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ERIC Number: ED450668
Record Type: Non-Journal
Publication Date: 2000-Feb-15
Pages: 57
Abstractor: N/A
Reference Count: N/A
The Status of Higher Education in Tennessee, Including the Tenth Annual Report on Progress toward the Goals of Tennessee Challenge 2000 for the State's Public Higher Education Institutions and the Seventh Annual Report on Contributions of the State's Independent, Regionally Accredited Higher Education Institutions. Annual Report.
Tennessee Higher Education Commission, Nashville.
This report combines reports on the progress of Tennessee's public institutions of higher education toward the goals outlined in Tennessee Challenge 2000 and the progress of independent, regionally accredited higher education institutions toward the same goals. The goals set forth in Tennessee Challenge 2000 were formally established in 1989 to mirror those established by the Southern Regional Education Board for the areas of: (1) educational attainment; (2) quality and performance; (3) teacher education; (4) research and public service; (5) faculty and staff; and (6) resources. On virtually all of the goals there has been steady, regular improvement. This report reflects significant accomplishments in 1999-2000. Undergraduate enrollment has increased by 10.6% at public institutions and 9.2% at the independent institutions. The enrollment of undergraduate female students has grown by 15.4% at the public institutions, and the undergraduate enrollment of African American students has increased by 36.4% since 1990. Graduate and professional school enrollments have grown by 13.2% at public institutions, and by 49.47% at independent institutions. The persistence to graduation rate was 45.52% at public universities for the 1993 cohort and 21.9% for the independent institutions since 1992. The percentage of students needing any remedial or developmental coursework at all public institutions was 51.9% in 1996 and 50.0% in 1999, and in fall 1999, only 1.2% of entering freshmen in public universities tool any remedial level coursework. The ACT Assessment scores of entering freshmen at the public schools were slightly below the national norm, but College Board average scores exceeded the national norm. Teacher education program completers in public and independent institutions increased 23.9%, with a three-fold increase in the numbers of African American graduates from teacher education programs at public universities. Information is also given on student placement rates, research and public service expenditures, and student financial assistance. Twenty-two appendixes contain tables of data about the enrollment and performance of Tennessee college students. (Contains 46 figures and 22 tables.) (SLD)
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Tennessee Higher Education Commission, Nashville.
Identifiers - Location: Tennessee