Grayson College
Community College Performance - Complete Report
Grayson College
Accountability Report
January 2013
Accountability System, January 2012
1 of 21
Grayson College
Community College Performance - Complete Report
Participation - Key Measures
Enrollment
1. Fall Headcount (Unduplicated)
Fall 2000
Fall 2011
Fall 2012
% Change
Fall 2000 to
2012
Total
White
African American
Hispanic
Asian
International
Other
3,260
2,860
192
106
15
30
57
( 87.7%)
( 5.9%)
( 3.3%)
( 0.5%)
( 0.9%)
( 1.7%)
5,166
3,699
385
542
53
164
323
( 71.6%)
( 7.5%)
( 10.5%)
( 1.0%)
( 3.2%)
( 6.3%)
4,755
3,449
314
520
67
123
282
( 72.5%)
( 6.6%)
( 10.9%)
( 1.4%)
( 2.6%)
( 5.9%)
45.9%
20.6%
63.5%
390.6%
346.7%
310.0%
394.7%
Gender
Male
Female
1,333
1,927
( 40.9%)
( 59.1%)
1,988
3,178
( 39.0%)
( 61.0%)
1,821
2,934
( 38.3%)
( 61.7%)
36.6%
52.3%
Source: Coordinating Board Management (CBM) Report 001
Institutional
Closing the
Gaps TargetFall 2015
5,601
3,741
388
621
Closing the
Gaps
Completion
84.9 %
92.2%
80.9%
83.7%
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 2011
FY 2012
Total
White
African American
Hispanic
Asian
International
Other
6,767
6,018
374
177
52
38
108
( 88.9%)
( 5.5%)
( 2.6%)
( 0.8%)
( 0.6%)
( 1.6%)
9,568
6,757
661
894
97
250
909
( 70.6%)
( 6.9%)
( 9.3%)
( 1.0%)
( 2.6%)
( 9.5%)
9,374
6,199
695
1,014
104
200
1,162
( 66.1%)
( 7.4%)
( 10.8%)
( 1.1%)
( 2.1%)
( 12.4%)
% Change
FY 2000 to
2012
38.5%
3.0%
85.8%
472.9%
100.0%
426.3%
975.9%
Gender
Male
Female
3,103
3,664
( 45.9%)
( 54.1%)
4,069
5,499
( 41.8%)
( 58.2%)
3,752
5,622
( 40.0%)
( 60.0%)
20.9%
53.4%
Participation - Contextual Measures
Accountability System, January 2012
2 of 21
Grayson College
Community College Performance - Complete Report
Participation - Contextual Measures
FY 2000
FY 2011
FY 2012
3. Enrollment by Semester
Fall
4,078
1,793
1,536
749
4,324
1,696
1,527
1,101
1,827
822
563
442
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
5,800
2,509
2,707
584
6,483
2,421
2,794
1,268
3,244
1,025
1,120
1,099
FY 2011
Service
difference
(% Enr. - %
Pop.)
5,910
2,509
2,784
617
6,337
2,389
2,663
1,285
2,817
961
1,086
770
FY 2012
Percent
population in
service area
Percent credit
enrollment
4.3%
0.4%
- 5.1%
0.3%
- 1.6%
1.2%
- 4.6%
5.1%
75.8%
6.5%
13.5%
4.3%
72.0%
8.8%
10.8%
8.4%
- 12.8%
12.8%
- 14.2%
14.2%
50.6%
49.4%
37.0%
63.0%
FY 2000
FY 2011
FY 2012
5. Annual Semester Credit and Contact Hours
Annual Semester Credit Hours (SCH)
Academic
Technical
Annual Contact Hours
Academic
Technical
Continuing Education
% Change
FY 2000 to
2012
44.9%
39.9%
81.3%
- 17.6%
46.6%
40.9%
74.4%
16.7%
54.2%
16.9%
92.9%
74.2%
70,071
51,196
18,875
1,608,024
971,077
519,584
117,363
119,191
86,551
32,640
2,663,043
1,645,552
932,519
84,972
Fall 1999
113,068
80,340
32,728
2,545,700
1,512,096
936,292
97,312
Fall 2009
Fall 2010
Service
difference
(% Enr. - %
Pop.)
- 3.8%
2.3%
- 2.6%
4.1%
- 13.6%
13.6%
% Change
FY 2000 to
2012
61.4%
56.9%
73.4%
58.3%
55.7%
80.2%
- 17.1%
Total*
White
African American
Hispanic
Asian
International
Other
25.2%
22.6%
56.1%
38.9%
0.0%
0.0%
41.7%
39.2%
37.6%
69.0%
43.4%
31.1%
0.0%
40.8%
46.2%
44.0%
71.2%
49.4%
36.7%
35.1%
44.5%
Point Change
Fall 1999 to
Fall 2010
21.0
21.4
15.1
10.5
36.7
35.1
2.8
Gender
Male
Female
17.8%
30.2%
31.8%
43.9%
41.0%
49.5%
23.2
19.3
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 2011
Fall 2012
7. Full-Time/Part-Time Undergraduate Students
% Change
Fall 2000 to
Fall 2012
Credential-Seeking Undergraduate Students (Full- and Part- Time)
Total
3,003
Full-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
1,471
1,261
113
46
6
25
20
(85.7%)
(7.7%)
(3.1%)
(0.4%)
(1.7%)
(1.4%)
2,272
1,541
208
256
20
93
154
(67.8%)
(9.2%)
(11.3%)
(0.9%)
(4.1%)
(6.8%)
1,898
1,334
162
207
25
58
112
(70.3%)
(8.5%)
(10.9%)
(1.3%)
(3.1%)
(5.9%)
29.0%
5.8%
43.4%
350.0%
316.7%
132.0%
460.0%
567
904
(38.5%)
(61.5%)
923
1,349
(40.6%)
(59.4%)
797
1,101
(42.0%)
(58.0%)
40.6%
21.8%
Gender
Male
Female
Accountability System, January 2012
5,145
4,738
57.8%
3 of 21
Grayson College
Part-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
Community College Performance - Complete Report
1,532
1,365
69
52
8
5
33
(89.1%)
(4.5%)
(3.4%)
(0.5%)
(0.3%)
(2.2%)
2,873
2,139
176
285
33
71
169
(74.5%)
(6.1%)
(9.9%)
(1.1%)
(2.5%)
(5.9%)
2,840
2,101
151
311
42
65
170
(74.0%)
(5.3%)
(11.0%)
(1.5%)
(2.3%)
(6.0%)
85.4%
53.9%
118.8%
498.1%
425.0%
1200.0%
415.2%
650
882
(42.4%)
(57.6%)
1,056
1,817
(36.8%)
(63.2%)
1,014
1,826
(35.7%)
(64.3%)
56.0%
107.0%
Fall 2000
Fall 2011
Fall 2012
8. First-Time In College 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
Part-Time Credential Seeking Students
Total*
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
1,009
1,033
848
% Change
Fall 2000 to
Fall 2012
- 16.0%
507
419
53
14
1
12
8
(82.6%)
(10.5%)
(2.8%)
(0.2%)
(2.4%)
(1.6%)
755
499
67
108
7
32
42
(66.1%)
(8.9%)
(14.3%)
(0.9%)
(4.2%)
(5.6%)
613
433
47
74
6
21
32
(70.6%)
(7.7%)
(12.1%)
(1.0%)
(3.4%)
(5.2%)
20.9%
3.3%
- 11.3%
428.6%
500.0%
75.0%
300.0%
217
290
(42.8%)
(57.2%)
325
430
(43.0%)
(57.0%)
265
348
(43.2%)
(56.8%)
22.1%
20.0%
502
457
18
18
1
2
6
(91.0%)
(3.6%)
(3.6%)
(0.2%)
(0.4%)
(1.2%)
278
192
21
31
3
8
23
(69.1%)
(7.6%)
(11.2%)
(1.1%)
(2.9%)
(8.3%)
235
165
14
39
3
5
9
(70.2%)
(6.0%)
(16.6%)
(1.3%)
(2.1%)
(3.8%)
- 53.2%
- 63.9%
- 22.2%
116.7%
200.0%
150.0%
50.0%
226
276
(45.0%)
(55.0%)
128
150
(46.0%)
(54.0%)
122
113
(51.9%)
(48.1%)
- 46.0%
- 59.1%
*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.
9. Community College Activities: Non-funded and Non-reported
Contract Training: Enrollment
Adult Basic Education: Enrollment as Reported to TEA
G.E.D.: Enrolled in G.E.D. Program
Accountability System, January 2012
FY 2011
FY 2012
1,281
629
300
1,087
960
366
4 of 21
Grayson College
Community College Performance - Complete Report
Fall 2012 Unduplicated Enrollment Detail - Grayson 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
820
1,580
510
531
420
894
0
17.2%
33.2%
10.7%
11.2%
8.8%
18.8%
0.0%
By Status
Status
Count
Full-Time
Part-Time
Percent
1,903
2,852
40.0%
60.0%
By Type Major
Type Major
Count
Academic
Technical
Percent
2,406
2,349
50.6%
49.4%
By Enrollment Status
Status
Count
In-District
Out-of-District
Out-of-State
Percent
3,419
1,260
76
71.9%
26.5%
1.6%
Dual Credit Enrollment
Status
Count
Dual Credit
Percent
737
15.5%
FY 2012 Unduplicated Enrollment Detail - Grayson 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
885
2,548
1,095
1,268
939
2,620
19
9.4%
27.2%
11.7%
13.5%
10.0%
27.9%
0.2%
By Type Major
Type Major
Academic
Technical
Continuing Education
Count
Percent
3,270
3,837
2,267
34.9%
40.9%
24.2%
By Enrollment Status
Status
In-District
Out-of-District
Out-of-State
Continuing Education
Count
Percent
5,055
1,923
129
2,267
Accountability System, January 2012
53.9%
20.5%
1.4%
24.2%
5 of 21
Grayson College
Community College Performance - Complete Report
Dual Credit Enrollment
Status
Dual Credit
Count
Percent
643
6.9%
FY 2012 Unduplicated Total by Semester Detail - Grayson 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
780
1,882
663
745
572
1,261
7
208
1,991
796
879
677
1,778
8
Summer
112
772
368
397
302
860
6
By Race/Ethnicity
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Fall
Spring
4,061
420
643
63
165
558
Accountability System, January 2012
4,291
439
673
73
139
722
Summer
1,896
244
291
39
60
287
6 of 21
Grayson 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)
40.1%
FY 2010
(Entering Fall
2004 Cohort)
41.8%
FY 2011
(Entering Fall
2005 Cohort)
38.7%
Point Change
FY 2000 to
FY 2011
- 1.4
41.9%
34.3%
22.2%
0.0%
0.0%
0.0%
0.0%
43.1%
37.8%
46.9%
25.0%
0.0%
20.0%
0.0%
42.9%
23.3%
22.6%
0.0%
42.1%
30.8%
0.0%
1.0
- 11.0
0.4
0.0
42.1
30.8
0.0
41.3%
38.9%
38.7%
43.7%
34.3%
42.3%
- 7.0
3.4
FY 2011
Point
Change
FY 2000
to
FY 2011
Gender
Male
Female
Source: CBM001,CBM002, and CBM009
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
1997
1996
FY 2010
Rate
104
(21.0%)
4
66
34
392
(0.8%)
(13.3%)
(6.9%)
(79.0%)
128
(24.5%)
20
73
35
394
(3.8%)
(14.0%)
(6.7%)
(75.5%)
Entering
Fall
Cohort
2007
2006
1994 115
(32.2%)
2004
6-Year graduation rate (Total)
Baccalaureate or Above
47
(13.2%)
Associates
47
(13.2%)
Certificate
21
(5.9%)
No Award
242
(67.8%)
For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/Interactive/GradRates.cfm
Accountability System, January 2012
Rate
125
(23.5%)
1
99
25
407
(0.2%)
(18.6%)
(4.7%)
(76.5%)
141
(24.7%)
11
99
31
431
(1.9%)
(17.3%)
(5.4%)
(75.3%)
158
(32.2%)
49
73
36
333
(10.0%)
(14.9%)
(7.3%)
(67.8%)
Entering
Fall
Cohort
2008
2007
2005
Rate
109
(19.3%)
- 1.7
5
64
40
457
(0.9%)
(11.3%)
(7.1%)
(80.7%)
0.1
- 2.0
0.2
1.7
167
(31.4%)
6.9
15
123
29
365
(2.8%)
(23.1%)
(5.5%)
(68.6%)
- 1.0
9.1
- 1.2
- 6.9
131
(29.8%)
- 2.4
32
70
29
308
(7.3%)
(15.9%)
(6.6%)
(70.2%)
- 5.9
2.7
0.7
2.4
7 of 21
Grayson College
Community College Performance - Complete Report
Source: CBM001,CBM002, and CBM009
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
Source: CBM009
Accountability System, January 2012
FY 2011
FY 2012
% Change
FY 2000 to
FY 2012
631
942
985
56.1%
567
25
16
3
5
15
671
56
88
9
59
59
714
64
92
5
51
59
25.9%
156.0%
475.0%
66.7%
920.0%
293.3%
N/A
367
217
47
N/A
N/A
521
358
63
N/A
N/A
526
381
78
N/A
N/A
43.3%
75.6%
66.0%
N/A
N/A
N/A
N/A
N/A
39
N/A
N/A
37
14
N/A
N/A
N/A
290
341
402
540
437
548
50.7%
60.7%
Institutional
Closing the
Gaps TargetFall 2015
Closing the
Gaps
Completion
888
111%
480
109.6%
Source: CBM009
8 of 21
Grayson College
Community College Performance - Complete Report
Transfers
13. Transfers to a senior institution.
FY 2000
Cohort
0-12 hours
13-24 hours
25-29 hours
30-42 hours
43+ hours
Entering
Fall
Cohort
1994
All Transfers Total
Non Transfer Completers
Non Completers
Awarded Core
609
5
12
4
18
90
FY 2011
Entering
Rate
Fall
Cohort
(100%)
2005
(0.8%)
(2.0%)
(0.7%)
(3.0%)
(14.8%)
610
3
5
8
9
51
FY 2012
Entering
Rate
Fall
Cohort
(100%)
2006
(0.5%)
(0.8%)
(1.3%)
(1.5%)
(8.4%)
Rate
720
5
18
6
10
65
(100%)
(0.7%)
(2.5%)
(0.8%)
(1.4%)
(9.0%)
129
77
403
(21.2%)
(12.6%)
(66.2%)
76
112
422
(12.5%)
(18.4%)
(69.2%)
104
132
484
(14.4%)
(18.3%)
(67.2%)
0
(0.0%)
10
(1.6%)
4
(0.6%)
Developmental Education
14. Students who successfully complete a college-level course in math, reading and writing. Prepared students are
given 1 year. Under-prepared students are given 3 years.
Fall 2008 Cohort
Number of FTIC students
Met state standards in all areas
Math
Reading
Writing
All students below state standard
Math
Reading
Writing
Not met state standards:
In all three areas
Math
Reading
Writing
Math
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
Reading
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
Writing
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
College
level
course
College level
College
Number
Percent
completion
course
level
attempting attempting
(grade A, completion(grade
Received Credit
course
Total
college
college
B,C)
A, B,C) or
pre-matriculation
completion
level
level
(percent of pre-matriculation
(grade A,
course
course
those
credit (percent of
B, or C)
attempting
total)
college
level)
731
266
266
266
11
1
0
71
171
154
26.7%
64.3%
57.9%
27
116
103
38.0%
67.8%
66.9%
10.2%
43.6%
38.7%
278
152
138
N/A
N/A
N/A
57
67
59
20.5%
44.1%
42.8%
42
41
45
73.7%
61.2%
76.3%
15.1%
27.0%
32.6%
77
77
77
N/A
N/A
N/A
15
38
33
19.5%
49.4%
42.9%
11
29
28
73.3%
76.3%
84.8%
14.3%
37.7%
36.4%
53
201
134
0
N/A
N/A
12
42
4
22.6%
20.9%
3.0%
2
31
3
16.7%
73.8%
75.0%
3.8%
15.4%
2.2%
182
75
131
0
N/A
N/A
81
29
5
44.5%
38.7%
3.8%
46
12
3
56.8%
41.4%
60.0%
25.3%
16.0%
2.3%
194
61
133
0
N/A
N/A
87
26
20
44.8%
42.6%
15.0%
47
17
11
54.0%
65.4%
55.0%
24.2%
27.9%
8.3%
Success - Contextual Measures
Accountability System, January 2012
9 of 21
Grayson College
Community College Performance - Complete Report
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
Entering
Cohort
Fall 2010
66.3%
55.6%
10.7%
66.5%
56.8%
9.7%
72.5%
49.0%
23.5%
71.4%
64.3%
7.1%
100.0%
100.0%
0.0%
27.3%
27.3%
0.0%
57.1%
57.1%
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
Entering
Cohort
Fall 2011
56.9%
50.6%
6.3%
59.6%
53.6%
6.1%
38.8%
32.5%
6.3%
61.6%
54.7%
7.0%
100.0%
66.7%
33.3%
48.0%
44.0%
4.0%
52.2%
44.8%
7.5%
Entering
Cohort
Fall 2009
49.1%
26.8%
22.3%
50.4%
28.7%
21.7%
46.5%
16.3%
30.2%
57.1%
21.4%
35.7%
100.0%
100.0%
0.0%
9.1%
9.1%
0.0%
33.3%
16.7%
16.7%
FY 2000
Point Change
Fall 2000 to
Fall 2011
52.9%
46.9%
6.0%
51.7%
46.5%
5.3%
42.4%
28.8%
13.6%
65.1%
58.5%
6.6%
57.1%
42.9%
14.3%
64.5%
61.3%
3.2%
43.9%
41.5%
2.4%
Entering
Cohort
Fall 2010
46.6%
31.1%
15.5%
45.6%
28.3%
17.3%
47.4%
36.8%
10.5%
48.4%
37.5%
10.9%
50.0%
50.0%
0.0%
57.1%
57.1%
0.0%
52.4%
38.1%
14.3%
FY 2011
- 13.4
- 8.7
- 4.7
- 14.8
- 10.3
- 4.4
- 30.1
- 20.2
- 9.9
- 6.3
- 5.8
- 0.5
- 42.9
- 57.1
14.3
37.2
34.0
3.2
- 13.2
- 15.6
2.4
Point Change
Fall 2000 to
Fall 2010
36.3%
24.7%
11.5%
39.2%
26.2%
12.9%
17.7%
12.7%
5.1%
39.3%
31.0%
8.3%
66.7%
66.7%
0.0%
30.4%
21.7%
8.7%
32.3%
18.5%
13.8%
FY 2012
- 12.8
- 2.1
- 10.8
- 11.2
- 2.5
- 8.8
- 28.8
- 3.6
- 25.1
- 17.8
9.6
- 27.4
- 33.3
- 33.3
0.0
21.3
12.6
8.7
- 1.0
1.8
- 2.9
% Change
FY 2000 to
FY 2012
16. Awards in STEM Fields
Fields
Computer Science
Engineering
Math
Physical Science
40
91
8
2
6
90
7
4
9
102
8
8
- 77.5%
12.1%
0.0%
300.0%
Level
Degrees in Critical Fields Bachelor of Applied Technology
Associates
Cert 1
Cert 2
Degrees in Critical Fields Advanced Technology Certificate
0
64
77
0
0
0
36
71
0
0
0
40
87
0
0
N/A
- 37.5%
13.0%
N/A
N/A
FY 2000
FY 2011
FY 2012
17. Awards in Nursing
Total
Associates
Cert 1
Cert 2
Advanced Technology Certificate
ESC
Accountability System, January 2012
106
72
0
34
0
0
180
117
0
63
0
0
201
123
0
78
0
0
% Change
FY 2000 to
FY 2012
89.6%
70.8%
N/A
129.4%
N/A
N/A
Institutional
Closing the
Gaps TargetFY 2015
8
70
16
7
Institutional
Closing the
Gaps TargetFY 2015
180
Closing the
Gaps
Completion
112.5%
145.7%
50.0%
114.3%
Closing the
Gaps
Completion
111.7%
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Grayson College
Community College Performance - Complete Report
Field of Study
0
FY 2000
0
0
FY 2011
FY 2012
% Change
FY 2000 to
FY 2012
18. Awards in Allied Health
Total
Associates
Cert 1
Cert 2
Advanced Technology Certificate
ESC
36
8
16
12
0
0
98
39
59
0
0
0
19. Teacher Production and Certification
Students taking the certification exams
Race/Ethnicity
White
African American
Hispanic
Other
N/A
96
45
51
0
0
0
FY 2009
Gender
Male
Female
Students passing the certification exams
Race/Ethnicity
White
African American
Hispanic
Other
Gender
Male
Female
166.7%
462.5%
218.8%
-100.0%
N/A
N/A
Institutional
Closing the
Gaps TargetFY 2015
139
FY 2010
Closing the
Gaps
Completion
69.1%
FY 2011
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 2009
FY 2010
FY 2011
Point Change
FY 2009 to
FY 2011
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
117
29
41
13
32
50.4%
12.5%
17.7%
5.6%
13.8%
105
45
35
17
31
45.1%
19.3%
15.0%
7.3%
13.3%
102
31
58
20
18
44.5%
13.5%
25.3%
8.7%
7.9%
- 5.9
1.0
7.6
3.1
- 5.9
Technical
Employed Only
346
86.5%
354
78.0%
445
80.5%
Employed and Enrolled (in Senior Institutions)
5
1.3%
8
1.8%
15
2.7%
Enrolled Only (in Senior Institutions)
7
1.8%
11
2.4%
22
4.0%
Enrolled Only (in Community Colleges)
26
6.5%
47
10.4%
47
8.5%
Not Found
16
4.0%
34
7.5%
24
4.3%
For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts
FY 2002
FY 2011
FY 2012
0
76
40
Point Change
FY 2002 to
FY 2012
N/A
0
0
0
0
0
0
59
4
5
1
0
7
36
0
1
2
0
1
N/A
N/A
N/A
N/A
N/A
N/A
0
0
47
29
27
13
N/A
N/A
30
Percent Change
FY 2000 to
FY 2012
N/A
21. Marketable Skills Awards
Marketable Skills Completers
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Gender
Male
Female
FY 2000
FY 2011
FY 2012
22. Associate of Arts in Teaching Awards
Total
Accountability System, January 2012
- 6.0
1.4
2.2
2.0
0.3
0
27
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Community College Performance - Complete Report
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
0
0
0
0
0
0
18
1
5
0
0
3
21
2
4
0
1
2
N/A
N/A
N/A
N/A
N/A
N/A
Gender
Male
Female
0
0
0
27
5
25
N/A
N/A
Fall 2008 Cohort
Developmental Education
23. Under-prepared students are given 2 years
to satisfy their TSI obligation.
Total
TSI
Number
Percent
obligations
attempting
attempting
met (of those
developmental developmental attempting
education
education
developmental
education)
TSI
obligations
TSI
TSI
met (percent
obligations
obligations
of those
met (percent
met (of total)
attempting
of total)
developmental
education)
Number of FTIC students
731
Met state standards in all areas
Math
266
10
3.8%
N/A
N/A
N/A
Reading
266
2
0.8%
N/A
N/A
N/A
Writing
266
2
0.8%
N/A
N/A
N/A
All students below state standard
Math
278
257
92.4%
95
105
37.0%
Reading
152
125
82.2%
73
95
58.4%
Writing
138
111
80.4%
54
78
48.6%
Not met state standards:
In all three areas
Math
77
69
89.6%
23
23
33.3%
Reading
77
71
92.2%
40
44
56.3%
Writing
77
66
85.7%
34
43
51.5%
Met state standards in at least one area:
Math
Not requiring developmental education
53
5
9.4%
N/A
N/A
N/A
Requiring developmental education
201
188
93.5%
72
82
38.3%
Unknown / Not tested
134
24
17.9%
13
58
54.2%
Reading
Not requiring developmental education
182
1
0.5%
N/A
N/A
N/A
Requiring developmental education
75
54
72.0%
33
51
61.1%
Unknown / Not tested
131
15
11.5%
7
63
46.7%
Writing
Not requiring developmental education
194
0
0.0%
N/A
N/A
N/A
Requiring developmental education
61
45
73.8%
20
35
44.4%
Unknown / Not tested
133
9
6.8%
3
62
33.3%
For additional detail on developmental education outcomes, including yearly changes, go to: http://www.txhighereddata.org/reports/performance/deved/
N/A
N/A
N/A
37.8%
62.5%
56.5%
29.9%
57.1%
55.8%
N/A
40.8%
43.3%
N/A
68.0%
48.1%
N/A
57.4%
46.6%
Fall 2008 Cohort
24. Developmental Education: Underprepared and prepared students returning in fall.
Total
Number of FTIC students
Met state standards in all areas
Not met state standards:
In all three areas
Math
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
Reading
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
Writing
Not requiring developmental education
Requiring developmental education
Unknown / Not tested
Fall 2000
25. Course Completion Rate for Undergraduate State Funded Semester Credit
Hours
Beginning semester credit hours
Ending semester credit hours
Completion rate
Accountability System, January 2012
Number returning Percent returning
(Fall 2009)
(Fall 2009)
32,235
27,683
85.9%
731
266
180
67.7%
77
49
63.6%
53
201
134
32
118
47
60.4%
58.7%
35.1%
182
75
131
110
43
44
60.4%
57.3%
33.6%
194
61
133
117
34
46
60.3%
55.7%
34.6%
Fall 2010
51,776
46,584
90.0%
Fall 2011
52,305
48,070
91.9%
%/Point Change
Fall 2000 to
Fall 2011
62.3%
73.6%
6.0
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Grayson College
Accountability System, January 2012
Community College Performance - Complete Report
13 of 21
Grayson College
Community College Performance - Complete Report
Graduates Detail (FY 2012 )- Grayson College
Success
By 2015, award 210,000 undergraduate degrees, certificates and other identifiable student successes from high
quality programs.
By Level, Race/Ethnicity:
Advanced
Associate's Certificate 1 Certificate 2 Technology
Certificates
371
287
56
0
36
21
7
0
42
40
10
0
3
1
1
0
40
10
1
0
34
22
3
0
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Total
714
64
92
5
51
59
By Level, Gender:
Advanced
Certificate Certificate
Technology Total
1
2
Certificates
189
240
8
0 437
337
141
70
0 548
Gender
Associate's
Male
Female
By Level, Type Major:
Advanced
Certificate 1 Certificate 2 Technology
Certificates
278
0
0
0
248
381
78
0
0
0
0
N/A
Type Major
Associate's
Academic
Technical
Continuing Education
Total
278
707
0
Graduates Success Detail (FY 2011)- Grayson College
Academic
Graduates - Employed
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
80
4
9
0
3
6
Percent
of Cohort
78.4%
3.9%
8.8%
0.0%
2.9%
5.9%
Gender:
Gender
Percent
of
Cohort
36 35.3%
66 64.7%
Number
Male
Female
Graduates - Employed and Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
21
2
3
0
2
3
Percent
of Cohort
67.7%
6.5%
9.7%
0.0%
6.5%
9.7%
Gender:
Gender
Male
Percent
of
Cohort
8 25.8%
Number
Accountability System, January 2012
14 of 21
Grayson College
Community College Performance - Complete Report
Female
23
74.2%
Graduates - Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
39
5
6
2
2
4
Percent
of Cohort
67.2%
8.6%
10.3%
3.4%
3.4%
6.9%
Gender:
Gender
Percent
of
Cohort
23 39.7%
35 60.3%
Number
Male
Female
Graduates - Enrolled in a Community or Technical College
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
14
2
1
0
2
1
Percent
of Cohort
70.0%
10.0%
5.0%
0.0%
10.0%
5.0%
Gender:
Gender
Percent
of
Cohort
6 30.0%
14 70.0%
Number
Male
Female
Graduates - Not Found
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
14
0
0
0
2
2
Percent
of Cohort
77.8%
0.0%
0.0%
0.0%
11.1%
11.1%
Gender:
Gender
Percent
of
Cohort
5 27.8%
13 72.2%
Number
Male
Female
Technical
Graduates - Employed
Race/Ethnicity:
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
Number
337
22
44
6
14
22
Percent
of Cohort
75.7%
4.9%
9.9%
1.3%
3.1%
4.9%
Accountability System, January 2012
15 of 21
Grayson College
Community College Performance - Complete Report
Other
22
4.9%
Gender:
Gender
Percent
of
Cohort
185 41.6%
260 58.4%
Number
Male
Female
Graduates - Employed and Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
10
3
1
0
0
1
Percent
of Cohort
66.7%
20.0%
6.7%
0.0%
0.0%
6.7%
Gender:
Gender
Percent
of
Cohort
8 53.3%
7 46.7%
Number
Male
Female
Graduates - Enrolled in a Senior Institution
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
15
0
1
0
0
6
Percent
of Cohort
68.2%
0.0%
4.5%
0.0%
0.0%
27.3%
Gender:
Gender
Percent
of
Cohort
11 50.0%
11 50.0%
Number
Male
Female
Graduates - Enrolled in a Community or Technical College
Race/Ethnicity:
Race/Ethnicity
Number
White
African American
Hispanic
Asian
International
Other
33
6
3
0
2
3
Percent
of Cohort
70.2%
12.8%
6.4%
0.0%
4.3%
6.4%
Gender:
Gender
Percent
of
Cohort
28 59.6%
19 40.4%
Number
Male
Female
Graduates - Not Found
Race/Ethnicity:
Race/Ethnicity
White
African American
Hispanic
Percent
of Cohort
18
75.0%
1
4.2%
3
12.5%
Number
Accountability System, January 2012
16 of 21
Grayson College
Community College Performance - Complete Report
Asian
International
Other
0
0
2
0.0%
0.0%
8.3%
Gender:
Gender
Percent
of
Cohort
9 37.5%
15 62.5%
Number
Male
Female
Transfer Detail (FY 2012 )- Grayson College
Transfer Measure Detail
Transfers to Senior Institutions
Fall 2012 Cohort
0-12 hours
13-24 hours
25-29 hours
30-42 hours
43+ hours
Non Transfer Completers
Non Completers
All Transfers Total
Awarded Core
Accountability System, January 2012
All Students
(100%)
720
(0.7%)
5
Academic Students
(100%)
506
(0.8%)
4
Technical Students
(100%)
214
(0.5%)
1
18
(2.5%)
12
(2.4%)
6
(2.8%)
6
10
65
132
(0.8%)
(1.4%)
(9.0%)
(18.3%)
4
8
57
82
(0.8%)
(1.6%)
(11.3%)
(16.2%)
2
2
8
50
(0.9%)
(0.9%)
(3.7%)
(23.4%)
484
(67.2%)
339
(67.0%)
145
(67.8%)
104
(14.4%)
85
(16.8%)
19
(8.9%)
4
(0.6%)
4
(0.8%)
0
(0.0%)
17 of 21
Grayson 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.
2009
CIP
12040900
51091100
51060100
51390100
51380100
Program
Number Takers
Aesthetician/Esthetician and Skin Care
7
Specialist
Radiologic Technology/Science 22
Radiographer
Dental Assisting/Assistant
24
Licensed Practical/Vocational Nurse Training
67
Registered Nursing/Registered Nurse
85
2010
Pass Rate
Number Takers
100.0%
6
95.5%
100.0%
100.0%
100.0%
2011
Pass Rate
Number Takers
Pass Rate
100.0%
3
100.0%
20
95.0%
21
100.0%
25
56
64
100.0%
100.0%
96.9%
24
62
116
100.0%
100.0%
99.1%
Excellence - Contextual Measures
FY 2005
FY 2011
FY 2012
27. Certification and Licensure
Pass rate on state or national exams.
80.2%
94.2%
94.2%
Point Change
FY 2005 to
FY 2012
14.0
For more information, see the licensure report.
Quality Enhancement Plan
28. Quality Enhancement Plan, Including Reaffirmation Year
GC's QEP is Got Math? We received approval of our QEP in June 2012 from SACSCOC. This QEP transforms
developmental math program into a two-path system that will incorporate learner support in the forms of anxiety
reduction and increased student ownership of the educational process. Failure to enter college-level math keeps any
degree-seeking student from success. Fall 2009, 30% of our students needed developmental education. Of that group of
students, 64% were not college ready in math. THECB reported that the 2005 cohort of students in developmental math
were far less successful than their peers in other developmental subjects. THECB also shows the three-year persistence
rate for this cohort at GC is 26.9% compared to peer institutions at 36.9%. Developmental math student learning
outcomes clearly describe learning that should occur at each stage so that the cumulative math skills of students meet
College Readiness Standards.
Excellent Programs
29. Excellent Programs
Highlighted Excellent Programs 1
Grayson College's Licensed Vocational Nursing (LVN) Program received full 6-year approval status from the Texas
Board of Nurse Examiners based on a site visit conducted in the spring of 2012. The program was awarded exemplary
status and many aspects of the program are utilized as guidelines for other programs within the state.
http://www.grayson.edu/WebSite/adminGCC/programFiles/brochure/ADN_header.pdf
Highlighted Excellent Programs 2
Grayson County College's Honors Program seeks to promote excellence in education through learning-centered honors
sections of core courses and participation in the cultural, social, and public service activities of the campus and
communtiy. http://www.grayson.edu/website/ApplyNow/honorsCollege.aspx?GroupPage=Programs
30. Significant Recognitions - 2011:
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:
Significant Recognitions - 2012:
Number of members in Phi Theta Kappa
250
Number of students eligible for Phi Theta Kappa membership
990
Number of students in service learning programs
138
Exemplary programs or citations/Other national recognitions:
After conducting the second annual "Welding Rodeo" in the spring of 2012, the Grayson
College Welding Program received a $10,000 grant from the National Endowment for the Arts
to assist in conducting the third annual Welding Rodeo. This is the second year in a row the
grant has been awarded to Grayson.
The Grayson College Life Center and Bridge was selected to be highlighted in the January
2013 issue of The Bulletin as a "Spotlight Union" following the recent renovations and new
addition.
Accountability System, January 2012
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Grayson 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
FY 2011
11.6%
FY 2012
11.3%
12.6%
Point Change
FY 2000 to
FY 2012
1.0
Tuition and Fees
32. Tuition and fees for 30 SCH.
FY 2000
Tuition and fees for 30 SCH in two semesters
FY 2012
$973
FY 2013
$1,909
$2,011
Percent
Change
FY 2000 to
FY 2013
106.7%
Due to cuts in state funding and inflation, Grayson College has had an average annual increase in tuition and fees of
8%.
Institutional Efficiency and Effectiveness - Contextual Measures
Fall 2000
Fall 2010
Fall 2011
78
86
87
Percent Change
Fall 2000 to
Fall 2011
11.5%
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
74 (94.9%)
2 (2.6%)
1 (1.3%)
1 (1.3%)
1 (1.3%)
0 (0.0%)
71 (82.6%)
3 (3.5%)
5 (5.8%)
1 (1.2%)
1 (1.2%)
5 (5.8%)
68 (78.2%)
4 (4.6%)
5 (5.7%)
0 (0.0%)
3 (3.4%)
7 (8.0%)
- 8.1%
100.0%
400.0%
-100.0%
200.0%
N/A
Gender
Male
Female
38 (48.7%)
40 (51.3%)
33 (38.4%)
53 (61.6%)
34 (39.1%)
53 (60.9%)
- 10.5%
32.5%
Part-Time Total*
82
140
142
73.2%
Race/Ethnicity
White
African American
Hispanic
Asian
International
Other
77 (93.9%)
1 (1.2%)
3 (3.7%)
0 (0.0%)
1 (1.2%)
0 (0.0%)
113 (80.7%)
4 (2.9%)
8 (5.7%)
2 (1.4%)
2 (1.4%)
11 (7.9%)
120 (84.5%)
3 (2.1%)
9 (6.3%)
3 (2.1%)
2 (1.4%)
5 (3.5%)
55.8%
200.0%
200.0%
N/A
100.0%
N/A
Gender
Male
Female
47 (57.3%)
35 (42.7%)
56 (40.0%)
84 (60.0%)
53 (37.3%)
89 (62.7%)
12.8%
154.3%
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
Fall 2010
Fall 2011
21:1
27:1
26:1
Percent
Change
Fall 2000 to
Fall 2011
23.8%
687,684
77.4%
22.6%
1,115,320
66.1%
33.9%
1,070,928
65.4%
34.6%
55.7%
- 12.0
12.0
Institutional Efficiency and Effectiveness - Finance Measures
Finances per FTE Student
36. Funds by source divided by full-time equivalent students
Accountability System, January 2012
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Grayson College
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
Community College Performance - Complete Report
FY 2000
FY 2011
FY 2012
7,574
3,182 (42.0%)
1,591 (21.0%)
1,253 (16.5%)
1,111 (14.7%)
10,574
2,264 (21.4%)
2,307 (21.8%)
2,137 (20.2%)
3,263 (30.9%)
11,557
2,361 (20.4%)
2,477 (21.4%)
2,340 (20.2%)
3,415 (29.5%)
FY 2000
FY 2011
FY 2012
6,757
3,089 (45.7%)
783 (11.6%)
343 (5.1%)
8,307
3,279 (39.5%)
935 (11.3%)
373 (4.5%)
8,134
3,471 (42.7%)
1,022 (12.6%)
397 (4.9%)
FY 2003
FY 2011
FY 2012
% Change
FY 2000 to
FY 2012
52.6%
- 25.8%
55.7%
86.8%
207.4%
37. Expenditures per full-time equivalent students
Total expenditures per FTE student
Instructional expenditures per FTE student
Institution Support expenditures per FTE student
Academic Support expenditures per FTE student
% Change
FY 2000 to
FY 2012
20.4%
12.4%
30.5%
15.7%
38. Financial Viability Ratio
Financial Viability Ratio
0.9%
0.4%
0.5%
Point Change
FY 2003 to
FY 2012
- 0.4
For more information on community college finances, go to the Community College Annual Reporting and Analysis Tool (CARAT)
at:https://www1.thecb.state.tx.us/apps/CARAT/
Accountability System, January 2012
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Grayson College
Community College Performance - Complete Report
Milestones
FY 2009
39 Milestones
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 2012
5,664.0
172.0
98.5
77.5
1,557.0
956.0
272.0
210.0
453.5
466.0
1,320.0
81.5
FY 2010
6,360.3
198.0
76.0
84.0
1,985.0
1,172.0
320.0
472.0
0.0
556.0
1,426.0
71.3
FY 2011
7,099.5
375.0
160.0
146.5
2,052.0
1,233.0
344.0
498.0
0.0
559.5
1,642.0
89.5
% Change
FY 2009 to
FY 2011
25.3%
118.0%
62.4%
89.0%
31.8%
29.0%
26.5%
137.1%
-100.0%
20.1%
24.4%
9.8%
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