Frank Phillips College. Accountability Report

Transcription

1 Frank Phillips College 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) 1,153 1,342 1, % 1, % White 956 ( 82.9%) 781 ( 58.2%) 841 ( 58.9%) % % African American 32 ( 2.8%) 56 ( 4.2%) 57 ( 4.0%) 78.1% % Hispanic 139 ( 12.1%) 443 ( 33.0%) 460 ( 32.2%) 230.9% % Asian 8 ( 0.7%) 7 ( 0.5%) 10 ( 0.7%) 25.0% International 6 ( 0.5%) 3 ( 0.2%) 2 ( 0.1%) % Other 12 ( 1.0%) 52 ( 3.9%) 57 ( 4.0%) 375.0% Male 532 ( 46.1%) 567 ( 46.6%) 596 ( 41.8%) 12.0% Female 621 ( 53.9%) 775 ( 53.4%) 831 ( 58.2%) 33.8% Flex Entry % 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 5,216 6,068 6, % White 4,144 ( 79.4%) 3,250 ( 53.6%) 3,365 ( 50.9%) % African American 121 ( 2.3%) 168 ( 2.8%) 162 ( 2.5%) 33.9% Hispanic 840 ( 16.1%) 1,548 ( 25.5%) 1,718 ( 26.0%) 104.5% Asian 25 ( 0.5%) 21 ( 0.3%) 24 ( 0.4%) - 4.0% International 10 ( 0.2%) 36 ( 0.6%) 43 ( 0.7%) 330.0% Other 76 ( 1.5%) 1,045 ( 17.2%) 1,299 ( 19.6%) % Male 3,341 ( 64.1%) 4,525 ( 73.1%) 4,925 ( 74.5%) 47.4% Female 1,875 ( 35.9%) 1,543 ( 26.9%) 1,686 ( 25.5%) % Participation - Contextual Measures FY 2000 FY 2014 % Change 3. Enrollment by Semester 2015 Fall 2,343 2,314 2, % Academic , % Technical % Continuing Education 1,121 1,175 1, % Spring 2,689 3,673 3, % Academic % Technical % Continuing Education 1,539 2,580 2, % Summer 1,698 1,506 1, % Academic % Technical % Continuing Education 1,189 1,216 1, % Accountability System, January of 22

3 Service Area Representation FY 2005 FY Gap between demographic groups in the area and enrollment. Service difference (% Enr. - % Pop.) Service difference (% Enr. - % Pop.) population in service area credit enrollment Service difference (% Enr. - % Pop.) Race/Ethnicity White 7.9% 11.3% 56.7% 56.1% - 0.6% African American 0.6% 4.1% 2.4% 6.3% 3.9% Hispanic - 8.5% % 38.3% 33.7% - 4.7% Other 0.0% 1.2% 2.6% 3.9% 1.3% Male % % 53.6% 40.6% % Female 15.5% 10.5% 46.4% 59.4% 13.0% FY 2000 FY 2014 % Change 5. Annual Semester Credit and Contact Hours 2015 Annual Semester Credit Hours (SCH) 24,264 22,525 25, % Academic 18,767 15,540 19, % Technical 5,497 6,985 6, % Annual Contact Hours 621, , , % Academic 366, , , % Technical 175, , , % Continuing Education 79,007 82, , % Distance Education Hours Hybrid/Blended on campus N/A Fully-distance education/internet 0 1,647 1,873 N/A Fall 1999 Fall 2012 Fall 2013 Point Change 6. Financial Aid: Students Receiving Pell Grants Fall 1999 to Fall 2013 Total* 21.4% 33.2% 33.5% 12.1 White 19.3% 37.4% 34.1% 14.8 African American 27.0% 65.9% 75.9% 48.9 Hispanic 38.3% 34.1% 29.9% Asian 0.0% 37.5% 30.0% 30.0 International 0.0% 9.1% 0.0% 0.0 Other 21.4% 5.7% 11.4% Male 14.6% 27.7% 27.9% 13.3 Female 27.1% 37.3% 38.5% 11.4 *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 1,151 1,234 1, % Full-Time Credential Seeking Students Total* % White 418 (80.1%) 271 (55.6%) 260 (53.6%) % African American 27 (5.2%) 39 (8.0%) 40 (8.2%) 48.1% Hispanic 61 (11.7%) 157 (32.2%) 163 (33.6%) 167.2% Asian 3 (0.6%) 3 (0.6%) 5 (1.0%) 66.7% International 6 (1.1%) 1 (0.2%) 0 (0.0%) % Other 7 (1.3%) 16 (3.3%) 17 (3.5%) 142.9% Male 213 (40.8%) 223 (45.8%) 205 (42.3%) - 3.8% Female 309 (59.2%) 264 (54.2%) 280 (57.7%) - 9.4% Part-Time Credential Seeking Students Total* % White 536 (85.2%) 453 (60.6%) 519 (62.6%) - 3.2% African American 5 (0.8%) 13 (1.7%) 12 (1.4%) 140.0% Hispanic 78 (12.4%) 244 (32.7%) 257 (31.0%) 229.5% Asian 5 (0.8%) 3 (0.4%) 5 (0.6%) 0.0% International 0 (0.0%) 2 (0.3%) 2 (0.2%) N/A Other 5 (0.8%) 32 (4.3%) 34 (4.1%) 580.0% Male 318 (50.6%) 291 (39.0%) 325 (39.2%) 2.2% Female 311 (49.4%) 456 (61.0%) 504 (60.8%) 62.1% Accountability System, January of 22

4 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 % Full-Time Credential Seeking Students Total* % White 162 (76.8%) 118 (53.6%) 102 (47.4%) % African American 17 (8.1%) 19 (8.6%) 19 (8.8%) 11.8% Hispanic 23 (10.9%) 74 (33.6%) 82 (38.1%) 256.5% Asian 1 (0.5%) 0 (0.0%) 2 (0.9%) 100.0% International 4 (1.9%) 1 (0.5%) 0 (0.0%) % Other 4 (1.9%) 8 (3.6%) 10 (4.7%) 150.0% Male 105 (49.8%) 103 (46.8%) 95 (44.2%) - 9.5% Female 106 (50.2%) 117 (53.2%) 120 (55.8%) 13.2% Part-Time Credential Seeking Students Total* % White 274 (85.1%) 27 (64.3%) 14 (53.8%) % African American 1 (0.3%) 1 (2.4%) 0 (0.0%) % Hispanic 44 (13.7%) 13 (31.0%) 12 (46.2%) % Asian 2 (0.6%) 0 (0.0%) 0 (0.0%) % International 0 (0.0%) 1 (2.4%) 0 (0.0%) N/A Other 1 (0.3%) 0 (0.0%) 0 (0.0%) % Male 158 (49.1%) 10 (23.8%) 10 (38.5%) % Female 164 (50.9%) 32 (76.2%) 16 (61.5%) % *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 GED and Adult Basic Education Programs are delivered on the Frank Phillips College campuses in Borger and Perryton through the local public-school service center, Region 16. Though FPC donates the space for the classes, the college does not control any aspect of GED classes otherwise. FPC does offer the GED test in Borger but not in Perryton. GED classes in Dalhart are being developed, and an applicatino for testing in all three locations has been submitted. Accountability System, January of 22

5 Fall 2015 Unduplicated Enrollment Detail - Frank Phillips College By Age Age Count Less than % 18 to % 22 to % 25 to % 30 to % Over % N/A 0 0.0% By Status Status Count Full-Time % Part-Time % By Type Major Type Major Count Academic 1, % Technical % By Enrollment Status Status Count In-District % Out-of-District % Out-of-State % Dual Credit Enrollment Status Count Dual Credit % Unduplicated Enrollment Detail - Frank Phillips College By Age Age Count Less than % 18 to % 22 to % 25 to % 30 to % Over 35 2, % N/A 1 0.0% By Type Major Type Major Count Academic 1, % Technical % Continuing Education 4, % By Enrollment Status Status Count In-District % Out-of-District 1, % Out-of-State % Continuing Education 4, % Dual Credit Enrollment Status Count Dual Credit % Accountability System, January of 22

6 Unduplicated Total by Semester Detail - Frank Phillips College By Age Age Fall Spring Summer Less than to to to to Over , N/A By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 1,627 1, African American Multi-racial one of which is African American Hispanic 670 1, 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* 33.7% 35.7% 42.3% 36.6% 2.9 Race/Ethnicity White 38.3% 40.0% 44.5% 38.9% 0.6 African American 0.0% 27.8% 11.8% 22.2% 22.2 Hispanic 18.2% 33.3% 52.4% 39.2% 21.0 Asian 0.0% 0.0% 0.0% 0.0% 0.0 Native American 33.3% 0.0% 22.2% 0.0% International 0.0% 0.0% 12.5% 0.0% 0.0 Other (Unknown) 0.0% 0.0% 0.0% 20.0% 20.0 Male 29.7% 28.8% 40.0% 32.8% 3.1 Female 40.3% 44.6% 45.2% 40.9% 0.6 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 Rate Fall Rate Fall Rate Fall (18.2%) (23.3%) (17.1%) (25.9%) 3-Year graduation rate (Total) Baccalaureate or Above 0 (0.0%) 1 (0.4%) 0 (0.0%) 0 (0.0%) Associates 17 (9.4%) 28 (10.9%) 17 (10.0%) 32 (15.6%) Certificate 16 (8.8%) 31 (12.1%) 12 (7.1%) 21 (10.2%) No Award 148 (81.8%) 197 (76.7%) 141 (82.9%) 152 (74.1%) (14.2%) (23.6%) (28.4%) (24.1%) 4-Year graduation rate (Total) Baccalaureate or Above 1 (0.7%) 6 (2.4%) 10 (3.9%) 6 (3.5%) Associates 16 (10.8%) 25 (10.2%) 30 (11.7%) 21 (12.4%) Certificate 4 (2.7%) 27 (11.0%) 33 (12.8%) 14 (8.2%) No Award 127 (85.8%) 188 (76.4%) 184 (71.6%) 129 (75.9%) (23.7%) (29.5%) (36.3%) (30.1%) 6-Year graduation rate (Total) Baccalaureate or Above 17 (8.9%) 19 (9.0%) 24 (10.3%) 30 (12.2%) Associates 17 (8.9%) 23 (11.0%) 34 (14.5%) 16 (6.5%) Certificate 11 (5.8%) 20 (9.5%) 27 (11.5%) 28 (11.4%) No Award 145 (76.3%) 148 (70.5%) 149 (63.7%) 172 (69.9%) For more data on the 6-year graduation rate, go to: Rate 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) % % White % African American % Hispanic % Asian % International N/A Other % Level Bachelor of Applied Technology N/A N/A N/A N/A Associates % % 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 5 7 N/A Field of Study N/A N/A N/A N/A Male % Female % Source: CBM009 Source: CBM009 Transfers 13. Transfers to a senior institution. Accountability System, January of 22

9 Fall FY 2000 FY 2014 Rate Fall Rate Fall (100%) (100%) (100%) 0-12 hours 112 (20.7%) 3 (1.0%) 0 (0.0%) hours 35 (6.5%) 10 (3.4%) 6 (2.1%) hours 3 (0.6%) 11 (3.8%) 3 (1.0%) hours 15 (2.8%) 14 (4.8%) 9 (3.1%) 43+ hours 43 (8.0%) 34 (11.6%) 42 (14.6%) All Transfers Total 208 (38.5%) 72 (24.6%) 60 (20.8%) Non Transfer Completers 41 (7.6%) 55 (18.8%) 42 (14.6%) Non Completers 291 (53.9%) 166 (56.7%) 186 (64.6%) Awarded Core 0 (0.0%) 3 (1.0%) 1 (0.3%) 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 212 Met state standards in all three areas 47 Did not meet state standards in one, two, or all three areas (at entry) 97 Unknown* (unduplicated) 68 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 % Reading % Writing % Did Not Meet Standard Math 52 N/A % Reading 62 N/A % Writing 77 N/A % Unknown** (waived or military exemption) Math** 45 N/A 3 6.7% Reading** 47 N/A % Writing** 55 N/A % Most- and Least-Prepared Populations Met State Standard in All Three Areas Math % Reading % Writing % Did Not Meet Standard in All Three Areas Math 25 N/A % Reading 25 N/A % Writing 25 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 65.5% 59.5% 62.3% Same institution 53.9% 46.8% 45.3% Other institutions 11.7% 12.7% 17.0% 5.3 White 69.8% 58.4% 62.1% Same institution 56.6% 41.6% 43.1% Other institutions 13.2% 16.8% 19.0% 5.8 African American 52.9% 50.0% 57.9% 5.0 Same institution 47.1% 45.5% 52.6% 5.5 Other institutions 5.9% 4.5% 5.3% Hispanic 52.4% 73.1% 66.2% 13.8 Same institution 42.9% 73.1% 50.0% 7.1 Other institutions 9.5% 0.0% 16.2% 6.7 Asian 0.0% 50.0% 0.0% 0.0 Same institution 0.0% 25.0% 0.0% 0.0 Accountability System, January of 22

10 Other institutions 0.0% 25.0% 0.0% 0.0 International 50.0% 0.0% 0.0% Same institution 50.0% 0.0% 0.0% Other institutions 0.0% 0.0% 0.0% 0.0 Other 50.0% 62.5% 50.0% 0.0 Same institution 50.0% 50.0% 25.0% Other institutions 0.0% 12.5% 25.0% 25.0 Fall 2000 Fall 2012 Fall 2013 Point Change Fall 2000 to Fall 2013 First-time Undergraduate Persistence rate after two years Total 50.0% 33.5% 41.3% Same institution 17.2% 11.7% 12.3% Other institutions 32.8% 21.8% 29.0% White 58.0% 33.6% 46.6% Same institution 19.3% 10.6% 11.7% Other institutions 38.7% 23.0% 35.0% African American 12.5% 22.2% 28.6% 16.1 Same institution 6.3% 0.0% 0.0% Other institutions 6.3% 22.2% 28.6% 22.3 Hispanic 38.9% 39.4% 35.0% Same institution 16.7% 21.2% 30.0% 13.3 Other institutions 22.2% 18.2% 5.0% Asian 0.0% 0.0% 0.0% 0.0 Same institution 0.0% 0.0% 0.0% 0.0 Other institutions 0.0% 0.0% 0.0% 0.0 International 0.0% 0.0% 0.0% 0.0 Same institution 0.0% 0.0% 0.0% 0.0 Other institutions 0.0% 0.0% 0.0% 0.0 Other 0.0% 45.5% 37.5% 37.5 Same institution 0.0% 18.2% 12.5% 12.5 Other institutions 0.0% 27.3% 25.0% Awards in STEM Fields FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Fields Computer Science % 0 N/A Engineering % % Math % 2 0.0% Physical Science N/A 5 0.0% Level Degrees in Critical Fields Bachelor of Applied Technology N/A Associates % Cert % 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 N/A 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 Total % % Bachelor of Applied Technology N/A Associates % Cert N/A 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 N/A N/A N/A Race/Ethnicity Accountability System, January of 22

11 White N/A N/A N/A African American N/A N/A N/A Hispanic N/A N/A N/A Other N/A N/A N/A Male N/A N/A N/A Female N/A N/A N/A Students passing the certification exams N/A N/A N/A Race/Ethnicity White N/A N/A N/A African American N/A N/A N/A Hispanic N/A N/A N/A Other N/A N/A N/A Male N/A N/A N/A Female N/A N/A N/A 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 % % % Employed and Enrolled (in Senior Institutions) % % % Enrolled Only (in Senior Institutions) % % % Enrolled Only (in Community Colleges) 1 2.0% 1 2.2% 1 2.4% 0.4 Not Found % % % 18.8 Technical Employed Only % % % 6.2 Employed and Enrolled (in Senior Institutions) 0 0.0% 2 2.2% 1 1.1% 1.1 Enrolled Only (in Senior Institutions) 1 1.3% 0 0.0% 0 0.0% Enrolled Only (in Community Colleges) 6 7.7% 8 8.9% 5 5.6% Not Found % % % 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 Other N/A Male N/A Female N/A Fall 2011 Accountability System, January of 22

12 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 212 Met state standards in all three 47 areas Did not meet state standards in one, two, or all three areas (at 97 entry) Unknown* (unduplicated) 68 Number attempting developmental education (b) 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) Data by Subject Area Met Standard 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 Did Not Meet Standard Math % % 30.8% 34.6% Reading % % 56.5% 64.5% Writing % % 75.3% 77.9% 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 % 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 Did Not Meet Standards in All Three Areas Math % % 20.0% 28.0% Reading % % 40.0% 52.0% Writing % % 72.0% 72.0% *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 Met state standards in all areas % Did not meet state standards in one, two, or all three areas % Did not meet state standards in all three areas % Unknown* (unduplicated) % Data by Subject Area Met Standard by Area Math % Reading % Writing % Did Not Meet Standard by Area Math % Reading % Writing % Unknown** by Area (waived or military exemption) Math % Reading % Writing % Accountability System, January of 22

13 *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 10,906 10,806 12, % Ending semester credit hours 10,025 9,649 11, % Completion rate 91.9% 89.3% 92.4% 0.4 Accountability System, January of 22

14 Graduates Detail ( )- Frank Phillips College 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 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 Technical Continuing Education Graduates Success Detail ()- Frank Phillips College Academic Graduates - Employed 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 - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 0 0.0% Hispanic % Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male % Accountability System, January of 22

15 Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 1 5.3% 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 0 0.0% Number of Male 0 0.0% Female % Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic 0 0.0% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male % Female % Technical Graduates - Employed Race/Ethnicity: Race/Ethnicity Number of White % African American 3 3.4% Hispanic % Asian 0 0.0% Native American N/A International 0 0.0% Accountability System, January of 22

16 Other 0 0.0% : Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 0 N/A African American 0 N/A Hispanic 0 N/A Asian 0 N/A Native American N/A International 0 N/A Other 0 N/A Number of Male 0 N/A Female 0 N/A Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 0 N/A African American 0 N/A Hispanic 0 N/A Asian 0 N/A Native American N/A International 0 N/A Other 0 N/A Number of Male 0 N/A Female 0 N/A Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American 0 0.0% Hispanic % Asian 0 0.0% Native American N/A International 0 0.0% Other % Number of Male % Female % Graduates - Not Found Race/Ethnicity: Race/Ethnicity Number of White % African American 0 0.0% Hispanic % Accountability System, January of 22

17 : Asian 0 0.0% Native American N/A International N/A Other 0 0.0% Number of Male 0 0.0% Female % Transfer Detail (through )- Frank Phillips College Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall (100%) 195 (100%) 93 (100%) 0-12 hours 0 (0.0%) 0 (0.0%) 0 (0.0%) hours 6 (2.1%) 6 (3.1%) 0 (0.0%) hours 3 (1.0%) 3 (1.5%) 0 (0.0%) hours 9 (3.1%) 7 (3.6%) 2 (2.2%) 43+ hours 42 (14.6%) 37 (19.0%) 5 (5.4%) Non Transfer Completers 42 (14.6%) 18 (9.2%) 24 (25.8%) Non Completers 186 (64.6%) 124 (63.6%) 62 (66.7%) All Transfers Total 60 (20.8%) 53 (27.2%) 7 (7.5%) Awarded Core 1 (0.3%) 1 (0.5%) 0 (0.0%) 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 No data for this institution 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 82.7% 88.2% N/A For more information, see the licensure report. Quality Enhancement Plan 28. Quality Enhancement Plan, Including Reaffirmation Year Our QEP topic, Writing Matters, will focus on one major goal. This goal is to improve students written communication skills. To reach this goal, our objective will be to assess existing programs and using the data we find, quantitatively improve students writing scores using a standard rubric. Evidence indicates that strong writers view writing positively and are influenced to do so by the positive attitudes of their instructors. Therefore, we must create an institutional paradigm shift so faculty and staff model effective writing skills and, in turn, produce students who possess an accurate, positive, and optimistic appraisal of their writing skills. Excellent Programs 29. Excellent Programs Highlighted Excellent Programs 1 The Julia Kasch Honors Academy provides students with an opportunity to learn through intellectual curiosity. Membership is open to students through an application process, and students have the opportunity to earn scholarships. The honors class has attended plays, museums, lectures, and other stimulating activities. Highlighted Excellent Programs 2 The FPC cosmetology program has expanded into Hereford and will expand into Dumas in summer, The program has a pass rate of 100% in most years, and students who become licensed traditionally enjoy employment throughout the Texas Panhandle 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: FPC is an active participant in Panhandle 20/20, a regional collaboration between K-12 and higher education. FPC is represented on the Region 16 P-16 Executive Council and has participated in all local workshops. FPC received national recognition based on the CCSSE student engagement survey for the second time in 3 years. 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: FPC is an active participant in Panhandle 20/20, a regional collaboration between K-12 and higher education. FPC is represented on the Region 16 P-16 Executive Council and has participated in all local workshops. FPC received national recognition based on the CCSSE student engagement survey for the second time in 3 years. Accountability System, January of 22

19 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 22.5% 21.6% 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 $1,064 $2,800 $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 31 (93.9%) 20 (90.9%) 21 (91.3%) % African American 1 (3.0%) 0 (0.0%) 0 (0.0%) % Hispanic 1 (3.0%) 2 (9.1%) 2 (8.7%) 100.0% Asian 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Male 13 (39.4%) 12 (54.5%) 12 (52.2%) - 7.7% Female 20 (60.6%) 10 (45.5%) 11 (47.8%) % Part-Time Total* % Race/Ethnicity White 65 (97.0%) 38 (92.7%) 45 (91.8%) % African American 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Hispanic 1 (1.5%) 0 (0.0%) 1 (2.0%) 0.0% Asian 1 (1.5%) 3 (7.3%) 2 (4.1%) 100.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 0 (0.0%) 0 (0.0%) 1 (2.0%) N/A Male 29 (43.3%) 16 (39.0%) 19 (38.8%) % Female 38 (56.7%) 25 (61.0%) 30 (61.2%) % *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. 34. FTE Student/FTE Faculty Ratio Fall 2000 Fall 2013 Fall 2014 Change Fall 2000 to Fall :1 20:1 22:1 57.1% 35. Contact Hours 225, , , % Taught by full-time faculty 71.5% 71.1% 72.3% 0.8 Taught by part-time faculty 28.5% 28.9% 27.7% Institutional Efficiency and Effectiveness - Finance Measures Finances per FTE Student 36. Funds by source divided by full-time equivalent students FY 2000 FY 2014 % Change Accountability System, January of 22

21 Total revenues per FTE student N/A 10,025 7,176 N/A State funds per FTE student N/A (N/A) 3,518 (35.1%) 3,368 (46.9%) N/A Local funds per FTE student N/A (N/A) 2,901 (28.9%) 672 (9.4%) N/A Tuition and Fees per FTE student N/A (N/A) 1,212 (12.1%) 991 (13.8%) N/A Federal revenue per FTE student N/A (N/A) 2,393 (23.9%) 2,146 (29.9%) N/A 37. Expenditures per full-time equivalent students FY 2000 FY 2014 % Change Total expenditures per FTE student N/A 9,326 8,227 N/A Instructional expenditures per FTE student N/A (N/A) 5,211 (55.9%) 4,562 (55.5%) N/A Institution Support expenditures per FTE student N/A (N/A) 2,094 (22.5%) 1,773 (21.6%) N/A Academic Support expenditures per FTE student N/A (N/A) 213 (2.3%) 145 (1.8%) N/A 38. Financial Viability Ratio FY 2003 FY 2014 Point Change FY 2003 to Financial Viability Ratio N/A 0.32% % 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 2, , , % Math Readiness % Read Readiness % Write Readiness % Students Who Complete 15 SCH % Students Who Complete 30 SCH % Students Who Transfer to a 4-Year Institution % Students Who Pass First College-Level Math Course % Students Who Pass First College-Level Read Course % Students Who Pass First College-Level Write Course % Degrees, Core Curriculum or Certificates (Unduplicated) % Degrees or Certificates in Critical Fields % Accountability System, January of 22