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LATE in 1995, the Modern Language Association completed work on its 1994–95 Survey of Foreign Language Entrance and Degree Requirements, conducted under a grant from the United States Department of Education. This study of language requirements was the MLA's twelfth since 1953; the preceding survey was conducted in 1987–88 (Brod and Lapointe). These periodic surveys furnish data on the number of postsecondary institutions that have college-wide foreign language requirements either for entrance or for completion of a program, and they have enabled the MLA staff to monitor trends as institutions have modified, dropped, or added requirements.
The 1994–95 survey retained the procedures adopted for the 1987–88 survey: instead of seeking data exclusively for the BA degree, we sought information on requirements for all baccalaureate degrees, and we sought information on entrance and associate degree requirements at two year colleges. With the aid of the 1995 Higher Education Directory (Rodenhouse), we compiled a list of 1,609 four-year institutions and 1,034 two-year colleges that offer courses in one foreign language or more. 1 The first survey mailing, sent in early November 1994 to academic vice presidents at each institution, yielded responses from 419 two-year colleges and 885 four-year institutions. In early February 1995 a second mailing went to chairs of foreign language departments at the nonresponding institutions; it produced 96 responses from two-year colleges and 126 from four-year institutions. From April to June 1995 we telephoned registrars or offices for academic counseling at the approximately 1,100 institutions that had not responded. By early July 1995, we had received responses from 1,607 four-year institutions and from 1,027 two-year colleges; at both types of institutions, the final response rate exceeds 99%.
MLA staff created a database containing data from the survey and from three previous surveys (1987–88, 1974–75, and 1970–71) and information on a number of institutional characteristics (state and geographic region, source of funding, institutional size, institutional type, and administrative arrangements for language programs). This database served as the basis for the findings presented here. 2 In addition to summarizing entrance and degree requirements during a thirty-year period, the following pages compare the requirements in place in 1994–95 and 1987–88, present the percentages of institutions with requirements in different states and geographic regions, examine the degree to which institutional subgroups differ in their 1994–95 requirements, and summarize differences through time in the percentages of two- and four-year institutions with entrance and degree requirements. Four directories of institutions were prepared along with the survey report. Two directories summarize the entrance and degree requirements at all four-year institutions responding to the 1994–95 survey and at those two-year colleges with requirements of any kind in 1994–95. Two supplementary directories list the institutions changing their requirements in some way since 1987–88. Copies of the directories are available on request from the Foreign Language Programs Office at the MLA.
The top rows of table 1 show the percentage of two-year colleges and four-year institutions with entrance and degree requirements in foreign languages in 1994–95. 3 The figures show that just over a fifth of all four-year institutions had entrance requirements in 1994–95. Six percent recommended that students take a foreign language in high school, but did not require it, while just under three-quarters had no entrance requirement. Degree requirements are far more prevalent, as the second column indicates. Two-thirds of all four-year institutions had degree requirements in foreign languages in 1994–95, and another 17% included foreign language courses among their distribution requirements. The remaining 16% had no degree requirement in foreign languages. Among two-year colleges, entrance requirements in foreign languages are nearly nonexistent; only 3% of the responding institutions said they had them in 1994–95. Degree requirements are more common; 23% reported them in 1994–95. Close to half had distribution requirements that include foreign language courses. The remaining 30% had no foreign language degree requirements whatsoever.
At both two- and four-year institutions, the percentage of institutions with entrance requirements in foreign languages has remained largely unchanged since 1987–88. 4 Among four-year institutions, the percentage with entrance requirements in 1994–95 is higher than it was in 1982–83 and 1974–75 but lower than it was in 1970–71 and 1965–66, the peak year for such requirements. The percentage of institutions with degree requirements has grown somewhat since 1987–88, especially in four-year institutions. Table 1 indicates that the percentage of four-year institutions with degree requirements in 1994–95 is 10 points higher than it was in 1987–88, 20 points higher than it was in 1982–83, and 14 points higher than it was in 1974–75. However, the percentage remains well below the percentage with such requirements in the mid-1960s and early 1970s.
Table 2 compares the number and percentage of two- and four-year institutions with different types of entrance and degree requirements in foreign languages in 1987–88 and 1994–95.The figures in the top part of the table indicate that relatively few four-year institutions without requirements in 1994–95 had them in 1987–88, though degree requirements have been dropped somewhat more frequently than entrance requirements. Both types of requirements have been considerably more frequently added than dropped; among the four-year institutions with such requirements in 1994–95, 20% to 25% added them since 1987–88. Most institutions that had requirements in both years have not changed them. However, approximately one-fifth of the four-year institutions with degree requirements in 1994–95 changed them since 1987–88;their requirements are somewhat more likely to have become stronger than weaker. A different pattern is evident for degree requirements at two-year colleges, as the bottom rows of table 2 make clear. Very few colleges without requirements in 1994–95 had them in 1987–88, while fewer than half of those with requirements in 1994–95 had them seven years earlier. Of the two-year colleges with degree requirements in both years, most had not altered them; at institutions that had done so, requirements were more frequently strengthened than weakened. In short, at both two- and four-year institutions, entrance and degree requirements in foreign languages were rarely dropped between 1987–88 and 1994–95, while they were added with some frequency. Among the institutions that modified their requirements during the seven-year period, the majority acted to strengthen them.
Tables 3 and 4 present the percentage of four- and two-year institutions in various states and geographic regions that had entrance or degree requirements in 1994–95. For each state and region the tables present the total number of institutions, the number and percentage of institutions that had entrance requirements, and the number and percentage that had degree requirements. No more than 55% of the four-year institutions in any state had entrance requirements, whereas between 22% and 100% had degree requirements. The equivalent statistics for two-year colleges are no more than 52% and 0% to 100%.
Because the percentages of two-year and four-year institutions that have foreign language requirements differ so sharply, we undertook separate multivariate regression analyses to determine how the percentages differ by institutional characteristics and through time. Further, because so few two-year colleges have entrance requirements, we confined the analysis to degree requirements in these institutions. Analyses for two- and four-year institutions examined four characteristics: geographic region, source of funding, institutional size as measured by full-time equivalent (FTE) student enrollments in fall 1992, and administrative arrangements for language programs. 5 The four-year analyses also included institutional type. Table 5 presents the major subgroups examined for both two- and four-year institutions. Two clear differences are evident: a larger proportion of four-year institutions than of two-year colleges are privately funded and have foreign language programs that are housed in independent administrative units. In addition, four-year institutions are somewhat more likely than two-year colleges to be located in the Northeast and somewhat less likely to be located on the Pacific Coast.
For the purposes of the analyses presented here, the 179 two- and four-year institutions designated as “professional schools and other specialized institutions” in the 1994 classification developed by the Carnegie Foundation for the Advancement of Teaching were eliminated from consideration (“Carnegie”). These institutions, which represent 7% of the institutions responding to the 1994–95 survey, were excluded because their specialized missions render them atypical and therefore the degree to which they have language requirements is likely to be atypical as well. Religious seminaries represent the largest group of specialized institutions in the database (49%). 6 In 1994–95, 4% of the specialized institutions responding to the survey had entrance requirements and 45% had degree requirements. The figures for 1987–88 are similar (4% and 40%).
Table 5 shows that most two-year colleges with foreign language programs are publicly funded and small to medium-sized; close to three-fifths enrolled between 1,000 and 5,000 FTE students in fall 1992. Approximately half are in one of the south Atlantic or midwestern states. Just over three in four two-year colleges house their foreign language programs within larger administrative units; joint English-foreign language programs are somewhat more prevalent than divisions that offer foreign languages and other courses.
In both the 1987–88 and 1994–95 surveys, the percentages of two-year colleges with degree requirements differ primarily by geographic region. For the sake of simplicity, only the 1994–95 figures are presented in table 6. The figures indicate that close to half of the two-year colleges in the Northeast have degree requirements, while approximately a quarter of those in the south Atlantic and Rocky Mountain states have them. Few institutions in the three other regions have degree requirements.
Geographic region also differentiates the extent to which the percentage of two-year colleges with degree requirements increased between 1987–88 and 1994–95. Figure 1 indicates that the percentage grew by more than a third in the Northeast and doubled in the Pacific Coast states. In contrast, the percentage increased by less than a fifth in the south Atlantic and south central states. In short, the percentage of two-year colleges with degree requirements in foreign languages was highest in the Northeast in both 1987–88 and 1994–95 and grew more in that region than in others during the seven-year period under study.
Like two-year colleges, four-year institutions tend to be midsized; half enrolled between 1,000 and 5,000 FTE students in fall 1992. In other respects, four-year institutions with foreign language programs differ from two-year colleges with such programs. Table 5 indicates that just over three in five four-year institutions are privately funded and close to half are baccalaureate institutions—institutions with liberal arts programs leading to a bachelor's degree. Just over a third are comprehensive institutions, which are primarily for undergraduates but offer some master's and professional degrees; only 16% of the four-year institutions are doctorate-granting institutions with numerous graduate programs. Two-thirds of all four-year institutions with foreign language programs house them in independent administrative units. Of those institutions, approximately four in five have single multilingual programs (e.g., a department of modern or foreign languages) that are responsible for all foreign language courses. Only 13% of all four-year institutions have multiple foreign language units (e.g., separate Spanish, French, and German departments).
The percentages of four-year institutions with entrance requirements in both 1987–88 and 1994–95 differ by three characteristics; for the sake of simplicity only the 1994–95 figures are presented in the first column of table 7. 7 The table indicates that institutions housing their foreign language programs in independent units are more likely to have entrance requirements than those housing them in larger administrative units. The first column of the table also indicates that the percentage of institutions with entrance requirements increases with institutional size; very large institutions are considerably more likely to have requirements than the other, smaller institutions are (52% vs. 22%). Finally, the percentage of institutions with entrance requirements differs by geographic region; institutions in the northeastern, south Atlantic, and Pacific Coast regions are more likely than institutions in other regions to have entrance requirements (31% vs. 11%).
The extent to which the percentage of institutions with entrance requirements changed during the 1987–94 period differs by two characteristics: institutional size and geographic region. Figure 2 indicates that the percentage declined in very small institutions, while it increased modestly in the other four size groups. Figure 3 shows that the percentage decreased in the Northeast, while it increased modestly in the south Atlantic and south central states; it remained largely unchanged in other regions.
In sum, the three regions in which institutions are most likely to have entrance requirements show different trend lines. In the Northeast requirements have become less common in the last seven years, whereas they have become more common in the south Atlantic states and held steady in the Pacific Coast stats. In addition, very small institutions, unlikely to have entrance requirements even in 1987–88, have become less likely to have them in the intervening seven years.
In four-year institutions degree requirements are more widespread and have fluctuated more through time than entrance requirements have, as is apparent from figure 4. According, we have examined subgroup differences in these requirements and change through time over a longer period. More specifically, the findings from four surveys undertaken during a twenty-five-year period are considered: 1970–71, 1974–75, 1987–88, and 1994–95. Figure 4 indicates that this twenty-five-year period encompasses the downturn in requirements during the 1970s and the subsequent rebound beginning in the mid-1980s.
The percentage of four-year institutions with degree requirements in 1994–95 varies by two characteristics: administrative arrangements for language programs and geographic region. Since these factors also tend to differentiate the percentage of institutions with requirements in earlier years, we consider only the figures for 1994–95 here. 8 The right-hand column of table 7 indicates that institutions with independent language units are more likely than those housing their language programs in larger administrative units to have degree requirements. Although institutions in both groups are equally likely to include language courses among their distribution requirements, institutions housing languages in larger units are more likely than others to have no degree requirements whatsoever in foreign languages (19% vs 8%). In addition, institutions in the south Atlantic and south central states are somewhat more likely to have degree requirements than those in other regions (80% vs. 65%).
Change through time in the percentage of institutions with degree requirements varies by administrative arrangements and geographic region, as well as by institutional size. Figure 5 indicates that institutions with independent language units were somewhat less likely than those housing languages in larger administrative units to drop their degree requirements during the early 1970s and quicker to reinstitute them in the mid-1980s. As a result, institutions with independent language units are more likely than others to have degree requirements in 1994–95.
In addition, a few very large institutions dropped their degree requirements during the early 1970s, and thus this group maintained its requirements throughout the period under study. Large institutions also display a distinctive pattern of change: although they tended to drop their language requirements during the early 1970s, they were quicker than smaller institutions to restore them in the mid-1980s. Figure 6 indicates that very small, small, and medium-sized institutions were quite likely to drop their language requirements during the 1970s and reintroduced them only gradually during the late 1980s and early 1990s. Nonetheless, by 1994–95, there are only slight differences by size in the percentage of institutions with degree requirements.
Figure 7 shows differences through time in the percentage of institutions in different geographic regions with degree requirements in foreign languages. The figure shown that institutions in the Northeast were more likely than those in other regions to drop their degree requirements during the early 1970s but, along with institutions in the Pacific Coast states, were most likely to reintroduce them during the 1974–95 period.
In 1994–95, 21% of all four-year institutions and 3% of all two-year colleges had entrance requirements in foreign languages, while 68% of the four-year and 23% of the two-year institutions had degree requirements. The percentage with entrance requirements at both types of institutions has remained largely unchanged since 1987–88, but the percentage with degree requirements has grown. Few two- and four-year institutions dropped their degree requirements during the seven-year period, whereas many added the requirements. Although the percentage of four-year institutions with degree requirements has grown substantially between 1982–83 and 1994–95, it remains well below where it was in the mid-1960s and early 1970s.
The percentage of two-year colleges with degree requirements was highest in the Northeast in both 1987–88 and 1994–95. In addition, the percentage grew more in this region during the seven-year period examined than it did in other regions. The percentage of four-year institutions with entrance requirements also varies by geographic region; institutions in the Northeast and in the south Atlantic and Pacific Coast regions are most likely to have them. Further, institutions with large student bodies and independent administrative units for their language programs are more likely than others to have entrance requirements.
Four-year institutions in the south Atlantic and south central states are more likely than others to have degree requirements, as are institutions with independent administrative units for their language programs. Moreover, institutions in this last group, along with large institutions, were quicker than others to reinstate their degree requirements in the late 1970s. In contrast, the small number of institutions with very large student bodies (15,000 or more FTE students) never really dropped their degree requirements in the early 1970s and thus had no need to reinstate them in the early 1980s. In short, the findings presented here suggest that during the last twenty-five years degree requirements in foreign languages have been more prevalent at large four-year institutions with independent language units than at smaller institutions housing language instruction within larger administrative units.
Richard Brod is Director of Special Projects for the Modern Language Association. Bettina J. Huber is Director of Research for the Modern Language Association.
1 We also sent questionnaires to, and received responses from, 100 two-year colleges and 21 four-year institutions that offer no foreign languages, but we did not include them in the universe or among the respondents.
2 Special thanks are due to Judy Strassberg for her careful checking and expert editing of all information in the database. Thanks are also due to Natalia Lusin and Michael Sharpe for their persistence and care in making the follow-up telephone calls and to Jeffrey Siegel for his assistance with the data analysis.
3 The figures presented in table 1 and elsewhere may not sum to 100% because of rounding. In addition, the number of institutions varies from table to table because respondents for whom no information was available on specific items were eliminated from consideration.
4 The figures for 1987–88 entrance requirements presented in table 1 and elsewhere differ from those presented in Brod and Lapointe because institutions recommending foreign language study but not requiring it have been treated differently. The tables here do not include these institutions among those with entrance requirements, while the tables in Brod and Lapointe do.
5 We derived the FTE enrollments using the conventional method: we divided the number of part-time students enrolled at an institution by three and added the result to the number of full-time students enrolled.
6 Other specialized institutions include two-year business colleges; independent engineering, technical, or business schools; art, music, and design schools; teachers colleges; and schools focusing exclusively on the health professions.
7 The percentages presented in the top row of table 7 differ from those presented in tables 1 and 3 because table 7 does not include specialized four-year institutions.
8 In 1987–88, institutional type also differentiates the percentage of institutions with degree requirements. In that year, doctorate-granting institutions were more likely than comprehensive or baccalaureate institutions to have degree requirements (78% vs. 57%). By 1994–95 the difference had largely disappeared: doctorate-granting institutions were only slightly more likely to have requirements (78% vs. 69%).
Brod, Richard, and Monique Lapointe. “The MLA Survey of Foreign Language Entrance and Degree Requirements, 1987–88.” ADFL Bulletin 20.2 (1989): 18–41. [Show Article]
“Carnegie Foundation's Classification of More Than 3,600 Institutions of Higher Education.” Chronicle of Higher Education 6 Apr. 1994: A18–25.
Rodenhouse, Mary Pat, ed. 1995 Higher Education Directory. Falls Church: Higher Educ. Publications, 1995.
| Year | Four-Year Institutions | Two-Year Colleges | ||
|---|---|---|---|---|
| At Entrance | For Degree | At Entrance | For Degree | |
| Percentage reporting that knowledge of a foreign language is | ||||
| 1994–95 | ||||
| Required | 20.7 | 67.5 | 3.2 | 23.0 |
| Not required but | ||||
| is recommended | 6.3 | 0.1 | ||
| counts toward distribution requirement | 16.9 | 47.1 | ||
| Not required | 73.0 | 15.6 | 96.7 | 29.9 |
| (No. of institutions) | (1,607) | (1,027) | ||
| 1987–88 | ||||
| Required | 20.3 | 58.1 | 3.4 | 18.0 |
| Not required but is recommended | 5.5 | – | 0.0 | – |
| Not required | 74.2 | 41.9 | 96.6 | 82.0 |
| (No. of institutions) | (1,481) | (1,010) | ||
| 1982–83 | ||||
| Required | 14.1 | 47.4 | ||
| Not required | 83.9 | 52.6 | ||
| 1974–75 | ||||
| Required | 18.6 | 53.2 | ||
| Not required | 81.4 | 46.8 | ||
| 1970–71 | ||||
| Required | 27.4 | 76.7 | ||
| Not required | 72.6 | 23.3 | ||
| 1965–66 | ||||
| Required | 33.6 | 88.9 | ||
| Not required | 66.4 | 11.2 | ||
| Year | Entrance Requirement | Degree Requirement | ||
|---|---|---|---|---|
| Percentage | Number | Percentage | Number | |
| Four-year institutions | ||||
| No requirement in 1994–95 | ||||
| No information in 1987–88 | 14.1 | 180 | 20.1 | 105 |
| No requirement in 1987–88 | 81.9 | 1,043 | 69.0 | 361 |
| Requirement in 1987–88 | 4.0 | 51 | 10.9 | 57 |
| Total | 100.0 | 1,274 | 100.0 | 523 |
| Requirement in 1994–95 | ||||
| No information in 1987–88 | 5.1 | 17 | 7.3 | 79 |
| No requirement in 1987–88 | 24.6 | 82 | 20.8 | 225 |
| Requirement in 1987–88 | 70.3 | 234 | 72.0 | 780 |
| Weaker requirement in 1987–88 | 1.8 | 6 | 7.9 | 86 |
| Same requirement in 1987–88 | 66.4 | 221 | 57.8 | 626 |
| Stronger requirement in 1987–88 | 2.1 | 7 | 6.3 | 68 |
| Total | 100.0 | 333 | 100.0 | 1,084 |
| Two-year colleges | ||||
| No requirement in 1994–95 | ||||
| No requirement in 1987–88 a | 98.5 | 979 | 93.3 | 738 |
| Requirement in 1987–88 | 1.5 | 15 | 6.7 | 53 |
| Total | 100.0 | 994 | 100.0 | 791 |
| Requirement in 1994–95 | ||||
| No requirement in 1987–88 a | 42.4 | 14 | 53.0 | 125 |
| Requirement in 1987–88 | 57.6 | 19 | 47.0 | 111 |
| Weaker requirement in 1987–88 | 0.0 | 0 | 10.2 | 24 |
| Same requirement in 1987–88 | 57.6 | 19 | 32.2 | 76 |
| Stronger requirement in 1987–88 | 0.0 | 0 | 4.7 | 11 |
| Total | 100.0 | 33 | 100.0 | 236 |
| a Includes two-year colleges providing no information in 1986–87. | ||||
|
Number of
Institutions |
Institutions
with Entrance Requirements |
Institutions
with Degree Requirements |
|||
|---|---|---|---|---|---|
| Number | Percentage | Number | Percentage | ||
| United States totals | 1,607 | 333 | 20.7 | 1,084 | 67.5 |
| Northeast | 408 | 108 | 26.5 | 246 | 60.3 |
| Connecticut | 21 | 7 | 33.3 | 12 | 57.1 |
| Delaware | 5 | 2 | 40.0 | 2 | 40.0 |
| Maine | 19 | 2 | 10.5 | 6 | 31.6 |
| Massachusetts | 68 | 17 | 25.0 | 44 | 64.7 |
| New Hampshire | 14 | 3 | 21.4 | 8 | 57.1 |
| New Jersey | 27 | 13 | 48.1 | 16 | 59.3 |
| New York | 125 | 25 | 20.0 | 78 | 62.4 |
| Pennsylvania | 102 | 32 | 31.4 | 71 | 69.6 |
| Rhode Island | 9 | 5 | 55.6 | 4 | 44.4 |
| Vermont | 18 | 2 | 11.1 | 5 | 27.8 |
| South Atlantic | 371 | 104 | 28.0 | 284 | 76.5 |
| Alabama | 32 | 3 | 9.4 | 24 | 75.0 |
| District of Columbia | 12 | 6 | 50.0 | 9 | 75.0 |
| Florida | 43 | 10 | 23.3 | 26 | 60.5 |
| Georgia | 41 | 21 | 51.2 | 29 | 70.7 |
| Kentucky | 27 | 1 | 3.7 | 21 | 77.8 |
| Maryland | 28 | 10 | 35.7 | 19 | 67.9 |
| North Carolina | 53 | 15 | 28.3 | 47 | 88.7 |
| South Carolina | 30 | 14 | 46.7 | 27 | 90.0 |
| Tennessee | 44 | 13 | 29.5 | 36 | 81.8 |
| Virginia | 40 | 11 | 27.5 | 32 | 80.0 |
| West Virginia | 21 | 0 | 0.0 | 14 | 66.7 |
| South central | 157 | 19 | 12.1 | 127 | 80.9 |
| Arkansas | 19 | 2 | 10.5 | 14 | 73.7 |
| Louisiana | 23 | 1 | 4.3 | 17 | 73.9 |
| Mississippi | 18 | 4 | 22.2 | 17 | 94.4 |
| Oklahoma | 22 | 0 | 0.0 | 13 | 59.1 |
| Texas | 75 | 12 | 16.0 | 66 | 88.0 |
| Midwest | 445 | 45 | 10.1 | 294 | 66.1 |
| Illinois | 63 | 5 | 7.9 | 36 | 57.1 |
| Indiana | 46 | 7 | 15.2 | 38 | 82.6 |
| Iowa | 34 | 2 | 5.9 | 19 | 55.9 |
| Kansas | 25 | 0 | 0.0 | 15 | 60.0 |
| Michigan | 46 | 0 | 0.0 | 27 | 58.7 |
| Minnesota | 34 | 2 | 5.9 | 23 | 67.6 |
| Missouri | 46 | 2 | 4.3 | 34 | 73.9 |
| Nebraska | 22 | 4 | 18.2 | 12 | 54.5 |
| North Dakota | 9 | 0 | 0.0 | 4 | 44.4 |
| Ohio | 72 | 21 | 29.2 | 49 | 68.1 |
| South Dakota | 14 | 0 | 0.0 | 9 | 64.3 |
| Wisconsin | 34 | 2 | 5.9 | 28 | 82.4 |
| Rocky Mountain | 67 | 6 | 9.0 | 41 | 61.2 |
| Arizona | 11 | 0 | 0.0 | 6 | 54.5 |
| Colorado | 20 | 4 | 20.0 | 12 | 60.0 |
| Idaho | 7 | 0 | 0.0 | 7 | 100.0 |
| Montana | 9 | 0 | 0.0 | 2 | 22.2 |
| Nevada | 4 | 0 | 0.0 | 3 | 75.0 |
| New Mexico | 9 | 1 | 11.1 | 5 | 55.6 |
| Utah | 6 | 1 | 16.7 | 5 | 83.3 |
| Wyoming | 1 | 0 | 0.0 | 1 | 100.0 |
| Pacific Coast | 159 | 51 | 32.1 | 92 | 57.9 |
| Alaska | 6 | 0 | 0.0 | 3 | 50.0 |
| California | 102 | 42 | 41.2 | 53 | 52.0 |
| Hawaii | 7 | 0 | 0.0 | 6 | 85.7 |
| Oregon | 22 | 3 | 13.6 | 16 | 72.7 |
| Washington | 22 | 6 | 27.3 | 14 | 63.6 |
|
Number of
Institutions |
Institutions
with Entrance Requirements |
Institutions
with Degree Requirements |
|||
|---|---|---|---|---|---|
| Number | Percentage | Number | Percentage | ||
| United States totals | 1,027 | 33 | 3.2 | 236 | 23.0 |
| Northeast | 171 | 6 | 3.5 | 82 | 46.8 |
| Connecticut | 16 | 0 | 0.0 | 13 | 81.3 |
| Delaware | 1 | 0 | 0.0 | 0 | 0.0 |
| Maine | 4 | 0 | 0.0 | 2 | 50.0 |
| Massachusetts | 26 | 0 | 0.0 | 12 | 46.2 |
| New Hampshire | 8 | 0 | 0.0 | 3 | 37.5 |
| New Jersey | 19 | 0 | 0.0 | 7 | 36.8 |
| New York | 51 | 0 | 0.0 | 25 | 49.0 |
| Pennsylvania | 42 | 6 | 14.3 | 19 | 45.2 |
| Rhode Island | 1 | 0 | 0.0 | 1 | 100.0 |
| Vermont | 3 | 0 | 0.0 | 0 | 0.0 |
| South Atlantic | 244 | 26 | 10.7 | 70 | 28.3 |
| Alabama | 20 | 0 | 0.0 | 4 | 20.0 |
| Florida | 35 | 2 | 5.7 | 8 | 22.9 |
| Georgia | 25 | 13 | 52.0 | 14 | 56.0 |
| Kentucky | 17 | 0 | 0.0 | 1 | 5.9 |
| Maryland | 19 | 1 | 5.3 | 5 | 26.3 |
| North Carolina | 54 | 1 | 1.9 | 6 | 11.1 |
| South Carolina | 21 | 3 | 14.3 | 3 | 14.3 |
| Tennessee | 15 | 6 | 40.0 | 11 | 73.3 |
| Virginia | 33 | 0 | 0.0 | 17 | 51.5 |
| West Virginia | 5 | 0 | 0.0 | 1 | 20.0 |
| South central | 126 | 1 | 0.8 | 22 | 17.5 |
| Arkansas | 12 | 0 | 0.0 | 0 | 0.0 |
| Louisiana | 5 | 0 | 0.0 | 1 | 20.0 |
| Mississippi | 20 | 0 | 0.0 | 2 | 10.0 |
| Oklahoma | 19 | 0 | 0.0 | 1 | 5.3 |
| Texas | 70 | 1 | 1.4 | 18 | 25.7 |
| Midwest | 249 | 0 | 0.0 | 27 | 10.8 |
| Illinois | 61 | 0 | 0.0 | 10 | 16.4 |
| Indiana | 8 | 0 | 0.0 | 2 | 25.0 |
| Iowa | 22 | 0 | 0.0 | 0 | 0.0 |
| Kansas | 22 | 0 | 0.0 | 2 | 9.1 |
| Michigan | 33 | 0 | 0.0 | 1 | 3.0 |
| Minnesota | 19 | 0 | 0.0 | 1 | 5.3 |
| Missouri | 19 | 0 | 0.0 | 1 | 5.3 |
| Nebraska | 11 | 0 | 0.0 | 1 | 9.1 |
| North Dakota | 3 | 0 | 0.0 | 0 | 0.0 |
| Ohio | 33 | 0 | 0.0 | 7 | 21.2 |
| South Dakota | 4 | 0 | 0.0 | 0 | 0.0 |
| Wisconsin | 14 | 0 | 0.0 | 2 | 14.3 |
| Rocky Mountain | 76 | 0 | 0.0 | 18 | 23.7 |
| Arizona | 19 | 0 | 0.0 | 4 | 21.1 |
| Colorado | 17 | 0 | 0.0 | 1 | 5.9 |
| Idaho | 3 | 0 | 0.0 | 1 | 33.3 |
| Montana | 7 | 0 | 0.0 | 2 | 28.6 |
| Nevada | 4 | 0 | 0.0 | 0 | 0.0 |
| New Mexico | 13 | 0 | 0.0 | 3 | 23.1 |
| Utah | 6 | 0 | 0.0 | 5 | 83.3 |
| Wyoming | 7 | 0 | 0.0 | 2 | 28.6 |
| Pacific Coast | 161 | 0 | 0.0 | 17 | 10.5 |
| Alaska | 1 | 0 | 0.0 | 0 | 0.0 |
| California | 111 | 0 | 0.0 | 11 | 9.9 |
| Hawaii | 8 | 0 | 0.0 | 2 | 25.0 |
| Oregon | 13 | 0 | 0.0 | 1 | 7.7 |
| Washington | 28 | 0 | 0.0 | 3 | 10.7 |
| Characteristic |
Two-Year
Colleges |
Four-Year
Institutions |
All
Institutions |
|---|---|---|---|
| Geographic region | |||
| Northeast | 16.7 | 24.8 | 21.4 |
| South Atlantic | 23.8 | 23.5 | 23.6 |
| South central | 12.3 | 10.2 | 11.1 |
| Midwest | 24.2 | 27.7 | 26.3 |
| Rocky Mountain | 7.4 | 4.4 | 5.7 |
| Pacific Coast | 15.7 | 9.4 | 12.0 |
| Total | 100.0 | 100.0 | 100.0 |
| (No. of institutions) | (1,027) | (1,428) | (2,455) |
| Source of funding | |||
| Public | 90.1 | 36.1 | 58.7 |
| Private | 9.9 | 63.9 | 41.3 |
| Total | 100.0 | 100.0 | 100.0 |
| (No. of institutions) | (1,025) | (1,423) | (2,448) |
| Institutional size (FTE students in fall 1992) | |||
| Very small (1,000 or less) | 20.1 | 22.0 | 21.3 |
| Small (1,001–2,000) | 25.9 | 25.6 | 25.7 |
| Medium-sized (2,001–5,000) | 32.3 | 23.9 | 27.2 |
| Large (5,001–15,000) | 20.6 | 20.6 | 20.6 |
| Very large (15,001 or more) | 1.0 | 8.0 | 5.2 |
| Total | 100.0 | 100.0 | 100.0 |
| (No. of institutions) | (875) | (1,332) | (2,207) |
| Mean | 3,455 | 4,771 | 4,250 |
| Administrative arrangements for foreign language programs | |||
| Housed in larger administrative unit | 76.6 | 33.0 | 50.5 |
| Division | 37.2 | 15.7 | 24.4 |
| Joint (with English) | 39.4 | 17.3 | 26.2 |
| Independent unit(s) | 23.4 | 67.0 | 49.5 |
| Multilingual program | 20.9 | 54.3 | 40.9 |
| Multiple language units | 2.5 | 12.7 | 8.6 |
| Total | 100.0 | 100.0 | 100.0 |
| (No. of institutions) | (881) | (1,309) | (2,190) |
| Four-year institutional type | |||
| Doctorate-granting | 16.2 | ||
| Comprehensive | 34.3 | ||
| Baccalaureate | 46.6 | ||
| Total | 100.0 | ||
| (No. of institutions) | (1,428) | ||
| Region |
Percentage with Requirements
(No. of Institutions) |
|
|---|---|---|
| Northeast | 48.0 | (171) |
| South Atlantic | 28.7 | (244) |
| South central | 17.5 | (126) |
| Midwest | 10.8 | (249) |
| Rocky Mountain | 23.7 | (76) |
| Pacific Coast | 10.6 | (161) |
| Characteristic |
Entrance
Requirements (No. of Institutions |
Degree
Requirements (No. of Institutions) |
||
|---|---|---|---|---|
| All four-year institutions | 22.8 | (1,428) | 70.2 | (1,428) |
| Administrative arrangements for foreign language programs | ||||
| Housed in larger administrative unit | 11.6 | (432) | 62.5 | (432) |
| Independent unit(s) | 30.7 | (877) | 76.5 | (877) |
| Institutional size (FTE students in fall 1992) | ||||
| Very small (1,000 or less) | 10.9 | (293) | ||
| Small (1,001–2,000) | 19.1 | (341) | ||
| Medium-sized (2,001–5,000) | 27.0 | (318) | ||
| Large (5,001–15,000) | 29.6 | (274) | ||
| Very large (15,001 or more) | 51.9 | (106) | ||
| Geographic region | ||||
| Northeast | 29.4 | (354) | 63.8 | (354) |
| South Atlantic | 30.7 | (335) | 79.4 | (335) |
| South central | 12.3 | (146) | 80.1 | (146) |
| Midwest | 11.1 | (396) | 68.9 | (396) |
| Rocky Mountain | 9.5 | (63) | 61.9 | (63) |
| Pacific Coast | 38.1 | (134) | 61.2 | (134) |
Figure 1:
Percentage of Two-Year Colleges with Degree Requirements by Geographic Region and Year
Figure 2:
Percentage of Four-Year Institutions with Entrance Requirements by Institutional Size and Year
Figure 3:
Percentage of Four-Year Institutions with Entrance Requirements by Geographic Region and Year
Figure 4:
Percentage of Four-Year Institutions with Entrance and Degree Requirements by Year
Figure 5:
Percentage of Four-Year Institutions with Degree Requirements by Administrative Arrangement for Language Programs and Year
Figure 6:
Percentage of Four-Year Institutions with Degree Requirements by Institutional Size and Year
Figure 7:
Percentage of Four-Year Institutions with Degree Requirements by Geographic Region and Year
© 1996 by the Association of Departments of Foreign Languages. All Rights Reserved.
