A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last several years in an effort to provide strong academic curriculum and to raise student achievement, including minority student achievement, is the College Board's Advanced Placement (AP) Program. The AP Program courses are widely recognized as providing students with academically challenging curriculum, facilitating their acceptance to colleges and supporting their preparation for and performance in post-secondary education. The emphasis of this research relates to the specific concern that although the AP Program has been in existence for several decades and is an integral part of most high schools' curriculum for at least ten years, there is an under-representation of minority students in high school Advanced Placement (AP) Program courses. This qualitative research involved completing an in-depth case study of a designated secondary school in the Mid-Atlantic region that has been successful in recruiting and enrolling students, majority and minority, in the AP Program. Guiding questions for this case study related to identifying the individuals who influenced enrollment, as well as the policies, procedures, interventions, and strategies used to recruit students and increase their enrollment in AP courses. These research findings revealed various key factors that contributed to the success of increasing student enrollment in these academic courses and the factors are similar to those identified in the literature and other research studies. These factors include: (a) shared and distributed leadership demonstrated across the school; (b) collaborative vision and mission; (c) an AP Program with high expectations and a relevant and rigorous curriculum; (d) strong academic advisement, data-driven decision making, and specific school policies and procedures related to the AP Program; (e) extended student learning opportunities and individualized support; and (f) varied professional development and training for faculty. This case study highlights a group of dedicated and committed leaders with collaborative vision who implemented an academic program with focused initiatives and interventions. Between 2003 and 2009, this school increased overall student enrollment in the AP Program by 15.2%, with the Black student enrollment increasing by 11.9% and the Hispanic student enrollment increasing by 10.5%. They accomplished their goal and commitment to increasing minority enrollment in the AP Program and providing enriched academic learning opportunities for all students. / Ed. D.

Graduate enrollment management (GEM) is an area of enrollment management that focuses on graduate and professional education. GEM's responsibilities can include various functions such as strategic planning, marketing, recruitment and admissions, academic advising, financial aid, student services, retention, and alumni relations. The comprehensive structure of GEM puts a significant amount of pressure on enrollment managers as its unique interdependence model creates an environment where professionals must be cross-trained in several areas, manage through grey areas, cultivate relationships with personnel across the campus, accomplish department goals, support their student population, and all while staying in alignment with the institutional mission. Therefore, the purpose of this study was to explore GEM from an enrollment managers perspective. The theoretical framework that guided this study was interdependence theory, and examined the following research questions: (1) How do graduate enrollment managers explain their roles in their respective departments and at their institution? (2) How do graduate enrollment managers explain the factors influencing their work? (3) What key stakeholders do graduate enrollment managers identify as influencing their roles and their work? (4) How do graduate enrollment managers balance demands from these stakeholders? Seventeen graduate enrollment managers working at a large research university were interviewed in-depth. The findings revealed how enrollment goals were established, described job duties, detected constraints, and presented the enjoyment GEM managers felt in their roles. The findings also highlighted the interactions encountered in their roles, and the importance of relationships when working with stakeholders.

Thesis advisor: Paul Cichello / Liberia had two devastating civil wars 1989-2003. I am examining who benefitted from the large amounts of international aid and development programs that poured into the country during the post-war rebuilding period, in terms of school enrollment rates. With USAID’s Demographic and Health Surveys and Uppsala Conflict Data Program’s Georeferenced Event Dataset, I use probit and linear probability models to examine the determinants of being enrolled in school in 2007 and 2019. I find that females and kids living in rural areas had disproportionate recovery in the post-war period controlling for other explanatory variables. Household wealth was an important factor in determining enrollment. I also examine the concept of bounce-back, or rapid recovery in post-conflict contexts. I find that on a national level, there was significant recovery in enrollment rates, with about 51% of kids being enrolled in school in 2007 and about 81% being enrolled in 2019. I was unable to determine definitively whether or not this recovery was proportional to the amount of loss experienced due to the wars due to large standard deviations. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

The purpose of this study is to determine how economic factors correlate with and have an effect on enrollment at community colleges and provide benchmark enrollment strategies for use by community colleges in the future. A cluster sampling of 22 branch campus locations at 9 community colleges in Mississippi and their respective counties was selected. The independent variables used were median household income, percentage of persons below the poverty level, and unemployment rates. A statistical correlation and regression was conducted to determine if economic factors (median household income, percentage of persons below the poverty level, and unemployment by county) had any correlation or an effect on the decrease or increase in enrollment at the respective community college campus. The correlation and statistical effect based on the regression model used demonstrated that median household income and poverty levels had the strongest correlation and the most statistically significant effect on community college enrollment in Mississippi. Unemployment had a very weak correlation and no statistically significant effect on the sample for community college enrollment for Mississippi during this period. There were some exceptions in which certain community college campuses and their respective county unemployment rates had a very high effect on enrollment for that specific campus and that specific period. There were 6 phone interviews conducted following the analysis of the datasets to determine any internal or external causes to enrollment decreases and increases during this period. 4 of the 6 colleges responded. Of the colleges that responded, 2 saw increases and 2 saw decreases. The predominant enrollment factor denoted by the interviewee was retention and cohesive interdepartmental focus toward recruitment, which resulted in increased enrollment. Of the colleges that saw decreases and were interviewed, it was noted that enrollment personnel were not prepared for the enrollment decrease and could have been. Target markets with higher income and lower poverty levels perform better during harsh periods of challenge for enrollment at community colleges. Increased retention and interdepartmental cohesion produces better preparation for challenging periods of declining enrollment.

The purpose of this research was to see how Baccalaureate Construction Management Programs accredited by the American Council for Construction Education (ACCE) were managing increased enrollments within their programs. The review of literature identified related topics, comparable studies, and relevant issues surrounding over-enrollment. Forty-nine of the 53 accredited ACCE programs responded to the survey instrument. Over two-thirds of the respondents stated that they were either approaching, or were at the limits of enrollment capacities. Most of the respondents listed limited enrollment, the use of adjunct faculty, and funding from industry as leading strategies for managing or obtaining resources. Because CM programs will not be willing to sacrifice quality, more and more CM programs will implement limited enrollment controls. The demand for Construction Management graduates will continue to increase. As more CM programs initiate enrollment controls, it will become increasingly difficult for the construction industry to fill entry level positions with college graduates. Limited enrollment will create a deficit of qualified CM graduates needed by the industry. Because CM programs are having difficulties acquiring resources through the university, it may be necessary to acquire additional resources through industry. According to a number of program directors, one of the best ways to raise funds within industry is through the use of Industry Advisory Boards. Industry Advisory Boards can help in another critical aspect to the future expansion of CM programs; improve university perceptions about Construction Management education

The problem of this study was to make short-term projections of student semester credit hour enrollments, at each of two state universities of comparable size, based on traditional time series analysis. 1. The first purpose of the study was to identify the cyclical component of deseasonalized enrollment data. 2. The second purpose was to determine a cyclical economic indicator having a high correlation with the cyclical component of the enrollment data. The selected economic indicator was used in establishing explanatory equations for projecting enrollment. 3. The third purpose was to compare projected 1979- 1980 academic year enrollment figures obtained from explanatory equations for each institution with actual enrollment figures of each institution for that year. 4. The fourth purpose was to compare the explanatory equations developed for the two institutions and the projections of student semester credit hour enrollments they yielded. 5. The fifth purpose was to discuss enrollment projections for each institution and the uses of enrollment projections in planning.

Thesis advisor: Karen D. Arnold / This mixed-methods study examines admissions professionals' consciousness and perceptions of the role that institutional culture plays in attracting and enrolling graduate-level students. This research identifies and describes how graduate admissions professionals learn culture and how that culture is communicated to applicants. Data were gathered through a web-based survey that queried 102 admissions professionals at 236 graduate schools of theology throughout the United States of America and Canada. Additionally, eight semi-structured interviews were conducted with practitioners directly involved in communicating culture to applicants. Survey and interview data were triangulated with a document analysis of printed promotional materials and website text. Findings suggest that graduate admissions professionals consider culture a crucial factor in their efforts to recruit potential students, regardless of such factors as years of experience working in higher education or working specifically in graduate admissions; professional title; or school's religious denominational affiliation. Across these categories, graduate admissions professionals perceive culture as a leading factor in enrollment decision making. Likewise, graduate admissions professionals indicate that culture is highly and intentionally incorporated into marketing and recruitment strategies. Findings also indicate there is little difference in how culture is viewed between those graduate admissions professionals who have had direct institutional academic experience as a current student/alumnus of the school and those graduate admissions professionals who have not. Although the two populations may experience different ways of learning culture, both indicated similarly high perceptions of culture's importance in the enrollment process. While digital technologies continue to create new potentials for communication methods, face-to-face communication--most notably through campus visits--is still viewed by graduate admissions professionals as most effective. This research highlights the importance of facilitating student discernment within the larger context of the admissions decision-making process. The findings also suggest that external candidates who are hired for their admission expertise can learn and communicate institutional culture effectively. Ultimately, this study reveals culture's perceived importance in the admissions process and its potential as a principal factor in enrollment decisions. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

College course enrollment operates as a market under supply cap. Because of the limited number of seats available for any given course some students who have a higher demand for a course are unable to enroll. The current registration system at the Claremont Colleges functions as a random draw system with added time costs. The lack of price signalling in the markets leads to a loss in overall welfare of the student body. By running data through simulated demand curves I am able to determine, on average, how much welfare is being lost by a random draw system. The percent of maximum welfare achieved compared to maximum possible ranges from forty-nine to eighty percent and largely depends on the proportion of enrolled students to the sum of enrolled + enroll requests as well as the demand function type. With price signalling, the student body would be able to reach the maximum achievable welfare.

The determination of the level of student registration fees at colleges and universities in many cases appears to be made without adequate consideration given to probable enrollment responses and to the associated implications for tuition revenues. This study was aimed at reducing this information gap at Utah State University and focused specifically on past sensitivities of students from neighboring western states to changes in the nonresident charges at USU. The analytical framework employed in this investigation specified a causal link between the proportion of the college-attending populations from these states choosing to enroll at USU and comparative tuition levels. The empirical findings showed considerable variation among students from different states with regard to their adjustments to changes in the USU fee. These differences in sensitivities were interpreted as a reflection of the desire and ability of students to make substitutions between USU and alternative colleges in the face of these relative tuition changes. While it was expected a priori that students at different stages of their academic careers would exhibit some disparity in their responses to fee level adjustments- the study results offered no evidence that a consistent discrepancy was present. When data from the various states under consideration were aggregated and used in the estimation of enrollment response functions, the demand for admission at USU was shown to be relatively inelastic with respect to the nonresident registration charge. The empirical results suggest that while increases in nonresident tuition levels at USU may produce greater tuition revenues due to the inelastic demand, tuition policy does represent an important determinant of aggregate enrollment patterns. Furthermore, the data show marked variations among students from different states regarding their demand elasticities, suggesting that adjustments in nonresident charges could also be expected to produce a compositional change in the USU student body. The weight given to these considerations in determining the policy for nonresident tuition at USU must reflect the mangement objectives of the school governing board.

This study examines expenditure allocation patterns of two Texas school districts that experienced diverging enrollments in relation to each other over eight school years. Expenditure allocations to general and specific operational areas and various student groups are examined in relation to changes in enrollment. In addition, how expenditures per student changed as a result of increasing and decreasing enrollment is explored. Ratio analysis, based on the percentage contribution to total General Fund expenditures, determined the changes in expenditure allocations to operational areas and student groups. These changes are compared to changes in enrollment. Expenditure per student calculations are made using inflation-adjusted data and regression analysis, employing Pearson's r, determines how well enrollment changes explain changes in expenditures per student. Results indicate that increasing and decreasing enrollments had little effect on how the districts allocated general and specific resources as no significant relationships were noted. Resources allocated to basic instructional services, which served the largest number of students, were indicative of the direction of enrollment suggesting that students in districts with increasing enrollment garner more resources. Total expenditures per student showed no correlation in the decreasing enrollment district and a marginally strong positive relationship in the increasing enrollment district. The empirical findings did not support the inverse relationship between enrollment and expenditures per student referenced in the literature. The findings suggest that in addition to enrollment, there are other factors at work that dictate how resources are allocated. In addition to determining these other factors, incorporating the district's federal budgets into the analysis to determine if the inclusion of all available resources would significantly alter the findings of how each district allocated resources as a result of changes in enrollment is warranted. / text