UNT Admitted Student Questionnaire Insights 2014

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Leveraging Insights from the 2014
UNT Admitted Student
Questionnaire (ASQ)
Jason Simon, Ph.D. - Associate Vice Provost, Institutional Research and
Effectiveness
Ah Ra Cho – Doctoral Graduate Assistant, Office of Institutional
Research and Effectiveness

Structure of This Document
• Why is the ASQ important to UNT?
• ASQ Methodology and Considerations
• ASQ Cautions and Limitations
• Selected Data to Review
• High Achieving Students
• Competitor Analysis Review
• Next Steps

Why is the ASQ Important to UNT?
• Snapshot of perceptions of enrollees and non-enrollees
• Provides competitive analysis information on select
peer institutions
• Highlights segment differences amongst high-achieving
students and general admits
• Allows for data-based decisions in enrollment
management
• Highlights differences between students who chose
UNT and those chose a different institution to attend

ASQ Methodology & Consideration
• Surveyed same time as last year
• Incentives & recruitment letters same as last year
• Lower response rate (due to institutional decision to cut off
responses due to budget). Impacted 95% C.I. and
weighting multiplier slightly.
2012 2013 2014
Total Responses 990 1653 1400
Response Rate 10% 17% 15%
95% Confidence Int. +/- 3.0 pts. +/- 2.2 pts. +/- 2.4 pts.
Non-Enrollee
Responses
12 180 125
Weighting Multiplier 428.75 39.07 50.20

Selected Demographics* All Admits Enrollees Non-Enrollees
Total Population 9637 3362 6275
Gender – Female 57% 61% 55%
Hispanic, Latino 30% 26% 32%
Black, African American 13% 13% 12%
Asian 4% 9% 1%
White (and Middle Eastern) 47% 46% 47%
Median Parents Income $56,944 $63,256 $54,615
Public High School 89% 92% 88%
Residence – Texas 93% 95% 92%
SAT Reading Mean 551 537 559
SAT Math Mean 557 545 563
SAT Writing Mean 529 519 535
ACT Composite Mean 24.0 23.2 24.3
*Self Reported Data

Enrollees Only 2012 2013 2014
Total Population 4068 2874 3362
Gender – Female 61% 63% 61%
Hispanic, Latino 29% 28% 26%
Black, African American 14% 13% 13%
Asian 3% 6% 9%
White (and Middle Eastern) 47% 49% 46%
Median Parents Income $56,931 $61,579 $63,256
Public High School 95% 93% 92%
Residence – Texas 96% 94% 95%
SAT Reading Mean 538 544 537
SAT Math Mean 549 550 545
SAT Writing Mean 522 529 519
ACT Composite Mean 23.9 23.8 23.2
How have
respondent
demographics
shifted over the
past three
administration
cycles for the
enrolled
students?

ASQ Cautions/Limitations
• Data is self-reported
– Family Income, GPA, Test-Scores, Financial Aid Offers,
etc.
• Even with weighting, enrolling and non-enrolling
students differ by 25 percentage points or more.
This increases likelihood that reported yields
negatively impact approximate true figures.
• We cannot be certain of the exact institutions the
student is comparing us against when
responding to certain items*

Reviewing Selected Data

EXHIBIT B-2:
RATINGS OF UNT
For which
characteristics
was UNT most
often rated "very
good" or
"excellent"?
Percent

B-2 Rating Scorecard: Changes from 2013 to 2014
Rating Scale (+/- shows type of change between 2013-2014)
0= Can’t Rate
1= Poor/Fair
2= Good
3= Very Good
4= Excellent
+ - + + + + ↔ - - + - - + - + +
3.36
3.33
3.30
3.26 3.26
3.16
3.14 3.13
3.09
3.04
3.01 3.01 2.99
2.95
2.88
2.82
3.37
3.26
3.33 3.32
3.27
3.19
3.14
3.10
3.05
3.11
2.90 2.92
3.06
2.84
3.05
2.93
3.50
3.40
3.30
3.20
3.10
3.00
2.90
2.80
2.70
2.60
2.50
2013 2014

Impact of Importance
EXHIBIT B-4: IMPORTANCE AND RATING OF COLLEGE CHARACTERISTICS
On which of the characteristics considered very important by all admitted students
was our college rated relatively high? On which were we relatively low?

Enrollee vs. Non-Enrollee
Perceptions of UNT
Statistically Different Images
• Friendly (83% vs. 60%)
• Fun (78% vs. 57%)
• Comfortable (75% vs. 55%)
• Diverse (71% vs. 53%)
• Supportive (56% vs. 31%)
• Career-Oriented (52% vs. 37%)
• Personal (34% vs. 17%)
• Intellectual (53% vs. 31%)
• Research-Oriented (17% vs. 9%)
(p < .05)

Non-Enrollee vs. Enrollee
Perceptions of UNT
Statistically Different
Images
• Average (34% vs. 18%)
• Back-up School (39% vs. 11%)
• Not well-known (17% vs. 10%)
• Partying (26% vs. 16%)
• Isolated (13% vs. 4%)
• Expensive (17% vs. 7%)
(p < .05)

Statistically Significant
Enrollee vs. Non-Enrollee Perceptions
(p < .05)
Images 2013 2014 Enrollees
Non-
Enrollees
Friendly (83% vs. 63%) (83% vs. 60%) ↔ ↓
Fun (78% vs. 55%) (78% vs. 57%) ↔ ↑
Comfortable (76% vs. 54%) (75% vs. 55%) ↓ ↑
Diverse (70% vs. 54%) (71% vs. 53%) ↑ ↓
Supportive (56% vs. 31%) (56% vs. 31%) ↔ ↔
Career-Oriented (48% vs. 31%) (52% vs. 37%) ↑ ↑
Personal (37% vs. 23%) (34% vs. 17%) ↓ ↓
Intellectual (51% vs. 24%) (53% vs. 31%) ↑ ↑
Challenging (27% vs. 16%)
Prestigious (22% vs. 9%)
Research-Oriented (17% vs. 9%)

Non-Enrollee vs. Enrollee
Perceptions of UNT
(p < .05)
Images 2013 2014
Non-
Enrollees
Enrollees
Average 43% vs. 18% 34% vs. 18% ↓ ↔
Back-up School 41% vs. 9% 39% vs. 11% ↓ ↑
Not well-known 22% vs. 9% 17% vs. 10% ↓ ↑
Partying 21% vs. 13% 26% vs. 16% ↑ ↑
Isolated 15% vs. 4% 13% vs. 4% ↓ ↔
Expensive 14% vs. 8% 17% vs. 7% ↑ ↓

EXHIBIT C-3: INFORMATION RATINGS BY ENROLLING & NON-ENROLLING STUDENTS
How did admitted, enrolling and non-enrolling students rate the information we
provided?
0 1 2 3 4
2.9
2.8
2.7
3.2
2.6
2.5
3.2
2.9
3.4
3
2.7
2.4
Post-Admission
Communication
Contact w/ Admissions Office
Campus Tour
Financial Aid
Communications
All Admits
Enrollees
Non-Enrollees
Students marking "Not used" are not included. Scale: 4=Excellent, 3=Very Good, 2=Good, 1=Poor/Fair. All
four categories were statistically different at (p < .0000). The four sources listed in the table below are the
ones used by at least 25% of the respondents for which average ratings given by enrolling and non-enrolling
students differ by the greatest amounts.

C-3 Rating of Information: Changes from 2013 to 2014
(+/- shows type of change between 2013-2014)
+ + - - + ↔ + + + - - + - +
2.99
3.10 3.04
2.80
2.74
2.91
3.12
2.84
2.55 2.57
2.49
2.72
3.17
2.76 2.81
2.84
2.49
2.86
3.16
2.84
2.62 2.67 2.62 2.64
3.13
2.81
2.74
2.94
3.50
3.00
2.50
2.00
1.50
1.00
.50
.00
2013 2014
Rating Scale
0= Not Used
1= Poor/Fair
2= Good
3= Very Good
4= Excellent

EXHIBIT D-6: AMOUNT AND TYPE OF FINANCIAL AID AWARDED
Among students who reported receiving financial aid, what was the average
amount of financial aid awarded by the college the student is planning to attend?
0 5,000 10,000 15,000 20,000
4,123
9,408
9,901
6,584
15,858
2,421
9,003
10,252
15,554
Work Amount
Loans Awarded
Need-Based Grant Awarded
Merit Grant Awarded
Total Awarded
Average Aid
Awarded By
UNT
Average Aid
Awarded by
College
Attending
24,577

EXHIBIT D-7: AID PERCENTAGE BY TYPE
What percentage of financial aid was awarded as work, student loan, need-based
grant, or merit-based grant?
Aid Awarded By Our College
(Enrolling)
7%
35%
22%
36%
Work Study
Student Loans
Need-based scholarship/grant
Merit-based scholarship grant
Aid Awarded By Our College
(Non-enrolling)
3%
21%
51% 26%
Work Study
Student Loans
Need-based scholarship/grant
Merit-based scholarship grant

Overview of Perceptions of UNT
(Includes All Standard Images)
n=5294

Overview of Perceptions of UNT
(Student Write-In Images)
n=53 comments

High Achieving Students
For the purposes of the ASQ Plus a high-achieving student is
one whose combined SAT Critical Reading and SAT-Mathematics
score (or comparable ACT Composite score) is in
the top 25% of survey respondents who reported admission
test scores. Respondents in this group had SAT-CR + SAT-M
scores of 1230 or higher, or if SAT scores were not reported,
an ACT Composite score of 28 or higher.
• Number of high-achieving students admitted: 1313
• Number of high-achieving students enrolling: 309
• Number of high-achieving students not enrolling: 1004
• Yield for high-achieving students: 24%

EXHIBIT F-2: IMPORTANCE AND RATING OF COLLEGE CHARACTERISTICS
On which of the characteristics considered very important by high-achieving students
was our college rated relatively high? On which were we relatively low? This figure
summarizes the overall importance and rating given to each characteristic by high-achieving students
(students whose self-reported admissions test scores were in the top 25% for all admitted students).
In this display "Characteristics considered very important" were those rated "Very Important" by at least
50% of the high-achieving respondents. Characteristics for which our college was "rated high" were those
for which the mean rating of our college was higher than the mean rating for all other colleges.

High- Achieving Enrollee vs.
High-Achieving Non-Enrollee Perceptions of UNT
Statistically
Different Images
• Supportive (47% vs. 20%)
At least
(p < .05)

High-Achieving Non-Enrollee vs. High-Achieving Enrollee
Perceptions of UNT
Statistically
Different Images
• Back-up School (50% vs. 18%)
•Average (50% vs. 16%)
•Partying (40% vs. 14%)
• Expensive (15% vs. 1%)
(p < .01)

High- Achieving Enrollee vs.
High-Achieving Non-Enrollee Perceptions of UNT
At least
(p < .05)
Change
Images 2013 2014 Enrollees
Non-
Enrollees
Diverse 65% vs. 42%
Supportive 57% vs. 29% 47% vs. 20% ↓ ↓
Career Oriented 40% vs. 13%
Intellectual 53% vs. 8%

High-Achieving Non-Enrollee vs. High-Achieving Enrollee
Perceptions of UNT
(p < .01)
Images 2013 2014
Change
Non-
Enrollees
Enrollees
Back-up School 46% vs. 14% 50% vs. 18% ↑ ↑
Isolated 21% vs. 4%
Average 50% vs. 16%
Partying 40% vs. 14%
Expensive 15% vs. 1%

EXHIBIT F-5: AMOUNT AND TYPE OF FINANCIAL AID AWARDED
Among High-Achieving students who reported receiving financial aid, what was the
average amount of financial aid awarded by the college the student is planning to
attend?
0 10,000 20,000 30,000
3,493
10,833
10,777
6,611
16,076
2,533
6,471
8,723
17,931
23,529
Work Amount
Loans Awarded
Need-Based Grant Awarded
Merit Grant Awarded
Total Awarded
Average Aid
Awarded By
UNT
Average Aid
Awarded by
College
Attending

Competitor Analysis Overview
• Visual demonstration of where we perform
against 5 pre-defined peers that UNT
selected.
• Peers included:
– University of Texas at Arlington
– Texas State University: San Marcos
– University of Texas at San Antonio
– University of Houston
– Texas Tech University

EXHIBIT G-2: COMPARING OUR COLLEGE AND SELECTED OTHERS ON
ACADEMIC AND SOCIAL FACTORS
For our college and the comparison set, what is the relationship between academic and social factors derived
from the college characteristics? Is the relationship between the factors the same for our college as for the
others being compared? Note: Gained ground on Texas Tech, others in pack caught up or passing (see next slide).
2014

ACADEMIC AND SOCIAL FACTORS
For our college and the comparison set, what is the relationship between academic and social factors derived
others being compared?
2013 Historic

ACADEMIC AND SETTING FACTORS
For our college and the comparison set, what is the relationship between academic and setting factors derived
others being compared? Note: Gained ground on Texas Tech, UH, and UTA but still trailing UTSA and TSU (see next slide).
2014

EXHIBIT G-3: COMPARING OUR COLLEGE AND SELECTED OTHERS ON ACADEMIC
AND SETTING FACTORS
For our college and the comparison set, what is the relationship between academic and setting factors
derived from the college characteristics? Is the relationship between the factors the same for our college as
for the others being compared?
2013 Historic

EXHIBIT G-4: COMPARING OUR COLLEGE AND SELECTED OTHERS ON SOCIAL AND
SETTING FACTORS
For our college and the comparison set, what is the relationship between social and setting factors derived
others being compared? Note: Gained ground on Texas Tech, UH, and UTA but still trailing UTSA and TSU (see next slide).
2014

EXHIBIT G-4: COMPARING OUR COLLEGE AND SELECTED OTHERS ON SOCIAL AND
SETTING FACTORS
For our college and the comparison set, what is the relationship between social and setting factors derived
others being compared?
2013 Historic

Thank You
• Office of VPSA for funding the ASQ
• Dr. Amanda Moske for interfacing with The College
Board
• Ah Ra Cho for data analysis
• For more information on the ASQ instrument please
contact the Office of Institutional Research and
Effectiveness at 940.565.2085

UNT Admitted Student Questionnaire Insights 2014

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