Percent of first-time, full-time credential-seeking undergraduates who have graduated or are still enrolled in Texas public and private higher education after six academic years by race/ethnicity and gender. Students transferred to out-of-state institutions are not included in this measure. Full-time is considered 12 or more semester credit hours. Prior to Fall 2000, the credential-seeking students are determined by matching to the CBM002 where the educational objective field does not equal 1 (non-degree). Beginning in Fall 2000, credential-seeking students are those with a code of 1-earn an associate's degree, 2-earn a certificate, 3-earn credits for transfer or 6-did not respond from the student intent field on the CBM001. Those coded as 4=job skills or 5=personal enrichment are not included. IPEDS uses intent therefore the matching measures is only credential-seeking.
Source: CBM001, CBM002 (for historical intent) CBM009.

First-time, full-time, credential-seeking undergraduates by gender and ethnicity. Prior to Fall 2000, the credential-seeking students are determined by matching to the CBM002 where the educational objective field does not equal 1 (non-degree). Beginning in Fall 2000, credential-seeking students are those with a code of 1-earn an associate's degree, 2-earn a certificate, 3-earn credits for transfer or 6-did not respond from the student intent field on the CBM001. Those coded as 4-job skills or 5-personal enrichment are not included.
Source: CBM001, CBM002 (for historical intent) CBM009.

Awards, certificates by type, core completers and field of study completers, race/ethnicity, level of award and gender. These numbers are duplicated, as a student may earn multiple awards during a school year. Degrees include associate and baccalaureate degrees.
Source: CBM009.

Students entering college for the first time at a two-year institution, who are not concurrently enrolled at a 4-year institution, are tracked until they transfer to a four-year institution for the first time, or until they complete an award at the two-year institution. The hours shown are attempted hours, not necessarily completed hours, taken at the same institution where the student first enrolled. Only college-level hours are included in the counts; developmental education hours are not included. Students with invalid SSNs are not included.
Source: CBM001 and CBM009.

First-time summer/fall entering (non-flex entry) degree seeking undergraduates are tracked to determine whether they successfully complete a college-level course in each subject area (math, reading, writing). Students who were prepared (passed the TSI or were exempted), and who have not already received college credit in a subject area, are given 1 year to successfully complete a college-level course. Under-prepared students (who were not TSI exempted and took and failed the initial TSI test) are given 3 years to successfully complete a college-level course in each subject area. Students recorded as entering college with subject-area college credit are reported as matriculating with college credit, however, if they are also reported as not TSI ready (failing above or below the standard deviation), attending developmental education, or attending or passing a college level course, they are reported in those categories as well. This is true for all developmental education accountability measures. To 'successfully complete' the first college level course the student must earn an A, B, or C in a related general education, core curriculum course. The students who were deficient in all three areas are assessed as a separate group using the standards mentioned above. The undergraduates who could not be classified into any of the above categories were grouped separately as 'unknown/not tested.'
Source: CBM001 and CBM002.

Success - Contextual Measures

15. Persistence Rates First-time credential-seeking students enrolled in at least 12 SCH, who remain enrolled after one and two academic years by race/ethnicity. Credential-seeking students are those with a code of 1-earn an associate's degree, 2-earn a certificate, 3-earn credits for transfer, 6-did not respond or 7-earn a BAT degree. Those coded as 4-job skills or 5-personal enrichment are not included. If a student earned a CERT1, CERT2, Advanced Technology Certificate, Associates or Baccalaureate at any Texas public or private institution and did not persist, they were excluded from the cohort. If a student earned an award and persisted, then they remained in the cohort. Source: CBM001 and CBM009.	Entering Cohort Fall 2000	Entering Cohort Fall 2007	Entering Cohort Fall 2008	Point Change Fall 2000 to Fall 2008
First-time Undergraduate Persistence rate after one year
Total	66.1%	65.1%	67.1%	1.0
Same institution	53.8%	54.2%	57%	3.2
Other institution	12.3%	10.9%	10%	- 2.3
White	67.9%	66.5%	68%	0.1
Same institution	52%	52.6%	55%	3.0
Other institutions	15.8%	13.9%	13%	- 2.8
African American	59.3%	55.4%	58.2%	- 1.1
Same institution	48.1%	43.6%	46.1%	- 2.0
Other institutions	11.1%	11.8%	12.1%	1.0
Hispanic	65.2%	65.1%	67.9%	2.7
Same institution	58.6%	58.6%	61.7%	3.1
Other institutions	6.6%	6.5%	6.1%	- 0.5
Asian	76.3%	79.4%	79.9%	3.6
Same institution	63.8%	65.7%	69%	5.2
Other institutions	12.4%	13.7%	10.9%	- 1.5
Native American	61.2%	62.1%	63.1%	1.9
Same institution	49%	49.5%	55.7%	6.7
Other institutions	12.1%	12.5%	7.4%	- 4.7
International	56.9%	62.6%	66.5%	9.6
Same institution	52.1%	60.4%	65.4%	13.3
Other institutions	4.7%	2.1%	1.2%	- 3.5
Other	68.3%	72.4%	68.7%	0.4
Same institution	53.9%	59.3%	57.8%	3.9
Other institutions	14.3%	13.1%	10.9%	- 3.4

First-time Undergraduate Persistence rate after two years	Entering Cohort Fall 2000	Entering Cohort Fall 2006	Entering Cohort Fall 2007	Point Change Fall 2000 to Fall 2007
Total	54.5%	51.4%	53.6%	- 0.9
Same institution	31%	31.8%	33.4%	2.4
Other institution	23.5%	19.6%	20.2%	- 3.3
White	57.1%	54.1%	55.5%	- 1.6
Same institution	27.8%	29.1%	30.4%	2.6
Other institutions	29.3%	25%	25.1%	- 4.2
African American	45.1%	40%	43.1%	- 2.0
Same institution	23.7%	22.5%	23.3%	- 0.4
Other institutions	21.3%	17.6%	19.7%	- 1.6
Hispanic	53.2%	50.7%	53.7%	0.5
Same institution	39.4%	38%	40.5%	1.1
Other institutions	13.8%	12.7%	13.2%	- 0.6
Asian	67.9%	69.4%	69.1%	1.2
Same institution	39.4%	39.8%	40.3%	0.9
Other institutions	28.4%	29.5%	28.8%	0.4
Native American	49.6%	42.2%	47.2%	- 2.4
Same institution	33.3%	24.9%	28%	- 5.3
Other institutions	16.3%	17.3%	19.3%	3.0
International	39.3%	42.4%	41.9%	2.6
Same institution	28.2%	36.2%	36.3%	8.1
Other institutions	11.1%	6.1%	5.6%	- 5.5
Other	57.3%	51.4%	59.4%	2.1
Same institution	29.7%	29.1%	32.7%	3.0
Other institutions	27.6%	22.3%	26.7%	- 0.9

16. Awards in STEM Fields Include students in the same CIP codes as Closing the Gaps science, technology, engineering, and math (STEM) (CIP 11, 14, 15, 27, 40 and 30.01). The total number will include that same awards as Closing the Gaps, which includes students who graduate with a certificate 1, certificate 2, advanced technology certificate, associate's or bachelor's degree. Other completers, such as enhanced skills certificates, core curriculum completers and field of study completers will be displayed as additional information, but are not included in the overall total. Source: CBM009.	FY 2000	FY 2008	FY 2009	% Change FY 2000 to FY 2009
Fields
Computer Science	2,317	1,735	1,960	- 15.4%
Engineering	1,616	2,467	2,882	78.3%
Math	134	179	215	60.4%
Physical Science	71	126	145	104.2%
Level
Associates	2,069	2,084	2,195	6.1%
Cert 1	2,034	2,362	2,909	43.0%
Cert 2	35	61	74	111.4%

17. Awards in Nursing Number of degrees and certificates awarded in nursing. The nursing CIP code is 51.16. The total number will include that same awards as Closing the Gaps, which includes students who graduate with a certificate 1, certificate 2, associate's or bachelor's degree. Other completers such as enhanced skills certificates, core curriculum completers and field of study completers will be displayed as additional information, but are not included in the overall total.	FY 2000	FY 2008	FY 2009	% Change FY 2000 to FY 2009
Total	5,135	7,214	7,909	54.0%
Associates	2,531	4,363	4,557	80.0%
Cert 1	877	1,404	1,676	91.1%
Cert 2	1,727	1,447	1,676	- 3.0%
Advanced Technology Certificate	0	0	0	N/A
ESC	1	0	0	-100.0%
Core Completers	0	0	0	N/A
Field of Study	0	408	482	N/A

18. Awards in Allied Health Number of degrees and certificates awarded in Allied Health. The allied health CIPs, as in Closing the Gaps, are 51.02, 51.06, 51.07, 51.08, 51.09, 51.10, 51.18, 51.23, 51.26, 51.27, 51.31, 51.32, 51.33, 51.34, 51.99. The total number will include that same awards as Closing the Gaps, which includes students who graduate with a certificate 1, certificate 2, associate's or bachelor's degree. Other completers such as enhanced skills certificates, core curriculum completers and field of study completers will be displayed as additional information, but are not included in the overall total. Source: CBM009.	FY 2000	FY 2008	FY 2009	% Change FY 2000 to FY 2009
Total	3,584	4,789	5,547	54.8%
Associates	2,194	2,652	2,896	32.0%
Cert 1	1,228	1,835	2,352	91.5%
Cert 2	162	251	231	42.6%
Advanced Technology Certificate	0	51	68	N/A
ESC	0	35	60	N/A
Core Completers	0	0	0	N/A
Field of Study	0	0	0	N/A

20. Graduate Status After Graduation Percent of graduates employed or placed in military service in the fourth quarter of the calendar year in which the program (fiscal) year ends and/or enrolled in a Texas senior institution in the following fall after the school year in which the program year ends. The 'Enrolled at CTC' was added so that all the categories would add up to the total. They were not at a senior institution, but do not belong in the not found category. Source: CBM001 and CBM009, Unemployment Insurance (UI) wage records and Federal Employment Database Exchange Service (FEDES) including records for United States Postal Services (USPS), Office of Personnel Management (OPM), Department of Defense (DOD), and CB 116	FY 2007		FY 2008			Point Change FY 2007 to FY 2008
Academic
Employed Only	7,673	37.4%	5,650	26.3%		- 26.4%
Employed and Enrolled (in Senior Institutions)	6,500	31.7%	8,847	41.2%		36.1%
Enrolled Only (in Senior Institutions)	3,756	18.3%	4,179	19.4%		11.3%
Enrolled Only (in Community Colleges)	861	4.2%	942	4.4%		9.4%
Not Found	1,704	8.3%	1,870	8.7%		9.7%
Technical
Employed Only	22,171	82.1%	17,514	66.2%		- 21.0%
Employed and Enrolled (in Senior Institutions)	898	3.3%	4,939	18.7%		450.0%
Enrolled Only (in Senior Institutions)	368	1.4%	383	1.4%		4.1%
Enrolled Only (in Community Colleges)	1,505	5.6%	1,587	6.0%		5.4%
Not Found	2,071	7.7%	2,035	7.7%		- 1.7%

21. Marketable Skills Awards The number of marketable skills award completers by race/ethnicity and gender. Source: CBM00M.	FY 2000	FY 2008	FY 2009	Point Change FY 2000 to FY 2009
Marketable Skills Completers	N/A	2,065	2,720	N/A
Race/Ethnicity
White	N/A	713	1,017	N/A
African American	N/A	282	413	N/A
Hispanic	N/A	742	923	N/A
Asian	N/A	112	118	N/A
Native American	N/A	7	7	N/A
International	N/A	7	14	N/A
Other	N/A	202	228	N/A
Gender
Male	N/A	1,099	1,404	N/A
Female	N/A	966	1,316	N/A

22. Associate of Arts in Teaching Awards The number of Associates of Arts in Teaching (AAT) completers by race/ethnicity and gender. Includes all of CIP code 130101 and CIP Code 30999901 where degree equals AAT. Source: CBM009.	FY 2000	FY 2008	FY 2009	Point Change FY 2000 to FY 2009
Total	441	1152	1821	312.9%
Race/Ethnicity
White	176	462	618	251.1%
African American	25	74	73	192.0%
Hispanic	236	581	1,067	352.1%
Asian	0	11	18	N/A
Native American	3	5	5	66.7%
International	1	10	31	3000.0%
Other	0	9	9	N/A
Gender
Male	96	113	183	90.6%
Female	345	1,039	1,638	374.8%

	Fall 2005 Cohort
Developmental Education 23. Under-prepared students are given 2 years to satisfy their TSI obligation. Of the first-time summer/fall entering (non-flex entry) degree seeking undergraduates who took and failed the initial TSI test (math, reading, writing) and who were not TSI exempted, the percent who satisfied TSI requirements in 2 years are shown. The numbers of students enrolled in developmental education are presented for students who met TSI requirements and for those who did not. The undergraduates who were not found in the above categories, in addition to the students who had a waiver status of '2' in a subject area, were grouped separately as 'unknown/not tested' in that subject area. The students who were deficient in all three areas are assessed as a separate group. Source: CBM001 and CBM002.	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	99,642
Met state standards in all areas
Math	34,103	7,155	21%	N/A	N/A	N/A	N/A
Reading	34,103	566	1.7%	N/A	N/A	N/A	N/A
Writing	34,103	733	2.1%	N/A	N/A	N/A	N/A
All students below state standard
Math	44,930	35,323	78.6%	9,911	11943	28.1%	26.6%
Reading	30,593	19,849	64.9%	9,545	15088	48.1%	49.3%
Writing	19,300	11,930	61.8%	5,333	8559	44.7%	44.3%
Not met state standards:
In all three areas
Math	11,624	9,107	78.3%	1,953	2,320	21.4%	20%
Reading	11,624	8,410	72.4%	3,321	4,492	39.5%	38.6%
Writing	11,624	7,829	67.4%	3,130	4,384	40%	37.7%
Met state standards in at least one area:
Math
Not requiring developmental education	9,167	3,152	34.4%	N/A	N/A	N/A	N/A
Requiring developmental education	33,306	26,216	78.7%	7,958	9,623	30.4%	28.9%
Unknown / Not tested	11,442	2,231	19.5%	674	3,460	30.2%	30.2%
Reading
Not requiring developmental education	24,628	1,386	5.6%	N/A	N/A	N/A	N/A
Requiring developmental education	18,969	11,439	60.3%	6,224	10,596	54.4%	55.9%
Unknown / Not tested	10,318	1,136	11%	436	4,226	38.4%	41%
Writing
Not requiring developmental education	35,481	4,405	12.4%	N/A	N/A	N/A	N/A
Requiring developmental education	7,676	4,101	53.4%	2,203	4,175	53.7%	54.4%
Unknown / Not tested	10,758	1,085	10.1%	383	4,376	35.3%	40.7%

	Fall 2005 Cohort
24. Developmental Education: Underprepared and prepared students returning in fall. Of the first-time summer/fall entering (non-flex entry) undergraduates, the percent who return the following fall to any public institution in the state. Students who record their intent as '4' (new or better job/improve skills) or '5' (personal enrichment) are not included. Source: CBM001 and CBM002.	Total	Number returning (Fall 2006)	Percent returning (Fall 2006)
Number of FTIC students	99,642
Met state standards in all areas	34,103	22,963	67.3%
Not met state standards:
In all three areas	11,624	5,711	49.1%
Math
Not requiring developmental education	9,167	6,047	66%
Requiring developmental education	33,306	18,455	55.4%
Unknown / Not tested	11,442	5,279	46.1%
Reading
Not requiring developmental education	24,628	14,183	57.6%
Requiring developmental education	18,969	10,956	57.8%
Unknown / Not tested	10,318	4,642	45%
Writing
Not requiring developmental education	35,481	20,502	57.8%
Requiring developmental education	7,676	4,466	58.2%
Unknown / Not tested	10,758	4,813	44.7%