Stephen
Kershnar
At the Crossroads: The State University of
New York at Fredonia
Dunkirk-Fredonia Observer
February
19, 2017
The State University of New York at
Fredonia has declining enrollment and it faces a decision. It can emphasize student
quality or quantity and shape its identity in so doing.
Fredonia
has had at least 5,000 students per year and usually more than 5,300 students
from 2000-2013 (roughly, 5,100 in 2000 and 5,800 in 2010). After that the
student body has been getting smaller. It was down to roughly 4600 students in
2016 and will likely be noticeably below that in 2017.
The
percentage of freshmen in the bottom half of their high school class has also
increased over the years from 9% in 2000 and 12% in 2010 to 17% in 2015. On the
other hand, there has been an increase in the strongest freshmen (top 10% of
their high school class) from 15% in 2000 and 16% in 2010 to 19% in 2015. Thus,
the average freshman appears to be losing ground in the sense that she is less
likely to be in the top half of her class. Still, the school is attracting more
of the strongest freshman, at least as a percentage. The freshmen numbers can
mislead though because, at least until recently, they did not include
disadvantaged students (Educational Development Program and Full Opportunity
Program). If these students were included, the numbers would likely be worse.
Along
the way, the quality of Fredonia’s students relative to its competitors has declined.
Its SAT range (25% and 75% percentiles) has its students tied with SUNY-Purchase
for 8th. It ranks below competitor schools such as Brockport,
Cortland, Geneseo, New Paltz, Oneonta, and Oswego. It is also behind the
university centers (consider, for example, Albany, Binghamton, Buffalo, and
Stony Brook). It does, however, rank ahead of competitor schools such as Buffalo
State, Old Westbury, and Plattsburgh. The SAT is a moderately good predictor of
grades and its predictive power increases when combined with high school grade
point average.
Whether
Fredonia is diverse depends on the type of diversity in which one is
interested. On average, it is a school for students from New York’s upper
middle class. More specifically, the undergraduate population is mostly from
New York (96%), heavily white (75-80%), and majority female (57%).
Fredonia’s
student body tends to come from the upper middle class with a median family
income of $97,000 and with 4 out of 10 coming from the top 20% of family
incomes (2013 numbers from The New York
Times). Nearly, 1 out of 6 students comes from the top 10% of incomes, but
almost none (less than 1%) come from very rich families (top 1%). These families
do better than the average family in Western New York. In 2015, the median
household income of Western New York was $57,000.
Surprisingly
few of Fredonia’s students come from poor families. Only 5% come from a poor
family (income from the bottom 20%). So while 20-25% of its students are
racially or ethnically diverse, far fewer are from poor families.
In
different ways, Fredonia’s elite competitors, Geneseo and Buffalo, have similar
profiles. Geneseo is similar in being 60% female and 79% white. However, on
average, its students come from richer families (median family income:
$125,000). Buffalo’s undergraduate students on average come from families who
make about the same as do the families of Fredonia students (median income
$99,000), but it is majority male (56%) and much less white (50% white) than
Fredonia or Geneseo.
Faced
with declining enrollment and a slight drop in the ability of the average
student, Fredonia has to decide what to do. It could change its admissions
standards. If the standards are lowered, then the school will have more
students, which will allow it to offer more programs and hire more faculty and
staff. On the other hand, the cost to the school’s reputation might be
significant. This could be costly if this were to make it more difficult to
attract students, especially better students, or if it were to lower faculty
morale. Also, the caliber of education might worsen if the quality of students’
education is affected by their classmates’ ability. If the school were to raise
standards, this could have the opposite effect on enrollment, number of programs,
reputation, morale, and, perhaps, learning.
Before
deciding what to do with admissions, it is worth considering what justifies Fredonia’s
existence? Because it is a state school, Fredonia is in part funded by coercively
obtained tax dollars, sometimes taken from taxpayers who make less than
families who send their kids there. This makes it important that the school’s
justification be made clear.
If
what justifies Fredonia is that it provides equal opportunity, then the school
should be focusing on increasing the number of students from poor or otherwise
disadvantaged families. The idea here that students from upper middle class and
richer families will have plenty of educational opportunity without Fredonia
and its peers. Increasing the focus on disadvantaged students might be done,
for example, by shifting resources to the programs for disadvantaged students. It
also might be done by emphasizing programs that serve the disadvantaged. Consider,
for example, education, social work, and criminal justice. Another way this
might be done is by shifting merit-based scholarships to need-based ones.
Alternatively,
if the school is justified by its economic contribution to New Yorkers, then it
is less clear that resources should be spent on disadvantaged students. Both a
student’s SAT scores and her family’s socio-economic status affect her
graduation rate. As Jason DeParle reported in The New York Times, among those college students whose families
were in the bottom half of income distribution and who had below-average test
scores, fewer than one in ten graduated from college. If the state wants a good
return on its investment, those students should not be the focus of the state’s
efforts.
Fredonia’s
mission will get even murkier if, as Governor Cuomo proposes, the state makes college
tuition-free for most students. It is unclear whether spending even more taxpayer
dollars should move the school in an equal-opportunity direction or economic
direction.
Perhaps
the first step then in deciding what to do with Fredonia’s admissions standards
is to decide what justifies it.