Success - Key Measures

Graduation and Persistence Rate

10. First-time, full-time, credential-seeking, undergraduates who have graduated or are still enrolled.

3, 4, and 6-Year Graduation Rates

11. First-time, full-time entering, credential-seeking, undergraduates who have graduated.

Degrees and Certificates

12. Number of awards, certificates by type, core completers and field of study completers.

	FY 2000	FY 2011	FY 2012	% Change FY 2000 to FY 2012
Total Degrees and Certificates (Does not include other completers)	37,395	77,435	83,387	123.0%
White	21,165	33,161	34,585	63.4%
African American	4,817	9,340	9,878	105.1%
Hispanic	9,428	26,483	29,898	217.1%
Asian	1,170	2,899	3,495	198.7%
International	563	2,352	2,542	351.5%
Other	252	3,200	2,989	1086.1%
Level
Bachelor of Applied Technology	N/A	158	138	N/A
Associates	22,753	49,724	55,568	144.2%
Certificate 1	12,481	24,970	24,789	98.6%
Certificate 2	2,161	2,420	2,680	24.0%
Advanced Technology Certificates	N/A	163	212	N/A
Other Completers:
ESC	90	144	157	74.4%
Core Completers	N/A	38,154	36,865	N/A
Field of Study	N/A	2,342	2,240	N/A
Gender
Male	15,150	33,860	35,380	133.5%
Female	22,245	43,575	48,007	115.8%

Transfers

13. Transfers to a senior institution.

	FY 2000			FY 2011			FY 2012			Point Change FY 2000 to FY 2012
	Entering Fall Cohort	Rate		Entering Fall Cohort	Rate		Entering Fall Cohort	Rate
Cohort	1994	83,200	(100%)	2005	105,401	(100%)	2006	103,682	(100%)
0-12 hours		2,603	(3.1%)		4,628	(4.4%)		4,040	(3.9%)	0.8
13-24 hours		1,632	(2.0%)		3,568	(3.4%)		3,436	(3.3%)	1.3
25-29 hours		802	(1.0%)		1,325	(1.3%)		1,369	(1.3%)	0.3
30-42 hours		1,991	(2.4%)		2,835	(2.7%)		2,961	(2.9%)	0.5
43+ hours		12,095	(14.5%)		16,894	(16.0%)		17,187	(16.6%)	2.1
All Transfers Total		19,123	(23.0%)		29,250	(27.8%)		28,993	(28.0%)	5.0
Non Transfer Completers		6,685	(8.0%)		9,427	(8.9%)		8,432	(8.1%)	0.1
Non Completers		57,392	(69.0%)		66,724	(63.3%)		66,257	(63.9%)	- 5.1
Awarded Core		0	(0.0%)		6,640	(6.3%)		6,957	(6.7%)	6.7

Developmental Education

14. Students who successfully complete a college-level course in math, reading and writing. Prepared students are given 1 year. Under-prepared students are given 3 years.

Success - Contextual Measures

15. Persistence Rates	Entering Cohort Fall 2000	Entering Cohort Fall 2010	Entering Cohort Fall 2011	Point Change Fall 2000 to Fall 2011
First-time Undergraduate Persistence rate after one year
Total	66.1%	64.0%	62.2%	- 3.9
Same institution	53.8%	54.6%	52.5%	- 1.3
Other institutions	12.3%	9.3%	9.6%	- 2.7
White	67.9%	64.6%	64.0%	- 3.9
Same institution	52.0%	52.9%	52.1%	0.1
Other institutions	15.9%	11.7%	11.9%	- 4.0
African American	59.3%	55.3%	50.6%	- 8.7
Same institution	48.2%	43.7%	39.8%	- 8.4
Other institutions	11.1%	11.7%	10.8%	- 0.3
Hispanic	65.2%	65.4%	63.7%	- 1.5
Same institution	58.6%	58.8%	56.4%	- 2.2
Other institutions	6.6%	6.6%	7.3%	0.7
Asian	76.6%	79.3%	75.8%	- 0.8
Same institution	64.1%	68.6%	64.3%	0.2
Other institutions	12.5%	10.8%	11.4%	- 1.1
International	57.0%	65.2%	57.2%	0.2
Same institution	52.2%	64.0%	55.9%	3.7
Other institutions	4.8%	1.3%	1.4%	- 3.4
Other	66.2%	62.1%	62.3%	- 3.9
Same institution	52.5%	53.4%	51.6%	- 0.9
Other institutions	13.7%	8.7%	10.8%	- 2.9

	Entering Cohort Fall 2000	Entering Cohort Fall 2009	Entering Cohort Fall 2010	Point Change Fall 2000 to Fall 2010
First-time Undergraduate Persistence rate after two years
Total	54.5%	51.6%	49.0%	- 5.5
Same institution	31.0%	32.9%	31.3%	0.3
Other institutions	23.5%	18.7%	17.6%	- 5.9
White	57.2%	52.9%	50.3%	- 6.9
Same institution	27.8%	29.8%	28.5%	0.7
Other institutions	29.3%	23.1%	21.8%	- 7.5
African American	45.2%	41.0%	37.8%	- 7.4
Same institution	23.7%	22.2%	20.7%	- 3.0
Other institutions	21.5%	18.7%	17.1%	- 4.4
Hispanic	53.3%	52.6%	50.6%	- 2.7
Same institution	39.4%	38.8%	36.8%	- 2.6
Other institutions	13.9%	13.8%	13.8%	- 0.1
Asian	67.9%	70.9%	65.4%	- 2.5
Same institution	39.5%	42.7%	40.1%	0.6
Other institutions	28.5%	28.2%	25.4%	- 3.1
International	39.4%	46.3%	40.1%	0.7
Same institution	28.2%	41.8%	34.9%	6.7
Other institutions	11.1%	4.5%	5.2%	- 5.9
Other	55.1%	50.9%	48.5%	- 6.6
Same institution	30.8%	31.7%	31.4%	0.6
Other institutions	24.3%	19.2%	17.1%	- 7.2

16. Awards in STEM Fields	FY 2000	FY 2011	FY 2012	% Change FY 2000 to FY 2012
Fields
Computer Science	2,317	3,005	3,200	38.1%
Engineering	1,616	3,649	3,677	127.5%
Math	134	259	260	94.0%
Physical Science	71	175	174	145.1%
Level
Degrees in Critical Fields Bachelor of Applied Technology	0	49	36	N/A
Associates	2,069	2,888	3,051	47.5%
Cert 1	2,034	4,086	4,147	103.9%
Cert 2	35	63	74	111.4%
Degrees in Critical Fields Advanced Technology Certificate	0	2	3	N/A

17. Awards in Nursing	FY 2000	FY 2011	FY 2012	% Change FY 2000 to FY 2012
Total	5,135	8,931	9,004	75.3%
Associates	2,531	5,378	5,358	111.7%
Cert 1	877	1,952	1,960	123.5%
Cert 2	1,727	1,601	1,686	- 2.4%
Advanced Technology Certificate	0	0	0	N/A
ESC	1	1	10	900.0%
Field of Study	0	435	236	N/A

18. Awards in Allied Health	FY 2000	FY 2011	FY 2012	% Change FY 2000 to FY 2012
Total	3,584	6,184	6,743	88.1%
Associates	2,194	3,010	3,313	51.0%
Cert 1	1,228	2,840	3,021	146.0%
Cert 2	162	280	328	102.5%
Advanced Technology Certificate	0	54	81	N/A
ESC	0	105	118	N/A

19. Teacher Production and Certification	FY 2009	FY 2010	FY 2011
Statewide data is not available for this measure.

20. Graduate Status After Graduation	FY 2009		FY 2010		FY 2011		Point Change FY 2009 to FY 2011
Academic
Employed Only	8,352	35.8%	9,952	35.5%	10,857	36.7%		0.9
Employed and Enrolled (in Senior Institutions)	6,856	29.4%	7,821	27.9%	7,696	26.0%		- 3.4
Enrolled Only (in Senior Institutions)	4,822	20.7%	5,802	20.7%	6,153	20.8%		0.1
Enrolled Only (in Community Colleges)	1,167	5.0%	1,443	5.2%	1,644	5.6%		0.6
Not Found	2,150	9.2%	2,983	10.7%	3,223	10.9%		1.7
Technical
Employed Only	22,505	78.7%	24,223	77.0%	26,517	76.5%		- 2.2
Employed and Enrolled (in Senior Institutions)	891	3.1%	1,042	3.3%	1,168	3.4%		0.3
Enrolled Only (in Senior Institutions)	457	1.6%	606	1.9%	694	2.0%		0.4
Enrolled Only (in Community Colleges)	2,123	7.4%	2,468	7.8%	2,842	8.2%		0.8
Not Found	2,628	9.2%	3,135	10.0%	3,441	9.9%		0.7
For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts

21. Marketable Skills Awards	FY 2002	FY 2011	FY 2012	Point Change FY 2002 to FY 2012
Marketable Skills Completers	774	4,269	4,616	496.4%
Race/Ethnicity
White	416	1,566	1,652	297.1%
African American	149	618	618	314.8%
Hispanic	147	1,654	1,906	1196.6%
Asian	52	171	170	226.9%
International	5	85	88	1660.0%
Other	5	175	182	3540.0%
Gender
Male	0	2,251	2,535	N/A
Female	0	2,018	2,081	N/A

22. Associate of Arts in Teaching Awards	FY 2000	FY 2011	FY 2012	Percent Change FY 2000 to FY 2012
Total	441	2,150	2,094	374.8%
Race/Ethnicity
White	176	741	746	323.9%
African American	25	99	112	348.0%
Hispanic	236	1,195	1,121	375.0%
Asian	0	27	21	N/A
International	1	25	27	2600.0%
Other	3	63	67	2133.3%
Gender
Male	96	243	243	153.1%
Female	345	1,907	1,851	436.5%

	Fall 2008 Cohort
Developmental Education 23. Under-prepared students are given 2 years to satisfy their TSI obligation.	Total	Number attempting developmental education	Percent attempting developmental education	TSI obligations met (of those attempting developmental education)	TSI obligations met (of total)	TSI obligations met (percent of those attempting developmental education)	TSI obligations met (percent of total)
Number of FTIC students	100,932
Met state standards in all areas
Math	38,460	10,776	28.0%	N/A	N/A	N/A	N/A
Reading	38,460	1,107	2.9%	N/A	N/A	N/A	N/A
Writing	38,460	934	2.4%	N/A	N/A	N/A	N/A
All students below state standard
Math	41,893	34,400	82.1%	17,871	20,077	52.0%	47.9%
Reading	26,662	20,247	75.9%	12,832	16,234	63.4%	60.9%
Writing	19,277	13,340	69.2%	8,314	11,353	62.3%	58.9%
Not met state standards:
In all three areas
Math	11,200	9,059	80.9%	4,064	4,594	44.9%	41.0%
Reading	11,200	8,977	80.2%	5,036	5,850	56.1%	52.2%
Writing	11,200	8,080	72.1%	4,516	5,780	55.9%	51.6%
Met state standards in at least one area:
Math
Not requiring developmental education	8,634	4,043	46.8%	N/A	N/A	N/A	N/A
Requiring developmental education	30,693	25,341	82.6%	13,807	15,483	54.5%	50.4%
Unknown / Not tested	11,945	4,655	39.0%	2,443	6,024	52.5%	50.4%
Reading
Not requiring developmental education	26,168	1,364	5.2%	N/A	N/A	N/A	N/A
Requiring developmental education	15,462	11,270	72.9%	7,796	10,384	69.2%	67.2%
Unknown / Not tested	9,642	2,210	22.9%	1,432	5,597	64.8%	58.0%
Writing
Not requiring developmental education	32,964	3,449	10.5%	N/A	N/A	N/A	N/A
Requiring developmental education	8,077	5,260	65.1%	3,798	5,573	72.2%	69.0%
Unknown / Not tested	10,231	2,170	21.2%	1,342	5,820	61.8%	56.9%
For additional detail on developmental education outcomes, including yearly changes, go to: http://www.txhighereddata.org/reports/performance/deved/

	Fall 2008 Cohort
24. Developmental Education: Underprepared and prepared students returning in fall.	Total	Number returning (Fall 2009)	Percent returning (Fall 2009)
Number of FTIC students	100,932
Met state standards in all areas	38,460	26,665	69.3%
Not met state standards:
In all three areas	11,200	5,482	49.0%
Math
Not requiring developmental education	8,634	5,441	63.0%
Requiring developmental education	30,693	17,362	56.6%
Unknown / Not tested	11,945	5,741	48.1%
Reading
Not requiring developmental education	26,168	15,399	58.9%
Requiring developmental education	15,462	8,775	56.8%
Unknown / Not tested	9,642	4,370	45.3%
Writing
Not requiring developmental education	32,964	19,218	58.3%
Requiring developmental education	8,077	4,687	58.0%
Unknown / Not tested	10,231	4,639	45.3%

	Fall 2000	Fall 2010	Fall 2011	%/Point Change Fall 2000 to Fall 2011
25. Course Completion Rate for Undergraduate State Funded Semester Credit Hours
Beginning semester credit hours	3,786,472	5,857,403	6,307,578	66.6%
Ending semester credit hours	3,036,598	5,128,429	5,552,571	82.9%
Completion rate	80.2%	87.6%	88.0%	7.8