Kindergarten Charts - essay 3
Plea
This page consists
of the text of Appendix 1 of the Request
for Information submitted to the IDP Advisory Committee in August
of 2008.
Sources of the data charted in the diagrams:
NAAB data:
2006_Stat_Report.xls
if that link does not work, go to http://www.naab.org/documents/, click on Public Documents, then Accreditation, and download 2006_Stat_Report.xls.
Annual
Report Statistics worksheet 2005.xls
20071126_NAAB
Accredited Programs.pdf
available at www.NAAB.org
2006 data was supplemented with 2005 data for schools not reporting in
2006. Of the 118 accredited schools, data for 23 schools is absent or
insufficient for charting.
NCARB data:
http://ncarb.org/are/arepassrates_by_school.asp
http://ncarb.org/newsclips/may0507_arch_survey.html
available at www.NCARB.org
The data in these documents represent only one year, consequently atypical
values may be depicted.
Statistics for ARE passing rates and IDP enrollment have not been made
publicly available. NCARB annually publishes passing rates by test division.
If a meaningful chart of the path to licensure is to be prepared, additional
data must be procured, such as:
• IDP enrollment showing year and institution of degree
• ARE completion rates (successful passing of all divisions) showing year and institution of degree and jurisdiction of application.
Notes on the diagrams:
Note 1. AAG diagrams
AAG (application, acceptances, graduation) diagrams show the numbers of
applicants, acceptances, and graduates for each of the reporting institutions.
The proportion of accepted students who actually enroll at each school
is unclear from the data. Acceptance rates (applicants/acceptances) vary
from 6% to 96%, the average for all reporting programs is 44%. Graduating
class size varies from 4 to 234, the average for all reporting programs
is 90. The ratio of graduates to accepted students varies from 7% to 130%,
with an average for all reporting schools of 33%. The reporting institutions
reported 49,501 applications, 21,681 acceptances, and 7,203 graduates.
Page A of the diagrams presents the national average for the reporting
institutions by type of degree.
NAAB does not accredit 4 year programs, but maintains statistical data
for schools that offer them which are otherwise accredited.
Note 2. Enrollment diagrams
Enrollment diagrams show the number of total students reported as enrolled
for each of the reporting schools. Student bodies for schools which offer
multiple degree-types are combined. A circle is shown, its area proportioned
to the size of the student body, using the same unit of area per person
as was used for the faculty diagrams. Enrollment is charted by FTE (full-time
equivalent) student data contained in the NAAB data. Enrollment varies
from a low of 16 to a high of 940; the average for reporting schools is
366. The total enrollment of the reporting institutions is approximately
36,000. Annual tuition totals approximately $700,000,000 (approximately
$100,000 per graduate).
The enrollment figures in the NAAB data appear to contain anomalies that
are difficult to reconcile; enrollment figures are also missing from numerous
schools.
Note 3. Faculty diagrams
Faculty diagrams show the number of faculty members reported for each
institution. Faculty statistics are not broken down by degree-type. Full-
and part-time faculty are shown, as are licensed and non-licensed faculty.
Reported faculty size ranges from 7 to 385, with an average faculty of
43.
Nationally, accredited institutions report that 46% of the faculty is
licensed to practice architecture, and that 42% of faculty members are
categorized as practitioners. Practitioners have not been identified in
the charts.
Note 4. Matriculation Latency
Matriculation Latency is defined as the ratio of the total school enrollment in proportion to the number of graduates multiplied by the number of years required for the degree they have earned. This ratio is sensitive to unique conditions and can be considered accurate only if calculated over a number of years; these diagrams represent data from one year only and are not definitive.
Ratios for the reporting institutions for the year in question vary from
a low of 0.51 to a high of 7.34. In some cases this variance may be attributable
to erroneous enrollment figures. The average ratio for all reporting schools
is 1.30; this value was used as the calibration length of the bar in the
charts. Average matriculation latency ratios for the various degree types
are shown on page B.
Note 5. IDP and ARE
This project charts the path to licensure, mapping statistical data for
accredited schools of architecture, and intended to plot the duration
of IDP and ARE passing rates for their graduates.
NCARB publicizes the numbers of ARE test-divisions attempted and passed.
This data has been charted. The chart currently sheds no light on overall
ARE success rates or IDP duration, an understanding of which is essential
to assessing the efficacy of the system in place today.
The charts for ARE pass rates by division portray the number of attempted
test sections as width and the number of passed sections as height. A
square would indicate perfect passing scores.
Passing rates by school vary between 29% and 94%; average overall passing
rates for the nine ARE test divisions was 70.2%. NCARB reports that 40,069
test divisions were attempted; of these 28,125 were passed. Aggregate
national figures for each division are shown on page C. It can not be
determined from the data available how many unique applicants took any
division, nor can the time elapsed from graduation to the initiation or
successful completion of the ARE, or each exam division.
Note 6. Typologies
The AAG diagrams for the reporting institutions fall into four general categories, derived by inspection. These are shown in Figure 1.
Note 7. Geography
The Geographic distribution of licensed architects, architecture students,
and accredited schools of architecture is shown in Figure 2.
Note
8. Ordering
The diagrams that precede this Appendix are ordered alphabetically, by
name of institution. In the attached Figure 3. they are arranged by size
of graduating class, from smallest to largest.
Note 9. IDP
It would be valuable to chart the outcome of IDP experience in relation
to the size and type of firm as well as according to length of employment
and other factors.
Plea:
The effort required to obtain the data necessary to complete this map
is small in comparison to the investment in education and internship being
made daily, and even smaller in comparison to the value of securing a
clear picture of the status quo.
In order to complete this chart of the path to licensure, the information
described in Notes 5 and 9 must be obtained. Any other information deemed
relevant by the stakeholders should also be included in the final mapping.
Please, let's gather this information - for 5, 7, or preferably 10 years,
and arrange it in such a way that we can see and understand the terrain
we face.
Respectfully submitted,
September 2008