Lamar Institute of Technology. Accountability Report

Lamar Institute of Technology Accountability Report January 2016 Accountability System, January 2016 1 of 25

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) 2,349 2,708 2,846 21.2% 3,148 90.4 % White 1,405 ( 59.8%) 1,351 ( 49.9%) 1,359 ( 47.8%) - 3.3% 1,588 85.6% African American 771 ( 32.8%) 803 ( 29.7%) 839 ( 29.5%) 8.8% 1,051 79.8% Hispanic 119 ( 5.1%) 341 ( 12.6%) 437 ( 15.4%) 267.2% 300 145.7% Asian 44 ( 1.9%) 95 ( 3.5%) 87 ( 3.1%) 97.7% International 0 ( 0.0%) 2 ( 0.1%) 0 ( 0.0%) N/A Other 10 ( 0.4%) 116 ( 4.3%) 124 ( 4.4%) 1140.0% Male 1,386 ( 59.0%) 1,509 ( 55.7%) 1,572 ( 55.2%) 13.4% Female 963 ( 41.0%) 1,199 ( 44.3%) 1,274 ( 44.8%) 32.3% Flex Entry 4 60 44 1000.0% *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. 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 FY 2000 to Total 4,278 7,018 6,946 62.4% White 2,611 ( 61.0%) 3,459 ( 49.3%) 3,448 ( 49.6%) 32.1% African American 1,293 ( 30.2%) 2,472 ( 35.2%) 2,327 ( 33.5%) 80.0% Hispanic 266 ( 6.2%) 671 ( 9.6%) 712 ( 10.3%) 167.7% Asian 64 ( 1.5%) 144 ( 2.1%) 148 ( 2.1%) 131.3% International 2 ( 0.0%) 14 ( 0.2%) 13 ( 0.2%) 550.0% Other 42 ( 1.0%) 258 ( 3.7%) 298 ( 4.3%) 609.5% Male 2,722 ( 63.6%) 3,832 ( 54.0%) 3,854 ( 55.5%) 41.6% Female 1,556 ( 36.4%) 3,186 ( 46.0%) 3,092 ( 44.5%) 98.7% Participation - Contextual Measures Service Area Representation population in primary counties credit enrollment Service difference (% Enr. - % Pop.) 3. Gap between the demographic groups in the area and enrollment. Race/Ethnicity White 53.9% 50.0% - 3.9% Accountability System, January 2016 2 of 25

African American 25.2% 30.1% 5.0% Hispanic 16.3% 12.5% - 3.8% Other 4.6% 7.4% 2.7% Male 52.6% 54.9% 2.3% Female 47.4% 45.1% - 2.3% FY 2000 FY 2014 % Change FY 2000 to 4. Annual Semester Credit Hours and Contact Hours Semester Credit Hours (SCH) 52,045 59,454 58,268 12.0% Academic 12,858 24,660 23,873 85.7% Technical 39,187 34,794 34,395-12.2% Contact Hours (CH) 1,285,284 1,449,970 1,466,934 14.1% Academic 205,728 403,936 390,464 89.8% Technical 952,528 921,008 933,152-2.0% Continuing Education 127,028 125,026 143,318 12.8% Distance Education Hours Hybrid/Blended on campus 0 0 0 N/A Fully-distance education/internet 0 3,032 2,692 N/A Students Receiving Pell Grants Fall 1999 Fall 2012 Fall 2013 Point Change Fall 1999 to Fall 2013 5. Students Receiving Pell Grants Total* 29.3% 34.0% 31.6% 2.3 White 18.6% 27.7% 25.0% 6.4 African American 50.6% 46.2% 47.1% - 3.5 Hispanic 31.5% 25.7% 22.9% - 8.6 Asian 28.6% 41.1% 20.9% - 7.7 International 0.0% 0.0% 0.0% 0.0 Other 33.3% 30.4% 30.0% - 3.3 Male 20.6% 26.2% 25.5% 4.9 Female 42.9% 43.2% 38.8% - 4.1 *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. 6. College Activities: Non-funded and Non-reported Contract Training: Number of Enrollments Adult Basic Education: Number of Enrollments as Reported to TWC G.E.D.: Number Enrolled in G.E.D. Program FY 2014 Fall 2000 Fall 2014 Fall 2015 % Change 7. First-time undergraduate enrollments Fall 2000 to Fall 2015 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 507 603 614 21.1% Credential-Seeking Undergraduate Students (Full-Time) Total 286 393 365 27.6% White 150 (52.4%) 175 (44.5%) 146 (40.0%) - 2.7% African American 112 (39.2%) 142 (36.1%) 127 (34.8%) 13.4% Hispanic 17 (5.9%) 51 (13.0%) 68 (18.6%) 300.0% Asian 6 (2.1%) 13 (3.3%) 6 (1.6%) 0.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 1 (0.3%) 12 (3.1%) 18 (4.9%) 1700.0% Male 174 (60.8%) 232 (59.0%) 220 (60.3%) 26.4% Female 112 (39.2%) 161 (41.0%) 145 (39.7%) 29.5% Credential-Seeking Undergraduate Students (Part-Time) Total 221 210 249 12.7% White 118 (53.4%) 85 (40.5%) 100 (40.2%) - 15.3% African American 90 (40.7%) 69 (32.9%) 90 (36.1%) 0.0% Hispanic 9 (4.1%) 43 (20.5%) 41 (16.5%) 355.6% Asian 3 (1.4%) 3 (1.4%) 7 (2.8%) 133.3% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 1 (0.5%) 10 (4.8%) 11 (4.4%) 1000.0% Male 127 (57.5%) 109 (51.9%) 112 (45.0%) - 11.8% Female 94 (42.5%) 101 (48.1%) 137 (55.0%) 45.7% Accountability System, January 2016 3 of 25

Lamar Institute of Technology (LIT) is adjacent to Lamar University and shares many of its services (Admissions, Records, Library, Campus Security, and Human Resources) through an inter-component services agreement. As Lamar University has increased its admissions standards over the last 5 years, an increasing percentage of Lamar Institute of Technology's incoming, first-time-in-college, full-time, students have matriculated at Lamar Institute of Technology after being denied admission at Lamar University. LIT is pursuing alternative opportunities to help these student achieve their educational objectives, including transferring to university, since LIT is currently only authorized to offer the Associate of Science (AAS) and many of these students appear as stop-out/drop-out attrition statistics in persistence and graduation rate calculations. At the November 2012 meeting of the Texas State University System Board of Regents, a motion was passed that allows LIT to pursue the Academic Associate of Arts by applying to the THECB and submitting a Substantive Change Prospectus to the Southern Association of Colleges and Schools (SACS-COC) Commission on Colleges with a planned implementation date of Fall 2014. The Substantive Change was approved by SACS-COC and LIT enrolled 176 Associate of Arts (AA) majors for the Fall 2014 semester. LIT has continued to increase its enrollment in Academic Degree offerings with 327 AA majors and the addition of an AA in Business and an AS in Criminal Justice for the Fall 2015 semester. Accountability System, January 2016 4 of 25

Participation - Out-of-State Peers Out-of-state peer data is from the Fall 2014 IPEDS report and may not match accountability data because of differences in the source of the data. Accountability measures are primarily derived from institutional data sent to the CB for CBM reports. Data reported on this out-of-state peer link is obtained from the IPEDS system of institutional reporting to the federal government. Data differences may result from different reporting periods and different definitions for the data elements. Options Return to the Participation Page Download Excel Version Out-of-State Peer Measures and Definitions Headcount Enrollment Headcount enrolled for credit, disaggregated by race/ethnicity. Lamar Institute of Technology Group Out-of-State Peers COLUMBUS COLLEGE, GA COLLEGE OF THE LOWCOUNTRY, SC Institution's Out-of-State Peers ALTAMAHA COLLEGE JOHNSTON COMMUNITY COLLEGE SOWELA COMMUNITY COLLEGE Total 2,799 3,594 2,529 N/A 4,021 3,411 White 1,383 1,516 1,238 N/A 2,474 2,151 African American 834 1,655 891 N/A 663 863 Hispanic 354 179 242 N/A 455 65 Asian 99 61 25 N/A 33 23 Other 129 183 133 N/A 396 309 Full-Time Equivalent Enrollment Full-time equivalent for the institution. The full-time equivalent of part-time enrollment is estimated by multiplying the part-time enrollment by factors that vary by control and level of institution and level of student. Total 1,825 2,017 1,337 N/A 2,561 2,351 Source: IPEDS, Fall 2014 Accountability System, January 2016 5 of 25

Fall 2015 Enrollment Detail - Lamar Institute of Technology Participation By 2015, close the gaps in participation rates across Texas to add 630,000 more students. By Age Age Count Less than 18 67 2.4% 18 to 21 1,483 52.1% 22 to 24 458 16.1% 25 to 29 358 12.6% 30 to 34 187 6.6% Over 35 293 10.3% N/A 0 0.0% By Type Major Type Major Count Academic 334 11.7% Technical 2,512 88.3% Dual Credit Enrollment Status Count Dual Credit 58 2.0% Accountability System, January 2016 6 of 25

Success - Key Measures 3-, 4-, and 6-Year Graduation Rates 8. First-time, full-time, credential-seeking, undergraduates who have graduated from a Texas public or private higher education institution. Fall FY 2000 FY 2013 FY 2014 Point Rate Fall Rate Fall Rate Fall Rate Change FY 2000 to 3-Year graduation rate (Total) 1997 75 (36.8%) 2010 108 (16.3%) 2011 68 (14.7%) 2012 90 (21.5%) - 15.3 Baccalaureate or Above 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 0.0 Associates 45 (22.1%) 58 (8.8%) 42 (9.1%) 48 (11.5%) - 10.6 Certificate 30 (14.7%) 50 (7.6%) 26 (5.6%) 42 (10.0%) - 4.7 No Award 129 (63.2%) 554 (83.7%) 396 (85.3%) 328 (78.5%) 15.3 1996 46 (38.3%) 2009 138 (22.0%) 2010 141 (21.3%) 2011 85 (18.3%) - 20.0 4-Year graduation rate (Total) Baccalaureate or Above 1 (0.8%) 2 (0.3%) 0 (0.0%) 1 (0.2%) - 0.6 Associates 30 (25.0%) 78 (12.4%) 89 (13.4%) 60 (12.9%) - 12.1 Certificate 15 (12.5%) 58 (9.3%) 52 (7.9%) 24 (5.2%) - 7.3 No Award 74 (61.7%) 489 (78.0%) 521 (78.7%) 379 (81.7%) 20.0 1994 75 (44.6%) 2007 141 (34.9%) 2008 154 (30.7%) 2009 169 (27.0%) - 17.6 6-Year graduation rate (Total) Baccalaureate or Above 4 (2.4%) 9 (2.2%) 9 (1.8%) 10 (1.6%) - 0.8 Associates 25 (14.9%) 103 (25.5%) 109 (21.7%) 92 (14.7%) - 0.2 Certificate 46 (27.4%) 29 (7.2%) 36 (7.2%) 67 (10.7%) - 16.7 No Award 93 (55.4%) 263 (65.1%) 348 (69.3%) 458 (73.0%) 17.6 For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/gradrates Source: CBM001,CBM002, and CBM009 Due to the devastation to the Southeast Texas region that was caused by Hurricane Rita in Fall 2005 and then Hurricane Ike in Fall 2008, a large portion of LIT's student body delayed their college education (Stopout/Dropout) and some have permanently moved out of the region. This has impacted the cohorts that span these semesters. In addition, Lamar Institute of Technology (LIT) is adjacent to Lamar University and shares many of its services (Admissions, Records, Library, Campus Security, and Human Resources) through an inter-component services agreement. As Lamar University has increased its admissions standards over the last 5 years, an increasing percentage of Lamar Institute of Technology's incoming, first-time-in-college, full-time, students have matriculated at Lamar Institute of Technology after being denied admission at Lamar University. LIT is pursuing alternative opportunities to help these student achieve their educational objectives, including transferring to university, since LIT is currently only authorized to offer the Associate of Science (AAS) and many of these students appear as stop-out/drop-out attrition statistics in persistence and graduation rate calculations. At the November 2012 meeting of the Texas State University System Board of Regents, a motion was passed that allows LIT to pursue the Academic Associate of Arts by applying to the THECB and submitting a Substantive Change Prospectus to the Southern Association of Colleges and Schools (SACS) Commission on Colleges with a planned implementation date of Fall 2014. The Substantive Change was approved by SACS-COC and LIT enrolled 176 Associate of Arts majors for the Fall 2014 semester. LIT has continued to increase its enrollment in Academic Degree offerings with 327 AA majors and the addition of an AA in Business and an AS in Criminal Justice for the Fall 2015 semester. Associate Degrees and Certificates 9. Awards, certificates by type, core completers and field of study completers. FY 2000 FY 2014 % Change FY 2000 to Institutional Closing the Gaps Target- Closing the Gaps Completion Accountability System, January 2016 7 of 25

Total Degrees and Certificates (Does not include other completers) 489 527 511 4.5% 585 87.4% White 355 331 317-10.7% African American 97 102 102 5.2% Hispanic 19 56 51 168.4% Asian 11 16 17 54.5% International 1 1 1 0.0% Other 6 21 23 283.3% *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. Level Associates 414 344 369-10.9% 483 76.4% Certificate 1 75 170 135 80.0% Certificate 2 N/A 13 7 N/A Advanced Technology Certificates N/A N/A N/A N/A Other Completers: ESC N/A N/A N/A N/A Core Completers N/A N/A N/A N/A Field of Study N/A N/A N/A N/A Male 324 320 320-1.2% Female 165 207 191 15.8% Source: CBM009 Source: CBM009 Due to the devastation to the Southeast Texas region that was caused by Hurricane Rita in Fall 2005 and then Hurricane Ike in Fall 2008, a large portion of LIT's student body have delayed their college education (Stopout/Dropout) and some have permanently moved out of the region. This has impacted the cohorts that span these semesters. In addition, Lamar Institute of Technology (LIT) is adjacent to Lamar University and shares many of its services (Admissions, Records, Library, Campus Security, and Human Resources) through an inter-component services agreement. As Lamar University has increased its admissions standards over the last 5 years, an increasing percentage of Lamar Institute of Technology's incoming, first-time-in-college, full-time, students have matriculated at Lamar Institute of Technology after being denied admission at Lamar University. LIT is pursuing alternative opportunities to help these student achieve their educational objectives, including transferring to university, since LIT is currently only authorized to offer the Associate of Science (AAS) and many of these students appear as stop-out/drop-out attrition statistics in persistence and graduation rate calculations. At the November 2012 meeting of the Texas State University System Board of Regents, a motion was passed that allows LIT to pursue the Academic Associate of Arts by applying to the THECB and submitting a Substantive Change Prospectus to the Southern Association of Colleges and Schools (SACS) Commission on Colleges with a planned implementation date of Fall 2014. The Substantive Change was approved by SACS-COC and LIT enrolled 176 Associate of Arts majors for the Fall 2014 semester. LIT has continued to increase its enrollment in Academic Degree offerings with 327 AA majors and the addition of an AA in Business and an AS in Criminal Justice for the Fall 2015 semester. Closing the Gaps Critical STEM Fields 10. Awards in Closing the Gaps critical STEM fields. FY 2000 FY 2014 % Change FY 2000 to Institutional Closing the Gaps Target- * Closing the Gaps Completion* Fields Computer Science 35 2 14-60.0% 20 70.0% Engineering 105 140 150 42.9% 144 104.2% Math 0 0 0 N/A 0 N/A Physical Science 0 0 0 N/A 0 N/A Level Associates 128 112 134 4.7% Cert 1 12 30 30 150.0% Accountability System, January 2016 8 of 25

Cert 2 0 0 0 N/A Advanced Technology Certificates 0 0 0 N/A Nursing and Allied Health 11. Awards in Nursing. FY 2000 FY 2014 % Change FY 2000 to Institutional Closing the Gaps Target- Closing the Gaps Completion Total Nursing Degrees and Certificates Awarded 0 0 0 N/A 0 N/A Associates 0 0 0 N/A Certificate 1 0 0 0 N/A Certificate 2 0 0 0 N/A Advanced Technology Certificate 0 0 0 N/A ESC 0 0 0 N/A Field of Study 0 0 0 N/A 12. Awards in Allied Health FY 2000 FY 2014 % Change FY 2000 to Institutional Closing the Gaps Target- Closing the Gaps Completion Total Allied Health Degrees and Certificates Awarded 67 133 106 58.2% 134 79.1% Associates 67 98 86 28.4% Certificate 1 0 22 13 N/A Certificate 2 0 13 7 N/A Advanced Technology Certificate 0 0 0 N/A ESC 0 0 0 N/A Graduation and Persistence Rate 13. First-time, full-time, credential-seeking, undergraduates who graduated or are enrolled. FY 2000 ( Fall 1994 ) FY 2013 ( Fall 2007 ) FY 2014 ( Fall 2008 ) ( Fall 2009 ) Point Change FY 2000 to Total 51.2% 40.6% 36.1% 33.3% - 17.9 Race/Ethnicity White 59.6% 50.8% 49.3% 43.4% - 16.2 African American 23.8% 25.2% 20.0% 22.6% - 1.2 Hispanic 50.0% 50.0% 35.9% 34.1% - 15.9 Asian 100.0% 100.0% 50.0% 31.3% - 68.7 Native American 0.0% 0.0% 0.0% 0.0% 0.0 International 0.0% 0.0% 0.0% 0.0% 0.0 Other 0.0% 30.0% 41.7% 36.8% 36.8 Male 59.0% 45.2% 37.4% 33.0% - 26.0 Female 30.4% 35.1% 34.1% 33.9% 3.5 For more data on the 6-year graduation and persistence rates, go to: http://www.txhighereddata.org/interactive/gradrates.cfm Accountability System, January 2016 9 of 25

Source: CBM001,CBM009, and CBM002 Due to the devastation to the Southeast Texas region that was caused by Hurricane Rita in Fall 2005 and then Hurricane Ike in Fall 2008, a large portion of LIT's student body have delayed their college education (Stopout/Dropout) and some have permanently moved out of the region. This has impacted the cohorts that span these semesters. In addition, Lamar Institute of Technology (LIT) is adjacent to Lamar University and shares many of its services (Admissions, Records, Library, Campus Security, and Human Resources) through an inter-component services agreement. As Lamar University has increased its admissions standards over the last 5 years, an increasing percentage of Lamar Institute of Technology's incoming, first-time-in-college, full-time, students have matriculated at Lamar Institute of Technology after being denied admission at Lamar University. LIT is pursuing alternative opportunities to help these student achieve their educational objectives, including transferring to university, since LIT is currently only authorized to offer the Associate of Science (AAS) and many of these students appear as stop-out/drop-out attrition statistics in persistence and graduation rate calculations. At the November 2012 meeting of the Texas State University System Board of Regents, a motion was passed that allows LIT to pursue the Academic Associate of Arts by applying to the THECB and submitting a Substantive Change Prospectus to the Southern Association of Colleges and Schools (SACS) Commission on Colleges with a planned implementation date of Fall 2014. The Substantive Change was approved by SACS-COC and LIT enrolled 176 Associate of Arts majors for the Fall 2014 semester. LIT has continued to increase its enrollment in Academic Degree offerings with 327 AA majors and the addition of an AA in Business and an AS in Criminal Justice for the Fall 2015 semester. Transfers 14. Transfers to a senior institution. Fall FY 2000 FY 2014 Point Rate Fall Rate Fall Rate Change FY 2000 to 1994 236 (100%) 2008 685 (100%) 2009 837 (100%) 0-12 hours 14 (5.9%) 18 (2.6%) 22 (2.6%) - 3.3 13-24 hours 9 (3.8%) 30 (4.4%) 42 (5.0%) 1.2 25-29 hours 5 (2.1%) 12 (1.8%) 6 (0.7%) - 1.4 30-42 hours 18 (7.6%) 10 (1.5%) 13 (1.6%) - 6.0 43+ hours 16 (6.8%) 22 (3.2%) 23 (2.7%) - 4.1 All Transfers Total 62 (26.3%) 92 (13.4%) 106 (12.7%) - 13.6 Non Transfer Completers 50 (21.2%) 150 (21.9%) 159 (19.0%) - 2.2 Non Completers 124 (52.5%) 443 (64.7%) 572 (68.3%) 15.8 Awarded Core 0 (0.0%) 0 (0.0%) 0 (0.0%) 0.0 Effective Fall 2014, Lamar Institute of Technology added an academic transfer component as part of its mission and for the first time in its history will be able to participate in the Core Curriculum mandate. The LIT campus is located adjacent to the Lamar University campus and LIT has a 2+2 B.S. in Industrial Technology degree in colloboration with Lamar University. At the November 2012 meeting of the Texas State University System, a motion was passed that allows LIT to pursue the Academic Associate of Arts by applying to the THECB and submitting a Substantive Change Prospectus to the Southern Association of Colleges and Schools (SACS) Commission on Colleges with a planned implementation date of Fall 2014. This will result in LIT being able to award Core Completer status while increasing the number of students who transfer to a university starting with the Fall 2014 semester. The Substantive Change was approved by SACS-COC and LIT enrolled 176 Associate of Arts majors for the Fall 2014 semester. Success - Contextual Measures 15. Persistence Rate Fall 2000 Fall 2013 Fall 2014 Point Change Fall 2000 to Fall 2014 First-time undergraduate persistence rate after one year Total 54.5% 50.7% 56.3% 1.8 Same Institution 48.4% 45.1% 49.7% 1.3 Other Institution 6.2% 5.6% 6.6% 0.4 White 54.6% 60.4% 63.3% 8.7 Accountability System, January 2016 10 of 25

Same institution 45.4% 53.5% 56.0% 10.6 Other institutions 9.2% 6.9% 7.2% - 2.0 African American 50.0% 37.9% 37.2% - 12.8 Same institution 48.2% 34.5% 31.4% - 16.8 Other institutions 1.8% 3.4% 5.8% 4.0 Hispanic 64.7% 59.3% 76.0% 11.3 Same institution 52.9% 55.6% 70.0% 17.1 Other institutions 11.8% 3.7% 6.0% - 5.8 Asian 100.0% 60.0% 76.9% - 23.1 Same institution 100.0% 40.0% 76.9% - 23.1 Other institutions 0.0% 20.0% 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 100.0% 61.1% 75.0% - 25.0 Same institution 100.0% 50.0% 58.3% - 41.7 Other institutions 0.0% 11.1% 16.7% 16.7 Fall 2000 Fall 2012 Fall 2013 Point Change Fall 2000 to Fall 2013 First-time undergraduate persistence rate after two years Total 42.8% 34.0% 37.3% - 5.5 Same institution 32.3% 27.1% 31.2% - 1.1 Other institutions 10.4% 7.0% 6.1% - 4.3 White 49.5% 41.1% 38.0% - 11.5 Same institution 38.1% 34.5% 32.1% - 6.0 Other institutions 11.4% 6.5% 5.8% - 5.6 African American 30.5% 23.4% 33.1% 2.6 Same institution 20.5% 15.6% 28.2% 7.7 Other institutions 10.0% 7.8% 4.9% - 5.1 Hispanic 63.2% 45.7% 46.2% - 17.0 Same institution 52.6% 40.0% 42.3% - 10.3 Other institutions 10.5% 5.7% 3.8% - 6.7 Asian 72.2% 100.0% 60.0% - 12.2 Same institution 61.1% 66.7% 40.0% - 21.1 Other institutions 11.1% 33.3% 20.0% 8.9 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 25.0% 23.1% 47.1% 22.1 Same institution 25.0% 23.1% 29.4% 4.4 Other institutions 0.0% 0.0% 17.6% 17.6 Developmental Education 16. 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. Total/Area Counts (a) Summary Data Number of FTIC students 663 Met state standards in all three areas 124 Did not meet state standards in one, two, or all three areas (at entry) 534 Unknown* (unduplicated) 5 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 231 3 84 37.7% Reading 266 8 63 26.7% Writing 286 9 64 25.5% Did Not Meet Standard Math 427 N/A 78 18.3% Reading 392 N/A 80 20.4% Writing 372 N/A 66 17.7% Unknown** (waived or military exemption) Math** 5 N/A 1 20.0% Reading** 5 N/A 3 60.0% Writing** 5 N/A 3 60.0% Most- and Least-Prepared Populations Met State Standard in All Three Areas Math 124 3 61 51.6% Reading 124 7 38 36.3% Writing 124 7 38 36.3% Did Not Meet Standard in All Three Areas Math 253 N/A 29 11.5% Reading 253 N/A 39 15.4% Writing 253 N/A 36 14.2% Accountability System, January 2016 11 of 25

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. Developmental Education 17. Underprepared students who satisfied TSI obligation within 2 years. Total/Area Counts (a) Summary Data Number of FTIC students 663 Met state standards in all three 124 areas Did not meet state standards in one, two, or all three areas (at 534 entry) Unknown* (unduplicated) 5 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 231 35 15.2% N/A N/A N/A N/A N/A Reading 266 12 4.5% N/A N/A N/A N/A N/A Writing 286 13 4.5% N/A N/A N/A N/A N/A Did Not Meet Standard Math 427 331 77.5% 111 119 33.5% 27.9% 28.3% Reading 392 150 38.3% 80 133 53.3% 33.9% 37.2% Writing 372 143 38.4% 62 108 43.4% 29.0% 30.9% Unknown** (waived or military exemption) Math** 5 3 60.0% N/A N/A N/A N/A N/A Reading** 5 0 0.0% N/A N/A N/A N/A N/A Writing** 5 0 0.0% N/A N/A N/A N/A N/A Most- and Least-Prepared Populations Met state standards in all areas Math 124 12 9.7% N/A N/A N/A N/A N/A Reading 124 5 4.0% N/A N/A N/A N/A N/A Writing 124 3 2.4% N/A N/A N/A N/A N/A Did Not Meet Standards in All Three Areas Math 253 181 71.5% 43 46 23.8% 18.2% 18.6% Reading 253 100 39.5% 53 76 53.0% 30.0% 31.2% Writing 253 88 34.8% 37 65 42.0% 25.7% 26.5% *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 #16. 18. 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 663 265 40 Met state standards in all areas 124 78 62.9% Did not meet state standards in one, two, or all three areas 534 184 34.5% Did not meet state standards in all three areas 253 68 26.9% Unknown* (unduplicated) 5 3 60.0% Data by Subject Area Met Standard by Area Math 231 119 51.5% Reading 266 142 53.4% Writing 286 149 52.1% Did Not Meet Standard by Area Math 427 143 33.5% Reading 392 120 30.6% Writing 372 113 30.4% Unknown** by Area (waived or military exemption) Accountability System, January 2016 12 of 25

Math 5 3 60.0% Reading 5 3 60.0% Writing 5 3 60.0% *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. FY 2012 FY 2013 FY 2014 Change 19. Graduate status following graduation FY 2012 to FY 2014 For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts Academic Employed Only 0 N/A 0 N/A 0 N/A N/A Employed and Enrolled (in Senior Institutions) 0 N/A 0 N/A 0 N/A N/A Enrolled Only (in Senior Institutions) 0 N/A 0 N/A 0 N/A N/A Enrolled Only (in Community Colleges) 0 N/A 0 N/A 0 N/A N/A Not Found 0 N/A 0 N/A 0 N/A N/A Technical Employed Only 396 78.0% 419 83.1% 429 83.0% 8.3% Employed and Enrolled (in Senior Institutions) 26 5.1% 21 4.2% 24 4.6% - 7.7% Enrolled Only (in Senior Institutions) 11 2.2% 7 1.4% 14 2.7% 27.3% Enrolled Only (in Community, State or Technical Colleges) 16 3.1% 14 2.8% 13 2.5% - 18.8% Not Found 59 11.6% 43 8.5% 37 7.2% - 37.3% FY 2000 FY 2014 Point Change 20. Marketable Skills Awards FY 2000 to Total 0 0 0 N/A Race/Ethnicity White 0 0 0 N/A African American 0 0 0 N/A Hispanic 0 0 0 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 0 N/A FY 2012 FY 2013 FY 2014 21. 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 age 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 (*). Fall 2000 Fall 2013 Fall 2014 %/Point Change Fall 2000 to Fall 2014 22. Course Completion Rate for Undergraduate State Funded Semester Credit Hours Beginning semester credit hours 23,685 30,266 28,894 22.0% Ending semester credit hours 21,315 29,198 27,823 30.5% Completion rate 90.0% 96.5% 96.3% 6.3 Accountability System, January 2016 13 of 25

Success - Out-of-State Peers Out-of-state peer data is from the Fall 2014 IPEDS report and may not match accountability data because of differences in the source of the data. Accountability measures are primarily derived from institutional data sent to the CB for CBM reports. Data reported on this out-of-state peer link is obtained from the IPEDS system of institutional reporting to the federal government. Data differences may result from different reporting periods and different definitions for the data elements. Options Return to the Success Page Download Excel Version Out-of-State Peer Measures and Definitions Graduation Rate: Three-year graduation rates of first-time, full-time degree seeking undergraduates by race/ethnicity. Lamar Institute of Technology Group Out-of-State Peers COLUMBUS COLLEGE, GA COLLEGE OF THE LOWCOUNTRY, SC Institution's Out-of-State Peers ALTAMAHA COLLEGE JOHNSTON COMMUNITY COLLEGE SOWELA COMMUNITY COLLEGE 3-Year Rate 13% 21% 10% N/A% 24% 37% Degrees Awarded: Number of graduates by level, race/ethnicity and gender. Total Degrees 555 1,209 426 N/A 934 2,406 Level White 350 537 243 N/A 619 1,693 African American 106 524 143 N/A 187 523 Hispanic 60 80 18 N/A 75 47 Asian 17 24 8 N/A 9 29 Other 22 44 14 N/A 44 114 Associates 371 273 197 N/A 532 316 Male 343 500 155 N/A 422 1,571 Female 212 709 271 N/A 512 835 Graduation and Persistence Rate: of first-time, degree-seeking undergraduates who have graduated or are still enrolled in public higher education after three academic years. Total 24% 21% 33% N/A% 53% 47% White 36% 24% 33% N/A% 53% 56% African American 15% 21% 33% N/A% 51% 31% Hispanic 26% 14% 17% N/A% 56% 75% Asian 67% 20% 100% N/A% 100% 100% American Indian or Alaska Native 25% 0% 0% N/A% 100% 0% Unknown 21% 0% 38% N/A% 47% 100% Nonresident Alien 0% 100% 0% N/A% 0% 0% Graduates in Key Fields: Number of degrees awarded in specific fields by level. Computer Science 2 61 6 N/A 8 135 Engineering N/A N/A N/A N/A N/A N/A Math 138 14 42 N/A 11 844 Physical Science 0 0 0 N/A 0 0 Accountability System, January 2016 14 of 25

Nursing and Allied-Health Graduates: Number of degrees awarded in nursing/allied-health by level. Total Degrees 133 394 111 N/A 198 167 Certificate 35 276 55 N/A 57 167 Associates 98 118 56 N/A 141 0 Source: IPEDS, Fall 2014 Accountability System, January 2016 15 of 25

Graduates Detail () - Lamar Institute of Technology 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 Certificate 1 Certificate 2 Advanced Technology Certificates Total White 238 76 3 0 317 African American 68 33 1 0 102 Multi-racial one of which is African American N/A N/A N/A N/A N/A Hispanic 36 14 1 0 51 Asian 15 2 0 0 17 International 0 0 1 0 1 Other 12 10 1 0 23 By Level, : Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Male 210 106 4 0 320 Female 159 29 3 0 191 By Level, Type Major: Type Major Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Academic 0 0 0 0 0 Technical 369 135 7 0 511 Accountability System, January 2016 16 of 25

Graduates Success Detail ( )- Lamar Institute of Technology Success By 2015, increase by 50 percent the number of degrees, certificates, and other identifiable student successes from high quality programs. Academic Graduates - Employed 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 : Academic Number of Male 0 N/A Female 0 N/A 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 : Academic 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 Accountability System, January 2016 17 of 25

Academic Female 0 N/A Graduates - Enrolled in a Community or Technical College 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 : Academic Number of Male 0 N/A Female 0 N/A Graduates - Not Found 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 : Technical Number of Male 0 N/A Female 0 N/A Graduates - Employed Race/Ethnicity: Race/Ethnicity Number of White 274 63.4% African American 76 17.6% Hispanic 44 10.2% Asian 16 3.7% Native American N/A International 1 0.2% Other 21 4.9% : Technical Number of Male 268 62.0% Female 164 38.0% Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: Race/Ethnicity Number of White 8 47.1% African American 6 35.3% Accountability System, January 2016 18 of 25

Hispanic 3 17.6% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% : Technical Number of Male 13 76.5% Female 4 23.5% Graduates - Enrolled in a Senior Institution Race/Ethnicity: Race/Ethnicity Number of White 3 42.9% African American 3 42.9% Hispanic 1 14.3% Asian 0 0.0% Native American N/A International 0 0.0% Other 0 0.0% : Technical Number of Male 5 71.4% Female 2 28.6% Graduates - Enrolled in a Community or Technical College Race/Ethnicity: Race/Ethnicity Number of White 9 69.2% African American 2 15.4% Hispanic 1 7.7% Asian 0 0.0% Native American N/A International 0 0.0% Other 1 7.7% : Technical Number of Male 10 76.9% Female 3 23.1% Graduates - Not Found Race/Ethnicity: Race/Ethnicity Number of White 16 57.1% African American 10 35.7% Hispanic 1 3.6% Asian 1 3.6% Native American N/A International 0 0.0% Other 0 0.0% : Number of Accountability System, January 2016 19 of 25

Male 16 57.1% Female 12 42.9% Accountability System, January 2016 20 of 25

Excellence - Key Measures Certification and Licensure 23. Pass rate for programs whose graduates are required to pass an exam. 2012 2013 2014 CIP Program Number Takers Pass Rate Number Takers Pass Rate Number Takers Pass Rate 11010100 Computer and Information Sciences, General 4 100.0% 9 100.0% 8 100.0% 15120200 Computer Technology/Computer Systems Technology 12 100.0% 9 100.0% 12 100.0% 43010700 Criminal Justice/Police Science 41 100.0% 46 100.0% 40 100.0% 46030300 Lineworker 15 100.0% 14 100.0% 11 100.0% 47030300 Industrial Mechanics and Maintenance Technology 36 100.0% 31 100.0% 47 100.0% 51060200 Dental Hygiene/Hygienist 25 100.0% 25 100.0% 27 100.0% 51091000 Diagnostic Medical Sonography/Sonographer and Ultrasound Technician 4 100.0% 6 100.0% 13 100.0% For more information, see the licensure report Excellence - Contextual Measures Quality Enhancement Plan 24. Quality Enhancement Plan, Including Reaffirmation Year Lamar Institute of Technology's Quality Enhancement Plan (QEP) was reviewed by the Onsite Visiting Committee in October 2014 and deemed acceptable to SACS-COC. The Quality Enhancement Plan (http://www.lit.edu/depts/technology/step/qualityplan.pdf), christened the Students Taking Education Personally (STEP Project) was designed to enhance the student learning environment and persistence among a select group of at-risk students. The STEP Project will include intrusive holistic academic advising, supplemental instruction, tutoring, study groups, financial literacy information, financial aid guidance, soft skill development, discipline specific guest speakers, transfer information and other topics to assist and support participants. The elements within the STEP Project will be managed by a coordinator who will provide oversight and organization of the project. The STEP Project will have a dedicated space on campus that includes office space for the coordinator, study space, computers for student use, printers, projection equipment, and general office equipment. The STEP Project participants will be selected following an application process that includes the following: completion of an application, a letter of commitment, enrollment in an instructional program leading to a certificate, degree, or transfer, and have one or more at-risk criteria. LIT has chosen to offer the STEP Project in the Fall 2014 Semester as a pilot project. Excellent Programs 25. Excellent Programs Highlighted Excellent Programs 1 http://www.lit.edu/depts/allied/programs/dentalhygiene.aspx Dental hygienists provide dental health services that include cleaning (prophylaxis), oral cancer screenings, x-rays, pit & fissure sealants, patient education, and nutritional counseling. The role of the Dental Hygiene Program is to prepare highly competent dental hygienists to meet the oral health care needs of the public. The LIT Dental Hygiene Program is accredited by the Commission on Dental Accreditation. Highlighted Excellent Programs 2 http://www.lit.edu/depts/technology/programs/operations.aspx The Process Operating Program's objective is to prepare graduates for employment in the refining, petrochemical, polymers, plastics, and pulp/paper industries. The Process Operating Program is recognized by the Texas Skill Standards Board which verifies the knowledge and skill competencies required by industry are included within the curriculum. This program was again listed #1 in the CC Week Top 100 Associate Degree Producers. 26. Significant Recognitions - 2013: Number of members in Phi Theta Kappa 72 Number of students in service learning programs 315 Exemplary programs or citations/other national recognitions: (1) Community College Week has ranked LIT as the number five (5)position in its number of science technology graduates in the nation among two-year schools for the 2013 school year. (2) Community College Week listed LIT's number of instrumentation graduates in the top fifty in the nation for the 2013 school year. (3) The Community College Survey of Student Engagement (CCSSE) has measured the impact of the LIT's PASS program. In each category of student engagement, the level of student engagement has improved between the 2004, 2006, 2008, 2010, and 2012 administrations of the survey. (4) Lamar Institute of Technology was honored by the Texas Skill Standards Board for innovative leadership in its Homeland Security, Homeland Security Crime Scene Technician, and Process Operating Technology programs. The award recognized LIT s prowess in integrating industry-defined skill standards into its curricula and its ability to meet the needs of Texas employers. Only 25 colleges in the state have earned this accolade. Significant Recognitions - 2014: Number of members in Phi Theta Kappa 65 Number of students in service learning programs 262 Accountability System, January 2016 21 of 25

Exemplary programs or citations/other national recognitions: (1) Community College Week has ranked LIT as the number seven (7) position in its number of science technology graduates in the nation among two-year schools for the 2014 school year. (2) Community College Week listed LIT's number of instrumentation graduates in the top fifty in the nation for the 2014 school year. http://www.ccweek.com/news/templates/pdfs/top100/2012/disciplines/ccwtop50-engtech-as-2012.pdf (3) The Community College Survey of Student Engagement (CCSSE) has measured the impact of the LIT's PASS program. In each category of student engagement, the level of student engagement has improved between the 2004, 2006, 2008, 2010, 2012, and 2014 administrations of the survey. (4) Lamar Institute of Technology was honored by the Texas Skill Standards Board for innovative leadership in its Homeland Security, Homeland Security Crime Scene Technician, and Process Operating Technology programs. The award recognized LIT s prowess in integrating industry-defined skill standards into its curricula and its ability to meet the needs of Texas employers. Only 25 colleges in the state have earned this accolade. Significant Recognitions - 2015: Number of members in Phi Theta Kappa 86 Number of students in service learning programs 350 Exemplary programs or citations/other national recognitions: (1) Lamar Institute of Technology was named as the Texas two-year public educational institution with the highest median salary for its students after graduation in a study released by the Department of Education (DOE). LIT is tied for No. 3 in the nation with a median salary of $48,200 for graduates 10 years after entering school who received financial aid. The national median income for a two year college student 10 years after graduation is $34,343. Only the predominantly two-year-degree-granting public school with the highest median positive earnings in each state is shown in the list. The most popular programs at LIT according to the study are the programs in the Department of Allied Health and Sciences, the Process Operating and Instrumentation programs in the Department of Technology, and programs in the Department of Public Service and Safety. The study can be found at http://www.ed.gov/blog/2015/09/colleges-where-students-earn-high-salaries/ (2) Community College Week has ranked LIT as the number seven (6) position in its number of science technology graduates in the nation among two-year schools for the 2015 school year - http://npaper-wehaa.com/ccweek#2015/09/07/?article=2596680 (3) Community College Week listed LIT's number of instrumentation graduates in the top fifty in the nation for the 2015 school year. http://npaper-wehaa.com/ccweek#2015/09/07/?article=2596669 Fall 2000 Fall 2014 Fall 2015 %/Point Change Fall 2000 to Fall 2015 27. Class size (average) 15 18 18 24.1% Fall 2000 Fall 2013 Fall 2014 Change 28.Faculty Fall 2000 to Fall 2014 Full-Time Total* 76 76 89 17.1% Race/Ethnicity White 67 (88.2%) 69 (90.8%) 75 (84.3%) 11.9% African American 4 (5.3%) 4 (5.3%) 8 (9.0%) 100.0% Hispanic 3 (3.9%) 2 (2.6%) 5 (5.6%) 66.7% Asian 2 (2.6%) 1 (1.3%) 1 (1.1%) - 50.0% 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 45 (59.2%) 37 (48.7%) 41 (46.1%) - 8.9% Female 31 (40.8%) 39 (51.3%) 48 (53.9%) 54.8% Part-Time Total* 63 114 82 30.2% Race/Ethnicity White 55 (87.3%) 88 (77.2%) 67 (81.7%) 21.8% African American 5 (7.9%) 16 (14.0%) 8 (9.8%) 60.0% Hispanic 2 (3.2%) 7 (6.1%) 4 (4.9%) 100.0% Asian 1 (1.6%) 3 (2.6%) 2 (2.4%) 100.0% International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 0 (0.0%) 0 (0.0%) 1 (1.2%) N/A Male 43 (68.3%) 55 (48.2%) 44 (53.7%) 2.3% Female 20 (31.7%) 59 (51.8%) 38 (46.3%) 90.0% *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 2010 Fall 2013 Fall 2014 % Change 29. Graduates employed or enrolled Fall 2010 to Fall 2014 Technical 88.5% 91.5% 92.8% 4.3 Academic N/A N/A N/A N/A Accountability System, January 2016 22 of 25

Excellence - Out-of-State Peers Out-of-state peer data is from the Fall 2014 IPEDS report and may not match accountability data because of differences in the source of the data. Accountability measures are primarily derived from institutional data sent to the CB for CBM reports. Data reported on this out-of-state peer link is obtained from the IPEDS system of institutional reporting to the federal government. Data differences may result from different reporting periods and different definitions for the data elements. Options Return to the Excellence Page Download Excel Version Out-of-State Peer Measures and Definitions of Full-Time Faculty age of all faculty members who are employed with a full-time teaching assignment. of Full-Time Faculty Lamar Institute of Technology Group Out-of-State Peers COLUMBUS COLLEGE, GA COLLEGE OF THE LOWCOUNTRY, SC Institution's Out-of-State Peers ALTAMAHA COLLEGE JOHNSTON COMMUNITY COLLEGE SOWELA COMMUNITY COLLEGE 52% 38% 30% N/A 25% 53% Source: IPEDS, Fall 2014 Accountability System, January 2016 23 of 25

Institutional Efficiency and Effectiveness - Key Measures Administrative Cost FY 2002 FY 2014 Point Change FY 2002 to 30. Administrative expenses as a percent of operating budget 13.5% 13.0% 13.0% - 0.5 Space Usage Efficiency (SUE) 31. Space usage efficiency measure of the effectiveness and efficiency of existing teaching space utilization. Classroom and Fall 2014 Fall 2015 lab passing score is 75 and overall passing score is 150. Classroom space use efficiency 50 67 Lab space use efficiency 83 92 Overall space use efficiency 133 159 Link to additional information:http://www.thecb.state.tx.us/index.cfm?objectid=b85d374f-e616-618e-a5545416b1195f76 LIT served over 350 students who generated 22,752 contact hours in a "Late Start" session within the Fall 2015 semester that are not accounted for in the current THECB Space Usage Efficiency (SUE) Methodology due to the fact that these student's contact hours are reported in the following Spring term as flex-entry. The THECB needs to update its SUE Methodology to better reflect the dynamic nature of Higher Education in Texas as institutions strive to better serve the changing student demographics and demand. Historically Underutilized Business (HUB) 32. Historically Underutilized Business: Expenditures without construction (Millions), Expenditures with construction (Millions) FY 2000 FY 2014 %/Point Change FY 2000 to Expenditures without construction (Millions) $ 0.093 $ 0.646 $ 0.980 951.3% of total expenditures 2.3% 30.5% 30.0% 27.7 Expenditures with construction (Millions) $ 0.257 $ 0.646 $ 1.005 290.7% of total expenditures 6.5% 30.5% 30.7% 24.2 Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2013 Fall 2014 /Point Change 33. Faculty Contact Hours Fall 2000 to Fall 2014 Total Contact Hours 507,424 587,696 613,472 20.9% Contact Hours taught by full-time faculty 82.2% 57.3% 76.6% - 5.6 Contact Hours taught by part-time faculty 17.8% 42.7% 23.4% 5.6 34. FTSE/FTFE Ratio Fall 2000 Fall 2013 Fall 2014 % Change FTSE FTFE Ratio FTSE FTFE Ratio FTSE FTFE Ratio Fall 2000 to Fall 2014 392 38 10:1 2,027 117 17:1 1,940 125 16:1 60.0% FY 2013 FY 2014 35. Appropriations Appropriated funds per FTE student 4,817 $5,265 $5,383 Appropriated funds per FTE faculty 84,628 $98,904 $98,214 Link to additional information: http://www.thecb.state.tx.us/index.cfm?objectid=5026c14d-fd20-b6e6-9aa684ec8ffb08d8 FY 2005 FY 2016 Change FY 2005 to FY 2016 36. Tuition and fees for 30 SCH. Tuition and fees for 30 SCH in two semesters $3,055 $5,040 $5,274 72.6% Accountability System, January 2016 24 of 25

Institutional Efficiency and Effectiveness - Out-of-State Peers Out-of-state peer data is from the Fall 2014 IPEDS report and may not match accountability data because of differences in the source of the data. Accountability measures are primarily derived from institutional data sent to the CB for CBM reports. Data reported on this out-of-state peer link is obtained from the IPEDS system of institutional reporting to the federal government. Data differences may result from different reporting periods and different definitions for the data elements. Options Return to the Institutional Efficiency and Effectiveness Page Download Excel Version Out-of-State Peer Measures and Definitions Administrative Cost Ratio Amount expended for administrative costs as a percent of operative expenses Administrative costs as a percent of operating budget Lamar Institute of Technology Group Out-of-State Peers COLUMBUS COLLEGE, GA COLLEGE OF THE LOWCOUNTRY, SC Institution's Out-of-State Peers ALTAMAHA COLLEGE JOHNSTON COMMUNITY COLLEGE SOWELA COMMUNITY COLLEGE 9% 9% 7% N/A 6% 11% Appropriations State and local government appropriation revenues per FTE student. Appropriations per FTE student $5,189 $3,265 $3,291 $- $5,736 $2,573 Expenditures Instruction expenses per FTE student. Instruction expenses per FTE student $5,855 $3,356 $4,674 N/A $4,835 $3,848 Tuition and Fees Tuition and Fee revenue per FTE student. Tuition and Fee Revenue per FTE student $4,068 $1,554 $2,720 N/A $757 $2,252 Source: IPEDS, Fall 2014 Accountability System, January 2016 25 of 25