9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from the same institution or another Texas public or independent institution.

UH is working hard to improve graduation rates, and the data indicate that we are making progress. Over the past several years we have implemented many new initiatives aimed at enhancing student persistence and reducing time to degree. Since FY 2000, significant improvements have been made in 4-year, 5-year and 6-year graduation rates. In fact, UH’s 6-year graduation rate (at the same institution) reached a high of over 51% in FY 2015, which is an 14 percentage point increase over FY 2000.

Degrees and certificates awarded

The number of degrees awarded at UH has increased 64% since FY 2000. Of special note, the number of degrees awarded to Hispanic and African American students have increased 172% and 98%, respectively, since FY 2000.

Out-Of-State Peers	FY 2000	FY 2013	FY 2014	FY 2015	Point Change FY 2000 to FY 2015
Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate
4-Year graduation rate	1996	2,253	11.9%	2009	3,107	21.6%	2010	3,459	24.7%	2011	3,564	27.3%	15.4
Same institution			10.7%			19.8%			22.8%			25.3%	14.6
Other TX institutions			1.2%			1.8%			1.9%			2.0%	0.8
5-Year graduation rate	1995	1,834	33.8%	2008	3,507	43.7%	2009	3,107	46.0%	2010	3,459	47.9%	14.1
Same institution			28.7%			38.9%			41.6%			42.6%	13.9
Other TX institutions			5.1%			4.8%			4.3%			5.3%	0.2
6-Year graduation rate	1994	1,694	44.6%	2007	3,292	55.0%	2008	3,507	55.7%	2009	3,107	57.6%	13.0
Same institution			37.2%			47.0%			48.2%			51.0%	13.8
Other TX institutions			7.4%			8.0%			7.5%			6.6%	- 0.8
For more information on the 6-year graduation rate, see: http://www.txhighereddata.org/GradRates

Out-Of-State Peers	FY 2000	FY 2014	FY 2015	% Change FY 2000 to FY 2015	Institutional Closing the Gaps Target- FY 2015	Closing the Gaps Completion
Total Degrees*	5,602	9,238	9,160	63.5%
White	2,896	3,179	2,936	1.4%
African American	498	988	984	97.6%
Hispanic	796	2,083	2,167	172.2%
Asian	1,083	1,669	1,623	49.9%
International	307	1,097	1,196	289.6%
Other	22	222	254	1054.5%

Level
Associates	N/A	N/A	N/A	N/A	0	N/A
Baccalaureate	3,533	6,437	6,340	79.5%	6,282	100.9%
Master's	1,398	2,075	2,060	47.4%
Doctor's Research/Scholarship	206	272	335	62.6%	335	100.0%
Doctor's Professional Practice	465	454	425	- 8.6%

Certificates
Upper-level certificates	N/A	N/A	N/A	N/A
Post-baccalaureate certificates	N/A	N/A	N/A	N/A

*Hispanic students, except international ones, are counted as Hispanic. Students who are "Multi-Racial one of which is African American" are included with the African American students. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown as a separate category.

Gender
Male	2,450	4,304	4,435	81.0%
Female	3,152	4,934	4,725	49.9%

	FY 2000	FY 2014	FY 2015	Change FY 2000 to FY 2015
Undergraduate Degrees to At-Risk Students	1,659	4,398	4,280	2,621

Closing the Gaps Critical Fields: STEM Awards

Since FY 2000, the number of UH graduates in key scientific and technological fields has more than doubled at all academic levels.

Nursing and Allied Health

UH's allied health degrees include communication disorders and health majors. Due to the small number of programs, the number of degrees awarded in these fields is also small, though we have seen an increase of 57% since 2000. It is important to note that UH's programs in optometry and pharmacy are not counted as "allied health" degrees, yet UH awards over 200 degrees in these fields annually.

Teacher Production and Certification

The percentage of UH graduates passing the teacher certification exam remains very high at 96%.

Graduation and Persistence Rate: 6-Year

Out-Of-State Peers	FY 2000	FY 2013	FY 2014	FY 2015	% Change FY 2000 to FY 2015	Institutional Closing the Gaps Target- FY 2015*	Closing the Gaps Completion*
Computer Science*	87	139	175	221	154.0%	120	184.2%
Engineering*	384	525	595	598	55.7%	659	90.7%
Math*	30	90	114	113	276.7%	82	137.8%
Physical Science*	29	131	154	134	362.1%	148	90.5%

Level
Associate's	0	0	0	0	N/A
Baccalaureate	530	885	1,038	1,066	101.1%	1,009	105.6%
Master's	222	423	426	566	155.0%
Doctor's Research/Scholarship	59	105	121	135	128.8%

Out-Of-State Peers	FY 2000	FY 2013	FY 2014	FY 2015	% Change FY 2000 to FY 2015	Institutional Closing the Gaps Target- FY 2015*	Closing the Gaps Completion*
Total Nursing Degrees	0	0	0	0	N/A
Certificate	0	0	0	0	N/A
Associates	0	0	0	0	N/A
Baccalaureate	0	0	0	0	N/A	0	N/A
Master's	0	0	0	0	N/A
Doctor's Research/Scholarship	0	0	0	0	N/A
Doctor's Professional Practice	0	0	0	0	N/A

Out-Of-State Peers	FY 2000	FY 2013	FY 2014	FY 2015	% Change FY 2000 to FY 2015	Institutional Closing the Gaps Target- FY 2015*	Closing the Gaps Completion*
Total Allied Health Degrees	65	85	91	102	56.9%
Certificate	0	0	0	0	N/A
Associates	0	0	0	0	N/A
Baccalaureate	39	50	51	54	38.5%	59	92%
Master's	26	35	40	48	84.6%
Doctor's Research/Scholarship	0	0	0	0	N/A
Doctor's Professional Practice	0	0	0	0	N/A

	FY 2012	FY 2013	FY 2014
Total number taking exam	384	413	445
Race/Ethnicity
White	187	190	175
African American	36	37	43
Hispanic	113	130	170
Other	48	56	57
Gender
Male	68	71	86
Female	316	342	359

Total percent passing exam	96.0%	95.0%	96.0%
Race/Ethnicity
White	99.0%	97.0%	96.0%
African American	93.0%	95.0%	86.0%
Hispanic	94.0%	94.0%	98.0%
Other	92.0%	90.0%	98.0%
Gender
Male	96.0%	99.0%	98.0%
Female	96.0%	94.0%	96.0%

16. First-time, full-time students enrolled in a minimum of 12 SCH their first fall semester who have graduated or are still enrolled at the same institution or another Texas public or independent institution.

Out-Of-State Peers	FY 2000	FY 2013	FY 2014	FY 2015	Point Change FY 2000 to FY 2015
Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate	Entering Fall Cohort	Cohort	Rate
Total	1994	1,694	65.5%	2007	3,292	70.6%	2008	3,507	71.1%	2009	3,107	73.0%	7.5
Same institution		49.3%		53.3%		54.4%		57.2%	7.9
Other TX institutions		16.2%		17.3%		16.7%		15.8%	- 0.4
White	1994	765	62.2%	2007	913	69.3%	2008	936	70.9%	2009	790	71.9%	9.7
Same institution		43.9%		51.9%		53.8%		58.0%	14.1
Other TX institutions		18.3%		17.4%		17.1%		13.9%	- 4.4
African American	1994	188	56.9%	2007	648	61.6%	2008	711	60.3%	2009	545	61.1%	4.2
Same institution		45.7%		41.0%		40.8%		40.7%	- 5.0
Other TX institutions		11.2%		20.5%		19.5%		20.4%	9.2
Hispanic	1994	299	65.6%	2007	752	66.1%	2008	826	68.8%	2009	786	70.4%	4.8
Same institution		51.5%		49.6%		53.6%		55.0%	3.5
Other TX institutions		14.0%		16.5%		15.1%		15.4%	1.4
Asian	1994	396	77.8%	2007	869	84.2%	2008	839	81.9%	2009	846	84.0%	6.2
Same institution		61.4%		67.5%		64.1%		67.5%	6.1
Other TX institutions		16.4%		16.7%		17.8%		16.5%	0.1
Other	1994	46	50.0%	2007	110	58.2%	2008	195	73.8%	2009	140	74.3%	24.3
Same institution		34.8%		49.1%		68.2%		67.1%	32.3
Other TX institutions		15.2%		9.1%		5.6%		7.1%	- 8.1
For more information on the 6-year graduation rate, see: http://www.txhighereddata.org/GradRates

Success - Contextual Measures

	Fall 2000	Fall 2014	Fall 2015	Point Change Fall 2000 to Fall 2015
17. Enrollment: Percent of first-time students 19 and under	96.8%	98.3%	98.5%	1.7

	Fall 2000	Fall 2012	Fall 2013	Point Change Fall 2000 to Fall 2013
18. Financial Aid: Percent of students receiving Pell Grants	27.3%	40.7%	40.0%	12.7

	Fall 2000	Fall 2014	Fall 2015	Point Change Fall 2000 to Fall 2015
19. Part-time first-time, degree seeking, undergraduates	9.2%	3.5%	4.2%	- 5.0

20. Persistence rate of first-time, degree-seeking undergraduates: One-Year	Entering Cohort Fall 2000		Entering Cohort Fall 2013		Entering Cohort Fall 2014		Point Change Fall 2000 to Fall 2014
	Cohort	Rate	Cohort	Rate	Cohort	Rate	Point Change Fall 2000 to Fall 2014
Total	2,847	88.9%	3,332	90.8%	3,909	92.6%	3.7
Same institution		78.6%		85.0%		86.3%	7.7
Other TX institutions		10.3%		5.8%		6.3%	- 4.0
White	949	86.1%	814	89.1%	907	88.8%	2.7
Same institution		72.2%		80.6%		81.7%	9.5
Other TX institutions		13.9%		8.5%		7.1%	- 6.8
African American	534	87.5%	373	88.5%	461	92.8%	5.3
Same institution		80.1%		80.4%		83.5%	3.4
Other TX institutions		7.3%		8.0%		9.3%	2.0
Hispanic	591	89.5%	980	89.8%	1,143	91.0%	1.5
Same institution		78.7%		84.0%		83.2%	4.5
Other TX institutions		10.8%		5.8%		7.8%	- 3.0
Asian	654	94.2%	917	95.5%	1,085	98.1%	3.9
Same institution		86.1%		91.9%		94.4%	8.3
Other TX institutions		8.1%		3.6%		3.7%	- 4.4
Other	119	85.7%	248	86.3%	313	90.7%	5.0
Same institution		80.7%		85.1%		86.9%	6.2
Other TX institutions		5.0%		1.2%		3.8%	- 1.2

21. Persistence rate of first-time, degree-seeking undergraduates: Two-Year	Entering Cohort Fall 2000		Entering Cohort Fall 2012		Entering Cohort Fall 2013		Point Change Fall 2000 to Fall 2013
	Cohort	Rate	Cohort	Rate	Cohort	Rate	Point Change Fall 2000 to Fall 2013
Total	2,847	83.7%	3,352	85.9%	3,327	86.0%	2.3
Same institution		65.7%		72.9%		75.1%	9.4
Other TX institutions		17.9%		13.0%		10.9%	- 7.0
White	949	81.1%	855	85.8%	812	81.8%	0.7
Same institution		61.0%		69.9%		68.0%	7.0
Other TX institutions		20.1%		15.9%		13.8%	- 6.3
African American	534	79.0%	446	80.5%	372	83.3%	4.3
Same institution		63.3%		67.7%		71.5%	8.2
Other TX institutions		15.7%		12.8%		11.8%	- 3.9
Hispanic	591	85.6%	963	83.6%	979	83.4%	- 2.2
Same institution		65.5%		70.0%		71.2%	5.7
Other TX institutions		20.1%		13.6%		12.2%	- 7.9
Asian	654	91.4%	879	92.4%	916	93.3%	1.9
Same institution		75.1%		81.8%		84.6%	9.5
Other TX institutions		16.4%		10.6%		8.7%	- 7.7
Other	119	72.3%	209	80.9%	248	87.1%	14.8
Same institution		63.9%		72.2%		84.7%	20.8
Other TX institutions		8.4%		8.6%		2.4%	- 6.0

Developmental Education	Fall 2011 Cohort
22. The percent of underprepared and prepared students who successfully complete a college-level course in math, reading and writing. Prepared students are given 1 year. Underprepared students are given 3 years.	Total/Area Counts (a)	Received credit pre-matriculation (b)	College level course completion (grade A, B, or C) (c)	College level course completion (grade A, B, C) including pre-matriculation credit (percent of total) (b+c)/(a)
Summary Data
Number of FTIC students	3,738
Met state standards in all three areas	3,645
Did not meet state standards in one, two, or all three areas (at entry)	88
Unknown* (unduplicated)	5

Data by Subject Area
Met Standard
Math	3,695	282	2,700	80.7%
Reading	3,674	795	2,113	79.2%
Writing	3,680	704	2,286	81.3%
Did Not Meet Standard
Math	38	N/A	23	60.5%
Reading	59	N/A	37	62.7%
Writing	53	N/A	36	67.9%
Unknown (waived or military exemption)**
Math**	5	N/A	4	80.0%
Reading**	5	N/A	5	100.0%
Writing**	5	N/A	5	100.0%

Most- and Least-Prepared Populations
Met State Standard in All Three Areas
Math	3,645	280	2,665	80.8%
Reading	3,645	787	2,102	79.3%
Writing	3,645	699	2,267	81.4%
Did Not Meet Standard in All Three Areas
Math	14	N/A	6	42.9%
Reading	14	N/A	7	50.0%
Writing	14	N/A	8	57.1%

The data for this accountability measure is tracked for one year for students who met TSI and for one, two, and three years for students who did not meet TSI for this report.

*The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others.

**Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category.

	Fall 2011 Cohort
23. Underprepared students who satisfied TSI obligation within 2 years.	Total/Area Counts (a)	Number attempting developmental education (b)	Percent attempting developmental education (includes DevEd interventions) (b/a)	TSI obligations met (of those attempting developmental education) (d)	TSI obligations met through any means (of total) (e)	TSI obligations met (percent of those attempting developmental education) (d/b)	TSI obligations met (percent of total as reported by institution) (e/a)	TSI obligations met based on TSI reporting or passed 1st college-level course (percent of total) (e) and/or Passed^†/(a)
Summary Data
Number of FTIC students	3,738
Met state standards in all three areas	3,645
Did not meet state standards in one, two, or all three areas (at entry)	88
Unknown* (unduplicated)	5

Data by Subject Area
Met Standard
Math	3,695	238	6.4%	N/A	N/A	N/A	N/A	N/A
Reading	3,674	20	0.5%	N/A	N/A	N/A	N/A	N/A
Writing	3,680	72	2.0%	N/A	N/A	N/A	N/A	N/A

Did Not Meet Standard
Math	38	17	44.7%	11	22	64.7%	57.9%	68.4%
Reading	59	14	23.7%	13	42	92.9%	71.2%	76.3%
Writing	53	38	71.7%	30	38	78.9%	71.7%	71.7%

Unknown (waived or military exemption)**
Math**	5	2	40.0%	N/A	N/A	N/A	N/A	N/A
Reading**	5	1	20.0%	N/A	N/A	N/A	N/A	N/A
Writing**	5	0	0.0%	N/A	N/A	N/A	N/A	N/A

Most- and Least-Prepared Populations
Met state standards in all areas
Math	3,645	233	6.4%	N/A	N/A	N/A	N/A	N/A
Reading	3,645	20	0.5%	N/A	N/A	N/A	N/A	N/A
Writing	3,645	66	1.8%	N/A	N/A	N/A	N/A	N/A

Did Not Meet Standards in All Three Areas
Math	14	6	42.9%	4	7	66.7%	50.0%	50.0%
Reading	14	1	7.1%	1	6	100.0%	42.9%	57.1%
Writing	14	9	64.3%	7	8	77.8%	57.1%	57.1%

*The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others.

^†Passed is the number of students who passed a first college-level course as shown on measure #22.

	Fall 2011 Cohort
24. Percent of students who return the following fall.	Total (a)	Number returning (Fall 2012) (b)	Percent returning (Fall 2012) (b/a)
Summary Data
Number of FTIC students	3,738	3,335	89
Met state standards in all areas	3,645	3,261	89.5%
Did not meet state standards in one, two, or all three areas	88	69	78.4%
Did not meet state standards in all three areas	14	10	71.4%
Unknown* (unduplicated)	5	5	100.0%

Data by Subject Area
Met Standard by Area
Math	3,695	3,301	89.3%
Reading	3,674	3,284	89.4%
Writing	3,680	3,291	89.4%

Did Not Meet Standard by Area
Math	38	29	76.3%
Reading	59	46	78.0%
Writing	53	39	73.6%

Unknown by Area (waived or military exemption)**
Math	5	5	100.0%
Reading	5	5	100.0%
Writing	5	5	100.0%

*The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others.

	FY 2000		FY 2014		FY 2015		Point Change FY 2000 to FY 2015
25. Graduation of two-year college students
1-29 SCH (before transfer)	167	( 28.2%)	330	( 37.3%)	301	( 33.4%)	5.2
30 SCH or more (before transfer)	534	( 33.5%)	1,291	( 48.9%)	1,248	( 49.5%)	16.0
Source: CBM001 and CBM009.

26. Percentage of baccalaureate graduates by SCH completed at two-year colleges:
1-29 SCH (at any time)	38.6%		34.8%		35.3%		- 3.3
30 SCH or more (at any time)	34.1%		37.4%		36.7%		2.6
Source: CBM001 and CBM009.

	Cohort	Rate	Cohort	Rate	Cohort	Rate
27. Graduation Rates
Master's	Fall 1995	66.2%	Fall 2009	86.9%	Fall 2010	87.6%
Doctoral	Fall 1990	35.5%	Fall 2004	58.2%	Fall 2005	70.9%

	FY 2011	FY 2013	FY 2014	Point Change FY 2011 to FY 2014
Baccalaureate graduate success
28. Percent of baccalaureate graduates who are employed or enrolled in a Texas graduate program or professional school	73.9%	76.9%	75.2%	1.3

	FY 2011	FY 2013	FY 2014	Point Change FY 2011 to FY 2014
Baccalaureate Graduates Employment/Enrollment Status
29. Employed in 4th quarter in which program year ends	62.0%	66.8%	66.5%	4.5
30. In graduate or professional school in Texas in fall of the next FY	5.5%	5.0%	4.2%	- 1.3
31. Employed in Texas and enrolled in a graduate or professional school in Texas	6.3%	5.1%	4.5%	- 1.8

For more detailed information on enrollments and employment of graduates and other leavers, go to: http://www.txhighereddata.org/exitcohorts

	Fall 2000 FTSE/ FY 2001 UG Degrees	Fall 2013 FTSE/ FY 2014 UG Degrees	Fall 2014 FTSE/ FY 2015 UG Degrees
32. Undergraduate efficiency ratio
Ratio of Undergraduate FTSE to Undergraduate Baccalaureate Degrees Awarded	N/A	3.92	4.18

Success - Key Measures

Graduation Rate: 4-, 5-, and 6-Year

Source: CBM001,CBM002, and CBM009

Degrees and certificates awarded

Source: CBM009

Source: CBM009

Closing the Gaps Critical Fields: STEM Awards

Nursing and Allied Health

Teacher Production and Certification

Graduation and Persistence Rate: 6-Year

Source: CBM001, CBM002 and CBM009

Success - Contextual Measures

Developmental Education