Amarillo College. Accountability Report

Amarillo College Accountability Report January 2016 Accountability System, January 2016 1 of 22

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) 8,181 9,948 9,576 17.1% 12,550 76.3 % White 5,819 ( 71.1%) 5,155 ( 51.8%) 4,793 ( 50.1%) - 17.6% 6,900 69.5% African American 286 ( 3.5%) 491 ( 4.9%) 523 ( 5.5%) 82.9% 650 80.5% Hispanic 1,518 ( 18.6%) 3,721 ( 37.4%) 3,632 ( 37.9%) 139.3% 5,000 72.6% Asian 274 ( 3.3%) 270 ( 2.7%) 283 ( 3.0%) 3.3% International 79 ( 1.0%) 60 ( 0.6%) 71 ( 0.7%) - 10.1% Other 205 ( 2.5%) 251 ( 2.5%) 274 ( 2.9%) 33.7% Male 3,227 ( 39.4%) 3,800 ( 38.8%) 3,651 ( 38.1%) 13.1% Female 4,954 ( 60.6%) 6,148 ( 61.2%) 5,925 ( 61.9%) 19.6% Flex Entry 201 350 326 62.2% 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 30,139 30,026 28,183-6.5% White 23,425 ( 77.7%) 17,341 ( 57.8%) 15,970 ( 56.7%) - 31.8% African American 929 ( 3.1%) 1,452 ( 4.8%) 1,331 ( 4.7%) 43.3% Hispanic 4,362 ( 14.5%) 7,928 ( 26.4%) 7,618 ( 27.0%) 74.6% Asian 557 ( 1.8%) 874 ( 2.9%) 728 ( 2.6%) 30.7% International 420 ( 1.4%) 52 ( 0.2%) 71 ( 0.3%) - 83.1% Other 446 ( 1.5%) 2,379 ( 7.9%) 2,465 ( 8.7%) 452.7% Male 14,394 ( 47.8%) 14,641 ( 49.1%) 13,608 ( 48.3%) - 5.5% Female 15,745 ( 52.2%) 15,385 ( 50.9%) 14,575 ( 51.7%) - 7.4% Participation - Contextual Measures FY 2000 FY 2014 % Change 3. Enrollment by Semester 2015 Fall 15,663 16,412 15,556-0.7% Academic 3,958 6,299 5,943 50.2% Technical 4,212 4,380 4,035-4.2% Continuing Education 7,493 5,733 5,578-25.6% Spring 17,720 19,308 18,171 2.5% Academic 3,815 5,821 5,723 50.0% Technical 4,393 4,214 3,916-10.9% Continuing Education 9,512 9,273 8,532-10.3% Accountability System, January 2016 2 of 22

Summer 8,813 9,106 8,519-3.3% Academic 1,550 1,964 2,114 36.4% Technical 2,186 2,006 1,889-13.6% Continuing Education 5,077 5,136 4,516-11.0% 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 4.7% - 2.0% 52.9% 49.9% - 3.0% African American - 0.8% 0.1% 5.9% 6.2% 0.3% Hispanic - 6.9% 1.2% 36.5% 38.9% 2.4% Other 3.1% 0.7% 4.8% 5.0% 0.2% Male - 11.8% - 14.4% 51.5% 37.1% - 14.4% Female 11.8% 14.4% 48.5% 62.9% 14.4% FY 2000 FY 2014 % Change 5. Annual Semester Credit and Contact Hours 2015 Annual Semester Credit Hours (SCH) 159,686 185,907 177,514 11.2% Academic 110,684 139,698 135,050 22.0% Technical 49,002 46,209 42,464-13.3% Annual Contact Hours 4,399,920 4,575,726 4,304,929-2.2% Academic 2,331,040 2,746,944 2,606,657 11.8% Technical 1,415,704 1,321,520 1,228,112-13.3% Continuing Education 653,176 507,262 470,160-28.0% Distance Education Hours Hybrid/Blended on campus 0 10,170 11,684 N/A Fully-distance education/internet 0 48,957 48,201 N/A Fall 1999 Fall 2012 Fall 2013 Point Change 6. Financial Aid: Students Receiving Pell Grants Fall 1999 to Fall 2013 Total* 18.4% 37.3% 37.9% 19.5 White 16.7% 31.3% 31.3% 14.6 African American 29.4% 56.2% 58.5% 29.1 Hispanic 24.7% 45.1% 45.9% 21.2 Asian 12.8% 29.8% 32.2% 19.4 International 7.3% 5.9% 0.0% - 7.3 Other 13.8% 37.4% 37.6% 23.8 Male 12.8% 30.2% 31.0% 18.2 Female 22.0% 41.7% 42.3% 20.3 *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 6,750 9,295 8,884 31.6% Full-Time Credential Seeking Students Total* 2,401 2,231 2,080-13.4% White 1,759 (73.3%) 1,097 (49.2%) 979 (47.1%) - 44.3% African American 72 (3.0%) 98 (4.4%) 133 (6.4%) 84.7% Hispanic 420 (17.5%) 893 (40.0%) 814 (39.1%) 93.8% Asian 75 (3.1%) 62 (2.8%) 78 (3.8%) 4.0% International 19 (0.8%) 19 (0.9%) 24 (1.2%) 26.3% Other 56 (2.3%) 62 (2.8%) 52 (2.5%) - 7.1% Male 897 (37.4%) 869 (39.0%) 764 (36.7%) - 14.8% Female 1,504 (62.6%) 1,362 (61.0%) 1,316 (63.3%) - 12.5% Part-Time Credential Seeking Students Total* 4,349 7,064 6,804 56.4% White 3,202 (73.6%) 3,673 (52.0%) 3,410 (50.1%) 6.5% African American 173 (4.0%) 357 (5.1%) 356 (5.2%) 105.8% Hispanic 761 (17.5%) 2,630 (37.2%) 2,600 (38.2%) 241.7% Asian 77 (1.8%) 192 (2.7%) 189 (2.8%) 145.5% International 27 (0.6%) 38 (0.5%) 46 (0.7%) 70.4% Other 109 (2.5%) 174 (2.5%) 203 (3.0%) 86.2% Accountability System, January 2016 3 of 22

Male 1,728 (39.7%) 2,684 (38.0%) 2,617 (38.5%) 51.4% Female 2,621 (60.3%) 4,380 (62.0%) 4,187 (61.5%) 59.7% 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 1,082 1,538 1,433 32.4% Full-Time Credential Seeking Students Total* 610 791 614 0.7% White 428 (70.2%) 325 (41.1%) 249 (40.6%) - 41.8% African American 27 (4.4%) 38 (4.8%) 46 (7.5%) 70.4% Hispanic 116 (19.0%) 379 (47.9%) 264 (43.0%) 127.6% Asian 16 (2.6%) 23 (2.9%) 27 (4.4%) 68.8% International 7 (1.1%) 12 (1.5%) 12 (2.0%) 71.4% Other 16 (2.6%) 14 (1.8%) 16 (2.6%) 0.0% Male 260 (42.6%) 333 (42.1%) 249 (40.6%) - 4.2% Female 350 (57.4%) 458 (57.9%) 365 (59.4%) 4.3% Part-Time Credential Seeking Students Total* 472 747 819 73.5% White 312 (66.1%) 307 (41.1%) 336 (41.0%) 7.7% African American 31 (6.6%) 52 (7.0%) 70 (8.5%) 125.8% Hispanic 106 (22.5%) 345 (46.2%) 369 (45.1%) 248.1% Asian 7 (1.5%) 15 (2.0%) 17 (2.1%) 142.9% International 8 (1.7%) 13 (1.7%) 12 (1.5%) 50.0% Other 8 (1.7%) 15 (2.0%) 15 (1.8%) 87.5% Male 215 (45.6%) 361 (48.3%) 358 (43.7%) 66.5% Female 257 (54.4%) 386 (51.7%) 461 (56.3%) 79.4% *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 2014 9. 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 2011: Amarillo College had 842 attempts on the G.E.D. test, and of those, 507 passed. 2012: Amarillo College had 845 attempts on the G.E.D. test and of those, 415 completed and passed the exam. 2013: Amarillo College had 750 attempts on the G.E.D. test and of those, 350 completed and passed the exam. Accountability System, January 2016 4 of 22

Fall 2015 Unduplicated Enrollment Detail - Amarillo College By Age Age Count Less than 18 1,959 20.5% 18 to 21 3,584 37.4% 22 to 24 1,140 11.9% 25 to 29 1,155 12.1% 30 to 34 708 7.4% Over 35 1,030 10.8% N/A 0 0.0% By Status Status Count Full-Time 2,157 22.5% Part-Time 7,421 77.5% By Type Major Type Major Count Academic 5,868 61.3% Technical 3,708 38.7% By Enrollment Status Status Count In-District 6,873 71.8% Out-of-District 2,484 25.9% Out-of-State 219 2.3% Dual Credit Enrollment Status Count Dual Credit 1,992 20.8% Unduplicated Enrollment Detail - Amarillo College By Age Age Count Less than 18 2,184 7.7% 18 to 21 5,366 19.0% 22 to 24 2,714 9.6% 25 to 29 3,618 12.8% 30 to 34 2,939 10.4% Over 35 11,240 39.9% N/A 122 0.4% By Type Major Type Major Count Academic 7,623 27.0% Technical 5,491 19.5% Continuing Education 15,069 53.5% By Enrollment Status Status Count In-District 9,335 33.1% Out-of-District 3,462 12.3% Out-of-State 317 1.1% Continuing Education 15,069 53.5% Accountability System, January 2016 5 of 22

Dual Credit Enrollment Status Count Dual Credit 2,344 8.3% Unduplicated Total by Semester Detail - Amarillo College By Age Age Fall Spring Summer Less than 18 2,111 973 178 18 to 21 3,801 4,323 1,673 22 to 24 1,494 1,893 999 25 to 29 1,917 2,342 1,314 30 to 34 1,458 1,869 1,066 Over 35 4,729 6,723 3,254 N/A 46 48 35 By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 8,600 10,310 4,939 African American 680 809 444 Multi-racial one of which is African American 0 0 0 Hispanic 4,720 5,142 2,301 Asian 385 439 241 International 60 58 26 Other 1,111 1,413 568 Accountability System, January 2016 6 of 22

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* 43.2% 38.0% 44.4% 44.5% 1.3 Race/Ethnicity White 41.3% 37.8% 50.1% 46.1% 4.8 African American 47.4% 16.1% 13.6% 41.8% - 5.6 Hispanic 47.3% 42.5% 40.4% 40.9% - 6.4 Asian 57.1% 36.4% 66.7% 77.8% 20.7 Native American 60.0% 33.3% 33.3% 33.3% - 26.7 International 75.0% 0.0% 0.0% 0.0% - 75.0 Other (Unknown) 0.0% 25.0% 0.0% 37.5% 37.5 Male 43.7% 31.0% 40.3% 40.7% - 3.0 Female 42.9% 43.0% 47.6% 47.4% 4.5 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 1997 60 (9.4%) 2010 150 (14.1%) 2011 153 (16.7%) 2012 153 (18.7%) 9.3 3-Year graduation rate (Total) Baccalaureate or Above 0 (0.0%) 3 (0.3%) 3 (0.3%) 5 (0.6%) 0.6 Associates 35 (5.5%) 114 (10.7%) 124 (13.6%) 117 (14.3%) 8.8 Certificate 25 (3.9%) 33 (3.1%) 26 (2.8%) 31 (3.8%) - 0.1 No Award 576 (90.6%) 911 (85.9%) 762 (83.3%) 667 (81.3%) - 9.3 1996 103 (17.0%) 2009 216 (22.4%) 2010 240 (22.6%) 2011 231 (25.2%) 8.2 4-Year graduation rate (Total) Baccalaureate or Above 7 (1.2%) 28 (2.9%) 29 (2.7%) 30 (3.3%) 2.1 Associates 68 (11.2%) 135 (14.0%) 171 (16.1%) 168 (18.4%) 7.2 Certificate 28 (4.6%) 53 (5.5%) 40 (3.8%) 33 (3.6%) - 1.0 No Award 504 (83.0%) 749 (77.6%) 821 (77.4%) 684 (74.8%) - 8.2 1994 154 (29.3%) 2007 174 (26.6%) 2008 271 (36.8%) 2009 328 (34.0%) 4.7 6-Year graduation rate (Total) Baccalaureate or Above 63 (12.0%) 53 (8.1%) 96 (13.0%) 114 (11.8%) - 0.2 Associates 56 (10.7%) 87 (13.3%) 139 (18.9%) 156 (16.2%) 5.5 Certificate 35 (6.7%) 34 (5.2%) 36 (4.9%) 58 (6.0%) - 0.7 No Award 371 (70.7%) 481 (73.4%) 465 (63.2%) 637 (66.0%) - 4.7 For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/gradrates Accountability System, January 2016 7 of 22

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) 946 1,574 1,829 93.3% 1,393 131% White 657 935 1,035 57.5% African American 62 69 68 9.7% Hispanic 126 488 620 392.1% Asian 13 28 36 176.9% International 78 3 5-93.6% Other 10 51 65 550.0% Level Bachelor of Applied Technology N/A N/A N/A N/A Associates 544 1,128 1,107 103.5% 1,190 93.0% Certificate 1 399 333 609 52.6% Certificate 2 3 105 99 3200.0% Advanced Technology Certificates N/A 8 14 N/A Other Completers: ESC N/A N/A N/A N/A Core Completers N/A 592 521 N/A Field of Study N/A 216 161 N/A Male 421 595 790 87.6% Female 525 979 1,039 97.9% Source: CBM009 Source: CBM009 Accountability System, January 2016 8 of 22

Transfers 13. Transfers to a senior institution. Fall FY 2000 FY 2014 Rate Fall Rate Fall 1994 1,264 (100%) 2008 1,550 (100%) 2009 1,848 (100%) 0-12 hours 19 (1.5%) 22 (1.4%) 19 (1.0%) 13-24 hours 29 (2.3%) 27 (1.7%) 31 (1.7%) 25-29 hours 11 (0.9%) 17 (1.1%) 16 (0.9%) 30-42 hours 21 (1.7%) 34 (2.2%) 27 (1.5%) 43+ hours 133 (10.5%) 174 (11.2%) 211 (11.4%) All Transfers Total 213 (16.9%) 274 (17.7%) 304 (16.5%) Non Transfer Completers 150 (11.9%) 257 (16.6%) 316 (17.1%) Non Completers 901 (71.3%) 1,019 (65.7%) 1,228 (66.5%) Awarded Core 0 (0.0%) 108 (7.0%) 134 (7.3%) 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 1,780 Met state standards in all three areas 878 Did not meet state standards in one, two, or all three areas (at entry) 714 Unknown* (unduplicated) 188 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 1,088 2 354 32.7% Reading 1,270 4 625 49.5% Writing 1,154 0 393 34.1% Did Not Meet Standard Math 523 N/A 56 10.7% Reading 367 N/A 58 15.8% Writing 470 N/A 67 14.3% Unknown** (waived or military exemption) Math** 169 N/A 16 9.5% Reading** 143 N/A 16 11.2% Writing** 156 N/A 14 9.0% Most- and Least-Prepared Populations Met State Standard in All Three Areas Math 878 2 305 35.0% Reading 878 4 523 60.0% Writing 878 0 344 39.2% Did Not Meet Standard in All Three Areas Math 209 N/A 7 3.3% Reading 209 N/A 13 6.2% Writing 209 N/A 12 5.7% 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 65.6% 63.6% 65.1% - 0.5 Accountability System, January 2016 9 of 22

Same institution 58.6% 60.2% 60.8% 2.2 Other institutions 6.9% 3.3% 4.3% - 2.6 White 66.3% 62.3% 68.7% 2.4 Same institution 57.6% 57.1% 63.5% 5.9 Other institutions 8.7% 5.2% 5.3% - 3.4 African American 51.9% 55.3% 44.7% - 7.2 Same institution 48.1% 53.2% 42.1% - 6.0 Other institutions 3.7% 2.1% 2.6% - 1.1 Hispanic 63.5% 65.8% 63.5% 0.0 Same institution 60.9% 64.3% 60.6% - 0.3 Other institutions 2.6% 1.5% 2.9% 0.3 Asian 81.3% 75.0% 87.0% 5.7 Same institution 75.0% 66.7% 65.2% - 9.8 Other institutions 6.3% 8.3% 21.7% 15.4 International 71.4% 55.6% 66.7% - 4.7 Same institution 71.4% 55.6% 66.7% - 4.7 Other institutions 0.0% 0.0% 0.0% 0.0 Other 66.7% 50.0% 42.9% - 23.8 Same institution 66.7% 45.0% 42.9% - 23.8 Other institutions 0.0% 5.0% 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 53.0% 51.6% 49.8% - 3.2 Same institution 38.3% 37.0% 38.6% 0.3 Other institutions 14.7% 14.5% 11.2% - 3.5 White 53.7% 54.4% 48.3% - 5.4 Same institution 35.6% 36.7% 36.0% 0.4 Other institutions 18.1% 17.7% 12.3% - 5.8 African American 30.8% 45.5% 37.0% 6.2 Same institution 26.9% 27.3% 28.3% 1.4 Other institutions 3.8% 18.2% 8.7% 4.9 Hispanic 54.4% 50.6% 51.5% - 2.9 Same institution 47.4% 39.8% 41.7% - 5.7 Other institutions 7.0% 10.8% 9.8% 2.8 Asian 62.5% 40.0% 75.0% 12.5 Same institution 50.0% 40.0% 45.8% - 4.2 Other institutions 12.5% 0.0% 29.2% 16.7 International 28.6% 0.0% 33.3% 4.7 Same institution 28.6% 0.0% 33.3% 4.7 Other institutions 0.0% 0.0% 0.0% 0.0 Other 62.5% 45.8% 50.0% - 12.5 Same institution 56.3% 25.0% 40.0% - 16.3 Other institutions 6.3% 20.8% 10.0% 3.7 16. Awards in STEM Fields FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Fields Computer Science 79 27 75-5.1% 50 150.0% Engineering 86 111 118 37.2% 130 90.8% Math 2 7 4 100.0% 5 80.0% Physical Science 2 2 3 50.0% 5 60.0% Level Degrees in Critical Fields Bachelor of Applied Technology 0 0 0 N/A Associates 77 99 98 27.3% Cert 1 92 42 100 8.7% Cert 2 0 6 2 N/A Degrees in Critical Fields Advanced Technology Certificate 0 0 0 N/A 17. Awards in Nursing FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Total 152 265 182 19.7% 300 60.7% Associates 88 209 128 45.5% Cert 1 64 0 0-100.0% Cert 2 0 56 54 N/A Advanced Technology Certificate 0 0 0 N/A ESC 0 0 0 N/A Field of Study 0 0 0 N/A 18. Awards in Allied Health FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Accountability System, January 2016 10 of 22

Total 199 220 210 5.5% 200 105.0% Bachelor of Applied Technology 0 0 0 N/A Associates 148 151 134-9.5% Cert 1 49 60 62 26.5% Cert 2 2 9 14 600.0% Advanced Technology Certificate 0 0 0 N/A ESC 0 0 0 N/A FY 2012 FY 2013 FY 2014 19. Teacher Production and Certification Students taking 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 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 184 35.9% 208 40.5% 247 40.0% 4.1 Employed and Enrolled (in Senior Institutions) 188 36.6% 161 31.4% 228 36.9% 0.3 Enrolled Only (in Senior Institutions) 89 17.3% 83 16.2% 87 14.1% - 3.2 Enrolled Only (in Community Colleges) 24 4.7% 12 2.3% 16 2.6% - 2.1 Not Found 28 5.5% 49 9.6% 40 6.5% 1.0 Technical Employed Only 851 83.2% 765 84.3% 708 85.0% 1.8 Employed and Enrolled (in Senior Institutions) 40 3.9% 35 3.9% 35 4.2% 0.3 Enrolled Only (in Senior Institutions) 10 1.0% 5 0.6% 8 1.0% 0.0 Enrolled Only (in Community Colleges) 40 3.9% 32 3.5% 28 3.4% - 0.5 Not Found 82 8.0% 71 7.8% 54 6.5% - 1.5 For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts FY 2002 FY 2014 Point Change 21. Marketable Skills Awards FY 2002 to Marketable Skills Completers 0 338 329 N/A Race/Ethnicity White 0 146 149 N/A African American 0 35 21 N/A Hispanic 0 124 133 N/A Asian 0 5 5 N/A International 0 0 3 N/A Other 0 28 18 N/A Male 0 240 193 N/A Female 0 98 136 N/A FY 2000 FY 2014 Change 22. Associate of Arts in Teaching Awards Total 0 89 84 N/A Race/Ethnicity White 0 55 49 N/A African American 0 1 1 N/A Hispanic 0 31 33 N/A Asian 0 0 1 N/A International 0 0 0 N/A Accountability System, January 2016 11 of 22

Other 0 2 0 N/A Male 0 9 11 N/A Female 0 80 73 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 1,780 Met state standards in all three 878 areas Did not meet state standards in one, two, or all three areas (at 714 entry) Unknown* (unduplicated) 188 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 1,088 333 30.6% N/A N/A N/A N/A N/A Reading 1,270 131 10.3% N/A N/A N/A N/A N/A Writing 1,154 136 11.8% N/A N/A N/A N/A N/A Did Not Meet Standard Math 523 482 92.2% 141 147 29.3% 28.1% 28.1% Reading 367 317 86.4% 90 101 28.4% 27.5% 28.6% Writing 470 324 68.9% 109 118 33.6% 25.1% 26.2% Unknown** (waived or military exemption) Math** 169 89 52.7% N/A N/A N/A N/A N/A Reading** 143 89 62.2% N/A N/A N/A N/A N/A Writing** 156 75 48.1% N/A N/A N/A N/A N/A Most- and Least-Prepared Populations Met state standards in all areas Math 878 216 24.6% N/A N/A N/A N/A N/A Reading 878 51 5.8% N/A N/A N/A N/A N/A Writing 878 82 9.3% N/A N/A N/A N/A N/A Did Not Meet Standards in All Three Areas Math 209 184 88.0% 26 29 14.1% 13.9% 13.9% Reading 209 177 84.7% 28 33 15.8% 15.8% 16.7% Writing 209 128 61.2% 24 27 18.8% 12.9% 13.9% *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 #14. 24. 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 1,780 963 54 Met state standards in all areas 878 596 67.9% Did not meet state standards in one, two, or all three areas 714 304 42.6% Did not meet state standards in all three areas 209 61 29.2% Unknown* (unduplicated) 188 63 33.5% Data by Subject Area Met Standard by Area Math 1,088 702 64.5% Reading 1,270 786 61.9% Writing 1,154 730 63.3% Did Not Meet Standard by Area Math 523 206 39.4% Accountability System, January 2016 12 of 22

Reading 367 139 37.9% Writing 470 184 39.1% Unknown** by Area (waived or military exemption) Math 169 55 32.5% Reading 143 38 26.6% Writing 156 49 31.4% *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 69,557 89,962 84,760 21.9% Ending semester credit hours 56,632 79,684 76,124 34.4% Completion rate 81.4% 88.6% 89.8% 8.4 Accountability System, January 2016 13 of 22

Graduates Detail ( )- Amarillo 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 669 314 44 8 1,035 African American 27 31 10 0 68 Hispanic 356 217 41 6 620 Asian 25 11 0 0 36 International 0 4 1 0 5 Other 30 32 3 0 65 By Level, : Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Male 349 414 27 0 790 Female 758 195 72 14 1,039 By Level, Type Major: Type Major Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Academic 673 0 0 0 673 Technical 434 460 99 14 1,007 Continuing Education 0 149 0 0 149 Graduates Success Detail ()- Amarillo College Academic Graduates - Employed Race/Ethnicity: : Race/Ethnicity Number of White 180 62.3% African American 12 4.2% Hispanic 88 30.4% Asian 5 1.7% Native American N/A International 0 0.0% Other 4 1.4% Number of Male 85 29.4% Female 204 70.6% Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: Race/Ethnicity Number of White 110 53.7% African American 3 1.5% Hispanic 80 39.0% Asian 2 1.0% Native American N/A International 0 0.0% Accountability System, January 2016 14 of 22

Other 10 4.9% : Number of Male 62 30.2% Female 143 69.8% Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 53 57.0% African American 2 2.2% Hispanic 28 30.1% Asian 6 6.5% Native American N/A International 0 0.0% Other 4 4.3% Number of Male 33 35.5% Female 60 64.5% Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White 9 50.0% African American 1 5.6% Hispanic 6 33.3% Asian 1 5.6% Native American N/A International 0 0.0% Other 1 5.6% Number of Male 10 55.6% Female 8 44.4% Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White 49 75.4% African American 1 1.5% Hispanic 9 13.8% Asian 2 3.1% Native American N/A International 0 0.0% Other 4 6.2% Technical Number of Male 19 29.2% Female 46 70.8% Graduates - Employed Race/Ethnicity: Accountability System, January 2016 15 of 22

: Race/Ethnicity Number of White 437 54.2% African American 31 3.8% Hispanic 295 36.6% Asian 15 1.9% Native American N/A International 3 0.4% Other 26 3.2% Number of Male 408 50.6% Female 399 49.4% Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 21 58.3% African American 4 11.1% Hispanic 10 27.8% Asian 1 2.8% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 11 30.6% Female 25 69.4% Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 3 50.0% African American 0 0.0% Hispanic 3 50.0% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 2 33.3% Female 4 66.7% Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White 22 57.9% African American 3 7.9% Hispanic 11 28.9% Asian 1 2.6% Native American N/A International 0 0.0% Other 1 2.6% Number of Male 20 52.6% Accountability System, January 2016 16 of 22

Female 18 47.4% Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White 53 56.4% African American 6 6.4% Hispanic 25 26.6% Asian 2 2.1% Native American N/A International N/A Other 8 8.5% Number of Male 57 60.6% Female 37 39.4% Transfer Detail (through )- Amarillo College Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall 2015 1,848 (100%) 954 (100%) 894 (100%) 0-12 hours 19 (1.0%) 15 (1.6%) 4 (0.4%) 13-24 hours 31 (1.7%) 28 (2.9%) 3 (0.3%) 25-29 hours 16 (0.9%) 13 (1.4%) 3 (0.3%) 30-42 hours 27 (1.5%) 24 (2.5%) 3 (0.3%) 43+ hours 211 (11.4%) 166 (17.4%) 45 (5.0%) Non Transfer Completers 316 (17.1%) 82 (8.6%) 234 (26.2%) Non Completers 1,228 (66.5%) 626 (65.6%) 602 (67.3%) All Transfers Total 304 (16.5%) 246 (25.8%) 58 (6.5%) Awarded Core 134 (7.3%) 114 (11.9%) 20 (2.2%) Accountability System, January 2016 17 of 22

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. 2012 2013 2014 CIP Program Number Takers Pass Rate Number Takers Pass Rate Number Takers Pass Rate 43010700 Criminal Justice/Police Science 34 100.0% 43 100.0% 47 100.0% 51060200 Dental Hygiene/Hygienist 25 96.0% 28 100.0% 26 96.2% 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 80.1% 85.0% N/A For more information, see the licensure report. Quality Enhancement Plan 28. Quality Enhancement Plan, Including Reaffirmation Year Building upon institutional data and best practices research, Amarillo College (AC) has determined that the implementation of a customized, First-Year Seminar (FYS) course will serve as the focal point of its Quality Enhancement Plan (QEP). Designed to enhance student learning by improving the College Readiness of entering freshmen, the FYS targets student needs which institutional data indicated are significant barriers to student success. Students who participate in the transfer-level course will: 1) Increase self-awareness; 2) Identify and interact within local and college communities; 3) Create a comprehensive Educational Plan which includes the identification of short- and long-term goals; 4) Increase awareness of financial resources and potential solutions to financial problems; 5) Complete a Career Project, including self-assessment, career research and exploration; and 6) Develop an Educational Pathway Plan which integrates educational and career goals. First-Year Seminar assessments will be conducted in coordination with the Planning and Advancement Division. First-Time-at-Amarillo-College students will be required to enroll in the 3-hour FYS, EDUC 1300, as a part of the revised 42-hour core curriculum which goes into effect in Fall 2014. Unique to the FYS course offerings will be the alignment of the FYS by Career Clusters. The College s QEP document, accepted by the SACS On-site Committee in September 2012, may be accessed at http://sacscoc.actx.edu/qep Excellent Programs 29. Excellent Programs Highlighted Excellent Programs 1 Associate Degree Nursing (ADN) Amarillo College graduates over 200 ADN nurses each year through this Associate in Applied Science degree, which is the third largest ADN program in the State of Texas. The program is approved by the Texas Board of Nursing (BON) and accredited by the National League for Nursing Accrediting Commission (NLNAC), [3343 Peachtree Road, NE, Suite 850, Atlanta, GA, 30326, 1-800-669-1656]. More than 70% of nurses in the Amarillo area are graduates of this program. http://www.actx.edu/nursing/index.php?module=article&id=25 Highlighted Excellent Programs 2 Engineering Amarillo College provides an Associate in Science degree program in Engineering which offers basic courses for the first two years of a four or five-year curriculum leading to a Bachelor of Science degree in Engineering. Currently, 314 students are enrolled representing 14% females and 36.9% Hispanics. This program is designed to accommodate most specialties in engineering with credits designed to transfer to an engineering college. As indicated in this Accountability System, the program has produced exceptional graduation rates by exceeding the Institutional Closing the Gaps Target at 124.4% for the percent of change from 2011 which represents 193 graduates in 2011. 30. Significant Recognitions - 2014: 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 2016 18 of 22

Exemplary programs or citations/other national recognitions: First higher education partner accepted in the No Excuses partnership 27 Presidential Honors Scholars and 220 Honors students Department of Education officials commended Amarillo College for its course redesign initiatives. Significant Recognitions - 2015: 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: First higher education partner accepted in the No Excuses partnership 27 Presidential Honors Scholars and 220 Honors students Department of Education officials commended Amarillo College for its course redesign initiatives. Accountability System, January 2016 19 of 22

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 19.2% 22.0% 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 $696 $2,392 $2,512 260.9% Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2013 Fall 2014 Change 33. Faculty Fall 2000 to Fall 2014 Full-Time Total* 180 208 201 11.7% Race/Ethnicity White 169 (93.9%) 194 (93.3%) 186 (92.5%) 10.1% African American 2 (1.1%) 0 (0.0%) 1 (0.5%) - 50.0% Hispanic 4 (2.2%) 8 (3.8%) 7 (3.5%) 75.0% Asian 3 (1.7%) 4 (1.9%) 4 (2.0%) 33.3% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 2 (1.1%) 2 (1.0%) 3 (1.5%) 50.0% Male 92 (51.1%) 89 (42.8%) 73 (36.3%) - 20.7% Female 88 (48.9%) 119 (57.2%) 128 (63.7%) 45.5% Part-Time Total* 227 224 209-7.9% Race/Ethnicity White 216 (95.2%) 201 (89.7%) 188 (90.0%) - 13.0% African American 1 (0.4%) 3 (1.3%) 2 (1.0%) 100.0% Hispanic 5 (2.2%) 11 (4.9%) 9 (4.3%) 80.0% Asian 4 (1.8%) 3 (1.3%) 4 (1.9%) 0.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 1 (0.4%) 6 (2.7%) 6 (2.9%) 500.0% Male 102 (44.9%) 93 (41.5%) 97 (46.4%) - 4.9% Female 125 (55.1%) 131 (58.5%) 112 (53.6%) - 10.4% *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 2014 34. FTE Student/FTE Faculty Ratio 19:1 20:1 20:1 5.3% 35. Contact Hours 1,485,072 1,369,580 1,250,578-15.8% Taught by full-time faculty 74.1% 70.4% 69.7% - 4.4 Taught by part-time faculty 25.9% 29.6% 30.3% 4.4 Institutional Efficiency and Effectiveness - Finance Measures Finances per FTE Student 36. Funds by source divided by full-time equivalent students Accountability System, January 2016 20 of 22

FY 2000 FY 2014 % Change Total revenues per FTE student N/A 13,024 11,913 N/A State funds per FTE student N/A (N/A) 3,213 (24.7%) 3,386 (28.4%) N/A Local funds per FTE student N/A (N/A) 4,393 (33.7%) 3,033 (25.5%) N/A Tuition and Fees per FTE student N/A (N/A) 2,243 (17.2%) 2,259 (19.0%) N/A Federal revenue per FTE student N/A (N/A) 3,174 (24.4%) 3,235 (27.2%) N/A 37. Expenditures per full-time equivalent students FY 2000 FY 2014 % Change Total expenditures per FTE student N/A 10,678 11,575 N/A Instructional expenditures per FTE student N/A (N/A) 4,935 (46.2%) 5,174 (44.7%) N/A Institution Support expenditures per FTE student N/A (N/A) 2,051 (19.2%) 2,549 (22.0%) N/A Academic Support expenditures per FTE student N/A (N/A) 425 (4.0%) 489 (4.2%) N/A 38. Financial Viability Ratio FY 2003 FY 2014 Point Change FY 2003 to Financial Viability Ratio N/A 6.64% 1.38% N/A For more information on community college finances, go to the Community College Annual Reporting and Analysis Tool (CARAT) at: https://www1.thecb.state.tx.us/apps/carat/ Accountability System, January 2016 21 of 22

Success Points FY 2013 FY 2014 % Change FY 2013 to 39 Success Points Annual Success Point Total 13,624.0 16,207.3 15,871.5 16.5% Math Readiness 525.0 490.0 373.0-29.0% Read Readiness 183.0 144.0 144.0-21.3% Write Readiness 208.5 201.5 149.5-28.3% Students Who Complete 15 SCH 2,928.0 2,882.0 2,938.0 0.3% Students Who Complete 30 SCH 1,814.0 1,724.0 1,763.0-2.8% Students Who Transfer to a 4-Year Institution 2,148.0 2,148.0 2,144.0-0.2% Students Who Pass First College-Level Math Course 1,122.0 1,885.0 1,910.0 70.2% Students Who Pass First College-Level Read Course 690.5 2,098.5 1,490.5 115.9% Students Who Pass First College-Level Write Course 545.0 1,139.0 1,094.0 100.7% Degrees, Core Curriculum or Certificates (Unduplicated) 2,110.0 2,170.0 2,682.0 27.1% Degrees or Certificates in Critical Fields 1,350.0 1,325.3 1,183.5-12.3% Accountability System, January 2016 22 of 22