Frank Phillips 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) 1,153 1,342 1,427 23.8% 1,300 109.8 % White 956 ( 82.9%) 781 ( 58.2%) 841 ( 58.9%) - 12.0% 890 94.5% African American 32 ( 2.8%) 56 ( 4.2%) 57 ( 4.0%) 78.1% 60 95.0% Hispanic 139 ( 12.1%) 443 ( 33.0%) 460 ( 32.2%) 230.9% 350 131.4% Asian 8 ( 0.7%) 7 ( 0.5%) 10 ( 0.7%) 25.0% International 6 ( 0.5%) 3 ( 0.2%) 2 ( 0.1%) - 66.7% 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 6 6 18 200.0% 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 6,611 26.7% White 4,144 ( 79.4%) 3,250 ( 53.6%) 3,365 ( 50.9%) - 18.8% 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%) 1609.2% 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%) - 10.1% Participation - Contextual Measures FY 2000 FY 2014 % Change 3. Enrollment by Semester 2015 Fall 2,343 2,314 2,913 24.3% Academic 922 861 1,028 11.5% Technical 300 278 314 4.7% Continuing Education 1,121 1,175 1,571 40.1% Spring 2,689 3,673 3,945 46.7% Academic 872 794 991 13.6% Technical 278 299 306 10.1% Continuing Education 1,539 2,580 2,648 72.1% Summer 1,698 1,506 1,645-3.1% Academic 344 178 215-37.5% Technical 165 112 143-13.3% Continuing Education 1,189 1,216 1,287 8.2% Accountability System, January 2016 2 of 22
Service Area Representation FY 2005 FY 2014 4. 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% - 16.6% 38.3% 33.7% - 4.7% Other 0.0% 1.2% 2.6% 3.9% 1.3% Male - 15.5% - 10.5% 53.6% 40.6% - 13.0% 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 25,965 7.0% Academic 18,767 15,540 19,088 1.7% Technical 5,497 6,985 6,877 25.1% Annual Contact Hours 621,463 604,580 698,303 12.4% Academic 366,632 296,480 347,184-5.3% Technical 175,824 225,572 223,260 27.0% Continuing Education 79,007 82,528 127,859 61.8% Distance Education Hours Hybrid/Blended on campus 0 285 0 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% - 8.4 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% - 10.0 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 1,314 14.2% Full-Time Credential Seeking Students Total* 522 487 485-7.1% White 418 (80.1%) 271 (55.6%) 260 (53.6%) - 37.8% 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%) -100.0% 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* 629 747 829 31.8% 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 2016 3 of 22
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 533 262 241-54.8% Full-Time Credential Seeking Students Total* 211 220 215 1.9% White 162 (76.8%) 118 (53.6%) 102 (47.4%) - 37.0% 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%) -100.0% 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* 322 42 26-91.9% White 274 (85.1%) 27 (64.3%) 14 (53.8%) - 94.9% African American 1 (0.3%) 1 (2.4%) 0 (0.0%) -100.0% Hispanic 44 (13.7%) 13 (31.0%) 12 (46.2%) - 72.7% Asian 2 (0.6%) 0 (0.0%) 0 (0.0%) -100.0% International 0 (0.0%) 1 (2.4%) 0 (0.0%) N/A Other 1 (0.3%) 0 (0.0%) 0 (0.0%) -100.0% Male 158 (49.1%) 10 (23.8%) 10 (38.5%) - 93.7% Female 164 (50.9%) 32 (76.2%) 16 (61.5%) - 90.2% *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 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 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 2016 4 of 22
Fall 2015 Unduplicated Enrollment Detail - Frank Phillips College By Age Age Count Less than 18 691 48.4% 18 to 21 478 33.5% 22 to 24 79 5.5% 25 to 29 63 4.4% 30 to 34 51 3.6% Over 35 65 4.6% N/A 0 0.0% By Status Status Count Full-Time 523 36.7% Part-Time 904 63.3% By Type Major Type Major Count Academic 1,127 79.0% Technical 300 21.0% By Enrollment Status Status Count In-District 436 30.6% Out-of-District 930 65.2% Out-of-State 61 4.3% Dual Credit Enrollment Status Count Dual Credit 706 49.5% Unduplicated Enrollment Detail - Frank Phillips College By Age Age Count Less than 18 707 10.7% 18 to 21 920 13.9% 22 to 24 532 8.0% 25 to 29 804 12.2% 30 to 34 724 11.0% Over 35 2,923 44.2% N/A 1 0.0% By Type Major Type Major Count Academic 1,267 19.2% Technical 448 6.8% Continuing Education 4,896 74.1% By Enrollment Status Status Count In-District 544 8.2% Out-of-District 1,115 16.9% Out-of-State 56 0.8% Continuing Education 4,896 74.1% Dual Credit Enrollment Status Count Dual Credit 741 11.2% Accountability System, January 2016 5 of 22
Unduplicated Total by Semester Detail - Frank Phillips College By Age Age Fall Spring Summer Less than 18 588 295 50 18 to 21 556 856 262 22 to 24 218 304 153 25 to 29 309 455 248 30 to 34 246 425 216 Over 35 996 1,609 716 N/A 0 1 0 By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 1,627 1,963 800 African American 83 115 36 Multi-racial one of which is African American 0 0 0 Hispanic 670 1,228 404 Asian 10 19 7 International 15 27 12 Other 508 593 386 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* 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% - 33.3 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 1997 33 (18.2%) 2010 60 (23.3%) 2011 29 (17.1%) 2012 53 (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%) 1996 21 (14.2%) 2009 58 (23.6%) 2010 73 (28.4%) 2011 41 (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%) 1994 45 (23.7%) 2007 62 (29.5%) 2008 85 (36.3%) 2009 74 (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: http://www.txhighereddata.org/gradrates Rate 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) 157 161 184 17.2% 200 92% White 133 118 101-24.1% African American 4 5 14 250.0% Hispanic 14 29 67 378.6% Asian 1 2 1 0.0% International 0 3 0 N/A Other 5 4 1-80.0% Level Bachelor of Applied Technology N/A N/A N/A N/A Associates 77 57 64-16.9% 156 41.0% Certificate 1 60 85 97 61.7% Certificate 2 20 19 23 15.0% 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 58 96 88 51.7% Female 99 65 96-3.0% Source: CBM009 Source: CBM009 Transfers 13. Transfers to a senior institution. Accountability System, January 2016 8 of 22
Fall FY 2000 FY 2014 Rate Fall Rate Fall 1994 540 (100%) 2008 293 (100%) 2009 288 (100%) 0-12 hours 112 (20.7%) 3 (1.0%) 0 (0.0%) 13-24 hours 35 (6.5%) 10 (3.4%) 6 (2.1%) 25-29 hours 3 (0.6%) 11 (3.8%) 3 (1.0%) 30-42 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 115 33 35 59.1% Reading 103 25 47 69.9% Writing 80 13 42 68.8% Did Not Meet Standard Math 52 N/A 13 25.0% Reading 62 N/A 34 54.8% Writing 77 N/A 44 57.1% Unknown** (waived or military exemption) Math** 45 N/A 3 6.7% Reading** 47 N/A 17 36.2% Writing** 55 N/A 15 27.3% Most- and Least-Prepared Populations Met State Standard in All Three Areas Math 47 13 15 59.6% Reading 47 12 26 80.9% Writing 47 9 30 83.0% Did Not Meet Standard in All Three Areas Math 25 N/A 7 28.0% Reading 25 N/A 10 40.0% Writing 25 N/A 11 44.0% 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% - 3.2 Same institution 53.9% 46.8% 45.3% - 8.6 Other institutions 11.7% 12.7% 17.0% 5.3 White 69.8% 58.4% 62.1% - 7.7 Same institution 56.6% 41.6% 43.1% - 13.5 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% - 0.6 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 2016 9 of 22
Other institutions 0.0% 25.0% 0.0% 0.0 International 50.0% 0.0% 0.0% - 50.0 Same institution 50.0% 0.0% 0.0% - 50.0 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% - 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% - 8.7 Same institution 17.2% 11.7% 12.3% - 4.9 Other institutions 32.8% 21.8% 29.0% - 3.8 White 58.0% 33.6% 46.6% - 11.4 Same institution 19.3% 10.6% 11.7% - 7.6 Other institutions 38.7% 23.0% 35.0% - 3.7 African American 12.5% 22.2% 28.6% 16.1 Same institution 6.3% 0.0% 0.0% - 6.3 Other institutions 6.3% 22.2% 28.6% 22.3 Hispanic 38.9% 39.4% 35.0% - 3.9 Same institution 16.7% 21.2% 30.0% 13.3 Other institutions 22.2% 18.2% 5.0% - 17.2 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% 25.0 16. Awards in STEM Fields FY 2000 FY 2014 % Change Institutional Closing the Gaps Target- Closing the Gaps Completion Fields Computer Science 23 0 0-100.0% 0 N/A Engineering 13 51 49 276.9% 12 408.3% Math 1 1 0-100.0% 2 0.0% Physical Science 0 1 0 N/A 5 0.0% Level Degrees in Critical Fields Bachelor of Applied Technology 0 0 0 N/A Associates 13 13 10-23.1% Cert 1 24 40 39 62.5% Cert 2 0 0 0 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 20 19 23 15.0% 40 57.5% Associates 0 0 0 N/A Cert 1 0 0 0 N/A Cert 2 20 19 23 15.0% 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 Total 6 0 0-100.0% 35 0.0% Bachelor of Applied Technology 0 0 0 N/A Associates 6 0 0-100.0% Cert 1 0 0 0 N/A Cert 2 0 0 0 N/A 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 Accountability System, January 2016 10 of 22
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 15 30.6% 14 30.4% 8 19.0% - 11.6 Employed and Enrolled (in Senior Institutions) 11 22.4% 9 19.6% 8 19.0% - 3.4 Enrolled Only (in Senior Institutions) 16 32.7% 7 15.2% 12 28.6% - 4.1 Enrolled Only (in Community Colleges) 1 2.0% 1 2.2% 1 2.4% 0.4 Not Found 6 12.2% 15 32.6% 13 31.0% 18.8 Technical Employed Only 60 76.9% 62 68.9% 74 83.1% 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% - 1.3 Enrolled Only (in Community Colleges) 6 7.7% 8 8.9% 5 5.6% - 2.1 Not Found 11 14.1% 18 20.0% 9 10.1% - 4.0 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 39 17 N/A Race/Ethnicity White 0 19 8 N/A African American 0 0 0 N/A Hispanic 0 20 9 N/A Asian 0 0 0 N/A International 0 0 0 N/A Other 0 0 0 N/A Male 0 35 15 N/A Female 0 4 2 N/A FY 2000 FY 2014 Change 22. Associate of Arts in Teaching Awards Total 0 0 3 N/A Race/Ethnicity White 0 0 2 N/A African American 0 0 0 N/A Hispanic 0 0 1 N/A Asian 0 0 0 N/A International 0 0 0 N/A Other 0 0 0 N/A Male 0 0 0 N/A Female 0 0 3 N/A Fall 2011 Accountability System, January 2016 11 of 22
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 115 8 7.0% N/A N/A N/A N/A N/A Reading 103 1 1.0% N/A N/A N/A N/A N/A Writing 80 2 2.5% N/A N/A N/A N/A N/A Did Not Meet Standard Math 52 47 90.4% 15 16 31.9% 30.8% 34.6% Reading 62 39 62.9% 19 35 48.7% 56.5% 64.5% Writing 77 50 64.9% 39 58 78.0% 75.3% 77.9% Unknown** (waived or military exemption) Math** 45 21 46.7% N/A N/A N/A N/A N/A Reading** 47 14 29.8% N/A N/A N/A N/A N/A Writing** 55 14 25.5% N/A N/A N/A N/A N/A Most- and Least-Prepared Populations Met state standards in all areas Math 47 5 10.6% N/A N/A N/A N/A N/A Reading 47 0 0.0% N/A N/A N/A N/A N/A Writing 47 0 0.0% N/A N/A N/A N/A N/A Did Not Meet Standards in All Three Areas Math 25 22 88.0% 5 5 22.7% 20.0% 28.0% Reading 25 23 92.0% 9 10 39.1% 40.0% 52.0% Writing 25 25 100.0% 18 18 72.0% 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 #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 212 131 62 Met state standards in all areas 47 32 68.1% Did not meet state standards in one, two, or all three areas 97 60 61.9% Did not meet state standards in all three areas 25 14 56.0% Unknown* (unduplicated) 68 39 57.4% Data by Subject Area Met Standard by Area Math 115 75 65.2% Reading 103 64 62.1% Writing 80 50 62.5% Did Not Meet Standard by Area Math 52 29 55.8% Reading 62 38 61.3% Writing 77 48 62.3% Unknown** by Area (waived or military exemption) Math 45 27 60.0% Reading 47 29 61.7% Writing 55 33 60.0% Accountability System, January 2016 12 of 22
*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 12,287 12.7% Ending semester credit hours 10,025 9,649 11,349 13.2% Completion rate 91.9% 89.3% 92.4% 0.4 Accountability System, January 2016 13 of 22
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 39 45 17 0 101 African American 9 3 2 0 14 Hispanic 15 48 4 0 67 Asian 1 0 0 0 1 International 0 0 0 0 0 Other 0 1 0 0 1 By Level, : Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Male 25 63 0 0 88 Female 39 34 23 0 96 By Level, Type Major: Type Major Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Academic 54 0 0 0 54 Technical 10 97 23 0 130 Continuing Education 0 0 0 0 0 Graduates Success Detail ()- Frank Phillips College Academic Graduates - Employed Race/Ethnicity: : Race/Ethnicity Number of White 11 61.1% African American 2 11.1% Hispanic 5 27.8% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 6 33.3% Female 12 66.7% Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 7 77.8% African American 0 0.0% Hispanic 2 22.2% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 4 44.4% Accountability System, January 2016 14 of 22
Female 5 55.6% Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White 10 52.6% African American 4 21.1% Hispanic 4 21.1% Asian 1 5.3% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 5 26.3% Female 14 73.7% Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White 1 100.0% 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 1 100.0% Graduates - Not Found Race/Ethnicity: : Race/Ethnicity Number of White 3 60.0% African American 2 40.0% Hispanic 0 0.0% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% Number of Male 2 40.0% Female 3 60.0% Technical Graduates - Employed Race/Ethnicity: Race/Ethnicity Number of White 48 53.9% African American 3 3.4% Hispanic 38 42.7% Asian 0 0.0% Native American N/A International 0 0.0% Accountability System, January 2016 15 of 22
Other 0 0.0% : Number of Male 46 51.7% Female 43 48.3% 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 4 44.4% African American 0 0.0% Hispanic 4 44.4% Asian 0 0.0% Native American N/A International 0 0.0% Other 1 11.1% Number of Male 2 22.2% Female 7 77.8% Graduates - Not Found Race/Ethnicity: Race/Ethnicity Number of White 3 50.0% African American 0 0.0% Hispanic 3 50.0% Accountability System, January 2016 16 of 22
: Asian 0 0.0% Native American N/A International N/A Other 0 0.0% Number of Male 0 0.0% Female 6 100.0% Transfer Detail (through )- Frank Phillips College Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall 2015 288 (100%) 195 (100%) 93 (100%) 0-12 hours 0 (0.0%) 0 (0.0%) 0 (0.0%) 13-24 hours 6 (2.1%) 6 (3.1%) 0 (0.0%) 25-29 hours 3 (1.0%) 3 (1.5%) 0 (0.0%) 30-42 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 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 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 http://www.fpctx.edu/insidefpc/qenhancementplan.htm 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, 2013. The program has a pass rate of 100% in most years, and students who become licensed traditionally enjoy employment throughout the Texas Panhandle. http://www.fpctx.edu/students/degreescerts/cosmetology/cosmetology%20certificate%20of%20completion%202011-2013%20catalog.htm 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 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 - 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: 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 2016 18 of 22
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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 $2,800 163.2% Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2013 Fall 2014 Change 33. Faculty Fall 2000 to Fall 2014 Full-Time Total* 33 22 23-30.3% Race/Ethnicity White 31 (93.9%) 20 (90.9%) 21 (91.3%) - 32.3% African American 1 (3.0%) 0 (0.0%) 0 (0.0%) -100.0% 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%) - 45.0% Part-Time Total* 67 41 49-26.9% Race/Ethnicity White 65 (97.0%) 38 (92.7%) 45 (91.8%) - 30.8% 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%) - 34.5% Female 38 (56.7%) 25 (61.0%) 30 (61.2%) - 21.1% *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 2014 14:1 20:1 22:1 57.1% 35. Contact Hours 225,768 206,008 204,560-9.4% Taught by full-time faculty 71.5% 71.1% 72.3% 0.8 Taught by part-time faculty 28.5% 28.9% 27.7% - 0.8 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 2016 20 of 22
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% - 0.49% 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 2,077.5 2,023.5 2,434.0 17.2% Math Readiness 49.0 42.0 71.0 44.9% Read Readiness 34.5 26.5 29.5-14.5% Write Readiness 13.0 47.5 31.0 138.5% Students Who Complete 15 SCH 458.0 434.0 523.0 14.2% Students Who Complete 30 SCH 249.0 231.0 239.0-4.0% Students Who Transfer to a 4-Year Institution 280.0 272.0 310.0 10.7% Students Who Pass First College-Level Math Course 354.0 333.0 393.0 11.0% Students Who Pass First College-Level Read Course 181.0 177.5 289.5 59.9% Students Who Pass First College-Level Write Course 172.0 159.5 204.0 18.6% Degrees, Core Curriculum or Certificates (Unduplicated) 188.0 188.0 236.0 25.5% Degrees or Certificates in Critical Fields 99.0 112.5 108.0 9.1% Accountability System, January 2016 22 of 22