INTRODUCTION

This publication is the third in an on-going annual series. The first edition was distributed in September 1998 and reported primarily on the 1997/98 academic year. This edition reports on goals and objectives set in the 1999/00 academic year and many tables include initial 2000/01 student data. Its purpose is to provide the reader with quantitative data to use in assessing Carleton University's progress in achieving its publicly-stated strategic goals and objectives. Where possible, the format and definition of the data have been retained from last year in order to provide year-to-year comparability - as well, most tables provide for multi-year comparisons. Some sections have been added and others have been extended to provide information on the 1999/00 strategic goals document.

Starting in 1998, the provincial government required all universities to provide the public with annual data on three areas of performance namely: graduation rates, placement rates for graduates and default rates for students participating in the Ontario Student Assistance Program (OSAP). Carleton University participated in this exercise and posted the results on its web site (www.carleton.ca). The latest available data is included in this publication.

There continues to be improvement in many of the indicators. This year, for the first time, Carleton surpassed the threshold of 80% for the high school entrance average. At the same time, the

retention of first year students into second and third years continues to improve. These improving indicators are a demonstration of the continuing commitment to implement the strategic goals and "promote our identity as a modern, vibrant, and dynamic research-intensive and learning institution." Some indicators, for example graduation rates, do not fully reflect the changes made at Carleton over the past few years - these indicators are measuring a Carleton of a different time.

On a particularly positive note, the satisfaction survey of graduating students has given Carleton a positive rating - for example, 90% of those surveyed would recommend Carleton to others. This is particularly encouraging in that these students have lived through and participated in a period of major change at the university. The students have also given us useful feed-back and have indicated some areas where their concerns need to be addressed.

I would like to thank the staff of the Office of Institutional Research and Planning for their work in assembling this document.

R. Van Loon

President, Carleton University.

December 2000

Note: Data for the 2000/01 academic year is preliminary and subject to minor changes. The date of production is noted on each table.