Notes

These are items that bear looking into more closely.

• This institution’s six year bachelors graduation rate is 66.8%, so approximately 3/10 of undergrads who enroll do not earn a bachelors degree from here.

Overview of institution

This, and the rest of the page, use info from the most recent year available, generally 2023.

• Institution kind: Special Focus Four-Year: Arts, Music & Design Schools

• Undergrad program: Arts & sciences focus, high graduate coexistence

• Graduate program: Postbaccalaureate: Other-dominant, with Arts & Sciences

• Enrollment profile: High undergraduate (see more details below)

• Average net price for undergrads on financial aid: $53,923 (2.8 times the equivalent cost of Harvard).

• Actual price for your family: Go here to see what your family may be asked to pay. It can be MUCH lower than the average price but also higher for some.

• Size and setting: Four-year, small, primarily residential

• In state percentage: 11% of first year students come from Illinois (note that 5.5% have no residence reported)

• In US percentage: 70% of first year students come from the US (note that 5.5% have no residence reported)

• Graduation rate (within 6 years) for students seeking a Bachelors: 66.8% (this is what is usually reported as “graduation rate”)

• Graduation rate (within 4 years) for students seeking a Bachelors: 47.1%

• Percent of students seeking a Bachelors who transfer out of this institution: 21%

• Student to tenure-stream faculty ratio: 17.0 (undergrads to tenure-stream faculty) [Tenure explained]

• Student to faculty ratio: 16.4 (undergrads to all faculty)

• Degrees offered: Bachelor’s degree, Postbaccalaureate certificate, Master’s degree

• Schedule: Semester

• Institution provides on campus housing: Yes

• Dorm capacity: There are enough dorm beds for 1032 students

• Freshmen required to live on campus: No

• Advanced placement (AP) credits used: Yes

• Disabilities: 38.73 percent of undergrads are registered as having disabilities.

Map

Comparisons

The sections below show this institution compared with others. The ones listed are ones it has identified as peers, who consider themselves peers, and/or who the federal government considers peers. If a comparison school has the same value as the focal school, its cell is grayed out. Arrows show where there is a signficant trend over time for a school. You can swipe across the table to see more of it; the focal school column is always visible.

• School of the Art Institute of Chicago lists these schools as ones to compare itself within federal IPEDS data, and they do the same back: Rhode Island School of Design, The New School, Pratt Institute-Main, California Institute of the Arts, Massachusetts College of Art and Design, California College of the Arts, Savannah College of Art and Design, Columbia College Chicago, Ringling College of Art and Design, Art Center College of Design, School of Visual Arts, Maryland Institute College of Art
• School of the Art Institute of Chicago compares itself to these institutions, but not vice versa: New York University, Virginia Commonwealth University, Kansas City Art Institute
• These institutions compare themselves to School of the Art Institute of Chicago, but not vice versa: The Cooper Union for the Advancement of Science and Art, Montserrat College of Art, Rocky Mountain College of Art and Design, Minneapolis College of Art and Design, University of the Arts, Milwaukee Institute of Art & Design, Newschool of Architecture and Design, Columbus College of Art & Design, Otis College of Art and Design, New York Academy of Art

Diversity

The US Census Bureau has a diversity index that goes from 0 to 1. In their words, “A 0-value indicates that everyone in the population has the same racial and ethnic characteristics. A value close to 1 indicates that everyone in the population has different racial and ethnic characteristics.” This uses their formula, but with the resolution available for the federal IPEDS data (which does not separate for a given demographic group whether members identify as Hispanic or not). This metric is about heterogeneity within the population, not the proportion of the population that comes from historically excluded groups.

Following the practice of the census, the index is multiplied by 100 to give the percentage probability a random pair of individuals will have a different background. Most institutions argue that diversity is a benefit, so by default a higher number is listed as better, but there may be cases where this measure does not reflect the mission of a college (for example, 70% of the students at a tribal college or university may be American Indian: that could be low-scoring by this metric but should not be read as “bad” given the institution’s mission).

These numbers are based on the most recent year available, generally 2023, which predates effects of the US Supreme Court’s striking down of affirmative action. This has often changed, sometimes dramatically, the incoming student demographics at some institutions.

Test scores

Majors

This presents information on the number of majors and the median earnings one and five years after graduation for people who got a degree from this institution in that field. The earnings are for those who are working and not enrolled in further education. The earnings data (from the federal college scorecard) also has information on earnings for those categorized as ‘MALE’ and ‘NOMALE’ – for readability, these are recategorized here as “Men” and “Women”, respectively, which adopts the gender binary used in other federal data. “W/M earnings ratio” is the median earnings of women divided by men, as a percentage.