We’ve all heard it before: “Oh, I’m a fifth-year senior.” In fact, it seems as if an increasing number of students are spending more than four years at the UW and other four-year universities.

But this perception might not actually reflect reality.

The percentage of students graduating after four years is actually rising and makes up more than half of the total graduates, according to UW graduation and attrition rates provided by the Office of the Registrar.

“Of the group [of students] that entered the University in 2003, 53.8 percent graduated in four years,” said Todd Mildon, University registrar. “That’s the highest four-year rate we’ve seen in years. As you can see, the trend is toward graduating within four years than the other way around.”

The cause of the trend can be difficult to pinpoint.

“It’s really hard to do any cause-effect analysis when you look at these numbers,” Mildon said.

But Mildon said there are some reasonable explanations for the trend.

“There’s an economic incentive,” he said. “As the years have marched on, tuition has gone up. Students are [also] bringing more credits with them from Running Start and college in the high school.”

A variety of pressures, including economic, contribute to students finishing early, said Paul LePore, assistant dean of the College of Arts and Sciences.

“Going to college and staying in college is part of the economy,” he said. “If the economy is going great guns, staying longer may not make sense.”

Over time, the recent economic downturn could show a different trend in graduation rates – possibly more students staying longer.

Let’s assume the economy goes up or down,” LePore said. “Students may extend the time they’re here and become more marketable with internships or study abroad.”

Beyond the “closet economist” mentality, factors like work and family responsibilities also affect the amount of time students spend at the UW, he said.

The University has also been more proactive about getting students to work with advisers during freshman and sophomore year, said Christina Kerr, an academic counselor at the Gateway Center. Kerr said she thinks the increasing number of students graduating within four years is mostly due to these policies.

“The University is accommodating for students who have a plan,” she said. “There’s a tension between needing to know [students’ plans] and wanting students to engage and explore their full potential.”

Ultimately, students have to follow the academic path that best suits their needs.

“We want to facilitate students making the most of the place,” LePore said. “We don’t want a system that is one-size-fits-all. We want to have enough flexibility so that when students have opportunities and are doing things creatively, that’s built in too.”

Programs like Running Start – meant to accelerate students’ university careers – might actually end up extending the time students spend in school, said David Sherman, director of student services in the Communication department.

“Sometimes Running Start is a running stumble,” he said. “Students have lots of credits and don’t know what they want to do.”

Because of this, Running Start students sometimes end up effectively being in college for six years, which isn’t reflected in the University’s graduation rates.

Running Start isn’t the only variable keeping some students at the University for more than four years.

“Double degrees and double majors are the majority of the reason,” Sherman said. “Other students are working full time and going to school full time and some people are bouncing around from major to major.”

Students considering a fifth year might be feeling artificial pressure to finish within four years, Sherman said.

“Five years is not unreasonable when pursuing a double major,” Kerr said. “It takes some time, and it’s not always going to happen in four years.”

Sherman said the University’s “numbers pressure,” or the pressure to maintain enrollment, could be causing students to feel like they have to finish school more quickly.

“There’s concern that students are holding spaces that incoming freshmen could be taking and that it’s clogging the university conveyor belt,” he said. “We’re pushing people away much too quickly.”

Jim Rawlins, associate director of recruitment and outreach in the Office of Admissions, said the fifth-year plan is not really an issue for incoming freshman.

“In general, I do not think it is negatively affecting chances for new student admission,” he said. “Our office is not looking at this as a problem.”

LePore and Sherman agreed that, regardless of how many years students spend at the University, planning ahead is always beneficial.

“You get more out of the institution if you’re connected and connected early,” LePore said. “When students are graduating in less time and are more planful, more students can earn a UW degree.”