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

3, 4, and 6-Year Graduation Rates

	FY 2000 (Entering Fall 1994 Cohort)	FY 2013 (Entering Fall 2007 Cohort)	FY 2014 (Entering Fall 2008 Cohort)	FY 2015 (Entering Fall 2009 Cohort)	Point Change FY 2000 to FY 2015
Total*	38.0%	43.1%	43.6%	42.2%	4.2
Race/Ethnicity
White	41.4%	46.5%	46.8%	45.2%	3.8
African American	26.3%	31.0%	30.9%	29.2%	2.9
Hispanic	34.0%	41.9%	43.1%	42.0%	8.0
Asian	49.9%	55.3%	60.3%	59.5%	9.6
Native American	35.2%	37.0%	37.3%	42.2%	7.0
International	32.6%	32.3%	34.6%	35.3%	2.7
Other (Unknown)	0.0%	47.8%	46.6%	44.3%	44.3
Gender
Male	34.6%	39.3%	39.5%	38.5%	3.9
Female	40.9%	46.5%	47.3%	45.6%	4.7

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

Degrees and Certificates

	FY 2000	FY 2013	FY 2014	FY 2015	Point Change FY 2000 to FY 2015
Entering Fall Cohort	Rate	Entering Fall Cohort	Rate	Entering Fall Cohort	Rate	Entering Fall Cohort	Rate
3-Year graduation rate (Total)	1997	4,471	(10.8%)	2010	8,992	(14.2%)	2011	9,271	(15.0%)	2012	9,622	(16.2%)	5.4
Baccalaureate or Above	116	(0.3%)	184	(0.3%)	189	(0.3%)	262	(0.4%)	0.1
Associates	2,896	(7.0%)	6,427	(10.1%)	6,774	(10.9%)	7,211	(12.2%)	5.2
Certificate	1,459	(3.5%)	2,381	(3.7%)	2,308	(3.7%)	2,149	(3.6%)	0.1
No Award	36,972	(89.2%)	54,546	(85.8%)	52,598	(85.0%)	49,624	(83.8%)	- 5.4
4-Year graduation rate (Total)	1996	6,166	(15.5%)	2009	12,643	(20.7%)	2010	13,168	(20.7%)	2011	13,691	(22.1%)	6.6
Baccalaureate or Above	1,082	(2.7%)	1,806	(3.0%)	1,783	(2.8%)	1,911	(3.1%)	0.4
Associates	3,415	(8.6%)	8,256	(13.5%)	8,777	(13.8%)	9,207	(14.9%)	6.3
Certificate	1,669	(4.2%)	2,581	(4.2%)	2,608	(4.1%)	2,573	(4.2%)	0.0
No Award	33,644	(84.5%)	48,510	(79.3%)	50,370	(79.3%)	48,178	(77.9%)	- 6.6
6-Year graduation rate (Total)	1994	9,846	(25.7%)	2007	17,095	(32.0%)	2008	17,939	(32.9%)	2009	19,908	(32.6%)	6.9
Baccalaureate or Above	4,829	(12.6%)	7,887	(14.7%)	7,995	(14.6%)	8,349	(13.7%)	1.1
Associates	3,332	(8.7%)	6,892	(12.9%)	7,518	(13.8%)	8,734	(14.3%)	5.6
Certificate	1,685	(4.4%)	2,316	(4.3%)	2,426	(4.4%)	2,825	(4.6%)	0.2
No Award	28,462	(74.3%)	36,384	(68.0%)	36,662	(67.1%)	41,245	(67.4%)	- 6.9
For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/GradRates

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

Transfers

Developmental Education

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.

	FY 2000	FY 2014	FY 2015	% Change FY 2000 to FY 2015
Total Degrees and Certificates (Does not include other completers)	37,395	94,477	103,752	177.4%
White	21,165	37,524	39,044	84.5%
African American	4,817	12,255	13,679	184.0%
Hispanic	9,428	35,391	40,905	333.9%
Asian	1,170	3,883	4,321	269.3%
International	563	2,155	2,331	314.0%
Other	252	3,269	3,472	1277.8%

Level
Bachelor of Applied Technology	N/A	184	256	N/A
Associates	22,753	63,443	69,642	206.1%
Certificate 1	12,481	28,036	30,740	146.3%
Certificate 2	2,161	2,441	2,831	31.0%
Advanced Technology Certificates	N/A	373	283	N/A
Other Completers:
ESC	90	167	104	15.6%
Core Completers	N/A	41,895	44,322	N/A
Field of Study	N/A	2,911	3,404	N/A

Gender
Male	15,150	41,102	45,978	203.5%
Female	22,245	53,375	57,774	159.7%

	FY 2000	FY 2014	FY 2015	Point Change FY 2000 to FY 2015
Entering Fall Cohort	Rate	Entering Fall Cohort	Rate	Entering Fall Cohort	Rate
Cohort	1994	83,200	(100%)	2008	101,062	(100%)	2009	112,999	(100%)
0-12 hours		2,603	(3.1%)		1,423	(1.4%)		1,236	(1.1%)	- 2.0
13-24 hours		1,632	(2.0%)		1,844	(1.8%)		1,554	(1.4%)	- 0.6
25-29 hours		802	(1.0%)		1,095	(1.1%)		1,132	(1.0%)	0.0
30-42 hours		1,991	(2.4%)		2,879	(2.8%)		2,930	(2.6%)	0.2
43+ hours		12,095	(14.5%)		18,044	(17.9%)		18,617	(16.5%)	2.0

All Transfers Total		19,123	(23.0%)		25,285	(25.0%)		25,469	(22.5%)	- 0.5
Non Transfer Completers		6,685	(8.0%)		11,134	(11.0%)		12,798	(11.3%)	3.3
Non Completers		57,392	(69.0%)		64,643	(64.0%)		74,732	(66.1%)	- 2.9

Awarded Core		0	(0.0%)		9,092	(9.0%)		9,824	(8.7%)	8.7

	Fall 2011 Cohort
14. 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	121,546
Met state standards in all three areas	49,212
Did not meet state standards in one, two, or all three areas (at entry)	65,151
Unknown* (unduplicated)	7,183

Data by Subject Area
Met Standard
Math	60,771	3,901	17,850	35.8%
Reading	80,430	12,835	38,510	63.8%
Writing	80,214	11,260	35,330	58.1%
Did Not Meet Standard
Math	53,748	N/A	8,511	15.8%
Reading	34,579	N/A	13,041	37.7%
Writing	34,606	N/A	10,823	31.3%
Unknown (waived or military exemption)**
Math**	7,027	N/A	734	10.4%
Reading**	6,537	N/A	1,551	23.7%
Writing**	6,726	N/A	1,209	18.0%

Most- and Least-Prepared Populations
Met State Standard in All Three Areas
Math	49,212	3,582	15,000	37.8%
Reading	49,212	9,696	25,538	71.6%
Writing	49,212	8,936	23,688	66.3%
Did Not Meet Standard in All Three Areas
Math	20,338	N/A	2,611	12.8%
Reading	20,338	N/A	6,013	29.6%
Writing	20,338	N/A	5,262	25.9%

Success - Contextual Measures

15. Persistence Rates	Entering Cohort Fall 2000	Entering Cohort Fall 2013	Entering Cohort Fall 2014	Point Change Fall 2000 to Fall 2014
First-time Undergraduate Persistence rate after one year
Total	66.1%	65.5%	66.9%	0.8
Same institution	53.8%	55.3%	56.5%	2.7
Other institutions	12.3%	10.2%	10.4%	- 1.9
White	67.9%	67.6%	69.1%	1.2
Same institution	52.0%	53.9%	55.0%	3.0
Other institutions	15.9%	13.7%	14.0%	- 1.9
African American	59.3%	53.7%	53.9%	- 5.4
Same institution	48.2%	42.9%	42.5%	- 5.7
Other institutions	11.1%	10.7%	11.4%	0.3
Hispanic	65.2%	66.4%	68.0%	2.8
Same institution	58.6%	59.7%	61.1%	2.5
Other institutions	6.6%	6.7%	6.9%	0.3
Asian	76.6%	81.4%	83.5%	6.9
Same institution	64.1%	67.0%	71.0%	6.9
Other institutions	12.5%	14.5%	12.6%	0.1
International	57.0%	67.6%	65.8%	8.8
Same institution	52.2%	65.8%	64.0%	11.8
Other institutions	4.8%	1.9%	1.8%	- 3.0
Other	66.2%	64.3%	65.5%	- 0.7
Same institution	52.5%	52.6%	52.6%	0.1
Other institutions	13.7%	11.7%	12.9%	- 0.8


	Entering Cohort Fall 2000	Entering Cohort Fall 2012	Entering Cohort Fall 2013	Point Change Fall 2000 to Fall 2013
First-time Undergraduate Persistence rate after two years
Total	54.5%	51.2%	53.0%	- 1.5
Same institution	31.0%	30.7%	31.6%	0.6
Other institutions	23.5%	20.5%	21.4%	- 2.1
White	57.2%	54.2%	55.8%	- 1.4
Same institution	27.8%	27.7%	27.8%	0.0
Other institutions	29.3%	26.5%	28.0%	- 1.3
African American	45.2%	39.1%	39.4%	- 5.8
Same institution	23.7%	21.0%	21.2%	- 2.5
Other institutions	21.5%	18.2%	18.1%	- 3.4
Hispanic	53.3%	51.8%	54.4%	1.1
Same institution	39.4%	36.3%	38.0%	- 1.4
Other institutions	13.9%	15.5%	16.3%	2.4
Asian	67.9%	70.4%	72.1%	4.2
Same institution	39.5%	39.2%	40.3%	0.8
Other institutions	28.5%	31.2%	31.8%	3.3
International	39.4%	38.7%	43.2%	3.8
Same institution	28.2%	33.7%	37.6%	9.4
Other institutions	11.1%	5.0%	5.6%	- 5.5
Other	55.1%	50.9%	50.3%	- 4.8
Same institution	30.8%	29.1%	28.1%	- 2.7
Other institutions	24.3%	21.7%	22.2%	- 2.1

16. Awards in STEM Fields	FY 2000	FY 2014	FY 2015	% Change FY 2000 to FY 2015
Fields
Computer Science	2,317	4,087	4,618	99.3%
Engineering	1,616	4,465	4,904	203.5%
Math	134	345	377	181.3%
Physical Science	71	222	424	497.2%

Level
Degrees in Critical Fields Bachelor of Applied Technology	0	17	23	N/A
Associates	2,069	3,710	4,320	108.8%
Cert 1	2,034	5,252	5,733	181.9%
Cert 2	35	131	244	597.1%
Degrees in Critical Fields Advanced Technology Certificate	0	9	3	N/A

17. Awards in Nursing	FY 2000	FY 2014	FY 2015	% Change FY 2000 to FY 2015
Total	5,135	8,598	8,185	59.4%
Associates	2,531	5,447	5,062	100.0%
Cert 1	877	1,862	1,803	105.6%
Cert 2	1,727	1,289	1,320	- 23.6%
Advanced Technology Certificate	0	0	0	N/A
ESC	1	7	0	-100.0%
Field of Study	0	296	273	N/A

18. Awards in Allied Health	FY 2000	FY 2014	FY 2015	% Change FY 2000 to FY 2015
Total	3,584	7,034	6,958	94.1%
Bachelor of Applied Technology	0	64	85	N/A
Associates	2,194	3,568	3,531	60.9%
Cert 1	1,228	3,038	2,871	133.8%
Cert 2	162	270	303	87.0%
Advanced Technology Certificate	0	94	168	N/A
ESC	0	144	90	N/A

19. Teacher Production and Certification	FY 2012	FY 2013	FY 2014
Statewide data is not available for this measure.

20. Graduate Status After Graduation	FY 2012		FY 2013		FY 2014
Academic
Employed Only	12,441	36.2%	14,438	38.7%	16,350	38.8%	2.6
Employed and Enrolled (in Senior Institutions)	9,131	26.6%	9,286	24.9%	10,988	26.1%	- 0.5
Enrolled Only (in Senior Institutions)	7,181	20.9%	6,671	17.9%	7,916	18.8%	- 2.1
Enrolled Only (in Community Colleges)	1,747	5.1%	1,879	5.0%	2,136	5.1%	0.0
Not Found	3,839	11.2%	5,051	13.5%	4,700	11.2%	0.0
Technical
Employed Only	26,470	75.7%	27,803	76.4%	28,697	76.4%	0.7
Employed and Enrolled (in Senior Institutions)	1,330	3.8%	1,237	3.4%	1,468	3.9%	0.1
Enrolled Only (in Senior Institutions)	787	2.3%	632	1.7%	795	2.1%	- 0.2
Enrolled Only (in Community Colleges)	2,714	7.8%	2,449	6.7%	2,731	7.3%	- 0.5
Not Found	3,676	10.5%	4,247	11.7%	3,877	10.3%	- 0.2
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 2014	FY 2015	Point Change FY 2002 to FY 2015
Marketable Skills Completers	774	4,746	6,375	723.6%
Race/Ethnicity
White	416	1,519	2,160	419.2%
African American	149	632	756	407.4%
Hispanic	147	2,188	2,842	1833.3%
Asian	52	138	199	282.7%
International	5	64	69	1280.0%
Other	5	205	349	6880.0%
Gender
Male	0	2,693	3,990	N/A
Female	0	2,053	2,385	N/A

22. Associate of Arts in Teaching Awards	FY 2000	FY 2014	FY 2015	Percent Change FY 2000 to FY 2015
Total	441	1,941	2,085	372.8%
Race/Ethnicity
White	176	656	663	276.7%
African American	25	104	112	348.0%
Hispanic	236	1,069	1,202	409.3%
Asian	0	20	25	N/A
International	1	26	27	2600.0%
Other	3	66	56	1766.7%
Gender
Male	96	225	250	160.4%
Female	345	1,716	1,835	431.9%

	Fall 2011 Cohort
Developmental Education 23. The percent of 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	121,546
Met state standards in all three areas	49,212
Did not meet state standards in one, two, or all three areas (at entry)	65,151
Unknown* (unduplicated)	7,183

Data by Subject Area
Met Standard
Math	60,771	20,481	33.7%	N/A	N/A	N/A	N/A	N/A
Reading	80,430	3,896	4.8%	N/A	N/A	N/A	N/A	N/A
Writing	80,214	7,165	8.9%	N/A	N/A	N/A	N/A	N/A

Did Not Meet Standard
Math	53,748	42,471	79.0%	14,170	15,481	33.4%	28.8%	29.7%
Reading	34,579	25,019	72.4%	13,782	17,638	55.1%	51.0%	53.2%
Writing	34,606	23,770	68.7%	11,690	14,879	49.2%	43.0%	45.5%

Unknown (waived or military exemption)**
Math**	7,027	1,655	23.6%	N/A	N/A	N/A	N/A	N/A
Reading**	6,537	934	14.3%	N/A	N/A	N/A	N/A	N/A
Writing**	6,726	1,319	19.6%	N/A	N/A	N/A	N/A	N/A

Most- and Least-Prepared Populations
Met state standards in all areas
Math	49,212	15,558	31.6%	N/A	N/A	N/A	N/A	N/A
Reading	49,212	1,161	2.4%	N/A	N/A	N/A	N/A	N/A
Writing	49,212	2,131	4.3%	N/A	N/A	N/A	N/A	N/A

Did Not Meet Standards in All Three Areas
Math	20,338	14,822	72.9%	3,843	4,544	25.9%	22.3%	23.4%
Reading	20,338	14,317	70.4%	6,408	8,499	44.8%	41.8%	44.2%
Writing	20,338	13,402	65.9%	5,448	7,266	40.7%	35.7%	38.5%

*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 #14.

	Fall 2011 Cohort
24. The number and percent of underprepared and prepared 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	121,546	66,957	55
Met state standards in all areas	49,212	32,509	66.1%
Did not meet state standards in one, two, or all three areas	65,151	31,886	48.9%
Did not meet state standards in all three areas	20,338	8,667	42.6%
Unknown* (unduplicated)	7,183	2,562	35.7%

Data by Subject Area
Met Standard by Area
Math	60,771	39,231	64.6%
Reading	80,430	48,423	60.2%
Writing	80,214	48,444	60.4%

Did Not Meet Standard by Area
Math	53,748	25,238	47.0%
Reading	34,579	16,291	47.1%
Writing	34,606	16,143	46.6%

Unknown by Area (waived or military exemption)**
Math	7,027	2,488	35.4%
Reading	6,537	2,243	34.3%
Writing	6,726	2,370	35.2%

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

	Fall 2000	Fall 2013	Fall 2014	%/Point Change Fall 2000 to Fall 2014
25. Course Completion Rate for Undergraduate State Funded Semester Credit Hours
Beginning semester credit hours	3,786,472	5,961,384	5,879,330	55.3%
Ending semester credit hours	3,036,598	5,299,404	5,234,710	72.4%
Completion rate	80.2%	88.9%	89.0%	8.8

Success - Key Measures

Graduation and Persistence Rate

Source: CBM001,CBM002, and CBM009

3, 4, and 6-Year Graduation Rates

Source: CBM001,CBM002, and CBM009

Degrees and Certificates

Source: CBM009

Source: CBM009

Transfers

Developmental Education

Success - Contextual Measures

Developmental Education