The New Mexico Public Education Department has updated its student achievement data reporting website — NM Vistas — with a renovated layout and school performance data from the 2023-2024 academic year, with expectations for additional information to be released in January 2025.
NM Vistas is crucial to informing New Mexicans about school performance and progress at the school, district and state levels through yearly report cards. The site displays student reading, math and science proficiency rates taken from state assessments, as required by the federal Every Student Succeeds Act. Districts and schools receive scores between 0 and 100 based on performance, and schools also receive designations indicating the level of support the school requires to improve.
Other information on the site includes graduation rates, attendance and student achievement growth. Data also shows rates among specific student demographics, including race, gender, disability, economic indicators and more.
PED Deputy Secretary of Teaching, Learning and Innovation, Amanda DeBell told NM Education in an interview that this year’s recreation of the NM Vistas site came from a desire to go beyond the state’s requirements for school performance data.
“We knew that New Mexico VISTAs had a ton of potential to be a tool that our communities could use,” DeBell said.
One new data point added to NM Vistas this year is early literacy rates, which measures the percentage of students in grades K-2 who are reading proficiently at their grade level. Currently, federal law only requires proficiency rates for grades 3-8 to be published, and New Mexico also publishes 11th grade SAT scores. In the 2023-2024 school year, 34.6% of students grades K-2 were proficient in reading, the data says.
DeBell said several advisory groups encouraged the PED to report early literacy data through NM Vistas.
“We were missing some key data-telling opportunities by not publishing the early literacy [rates] on our website, so we made a real effort to get those early literacy teachers the kudos that they deserve by demonstrating the scores,” DeBell said.
The PED also added data on individual schools through badges indicating specific programs and resources the school offers. For example, Ace Leadership High School in Albuquerque has two badges: one for being a community school offering wraparound services to students and families, and another for qualifying for the career and technical education-focused Innovation Zone program.
“What we are really trying to do is provide a sort of one-stop shopping for families and community members to highlight all of the work that schools are doing,” DeBell said.
The updated NM Vistas website has removed a few things as well, most notably the entire 2021-2022 NM Vistas data set. DeBell said this was because the PED changed the way it measured student growth data, which resulted in the 2021-2022 school year’s data being incomparable to the most recent two years.
“You could not say that the schools in 2021-2022 were doing the same as 2022-2023 or 2023-2024, because the mechanism for calculating their scores was different,” DeBell said.
However, this does leave NM Vistas with less data overall, only allowing viewers to compare scores from the latest data set to last year’s.
In January 2025, several new indicators are expected to be uploaded to the site, including:
Student performance levels: Reports the percentage of students who are novices, nearing proficiency, proficient and advanced in reading, math and science at each school, rather than only separating between proficient and not proficient.
Results for The Nation’s Report Card (also known as NAEP): Compares student proficiencies between US states.
Educator qualifications: DeBell said this would include information on individual schools’ numbers of newer teachers, substitute teachers covering vacancies and more.
College enrollment rates: only to be statewide numbers indicating the percentage of New Mexico students attending college after graduating, but DeBell said she later hopes the PED can narrow down by each K-12 school.
Per-pupil spending: How much money each school, district and the state spends per-student on average.
School climate: Links the viewer to results of school climate surveys asking students, parents and teachers how they feel about their school experience.
Alternate assessment participation: Percentage of students who take a different assessment in place of the NM-MSSA or SAT.
“We want VISTAs to be super, super responsive, and we want families to be able to use this and get good information,” DeBell said. “We will continue to evolve this until it’s at its 100th iteration, if it takes that much.”
This year, the PED released statewide assessment results for the 2023-2024 school year to NM Vistas on Nov. 15. Results show 39% of New Mexico students are proficient in reading, 23% are proficient in math and 38% are proficient in science. Compared to last year’s scores, reading proficiency increased by 1%, math proficiency decreased by 1% and science proficiency increased by 4%.
Title: Supporting Minds, Supporting Learners: Addressing Student Mental Health to Advance Academic Success
Source: Center for Community College Student Engagement
The 2023 Community College Survey of Student Engagement (CCSSE) and Survey of Entering Student Engagement (SENSE) gathered essential data to guide community colleges in supporting student mental health and well-being. The surveys collected responses from 61,085 students at 149 community colleges in spring 2023 and 13,950 students at 61 community colleges in fall 2023, respectively.
Key findings include:
Mental health concerns are prevalent among CCSSE and SENSE respondents. In the two weeks before taking the survey, half of CCSSE students and 47 percent of SENSE students reported feeling down, depressed, or hopeless for at least several days. Additionally, 66 percent of students in both groups felt nervous, anxious, or on edge for at least several days.
Approximately 26 percent of CCSSE respondents and 23 percent of SENSE respondents likely have a depressive disorder. Over half (53 percent) of students who identify with a gender identity other than man or woman have a probable depressive disorder, compared with 28 percent of women and 25 percent of men. Traditional college-age students (31 percent) and those with a GPA of C or lower (39 percent) are more likely to have a depressive disorder, compared with 19 percent of nontraditional-age students and 23 percent of students with a GPA of B or higher.
Overall, 32 percent of CCSSE respondents and 29 percent of SENSE respondents likely have generalized anxiety disorder. Among CCSSE students, 62 percent of those identifying with another gender likely have an anxiety disorder, in contrast to 36 percent of female and 25 percent of male students. Students identifying with two or more races saw the highest levels of generalized anxiety disorder, at 36 percent. Among SENSE respondents, traditional-age students were more likely to have generalized anxiety disorder, at 30 percent, compared to 23 percent of nontraditional-age students.
Over half of CCSSE respondents (56 percent) reported that emotional or mental health challenges affected their academic performance in the previous four weeks. 30 percent noted these issues impacted their performance for three or more days. Nearly two-thirds of women (63 percent) and almost half of men (47 percent) reported performance declines due to mental health issues, while 85 percent of students identifying with another gender faced academic impacts. Lower GPA students were more likely to report that mental health issues affected their academic performance.
Students with likely generalized anxiety disorder are twice as likely, and those with a depressive disorder are almost twice as likely, to report academic performance declines due to emotional or mental difficulties compared to students likely without these disorders.
63 percent of students identifying with another gender reported that mental health challenges could lead them to withdraw from classes, compared to 39 percent of women and 29 percent of men. More than half of students with a GPA of C or lower (53 percent) stated they were at least somewhat likely to consider withdrawal due to mental health concerns, in contrast to 33 percent of students with a GPA of B or higher.
High percentages of students felt their college prioritizes mental health, yet about three in 10 CCSSE respondents and slightly more SENSE respondents said they wouldn’t know where to seek help if needed. Hispanic or Latino students were most likely among racial/ethnic groups to report not knowing where to turn for mental health support.
Over one-third of students with likely depressive or generalized anxiety disorders reported not knowing where to find professional mental health assistance if needed. Among CCSSE respondents who needed mental health support in the past year, 42 percent never sought help, with Hispanic or Latino students and men more likely than other groups to indicate they hadn’t pursued support. Approximately one-third of students with probable depressive or generalized anxiety disorders reported never seeking help.Many students cited limited resources as the main barrier to seeking mental health support. Students, especially traditional-age students and men, also frequently mentioned concerns about others’ perceptions and uncertainty about what kind of help they need.
Across all groups, students expressed a strong preference for in-person individual counseling or therapy over teletherapy and other support options.
Only 16 percent of CCSSE respondents considered it essential that their mental health provider understands their cultural background. However, students with another gender identity and Black or African American students were more likely to value culturally informed mental health support.
Last month on September 19, the Public Education Department presented to the Legislative Education Study Committee slide decks showing preliminary, high-level results of the state’s spring assessments, promising that detailed data would be forthcoming soon thereafter.
A month has passed and the PED has released nothing further. No district- or school-level data files or presentations. Not even a press release. The school year is one-quarter over and the public is being kept in the dark about the state of New Mexico’s schools?
Repeated outreach by New Mexico Education to the PED has been met with silence. The one PED data slide presented showed that statewide, there was incremental improvement in reading – from 38 percent proficient in 2023 to 39 percent proficient in 2024, a decline in math (from 24 percent proficient to 23 percent), and a three percentage-point increase in science (from 34 percent to 37 percent).
A companion presentation by LESC staff contained richer data, but also showed different proficiency rates than the PED deck – reading at 38 percent proficient and math down to 22 percent proficient.
The LESC deck also contained some graphs that merit a deeper dive, which is impossible unless and until PED releases the data files. For example, the achievement gaps between economically disadvantaged and non-economically disadvantaged students in English Language Arts closed significantly statewide.
This occurred both because economically disadvantaged students’ ELA scores increased by five percentage-points (and nine percentage-points since 2022), and because more affluent students saw their ELA scores decline by five percentage-points.
Ideally, gaps should close because those on the lower end are making big gains, not because those at the higher end are dropping.
Without detailed data, it is not possible for researchers to dive in to determine why and where these changes are occurring.
National education researcher Chad Aldeman recently wrote on his Substack blog that this practice of hiding or delaying data has become a nationwide trend among state education departments.
“Here we are in pumpkin spice / decorative gourd season, and half the states still have not released their results yet,” Alderman wrote. “To put it colloquially, this is too damn slow! Summer is the key here—it’s the time when parents and educators could actually do something about the results. By the time fall rolls around, kids are already back in school and they’ve moved on to the next grade. Teachers have already written their lesson plans for the year….
…“When it comes to releasing their results, too many states are putting parents last,” Aldeman wrote. “This game of telephone is also unnecessary in today’s modern world. Most state assessments are now administered on computers and can be scored instantaneously. Private testing companies like the ACT and SAT promise to deliver results in 2-4 weeks.”
According to Aldeman’s research, last year the PED didn’t release its data until mid-November, which ranked New Mexico 45th out of the 50th states.
The 2023 NCES completion data points to some interesting – and impactful – student trends that continue to paint a picture of a fundamentally changing set of priorities for the Modern Learner. Specifically, more students are moving towards degrees that have firm career outcomes, either in furthering their current career or starting a new endeavor.
Institutions need to pay attention to these trends in order to prepare themselves for a radically different higher education market in the next 5-7 years. This includes prioritizing programs that align with the market’s appetite, as well as re-investing in the value proposition of programs that are currently declining in popularity.
Other Highlights
Associate degree completions saw marked decline, which is notable considering the growth of Undergraduate Certificate completions. Students seem to be preferring certificates that can lead to employment opportunities.
STEM programs continue to either grow or remain stable, depending on the level of the degree. This was most notable at the Graduate level. As more jobs continue to require advanced degrees, this trend is set to only grow in importance.
Liberal Arts programs across all levels experienced significant YoY reductions in completions. Schools that are defined by their Liberal Arts programs will need to assess ways in which they continue to project relevance as the market shifts.
Undergraduate Health Profession programs also saw a decline, which goes against the commonly held belief that the labor market and these programs are continuing to grow. This is something that should definitely be monitored and evaluated, to ensure that institutions do not over-invest in a sector that may be slowing.
2023 NCES Completions Data and the Changing Priorities of the Modern Learner
The 2023 National Center for Education Statistics (NCES) completions data offers a rich and complex tapestry of insights into the trajectory that the Modern Learner is taking their education. As enrollment managers and marketers, it is our imperative to move beyond surface-level observations and delve into the intricate patterns and implications woven within these numbers. This data serves not merely as a historical record but as a powerful compass, guiding us towards a deeper understanding of the Modern Learner’s market demands, and the strategic decisions that will chart the course for institutions in the years to come.
This year’s data unveils a series of significant shifts in student choices, reflecting both the evolving needs of the labor market and the lingering reverberations of the COVID-19 pandemic. We observe a notable decline in associate degree completions, particularly in general studies and humanities, while undergraduate certificates continue their upward trajectory. At the bachelor’s level, STEM fields remain stable, while other areas, especially those associated with traditional liberal arts programs, face headwinds. Graduate programs, particularly in STEM disciplines, are experiencing a surge in completions, and both undergraduate and graduate certificates continue to gain popularity.
In this analysis, we will dive deep into the data, exploring the specific programs experiencing growth or decline, examining the multifaceted factors driving these trends, and discussing the profound implications for higher ed. We will delve into the remarkable growth in graduate programs and certificates, highlighting the increasing demand for advanced credentials in the labor market. We will also confront the undergraduate decline, exploring the potential impact of the COVID-19 pandemic and the looming 2025 enrollment cliff, with a particular focus on the challenges facing private non-profit liberal arts schools. By understanding these multifaceted trends and their interconnectedness, we can proactively adapt our strategies, ensuring that our institutions not only remain relevant and competitive but also thrive amidst a landscape in flux.
Associate Degree: Trade Focused
The 5% decline in associate degree completions is notable both in what programs dropped and which programs are continuing to see growth. The most significant drop emanates from Liberal Arts and Sciences, General Studies, and Humanities, programs that have historically served as a bridge to further education or a broad foundation for diverse career paths. 61% of the YoY decline were in this category. The decline in these areas, coupled with the simultaneous rise in undergraduate certificates, suggests a growing preference among students for more focused, career-oriented pathways that offer a faster and more tangible return on investment.
This shift in student preferences is not surprising in the context of a rapidly changing labor market that increasingly values specialized skills and knowledge. Students are seeking educational pathways that provide them with a clear and direct route to employment and career advancement. In this environment, the perceived value of broad-based, general education programs may be diminishing.
However, amidst this overall decline, we observe encouraging signs of growth in fields directly aligned with high-demand skills. Programs such as Construction Trades, Mechanic and Repair Technologies/Technicians, and Computer and Information Sciences and Support Services have all witnessed increases in completions. This trend underscores the enduring value of associate degrees that equip students with tangible, marketable skills, enabling them to seamlessly transition into the workforce and meet the demands of employers seeking skilled talent.
Bachelor’s Degree: Value Proposition Challenges
At the bachelor’s level, we encounter a mixed bag of stability and change. While STEM fields remain a stronghold, with only a negligible 0.07% dip, other areas, particularly those associated with traditional liberal arts programs, are facing challenges. The most pronounced decline occurs in Health Professions, a field traditionally associated with strong job prospects and stable growth. This decline, juxtaposed with the increase in master’s level completions in Health Professions, suggests a potential shift towards requiring advanced degrees for certain healthcare roles. This mirrors a broader trend of “graduate degree bloat” in the labor market, where employers increasingly demand advanced credentials for positions that previously required only a bachelor’s degree.
The COVID-19 pandemic has undoubtedly exacerbated the challenges facing undergraduate programs. The disruption to traditional learning models, coupled with economic uncertainty and concerns about the value of a college degree, has led many students to reconsider their educational plans. The looming 2025 enrollment cliff, which predicts a significant drop in the number of high school graduates, further compounds these challenges, creating a perfect storm for undergraduate enrollment.
Private non-profit liberal arts schools are particularly vulnerable in this environment. The growth areas in the undergraduate space are mainly concentrated in STEM programs, leaving liberal arts institutions grappling with declining enrollments and a need to reimagine their value proposition. Adapting to this changing landscape will require innovative approaches to curriculum design, student support, and career services. Tuition driven, liberal arts institutions must demonstrate the relevance and value of their programs in today’s world, not only highlighting the critical thinking, communication, and problem-solving skills that their graduates possess (which has always been their particular promise), but also their undergraduate’s career opportunities.
Graduate Studies: Career Growth and Specialization
Graduate programs, especially those in STEM disciplines, are experiencing a period of remarkable growth. The 51% and 25% surges in Computer and Information Science and Support Services and Engineering master’s completions, respectively, echo the trends at the bachelor’s level and underscore the premium placed on advanced technical expertise. The overall 30% rise in STEM master’s completions further solidifies this trend, reflecting the insatiable demand for skilled professionals in these fields.
This surge in graduate completions aligns with the broader trend of graduate degree bloat (others might more favorably describe it as “expansion”) in the labor market. As certain industries and professions increasingly require advanced degrees for career advancement, we can anticipate continued growth in graduate programs, particularly in fields that offer a clear pathway to high-demand, well-paying jobs. This presents a significant opportunity for institutions to expand their graduate offerings and cater to the growing population of working professionals seeking to upskill and advance their careers.
Graduate certificates are also experiencing growth, with a 2% increase in completions. The growth in fields like Computer and Information Technology, Psychology, and Engineering/Engineering-related Technologies/Technicians demonstrates the appeal of these focused credentials for professionals seeking to enhance their skill sets or transition into new careers. The flexibility and shorter duration of graduate certificates make them an attractive option for busy professionals who may not have the time or resources to pursue a full master’s degree – especially if the certificates are tied to a degree later.
The flourishing graduate landscape presents a wealth of opportunities for institutions. Expanding graduate program offerings, enhancing online and hybrid learning options, and strategically marketing to working professionals are all essential strategies for capitalizing on this growth. The increasing popularity of graduate certificates also underscores the need for institutions to develop a diverse portfolio of graduate programs that cater to the varied needs and preferences of learners.
Navigating the Data’s Implications for Engaging with the Modern Learner
The 2023 NCES completions data provides a roadmap for navigating the complexities of the higher education landscape. The trends we’ve observed highlight the growing preference for career-focused programs, specialized credentials, and flexible learning options. They also underscore the challenges facing undergraduate programs, particularly in the liberal arts, in the wake of the COVID-19 pandemic and the approaching enrollment cliff.
To thrive in this environment, institutions must be proactive, agile, and data-driven. The Modern Learner is looking for clear career outcomes – not just in program availability but in the flexibility that comes with balancing work with furthering education. They want to know exactly what they can expect from their investment of time and money to the program. Schools must also reimagine their programs, enhance student support services, and strategically market offerings to meet the evolving needs of learners and the demands of the labor market. They need to embrace innovation and explore new models of education that provide students with the skills and knowledge they need to succeed in the 21st century.
For associate degree programs, this may involve a greater emphasis on career-focused pathways, stackable credentials, and partnerships with employers. Bachelor’s degree programs, especially in the liberal arts, may need to re-articulate their value proposition, highlighting the transferable skills and lifelong learning benefits that their graduates acquire. Graduate programs should continue to expand and innovate, offering a mix of traditional degrees and flexible certificates to meet the diverse needs of working professionals.
Above all else, if this data is speaking to troubling realities on campus, the most important takeaway should be: trying the same strategies that are producing tepid results in regards to enrollment growth will not be the solution going forward. If you are seeing challenging enrollment numbers for any level of program, think about how your institution can more readily adapt to these changing trends, whether that be introducing multiple starts per term, reworking tuition costs, or making better strategic use of marketing and enrollment processes for priority programs.
Is Your Institution Ready for the Modern Learner?
We help schools all the time who have been trying to fit a square peg into a round hole, and often the solution is for an outside perspective to create a vision for the future. The time to act is right now, there is a quickly closing time frame for ensuring a flourishing future for your institution. In fact for many schools, it is already too late. The Modern Learner is moving at a swift pace, and if universities do not keep up, they will quickly be left behind.
New research from CUPA-HR on the state of the professional workforce in higher education shows that women and people of color are not only being paid less than White men in the same position, but also are less likely to hold higher-paying positions.
CUPA-HR’s research team analyzed data from the Professionals in Higher Education Survey, a comprehensive data source that collects salary and demographic data on more than 293,000 professionals in 409 positions from approximately 985 higher ed institutions, to evaluate representation and pay equity for women and professionals of color from 2016-17 to 2023-24.
The Findings
Women and people of color have lower representation among the highest-paying professional jobs. Women and people of color have lower representation among six-figure (i.e., paid more than $100,000) jobs in comparison to all other professional jobs. White men held 40% of six-figure jobs but held 28% of jobs paying less than $100,000.
Pay equity has improved slightly for women over the past eight years, but women of most races/ethnicities are still paid less than White men. Except for Asian women, women of all other examined races/ethnicities were paid less than White men in 2023-24.
Over the past eight years, the representation of people of color increased among higher ed professionals; the increase in the representation of women of color was more than double the increase in the representation of men of color. The representation of people of color increased from 22% of professionals in 2016-17 to 26% of professionals in 2023-24. During this time, women of color had more than two times the increase in their representation than did men of color (26% increase for women versus 10% increase for men).
Older women experience greater pay gaps than younger women. Women over age 42 had larger pay gaps relative to White men than did women age 42 or younger.
I’ve written a lot about yield rates over time, and I’ve also written about differences in admission patterns among male and female applicants here and here; I’ve decided to take a fresh look at both based on some continuing discussions I’ve heard recently.
You have, of course, heard about the crisis of male enrollment in American colleges, which, if you look at the data, is really a crisis of enrollment at Community Colleges. Far be it from me to insist on data, however.
Here is the same data for women, just to point out that there are differences. Whether we should celebrate increasing attainment among young women or decry the inability of young men to keep up is your choice.
Regardless, here is a detailed breakout of these patterns as they show up in admissions over time. There are four views here: A summary on tab one (using the tabs across the top); ratios of women to men at all stages of the process and estimated applications per student; gender-specific admission rates at the highly rejectives over time; and, for anyone who wants to download the data using the little icon at the bottom, a spreadsheet format. Note: IPEDS just started collecting application data on non-binary students, so it will be a while before any trend analysis is possible. For 2022, I only included students who self-identified as male or female.)
Rather than explain the interactivity, I’ve put two buttons on the first view: Hover over the Orange Plus Sign to read some caveats about the data; and hover over the lightbulb for information about how to interact.
This is a reboot of a visualization I did in 2018, which I found fascinating, but which didn’t get much traffic at the time, and thus, I’ve not refreshed it. But I still find it compelling and instructive.
Each year, the Association of American Medical Colleges publishes a lot of data about admission to medical colleges in the US. But frankly, it’s a mess, and takes a lot of effort to clean up and visualize: Each link is a separate spreadsheet, and each spreadsheet has spacer rows and merged cells and lots of stuff that needs to be scrubbed (carefully) before analyzing and visualizing. So, if you use this work in a professional capacity, I’d appreciate your support for my time, software and hosting costs at this link. As a reminder, I don’t accept contributions from high school counselors, students, or parents who are using the site. (And if you know anyone at AAMC, tell them raw data would be much appreciated).
There are seven views here, some of which combine several data sets. Use the tabs across the top to access the views.
The first three tabs show similar data, broken out three ways: By undergraduate major, by ethnicity, and by gender for applicants and matriculants. Don’t be afraid to use the filters to get what you want; you won’t break anything, and there is a reset button at the bottom.
The top chart on these three views shows Total MCAT scores for applicants (blue) and matriculants (purple). The middle chart shows your choice of GPA, using the filter at the top: Science, Non-Science, and Overall. And the bottom chart shows sub-scores on the MCAT, again, based on the filter you choose. Hover over a bar for details.
Total MCAT scores range from 472 to 578 with 500 being the mid-score, and each of the four sections–Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills–is scored from a low of 118 to a high of 132, with a midpoint of 125. Read about them here, whence I shamelessly stole this information.
The fourth tab shows which undergraduate institutions sent applications to US Medical Schools in what quantity, based on student ethnicity. Note that the data are not complete, but rather a compilation of five different reports, for colleges sending applications from at least 100 White students, 50 Asian students, 15 African-American students, 10 Hispanic students, or five Native American/Alaska Native students. A college can be on one list but not another: For instance, the University of Oklahoma is #1 for Native students, but not on the list of institutions sending at least 50 Asian students.
When you hover over the bars, you can see that institution in larger context, like this:
The fifth tab gets into the nitty-gritty, and show the distribution of applicants and admits by GPA and MCAT ranges (top two charts), as well as the admission rate (bottom), showing the success of being admitted to at least one medical college.
The sixth and seventh tabs are simple summaries by first-generation status, and gender over time.
There is an awful lot of data here, and again, if you have any sway with the AAMC, tell them I’d sign my life away to get raw data in one big file. As always, let me know what you see here.
New research from CUPA-HR on the state of the faculty workforce in higher education shows that despite some growth in representation among tenure-track women and faculty of color in new hires, advancement to higher faculty ranks remains a barrier. What’s more, these promotion gaps are found in every faculty discipline.
CUPA-HR’s research team analyzed data from the Faculty in Higher Education Survey, a comprehensive data source that collects salary and demographic data by tenure status, rank, and faculty discipline, to evaluate representation and pay equity for women and faculty of color from 2016-17 to 2022-23.
In addition to the finding that women and faculty of color are not being promoted to senior faculty ranks at the same rate as White men, the data also show that women, Black, and Hispanic or Latina/o faculty are better represented in non-tenure-track than in tenure-track positions, and that pay gaps in non-tenure-track positions persist for these groups. Combined with the fact that these groups are less likely to be promoted to higher ranks in tenure-track positions, the result is that a substantial segment of faculty, primarily women and people of color, are employed in positions that pay lower salaries throughout their careers.
Other Findings
Tenure-track faculty positions are on the decline. There has been a decline in tenure-track positions and a corresponding increase in non-tenure-track positions over the past seven years. In 2016-17, tenure-track roles accounted for 73% of faculty, but by 2022-23, this proportion fell to 66%, with a marked increase in non-tenure-track positions over the last two years. Additionally, the percentage of new tenure-track assistant professor hires dropped in recent years, indicating a trend toward more new non-tenure-track hires.
The representation of women and people of color in tenure-track faculty positions is increasing, yet challenges remain. There was a notable increase in the representation of tenure-track (TT) women and faculty of color from 2016-17 to 2022-23. In 2022-23, more than one-fourth (26%) of TT faculty were people of color. This marks a 28% increase over the span of seven years, compared to 2016-17, when faculty of color constituted closer to one-fifth (21%) of all TT faculty. However, the growth in racial/ethnic representation still lags when compared to the demographic composition of U.S. doctoral degree holders. Further, despite strides toward pay equity for tenure-track faculty of color, White women in tenure-track positions still face persistent pay gaps in 2022-23.
Since 1996, the National Committee on Pay Equity has acknowledged Equal Pay Day to bring awareness to the gap between men’s and women’s wages. This year, Equal Pay Day is March 12 — symbolizing how far into the year women must work to be paid what men were paid in the previous year.
To help higher ed leaders understand, communicate and address gender pay equity in higher education, CUPA-HR has analyzed its annual workforce data to establish Higher Education Equal Pay Days for 2024. Tailored to the higher ed workforce, these dates observe the gender pay gap by marking how long into 2024 women in higher ed must work to make what White men earned the previous year.
Higher Education Equal Pay Day fell on March 5, 2024, for women overall, which means that women employees in higher education worked for more than two months into this year to gain parity with their White male colleagues. Women in the higher ed workforce make on average just 82 cents for every dollar a White male employed in higher ed makes.
Highlighting some positive momentum during this Women’s History Month, some groups of women are closer to gaining pay equity. Asian American women in higher ed worked two weeks into this year to achieve parity on January 14 — not ideal, but by no means insignificant. In fact, during the academic year 2022-23, Asian American women administrators in particular saw better pay equity than most other groups, according to CUPA-HR’s analysis.
But the gender pay gap remains for most women, and particularly for women of color. Here’s the breakdown of the gender pay gap in the higher ed workforce, and the Higher Education Equal Pay Day for each group.* These dates remind us of the work we have ahead.
March 5 — Women in Higher Education Equal Pay Day. On average, women employees in higher education are paid 82 cents on the dollar.
January 14 — Asian Women in Higher Education Equal Pay Day. Asian women in higher ed are paid 96 cents on the dollar.
March 1 — White Women in Higher Education Equal Pay Day. White women in higher ed are paid 83 cents on the dollar.
March 12 — Native Hawaiian/Pacific Islander Women in Higher Education Equal Pay Day. Native of Hawaii or Pacific Islander women in higher ed are paid 80 cents on the dollar.
March 28 — Black Women in Higher Education Equal Pay Day. Black women in higher ed are paid 76 cents on the dollar.
April 12 — Hispanic/Latina Women in Higher Education Equal Pay Day. Hispanic/Latina women in higher ed are paid 72 cents on the dollar.
April 22 — Native American/Alaska Native Women in Higher Education Equal Pay Day. Native American/Alaska Native women are paid just 69 cents on the dollar.
CUPA-HR research shows that pay disparities exist across employment sectors in higher ed — administrators, faculty, professionals and staff — even as the representation of women and people of color has steadily increased. But with voluntary turnover rising, not addressing pay disparities could be costly.
CUPA-HR Resources for Higher Education Equal Pay Days
As we observe Women’s History Month and Higher Education Equal Pay Days for women, we’re reminded that the fight for equal pay is far from over. But data-driven analysis with the assistance of CUPA-HR research can empower your fight for a more equitable future.
See our interactive graphics that track gender and racial composition, as well as pay, of administrative, faculty, professional, and staff roles, collected from CUPA-HR’s signature surveys:
During calendar year 2023, union organizing continued to rise at institutions of higher education. Data from the National Labor Relations Board on union organizing show that 31.2% of all private-sector workers who successfully unionized in 2023 were employed by institutions of higher education. Public institutions also saw considerable union activity, though this is not reflected in NLRB data.*
To provide an update regarding collective bargaining at private colleges and universities across the country, CUPA-HR’s government relations team has compiled the following NLRB data** from 2023 and early 2024 to summarize organizing activity.
Organizing Efforts at Private Institutions in 2023
There were 132,303 workers in bargaining units that held elections in 2023. Of this total, 32,477 workers were from institutions of higher education.
There were 92,574 workers in total who joined certified bargaining units in the U.S. in 2023. Of this total, 28,859 workers were from institutions of higher education.
Private Institution Union Drive Data in 2023
There were 55 union elections held at private institutions of higher education last year.
Of the 55 held, 48 union elections resulted in worker unionization. Again, this totaled 28,859 workers from private institutions of higher education.***
20 elections included non-faculty, non-student workers with various positions.
14 elections included graduate students with various positions (including two RA elections).
13 elections included undergraduate students with various positions (including five RA elections).
Two elections included faculty.
Two elections included non-tenured faculty specifically.
Two elections included adjunct faculty.
Two elections included postdoctoral workers.
Three elections did not result in unionization. Four elections have been held at institutions, but they have not yet been closed. It is unclear why they are pending.
Private Institution Election Data since January 1, 2024
So far this year, there have been eight union elections at institutions of higher education. Seven of the elections resulted in worker unionization, and one is still open for unknown reasons.
In the seven decided elections, 2,477 workers are included in the bargaining units.
In the one open case, 290 workers could be unionized.
Since January 1, 2024, there are seven pending petitions for unionization at institutions of higher education. In the seven pending petitions, 3,674 workers could be unionized depending on the result of the elections.
CUPA-HR will continue to monitor this NLRB data and keep members apprised of future higher education union organizing trends.
*The NLRB is a federal agency and only has jurisdiction over private employers, which includes private higher education institutions. Public institutions handle collective bargaining activity with their state and local labor relations agencies. CUPA-HR regularly tracks activity from the NLRB and is providing an overview of union activity at private institutions, but members at public institutions are encouraged to share union activity with the CUPA-HR government relations team as it occurs.
**To compile the data, CUPA-HR searched for “Election Results” and “R Case Reports” that included the search terms “university,” “college,” and “school” during the calendar year 2023 and from January 1, 2024 to March 4, 2024.
***The grouped data below do not add up to 48 total elections because some units included multiple groups (i.e. undergraduate and graduate students, tenured and non-tenured faculty, etc.).
