Western Illinois University: Macomb Campus
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Educational Demand and Quality - Graphical
Fiscal Year 2010 Performance
Report - December 18, 2009 Update
We invite you to take advantage of our interactive dashboard presentation. The charts below represent how well we are achieving the progress desired in each of the performance indicators associated with the category of Educational Demand and Quality.
Links are also provided to enable you to see a tabular representation of the data where you can sort the information by various attributes to enable you to further explore the data.
And remember, you can use the "breadcrumbs" near the top of this section to retrace your steps or you can use the navigation menu to the left to explore features other than our Educational Demand and Quality indicators.
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Western Illinois University has enrollment goals of 12,500 students in Macomb and 3,000 students in the Quad Cities. In Macomb, the number of new freshmen applications increased. The University has been successful at increasing interest (applications). The number of acceptances and the University’s “show-rate” (ratio of enrollment to acceptances) decreased. As the University actively recruits more freshmen, it will be competing in both the two- and four-year sector. The economics of higher education may be leading more students to start in a community college and transfer to a four-year institution. In Macomb, undergraduate transfer applications, acceptances, and enrollments all increased.
On the Quad Cities Campus, total enrollment increased. The challenge is to increase the campus show-rate. The University should have a strong base to build in the years ahead. Compared to fall 2008, total student enrollment at Eastern Iowa Community College is up 22 percent and total student enrollment at Black Hawk College is up seven percent. These are the two primary “feeder” institutions of the Quad Cities Campus.
Show Rates - Students Enrolling After Acceptance Progress
Benchmarking and adapting best practices at peer institutions may help to increase the University’s show-rate. In peer institution comparisons, Western ranks second lowest in new freshmen show-rates, eighth (of 15) in transfer student show-rates for the Macomb Campus, and third (of seven) in transfer student show-rates for the Quad Cities Campus.
The percent of total minority student enrollment in Macomb and international student enrollment on the Quad Cities Campus both increased. However, as suggested above, the University needs to carefully monitor issues related to price sensitivity. Both campuses also saw decreases in the percent of Pell Grant recipients enrolled at the University.
Minority enrollment as a percent of total student enrollment at Western Illinois University-Macomb ranks fifth highest (of 14) among benchmark institutions. Western Illinois University-Quad Cities ranks third lowest among its benchmark institutions. A challenge for all three local higher education institutions in the Quad Cities is to increase minority enrollment.
Both the average ACT score and the percent of new freshmen enrolled at the University from the top 25 percent of their high school graduating class increased for the first time in four years. The middle half of the University’s ACT distribution remained constant at 19-23.
Compared to peer institutions, Western Illinois University ranks 13th (of 16) in average ACT score, and the ACT interquartile range is tied with Sam Houston State University and ranks 12th. The percent of new freshmen at Western from the top 25 percent of their high school graduating class ranks last and is tied with Eastern Illinois University.
The high-achieving and diverse students of Western Illinois University are served by a high-achieving, diverse faculty and staff. Both Higher Values in Higher Education and Higher Values in Higher Education 2008-2018 identify faculty and staff salaries that meet and exceed the mean of peer institutions as the highest institutional priority. Compared to Fiscal Year 2008, the University experienced increases in salaries as a percent of peer group averages for instructors and assistant professors, and decreases in similar comparisons for associate professors and professors. Administrative/Professional staff salaries exceed peer group averages.
In reading the data in the table below, it is important to note that salary comparisons are influenced by many factors, including the number of employees in a given classification, the number of years in that classification, etc. With more assistant professors being promoted to associate, for example, the mean salary for assistant professors decreased as the University had a population with fewer years of experience than compared to peer institutions.
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