Alamo Community College - Palo Alto College. Accountability Report

Transcription

1 Alamo Community College - Palo Alto 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) 6,370 8,376 8, % 10, % White 1,728 ( 27.1%) 1,787 ( 21.3%) 1,609 ( 18.6%) - 6.9% 2, % African American 180 ( 2.8%) 290 ( 3.5%) 322 ( 3.7%) 78.9% % Hispanic 4,361 ( 68.5%) 5,789 ( 69.1%) 6,534 ( 75.4%) 49.8% 6, % Asian 66 ( 1.0%) 103 ( 1.2%) 78 ( 0.9%) 18.2% International 9 ( 0.1%) 12 ( 0.1%) 15 ( 0.2%) 66.7% Other 26 ( 0.4%) 395 ( 4.7%) 113 ( 1.3%) 334.6% Male 2,442 ( 38.3%) 3,297 ( 39.5%) 3,380 ( 39.0%) 38.4% Female 3,928 ( 61.7%) 5,079 ( 60.5%) 5,291 ( 61.0%) 34.7% Flex Entry 125 1,100 1, % 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 10,925 18,622 16, % White 3,032 ( 27.8%) 4,666 ( 25.1%) 3,919 ( 24.0%) 29.3% African American 421 ( 3.9%) 1,176 ( 6.3%) 907 ( 5.6%) 115.4% Hispanic 7,267 ( 66.5%) 11,581 ( 62.2%) 10,512 ( 64.5%) 44.7% Asian 153 ( 1.4%) 317 ( 1.7%) 274 ( 1.7%) 79.1% International 6 ( 0.1%) 33 ( 0.2%) 40 ( 0.2%) 566.7% Other 46 ( 0.4%) 849 ( 4.6%) 648 ( 4.0%) % Male 4,032 ( 36.9%) 8,207 ( 41.1%) 6,563 ( 40.3%) 62.8% Female 6,893 ( 63.1%) 10,415 ( 58.9%) 9,737 ( 59.7%) 41.3% Participation - Contextual Measures FY 2000 FY 2014 % Change 3. Enrollment by Semester 2015 Fall 6,919 9,180 8, % Academic 5,453 7,292 7, % Technical 1,013 1,135 1, % Continuing Education % Spring 6,615 10,864 9, % Academic 5,122 8,155 8, % Technical 958 1,355 1, % Continuing Education 535 1, % Accountability System, January of 22

3 Summer 3,499 7,072 6, % Academic 2,509 5,080 5, % Technical 404 1,038 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 African American Hispanic Other Male Female FY 2000 FY 2014 % Change 5. Annual Semester Credit and Contact Hours 2015 Annual Semester Credit Hours (SCH) 130, , , % Academic 122, , , % Technical 7,678 11,695 12, % Annual Contact Hours 2,401,264 2,813,471 2,717, % Academic 2,159,120 2,406,416 2,383, % Technical 179, , , % Continuing Education 63, ,719 38, % Distance Education Hours Hybrid/Blended on campus 0 2,934 3,146 Fully-distance education/internet 2,426 49,040 50, % Fall 1999 Fall 2012 Fall 2013 Point Change 6. Financial Aid: Students Receiving Pell Grants Fall 1999 to Fall 2013 Total* 35.8% 32.1% 30.6% White 19.4% 20.1% 16.3% African American 25.5% 17.9% 16.3% Hispanic 43.2% 37.2% 36.5% Asian 14.8% 16.5% 14.3% International 0.0% 0.0% 0.0% 0.0 Other 53.8% 23.0% 27.3% Male 26.9% 28.4% 26.5% Female 41.2% 34.5% 33.2% *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 6,260 8,122 8, % Full-Time Credential Seeking Students Total* 2,514 1,502 1, % White 626 (24.9%) 235 (15.6%) 208 (14.6%) % African American 55 (2.2%) 20 (1.3%) 27 (1.9%) % Hispanic 1,796 (71.4%) 1,181 (78.6%) 1,172 (82.0%) % Asian 20 (0.8%) 6 (0.4%) 9 (0.6%) % International 5 (0.2%) 1 (0.1%) 1 (0.1%) % Other 12 (0.5%) 59 (3.9%) 12 (0.8%) 0.0% Male 921 (36.6%) 573 (38.1%) 550 (38.5%) % Female 1,593 (63.4%) 929 (61.9%) 879 (61.5%) % Part-Time Credential Seeking Students Total* 3,746 6,620 7, % White 1,058 (28.2%) 1,495 (22.6%) 1,359 (19.4%) 28.4% African American 123 (3.3%) 260 (3.9%) 287 (4.1%) 133.3% Hispanic 2,505 (66.9%) 4,432 (66.9%) 5,199 (74.1%) 107.5% Asian 45 (1.2%) 95 (1.4%) 65 (0.9%) 44.4% International 3 (0.1%) 11 (0.2%) 14 (0.2%) 366.7% Other 12 (0.3%) 327 (4.9%) 96 (1.4%) 700.0% Accountability System, January of 22

4 Male 1,485 (39.6%) 2,618 (39.5%) 2,744 (39.1%) 84.8% Female 2,261 (60.4%) 4,002 (60.5%) 4,276 (60.9%) 89.1% 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 1,568 1,378 1, % Full-Time Credential Seeking Students Total* % White 173 (23.3%) 73 (14.7%) 57 (11.9%) % African American 15 (2.0%) 8 (1.6%) 4 (0.8%) % Hispanic 548 (73.7%) 380 (76.5%) 412 (86.0%) % Asian 2 (0.3%) 1 (0.2%) 2 (0.4%) 0.0% International 4 (0.5%) 0 (0.0%) 0 (0.0%) % Other 2 (0.3%) 35 (7.0%) 4 (0.8%) 100.0% Male 293 (39.4%) 203 (40.8%) 197 (41.1%) % Female 451 (60.6%) 294 (59.2%) 282 (58.9%) % Part-Time Credential Seeking Students Total* % White 297 (36.0%) 152 (17.3%) 98 (11.0%) % African American 18 (2.2%) 26 (3.0%) 21 (2.4%) 16.7% Hispanic 502 (60.9%) 649 (73.7%) 764 (85.6%) 52.2% Asian 4 (0.5%) 6 (0.7%) 3 (0.3%) % International 2 (0.2%) 0 (0.0%) 1 (0.1%) % Other 1 (0.1%) 48 (5.4%) 6 (0.7%) 500.0% Male 354 (43.0%) 355 (40.3%) 375 (42.0%) 5.9% Female 470 (57.0%) 526 (59.7%) 518 (58.0%) 10.2% *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 Adult Basic Education: Enrollment as Reported to TWC G.E.D.: Enrolled in G.E.D. Program Contract Training: Duplicated enrollment. GED: A small percentage of enrollments were reported to ACES because not all GED courses offered at PAC were paid by the Region 20 grant. Please note the following for FY 2008: Contract Training data for Quarters A&B; Alternative Certifications Enrollment data for Quarter B; GED Enrollment data for Quarters A&B; GED Number Who Took The Test data for Quarter A; GED Number Who Passed The Test data for Quarter A. Accountability System, January of 22

5 Fall 2015 Unduplicated Enrollment Detail - Alamo Community College - Palo Alto College By Age Age Count Less than 18 1, % 18 to 21 3, % 22 to 24 1, % 25 to % 30 to % Over % 0 0.0% By Status Status Count Full-Time 1, % Part-Time 7, % By Type Major Type Major Count Academic 7, % Technical 1, % By Enrollment Status Status Count In-District 7, % Out-of-District 1, % Out-of-State % Dual Credit Enrollment Status Count Dual Credit 1, % Unduplicated Enrollment Detail - Alamo Community College - Palo Alto College By Age Age Count Less than 18 1, % 18 to 21 6, % 22 to 24 2, % 25 to 29 2, % 30 to 34 1, % Over 35 2, % 0 0.0% By Type Major Type Major Count Academic 13, % Technical 2, % Continuing Education % By Enrollment Status Status Count In-District 12, % Out-of-District 2, % Out-of-State % Continuing Education % Accountability System, January of 22

6 Dual Credit Enrollment Status Count Dual Credit 1, % Unduplicated Total by Semester Detail - Alamo Community College - Palo Alto College By Age Age Fall Spring Summer Less than 18 1, to 21 3,438 3,906 2, to 24 1,150 1,661 1, to 29 1,023 1, to Over 35 1,122 1, By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 1,949 2,198 1,419 African American Multi-racial one of which is African American Hispanic 6,032 6,507 3,999 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* 26.7% 32.1% 29.9% 33.7% 7.0 Race/Ethnicity White 33.3% 37.5% 30.9% 37.8% 4.5 African American 53.8% 50.0% 23.5% 45.5% Hispanic 23.9% 30.4% 29.8% 32.5% 8.6 Asian 28.6% 40.0% 25.0% 28.6% 0.0 Native American 0.0% 0.0% 100.0% 0.0% 0.0 International 0.0% 0.0% 0.0% 0.0% 0.0 Other (Unknown) 0.0% 0.0% 0.0% 0.0% 0.0 Male 28.3% 27.8% 25.7% 32.9% 4.6 Female 25.7% 35.8% 33.0% 34.4% 8.7 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 (2.8%) (13.3%) (16.4%) (21.2%) Year graduation rate (Total) Baccalaureate or Above 0 (0.0%) 0 (0.0%) 3 (0.6%) 1 (0.3%) 0.3 Associates 16 (2.1%) 64 (12.9%) 72 (15.4%) 69 (20.4%) 18.3 Certificate 5 (0.7%) 2 (0.4%) 2 (0.4%) 2 (0.6%) No Award 727 (97.2%) 429 (86.7%) 392 (83.6%) 267 (78.8%) (6.6%) (16.8%) (20.0%) (25.6%) Year graduation rate (Total) Baccalaureate or Above 8 (1.1%) 26 (3.2%) 9 (1.8%) 20 (4.3%) 3.2 Associates 35 (4.7%) 102 (12.6%) 87 (17.6%) 97 (20.7%) 16.0 Certificate 6 (0.8%) 8 (1.0%) 3 (0.6%) 3 (0.6%) No Award 694 (93.4%) 673 (83.2%) 396 (80.0%) 349 (74.4%) (13.7%) (21.9%) (21.7%) (24.4%) Year graduation rate (Total) Baccalaureate or Above 47 (6.4%) 80 (9.9%) 79 (9.7%) 87 (10.8%) 4.4 Associates 43 (5.9%) 90 (11.1%) 84 (10.3%) 102 (12.6%) 6.7 Certificate 11 (1.5%) 7 (0.9%) 13 (1.6%) 8 (1.0%) No Award 634 (86.3%) 632 (78.1%) 636 (78.3%) 612 (75.6%) 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) , % 1, % White % African American % Hispanic % Asian % International Other % Level Bachelor of Applied Technology Associates % % Certificate % Certificate % Advanced Technology Certificates Other Completers: ESC Core Completers Field of Study 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 ,588 (100%) ,298 (100%) ,401 (100%) 0-12 hours 158 (9.9%) 11 (0.8%) 13 (0.9%) hours 19 (1.2%) 20 (1.5%) 18 (1.3%) hours 9 (0.6%) 9 (0.7%) 18 (1.3%) hours 7 (0.4%) 22 (1.7%) 23 (1.6%) 43+ hours 149 (9.4%) 189 (14.6%) 175 (12.5%) All Transfers Total 342 (21.5%) 251 (19.3%) 247 (17.6%) Non Transfer Completers 57 (3.6%) 79 (6.1%) 104 (7.4%) Non Completers 1,189 (74.9%) 968 (74.6%) 1,050 (74.9%) Awarded Core 0 (0.0%) 98 (7.6%) 100 (7.1%) 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 1,305 Met state standards in all three areas 239 Did not meet state standards in one, two, or all three areas (at entry) 1,014 Unknown* (unduplicated) 52 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 % Reading % Writing % Unknown** (waived or military exemption) Math** % Reading** % Writing** % Most- and Least-Prepared Populations Met State Standard in All Three Areas Math % Reading % Writing % Did Not Meet Standard in All Three Areas Math % Reading % Writing % 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 69.1% 68.5% 68.6% Accountability System, January of 22

10 Same institution 62.4% 62.1% 62.8% 0.4 Other institutions 6.7% 6.4% 5.8% White 71.1% 74.0% 69.9% Same institution 60.7% 64.0% 58.9% Other institutions 10.4% 10.0% 11.0% 0.6 African American 73.3% 100.0% 75.0% 1.7 Same institution 53.3% 100.0% 75.0% 21.7 Other institutions 20.0% 0.0% 0.0% Hispanic 68.2% 68.3% 69.5% 1.3 Same institution 63.0% 62.3% 63.9% 0.9 Other institutions 5.3% 5.9% 5.5% 0.2 Asian 100.0% 0.0% 100.0% 0.0 Same institution 100.0% 0.0% 100.0% 0.0 Other institutions 0.0% 0.0% 0.0% 0.0 International 100.0% 0.0% 0.0% Same institution 100.0% 0.0% 0.0% Other institutions 0.0% 0.0% 0.0% 0.0 Other 0.0% 57.1% 54.3% 54.3 Same institution 0.0% 50.0% 54.3% 54.3 Other institutions 0.0% 7.1% 0.0% 0.0 Fall 2000 Fall 2012 Fall 2013 Point Change Fall 2000 to Fall 2013 First-time Undergraduate Persistence rate after two years Total 54.5% 53.8% 55.0% 0.5 Same institution 39.4% 33.6% 36.8% Other institutions 15.1% 20.2% 18.2% 3.1 White 58.7% 60.5% 50.0% Same institution 33.7% 25.6% 29.2% Other institutions 25.0% 34.9% 20.8% African American 57.1% 37.5% 100.0% 42.9 Same institution 42.9% 0.0% 100.0% 57.1 Other institutions 14.3% 37.5% 0.0% Hispanic 53.0% 53.1% 55.3% 2.3 Same institution 40.8% 35.8% 37.2% Other institutions 12.2% 17.3% 18.1% 5.9 Asian 100.0% 0.0% 0.0% Same institution 100.0% 0.0% 0.0% Other institutions 0.0% 0.0% 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% 60.0% 64.3% 14.3 Same institution 50.0% 40.0% 50.0% 0.0 Other institutions 0.0% 20.0% 14.3% Awards in STEM Fields FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Fields Computer Science % % Engineering % % Math % Physical Science % Level Degrees in Critical Fields Bachelor of Applied Technology Associates % Cert % Cert Degrees in Critical Fields Advanced Technology Certificate Awards in Nursing FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Total Associates Cert Cert Advanced Technology Certificate ESC Field of Study 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 Associates % Cert % Cert Advanced Technology Certificate ESC FY 2012 FY 2013 FY Teacher Production and Certification Students taking the certification exams See District See District See District Race/Ethnicity White See District See District See District African American See District See District See District Hispanic See District See District See District Other See District See District See District Male See District See District See District Female See District See District See District Students passing the certification exams See District See District See District Race/Ethnicity White See District See District See District African American See District See District See District Hispanic See District See District See District Other See District See District See District Male See District See District See District Female See District See District See District 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) % % % 18.0 Enrolled Only (in Senior Institutions) % % % 10.8 Enrolled Only (in Community Colleges) % % % 0.7 Not Found % % % Technical Employed Only % % % Employed and Enrolled (in Senior Institutions) 2 1.8% % % 8.3 Enrolled Only (in Senior Institutions) 1 0.9% 1 1.2% 3 3.0% 2.1 Enrolled Only (in Community Colleges) % 7 8.2% % 2.4 Not Found % 3 3.5% 5 5.1% 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 Race/Ethnicity White African American Hispanic Asian International Other Male Female FY 2000 FY 2014 Change 22. Associate of Arts in Teaching Awards Total Race/Ethnicity White African American Hispanic Asian International Accountability System, January of 22

12 Other Male Female 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 1,305 Met state standards in all three 239 areas Did not meet state standards in one, two, or all three areas (at 1,014 entry) Unknown* (unduplicated) 52 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 % Reading % Writing % Did Not Meet Standard Math % % 30.4% 31.4% Reading % % 52.4% 58.7% Writing % % 48.4% 52.7% Unknown** (waived or military exemption) Math** % Reading** % Writing** % Most- and Least-Prepared Populations Met state standards in all areas Math % Reading % Writing % Did Not Meet Standards in All Three Areas Math % % 25.3% 26.6% Reading % % 46.7% 51.0% Writing % % 43.4% 47.3% *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 1, Met state standards in all areas % 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 % Reading % Writing % Did Not Meet Standard by Area Math % Accountability System, January of 22

13 Reading % Writing % 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 56,578 58,796 59, % Ending semester credit hours 45,754 52,342 53, % Completion rate 80.9% 89.0% 88.5% 7.7 Accountability System, January of 22

14 Graduates Detail ( )- Alamo Community College - Palo Alto 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 ()- Alamo Community College - Palo Alto College Academic Graduates - Employed Race/Ethnicity: : Race/Ethnicity Number of White % African American 4 1.4% Hispanic % Asian 1 0.4% Native American International 0 0.0% Other 5 1.8% Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: Race/Ethnicity Number of White % African American 5 2.6% Hispanic % Asian 0 0.0% Native American International 0 0.0% Accountability System, January of 22

15 Other 0 0.0% : Number of Male % Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 2 1.7% Hispanic % Asian 1 0.8% Native American International 0 0.0% Other 1 0.8% 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 % Asian 0 0.0% Native American International 0 0.0% Other 0 0.0% Number of Male % Female % Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White % African American 2 2.9% Hispanic % Asian 0 0.0% Native American International 0 0.0% Other 1 1.4% Technical Number of Male % Female % Graduates - Employed Race/Ethnicity: Accountability System, January of 22

16 : Race/Ethnicity Number of White % African American 6 6.1% Hispanic % Asian 1 1.0% Native American International 0 0.0% Other 1 1.0% 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 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 0 0.0% Hispanic % Asian 0 0.0% Native American International 0 0.0% Other 0 0.0% Number of Male % Female 0 0.0% Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 0 0.0% Native American International 0 0.0% Other 1 4.2% Number of Male % Accountability System, January of 22

17 Female % Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White 0 0.0% African American 0 0.0% Hispanic % Asian 0 0.0% Native American International Other 0 0.0% Number of Male % Female % Transfer Detail (through )- Alamo Community College - Palo Alto College Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall ,401 (100%) 1,260 (100%) 141 (100%) 0-12 hours 13 (0.9%) 12 (1.0%) 1 (0.7%) hours 18 (1.3%) 16 (1.3%) 2 (1.4%) hours 18 (1.3%) 14 (1.1%) 4 (2.8%) hours 23 (1.6%) 21 (1.7%) 2 (1.4%) 43+ hours 175 (12.5%) 157 (12.5%) 18 (12.8%) Non Transfer Completers 104 (7.4%) 88 (7.0%) 16 (11.3%) Non Completers 1,050 (74.9%) 952 (75.6%) 98 (69.5%) All Transfers Total 247 (17.6%) 220 (17.5%) 27 (19.1%) Awarded Core 100 (7.1%) 90 (7.1%) 10 (7.1%) 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 Airline/Commercial/Professional Pilot and Flight Crew % % % Veterinary/Animal Health Technology/Technician and Veterinary Assistant % % % Excellence - Contextual Measures FY 2008 FY 2014 Point Change 27. Certification and Licensure FY 2008 to Pass rate on state or national exams % 100.0% For more information, see the licensure report. Quality Enhancement Plan 28. Quality Enhancement Plan, Including Reaffirmation Year Palo Alto College is a federally designated Hispanic-Serving Institution of 8,965 students located on the Southside of San Antonio, an area that historically has been educationally underserved. The college s QEP springs from two sources: a)an overwhelming interest by faculty and students in creating more interactive classroom environments; b)a desire to decrease the number of high risk courses (i.e.courses with > 100 students and a success rate < 70%). The college adopted Make it RREAL! as its official QEP slogan. RREAL is an acronym for Relevance + Reflection + Engagement = Active Learning. Problem-based learning (PBL) was selected as the strategy to operationalize active learning and was linked to four specific student learning outcomes: collaboration, critical thinking, communication, and reflection all attributes with the capacity to provide students with the skills to succeed not only in college but also in the world beyond college. LINK: Excellent Programs 29. Excellent Programs Highlighted Excellent Programs 1 The Veterinary Technology program is accredited by AVMA for educating veterinary technicians. The program is offered in the new state-of-the-art 15,000 square foot facility on the Palo Alto campus that includes a Clinical Pathology lab, a Parasitology lab, large animal facilities, a surgery suite, and a recovery room. The program offers strong hands-on learning, dedicated faculty, and graduates students who excel on VTNE and TX RVT exams. LINK: Highlighted Excellent Programs 2 Palo Alto College has begun its first year of a partnership with the Puente Project. The Puente Project is an academic preparation program that improves the college success an completion rates for educationally disadvantaged students by implementing three essential components; English, Counseling, and Mentoring. Puente stands out as the only college access program in the nation primarily targeting Latino students that has demonstrated outstanding results as a scalable cost. This year the program enrolled 55 students and hosted a Noche de Familia for students, their families, and new mentors. LINK: 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: Quality Texas Foundation awarded Palo Alto College with special recognition for the College s progress towards implements the Baldrige Performance Excellence Program. This is Palo Alto s second recognition from Quality Texas Foundation, acknowledging the College s improvement in deploying the Criteria for Performance Excellence in Education. 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 Accountability System, January of 22

19 Exemplary programs or citations/other national recognitions: Quality Texas Foundation awarded Palo Alto College with special recognition for the College s progress towards implements the Baldrige Performance Excellence Program. This is Palo Alto s second recognition from Quality Texas Foundation, acknowledging the College s improvement in deploying the Criteria for Performance Excellence in Education. 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 18.7% 18.5% 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 $1,018 $2,008 $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 67 (58.3%) 7 (6.9%) 9 (8.8%) % African American 7 (6.1%) 3 (2.9%) 5 (4.9%) % Hispanic 39 (33.9%) 15 (14.7%) 17 (16.7%) % Asian 1 (0.9%) 1 (1.0%) 1 (1.0%) 0.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) Other 1 (0.9%) 76 (74.5%) 70 (68.6%) % Male 65 (56.5%) 55 (53.9%) 53 (52.0%) % Female 50 (43.5%) 47 (46.1%) 49 (48.0%) - 2.0% Part-Time Total* % Race/Ethnicity White 146 (64.3%) 25 (16.1%) 35 (20.6%) % African American 10 (4.4%) 3 (1.9%) 5 (2.9%) % Hispanic 62 (27.3%) 36 (23.2%) 45 (26.5%) % Asian 6 (2.6%) 1 (0.6%) 1 (0.6%) % International 0 (0.0%) 0 (0.0%) 0 (0.0%) Other 3 (1.3%) 90 (58.1%) 84 (49.4%) % Male 138 (60.8%) 89 (57.4%) 103 (60.6%) % Female 89 (39.2%) 66 (42.6%) 67 (39.4%) % *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 19:1 23:1 22:1 15.8% 35. Contact Hours 1,026,848 1,087,520 1,097, % Taught by full-time faculty 60.3% 66.5% 65.2% 4.9 Taught by part-time faculty 39.7% 33.5% 34.8% 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 See District See District State funds per FTE student () See District See District () () Local funds per FTE student () See District See District () () Tuition and Fees per FTE student () See District See District () () Federal revenue per FTE student () See District See District () () 37. Expenditures per full-time equivalent students FY 2000 FY 2014 % Change Total expenditures per FTE student See District See District Instructional expenditures per FTE student () See District See District () () Institution Support expenditures per FTE student () See District See District () () Academic Support expenditures per FTE student () See District See District () () 38. Financial Viability Ratio FY 2003 FY 2014 Point Change FY 2003 to Financial Viability Ratio See District See District See District 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 See District See District See District Math Readiness See District See District See District Read Readiness See District See District See District Write Readiness See District See District See District Students Who Complete 15 SCH See District See District See District Students Who Complete 30 SCH See District See District See District Students Who Transfer to a 4-Year Institution See District See District See District Students Who Pass First College-Level Math Course See District See District See District Students Who Pass First College-Level Read Course See District See District See District Students Who Pass First College-Level Write Course See District See District See District Degrees, Core Curriculum or Certificates (Unduplicated) See District See District See District Degrees or Certificates in Critical Fields See District See District See District Accountability System, January of 22