Panola College Accountability Report January 2016 Accountability System, January 2016
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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 2 of 22 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 4 of 22 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% 8 of 22 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% 9 of 22 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 10 of 22 Panola College Community College Performance - Complete Report 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 11 of 22 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 12 of 22 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 13 of 22 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 14 of 22 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 15 of 22 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 16 of 22 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 Accountability System, January 2016 18 of 22 Panola College Community College Performance - Complete Report 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. Accountability System, January 2016 19 of 22 Panola College Community College Performance - Complete Report 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 20 of 22 Panola College Community College Performance - Complete Report 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. Accountability System, January 2016 21 of 22 Panola College Community College Performance - Complete Report 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% 22 of 22
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