Blinn College District. Accountability Report
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- Elaine Greer
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1 Accountability Report January 2016 Accountability System, January of 22
2 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015 % Change Fall 2000 to 2015 Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion Total (does not include flex entry) 12,025 18,769 19, % 23, % White 9,651 ( 80.3%) 11,988 ( 63.9%) 12,033 ( 62.8%) 24.7% 16, % African American 891 ( 7.4%) 1,888 ( 10.1%) 1,980 ( 10.3%) 122.2% 2, % Hispanic 1,122 ( 9.3%) 3,610 ( 19.2%) 3,785 ( 19.8%) 237.3% 4, % Asian 127 ( 1.1%) 430 ( 2.3%) 498 ( 2.6%) 292.1% International 198 ( 1.6%) 171 ( 0.9%) 157 ( 0.8%) % Other 36 ( 0.3%) 682 ( 3.6%) 704 ( 3.7%) % Male 6,012 ( 50.0%) 9,041 ( 48.2%) 9,336 ( 48.7%) 55.3% Female 6,013 ( 50.0%) 9,728 ( 51.8%) 9,821 ( 51.3%) 63.3% Flex Entry N/A Source: Coordinating Board Management (CBM) Report 001 Source: Coordinating Board Management (CBM) Report 001 Annual Unduplicated Enrollment 2. Annual unduplicated enrollment including credit, non-credit and dual-credit students. FY 2000 FY 2014 % Change 2015 Total 20,956 28,653 30, % White 16,187 ( 77.2%) 18,365 ( 64.1%) 19,736 ( 64.2%) 21.9% African American 2,111 ( 10.1%) 2,928 ( 10.2%) 3,076 ( 10.0%) 45.7% Hispanic 1,879 ( 9.0%) 4,999 ( 17.4%) 5,530 ( 18.0%) 194.3% Asian 296 ( 1.4%) 703 ( 2.5%) 792 ( 2.6%) 167.6% International 406 ( 1.9%) 241 ( 0.8%) 269 ( 0.9%) % Other 77 ( 0.4%) 1,417 ( 4.9%) 1,357 ( 4.4%) % Male 9,608 ( 45.8%) 14,133 ( 46.9%) 15,715 ( 51.1%) 63.6% Female 11,348 ( 54.2%) 14,520 ( 53.1%) 15,045 ( 48.9%) 32.6% Participation - Contextual Measures FY 2000 FY 2014 % Change 3. Enrollment by Semester 2015 Fall 12,239 19,005 19, % Academic 9,133 15,906 16, % Technical 2,164 2,360 2, % Continuing Education % Spring 12,481 19,114 20, % Academic 8,315 15,199 16, % Technical 2,903 2,388 2, % Continuing Education 1,263 1,527 2, % Accountability System, January of 22
3 Summer 8,025 10,708 11, % Academic 5,824 9,070 9, % Technical 1,559 1, % Continuing Education , % Service Area Representation FY 2005 FY 2014 Service Service difference difference credit population in 4. Gap between demographic groups in the area and enrollment. (% Enr. - % (% Enr. - % enrollment service area Pop.) Pop.) Service difference (% Enr. - % Pop.) Race/Ethnicity White 15.5% 8.5% 56.1% 64.2% 8.2% African American - 6.4% - 2.6% 13.1% 10.5% - 2.7% Hispanic - 8.4% - 6.8% 25.3% 18.8% - 6.5% Other - 0.8% 0.9% 5.5% 6.5% 1.1% Male - 5.2% - 4.4% 51.7% 47.6% - 4.2% Female 5.2% 4.4% 48.3% 52.4% 4.2% FY 2000 FY 2014 % Change 5. Annual Semester Credit and Contact Hours 2015 Annual Semester Credit Hours (SCH) 274, , , % Academic 254, , , % Technical 19,855 33,313 28, % Annual Contact Hours 5,395,555 7,868,788 8,036, % Academic 4,813,737 6,923,216 7,154, % Technical 507, , , % Continuing Education 73, , , % Distance Education Hours Hybrid/Blended on campus 0 27,939 30,707 N/A Fully-distance education/internet 2,703 57,948 66, % Fall 1999 Fall 2012 Fall 2013 Point Change 6. Financial Aid: Students Receiving Pell Grants Fall 1999 to Fall 2013 Total* 12.6% 25.1% 25.2% 12.6 White 9.0% 17.0% 16.8% 7.8 African American 42.8% 67.8% 68.1% 25.3 Hispanic 22.0% 31.7% 31.6% 9.6 Asian 10.0% 20.9% 23.1% 13.1 International 0.0% 1.9% 1.2% 1.2 Other 11.8% 21.3% 24.7% 12.9 Male 8.9% 21.9% 21.5% 12.6 Female 16.3% 28.0% 28.6% 12.3 *Please note: The source for this Pell data is the Coordinating Board's financial aid database; Pell data found in the institutional online resumes is produced using IPEDS data and may not match. Fall 2000 Fall 2014 Fall 2015 % Change 7. Full-Time/Part-Time Undergraduate Students Fall 2000 to Fall 2015 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 12,025 18,426 18, % Full-Time Credential Seeking Students Total* 7,008 9,010 9, % White 5,740 (81.9%) 5,499 (61.0%) 5,800 (60.8%) 1.0% African American 493 (7.0%) 1,135 (12.6%) 1,292 (13.6%) 162.1% Hispanic 549 (7.8%) 1,748 (19.4%) 1,798 (18.9%) 227.5% Asian 61 (0.9%) 168 (1.9%) 193 (2.0%) 216.4% International 149 (2.1%) 132 (1.5%) 127 (1.3%) % Other 16 (0.2%) 328 (3.6%) 323 (3.4%) % Male 3,693 (52.7%) 4,596 (51.0%) 4,927 (51.7%) 33.4% Female 3,315 (47.3%) 4,414 (49.0%) 4,606 (48.3%) 38.9% Part-Time Credential Seeking Students Total* 5,017 9,416 9, % White 3,911 (78.0%) 6,291 (66.8%) 5,987 (64.9%) 53.1% African American 398 (7.9%) 702 (7.5%) 636 (6.9%) 59.8% Hispanic 573 (11.4%) 1,802 (19.1%) 1,920 (20.8%) 235.1% Asian 66 (1.3%) 252 (2.7%) 290 (3.1%) 339.4% International 49 (1.0%) 34 (0.4%) 27 (0.3%) % Other 20 (0.4%) 335 (3.6%) 368 (4.0%) % Accountability System, January of 22
4 Male 2,319 (46.2%) 4,300 (45.7%) 4,235 (45.9%) 82.6% Female 2,698 (53.8%) 5,116 (54.3%) 4,993 (54.1%) 85.1% Fall 2000 Fall 2014 Fall 2015 % Change 8. First-Time In College Students Fall 2000 to Fall 2015 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 4,707 8,494 6, % Full-Time Credential Seeking Students Total* 3,221 5,080 4, % White 2,563 (79.6%) 3,074 (60.5%) 2,413 (56.6%) - 5.9% African American 281 (8.7%) 670 (13.2%) 769 (18.0%) 173.7% Hispanic 250 (7.8%) 993 (19.5%) 832 (19.5%) 232.8% Asian 25 (0.8%) 100 (2.0%) 75 (1.8%) 200.0% International 96 (3.0%) 51 (1.0%) 43 (1.0%) % Other 6 (0.2%) 192 (3.8%) 135 (3.2%) % Male 1,617 (50.2%) 2,569 (50.6%) 2,271 (53.2%) 40.4% Female 1,604 (49.8%) 2,511 (49.4%) 1,996 (46.8%) 24.4% Part-Time Credential Seeking Students Total* 1,486 3,414 2, % White 1,097 (73.8%) 2,217 (64.9%) 1,320 (59.7%) 20.3% African American 157 (10.6%) 292 (8.6%) 205 (9.3%) 30.6% Hispanic 194 (13.1%) 646 (18.9%) 505 (22.8%) 160.3% Asian 16 (1.1%) 115 (3.4%) 93 (4.2%) 481.3% International 20 (1.3%) 10 (0.3%) 9 (0.4%) % Other 2 (0.1%) 134 (3.9%) 80 (3.6%) % Male 731 (49.2%) 1,648 (48.3%) 1,146 (51.8%) 56.8% Female 755 (50.8%) 1,766 (51.7%) 1,066 (48.2%) 41.2% *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. FY Community College Activities: Non-funded and Non-reported Contract Training: Enrollment N/A N/A Adult Basic Education: Enrollment as Reported to TWC N/A N/A G.E.D.: Enrolled in G.E.D. Program N/A N/A Accountability System, January of 22
5 Fall 2015 Unduplicated Enrollment Detail - By Age Age Count Less than 18 1, % 18 to 21 14, % 22 to 24 1, % 25 to % 30 to % Over % N/A 0 0.0% By Status Status Count Full-Time 9, % Part-Time 9, % By Type Major Type Major Count Academic 16, % Technical 2, % By Enrollment Status Status Count In-District % Out-of-District 17, % Out-of-State % Dual Credit Enrollment Status Count Dual Credit 1, % Unduplicated Enrollment Detail - By Age Age Count Less than 18 2, % 18 to 21 19, % 22 to 24 3, % 25 to 29 1, % 30 to % Over 35 3, % N/A % By Type Major Type Major Count Academic 23, % Technical 3, % Continuing Education 4, % By Enrollment Status Status Count In-District % Out-of-District 24, % Out-of-State 1, % Continuing Education 4, % Accountability System, January of 22
6 Dual Credit Enrollment Status Count Dual Credit 1, % Unduplicated Total by Semester Detail - By Age Age Fall Spring Summer Less than 18 1, to 21 13,917 13,196 7, to 24 1,707 2,696 1, to , to Over ,099 1,086 N/A By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 12,416 13,259 7,706 African American 1,978 2, Multi-racial one of which is African American Hispanic 3,709 3,820 2,075 Asian International Other Accountability System, January of 22
7 Success - Key Measures Graduation and Persistence Rate 10. First-time, full-time, credential-seeking, undergraduates who have graduated or are still enrolled. FY 2000 ( Fall 1994 ) FY 2013 ( Fall 2007 ) FY 2014 ( Fall 2008 ) ( Fall 2009 ) Point Change Total* 49.4% 50.2% 51.5% 50.4% 1.0 Race/Ethnicity White 53.7% 55.2% 56.6% 54.9% 1.2 African American 27.5% 24.3% 26.6% 29.6% 2.1 Hispanic 41.9% 52.3% 51.8% 50.1% 8.2 Asian 72.7% 63.6% 62.5% 77.4% 4.7 Native American 40.0% 41.2% 31.3% 69.2% 29.2 International 31.0% 8.7% 21.6% 12.9% Other (Unknown) 0.0% 50.0% 50.0% 55.6% 55.6 Male 43.5% 44.8% 45.1% 44.3% 0.8 Female 56.2% 57.3% 59.3% 57.5% 1.3 Source: CBM001,CBM002, and CBM009 3, 4, and 6-Year Graduation Rates 11. First-time, full-time entering, credential-seeking, undergraduates who have graduated. Fall FY 2000 FY 2013 FY 2014 Point Rate Fall Rate Fall Rate Fall Rate Change FY 2000 to 3-Year graduation rate (Total) (13.8%) (6.9%) (6.9%) (11.0%) Baccalaureate or Above 51 (2.2%) 4 (0.2%) 9 (0.3%) 121 (2.3%) 0.1 Associates 227 (9.6%) 95 (3.7%) 134 (4.2%) 338 (6.5%) Certificate 48 (2.0%) 81 (3.1%) 74 (2.3%) 113 (2.2%) 0.2 No Award 2,037 (86.2%) 2,419 (93.1%) 2,949 (93.1%) 4,616 (89.0%) Year graduation rate (Total) (24.2%) (16.9%) (15.3%) (16.6%) Baccalaureate or Above 264 (11.8%) 171 (6.3%) 142 (5.5%) 214 (6.8%) Associates 229 (10.2%) 193 (7.1%) 164 (6.3%) 223 (7.0%) Certificate 50 (2.2%) 94 (3.5%) 91 (3.5%) 89 (2.8%) 0.6 No Award 1,697 (75.8%) 2,255 (83.1%) 2,202 (84.7%) 2,640 (83.4%) Year graduation rate (Total) (37.4%) ,047 (38.6%) ,115 (40.7%) ,083 (39.9%) 2.5 Baccalaureate or Above 455 (27.0%) 760 (28.0%) 832 (30.4%) 767 (28.3%) 1.3 Associates 144 (8.5%) 169 (6.2%) 175 (6.4%) 220 (8.1%) Certificate 31 (1.8%) 118 (4.3%) 108 (3.9%) 96 (3.5%) 1.7 No Award 1,055 (62.6%) 1,666 (61.4%) 1,626 (59.3%) 1,630 (60.1%) For more data on the 6-year graduation rate, go to: Accountability System, January of 22
8 Source: CBM001,CBM002, and CBM009 Degrees and Certificates 12. Number of awards, certificates by type, core completers and field of study completers. FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion Total Degrees and Certificates (Does not include other completers) 645 1,577 1, % 1,620 98% White 504 1,107 1, % African American % Hispanic % Asian % International % Other % Level Bachelor of Applied Technology N/A N/A N/A N/A Associates 513 1,261 1, % 1, % Certificate % Certificate % Advanced Technology Certificates N/A N/A N/A N/A Other Completers: ESC N/A N/A N/A N/A Core Completers N/A N/A Field of Study N/A 8 N/A N/A Male % Female % Source: CBM009 Source: CBM009 Accountability System, January of 22
9 Transfers 13. Transfers to a senior institution. Fall FY 2000 FY 2014 Rate Fall Rate Fall ,751 (100%) ,279 (100%) ,181 (100%) 0-12 hours 79 (2.9%) 54 (1.6%) 54 (1.7%) hours 126 (4.6%) 153 (4.7%) 131 (4.1%) hours 93 (3.4%) 141 (4.3%) 115 (3.6%) hours 153 (5.6%) 181 (5.5%) 172 (5.4%) 43+ hours 661 (24.0%) 879 (26.8%) 785 (24.7%) All Transfers Total 1,112 (40.4%) 1,408 (42.9%) 1,257 (39.5%) Non Transfer Completers 192 (7.0%) 239 (7.3%) 243 (7.6%) Non Completers 1,447 (52.6%) 1,632 (49.8%) 1,681 (52.8%) Awarded Core 0 (0.0%) 85 (2.6%) 115 (3.6%) 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. Developmental Education Total/Area Counts (a) Summary Data Number of FTIC students 4,183 Met state standards in all three areas 2,311 Did not meet state standards in one, two, or all three areas (at entry) 1,865 Unknown* (unduplicated) 7 Fall 2011 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) Data by Subject Area Met Standard Math 2, , % Reading 3, , % Writing 2, , % Did Not Meet Standard Math 1,306 N/A % Reading 1,007 N/A % Writing 1,197 N/A % Unknown** (waived or military exemption) Math** 7 N/A % Reading** 6 N/A % Writing** 6 N/A % Most- and Least-Prepared Populations Met State Standard in All Three Areas Math 2, , % Reading 2, , % Writing 2, , % Did Not Meet Standard in All Three Areas Math 537 N/A % Reading 537 N/A % Writing 537 N/A % Rate 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. Success - Contextual Measures 15. Persistence Rates Fall 2000 Fall 2013 Fall 2014 Point Change Fall 2000 to Fall 2014 First-time Undergraduate Persistence rate after one year Total 76.3% 71.9% 74.3% Accountability System, January of 22
10 Same institution 47.4% 49.1% 50.6% 3.2 Other institutions 28.9% 22.8% 23.6% White 78.8% 74.9% 78.8% 0.0 Same institution 47.7% 50.1% 53.2% 5.5 Other institutions 31.1% 24.8% 25.6% African American 62.4% 56.6% 56.4% Same institution 43.9% 40.4% 38.2% Other institutions 18.5% 16.2% 18.3% Hispanic 71.5% 72.4% 72.6% 1.1 Same institution 48.8% 52.0% 49.6% 0.8 Other institutions 22.7% 20.3% 23.0% 0.3 Asian 84.0% 80.0% 86.0% 2.0 Same institution 44.0% 47.8% 63.0% 19.0 Other institutions 40.0% 32.2% 23.0% International 61.1% 79.6% 66.7% 5.6 Same institution 49.5% 79.6% 64.7% 15.2 Other institutions 11.6% 0.0% 2.0% Other 60.0% 67.5% 68.8% 8.8 Same institution 40.0% 42.9% 48.1% 8.1 Other institutions 20.0% 24.6% 20.6% 0.6 Fall 2000 Fall 2012 Fall 2013 Point Change Fall 2000 to Fall 2013 First-time Undergraduate Persistence rate after two years Total 69.0% 62.0% 62.2% Same institution 20.6% 19.0% 18.6% Other institutions 48.4% 43.0% 43.6% White 72.6% 67.9% 66.4% Same institution 21.5% 19.5% 19.3% Other institutions 51.2% 48.4% 47.1% African American 47.8% 40.8% 44.4% Same institution 13.3% 12.4% 13.3% 0.0 Other institutions 34.4% 28.3% 31.1% Hispanic 67.4% 62.3% 62.4% Same institution 22.0% 22.7% 20.1% Other institutions 45.3% 39.6% 42.2% Asian 76.0% 71.4% 76.4% 0.4 Same institution 16.0% 26.0% 20.2% 4.2 Other institutions 60.0% 45.5% 56.2% International 33.0% 31.4% 13.3% Same institution 15.4% 31.4% 13.3% Other institutions 17.6% 0.0% 0.0% Other 80.0% 60.7% 58.1% Same institution 20.0% 16.6% 18.8% Other institutions 60.0% 44.1% 39.3% Awards in STEM Fields FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Fields Computer Science % % Engineering N/A 0 N/A Math % % Physical Science % % Level Degrees in Critical Fields Bachelor of Applied Technology N/A Associates % Cert N/A Cert N/A Degrees in Critical Fields Advanced Technology Certificate N/A 17. Awards in Nursing FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Total % % Associates % Cert N/A Cert % Advanced Technology Certificate N/A ESC N/A Field of Study N/A 18. Awards in Allied Health FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Accountability System, January of 22
11 Total % % Bachelor of Applied Technology N/A Associates % Cert % Cert N/A Advanced Technology Certificate N/A ESC N/A FY 2012 FY 2013 FY Teacher Production and Certification Students taking the certification exams Race/Ethnicity White African American * * Hispanic * 11 * Other N/A N/A Male * * Female Students passing the certification exams 96.0% 94.0% 98.0% Race/Ethnicity White 95.0% 96.0% 100.0% African American 100.0% 100.0% 88.0% Hispanic 100.0% 89.0% 100.0% Other N/A 100.0% N/A Male 88.0% 86.0% 100.0% Female 97.0% 97.0% 97.0% Note: The data for teacher production and certification was provided by SBEC. In some cases, the sum of the categories does not add up to the total. Numbers less than 10 in a category are masked (*). FY 2012 FY 2013 FY 2014 Point Change 20. Graduate Status After Graduation FY 2012 to FY 2014 Academic Employed Only % % % 5.3 Employed and Enrolled (in Senior Institutions) % % % Enrolled Only (in Senior Institutions) % % % Enrolled Only (in Community Colleges) % % % Not Found % % % 2.9 Technical Employed Only % % % Employed and Enrolled (in Senior Institutions) % % % 3.4 Enrolled Only (in Senior Institutions) 4 0.9% 5 1.2% 6 1.4% 0.5 Enrolled Only (in Community Colleges) % % 9 2.1% Not Found % % % 1.1 For additional data on students graduating from and leaving institutions, go to: FY 2002 FY 2014 Point Change 21. Marketable Skills Awards FY 2002 to Marketable Skills Completers N/A Race/Ethnicity White N/A African American N/A Hispanic N/A Asian N/A International N/A Other N/A Male N/A Female N/A FY 2000 FY 2014 Change 22. Associate of Arts in Teaching Awards Total N/A Race/Ethnicity White N/A African American N/A Hispanic N/A Asian N/A International N/A Accountability System, January of 22
12 Other N/A Male N/A Female N/A Developmental Education 23. The percent of underprepared students who satisfied TSI obligation within 2 years Total/Area Counts (a) Summary Data Number of FTIC students 4,183 Met state standards in all three 2,311 areas Did not meet state standards in one, two, or all three areas (at 1,865 entry) Unknown* (unduplicated) 7 Number attempting developmental education (b) attempting developmental education (includes DevEd interventions) (b/a) Fall 2011 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) Data by Subject Area Met Standard Math 2, % N/A N/A N/A N/A N/A Reading 3, % N/A N/A N/A N/A N/A Writing 2, % N/A N/A N/A N/A N/A Did Not Meet Standard Math 1, % % 24.5% 24.6% Reading 1, % % 56.7% 57.2% Writing 1, % % 45.9% 46.1% Unknown** (waived or military exemption) Math** % N/A N/A N/A N/A N/A Reading** % N/A N/A N/A N/A N/A Writing** % N/A N/A N/A N/A N/A Most- and Least-Prepared Populations Met state standards in all areas Math 2, % N/A N/A N/A N/A N/A Reading 2, % N/A N/A N/A N/A N/A Writing 2, % N/A N/A N/A N/A N/A Did Not Meet Standards in All Three Areas Math % % 18.4% 18.6% Reading % % 47.9% 48.6% Writing % % 37.8% 38.0% *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. Passed is the number of students who passed a first college-level course as shown on measure # The number and percent of underprepared and prepared students who return the following fall Total (a) Fall 2011 Number returning (Fall 2012) (b) returning (Fall 2012) (b/a) Summary Data Number of FTIC students 4,183 2, Met state standards in all areas 2,311 1, % Did not meet state standards in one, two, or all three areas 1, % Did not meet state standards in all three areas % Unknown* (unduplicated) % Data by Subject Area Met Standard by Area Math 2,870 2, % Reading 3,170 2, % Writing 2,980 2, % Did Not Meet Standard by Area Math 1, % Accountability System, January of 22
13 Reading 1, % Writing 1, % Unknown** by Area (waived or military exemption) Math % Reading % Writing % *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. 25. Course Completion Rate for Undergraduate State Funded Semester Credit Fall 2000 Fall 2013 Fall 2014 %/Point Change Fall 2000 to Fall 2014 Hours Beginning semester credit hours 124, , , % Ending semester credit hours 106, , , % Completion rate 85.8% 85.8% 84.6% Accountability System, January of 22
14 Graduates Detail ( )- Success By 2015, increase by 50 percent the number of degrees, certificates, and other identifiable student successes from high quality programs. By Level, Race/Ethnicity: Race/Ethnicity Associate's Advanced Certificate 1 Certificate 2 Technology Certificates Total White ,076 African American Hispanic Asian International Other By Level, : Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Male Female By Level, Type Major: Type Major Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Academic 1, ,030 Technical Continuing Education Graduates Success Detail ()- Academic Graduates - Employed Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 7 1.8% Native American N/A International 0 0.0% Other % Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: Race/Ethnicity Number of White % African American % Hispanic % Asian 2 0.7% Native American N/A International 0 0.0% Accountability System, January of 22
15 Other % : Number of Male % Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 4 2.1% Native American N/A International 0 0.0% Other 4 2.1% Number of Male % Female % Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American 1 6.3% Hispanic 0 0.0% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male % Female % Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 3 3.2% Native American N/A International 0 0.0% Other 5 5.3% Technical Number of Male % Female % Graduates - Employed Race/Ethnicity: Accountability System, January of 22
16 : Race/Ethnicity Number of White % African American % Hispanic % Asian 4 1.2% Native American N/A International 0 0.0% Other 4 1.2% Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 1 2.9% Hispanic % Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male % Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male % Female % Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American 0 0.0% Hispanic 0 0.0% Asian 0 0.0% Native American N/A International 0 0.0% Other % Number of Male % Accountability System, January of 22
17 Female % Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White % African American 1 5.0% Hispanic 0 0.0% Asian % Native American N/A International N/A Other 0 0.0% Number of Male % Female % Transfer Detail (through )- Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall ,181 (100%) 2,686 (100%) 495 (100%) 0-12 hours 54 (1.7%) 51 (1.9%) 3 (0.6%) hours 131 (4.1%) 112 (4.2%) 19 (3.8%) hours 115 (3.6%) 108 (4.0%) 7 (1.4%) hours 172 (5.4%) 161 (6.0%) 11 (2.2%) 43+ hours 785 (24.7%) 730 (27.2%) 55 (11.1%) Non Transfer Completers 243 (7.6%) 128 (4.8%) 115 (23.2%) Non Completers 1,681 (52.8%) 1,396 (52.0%) 285 (57.6%) All Transfers Total 1,257 (39.5%) 1,162 (43.3%) 95 (19.2%) Awarded Core 115 (3.6%) 102 (3.8%) 13 (2.6%) Accountability System, January of 22
18 Excellence - Key Measures Licensure Rate 26. Pass rate for excellent programs whose graduates are required to pass a licensure exam to practice in the field CIP Program Number Takers Pass Rate Number Takers Pass Rate Number Takers Pass Rate Criminal Justice/Police Science % % % Dental Hygiene/Hygienist % % % Physical Therapist Assistant % % % Radiologic Technology/Science % % % Radiographer Registered Nursing/Registered Nurse % % % Licensed Practical/Vocational Nurse Training % % % Excellence - Contextual Measures FY 2008 FY 2014 Point Change 27. Certification and Licensure FY 2008 to Pass rate on state or national exams. N/A 91.8% 94.2% N/A For more information, see the licensure report. Quality Enhancement Plan 28. Quality Enhancement Plan, Including Reaffirmation Year The Blinn College QEP was designed to increase student engagement and performance in seventeen high-risk core curriculum courses through enhanced academic support and continued assessment. The core focus is designed as an integrated effort associated with ongoing institutional planning and effectiveness efforts at the College. The QEP was completed and accepted by SACSCOC in Excellent Programs 29. Excellent Programs Highlighted Excellent Programs 1 Blinn College's freshman livestock judging team recently captured top honors at its first two competitions of the year, the Tulsa State Fair and the State Fair of Texas. It marks the first time in Blinn history a team has won first place at both competitions. It s an impressive feat, said first-year Livestock Judging Coach Brice Mund. All their hard work and early-morning practices paid off. The sophomore team was also impressive, with fourth-place finishes at both fairs. Blinn s livestock judging team placed first at last year s Houston Livestock Show and Rodeo and has won national competitions in six of the last nine years. The competitions ask students to rank 12 classes of cattle, hogs and sheep, and list eight reasons for ranking the animals as they did. The students then present their findings and are scored on accuracy, presentation skills and logic. Individual honors at the Tulsa State Fair included: It s exciting, and it really builds our confidence moving forward, Halfmann said. The Division of Agricultural Sciences is one of the fastest growing divisions at Blinn with almost 800 students currently enrolled roughly four times the size of any other two-year agricultural program in the state. Blinn offers agriculture classes on all of its campuses, with the W.J. Bill Rankin Agricultural Complex serving as the program s hub. For more information, visit Highlighted Excellent Programs 2 A leading fire science website recently ranked Blinn College s Fire Science program among the best in the nation in providing graduates a significant return on their investment. FireScience.org ranked Blinn 41st among more than 900 colleges and universities in the nation based upon salary and tuition data from the Bureau of Labor Statistics and National Center for Education Statistics. The site is a non-profit organization that provides information about fire science, firefighting and other first responder education careers. There are hundreds of colleges across the country that offer fire science-related programs. To be considered for the list, colleges had to meet the following criteria: Accountability System, January of 22
19 annual tuition less than $10,000. average annual salary greater than $50,000. at least 35 active students enrolled. fully accredited schools located within the United States. Blinn s Fire Science program was developed as a response to local and national needs for an advanced degree in the field of fire protection and life safety. The program is a unique partnership with the nation s most comprehensive firefighter training and emergency services instruction entity, Texas Engineering Extension Service (TEEX). Through that partnership, Blinn offers a traditional 12-week fire academy, as well as a new online academy in which course work is performed online and skills are developed during three weeks of intensive hands-on training at Brayton Fire Training Field. 30. Significant Recognitions : Number of members in Phi Theta Kappa Number of students eligible for Phi Theta Kappa membership Number of students in service learning programs Exemplary programs or citations/other national recognitions: Blinn College was one of just 23 colleges and universities in the state of Texas and the only community college to be named to the 2012 President s Higher Education Community Service Honor Roll. The President's Honor Roll is the highest accolade an educational institution can receive from the federal government for its commitment to service and civic engagement. This marks the fifth time in the last six years that Blinn has been named to the President s Honor Roll, a program begun by President George W. Bush and continued by President Barack Obama s administration. Significant Recognitions : Number of members in Phi Theta Kappa Number of students eligible for Phi Theta Kappa membership Number of students in service learning programs Exemplary programs or citations/other national recognitions: Blinn College was one of just 23 colleges and universities in the state of Texas and the only community college to be named to the 2012 President s Higher Education Community Service Honor Roll. The President's Honor Roll is the highest accolade an educational institution can receive from the federal government for its commitment to service and civic engagement. This marks the fifth time in the last six years that Blinn has been named to the President s Honor Roll, a program begun by President George W. Bush and continued by President Barack Obama s administration. In addition to being named to the President s Honor Roll, Blinn received Carnegie Classification in January 2011 from the Carnegie Foundation for Advancement of Teaching. That honor places Blinn among the top five percent of colleges and universities in the nation in terms of documented public service Accountability System, January of 22
20 Institutional Efficiency and Effectiveness - Key Measures Institutional Support 31. Institutional support as a percent of total operating expenses. FY 2000 FY 2014 Point Change Institutional support as a percent of total operating expenditures N/A 12.3% 13.1% N/A Tuition and Fees 32. Tuition and fees for 30 SCH. FY 2000 FY 2016 Change FY 2016 Tuition and fees for 30 SCH in two semesters $1,484 $2,674 $2, % Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2013 Fall 2014 Change 33. Faculty Fall 2000 to Fall 2014 Full-Time Total* % Race/Ethnicity White 189 (92.2%) 347 (85.0%) 364 (76.6%) 92.6% African American 6 (2.9%) 2 (0.5%) 3 (0.6%) % Hispanic 7 (3.4%) 10 (2.5%) 15 (3.2%) 114.3% Asian 2 (1.0%) 10 (2.5%) 12 (2.5%) 500.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 0 (0.0%) 39 (9.6%) 81 (17.1%) N/A Male 96 (46.8%) 192 (47.1%) 225 (47.4%) 134.4% Female 109 (53.2%) 216 (52.9%) 250 (52.6%) 129.4% Part-Time Total* % Race/Ethnicity White 240 (90.2%) 218 (73.9%) 126 (65.6%) % African American 9 (3.4%) 13 (4.4%) 9 (4.7%) 0.0% Hispanic 11 (4.1%) 12 (4.1%) 5 (2.6%) % Asian 5 (1.9%) 4 (1.4%) 1 (0.5%) % International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 1 (0.4%) 48 (16.3%) 51 (26.6%) % Male 130 (48.9%) 130 (44.1%) 80 (41.7%) % Female 136 (51.1%) 165 (55.9%) 112 (58.3%) % *Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category. Fall 2000 Fall 2013 Fall 2014 Change Fall 2000 to Fall FTE Student/FTE Faculty Ratio 27:1 24:1 23:1-14.8% 35. Contact Hours 2,362,101 2,962,000 3,515, % Taught by full-time faculty 64.1% 79.5% 84.0% 19.9 Taught by part-time faculty 35.9% 20.5% 16.0% Institutional Efficiency and Effectiveness - Finance Measures Finances per FTE Student 36. Funds by source divided by full-time equivalent students Accountability System, January of 22
21 FY 2000 FY 2014 % Change Total revenues per FTE student N/A 6,978 6,131 N/A State funds per FTE student N/A (N/A) 2,055 (29.4%) 2,091 (34.1%) N/A Local funds per FTE student N/A (N/A) 211 (3.0%) -798 (- 13.0%) N/A Tuition and Fees per FTE student N/A (N/A) 3,265 (46.8%) 3,416 (55.7%) N/A Federal revenue per FTE student N/A (N/A) 1,446 (20.7%) 1,423 (23.2%) N/A 37. Expenditures per full-time equivalent students FY 2000 FY 2014 % Change Total expenditures per FTE student N/A 6,012 6,044 N/A Instructional expenditures per FTE student N/A (N/A) 2,863 (47.6%) 2,924 (48.4%) N/A Institution Support expenditures per FTE student N/A (N/A) 741 (12.3%) 793 (13.1%) N/A Academic Support expenditures per FTE student N/A (N/A) 335 (5.6%) 416 (6.9%) N/A 38. Financial Viability Ratio FY 2003 FY 2014 Point Change FY 2003 to Financial Viability Ratio N/A 0.69% 0.18% N/A For more information on community college finances, go to the Community College Annual Reporting and Analysis Tool (CARAT) at: Accountability System, January of 22
22 Success Points FY 2013 FY 2014 % Change FY 2013 to 39 Success Points Annual Success Point Total 28, , , % Math Readiness % Read Readiness % Write Readiness % Students Who Complete 15 SCH 6, , , % Students Who Complete 30 SCH 4, , , % Students Who Transfer to a 4-Year Institution 5, , , % Students Who Pass First College-Level Math Course 3, , , % Students Who Pass First College-Level Read Course 2, , , % Students Who Pass First College-Level Write Course 1, , , % Degrees, Core Curriculum or Certificates (Unduplicated) 1, , , % Degrees or Certificates in Critical Fields % Accountability System, January of 22
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