fall
2008 2009 2010 2011 2012 2011-2012 2008-2012
% Change % Change
Blue Ridge Community and Technical College 85 121 131 146 134 -8.2% 57.6%
Bridgemont Community and Technical College 116 62 49 56 38 -32.1% -67.2%
Eastern WV Community and Technical College 15 15 16 30 15 -50.0% 0.0%
Kanawha Valley Community and Technical College 684 485 172 130 90 -30.8% -86.8%
Mountwest Community and Technical College 271 208 122 129 91 -29.5% -66.4%
New River Community and Technical College 149 158 156 173 137 -20.8% -8.1%
Pierpont Community and Technical College 252 254 245 269 253 -5.9% 0.4%
Southern WV Community and Technical College 130 184 133 113 107 -5.3% -17.7%
WV Northern Community College 119 139 126 117 88 -24.8% -26.1%
WVU at Parkersburg 542 659 671 689 673 -2.3% 24.2%
Total 2,363 2,285 1,821 1,852 1,626 -12.2% -31.2%
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
57
Pass Rates Of Undergraduate Certificate and Associate’s Degree
Completers On Licensure/Certification Examinations
Test Takers July 1, 2013 to June 30, 2014
WEST VIRGINIA HIGHLIGHTS
• Of all undergraduate certificate completers who took Allied Health
licensure examinations, 87.5 percent passed. This represents a 0.9
percentage point decrease from the previous year. There were
approximately 60 fewer students examined. Individual test pass rates
ranged from a high of 100 percent for Healthcare Technology, Licensed
Practical Nurse, Medical Assisting, and Pharmacy Technology students
to a low of a 73.1 percent for Emergency Medical Services students.
• Of all associate’s degree completers who took an Allied Health licensure
examination, 86.3 percent passed. This accounts for a 1.1 percentage
point decrease from the previous year. The exam pass rates ranged from
100 percent for Gerontology, Health Sciences, Massage Therapy, Medical
Laboratory Technician, and Pharmacy Technician students to a low of
61.5 percent for Health Information Technology students.
• Collectively, students completing undergraduate certificates who took
business/industry licensure examinations had a 79.7 percent pass rate.
Ten licensure exams boast a 100 percent pass rate. Undergraduate
certificate business/licensure exams include several different types of
curriculum areas including Criminal Justice, Mechatronics, Power Plant
Technology, and Industrial Maintenance Technology.
• Associate’s degree program students who took business/industry licensure
examinations had an 78.6 percent pass rate. Associate’s business/industry
licensure exams include diverse curriculum areas such as Computer
Networking Engineering Technologies, Advanced Manufacturing,
Welding Technology, Electrical Engineering Technology, and many
others.
NATIONAL CONTEXT
National context data for certification/licensure passage rates for programs
at the certificate and associate's degree level are both difficult to obtain and
compare. In many cases, different profit and nonprofit organizations offer
licensure examinations for the same profession/skill set. Further complicating
matters, individual states and regional consortiums have different standards for
testing and passage. When passage rates are found, it is difficult to discern the
level of degree to which the passage rate applies. An example of best reporting
practices comes from the National Council for State Boards of Nursing, which
releases regular reports on national licensure passage rates at each degree level.
As of June 2014, West Virginia nursing students at the associate's degree level
passed their licensure exams at a higher rate (90.5%) than the national average
of 83.1 percent.
ABOUT THIS MEASURE
This indicator provides the number of students finishing either associate’s
degree or certificate programs who sat for some type of licensure examination
and the number who passed that test according to the individual test standards.
It provides an external indicator of how well colleges are providing students
with the knowledge and skills necessary to enter the workforce.
Pass Rates of Undergraduate Certificate Completers on
Allied Health Licensure/Certification Examinations
C
ertificate Degree Examined Passed Pass
P
rogram Rate
Emergency Medical Services 67 49 73.1%
Health Care Technology 88100.0%
Licensed Practical Nurse 44 44 100.0%
Medical Assisting 22100.0%
Medical Billing 5480.0%
Pharmacy Technology 88100.0%
Phlebotomy 97 87 89.7%
Total 231 202 87.4%
Pass Rates of Associate’s Degree Completers on Allied
Health Licensure/Certification Examinations
Associate’s Degree Examined Passed Pass
Program Rate
AAS in Health Information 4375.0%
Technology
Dental Hygiene 23 18 78.3%
EMS Paramedic 23 22 95.7%
Gerontology 33100.0%
Health Information Technology 13 8 61.5%
Health Sciences 99100.0%
Massage Therapy 55100.0%
Medical Assistant 123 109 88.6%
Medical Billing and Coding 14 11 78.6%
Medical Laboratory Technology 10 10 100.0%
Medical Laboratory Technology 29 27 93.1%
Nursing 264 239 90.5%
Pharmacy Technician 13 13 100.0%
Physical Therapist Assistant 52 45 86.5%
Radiologic Technology 52 44 84.6%
Respiratory Therapy 28 18 64.3%
Respiratory Therapy Technician 46 39 84.8%
Surgical Technology 37 26 70.3%
Veterinary Technology 24 17 70.8%
Total 772 666 86.3%
Pass Rate of Degree Completers on Business/Industry
Examinations*
Program Level # Examined # Passed Pass Rate
Certificate Program 74 59 79.7%
Associate's Degree Program 607 477 78.6%
* Due to the number business/industry licensure exams
individual pass rates are not shown.
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
58
WORKFORCE DEVELOPMENT
Skill Enhancement, Skill Set, and Advanced Skill Set Certificate Completers
(Less Than One Year)
A
cademic Years 2012 – 2013
WEST VIRGINIA HIGHLIGHTS
• The numbers of skill enhancement completers decreased 27.8 percent from 2012 to 2013
while the number of skill set and advanced skill set completers increased 24 and 101.6
percent, respectively.
• The number of skill enhancements increased at four institutions from 2012 to 2013.
Kanawha Valley Community and Technical College had the largest increase at 28 percent.
• The number of skill sets increased at seven institutions from 2012 to 2013, WVU at
Parkersburg saw the largest gain at 103.6 percent.
• The number of advanced skill sets increased at four institutions from 2012 to 2013.
Mountwest Community and Technical College saw the largest gain at 667.5 percent.
NATIONAL CONTEXT
According to the SREB, there were 543,599 sub-bachelor’s certificates awarded nationally in
2010-11 throughout all sectors. Sub-bachelor’s certificates include one- but less than two-year
certificates and two- but less than four-year certificates. Of these certificates, 39.7 percent were
awarded by public institutions and a majority of recipients were women (65.1 %). In West
Virginia, 61.7 percent of sub-bachelor’s certificates were awarded at a public institution and 66.5
percent of recipients were women (SREB, 2013). In the West Virginia public system, no four-
year institutions award sub-bachelor’s certificates, so all data is representative of public two-year
institutions.
ABOUT THIS MEASURE
This indicator provides the number of students completing skill enhancement, skill sets, and
advanced skill set programs. A skill enhancement is an abbreviated course/workshop that serves
to enhance an individual’s job performance or job skills and carries a value of less than 15 contact
hours or an equivalency of less than one credit hour. A skill set is a course, series of courses, or
competencies that prepares individuals for a specific job skill and carries a value of 15 to 179
contact hours or an equivalency of 1 to less than 12 credit hours. An advanced skill set is a series
of workforce-related courses or competencies that prepare individuals for a specific skill and
carries a value of 180 to 435 contact hours or an equivalency of 12 to less than 30 credit hours.
These programs are designed to meet immediate and crucial workforce needs. Because these
programs are designed to react to workforce needs, there are often legitimate fluctuations in num-
ber of completers from year to year.
Skill
Enhancement
Skill
Set
Advanced
Skill Set
15,000
13,000
11,000
9,000
7,000
5,000
3,000
1,000
0
13,472
2013-20142012-2013
11,317
867
14,544
7,911
364
Skill
Enhancement
Skill
Set
Advanced
Skill Set
Number of Skill Enhancement, Skill Set, and Advanced Skill Set Completers
2012-13 2013-14 1 year % Change
Skill Skill Advanced Skill Skill Advanced Skill Skill Advanced
Enhancement Set Skill Set Enhancement Set Skill Set Enhancement Set Skill Set
Blue Ridge Community and Technical College 1,637 4,288 0 1,856 5,298 70 13.4% 23.6% .
Bridgemont Community and Technical College 1,076 760 26 378 1,352 0 -64.9% 77.9% -100.0%
Eastern WV Community and Technical College 605 232 0 734 396 50 21.3% 70.7% 0.0%
Kanawha Valley Community and Technical College 300 264 41 384 216 63 28.0% -18.2% 53.7%
Mountwest Community and Technical College 319 326 40 123 349 307 -61.4% 7.1% 667.5%
New River Community and Technical College 842 107 14 122 188 31 -85.5% 75.7% 121.4%
Pierpont Community and Technical College 1,151 1,137 127 658 808 143 -42.8% -28.9% 12.6%
Southern WV Community and Technical College 2,526 537 10 3,138 880 0 24.2% 63.9% .
WV Northern Community College 2,175 181 0 1,940 156 0 -10.8% -13.8% 0.0%
WVU at Parkersburg 3,913 79 106 1,164 163 70 -70.3% 106.3% -34.0%
TOTALS 14,544 7,911 364 10,497 9,806 734 -27.8% 24.0% 101.6%
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
59
Career-Technical Certificate Program Completers
Academic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The number of students completing career-technical certificate programs increased
by 20.7 percent from 858 in 2012 to 1,036 in 2013.
• The number of certificate completers increased at four institutions from 2012 to
2013 and declined at six institutions.
• Since 2009, the number of certificate completers has increased from 535 to 1,036, a
growth of 93.6 percent. The number of those completing certificates has increased
at seven of the ten institutions during this time and decreased at three institutions..
NATIONAL CONTEXT
In 2011, 99.3 percent of two-year public institutions in the United States offered
career/technical education. Of the awards distributed at public two-year institutions
in 2011, 43 percent were career/technical education certificates (NACTE, 2014).
ABOUT THIS MEASURE
This indicator provides the number of students completing certificate programs that are
designed to prepare students to enter directly into employment in a specific career and
meet the workforce needs of local employers. The certificate programs require at least
thirty credit hours of which six credit hours must be in general education.
Career-Technical Certificate Program Completers
2009 2010 2011 2012 2013 1 year 5 year
% Change % Change
Blue Ridge Community and Technical College 123 146 180 272 99 -63.6% -19.5%
Bridgemont Community and Technical College 99838 27 -28.9% 200.0%
Eastern WV Community and Technical College 4 11 16 37 47 27.0% 1075.0%
Kanawha Valley Community and Technical College 16 22 44 69 45 -34.8% 181.3%
Mountwest Community and Technical College 17 69 76 28 456* 1,528.6% 2,582.4%
New River Community and Technical College 23 27 71 66 83 25.8% 260.9%
Pierpont Community and Technical College 122 63 47 63 53 -15.9% -56.6%
Southern WV Community and Technical College 27 32 37 38 48 26.3% 77.8%
WV Northern Community College 111 106 126 114 89 -21.9% -19.8%
WVU at Parkersburg 83 98 123 133 89 -33.1% 7.2%
Total 535 583 728 858 1,036 20.7% 93.6%
* The increase at Mountwest Community and Technical College is due to awarding credentials to students who
previously were enrolled and had successfully completed certificate requirements. The institution has also been
encouraging current students to apply for certificates that they qualify for.
1,000
900
800
700
600
5
00
400
300
200
100
0
535
583
728
858
1,036
0
1
3091011 12
5
09 10 11 12 13
1
583
535
728
858
1,036
1,000
900
800
700
600
500
400
WORKFORCE DEVELOPMENT
60
Career-Technical Associate’s Program Completers
Academic Years 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• The number of students completing career-technical associate’s programs increased 6.5
percent from 2,409 in 2012 to 2,565 in 2013.
• Career-technical associate’s program completion increased by 33.9 percent since 2009.
• Seven institutions experienced gains since 2012, and nine have increased their associate’s
completions since 2009.
NATIONAL CONTEXT
The number of students who have completed associate’s degrees in career/technical education
at any type of institution across the country increased 72.6 percent from 2002 (582,578) to
(612,963). The share of career-technical education degrees awarded as a percentage of all
undergraduate awards has increased from 38 percent in 2002 to 42.2 percent in 2012
(NCES, 2009).
ABOUT THIS MEASURE
This indicator provides the number of students who completed associate’s degree programs in
career-technical fields each academic year. Associate’s degrees require a minimum of 60 credit
hours and indicate that the student has completed a program of academic development and has
achieved a level of performance reflected in student learning outcomes sufficient to progress to
upper division collegiate work or to enter directly into specific occupations in the workforce.
2
,600
2,400
2
,200
2,000
1,800
1,600
1,400
1
,200
13091011 12
2,211
2,409
2
,565
1,915
2,067
2
,600
2,400
2,200
2,000
1,800
1,600
2,211
2
,409
2,565
1,915
2,067
130910 11 12
2
Career-Technical Associate’s Program Completers
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Blue Ridge Community and Technical College 152 203 337 322 356 10.6% 134.2%
Bridgemont Community and Technical College 119 140 105 156 178 14.1% 49.6%
Eastern WV Community and Technical College 31 36 43 41 66 61.0% 112.9%
Kanawha Valley Community and Technical College 241 230 262 273 258 -5.5% 7.1%
Mountwest Community and Technical College 251 302 325 335 342 2.1% 36.3%
New River Community and Technical College 86 71 89 191 239 25.1% 177.9%
Pierpont Community and Technical College 267 230 306 340 312 -8.2% 16.9%
Southern WV Community and Technical College 185 169 160 171 222 29.8% 20.0%
WV Northern Community College 239 259 220 239 209 -12.6% -12.6%
WVU at Parkersburg 344 427 364 341 383 12.3% 11.3%
Total 1,915 2,067 2,211 2,409 2,565 6.5% 33.9%
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
61
Training Contact (Clock) Hours Delivered
A
cademic Years 2008 – 2012
WEST VIRGINIA HIGHLIGHTS
• The total number of training contact hours delivered in the Community and
Technical College System increased 4.9 percent, from 867,540 in 2012 to 909,539
in 2013.
• Since 2009, the number of training hours delivered has risen 10.8 percent.
• Between 2009 and 2013, three institutions have increased their number of training
contact hours. Blue Ridge Community and Technical College saw the largest five-
year increase at 896.3 percent.
NATIONAL CONTEXT
Training contact hours are difficult to compare nationally due to a lack of uniform
reporting of this measure in any national publications, but there is evidence that this
function of community colleges grew significantly over the last decade. While 38 states
require that community colleges report some information on non-credit workforce
education, how this is reported varies and in 24 of these states, including West Virginia,
the training contact hours are not included in the state’s educational data system
(American Association of Community Colleges, 2008).
ABOUT THIS MEASURE
This indicator provides the number of contact or clock hours delivered in training
activities each academic year. It is a measure of instructional productivity determined by
multiplying the number of students served by the number of session hours. Training
hours are largely non-credit, workforce development and implemented for specific
employers either at the work site or on campus.
Training Contact (Clock) Hours Delivered
Institution 2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Blue Ridge Community and Technical College 26,153 42,284 250,510 200,413 260,564 30.0% 896.3%
Bridgemont Community and Technical College 47,744 53,339 85,175 96,525 273,901 183.8% 473.7%
Eastern WV Community and Technical College 28,255 8,323 19,197 21,339 57,189 168.0% 102.4%
Kanawha Valley Community and Technical College 85,985 79,351 76,695 81,329 69,862 -14.1% -18.8%
Mountwest Community and Technical College 257,694 106,700 44,595 21,802 68,817 215.6% -73.3%
New River Community and Technical College 88,781 124,292 157,987 192,909 29,119 -84.9% -67.2%
Pierpont Community and Technical College 80,433 82,781 116,103 112,882 65,096 -42.3% -19.1%
Southern WV Community and Technical College 61,447 86,067 58,480 33,093 34,451 4.1% -43.9%
WV Northern Community College 96,076 75,295 114,274 58,972 24,356 -58.7% -74.6%
WVU at Parkersburg 48,498 81,981 72,689 48,276 26,185 -45.8% -46.0%
TOTAL 821,066 740,413 995,705 867,540 909,539 4.8% 10.8%
The total number of
training contact hours
delivered in the
Community and
Technical College System
increased 4.9 percent.
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
62
23,896
27,054
24,999
25,895
26,975
28,000
24,000
20,000
16,000
12.000
8,000
4,000
0
130910 1112
27,000
26,000
25,000
24,000
23,000
22,000
21,000
130910 1112
23,896
26,975
27,054
25,895
24,999
Credit Headcount Enrollment
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Blue Ridge Community and Technical College 3,198 3,874 4,353 4,374 5,015 14.7% 56.8%
Bridgemont Community and Technical College 913 928 1,017 1,062 1,149 8.2% 25.8%
Eastern WV Community and Technical College 639 638 773 802 856 6.7% 34.0%
Kanawha Valley Community and Technical College 2,235 1,949 1,714 1,601 1,591 -0.6% -28.8%
Mountwest Community and Technical College 3,083 3,126 3,111 2,608 2,257 -13.5% -26.8%
New River Community and Technical College 2,811 3,016 3,127 2,997 2,678 -10.6% -4.7%
Pierpont Community and Technical College 2,783 3,000 3,038 2,926 2,703 -7.6% -2.9%
Southern WV Community and Technical College 2,619 2,565 2,457 2,177 2,002 -8.0% -23.6%
WV Northern Community College 3,327 3,510 3,084 2,529 2,177 -13.9% -34.6%
WVU at Parkersburg 4,287 4,448 4,301 3,923 3,468 -11.6% -19.1%
Total 25,895 27,054 26,975 24,999 23,896 -4.4% -7.7%
ACCESS
Credit Headcount Enrollment
Fall 2009 – 2013
WEST VIRGINIA HIGHLIGHTS
• Students enrolled in for-credit classes decreased 4.4 percent, from 24,999 in 2012 to
23,896 in 2013.
• For-credit enrollment has decreased 7.7 percent since fall 2009.
• From 2009 to 2013, seven institutions have realized decreases in for-credit enrollment
while three have experienced an increase. The largest increase has been 56.8 percent
at Blue Ridge Community and Technical College.
NATIONAL CONTEXT
From 2008 to 2012, the latest available data, enrollment in two-year public colleges increased
11.3 percent in West Virginia and 2.2 percent nationally. Enrollment in two-year public colleges
made up 31 percent of undergraduate enrollment in West Virginia in 2012 while it made up
45.6 percent nationwide. The share of undergraduate enrollment made up by two-year public
institutions increased 1.5 percentage points from 2008 to 2012 in West Virginia while it
decreased 1.9 percent in the nation (NCES, 2014).
ABOUT THIS MEASURE
This indicator tracks the number of students at each institution taking for-credit classes according
to fall, end-of-term data. These figures reveal the number of students working towards a degree or a
specific skill set in order to garner the credentials needed to meet West Virginia’s workforce needs.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
63
36,039
3
6,857
30,821
13091011 12
36,503
38,000
30,000
22,000
16,000
8,000
0
3
4,323
1
1309101112
38,000
36,000
34,000
32,000
30,000
36,039
36,503
34,323
31,710
36,857
3
Annual Headcount Enrollment
Academic Years 2009-2013
WEST VIRGINIA HIGHLIGHTS
• Annual headcount enrollment decreased 7.6 percent, from 34,323 in 2012 to
31,710 in 2013.
• Annual headcount enrollment has decreased 12 percent since 2009.
• From 2009 to 2013, three institutions realized increases in annual headcount
enrollment while seven have experienced a decrease. The largest increase has been
41.5 percent at Blue Ridge Community and Technical College.
NATIONAL CONTEXT
The West Virginia Community and Technical College System is actively engaged in
trying to find metrics that are more appropriate and useful for the community college
context. This metric does not have national comparisons, but allows community and
technical colleges in West Virginia to account for all of the students that they serve.
Since many community college programs begin and end in the middle of a term,
measuring headcount enrollment only at the end of the fall term fails to accurately
depict the number of students attending community colleges.
ABOUT THIS MEASURE
Annual headcount enrollment is a measure of unduplicated credit headcount
enrollment during the summer, fall, and spring.
Annual Headcount Enrollment
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Blue Ridge Community and Technical College 4,361 5,195 5,949 5,888 6,172 4.8% 41.5%
Bridgemont Community and Technical College 1,129 1,167 1,231 1,266 1,503 18.7% 33.1%
Eastern WV Community and Technical College 875 862 1,022 1,101 1,143 3.8% 30.6%
Kanawha Valley Community and Technical College 3,145 2,511 2,241 2,113 2,117 0.2% -32.7%
Mountwest Community and Technical College 4,043 4,186 4,168 4,120 3,537 -14.2% -12.5%
New River Community and Technical College 4,011 4,268 4,682 4,315 3,885 -10.0% -3.1%
Pierpont Community and Technical College 3,693 3,969 4,060 3,927 3,450 -12.1% -6.6%
Southern WV Community and Technical College 3,289 3,131 3,002 2,747 2,456 -10.6% -25.3%
WV Northern Community College 5,946 5,877 4,537 3,774 3,106 -17.7% -47.8%
WVU at Parkersburg 5,547 5,691 5,611 5,072 4,341 -14.4% -21.7%
Total 36,039 36,857 36,503 34,323 31,710 -7.6% -12.0%
ACCESS
64
Credit Headcount Enrollment, Adult Population (Age 25-44)
Fall 2009-2013
WEST VIRGINIA HIGHLIGHTS
• Adult students enrolled in for-credit classes decreased 9.3 percent, from 9,000 in 2012
to 8,167 in 2013.
• Adult, for-credit enrollment has decreased 11.7 percent since fall 2009.
• Over this five-year span from 2009 to 2013, two institutions realized increases in adult
Credit enrollment while eight have decreased. The largest gain was 57.8 percent at
Blue Ridge Community and Technical College.
NATIONAL CONTEXT
According to SREB data, 34.1 percent of all public postsecondary students enrolled nationally
in Fall 2011 were aged 25 to 49, up from 32.4 percent in 2007. For SREB states, the figure was
34.6 percent in 2011 and for West Virginia, it was 30.9 percent (SREB, 2013). West Virginia
has made gains in the percentage of its 25 to 49 year-old citizenry who are enrolled in
postsecondary education. While the national average increased from 5.6 to 6.6 percent
from 2007 to 2011 and the SREB average grew from 5.0 to 6.3 percent of this age group,
West Virginia saw an increase from 4.9 to 5.9 percent.
ABOUT THIS MEASURE
This indicator tracks the number of non-traditional, adult students at each institution taking
for-credit classes as indicated by fall, end-of-term data. This age group is particularly important
since national data indicate that the number of high school graduates will decline in the next
decade and this age group will become a smaller proportion of West Virginia’s population.
Currently, only 26 percent of West Virginians aged 25 years or older have acquired an
associate’s degree or higher compared to the national average of 38 percent (SREB, 2012).
Improvement is needed in this arena by all postsecondary sectors in order to meet the state’s
workforce needs.
10,000
9,500
9,000
8,500
8,000
7,500
7,000
9
09 10 11 12 13
9,244
10,014
10,020
9,000
8,167
1
9,244
10,014
10,020
9,000
8,167
13
09 10
11
12
10,000
9,000
8,000
7,000
6,000
5,000
4,000
3
,000
2,000
1,000
0
Credit Headcount Enrollment, Adult Population (Age 25-44)
2009 2010 2011 2012 2013 2012-2013 2009-2013
% Change % Change
Blue Ridge Community and Technical College 1,205 1,497 1,712 1,711 1,901 11.1% 57.8%
Bridgemont Community and Technical College 279 283 337 296 256 -13.5% -8.2%
Eastern WV Community and Technical College 210 230 288 285 293 2.8% 39.5%
Kanawha Valley Community and Technical College 855 886 799 750 722 -3.7% -15.6%
Mountwest Community and Technical College 1,453 1,437 1,467 1,074 914 -14.9% -37.1%
New River Community and Technical College 1,075 1,204 1,250 1,251 1,000 -20.1% -7.0%
Pierpont Community and Technical College 775 870 884 798 684 -14.3% -11.7%
Southern WV Community and Technical College 649 647 575 612 530 -13.4% -18.3%
WV Northern Community College 1,168 1,315 1,107 887 724 -18.4% -38.0%
WVU at Parkersburg 1,575 1,645 1,601 1,336 1,143 -14.4% -27.4%
Total 9,244 10,014 10,020 9,000 8,167 -9.3% -11.7%
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
65
Board Training
In 2009, the Commission and Council were required by the West Virginia Legislature to
coordinate training and development opportunities for members of institutional governing
boards. The learning objectives were codified and both began facilitating opportunities for
training.
Training opportunities for Commission institution governing boards have included, but
are not limited to, the following:
• 2010 Board of Governors Summit (nine hours of training credit);
• 2011 Capitalizing on the Foundation-Institution Partnership (five hours);
• 2011 Strategic Finance (five hours);
• 2012 Board of Governors Summit (nine hours);
• 2013 Board of Governors Summit (nine hours); and
• 2014 Board of Governors Summit (nine hours).
During 2014 fiscal year, the Council hosted various training opportunities including,
but not limited to, the following events:
• WV Community College Association/WV Association for Developmental Education
Conference (12 hours of training credit);
• Summit on College and Career Readiness (4 hours); and
• Board of Governor’s College Completion Summit (4 hours)
For the Fiscal Year 2014 reporting period, annual certifications were received from all
institutional board chairs and the Commission’s and Council’s chairs with all current
members in compliance.
Tech Park
The West Virginia Regional Technology Park in South Charleston was acquired by the
Commission in 2010 from Union Carbide Corporation, a subsidiary of The Dow Chemical
Company. Under leadership of the Commission and with guidance from a new board of
directors, the goal of the Park is to move ideas made in the academic research setting to the
marketplace. The Tech Park’s vision is to become a multi-tenant research, development,
and commercialization park focused on energy, chemicals, and related technologies for
the advancement of education and economic development in West Virginia and the
surrounding region. The West Virginia Regional Technology Park is making great progress
in this objective. In 2014, ChemCeption, the only chemical incubator in the U.S., was
formed at the Tech Park and currently has two tenants.
Facilities Condition and Operations Analysis
The Commission is conducting a study of institutional facilities and their
operations to determine the magnitude of the deferred maintenance backlog.
In addition, the study will analyze asset reinvestment, annual stewardship,
operating effectiveness and customer service. Data is benchmarked against
information from other institutions included in a national database. Included
in the study is an analysis of allocations of institutional resources for the upkeep
of facilities.
Additional Commission and Council Updates
Additional Commission and Council Updates
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
66
WVNET Initiatives
The West Virginia Network (WVNET) took a significant step towards avoiding
i
nterruption of service or loss of data by building duplicate copies of data storage
and computer systems. A NetApp 50 TB disk storage array and a Cisco UCS Rack
Server were brought to life in another data center in Charleston by WVNET. As a
result, WVNET has duplicate computer systems and data in both northern and
southern West Virginia, both attached to its 10GB fiber ring. Using a process
called replication, the two sites stay in sync at all times.
For the sixth time in two years, WVNET lowered its prices for Internet access.
In January 2014, the price was lowered to $19.95. In January 2015 WVNET will
further lower its price to $9.95 per megabit per month, more than a 50 percent
reduction.
In October of 2013 WVNET hosted its annual West Virginia Higher Education
Technology Conference. The theme “Trending Technologies and Community
Engagement” offered participants an opportunity to engage in discussions about
the ways in which collaboration and social engagement enhance learner outcomes,
retention, self-efficacy, and workforce preparedness in higher education. Over 200
higher education employees attended the conference that featured thought-inspiring
keynote speakers, 60+ concurrent sessions, and the latest technological advances
demonstrated by exhibitors, and networking with educators from all of West
Virginia.
OASIS Implementation
The Commission and Council worked with institutions to implement the
procurement and financial phase of wvOASIS, the state’s Enterprise Resource
Planning Project. Colleges and universities are interfacing transactions between
their financial systems and wvOASIS. Planning is in progress for the next phase,
which will include human resources management and payroll processes.
Commission, Council, K-12 Partnership
West Virginia is part of the Smarter Balanced Assessment Consortium (SBAC), a
group of over 20 states working collaboratively to develop assessment aligned to the
Common Core. In West Virginia, nearly 100 teachers across the state customized
these standards to benefit West Virginia students and their needs
These standards are called Next Generation Content Standards and Objectives
with a primary goal to recognize an agreed upon performance level for 11th grade
assessment of English and mathematics. The aim is to improve college readiness
in these subject areas and to reduce the number of high school students requiring
developmental mathematics or English in their first year of college. The
Commission and the West Virginia Department of Education are participating
in the SBAC to set appropriate levels of performance to determine college
readiness in those subjects.
The Commission created the statewide Higher Education Smarter Balanced
Advisory Council to assist in dissemination of Smarter Balanced information
and goals to campuses across West Virginia. One goal of the Advisory Council is
to provide professional development for teacher education and content area faculty.
A Smarter Balanced workshop was held for teacher education majors in August
and was well attended with over 150 students and faculty from across the state
participating. Other Advisory Council goals include generating higher education
support and strengthening and expanding partnerships between higher education
and K-12.
W E S T V I R G I N I A REPORT C ARD 2 0 1 4
67
The Bridging the Gap Consortium
I
n October 2013, West Virginia’s nine community & technical colleges received $25
million from the Department of Labor’s Trade Adjustment Assistance Community College
and Career Training (TAACCCT) funding program to create the Bridging the Gap
Consortium. The focus of the Bridging the Gap Consortium is to train adults, with a
focus on displaced workers and veterans, for high-wage, high-demand jobs within the areas
of energy, advanced manufacturing, construction and information technology through
focused career pathways, flexible learning opportunities, and expanded student support
services. In order to meet this goal, the state’s community and technical colleges have
partnered with the state’s seven Workforce Investment Boards, the Affiliated Construction
Trades, and 55 employer partners. This four-year grant-funded program is anticipated to
serve approximately 1400 participants and increase credential attainment in high-demand
programs of study by 58 percent.
Community and Technical College Developmental Education Reform
In 2013, Chancellor Skidmore issued a challenge to all public two-year institutions across
West Virginia to phase out traditional forms of developmental education delivery and
primarily offer co-requisite developmental education courses. Co-requisite developmental
education enrolls students in college-level courses with the additional supports needed for
students to be successful with college-level coursework and has been shown to increase the
success of students who require developmental education. By the fall of 2014, 70 percent of
students requiring developmental education were enrolled in a co-requisite course.
Advanced Technology Center
In the fall of 2014, a ribbon cutting ceremony at the West Virginia Regional Technology
Park was held to dedicate the Advanced Technology Center (ATC) of South Central West
Virginia. This facility addresses the emerging needs of West Virginia in offering a well-
trained, technically advanced workforce and providing a state-of-the-art setting for
collaboration in the delivery of technical programs among community and technical
colleges. Built through a state-supported initiative, the center offers high-tech facilities,
current resources, and technologically advanced education to continue the legacy of
technical innovation in the Kanawha Valley and South Central West Virginia. The ATC
also offers ample laboratory space for programs such as: Advanced Manufacturing
Technology, Chemical Process Technology, Advanced Welding Technology, Computer
Networking Technology, and Emergency Management Technology. A second ATC is
being constructed in Fairmont under the direction of Pierpont Community and Technical
College.
Workforce Development
Through the convening of different industry sectors, the Community and Technical
College System engages employers to identify their critical workforce needs. These efforts
have resulted in community and technical colleges throughout the state implementing new
programs in Petroleum Technology, Process Technology, Advanced Manufacturing, and
Instrumentation Technology. The programs support the immediate needs of the growing
oil and gas, manufacturing, and chemical industry sectors. In addition, employer
engagement has led to more Learn and Earn Cooperative Education Programs that
provide valuable work and financial assistance for community and technical college
students while completing their degree.
West Virginia Higher Education Policy Commission and
Community and Technical College System of West Virginia
1018 Kanawha Boulevard, East
Suite 700
Charleston, West Virginia 25301
www.wvhepc.org
www.wvctcs.org
