Panola College
Community College Performance - Complete Report
Panola College
Accountability Report
January 2016
Accountability System, January 2016
1 of 22
Panola College
Community College Performance - Complete Report
Participation - Key Measures
Enrollment
1. Fall Headcount (Unduplicated)
Fall 2000
Total (does not include flex entry)
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
Flex Entry
Fall 2014
Fall 2015
% Change
Fall 2000 to
2015
1,422
1,132
247
33
6
2
2
( 79.6%)
( 17.4%)
( 2.3%)
( 0.4%)
( 0.1%)
( 0.1%)
2,563
1,640
564
287
11
27
34
( 64.0%)
( 22.0%)
( 11.2%)
( 0.4%)
( 1.1%)
( 1.3%)
2,664
1,662
579
341
14
38
30
( 62.4%)
( 21.7%)
( 12.8%)
( 0.5%)
( 1.4%)
( 1.1%)
87.3%
46.8%
134.4%
933.3%
133.3%
1800.0%
1400.0%
478
944
( 33.6%)
( 66.4%)
870
1,693
( 35.1%)
( 64.9%)
858
1,806
( 32.2%)
( 67.8%)
79.5%
91.3%
6
35
N/A
Source: Coordinating Board Management (CBM) Report 001
Institutional
Closing the
Gaps TargetFall 2015
2,637
1,757
604
145
Closing the
Gaps
Completion
101.0 %
94.6%
95.9%
235.2%
N/A
Source: Coordinating Board Management (CBM) Report 001
Panola College has another record enrollment for FY 2013 of 2,806 unduplicated credit which is a 63.5% increase in
enrollment from FY 2000. Growth in the technical programs for FY 2000 through FY 2013 has increased 201.3%. Panola
College has been pro-active in adding new programs to meet the workforce needs of Texas.
Annual Unduplicated Enrollment
2. Annual unduplicated enrollment including credit, non-credit and dual-credit students.
FY 2000
FY 2014
FY 2015
Total
White
African American
Hispanic
Asian
International
Other
2,953
2,216
636
64
15
1
21
( 75.0%)
( 21.5%)
( 2.2%)
( 0.5%)
( 0.0%)
( 0.7%)
4,025
2,494
926
417
14
44
130
( 62.0%)
( 23.0%)
( 10.4%)
( 0.3%)
( 1.1%)
( 3.2%)
3,974
2,546
901
418
24
34
51
( 64.1%)
( 22.7%)
( 10.5%)
( 0.6%)
( 0.9%)
( 1.3%)
% Change
FY 2000 to
2015
34.6%
14.9%
41.7%
553.1%
60.0%
3300.0%
142.9%
Gender
Male
Female
1,069
1,884
( 36.2%)
( 63.8%)
1,435
2,590
( 31.3%)
( 68.7%)
1,253
2,721
( 31.5%)
( 68.5%)
17.2%
44.4%
Enrollment growth over a 5 year period from FY 2000-2013 at Panola College has occurred in the Health & Natural
Sciences and the School of Energy which includes Petroleum Technology and Electrical & Instrumentation. The largest
percent of growth for 2013 is the age group of 18-21 with 32.0% followed by the over-35 group at 22.2%.
Participation - Contextual Measures
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
FY 2000
FY 2014
FY 2015
3. Enrollment by Semester
Fall
1,716
1,048
472
196
1,776
998
450
328
1,112
584
238
290
Academic
Technical
Continuing Education
Spring
Academic
Technical
Continuing Education
Summer
Academic
Technical
Continuing Education
Service Area Representation
4. Gap between demographic groups in the area and enrollment.
FY 2005
Service
difference
(% Enr. - %
Pop.)
Race/Ethnicity
White
African American
Hispanic
Other
Gender
Male
Female
2,886
1,166
1,533
187
2,719
1,029
1,375
315
1,187
330
595
262
FY 2014
Service
difference
(% Enr. - %
Pop.)
2,809
1,090
1,474
245
2,730
1,081
1,359
290
1,153
338
534
281
% Change
FY 2000 to
2015
63.7%
4.0%
212.3%
25.0%
53.7%
8.3%
202.0%
- 11.6%
3.7%
- 42.1%
124.4%
- 3.1%
FY 2015
Percent
population in
service area
Percent credit
enrollment
Service
difference
(% Enr. - %
Pop.)
12.6%
0.6%
- 12.5%
- 0.6%
3.3%
9.8%
- 12.5%
- 0.6%
57.3%
18.0%
22.5%
2.2%
60.4%
27.2%
10.5%
1.9%
3.1%
9.2%
- 12.1%
- 0.3%
- 18.6%
18.6%
- 19.2%
19.2%
50.1%
49.9%
29.2%
70.8%
- 20.9%
20.9%
FY 2000
FY 2014
FY 2015
38,603
27,690
10,913
967,450
531,792
377,696
57,962
57,016
37,546
19,470
1,332,510
742,944
544,432
45,134
56,252
36,416
19,836
1,340,015
720,992
570,448
48,575
% Change
FY 2000 to
2015
45.7%
31.5%
81.8%
38.5%
35.6%
51.0%
- 16.2%
0
588
0
24,016
677
23,138
N/A
3835.0%
5. Annual Semester Credit and Contact Hours
Annual Semester Credit Hours (SCH)
Academic
Technical
Annual Contact Hours
Academic
Technical
Continuing Education
Distance Education Hours
Hybrid/Blended on campus
Fully-distance education/Internet
Fall 1999
Fall 2012
Fall 2013
Total*
White
African American
Hispanic
Asian
International
Other
35.1%
26.8%
67.5%
58.7%
33.3%
0.0%
25.0%
43.4%
35.5%
69.4%
39.1%
26.7%
0.0%
32.6%
43.8%
34.6%
75.0%
39.2%
25.0%
0.0%
33.3%
Point Change
Fall 1999 to
Fall 2013
8.7
7.8
7.5
- 19.5
- 8.3
0.0
8.3
Gender
Male
Female
25.4%
40.3%
34.5%
47.6%
33.3%
49.6%
7.9
9.3
6. Financial Aid: Students Receiving Pell Grants
*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
7. Full-Time/Part-Time Undergraduate Students
Credential-Seeking Undergraduate Students (Full- and Part- Time)
Total
Full-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
Accountability System, January 2016
1,157
2,562
2,663
% Change
Fall 2000 to
Fall 2015
130.2%
760
574
165
17
2
2
0
(75.5%)
(21.7%)
(2.2%)
(0.3%)
(0.3%)
(0.0%)
1,340
794
357
155
6
9
19
(59.3%)
(26.6%)
(11.6%)
(0.4%)
(0.7%)
(1.4%)
1,355
759
368
190
7
18
13
(56.0%)
(27.2%)
(14.0%)
(0.5%)
(1.3%)
(1.0%)
78.3%
32.2%
123.0%
1017.6%
250.0%
800.0%
N/A
253
507
(33.3%)
(66.7%)
477
863
(35.6%)
(64.4%)
482
873
(35.6%)
(64.4%)
90.5%
72.2%
3 of 22
Panola College
Part-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
Community College Performance - Complete Report
397
334
52
6
3
0
2
(84.1%)
(13.1%)
(1.5%)
(0.8%)
(0.0%)
(0.5%)
1,222
845
207
132
5
18
15
(69.1%)
(16.9%)
(10.8%)
(0.4%)
(1.5%)
(1.2%)
1,308
902
211
151
7
20
17
(69.0%)
(16.1%)
(11.5%)
(0.5%)
(1.5%)
(1.3%)
229.5%
170.1%
305.8%
2416.7%
133.3%
N/A
750.0%
119
278
(30.0%)
(70.0%)
393
829
(32.2%)
(67.8%)
376
932
(28.7%)
(71.3%)
216.0%
235.3%
Fall 2000
Fall 2014
Fall 2015
Credential-Seeking Undergraduate Students (Full- and Part- Time)
Total
439
461
464
Full-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
319
246
65
6
1
1
0
(77.1%)
(20.4%)
(1.9%)
(0.3%)
(0.3%)
(0.0%)
404
252
80
65
2
0
5
(62.4%)
(19.8%)
(16.1%)
(0.5%)
(0.0%)
(1.2%)
410
211
100
76
5
14
4
(51.5%)
(24.4%)
(18.5%)
(1.2%)
(3.4%)
(1.0%)
28.5%
- 14.2%
53.8%
1166.7%
400.0%
1300.0%
N/A
116
203
(36.4%)
(63.6%)
157
247
(38.9%)
(61.1%)
172
238
(42.0%)
(58.0%)
48.3%
17.2%
120
106
10
1
2
0
1
(88.3%)
(8.3%)
(0.8%)
(1.7%)
(0.0%)
(0.8%)
57
41
6
8
1
0
1
(71.9%)
(10.5%)
(14.0%)
(1.8%)
(0.0%)
(1.8%)
54
35
10
8
0
0
1
(64.8%)
(18.5%)
(14.8%)
(0.0%)
(0.0%)
(1.9%)
- 55.0%
- 67.0%
0.0%
700.0%
-100.0%
N/A
0.0%
51
69
(42.5%)
(57.5%)
26
31
(45.6%)
(54.4%)
13
41
(24.1%)
(75.9%)
- 74.5%
- 40.6%
8. First-Time In College Students
Gender
Male
Female
Part-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
% Change
Fall 2000 to
Fall 2015
5.7%
*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
Adult Basic Education: Enrollment as Reported to TWC
G.E.D.: Enrolled in G.E.D. Program
FY 2015
N/A
N/A
N/A
N/A
N/A
N/A
The GED numbers do not reflect All GED's obtained. They do reflect how we have to report them (only those students
with a baseline test putting them in the Low and or High Adult Secondary range are collected for official records) We
actually had 64 in 2012 and 92 in 2013 get their GED's. We also have either met or exceeded all 11 of our federal
performance measures.
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Fall 2015 Unduplicated Enrollment Detail - Panola College
By Age
Age
Count
Percent
Less than 18
18 to 21
22 to 24
25 to 29
30 to 34
Over 35
N/A
568
1,025
257
305
197
312
0
21.3%
38.5%
9.6%
11.4%
7.4%
11.7%
0.0%
By Status
Status
Count
Full-Time
Part-Time
Percent
1,355
1,309
50.9%
49.1%
By Type Major
Type Major
Count
Academic
Technical
Percent
1,193
1,471
44.8%
55.2%
By Enrollment Status
Status
Count
In-District
Out-of-District
Out-of-State
Percent
707
1,769
188
26.5%
66.4%
7.1%
Dual Credit Enrollment
Status
Count
Dual Credit
Percent
570
21.4%
FY 2015 Unduplicated Enrollment Detail - Panola College
By Age
Age
Less than 18
18 to 21
22 to 24
25 to 29
30 to 34
Over 35
N/A
Count
Percent
581
1,362
406
483
359
783
0
14.6%
34.3%
10.2%
12.2%
9.0%
19.7%
0.0%
By Type Major
Type Major
Academic
Technical
Continuing Education
Count
Percent
1,383
1,995
596
34.8%
50.2%
15.0%
By Enrollment Status
Status
In-District
Out-of-District
Out-of-State
Continuing Education
Count
Percent
844
2,287
247
596
Accountability System, January 2016
21.2%
57.5%
6.2%
15.0%
5 of 22
Panola College
Community College Performance - Complete Report
Dual Credit Enrollment
Status
Count
Dual Credit
Percent
580
14.6%
FY 2015 Unduplicated Total by Semester Detail - Panola College
By Age
Age
Fall
Less than 18
18 to 21
22 to 24
25 to 29
30 to 34
Over 35
N/A
Spring
500
1,053
255
307
228
466
0
Summer
259
1,087
306
328
241
509
0
97
361
132
162
127
274
0
By Race/Ethnicity
Race/Ethnicity
White
African American
Multi-racial one of which is African
American
Hispanic
Asian
International
Other
Fall
Spring
Summer
1,834
597
1,735
626
762
256
0
0
0
301
13
28
36
295
12
25
37
113
3
6
13
Accountability System, January 2016
6 of 22
Panola College
Community College Performance - Complete Report
Success - Key Measures
Graduation and Persistence Rate
10. First-time, full-time, credential-seeking, undergraduates who have graduated or are still enrolled.
Total*
Race/Ethnicity
White
African American
Hispanic
Asian
Native American
International
Other (Unknown)
FY 2000
(Entering Fall
1994 Cohort)
45.0%
FY 2013
(Entering Fall
2007 Cohort)
43.1%
FY 2014
(Entering Fall
2008 Cohort)
48.1%
FY 2015
(Entering Fall
2009 Cohort)
43.2%
Point Change
FY 2000 to
FY 2015
- 1.8
46.3%
41.8%
14.3%
0.0%
0.0%
0.0%
0.0%
45.4%
34.6%
50.0%
0.0%
0.0%
50.0%
0.0%
50.2%
42.4%
48.1%
100.0%
0.0%
0.0%
0.0%
46.5%
34.7%
55.0%
40.0%
0.0%
11.1%
0.0%
0.2
- 7.1
40.7
40.0
0.0
11.1
0.0
38.9%
48.7%
39.3%
45.2%
42.6%
52.7%
39.3%
46.3%
0.4
- 2.4
Gender
Male
Female
Source: CBM001,CBM002, and CBM009
The THECB does not track students who transfer to out-of-state institutions. Given Panola Colleges shared border with
Louisiana, many of our students transfer out-of-state. Last year more than 800 transcripts were send to out-of-state
Colleges and Universities.
3, 4, and 6-Year Graduation Rates
11. First-time, full-time entering, credential-seeking, undergraduates who have graduated.
FY 2000
Entering
Fall
Cohort
3-Year graduation rate (Total)
Baccalaureate or Above
Associates
Certificate
No Award
4-Year graduation rate (Total)
Baccalaureate or Above
Associates
Certificate
No Award
6-Year graduation rate (Total)
Baccalaureate or Above
Associates
Rate
1997 109 (26.0%)
FY 2013
Entering
Fall
Cohort
2010
0 (0.0%)
55 (13.1%)
54 (12.9%)
310 (74.0%)
1996 127 (32.2%)
89 (24.1%)
2011
Rate
96 (23.1%)
FY 2015
Entering
Fall
Cohort
2012
Point
Change
FY
2000 to
FY 2015
Rate
94 (26.9%)
0.9
0 (0.0%)
58 (15.7%)
31 (8.4%)
280 (75.9%)
1 (0.2%)
66 (15.9%)
29 (7.0%)
319 (76.9%)
1 (0.3%)
58 (16.6%)
35 (10.0%)
256 (73.1%)
0.3
3.5
- 2.9
- 0.9
95 (28.5%)
2010 111 (30.1%)
2011 121 (29.2%)
- 3.0
10 (2.5%)
61 (15.4%)
56 (14.2%)
268 (67.8%)
6 (1.8%)
58 (17.4%)
31 (9.3%)
238 (71.5%)
12 (3.3%)
67 (18.2%)
32 (8.7%)
258 (69.9%)
9 (2.2%)
79 (19.0%)
33 (8.0%)
294 (70.8%)
- 0.3
3.6
- 6.2
3.0
1994 163 (42.1%)
2007 123 (37.0%)
2008 136 (40.4%)
2009 122 (36.6%)
- 5.5
57 (14.7%)
40 (10.3%)
35 (10.5%)
54 (16.3%)
30 (8.9%)
58 (17.2%)
37 (11.1%)
50 (15.0%)
- 3.6
4.7
Accountability System, January 2016
2009
Rate
FY 2014
Entering
Fall
Cohort
7 of 22
Panola College
Community College Performance - Complete Report
Certificate
66 (17.1%)
No Award
224 (57.9%)
For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/GradRates
34 (10.2%)
209 (63.0%)
48 (14.2%)
201 (59.6%)
35 (10.5%)
211 (63.4%)
- 6.6
5.5
Source: CBM001,CBM002, and CBM009
Panola College has a student focused advising program. All students are required to meet with an academic advisor
prior to registering. Panola College developed a College Success classes for Fall 2013. Increasing graduation rates is a
time-intensive endeavor as it requires great attention, not only to the talent of the entering freshman class, but also the
measures in place that promote student success — excellent faculty, proactive advisement, strategic management of
enrollment and technological supports for tracking students’ progress throughout their academic experience.
Degrees and Certificates
12. Number of awards, certificates by type, core completers and field of study completers.
FY 2000
Total Degrees and Certificates (Does not include other
completers)
White
African American
Hispanic
Asian
International
Other
Level
Bachelor of Applied Technology
Associates
Certificate 1
Certificate 2
Advanced Technology Certificates
Other Completers:
ESC
Core Completers
Field of Study
Gender
Male
Female
Accountability System, January 2016
FY 2014
FY 2015
% Change
FY 2000 to
FY 2015
304
693
601
97.7%
227
67
5
2
1
2
508
128
47
1
5
4
413
110
64
0
4
10
81.9%
64.2%
1180.0%
-100.0%
300.0%
400.0%
N/A
164
140
N/A
N/A
N/A
287
406
N/A
N/A
N/A
278
323
N/A
N/A
N/A
69.5%
130.7%
N/A
N/A
N/A
N/A
N/A
N/A
128
18
N/A
109
8
N/A
N/A
N/A
78
226
366
327
280
321
259.0%
42.0%
Institutional
Closing the
Gaps TargetFall 2015
Closing the
Gaps
Completion
410
147%
237
117.3%
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Panola College
Community College Performance - Complete Report
Source: CBM009
Source: CBM009
Core completers in technical certificates have increased 120% since FY 2000-2013. Students completing certificates in
Petroleum Technology have seen major enrollment growth due to jobs in the workplace.
Transfers
13. Transfers to a senior institution.
FY 2000
Entering
Fall
Cohort
1994
Cohort
0-12 hours
13-24 hours
25-29 hours
30-42 hours
43+ hours
All Transfers Total
Non Transfer Completers
Non Completers
542
4
12
9
13
85
FY 2014
Entering
Rate
Fall
Cohort
(100%)
2008
(0.7%)
(2.2%)
(1.7%)
(2.4%)
(15.7%)
399
7
8
9
16
45
FY 2015
Entering
Rate
Fall
Cohort
(100%)
2009
(1.8%)
(2.0%)
(2.3%)
(4.0%)
(11.3%)
Rate
407
7
5
3
7
56
(100%)
(1.7%)
(1.2%)
(0.7%)
(1.7%)
(13.8%)
123
106
313
(22.7%)
(19.6%)
(57.7%)
85
101
213
(21.3%)
(25.3%)
(53.4%)
78
82
247
(19.2%)
(20.1%)
(60.7%)
0
(0.0%)
35
(8.8%)
39
(9.6%)
Awarded Core
The THECB does not track students who transfer to out-of-state institutions. Given Panola Colleges shared border with
Louisiana, many of our students transfer out-of-state. Last year more than 800 transcripts were send to out-of-state
Colleges and Universities.
Developmental Education
Fall 2011 Cohort
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.
Total/Area
Counts
(a)
Underprepared students are given 3 years.
Summary Data
Number of FTIC students
Met state standards in all three areas
Did not meet state standards in one, two, or all three areas (at
entry)
Unknown* (unduplicated)
Data by Subject Area
Met Standard
Math
Reading
Writing
Did Not Meet Standard
Math
Reading
Writing
Unknown** (waived or military exemption)
Accountability System, January 2016
College level
course
College level
completion
course
Received credit
(grade A, B, C)
completion
pre-matriculation
including
(grade A, B, or
(b)
pre-matriculation
C)
credit (percent
(c)
of total)
(b+c)/(a)
517
213
251
53
258
331
319
24
75
69
82
156
146
41.1%
69.8%
67.4%
206
133
145
N/A
N/A
N/A
23
34
31
11.2%
25.6%
21.4%
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Panola College
Community College Performance - Complete Report
Math**
Reading**
Writing**
Most- and Least-Prepared Populations
Met State Standard in All Three Areas
Math
Reading
Writing
Did Not Meet Standard in All Three Areas
Math
Reading
Writing
53
53
53
N/A
N/A
N/A
1
6
7
1.9%
11.3%
13.2%
213
213
213
23
66
59
71
96
100
44.1%
76.1%
74.6%
89
89
89
N/A
N/A
N/A
10
22
17
11.2%
24.7%
19.1%
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.
Key components of a successful remedial/developmental education program include an effective organizational structure,
mandatory
assessment and diagnostic testing, required orientation, a variety of instructional approaches, integrated learning
assistance, structured
advising and career/education planning, an effective monitoring system, well prepared faulty, and an effective evaluation
system.
Success - Contextual Measures
15. Persistence Rates
First-time Undergraduate Persistence rate after one year
Total
Same institution
Other institutions
White
Same institution
Other institutions
African American
Same institution
Other institutions
Hispanic
Same institution
Other institutions
Asian
Same institution
Other institutions
International
Same institution
Other institutions
Other
Same institution
Other institutions
Entering
Cohort
Fall 2000
64.6%
54.3%
10.3%
65.7%
55.9%
9.7%
60.3%
48.3%
12.1%
66.7%
66.7%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Entering
Cohort
Fall 2000
First-time Undergraduate Persistence rate after two years
Total
Same institution
Other institutions
White
Same institution
Other institutions
African American
Same institution
Other institutions
Hispanic
Same institution
Other institutions
Asian
Same institution
Other institutions
International
Same institution
Other institutions
Other
Same institution
Other institutions
Accountability System, January 2016
45.7%
15.8%
29.9%
45.1%
15.3%
29.8%
47.3%
14.5%
32.7%
50.0%
50.0%
0.0%
100.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Entering
Cohort
Fall 2013
57.1%
48.7%
8.4%
59.2%
51.4%
7.8%
49.0%
38.8%
10.2%
62.5%
54.2%
8.3%
100.0%
50.0%
50.0%
50.0%
50.0%
0.0%
62.5%
62.5%
0.0%
Entering
Cohort
Fall 2012
37.6%
25.8%
11.8%
43.1%
28.1%
15.0%
28.6%
16.7%
11.9%
37.2%
34.9%
2.3%
50.0%
50.0%
0.0%
0.0%
0.0%
0.0%
33.3%
33.3%
0.0%
Entering
Cohort
Fall 2014
59.5%
51.7%
7.8%
60.9%
52.5%
8.4%
44.7%
40.8%
3.9%
71.4%
63.5%
7.9%
50.0%
0.0%
50.0%
0.0%
0.0%
0.0%
75.0%
50.0%
25.0%
Entering
Cohort
Fall 2013
37.6%
24.2%
13.5%
40.6%
25.2%
15.3%
30.1%
20.4%
9.7%
46.7%
33.3%
13.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
42.9%
14.3%
28.6%
Point Change
Fall 2000 to
Fall 2014
- 5.1
- 2.6
- 2.5
- 4.8
- 3.4
- 1.3
- 15.6
- 7.5
- 8.2
4.7
- 3.2
7.9
- 50.0
0.0
- 50.0
0.0
0.0
0.0
75.0
50.0
25.0
Point Change
Fall 2000 to
Fall 2013
- 8.1
8.4
- 16.4
- 4.5
9.9
- 14.5
- 17.2
5.9
- 23.0
- 3.3
- 16.7
13.3
-100.0
0.0
-100.0
0.0
0.0
0.0
42.9
14.3
28.6
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Panola College
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FY 2000
FY 2014
FY 2015
% Change
FY 2000 to
FY 2015
16. Awards in STEM Fields
Fields
Computer Science
Engineering
Math
Physical Science
16
0
0
0
29
295
0
0
12
181
0
0
- 25.0%
N/A
N/A
N/A
Level
Degrees in Critical Fields Bachelor of Applied Technology
Associates
Cert 1
Cert 2
Degrees in Critical Fields Advanced Technology Certificate
0
6
10
0
0
0
78
246
0
0
0
59
134
0
0
N/A
883.3%
1240.0%
N/A
N/A
FY 2000
FY 2014
FY 2015
% Change
FY 2000 to
FY 2015
17. Awards in Nursing
Total
Associates
Cert 1
Cert 2
Advanced Technology Certificate
ESC
Field of Study
98
28
70
0
0
0
0
FY 2000
90
46
44
0
0
0
10
75
27
48
0
0
0
4
FY 2014
FY 2015
% Change
FY 2000 to
FY 2015
18. Awards in Allied Health
Total
Bachelor of Applied Technology
Associates
Cert 1
Cert 2
Advanced Technology Certificate
ESC
35
0
28
7
0
0
0
53
0
41
12
0
0
0
77
0
46
31
0
0
0
FY 2012
19. Teacher Production and Certification
Students taking the certification exams
Race/Ethnicity
White
African American
Hispanic
Other
Gender
Male
Female
Students passing the certification exams
Race/Ethnicity
White
African American
Hispanic
Other
Gender
Male
Female
- 23.5%
- 3.6%
- 31.4%
N/A
N/A
N/A
N/A
120.0%
N/A
64.3%
342.9%
N/A
N/A
N/A
Institutional
Closing the
Gaps TargetFY 2015
8
41
0
0
Closing the
Gaps
Completion
150.0%
441.5%
N/A
N/A
Institutional
Closing the
Gaps TargetFY 2015
136
Closing the
Gaps
Completion
Institutional
Closing the
Gaps TargetFY 2015
30
Closing the
Gaps
Completion
FY 2013
55.1%
256.7%
FY 2014
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
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
FY 2012 to
FY 2014
20. Graduate Status After Graduation
Academic
Employed Only
Employed and Enrolled (in Senior Institutions)
Enrolled Only (in Senior Institutions)
Enrolled Only (in Community Colleges)
Not Found
Accountability System, January 2016
43
29
27
10
7
37.1%
25.0%
23.3%
8.6%
6.0%
43
23
23
10
22
35.5%
19.0%
19.0%
8.3%
18.2%
53
13
28
9
7
48.2%
11.8%
25.5%
8.2%
6.4%
11.1
- 13.2
2.2
- 0.4
0.4
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Panola College
Community College Performance - Complete Report
Technical
Employed Only
179
75.5%
234
84.5%
264
86.3%
Employed and Enrolled (in Senior Institutions)
3
1.3%
2
0.7%
3
1.0%
Enrolled Only (in Senior Institutions)
4
1.7%
1
0.4%
2
0.7%
Enrolled Only (in Community Colleges)
20
8.4%
31
11.2%
18
5.9%
Not Found
31
13.1%
9
3.2%
19
6.2%
For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts
FY 2002
FY 2014
10.8
- 0.3
- 1.0
- 2.5
- 6.9
FY 2015
0
15
19
Point Change
FY 2002 to
FY 2015
N/A
0
0
0
0
0
0
9
4
2
0
0
0
13
2
4
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
0
0
7
8
8
11
N/A
N/A
21. Marketable Skills Awards
Marketable Skills Completers
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
FY 2000
FY 2014
FY 2015
0
12
20
Percent Change
FY 2000 to
FY 2015
N/A
0
0
0
0
0
0
9
3
0
0
0
0
15
1
4
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
0
0
2
10
1
19
N/A
N/A
22. Associate of Arts in Teaching Awards
Total
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
Fall 2011 Cohort
Developmental Education
23. The percent of
underprepared students who
satisfied TSI obligation within 2
Total/Area
Counts
(a)
years
Summary Data
Number of FTIC students
Met state standards in all three
areas
Did not meet state standards in
one, two, or all three areas (at
entry)
Unknown* (unduplicated)
Data by Subject Area
Met Standard
Math
Reading
Writing
Percent
TSI
TSI
TSI
attempting
TSI
obligations
Number
obligations
obligations
developmental
obligations
met (percent
attempting
met (of those
met (percent
education
met through
of those
developmental
attempting
of total as
(includes
any means (of
attempting
education
developmental
reported by
DevEd
total)
developmental
(b)
education)
institution)
interventions)
(e)
education)
(d)
(e/a)
(b/a)
(d/b)
TSI
obligations
met based on
TSI reporting
or passed 1st
college-level
course
(percent of
total)
(e) and/or
Passed†/(a)
517
213
251
53
258
331
319
9
2
3
3.5%
0.6%
0.9%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Did Not Meet Standard
Math
Reading
Writing
206
133
145
188
116
122
91.3%
87.2%
84.1%
94
84
77
97
88
83
50.0%
72.4%
63.1%
47.1%
66.2%
57.2%
47.1%
66.2%
57.2%
Unknown** (waived or
military exemption)
Math**
Reading**
Writing**
53
53
53
9
0
0
17.0%
0.0%
0.0%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Most- and Least-Prepared
Populations
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Met state standards in all
areas
Math
Reading
Writing
213
213
213
7
1
1
3.3%
0.5%
0.5%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Did Not Meet Standards in
All Three Areas
Math
Reading
Writing
89
89
89
74
77
72
83.1%
86.5%
80.9%
33
54
42
34
57
45
44.6%
70.1%
58.3%
38.2%
64.0%
50.6%
38.2%
64.0%
50.6%
*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.
Fall 2011 Cohort
24. The number and percent of underprepared and prepared students who return the following fall
Number returning Percent returning
(Fall 2012)
(Fall 2012)
(b)
(b/a)
Total
(a)
Summary Data
Number of FTIC students
Met state standards in all areas
Did not meet state standards in one, two, or all three areas
Did not meet state standards in all three areas
Unknown* (unduplicated)
517
213
251
89
53
277
142
118
37
17
54
66.7%
47.0%
41.6%
32.1%
Data by Subject Area
Met Standard by Area
Math
Reading
Writing
258
331
319
165
205
193
64.0%
61.9%
60.5%
206
133
145
95
55
67
46.1%
41.4%
46.2%
53
53
53
17
17
17
32.1%
32.1%
32.1%
Did Not Meet Standard by Area
Math
Reading
Writing
Unknown** by Area (waived or military exemption)
Math
Reading
Writing
*The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others.
**Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or
military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category.
Fall 2000
Fall 2013
Fall 2014
%/Point Change
Fall 2000 to
Fall 2014
25. Course Completion Rate for Undergraduate State Funded Semester Credit
Hours
Beginning semester credit hours
Ending semester credit hours
Completion rate
16,002
14,269
89.2%
27,664
25,039
90.5%
27,436
24,964
91.0%
71.5%
75.0%
1.8
Increasing graduation rates is a time-intensive endeavor as it requires great attention, not only to the talent of the entering
freshman class, but also the measures in place that promote student success — excellent faculty, proactive advisement,
strategic management of enrollment and technological supports for tracking students’ progress throughout their academic
experience.
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Graduates Detail (FY 2015 )- Panola 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:
Advanced
Associate's Certificate 1 Certificate 2 Technology
Certificates
197
216
0
0
45
65
0
0
26
38
0
0
0
0
0
0
4
0
0
0
6
4
0
0
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Total
413
110
64
0
4
10
By Level, Gender:
Advanced
Certificate Certificate
Technology Total
1
2
Certificates
112
168
0
0 280
166
155
0
0 321
Gender
Associate's
Male
Female
By Level, Type Major:
Advanced
Certificate 1 Certificate 2 Technology
Certificates
133
0
0
0
145
323
0
0
0
0
0
0
Type Major
Associate's
Academic
Technical
Continuing Education
Total
133
468
0
Graduates Success Detail (FY 2014)- Panola College
Academic
Graduates - Employed
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
36
10
6
0
0
1
Percent
of Cohort
67.9%
18.9%
11.3%
0.0%
N/A
0.0%
1.9%
Gender:
Gender
Percent
of
Cohort
17 32.1%
36 67.9%
Number
Male
Female
Graduates - Employed and Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
White
African American
Hispanic
Asian
Native American
International
Other
Number
10
2
1
0
0
0
Percent
of Cohort
76.9%
15.4%
7.7%
0.0%
N/A
0.0%
0.0%
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Other
0
0.0%
Gender:
Gender
Percent
of
Cohort
5 38.5%
8 61.5%
Number
Male
Female
Graduates - Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
19
8
1
0
0
0
Percent
of Cohort
67.9%
28.6%
3.6%
0.0%
N/A
0.0%
0.0%
Gender:
Gender
Percent
of
Cohort
13 46.4%
15 53.6%
Number
Male
Female
Graduates - Enrolled in a Community or Technical College
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
6
2
0
0
0
1
Percent
of Cohort
66.7%
22.2%
0.0%
0.0%
N/A
0.0%
11.1%
Gender:
Gender
Percent
of
Cohort
1 11.1%
8 88.9%
Number
Male
Female
Graduates - Not Found
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
5
2
0
0
0
0
Percent
of Cohort
71.4%
28.6%
0.0%
0.0%
N/A
0.0%
0.0%
Gender:
Gender
Percent
of
Cohort
1 14.3%
6 85.7%
Number
Male
Female
Technical
Graduates - Employed
Race/Ethnicity:
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
188
55
19
0
0
0
Percent
of Cohort
71.2%
20.8%
7.2%
0.0%
N/A
0.0%
0.0%
Gender:
Gender
Percent
of
Cohort
98 37.1%
166 62.9%
Number
Male
Female
Graduates - Employed and Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
2
0
1
0
0
0
Percent
of Cohort
66.7%
0.0%
33.3%
0.0%
N/A
0.0%
0.0%
Gender:
Gender
Percent
of
Cohort
1 33.3%
2 66.7%
Number
Male
Female
Graduates - Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
2
0
0
0
0
0
Percent
of Cohort
100.0%
0.0%
0.0%
0.0%
N/A
0.0%
0.0%
Gender:
Gender
Percent
of
Cohort
2 100.0%
0
0.0%
Number
Male
Female
Graduates - Enrolled in a Community or Technical College
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
13
2
2
0
1
0
Percent
of Cohort
72.2%
11.1%
11.1%
0.0%
N/A
5.6%
0.0%
Gender:
Gender
Male
Female
Percent
of
Cohort
13 72.2%
5 27.8%
Number
Accountability System, January 2016
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Panola College
Community College Performance - Complete Report
Female
5
27.8%
Graduates - Not Found
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
Native American
International
Other
7
8
3
1
2
Percent
of Cohort
36.8%
42.1%
15.8%
5.3%
N/A
10.5%
N/A
Gender:
Gender
Percent
of
Cohort
3 15.8%
16 84.2%
Number
Male
Female
Transfer Detail (through FY 2015 )- Panola College
Transfer Measure Detail
Transfers to Senior Institutions
Fall 2015 Cohort
0-12 hours
All Students
(100%)
407
(1.7%)
7
Academic Students
(100%)
239
(2.1%)
5
Technical Students
(100%)
168
(1.2%)
2
5
(1.2%)
4
(1.7%)
1
(0.6%)
3
7
56
82
(0.7%)
(1.7%)
(13.8%)
(20.1%)
2
5
49
34
(0.8%)
(2.1%)
(20.5%)
(14.2%)
1
2
7
48
(0.6%)
(1.2%)
(4.2%)
(28.6%)
247
(60.7%)
140
(58.6%)
107
(63.7%)
All Transfers Total
78
(19.2%)
65
(27.2%)
13
(7.7%)
Awarded Core
39
(9.6%)
34
(14.2%)
5
(3.0%)
13-24 hours
25-29 hours
30-42 hours
43+ hours
Non Transfer Completers
Non Completers
Accountability System, January 2016
17 of 22
Panola College
Community College Performance - Complete Report
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
CIP
12040100
12041000
Program
Cosmetology/Cosmetologist, General
Nail Technician/Specialist and Manicurist
Number Takers
20
3
2013
Pass Rate
Number Takers
100.0%
36
100.0%
1
2014
Pass Rate
Number Takers
97.2%
50
100.0%
2
Pass Rate
100.0%
100.0%
Excellence - Contextual Measures
FY 2008
FY 2014
FY 2015
27. Certification and Licensure
Pass rate on state or national exams.
N/A
91.8%
91.4%
Point Change
FY 2008 to
FY 2015
N/A
For more information, see the licensure report.
Quality Enhancement Plan
28. Quality Enhancement Plan, Including Reaffirmation Year
Panola College's Quality Enhancement Plan focuses on developmental math success. Students will now be required to
take lab hours with their developmental courses. The lab provides full-time math instructors available for assistance as
the students work on individual computer-based assignments relevant to the students' deficiencies in math. In addition,
baseline data is being gathered and will be used to show improvements in success rates for students in the first two
courses of developmental math sequence. The faculty have received training in tutoring and using the math lab and have
participated in professional development activities to assist them in better working with students who have deficiencies in
math. The overall goal of the QEP is to improve success of developmental students and to get them into college math
classes better-prepared in a reasonable amount of time. http://www.panola.edu/qep/
Excellent Programs
29. Excellent Programs
Highlighted Excellent Programs 1
School of Energy at Panola College
-Petroleum Technology
-Electrical & Instrumentation
The purpose of the programs is to develop skills for individuals interested in learning more about the oil and natural gas
industry and for employees in the industry who want to upgrade their skills. The two-year programs are suggested for
men and women who plan to work for producers, manufacturers, service firms or supply firms. The curriculum is
structured to assure that the student receives skills standards that will allow them to enter the workforce as a trained
employee.
Panola College was approved to offer the Associate of Applied Science Degree in Petroleum Technology beginning in
the Fall Semester 2007. This has allowed Panola College to be in the forefront of training students in the Oil and Gas
Industry.
Program contract hours in FY 2007 (6,960), FY 2012 (40,448), FY 2013 (62,704).
This program is the fast growing program at Panola College.
http://www.panola.edu/programs/petroleum-technology/
Highlighted Excellent Programs 2
Medical Technology Assistant:
The two year degree in Medical Laboratory Technology, also known as Clinical Laboratory Science, prepares the student
to work in the laboratory to analyze blood, body fluids and tissues using high-tech equipment. The program prepares
students to perform laboratory procedures to aid the physician in the diagnosis and treatment of patients. Medical
Laboratory Technicians work in hospitals, clinics, and research labs.
Graduates of the program receive an Associate of Applied Science in Medical Laboratory Technology and are eligible to
sit for the national qualifying exam for certification and/or registration as a Medical Laboratory Technician (MLT) from
ASCP or AMT.
Panola College was approved for the degree by THECB beginning fall 2012. It is the first online MLT program we know
of in Texas with labs provided on select Saturdays. The program is at capacity (24 students) and will graduate its first
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cohort of students in May 2014.
http://www.panola.edu/programs/health-sciences/mlt/index.html
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:
•2013 - Completed work on new 64 person residence hall in November
•2013 - Panola College was again a "Digital Community College Survey Winner"
•2013 - Great Colleges to Work For (Honor Roll) - The Chronicle of Higher Education
•2013 Started two new programs - Medical Assisting and Medical Lab Technician
•2013 - Dr. Gregory Powell, President since 2000, was named the 2013 Stephen F. Austin
State University Outstanding Alumus
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:
•2013 - Completed work on new 64 person residence hall in November
•2013 - Panola College was again a "Digital Community College Survey Winner"
•2013 - Great Colleges to Work For (Honor Roll) - The Chronicle of Higher Education
•2013 Started two new programs - Medical Assisting and Medical Lab Technician
•2013 - Dr. Gregory Powell, President since 2000, was named the 2013 Stephen F. Austin
State University Outstanding Alumus
Panola College was recognized as one of the nation’s best colleges to work for. The primary factor in deciding whether
an institution received Great College to Work for recognition was feedback provided by faculty and staff. Panola College
was recognized in 10 of the 11 two-year college categories studied. These included: Collaborative Governance;
Professional/Career-Development Programs; Teaching Environment; Compensation & Benefits; Facilities, Workspaces
and Security; Job Satisfaction; Work/Life Balance; Confidence in Senior Leadership; Supervisor or Department-Chair
Relationship; and Respect and Appreciation. As a result of achieving recognition in so many different areas, Panola
College was also listed on the Chronicle’s “Honor Roll” as one of the top four colleges in its size category. Only 12
community colleges and 30 universities in the United States were named to the Honor Roll.
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Institutional Efficiency and Effectiveness - Key Measures
Institutional Support
31. Institutional support as a percent of total operating expenses.
FY 2000
Institutional support as a percent of total operating expenditures
N/A
FY 2014
FY 2015
11.0%
N/A
Point Change
FY 2000 to
FY 2015
N/A
FY 2013 was not included in this report. Our records indicate that Panola College institutional support for FY 2013 is
11.3%
Tuition and Fees
32. Tuition and fees for 30 SCH.
FY 2000
Tuition and fees for 30 SCH in two semesters
$900
FY 2015
FY 2016
$2,100
$2,190
Percent
Change
FY 2000 to
FY 2016
143.3%
This calculation is assuming an indistrict student.
Institutional Efficiency and Effectiveness - Contextual Measures
Fall 2000
Fall 2013
Fall 2014
66
63
61
Percent Change
Fall 2000 to
Fall 2014
- 7.6%
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
63 (95.5%)
2 (3.0%)
0 (0.0%)
1 (1.5%)
0 (0.0%)
0 (0.0%)
57 (90.5%)
5 (7.9%)
1 (1.6%)
0 (0.0%)
0 (0.0%)
0 (0.0%)
56 (91.8%)
5 (8.2%)
0 (0.0%)
0 (0.0%)
0 (0.0%)
0 (0.0%)
- 11.1%
150.0%
N/A
-100.0%
N/A
N/A
Gender
Male
Female
28 (42.4%)
38 (57.6%)
25 (39.7%)
38 (60.3%)
23 (37.7%)
38 (62.3%)
- 17.9%
0.0%
Part-Time Total*
27
88
93
244.4%
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
26 (96.3%)
1 (3.7%)
0 (0.0%)
0 (0.0%)
0 (0.0%)
0 (0.0%)
84 (95.5%)
2 (2.3%)
1 (1.1%)
1 (1.1%)
0 (0.0%)
0 (0.0%)
85 (91.4%)
5 (5.4%)
1 (1.1%)
2 (2.2%)
0 (0.0%)
0 (0.0%)
226.9%
400.0%
N/A
N/A
N/A
N/A
Gender
Male
Female
14 (51.9%)
13 (48.1%)
28 (31.8%)
60 (68.2%)
32 (34.4%)
61 (65.6%)
128.6%
369.2%
33. Faculty
Full-Time Total*
*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
34. FTE Student/FTE Faculty Ratio
35. Contact Hours
Taught by full-time faculty
Taught by part-time faculty
Accountability System, January 2016
Fall 2013
Fall 2014
Percent
Change
Fall 2000 to
Fall 2014
15:1
20:1
20:1
33.3%
330,432
581,136
572,288
73.2%
92.0%
8.0%
72.1%
27.9%
69.7%
30.3%
- 22.3
22.3
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Institutional Efficiency and Effectiveness - Finance Measures
Finances per FTE Student
36. Funds by source divided by full-time equivalent students
FY 2000
Total revenues per FTE student
State funds per FTE student
Local funds per FTE student
Tuition and Fees per FTE student
Federal revenue per FTE student
N/A
N/A (N/A)
N/A (N/A)
N/A (N/A)
N/A (N/A)
FY 2014
14,549
2,904 (20.0%)
4,962 (34.1%)
1,765 (12.1%)
4,918 (33.8%)
FY 2015
N/A
N/A (N/A)
N/A (N/A)
N/A (N/A)
N/A (N/A)
% Change
FY 2000 to
FY 2015
N/A
N/A
N/A
N/A
N/A
37. Expenditures per full-time equivalent students
FY 2000
Total expenditures per FTE student
Instructional expenditures per FTE student
Institution Support expenditures per FTE student
Academic Support expenditures per FTE student
N/A
N/A (N/A)
N/A (N/A)
N/A (N/A)
FY 2014
10,176
4,119 (40.5%)
1,119 (11.0%)
1,151 (11.3%)
FY 2015
N/A
N/A (N/A)
N/A (N/A)
N/A (N/A)
% Change
FY 2000 to
FY 2015
N/A
N/A
N/A
N/A
38. Financial Viability Ratio
FY 2003
Financial Viability Ratio
N/A
FY 2014
5.31%
FY 2015
N/A
Point Change
FY 2003 to
FY 2015
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/
Panola College is financial solvent.
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Success Points
FY 2013
39 Success Points
Annual Success Point Total
Math Readiness
Read Readiness
Write Readiness
Students Who Complete 15 SCH
Students Who Complete 30 SCH
Students Who Transfer to a 4-Year Institution
Students Who Pass First College-Level Math Course
Students Who Pass First College-Level Read Course
Students Who Pass First College-Level Write Course
Degrees, Core Curriculum or Certificates (Unduplicated)
Degrees or Certificates in Critical Fields
Accountability System, January 2016
3,615.3
133.0
46.5
45.0
843.0
571.0
344.0
256.0
263.5
203.0
494.0
416.3
FY 2014
3,719.0
72.0
47.0
52.5
814.0
552.0
404.0
300.0
273.5
229.0
462.0
513.0
FY 2015
3,926.8
126.0
37.0
47.5
844.0
550.0
468.0
301.0
297.5
253.0
492.0
510.8
% Change
FY 2013 to
FY 2015
8.6%
- 5.3%
- 20.4%
5.6%
0.1%
- 3.7%
36.0%
17.6%
12.9%
24.6%
- 0.4%
22.7%
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