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AdmissionPolicyImpactStudyOklahoma State RegentsforHigher EducationSeptember 13, 2002
OKLAHOMA STATE REGENTS FOR HIGHER EDUCATIONCarl R. RenfroChairman, Ponca CityMarlin “Ike” Glass, Jr.Vice Chairman, NewkirkLeonard Eaton, Jr.TulsaJimmy D. HarrelSecretary, LeedyCheryl P. HunterEdmondBill Burgess, Jr.LawtonJohn MasseyDurantJoseph CappyTulsaJoe L. MayerGuymonHans BrischChancellorThe Oklahoma State Regents for Higher Education in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11246 asamended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws do not discriminate on thebasis of race, color, national origin, sex, age, religion, handicap, or status as a veteran in any of its policies, practices, or procedures. This includes butis not limited to admissions, employment, financial aid, and educational services.This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as authorized by 70O.S. 1999, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the Publications Clearinghouse ofthe Oklahoma Department of Libraries.
Admission Policy Impact StudyCONTENTSExecutive SummaryPurpose i 1BackgroundFindings 1 .2Student Enrollments . 2First-Time Freshman EnrollmentsHigh School Graduates . .3 . .4Applications, Acceptances, and EnrollmentsDropout Rates . 4 . .4Graduation Rates . .5High School Preparation . . 5First-Time Freshman Admission by ACT and High School PerformanceEthnic Group and AgeTypes of AdmissionConclusionsPolicy . . .6 . .7 .8Tables and FiguresReferences 6 9 .30 .31
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Oklahoma State Regents for Higher EducationADMISSION POLICY IMPACT STUDYSeptember 13, 2002Executive SummaryPURPOSE AND BACKGROUNDThe State Regents’ “Policy Statement on Admission to, Retention in, and Transfer Among Colleges andUniversities of the State System” requires a periodic review of State System admission requirements.This review accomplishes two important tasks: 1) to ensure that implementation of the admissionstandards is consistent with the intent of the policy; and 2) to document the policy’s impact on studentachievement. Admission standards began increasing in 1990. This report covers the past ten years.The University of Oklahoma (OU) and Oklahoma State University (OSU) saw an increase in admissionstandards approved by the State Regents beginning in fall 1990 by requiring both a minimum high schoolgrade point average (GPA) and class rank. Further increases followed, with increases in the high schoolrank criterion and the ACT percentile from 50 percent to 40 percent in fall 1991 and again to 33.3 percentin fall 1992. In October 1998, the State Regents approved a request from OU to increase admissionstandards to an ACT composite score of 24 or a top 30 percent high school rank beginning in fall 2000. InMay 2002, OU requested and was granted by the State Regents an increase in admission standards thatrequires a 3.0 high school GPA and rank in the top 25 percent of the class for automatic admission.Students with a 3.0 GPA and high school class rank in the top 26 to 30 percent or a 3.0 GPA in the 15unit core curriculum and a 22 ACT score may be admitted on a space available basis.Between 1990 and 2000, admission standards were raised for regional universities, with high school rankand ACT score requirements increasing from the top 66.6 percent to 60 percent in fall 1991, to 55 percentin fall 1992, and finally to 50 percent in fall 1993. In fall 1991, requirements were added that combined aminimum high school GPA and class rank.In addition to the two regular avenues of admission, the State Regents’ Admission Policy has multiple“right-to-try” opportunities. These include alternative admission, adult admission, home study orunaccredited high schools, summer provisional admission (four-year institutions only), summer curriculardeficiency program (regional universities only), and transfer probation. The Admission Policy alsoprovides standards for the concurrent enrollment of high school students.In December 1999, the State Regents approved a third avenue for regular admission based on thestudent’s GPA in the 15-unit core curriculum. Data are not available on the progress of this performancecriterion at this time.i
FINDINGS As seen with national enrollment trends, total fall semester enrollment peaked in fall 1992 with163,988 students, representing a 3.0 percent increase from fall 1991. The enrollment numbers for the state’s comprehensive universities remained relatively stable withonly minor fluctuations between fall 1991 and fall 1995. Enrollment increased at two-year institutions by 3.5 percent between 1991 and 1992. The number of first-time freshmen was relatively high in 1992 at 26,743. First-time freshman enrollment decreased between 1992 and 1995, with the largest decrease of 7.1percent occurring between 1992 and 1993. First-time freshman enrollment began to increase in 1996 and in 2000 reached an all time high of29,086. In 1999, the number of Oklahoma high school graduates peaked at 38,512, followed closely by38,344 in 2000. Projections indicate that the number of high school graduates will generally decrease between 2004and 2012. By 2013, the number of high school graduates may fall to the 1995 level of 32,459. Consistent with national enrollment rates, minority first-time freshman enrollment has increased in allOklahoma public higher education institutions.CONCLUSIONSThe Admission Policy Impact Study examines the effects of increasing admission standards on studentswithin the State System. Findings of this review process are used by the State Regents to determinewhether the admission standards are appropriate and if the goal of enhancing student success is being met.As in previous versions, this study is limited to a few of the many factors that can affect studentadmission and retention; however, the following conclusions can be made: Data support continuation of current admission standards. National and state data support the finding of a direct relationship between core high school coursesand performance on the ACT. Because taking more challenging core courses improves ACT scores, the number of students withACT scores at or above the minimum should continue to climb. The State Department of Education’sincentive program for Advanced Placement high school courses should also continue to increase highschool performance.ii
Any student aspiring to engage in higher education has access via the State Regents’ three roads ofentry as represented by the three tiers: two-year colleges, regional universities, and comprehensiveinstitutions. Additionally, any student desiring to attend and/or graduate from comprehensive orregional universities have access via the special admission provisions.iii
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Oklahoma State Regents for Higher EducationAdmission Policy Impact StudySeptember 13, 2002PURPOSEThe State Regents’ “Policy Statement on Admission to, Retention in, and Transfer Among Colleges andUniversities of the State System” requires a periodic review of State System admission requirements.This review accomplishes two important tasks: 1) to ensure that implementation of the admissionstandards is consistent with the intent of the policy; and 2) to document the policy’s impact on studentachievement. Admission standards began increasing in 1990. This report covers the past ten years.The current report includes information obtained in fall 1991 through fall 2000. This report is designed toprovide a discussion of the background of the State Regents’ Admissions Policy and displays comparativestudent data including total enrollment; first-time freshman enrollment; high school to college going rates;ACT scores; high school performance data; race and age information; and type of admission. Thenarrative describes general trends and highlights from the tables displayed in this report. As in previousversions, this report is limited to a few of the many factors that can affect student admission and retention.BACKGROUNDAt the University of Oklahoma (OU) and Oklahoma State University (OSU), Table 1 shows an increasein admission standards approved by the State Regents beginning in fall 1990, requiring both a minimumhigh school grade point average (GPA) and class rank. Further increases followed, with increases in thehigh school rank criterion and the ACT percentile from 50 percent to 40 percent in fall 1991 and again to33.3 percent in fall 1992. In October 1998, the State Regents approved a request from OU to increaseadmission standards to an ACT composite score of 24 or a top 30 percent high school rank beginning infall 2000. In May 2002, OU requested and was granted an increase in admission standards that requires a3.0 high school GPA and rank in the top 25 percent of the class for automatic admissions. Students with a3.0 GPA and high school class rank in the top 26 to 30 percent or a 3.0 GPA in the 15-unit corecurriculum and a 22 ACT score may be admitted on a space available basis.Between 1990 and 2000, admission standards were raised for regional universities, with high school rankand ACT score requirements increasing from the top 66.6 percent to 60 percent in fall 1991, to 55 percentin fall 1992, and finally to 50 percent in fall 1993. In fall 1991, requirements were added that combined aminimum high school GPA and class rank.For the past several years the ACT score, high school rank, and GPA minimums have remained the samefor OSU and the regional universities. For OSU, minimum admission standards require that students be inthe top 33.3 percent of their graduating class and have a minimum GPA of 3.0. Standards for regionaluniversities have remained at a top 50 percent high school class rank and a 2.7 GPA or higher. Asmentioned above, in 1998 the State Regents granted OU’s request to increase entrance requirements.1
While the admission standard requiring an ACT percentile rank within the top 33 percent has not changedfor the comprehensive universities, higher reported ACT scores for Oklahoma high school graduatesresulted in an increase in the ACT minimum score from 21 to 22 in fall 1996.In fall 1988, Northeastern State University (NSU) requested higher admission standards than others in theregional tier. In fall 1991, students entering NSU were required to achieve an ACT score of 20 or higheror a 3.0 high school GPA in the top half of the class. In fall 1992, students were required to score a 20 orhigher ACT score or rank in the top 55 percent and achieve a high school GPA of 2.7 or higher. In fall1993, the class rank requirement increased to the top 50 percent.In addition to the two regular avenues of admission, the State Regents’ Admission Policy has multiple“right-to-try” or second chance opportunities. This includes alternative admission, adult admission, homestudy or unaccredited high schools, summer provisional admission (four year universities only), summercurricular deficiency program (regional universities only), and transfer probation. The Admission Policyalso provides standards for the concurrent enrollment of high school students.In December 1999, the State Regents approved a third avenue for regular admission based on thestudent’s GPA in the 15-unit core curriculum. Data are not yet available to measure the progress of thisperformance criterion.The data used in this study are the most current available and were gathered from a variety of sources thatinclude national and state information. A complete list of sources may be found at the end of this report.FINDINGSTotal Headcount at National Public Institutions (Figure 1 and Table 2)Trends from the most current national data available (fall 1998) for two- and four-year institutions arehighlighted below: The largest number of enrollments at two-year colleges occurred in 1992 and the fewest in 1998,representing an overall 2.5 percent decrease between 1991 and 1998. Four-year universities had the largest one-year increase in enrollment (1.2 percent) between 1997 and1998. The average number of students enrolling in either two- or four-year public institutions was11,190,223 (Table 2), with the highest number (11,384,567) reported in 1992.Student Headcount at Oklahoma State System Institutions (Table 3 and Figure 2) As seen with the national enrollment trends, the total fall semester enrollment reached its highestpoint in fall 1992 with 163,988 students, a 2.8 percent increase from fall 1991. State System enrollments showed a decline from 1992 until 1996, but have generally stabilized. Overall, State System enrollment decreased 3.8 percent between 1991 and 2000.2
Comprehensive Universities Enrollment remained relatively stable with only minor fluctuations between fall 1991 and fall 1995(Table 3). Significant enrollment increases occurred between fall 1996 and fall 2000. Overall, enrollmentincreased 7.5 percent between 1991 and 2000.Regional Universities Enrollment increased 3.1 percent between fall 1991 and fall 1992, followed by a period of decline inenrollments. Overall, enrollment decreased 7.5 percent between 1991 and 2000.Two-Year Colleges Enrollment increased 3.5 percent from 1991 to 1992, followed by a period of declining enrollmentsfrom 1993 through 1996. Overall, enrollment decreased 8.5 percent between 1991 and 2000.First-Time Freshmen at Oklahoma State System Institutions (Table 4 and Figure 3) The number of first-time freshmen increased until it reached 26,734 in 1992. The number of freshmen decreased between 1992 and 1995, with the largest decrease of 7.1 percentoccurring between 1992 and 1993. First-time freshmen began to increase in 1996 and reached a high of 29,086 in 2000.Comprehensive Universities Overall, first-time freshmen increased 39.6 percent between 1991 and 2000.Regional Universities First-time freshmen increased 4.1 percent between 1991 and 1992. First-time freshmen increased 22.0 percent between 1991 and 2000.Two-Year Colleges During the reporting period, first-time freshmen showed modest increases until 1992, when a periodof general decline began. Enrollments began to increase in 1997, and showed an increase of 2.3 percent between 1997 and1998. Overall, first-time freshmen at two-year colleges increased 5.2 percent over the ten-yearperiod.3
High School Graduates (Figure 4 and Table 5)These data display the number of students graduating from Oklahoma high schools and the number thatenrolled in the State System the following fall semester. In 1999, the number of Oklahoma high school graduates peaked at 38,512 followed closely by 38,344in 2000 (Figure 4). In fall 2000, 50.1 percent of previous year high school graduates enrolled in the State System,representing a 13.1 percent increase over the ten-year period. Projections indicate that the number of high school graduates will generally decrease between 2004and 2012. By 2013, the number of high school graduates may fall to the 1995 level of 32,459. First-time freshmen enrolling directly from high school fluctuated from 1991 through 2000, with anoverall 4.9 percent increase during the period at the comprehensive universities (Table 5). Regional universities experienced a 3.6 percent increase in students enrolling directly from highschool between 1991 and 2000. The largest increase in students enrolling directly from high school was 5.0 percent at two-yearcolleges between 1991 and 2000. Overall, State System first-time freshmen enrollment directly from high school increased 13.4 percentbetween 1991 and 2000.Applications, Acceptances, and Enrollments (Table 6 and Figure 5)The data in these tables represent the number of applications, acceptances, and enrollments of Oklahomaresidents at OU and OSU. Fall, 1999 and 2000 show the highest numbers of applications, acceptances, and enrollments for thestate’s two comprehensive universities. For the first time, OSU had a higher number of applications, acceptances, and enrollments in 1999and 2000 than OU.Dropout Rates (Figures 6 and 7)Dropouts in this study are “within the state” and defined as students who entered in the year indicated andare not enrolled at any college or university in Oklahoma the following year.Comprehensive Universities Dropout rates were highest at 15.7 percent for students who entered in 1992 and lowest at 9.9 percentfor students entering in 1997 (Figure 6).4
Dropout rates for most ethnic groups decreased between 1991 and 1999. Dropout rates for NativeAmericans showed a significant decrease from 15.4 percent in 1991 to 8.8 percent in 1999. Hispanicstudents had the highest dropout rate at 13.1 percent in 1999, an increase from 12.5 percent since1991. Of all ethnic groups, Asian Americans maintain the lowest dropout rates at 5.6 percent in 1991and 8 percent in 1999. (Figure 7)Regional Universities The dropout rates were highest in 1994 at 27.2 percent and lowest point at 20.2 percent in 1997(Figure 6). The Hispanic population had the highest dropout rate in 1999 at 31.1 percent, which increased from23.8 percent in 1991 (Figure 7). The African American population had a higher dropout rate of 27.1 percent in 1991. The ratedecreased to 22.4 percent in 1999.Two-Year Colleges The dropout rates were highest in 1994 at 37.7 percent and lowest at 32.4 percent in 1998 (Figure 6). African Americans and Asian Americans had slightly higher dropout rates in 1999 (39.1 percent and21.3 percent, respectively) than they did in 1991 (38.9 percent and 17.9 percent, respectively), whileNative Americans and Hispanics had slightly lower dropout rates in 1999 (39.1 percent and 34.7percent, respectively).Graduation Rates (Figure 8)Graduation rate is defined as the percent of first-time, full-time, degree-seeking freshmen who graduatedfrom a comprehensive or regional university within six years or from a two-year college within threeyears. This “within-the-state” graduation rate includes students who transferred to and graduated fromanother Oklahoma institution. Graduation rates at comprehensive universities increased each year from fall 1991 freshmen to fall1995 freshmen. Graduation rates at regional universities fluctuated slightly between 1991 and 1995, but increasedfrom 35.4 percent in 1991 to 38.2 percent in 1995. Two-year college graduation rates increased from 17.8 percent in 1991 to 20.3 percent in 1998.High School Preparation (Figure 9)These data display the history of required ACT scores for college admission at Oklahoma comprehensiveand regional universities.5
Comprehensive Universities In 1992, the required ACT score increased from 21 or top 50 percent class rank to 22 or top one-thirdclass rank. After increasing the ACT requirements, first-time freshmen with scores higher than 22increased between 1996 and 2000. The percentage of first-time freshmen who achieved ACT scores greater than 21 increased from 75.9percent in 1991 to 81.6 percent in 2000.Regional Universities ACT scores began to increase in 1991, when 55.8 percent of first-time entering freshmen had scoresover 19. By 2000, first-time entering students with ACT scores higher than 19 increased to 68.1percent. In fall 2000, the minimum ACT score was raised to 20, and class rank rose to 50 percent or higher.First-Time Freshman Admission by ACT and High School Performance (Table 7) Of the 10,773 first-time freshmen entering Oklahoma universities in the fall of 1993 for whominformation was available, 58.7 percent qualified for admission by all avenues. Only 17.5 percentqualified on the basis of rank and GPA alone and 11.7 percent qualified by ACT scores alone. By fall 2000, more qualified by all admission avenues (63.8 percent), 19.2 percent by rank and GPAonly, and 8.3 percent qualifying by ACT scores alone.Comprehensive Universities At the two Oklahoma comprehensive universities in 1993, 65.6 percent were qualified on the basis ofACT scores, rank and GPA, 14.1 percent on rank and GPA only, and 13.7 percent on ACT scoresalone. These numbers increased in fall 2000 to 67.2 percent for all three qualifiers, 18.4 percent for rank andGPA, and 8.9 percent for ACT scores alone.Regional Universities At Oklahoma’s regional universities in 1993, 53.6 percent were qualified on the basis of ACT scores,rank and GPA, 20.1 percent on rank and GPA only, and 10.2 percent on ACT scores alone. These numbers increased for most areas in the fall of 2000 to 59.7 percent for all three qualifiers, 20.3percent for rank and GPA, and 7.7 percent for ACT scores alone.Ethnic Group and Age (Figures 11-13)From 1991 to 2000, enrollment rates of minority first-time freshmen increased in all types of Oklahomapublic higher education institutions. At comprehensive universities, minority enrollment increased slightly between 1991 and 2000, with21.3 percent minority enrollment in 1991 and 21.9 percent in 2000 (Figure 11).6
Regional university minority enrollment increased from 28.1 percent in 1991 to 33.0 percent in 2000. Two-year colleges also saw a consistent increase in minority populations, from 20.1 percent in 1991to 27.1 percent in 2000. Native Americans make up the largest part of the minority population of first-time entering freshmenin the State System. In 2000, Native Americans accounted for 8.0 percent of the first-time enteringfreshmen at the comprehensive universities, 11.9 percent at regional universities, and 11.8 percent attwo-year colleges. (Figure 12) At regional universities, the African American population is the highest among minority groups withan average of 13.8 percent in fall 2000. Over 90.0 percent of the student population at comprehensive universities was under 21 years of agefrom 1991 to 2000. For that same period, over 82.5 percent of the student population at regionaluniversities was under 21 years of age. (Figure 13) The age distribution at two-year colleges has been more even, with slightly more than 55.0 percentunder 21 years of age.Types of Admission (Tables 8 Through 13)Beginning in fall 1991, first-time freshmen were classified by the following admission types: regularadmission-baccalaureate program, regular admission-associate in arts or sciences, regular admissionassociate in applied science/certificate, summer provisional, special non-degree seeking, alternative,adult, home study or unaccredited high school, opportunity, international, concurrent, and undergraduatetransfer.The Admission Policy allows comprehensive and regional universities to admit a specified percentage ornumber of first-time freshmen by alternative admission based on criteria other than performance andcurricular requirements. Two-year colleges have open admission and do not use the alternative admissioncategory. The alternative admission policy states that institutions must establish admission criteria thatidentify students who (1) have a reasonable chance for academic success; (2) have an unusual talent orability in art, drama, music, sports, and the like; or (3) are educationally or economically disadvantagedand show potential to succeed in a program or curriculum at the institution at which they desire to enroll.Alternative admission may not be granted in significant disproportion to scholarship athletes and is to beused to promote the State System goal of social justice.Beginning in fall 1991, the comprehensive universities were allowed to admit up to 7 percent of the totalnumber of first-time freshmen from the previous year through the alternative admission category. Theregional universities could admit 6 percent or 50 students, whichever was greater. In fall 1992, thepercentage increased to 8 percent at the comprehensive universities and the greater of 7 percent or 50students at the regional universities. The amount remained the same in fall 1993 at the comprehensiveuniversities and was raised to the greater of 8 percent or 50 students at the regional universities. In fall 2000, the comprehensive and regional universities admitted 58.6 and 74.8 percent,respectively, of the allowable enrollment under the alternative admission program (Table 12).7
The percentage of minorities at comprehensive and regional universities admitted under thealternative admission program is 26.4 percent, which compares to the 26.6 and 26.3 percent ofminority admission within each tier, respectively (Table 13).CONCLUSIONSThe Admission Policy Impact Study examines the effects of the increased admission standards on studentswithin the State System. Information generated through this review process is used by the State Regentsto determine whether the admission standards are appropriate and if the goal of enhancing student successis being met. As previously noted, this study has limitations, which preclude drawing definiteconclusions; however, the following conclusions can be made: Data support continuation of current admission standards. National and state data support the finding of a direct relationship between core high school coursesand performance on the ACT. Because taking more challenging core courses improves ACT scores, the number of students withACT scores at or above the minimum should continue to climb. The State Department of Education’sincentive program for Advanced Placement (AP) courses in the high schools should also continue toincrease high school performance. Any student aspiring to engage in higher education has access via the State Regents’ three roads ofentry as represented by the three tiers: comprehensive universities, regional universities, and two-yearcolleges. Additionally, any student desiring to attend and/or graduate from a particular comprehensiveor regional university has access via the special admission provisions. The State System could see a decrease in first-time freshmen directly from high school due to thedownturn in projected high school graduates between 2004 and 2012. Minority freshman enrollment and dropout rates are not negatively impacted by the increasedadmission standards, especially at the comprehensive universities.8
Table 1Admission Avenues to Oklahoma UniversitiesSemesterACTComprehensive UniversitiesFall 198950% orFall 199021 orFall 199121 orFall 199221 orFall 1993Fall 1994Fall 1995Fall 199622Fall 1997Fall 1998Fall 1999Fall 200024 *Fall 2001Fall 2002HighSchoolRankHighSchoolGPA50% or50% and40% and33% and3.03.03.03.033% and3.030% and3.025% or, 2630% ***Regional Universities (minus NSU)Fall 199019 or66.6% orFall 199118 or60% andFall 199219 orFall 199319 orFall 1994Fall 1995Fall 1996Fall 1997Fall 1998Fall 1999Fall 200020 orFall 2001Fall 2002Northeastern State UniversityFall 199120 orFall 199220 orFall 199320 orFall 1994Fall 1995Fall 1996Fall 1997Fall 1998Fall 1999Fall 2000Fall 2001Fall 2002Two-Year Colleges15-UnitCoreCurriculumSummer, Alternative, Adult, Home Study orUnaccredited High School.Summer, Alternative, Adult, Home Study orUnaccredited High School.The State Regents modified the SummerAdmission Program for comprehensiveinstitutions in 1993.3.0 GPA **Summer, Summer Provisional for CurricularDeficiencies, Alternative, Adult, Home Studyor Unaccredited High School.2.72.755 % and50% and2.72.750% and2.750% or55% and50 % and3.02.72.7“Right-to-Try”Categories2.7 GPASummer, Summer Provisional for CurricularDeficiencies, Alternative, Adult, Home Studyor Unaccredited High School.2.7 GPAOpen Admission* Increase requested and approved for OU; OSU remained the same as previous year.**A third avenue of admission was implemented in fall 2000 based on required GPA for 15-unit high school core curriculum.***May 2002, OU requested an increase in requirements. The request involved increasing class rank to 25 percent for automatic admission.Students with class rank between 26 and 30, or GPA of 3.0 in the 15-unit core, with a 22 ACT score are considered on a space available basis.9
Figure 1Total Headcount at Public Institutions in the U.S.Fall 1991 to Fall 199812 , 0 0 0 , 0 0 011, 0 0 0 , 0 0 010 , 0 0 0 , 0 0 0,0002 y e a r I nst i t ut i on19 9 119 9 219 9 319 9 419 9 519 9 619 9 719 9 85 , 4 0 4 , 8 155,484,5555,337,3285,308 ,4 675 ,2 77,8295,283 ,2 675 , 3 11, 6 3 05,272,3474 y e a r I nst i t ut i on5,904,7485 , 9 0 0 , 0 125 , 8 5 1, 7 6 05 , 8 2 5 , 2 135 , 8 14 , 5 4 55,806 ,9 045 ,8 34,5255,903,837Tot a l11, 3 0 9 , 5 6 311, 3 8 4 , 5 6 711, 18 9 , 0 8 811, 13 3 , 6 8 011, 0 9 2 , 3 7 411, 0 9 0 , 17 111, 14 6 , 15 511, 17 6 , 18 410Table 2Total Headcount at Public Institutions in the U.S.Fall 1991 to Fall 1998InstutitionFallEight-Year DiffOne-Year Difference19911992199319941995199619971998Average 5%-0.4%0.0%0.5%0.3%-1.2%TotalSource: U.S. Department of Education, National Center for Education Statistics (NCES). "Fall Enrollment in Colleges and Universities," and Integrated Postsecondary Education Data System (IPEDS), "Fall Enrollment" Survey 1997
Table 3Student Headcount at Public Institutions in OklahomaFall 1991 to Fall 2000InstitutionFall199119921993199419
1 Oklahoma State Regents for Higher Education Admission Policy Impact Study September 13, 2002 PURPOSE The State Regents' "Policy Statement on Admission to, Retention in, and Transfer Among Colleges and Universities of the State System" requires a periodic review of State System admission requirements. This review accomplishes two important tasks: 1) to ensure that implementation of the .
