Tarrant County College District Accountability Report

Tarrant County College District Community College Performance - Complete Report

Tarrant County College District

Accountability Report

January 2016

Accountability System, January 2016 1 of 27 Tarrant County College District Community College Performance - Complete Report

Participation - Key Measures Enrollment

1. Fall Headcount (Unduplicated)

Fall 2000 Fall 2014 Fall 2015 % Change Institutional Closing the Fall 2000 to Closing the Gaps 2015 Gaps Target- Completion Fall 2015 Total (does not include flex entry) 26,696 47,076 48,591 82.0% 63,467 76.6 % White 18,545 ( 69.5%) 19,985 ( 42.5%) 20,035 ( 41.2%) 8.0% 28,879 69.4% African American 3,016 ( 11.3%) 8,999 ( 19.1%) 9,058 ( 18.6%) 200.3% 12,573 72.0% Hispanic 3,308 ( 12.4%) 13,547 ( 28.8%) 14,805 ( 30.5%) 347.6% 15,324 96.6% Asian 1,510 ( 5.7%) 2,876 ( 6.1%) 2,948 ( 6.1%) 95.2% International 153 ( 0.6%) 361 ( 0.8%) 374 ( 0.8%) 144.4% Other 164 ( 0.6%) 1,308 ( 2.8%) 1,371 ( 2.8%) 736.0%

Gender Male 11,307 ( 42.4%) 19,712 ( 41.7%) 20,532 ( 42.3%) 81.6% Female 15,389 ( 57.6%) 27,364 ( 58.3%) 28,059 ( 57.7%) 82.3%

Flex Entry 202 4,264 3,917 1839.1%

Source: Coordinating Board Management (CBM) Report 001 Source: Coordinating Board Management (CBM) Report 001 The unduplicated headcount of students enrolled at TCCD for fall semester 2013 was 50,765; this number included dual credit and flex entry.

Annual Unduplicated Enrollment

2. Annual unduplicated enrollment including credit, non-credit and dual-credit students.

FY 2000 FY 2014 FY 2015 % Change FY 2000 to 2015 Total 52,347 87,303 86,992 66.2% White 36,672 ( 70.1%) 39,175 ( 44.9%) 37,141 ( 42.7%) 1.3% African American 6,026 ( 11.5%) 16,948 ( 19.4%) 16,803 ( 19.3%) 178.8% Hispanic 6,070 ( 11.6%) 22,144 ( 25.4%) 23,258 ( 26.7%) 283.2% Asian 2,931 ( 5.6%) 5,251 ( 6.0%) 5,393 ( 6.2%) 84.0% International 310 ( 0.6%) 692 ( 0.8%) 740 ( 0.9%) 138.7% Other 338 ( 0.6%) 3,093 ( 3.5%) 3,657 ( 4.2%) 982.0%

Gender Male 22,904 ( 43.8%) 39,090 ( 44.6%) 39,120 ( 45.0%) 70.8% Female 29,443 ( 56.2%) 48,213 ( 55.4%) 47,872 ( 55.0%) 62.6%

Participation - Contextual Measures

FY 2000 FY 2014 FY 2015 % Change FY 2000 to 3. Enrollment by Semester 2015 Fall 30,213 52,593 52,063 72.3% Academic 17,252 31,170 33,057 91.6% Technical 8,738 16,269 14,096 61.3% Continuing Education 4,223 5,154 4,910 16.3% Spring 30,372 55,882 57,894 90.6% Accountability System, January 2016 2 of 27 Tarrant County College District Community College Performance - Complete Report

Spring 30,372 55,882 57,894 90.6% Academic 16,351 31,644 35,650 118.0% Technical 8,315 16,675 14,298 72.0% Continuing Education 5,706 7,563 7,946 39.3% Summer 16,778 40,679 40,085 138.9% Academic 10,197 25,430 26,504 159.9% Technical 3,506 11,203 9,325 166.0% Continuing Education 3,075 4,046 4,256 38.4%

Service Area Representation FY 2005 FY 2014 FY 2015 Service Service Service Percent difference difference Percent credit difference population in 4. Gap between demographic groups in the area and enrollment. (% Enr. - % (% Enr. - % enrollment (% Enr. - % service area Pop.) Pop.) Pop.) Race/Ethnicity White 9.0% - 3.3% 46.4% 42.0% - 4.4% African American 1.4% 5.6% 15.6% 21.1% 5.5% Hispanic - 10.4% - 3.3% 30.4% 27.9% - 2.4% Other 0.0% 1.0% 7.7% 9.0% 1.3% Gender Male - 8.5% - 7.5% 49.3% 42.3% - 7.0% Female 8.5% 7.5% 50.7% 57.7% 7.0%

FY 2000 FY 2014 FY 2015 % Change FY 2000 to 5. Annual Semester Credit and Contact Hours 2015 Annual Semester Credit Hours (SCH) 511,255 1,001,470 968,830 89.5% Academic 409,032 891,608 862,837 110.9% Technical 102,223 109,862 105,993 3.7% Annual Contact Hours 10,317,879 19,379,080 19,016,187 84.3% Academic 7,300,560 16,037,056 15,680,472 114.8% Technical 2,342,528 2,562,859 2,518,816 7.5% Continuing Education 674,791 779,165 816,899 21.1% Distance Education Hours Hybrid/Blended on campus 0 4,222 3,908 N/A Fully-distance education/Internet 15,813 202,969 178,233 1027.1%

Fall 1999 Fall 2012 Fall 2013 Point Change Fall 1999 to 6. Financial Aid: Students Receiving Pell Grants Fall 2013 Total* 10.7% 38.1% 37.0% 26.3 White 8.5% 28.7% 27.3% 18.8 African American 20.1% 58.1% 55.9% 35.8 Hispanic 14.2% 41.5% 40.5% 26.3 Asian 14.9% 38.2% 37.7% 22.8 International 0.0% 7.6% 13.9% 13.9 Other 10.2% 33.8% 32.2% 22.0

Gender Male 6.9% 32.1% 31.3% 24.4 Female 13.5% 42.2% 41.1% 27.6

*Please note: The source for this Pell data is the Coordinating Board's financial aid database; Pell data found in the institutional online resumes is produced using IPEDS data and may not match.

Fall 2000 Fall 2014 Fall 2015 % Change Fall 2000 to 7. Full-Time/Part-Time Undergraduate Students Fall 2015 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 19,945 45,588 47,081 136.1%

Full-Time Credential Seeking Students Total* 7,524 11,503 10,881 44.6% White 5,289 (70.3%) 4,869 (42.3%) 4,410 (40.5%) - 16.6% African American 778 (10.3%) 2,149 (18.7%) 2,025 (18.6%) 160.3% Hispanic 871 (11.6%) 3,143 (27.3%) 3,185 (29.3%) 265.7% Asian 441 (5.9%) 747 (6.5%) 694 (6.4%) 57.4% International 84 (1.1%) 216 (1.9%) 220 (2.0%) 161.9% Other 61 (0.8%) 379 (3.3%) 347 (3.2%) 468.9%

Gender Male 3,259 (43.3%) 5,169 (44.9%) 4,989 (45.9%) 53.1% Female 4,265 (56.7%) 6,334 (55.1%) 5,892 (54.1%) 38.1%

Part-Time Credential Seeking Students Total* 12,421 34,085 36,200 191.4% White 8,326 (67.0%) 14,468 (42.4%) 14,982 (41.4%) 79.9% African American 1,652 (13.3%) 6,558 (19.2%) 6,716 (18.6%) 306.5% Hispanic 1,602 (12.9%) 10,022 (29.4%) 11,232 (31.0%) 601.1% Asian 716 (5.8%) 2,023 (5.9%) 2,142 (5.9%) 199.2% Accountability System, January 2016 3 of 27 Tarrant County College District Community College Performance - Complete Report

International 53 (0.4%) 119 (0.3%) 141 (0.4%) 166.0% Other 72 (0.6%) 895 (2.6%) 987 (2.7%) 1270.8%

Gender Male 4,970 (40.0%) 13,895 (40.8%) 14,873 (41.1%) 199.3% Female 7,451 (60.0%) 20,190 (59.2%) 21,327 (58.9%) 186.2%

Fall 2000 Fall 2014 Fall 2015 % Change Fall 2000 to 8. First-Time In College Students Fall 2015 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 4,773 8,145 7,936 66.3%

Full-Time Credential Seeking Students Total* 2,615 3,124 3,003 14.8% White 1,786 (68.3%) 1,231 (39.4%) 1,182 (39.4%) - 33.8% African American 274 (10.5%) 528 (16.9%) 479 (16.0%) 74.8% Hispanic 359 (13.7%) 1,022 (32.7%) 1,029 (34.3%) 186.6% Asian 145 (5.5%) 195 (6.2%) 190 (6.3%) 31.0% International 35 (1.3%) 45 (1.4%) 28 (0.9%) - 20.0% Other 16 (0.6%) 103 (3.3%) 95 (3.2%) 493.8%

Gender Male 1,202 (46.0%) 1,448 (46.4%) 1,366 (45.5%) 13.6% Female 1,413 (54.0%) 1,676 (53.6%) 1,637 (54.5%) 15.9%

Part-Time Credential Seeking Students Total* 2,158 5,021 4,933 128.6% White 1,383 (64.1%) 1,724 (34.3%) 1,675 (34.0%) 21.1% African American 292 (13.5%) 1,079 (21.5%) 963 (19.5%) 229.8% Hispanic 352 (16.3%) 1,783 (35.5%) 1,876 (38.0%) 433.0% Asian 114 (5.3%) 253 (5.0%) 261 (5.3%) 128.9% International 7 (0.3%) 13 (0.3%) 17 (0.3%) 142.9% Other 10 (0.5%) 169 (3.4%) 141 (2.9%) 1310.0%

Gender Male 944 (43.7%) 2,329 (46.4%) 2,319 (47.0%) 145.7% Female 1,214 (56.3%) 2,692 (53.6%) 2,614 (53.0%) 115.3%

*Hispanic students, except international ones, are counted as Hispanic. Students who are "Multi-Racial one of which is African American" are included with the African American students. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown as a separate category.

FY 2014 FY 2015 9. Community College Activities: Non-funded and Non-reported Contract Training: Enrollment N/A N/A Adult Basic Education: Enrollment as Reported to TWC N/A N/A G.E.D.: Enrolled in G.E.D. Program N/A N/A

EMT Basic training at area ISDs: Northeast Continuing Education has partnered with three area high schools to offer the EMT Basic training program at: Birdville Center of Technology and Advanced Learning, Eagle-Mountain Saginaw ISD’s Hollenstein Career and Technology Center, and Arlington ISD. Our newest ISD, Arlington ISD, was added spring 2013. AEP Mentoring Program: Northeast Continuing Education partnered with area Rotary Clubs to provide a mentorship opportunity to students enrolled in the AEP program at Northeast campus. We have had great success with twelve mentee/mentor pairings thus far. Participating Rotary Clubs include Metroport, Grapevine, and Colleyville. Pathways Program: Pathways is our transitional skills program designed for students 17 and older who are developmentally challenged and have the desire to learn how to enhance their quality of life. Students learn how to develop their social, vocational, employment and life skills, enabling them to meet daily challenges confidently and as independently as possible. Within our different levels of courses we had 68 students enrolled in 2012-2013. Senior Education Experience: A program for those 55 years of age and older with a volunteer administrative council and volunteer instructors teaching courses during a 10 week period each semester. A $20 fee is charged per semester and head count during the 2012-2013 school year was 1,273 students. College for Kids: An enrichment program for children in grades 3rd – 8th held over a three week period during the summer in which each student enrolls in a half-day or full-day of courses. Northeast CE had an enrollment of 1,398 students during the summer of 2013. GED Preparation: A series of courses in which 498 students prepared to take the GED examination 2012-2013. Contract Training: There were 219 sections of contract training offered to 4853 students. 3-On-3 Basketball Tournament: To promote interaction across the District the Northeast HPE Department and Continuing Education partnered to offer a 3-On-3 Basketball Tournament in April 2013. The tournament was one day and we had 12 teams participate from across the District. FUNdamentals Basketball Camp: In its inaugural offering in summer 2013 Northeast CE offered our first Basketball camp for 3rd – 8th graders. It was a great success! We enrolled 56 students and they met daily from 8am – 12pm for

Accountability System, January 2016 4 of 27 Tarrant County College District Community College Performance - Complete Report

one week. B.A.S.E. Camp: Business and Service Education (B.A.S.E.) Camp is offered at our Haltom City Northeast Center. Each summer students learn summer 2013 we enrolled 20 students. S.M.A.R.T. Camp: S.M.A.R.T. Camp is a three-week summer enrichment program committed to academic and creative educational enhancement of high-achieving students ages 14 - 21 interested in engineering and computer science. Summer 2013 we enrolled 50 students. Choir Camp: Choir Camp is designed for the high school student and director who wish to learn the TMEA All State Choir music for district, region, and area tryouts. The camp entails intensive rehearsals in sections and full choir. Camp is held the first week of August from 10:30am to 5 pm. We enrolled 21 youth in summer 2013. Early College High School: Marine Creek Collegiate High School, located on the Northwest Campus, is in its fourth year of operation with 265 students enrolled. Approximately 10 of the 19 graduating seniors for the 2013-2014 school year are expected to complete a two-year, associate of arts degree in May 2014. Senior Education Experience: A program developed for those over 55 years of age, with a volunteer administrative council and volunteer instructors that teach courses during a 10 week period each semester. A $20 fee is charged per semester and head count during the 2012-2013 school year was 543. College for Kids: An enrichment program for children in grades 1-8, held over a four week period during the summer in which each student enrolls in 4 courses. 248 students attended during the summer of 2013. GED Preparation: A series of courses in which 130 students prepared to take the GED examination. The Northwest campus was the only campus within the district in 2013 to offer online GED testing. Motorcycle Safety: A 20-hour program approved by TX DPS and the Motorcycle Safety Foundation in which students learn the fundamentals of safe riding. Those who successfully complete the course are not required to take the driving portion of the test to receive the “M” endorsement on their TX driver’s license. Floral Design: The Office of Continuing Education Services, Northwest Campus held the first Retail Florist course, Floral Design I – Introduction. This course is part of a certificate program that will focus on the fundamental elements of design to creating impressive arrangements. Students will also learn the essential principles for operating a successful and profitable retail florist shop. Water/Wastewater Training: The Office of Continuing Education Services, Northwest Campus established a training agreement with Trinity River Authority (TRA) of Texas to provide Water/Wastewater Treatment training for TRA’s employees in the Northern Region that includes six facilities. The program courses meet the Texas Commission on Environmental Quality (TCEQ) guidelines and regulations. Concealed Handgun License (CHL) Training: The Office of Continuing Education Services, Northwest Campus provides concealed handgun training with DPS-certified CHL instructors. The program is taught at the Northwest campus Criminal Justice Training Center Firing Range. While most TCC contract training is done on a Districtwide basis, there were two programs operated exclusively by the South Campus Continuing Education Division. One, with AT&T, enrolled 100 students. The other, funded by the Women’s Center of Tarrant County, trained 68 students for entry-level jobs in oil and gas production.

Accountability System, January 2016 5 of 27 Tarrant County College District Community College Performance - Complete Report

Fall 2015 Unduplicated Enrollment Detail - Tarrant County College District

By Age

Age Count Percent Less than 18 6,458 13.3% 18 to 21 19,297 39.7% 22 to 24 6,748 13.9% 25 to 29 6,215 12.8% 30 to 34 3,431 7.1% Over 35 6,442 13.3% N/A 0 0.0%

By Status

Status Count Percent Full-Time 11,082 22.8% Part-Time 37,509 77.2%

By Type Major

Type Major Count Percent Academic 37,135 76.4% Technical 11,456 23.6%

By Enrollment Status

Status Count Percent In-District 43,084 88.7% Out-of-District 4,033 8.3% Out-of-State 1,474 3.0%

Dual Credit Enrollment

Status Count Percent Dual Credit 6,413 13.2%

FY 2015 Unduplicated Enrollment Detail - Tarrant County College District

By Age

Age Count Percent Less than 18 6,667 7.7% 18 to 21 29,050 33.4% 22 to 24 12,864 14.8% 25 to 29 12,259 14.1% 30 to 34 7,812 9.0% Over 35 18,325 21.1% N/A 15 0.0%

By Type Major

Type Major Count Percent Academic 52,638 60.5% Technical 21,832 25.1% Continuing Education 12,522 14.4%

By Enrollment Status

Status Count Percent In-District 65,681 75.5% Out-of-District 6,699 7.7% Out-of-State 2,090 2.4% Continuing Education 12,522 14.4%

Accountability System, January 2016 6 of 27 Tarrant County College District Community College Performance - Complete Report

Dual Credit Enrollment

Status Count Percent Dual Credit 6,658 7.7%

FY 2015 Unduplicated Total by Semester Detail - Tarrant County College District

By Age

Age Fall Spring Summer Less than 18 5,535 2,594 1,328 18 to 21 18,593 19,980 14,393 22 to 24 7,183 9,021 6,375 25 to 29 6,782 8,619 6,114 30 to 34 4,296 5,314 3,813 Over 35 9,671 12,356 8,059 N/A 3 10 3

By Race/Ethnicity

Race/Ethnicity Fall Spring Summer White 22,404 24,609 17,161 African American 9,597 11,049 8,160 Multi-racial one of which is African 0 0 0 American Hispanic 14,659 16,091 10,071 Asian 3,160 3,436 2,863 International 399 445 349 Other 1,844 2,264 1,481

Accountability System, January 2016 7 of 27 Tarrant County College District 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.

FY 2000 FY 2013 FY 2014 FY 2015 Point Change (Entering Fall (Entering Fall (Entering Fall (Entering Fall FY 2000 to 1994 Cohort) 2007 Cohort) 2008 Cohort) 2009 Cohort) FY 2015 Total* 35.8% 42.3% 44.8% 42.7% 6.9 Race/Ethnicity White 37.1% 43.6% 44.7% 43.6% 6.5 African American 20.9% 34.1% 32.5% 31.7% 10.8 Hispanic 33.0% 40.7% 45.3% 42.9% 9.9 Asian 41.1% 53.2% 68.3% 62.4% 21.3 Native American 33.3% 23.1% 61.9% 15.4% - 17.9 International 70.0% 42.1% 57.1% 40.0% - 30.0 Other (Unknown) 0.0% 54.5% 50.0% 75.0% 75.0

Gender Male 33.6% 38.3% 39.6% 39.5% 5.9 Female 37.9% 45.9% 49.5% 45.7% 7.8

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 FY 2013 FY 2014 FY 2015 Point Change Entering Entering Entering Entering FY Fall Rate Fall Rate Fall Rate Fall Rate 2000 to Cohort Cohort Cohort Cohort FY 2015 1997 240 (9.2%) 2010 305 (10.3%) 2011 398 (12.9%) 2012 376 (14.1%) 4.9 3-Year graduation rate (Total) Baccalaureate or Above 0 (0.0%) 3 (0.1%) 9 (0.3%) 7 (0.3%) 0.3 Associates 214 (8.2%) 269 (9.1%) 354 (11.5%) 338 (12.6%) 4.4 Certificate 26 (1.0%) 33 (1.1%) 35 (1.1%) 31 (1.2%) 0.2 No Award 2,360 (90.8%) 2,661 (89.7%) 2,678 (87.1%) 2,300 (85.9%) - 4.9 1996 314 (13.2%) 2009 542 (17.5%) 2010 514 (17.3%) 2011 652 (21.2%) 8.0 4-Year graduation rate (Total) Baccalaureate or Above 45 (1.9%) 79 (2.6%) 59 (2.0%) 109 (3.5%) 1.6 Associates 245 (10.3%) 424 (13.7%) 419 (14.1%) 505 (16.4%) 6.1 Certificate 24 (1.0%) 39 (1.3%) 36 (1.2%) 38 (1.2%) 0.2 No Award 2,064 (86.8%) 2,552 (82.5%) 2,452 (82.7%) 2,424 (78.8%) - 8.0 1994 469 (21.7%) 2007 926 (29.7%) 2008 984 (32.4%) 2009 984 (31.8%) 10.1 6-Year graduation rate (Total) Baccalaureate or Above 256 (11.8%) 480 (15.4%) 521 (17.1%) 422 (13.6%) 1.8 Associates 189 (8.7%) 393 (12.6%) 418 (13.8%) 506 (16.4%) 7.7 Certificate 24 (1.1%) 53 (1.7%) 45 (1.5%) 56 (1.8%) 0.7 No Award 1,696 (78.3%) 2,195 (70.3%) 2,055 (67.6%) 2,110 (68.2%) - 10.1 For more data on the 6-year graduation rate, go to: http://www.txhighereddata.org/GradRates

Accountability System, January 2016 8 of 27 Tarrant County College District 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 FY 2014 FY 2015 % Change Institutional Closing the FY 2000 to Closing the Gaps FY 2015 Gaps Target- Completion Fall 2015 (Does not include other Total Degrees and Certificates 2,186 5,953 6,054 176.9% 5,600 108% completers) White 1,628 3,075 2,915 79.1% African American 211 939 1,038 391.9% Hispanic 219 1,373 1,516 592.2% Asian 107 408 385 259.8% International 6 67 72 1100.0% Other 15 91 128 753.3%

Level Bachelor of Applied Technology N/A N/A N/A N/A Associates 1,790 4,764 4,993 178.9% 5,600 89.2% Certificate 1 396 1,131 1,017 156.8% Certificate 2 N/A 27 37 N/A Advanced Technology Certificates N/A 31 7 N/A Other Completers: ESC 2 N/A N/A -100.0% Core Completers N/A 997 975 N/A Field of Study N/A 42 63 N/A

Gender Male 918 2,462 2,503 172.7% Female 1,268 3,491 3,551 180.0%

Source: CBM009 Source: CBM009

Accountability System, January 2016 9 of 27 Tarrant County College District Community College Performance - Complete Report

Transfers

13. Transfers to a senior institution.

FY 2000 FY 2014 FY 2015 Point Change FY 2000 to Entering Entering Entering Fall Rate Fall Rate Fall Rate FY 2015 Cohort Cohort Cohort Cohort 1994 5,036 (100%) 2008 6,672 (100%) 2009 6,991 (100%) 0-12 hours 65 (1.3%) 85 (1.3%) 53 (0.8%) - 0.5 13-24 hours 60 (1.2%) 134 (2.0%) 111 (1.6%) 0.4 25-29 hours 49 (1.0%) 75 (1.1%) 71 (1.0%) 0.0 30-42 hours 102 (2.0%) 181 (2.7%) 171 (2.4%) 0.4 43+ hours 598 (11.9%) 1,239 (18.6%) 1,200 (17.2%) 5.3

All Transfers Total 874 (17.4%) 1,714 (25.7%) 1,606 (23.0%) 5.6 Non Transfer Completers 248 (4.9%) 504 (7.6%) 565 (8.1%) 3.2 Non Completers 3,914 (77.7%) 4,454 (66.8%) 4,820 (68.9%) - 8.8

Awarded Core 0 (0.0%) 686 (10.3%) 672 (9.6%) 9.6 Developmental Education

Fall 2011 Cohort College level course College level 14. The percent of underprepared and prepared students who completion course successfully complete a college-level course in math, reading Total/Area Received credit (grade A, B, C) completion and writing. Prepared students are given 1 year. Counts pre-matriculation including (grade A, B, or (a) (b) pre-matriculation C) Underprepared students are given 3 years. credit (percent (c) of total) (b+c)/(a) Summary Data Number of FTIC students 8,764 Met state standards in all three areas 3,826 Did not meet state standards in one, two, or all three areas (at 4,812 entry) Unknown* (unduplicated) 126

Data by Subject Area Met Standard Math 4,653 23 1,011 22.2% Reading 6,238 553 3,568 66.1% Writing 6,242 672 3,329 64.1% Did Not Meet Standard Math 3,990 N/A 461 11.6% Reading 2,424 N/A 810 33.4% Writing 2,414 N/A 724 30.0% Unknown** (waived or military exemption) Math** 121 N/A 9 7.4% Reading** 102 N/A 23 22.5% Writing** 108 N/A 22 20.4%

Most- and Least-Prepared Populations Met State Standard in All Three Areas Math 3,826 21 854 22.9% Reading 3,826 417 2,403 73.7% Writing 3,826 501 2,163 69.6% Did Not Meet Standard in All Three Areas Math 1,345 N/A 83 6.2% Reading 1,345 N/A 324 24.1% Writing 1,345 N/A 310 23.0%

The data for this accountability measure is tracked for one year for students who met TSI and for one, two, and three years for students who did not meet TSI for this report. *The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others. **Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category.

Success - Contextual Measures

Entering Entering Entering Point Change Cohort Cohort Cohort Fall 2000 to 15. Persistence Rates Fall 2000 Fall 2013 Fall 2014 Fall 2014 First-time Undergraduate Persistence rate after one year Total 65.8% 68.9% 70.9% 5.1

Accountability System, January 2016 10 of 27 Tarrant County College District Community College Performance - Complete Report

Same institution 58.7% 61.3% 63.4% 4.7 Other institutions 7.1% 7.7% 7.5% 0.4 White 66.0% 71.9% 73.8% 7.8 Same institution 58.0% 62.3% 64.6% 6.6 Other institutions 8.0% 9.6% 9.2% 1.2 African American 56.8% 54.1% 59.8% 3.0 Same institution 51.7% 49.8% 50.7% - 1.0 Other institutions 5.2% 4.3% 9.1% 3.9 Hispanic 68.5% 70.5% 71.0% 2.5 Same institution 62.8% 65.1% 66.9% 4.1 Other institutions 5.7% 5.4% 4.1% - 1.6 Asian 75.0% 81.9% 86.9% 11.9 Same institution 71.5% 70.3% 77.1% 5.6 Other institutions 3.5% 11.5% 9.7% 6.2 International 60.6% 68.4% 62.8% 2.2 Same institution 54.5% 57.9% 62.8% 8.3 Other institutions 6.1% 10.5% 0.0% - 6.1 Other 75.0% 68.2% 66.3% - 8.7 Same institution 62.5% 55.1% 53.3% - 9.2 Other institutions 12.5% 13.1% 13.0% 0.5

Entering Entering Entering Point Change Cohort Cohort Cohort Fall 2000 to Fall 2000 Fall 2012 Fall 2013 Fall 2013 First-time Undergraduate Persistence rate after two years Total 56.5% 57.5% 58.5% 2.0 Same institution 38.3% 38.1% 39.4% 1.1 Other institutions 18.2% 19.4% 19.1% 0.9 White 56.2% 59.2% 61.6% 5.4 Same institution 37.2% 37.8% 38.6% 1.4 Other institutions 19.0% 21.5% 23.0% 4.0 African American 52.2% 43.6% 40.8% - 11.4 Same institution 36.7% 25.7% 27.6% - 9.1 Other institutions 15.6% 17.8% 13.3% - 2.3 Hispanic 58.5% 59.5% 61.0% 2.5 Same institution 45.0% 44.0% 44.6% - 0.4 Other institutions 13.5% 15.6% 16.4% 2.9 Asian 66.0% 71.8% 77.3% 11.3 Same institution 38.2% 45.6% 54.1% 15.9 Other institutions 27.8% 26.2% 23.2% - 4.6 International 40.6% 65.4% 22.2% - 18.4 Same institution 31.3% 50.0% 11.1% - 20.2 Other institutions 9.4% 15.4% 11.1% 1.7 Other 68.8% 61.5% 56.6% - 12.2 Same institution 56.3% 40.0% 36.8% - 19.5 Other institutions 12.5% 21.5% 19.8% 7.3

FY 2000 FY 2014 FY 2015 % Change Institutional Closing the FY 2000 to Closing the Gaps 16. Awards in STEM Fields FY 2015 Gaps Target- Completion FY 2015 Fields Computer Science 161 209 203 26.1% 220 92.3% Engineering 88 166 171 94.3% 250 68.4% Math 0 0 0 N/A 0 N/A Physical Science 0 0 0 N/A 0 N/A

Level Degrees in Critical Fields Bachelor of Applied Technology 0 0 0 N/A Associates 159 165 166 4.4% Cert 1 90 210 195 116.7% Cert 2 0 0 13 N/A Degrees in Critical Fields Advanced Technology Certificate 0 0 0 N/A

FY 2000 FY 2014 FY 2015 % Change Institutional Closing the FY 2000 to Closing the Gaps 17. Awards in Nursing FY 2015 Gaps Target- Completion FY 2015 Total 152 238 233 53.3% 300 77.7% Associates 142 238 233 64.1% Cert 1 10 0 0 -100.0% Cert 2 0 0 0 N/A Advanced Technology Certificate 0 0 0 N/A ESC 0 0 0 N/A Field of Study 0 0 0 N/A

FY 2000 FY 2014 FY 2015 % Change Institutional Closing the FY 2000 to Closing the Gaps 18. Awards in Allied Health FY 2015 Gaps Target- Completion FY 2015

Accountability System, January 2016 11 of 27 Tarrant County College District Community College Performance - Complete Report

Total 155 365 304 96.1% 375 81.1% Bachelor of Applied Technology 0 0 0 N/A Associates 115 124 132 14.8% Cert 1 40 226 170 325.0% Cert 2 0 1 2 N/A Advanced Technology Certificate 0 14 0 N/A ESC 0 0 0 N/A

FY 2012 FY 2013 FY 2014 19. Teacher Production and Certification Students taking the certification exams N/A N/A N/A Race/Ethnicity White N/A N/A N/A African American N/A N/A N/A Hispanic N/A N/A N/A Other N/A N/A N/A

Gender Male N/A N/A N/A Female N/A N/A N/A

Students passing the certification exams N/A N/A N/A Race/Ethnicity White N/A N/A N/A African American N/A N/A N/A Hispanic N/A N/A N/A Other N/A N/A N/A

Gender Male N/A N/A N/A Female N/A N/A N/A

Note: The data for teacher production and certification was provided by SBEC. In some cases, the sum of the categories does not add up to the total. Numbers less than 10 in a category are masked (*).

FY 2012 FY 2013 FY 2014 Point Change 20. Graduate Status After Graduation FY 2012 to FY 2014 Academic Employed Only 1,026 40.7% 1,390 46.5% 1,700 46.6% 5.9 Employed and Enrolled (in Senior Institutions) 738 29.3% 722 24.1% 917 25.1% - 4.2 Enrolled Only (in Senior Institutions) 388 15.4% 401 13.4% 480 13.2% - 2.2 Enrolled Only (in Community Colleges) 138 5.5% 181 6.1% 200 5.5% 0.0 Not Found 229 9.1% 297 9.9% 351 9.6% 0.5

Technical Employed Only 1,190 73.4% 1,461 73.9% 1,719 74.8% 1.4 Employed and Enrolled (in Senior Institutions) 103 6.4% 118 6.0% 127 5.5% - 0.9 Enrolled Only (in Senior Institutions) 44 2.7% 50 2.5% 53 2.3% - 0.4 Enrolled Only (in Community Colleges) 121 7.5% 154 7.8% 186 8.1% 0.6 Not Found 163 10.1% 194 9.8% 214 9.3% - 0.8 For additional data on students graduating from and leaving institutions, go to: http://www.txhighereddata.org/reports/performance/ctcasalf/exitcohorts

FY 2002 FY 2014 FY 2015 Point Change FY 2002 to 21. Marketable Skills Awards FY 2015 Marketable Skills Completers 0 30 143 N/A Race/Ethnicity White 0 8 56 N/A African American 0 15 35 N/A Hispanic 0 6 38 N/A Asian 0 0 5 N/A International 0 0 2 N/A Other 0 1 7 N/A

Gender Male 0 7 34 N/A Female 0 23 109 N/A

FY 2000 FY 2014 FY 2015 Percent Change FY 2000 to 22. Associate of Arts in Teaching Awards FY 2015 Total 0 129 120 N/A Race/Ethnicity White 0 67 58 N/A African American 0 11 14 N/A Hispanic 0 47 42 N/A Asian 0 2 2 N/A International 0 0 0 N/A Accountability System, January 2016 12 of 27 Tarrant County College District Community College Performance - Complete Report

International 0 0 0 N/A Other 0 2 4 N/A

Gender Male 0 14 8 N/A Female 0 115 112 N/A

Fall 2011 Cohort TSI obligations Percent TSI TSI TSI met based on Developmental Education attempting TSI obligations Number obligations obligations TSI reporting developmental obligations met (percent Total/Area attempting met (of those met (percent or passed 1st 23. The percent of education met through of those Counts developmental attempting of total as college-level underprepared students who (includes any means (of attempting (a) education developmental reported by course satisfied TSI obligation within 2 DevEd total) developmental (b) education) institution) (percent of interventions) (e) education) (d) (e/a) total) years (b/a) (d/b) (e) and/or Passed†/(a) Summary Data Number of FTIC students 8,764 Met state standards in all three 3,826 areas Did not meet state standards in one, two, or all three areas (at 4,812 entry) Unknown* (unduplicated) 126

Data by Subject Area Met Standard Math 4,653 3,296 70.8% N/A N/A N/A N/A N/A Reading 6,238 194 3.1% N/A N/A N/A N/A N/A Writing 6,242 120 1.9% N/A N/A N/A N/A N/A

Did Not Meet Standard Math 3,990 3,179 79.7% 1,248 1,271 39.3% 31.9% 31.9% Reading 2,424 1,860 76.7% 1,145 1,282 61.6% 52.9% 52.9% Writing 2,414 1,820 75.4% 921 1,037 50.6% 43.0% 43.0%

Unknown** (waived or military exemption) Math** 121 49 40.5% N/A N/A N/A N/A N/A Reading** 102 14 13.7% N/A N/A N/A N/A N/A Writing** 108 17 15.7% N/A N/A N/A N/A N/A

Most- and Least-Prepared Populations Met state standards in all areas Math 3,826 2,653 69.3% N/A N/A N/A N/A N/A Reading 3,826 54 1.4% N/A N/A N/A N/A N/A Writing 3,826 45 1.2% N/A N/A N/A N/A N/A

Did Not Meet Standards in All Three Areas Math 1,345 1,010 75.1% 269 275 26.6% 20.4% 20.4% Reading 1,345 1,031 76.7% 530 585 51.4% 43.5% 43.5% Writing 1,345 1,003 74.6% 433 477 43.2% 35.5% 35.5%

*The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others. **Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category. †Passed is the number of students who passed a first college-level course as shown on measure #14.

Fall 2011 Cohort 24. The number and percent of underprepared and prepared students who return the following fall Total Number returning Percent returning (Fall 2012) (Fall 2012) (a) (b) (b/a) Summary Data Number of FTIC students 8,764 4,877 56 Met state standards in all areas 3,826 2,564 67.0% Did not meet state standards in one, two, or all three areas 4,812 2,265 47.1% Did not meet state standards in all three areas 1,345 485 36.1% Unknown* (unduplicated) 126 48 38.1%

Data by Subject Area Met Standard by Area Math 4,653 3,050 65.5% Reading 6,238 3,781 60.6% Writing 6,242 3,814 61.1%

Did Not Meet Standard by Area Accountability System, January 2016 13 of 27 Tarrant County College District Community College Performance - Complete Report

Math 3,990 1,782 44.7% Reading 2,424 1,061 43.8% Writing 2,414 1,026 42.5%

Unknown** by Area (waived or military exemption) Math 121 45 37.2% Reading 102 35 34.3% Writing 108 37 34.3%

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 233,240 431,146 416,095 78.4% Ending semester credit hours 181,640 371,277 359,769 98.1% Completion rate 77.9% 86.1% 86.5% 8.6

Accountability System, January 2016 14 of 27 Tarrant County College District Community College Performance - Complete Report

Graduates Detail (FY 2015 )- Tarrant County College District

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 Race/Ethnicity Associate's Certificate 1 Certificate 2 Technology Total Certificates White 2,330 559 22 4 2,915 African American 838 194 6 0 1,038 Hispanic 1,324 184 5 3 1,516 Asian 335 48 2 0 385 International 64 8 0 0 72 Other 102 24 2 0 128

By Level, Gender: Advanced Certificate Certificate Gender Associate's Technology Total 1 2 Certificates Male 1,810 662 28 3 2,503 Female 3,183 355 9 4 3,551

By Level, Type Major: Advanced Type Major Associate's Certificate 1 Certificate 2 Technology Total Certificates Academic 4,014 0 0 0 4,014 Technical 979 813 37 7 1,836 Continuing Education 0 204 0 0 204

Graduates Success Detail (FY 2015)- Tarrant County College District

Academic Graduates - Employed

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 839 44.4% African American 349 18.5% Hispanic 555 29.4% Asian 108 5.7% Native American N/A International 6 0.3% Other 33 1.7%

Gender: Percent Gender Number of Cohort Male 651 34.4% Female 1239 65.6%

Graduates - Employed and Enrolled in a Senior Institution

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 414 41.9% African American 184 18.6% Hispanic 299 30.2% Asian 65 6.6% Native American N/A International 6 0.6% Other 21 2.1%

Accountability System, January 2016 15 of 27 Tarrant County College District Community College Performance - Complete Report

Other 21 2.1%

Gender: Percent Gender Number of Cohort Male 355 35.9% Female 634 64.1%

Graduates - Enrolled in a Senior Institution

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 231 46.5% African American 59 11.9% Hispanic 130 26.2% Asian 55 11.1% Native American N/A International 10 2.0% Other 12 2.4%

Gender: Percent Gender Number of Cohort Male 181 36.4% Female 316 63.6%

Graduates - Enrolled in a Community or Technical College

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 94 51.1% African American 11 6.0% Hispanic 50 27.2% Asian 14 7.6% Native American N/A International 6 3.3% Other 9 4.9%

Gender: Percent Gender Number of Cohort Male 66 35.9% Female 118 64.1%

Graduates - Not Found

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 222 50.5% African American 70 15.9% Hispanic 101 23.0% Asian 27 6.1% Native American N/A International 3 0.7% Other 8 1.8%

Gender: Percent Gender Number of Cohort Male 148 33.6% Female 292 66.4%

Technical Graduates - Employed

Race/Ethnicity:

Accountability System, January 2016 16 of 27 Tarrant County College District Community College Performance - Complete Report

Percent Race/Ethnicity Number of Cohort White 879 56.8% African American 273 17.6% Hispanic 278 18.0% Asian 77 5.0% Native American N/A International 6 0.4% Other 34 2.2%

Gender: Percent Gender Number of Cohort Male 846 54.7% Female 701 45.3%

Graduates - Employed and Enrolled in a Senior Institution

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 59 50.9% African American 25 21.6% Hispanic 20 17.2% Asian 11 9.5% Native American N/A International 0 0.0% Other 1 0.9%

Gender: Percent Gender Number of Cohort Male 37 31.9% Female 79 68.1%

Graduates - Enrolled in a Senior Institution

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 20 54.1% African American 7 18.9% Hispanic 5 13.5% Asian 4 10.8% Native American N/A International 1 2.7% Other 0 0.0%

Gender: Percent Gender Number of Cohort Male 20 54.1% Female 17 45.9%

Graduates - Enrolled in a Community or Technical College

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 64 43.2% African American 36 24.3% Hispanic 26 17.6% Asian 7 4.7% Native American N/A International 10 6.8% Other 5 3.4%

Gender: Percent Gender Number of Cohort Male 86 58.1% Female 62 41.9%

Accountability System, January 2016 17 of 27 Tarrant County College District Community College Performance - Complete Report

Female 62 41.9%

Graduates - Not Found

Race/Ethnicity: Percent Race/Ethnicity Number of Cohort White 116 58.0% African American 30 15.0% Hispanic 28 14.0% Asian 17 8.5% Native American N/A International N/A Other 6 3.0%

Gender: Percent Gender Number of Cohort Male 106 53.0% Female 94 47.0%

Transfer Detail (through FY 2015 )- Tarrant County College District

Transfer Measure Detail

Transfers to Senior Institutions

All Students Academic Students Technical Students Fall 2015 Cohort 6,991 (100%) 4,748 (100%) 2,243 (100%) 0-12 hours 53 (0.8%) 35 (0.7%) 18 (0.8%) 111 (1.6%) 92 (1.9%) 19 (0.8%) 13-24 hours 25-29 hours 71 (1.0%) 57 (1.2%) 14 (0.6%) 30-42 hours 171 (2.4%) 126 (2.7%) 45 (2.0%) 43+ hours 1,200 (17.2%) 882 (18.6%) 318 (14.2%) Non Transfer Completers 565 (8.1%) 347 (7.3%) 218 (9.7%) 4,820 (68.9%) 3,209 (67.6%) 1,611 (71.8%) Non Completers

All Transfers Total 1,606 (23.0%) 1,192 (25.1%) 414 (18.5%)

Awarded Core 672 (9.6%) 497 (10.5%) 175 (7.8%)

Accountability System, January 2016 18 of 27 Tarrant County College District 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 2013 2014 CIP Program Number Takers Pass Rate Number Takers Pass Rate Number Takers Pass Rate No data for this institution Excellence - Contextual Measures

FY 2008 FY 2014 FY 2015 Point Change FY 2008 to 27. Certification and Licensure FY 2015 Pass rate on state or national exams. N/A 91.9% 90.3% N/A

For more information, see the licensure report.

Quality Enhancement Plan

28. Quality Enhancement Plan, Including Reaffirmation Year PowerOn: Critical Thinking is Tarrant County College District’s (TCCD) comprehensive plan to enhance the quality of student learning. The plan targets the development and improvement of critical thinking skills in students taking key Core Curriculum courses. Intensive learning experiences provided by faculty members focused on pedagogy that increases the explicit use of critical thinking in the classroom is vital to the success of this plan. Campus support systems in academic laboratories, tutoring centers, libraries and other support services will supplement the key efforts of faculty members. The broad-based efforts of this plan align with TCCD’s mission and goals of emphasizing student learning, as established during the planning process of the District that revisited the mission and developed the strategic plan, Vision 2015. TCCD’s QEP has been tentatively approved and accepted by SACS with no recommendations. Excellent Programs

29. Excellent Programs Highlighted Excellent Programs 1 Tarrant County College South Campus opened the Family Empowerment Center in the spring of 2013. Its mission is to promote success for students, their families and residents of the campus’ service area by addressing barriers to education and self-sufficiency. This mission is supported by three primary goals: • To reduce and eliminate barriers to attending and completing college, • To promote economic stability, and • To support quality of life initiatives such as nutrition, physical fitness, and workforce re-entry. Services provided by the Center include general and developmental education, academic advising, income tax preparation, scholarships for short-term vocational training, financial education and coaching, job preparation services, nutrition classes, immigration education training, and legal services. Referrals are made to local community partners for such services as childcare/day care, and financial and/or housing assistance. Among these partners are such agencies as the Women’s Center of Tarrant County, United Way, The Parenting Center, Child Protective Services, the Fort Worth Independent School District, and many others. The Family Empowerment Center makes South Campus an ideal setting for intergenerational participation, offering programs for every age group in seeking ways to cultivate a college-going culture and promote student Success. http://www.tccd.edu/Business_Community/Family_Empowerment_Ctr.html Highlighted Excellent Programs 2 The Northwest campus Cornerstone Honors Degree Program provides unique learning opportunities that stimulate creative thought and critical thinking, promote self-confidence and communication skills, and bring cultural enrichment and build tools for future scholastic success. During the two-year program, Cornerstone students are guided by faculty mentors known for excellence in teaching and provided with opportunities to lead, research, attend conferences and participate in service learning - all of which give them skills to succeed in life after Cornerstone. In August 2013, Cornerstone Honors students on the Northwest campus participated in an iPad technology initiative, promoting the use of technology in their coursework. In December 2013, the first Cornerstone Honors Documentary Film Festival was hosted on the Northwest campus, presenting films that were created entirely by the students using their iPads. http://www.tccd.edu/courses_and_programs/honors_program/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

Accountability System, January 2016 19 of 27 Tarrant County College District Community College Performance - Complete Report

Exemplary programs or citations/Other national recognitions: Plus 50 Tarrant County College was awarded the Plus 50 grant from AACC. Tarrant County College’s Plus 50 Encore Completion Program offers workforce training programs and support services tailored to the needs of adult learners over age 50. Completing its first year of implementation in 2013, the program has started off very successfully. The Plus 50 Concierge is available to serve students across the District and has established a strong student base on Northeast campus through the Club: 50 Plus student organization.

NE Education Honor Society

With meeting appropriate requirements the Child Development and Education students are welcome to join the department’s honor society. Kappa Delta Pi is an international honor society in education. Kappa Delta Pi members must have a 3.0 cumulative GPA; 30 hours of earned credit (already a sophomore) and majoring in education or child development. Our chapter participates in service projects, hosts programs and gives education students a chance to support each other. The Honor society inducted 11 new members in the 2013 academic year and 3 of them attended the national conference accompanied by one of our faculty advisors.

NE Psi Beta, Psychology Honor Society

Last semester we received a BISD Recognition Award from the Board of Trustees for a valuable partnership (collecting and donating over a thousand books) Psi Beta president, Ashley Magers, is a finalist up for the Coca Cola Scholarship Award, we donated money to various charitable organizations, and our Vice president, Tessa Kruger, received a Distinguished Student Scholarship.

o The NW Alpha Delta Delta Chapter of Phi Theta Kappa earned a "5-star" designation at the international convention--the highest level of chapter service, leadership, & scholarship. The chapter received accolades from the college and the state Phi Theta Kappa regions for its work with hunger awareness and collection activities for the Tarrant Food Bank.

o Five Northwest Campus students were winners in the Jim Bolen Math Competition and received scholarships and prizes from area universities. The test is a national competition sponsored by the American Mathematics Association of Two-Year Colleges (AMATYC). TCC ranked second in the state competition and second in the four-state Southwest Region, comprised of Texas, Oklahoma, New Mexico and Arizona. Approximately 8,000 community college math students competed in two rounds of comprehensive testing of college-level algebra, trigonometry, geometry and analytical geometry.

o Three Northwest campus students from the Business Professionals of America organization attended the National Business Professionals of America Student Leadership Conference in Orlando, Florida. All three students placed in the top three in the nation for the Parliamentary Procedures and Small Business Management Team categories.

o The Northwest campus partnered with Arlington ISD and sponsored a high school Fire Academy. The AISD high school students participated in the Fire Academy in addition to their regular high school activities. Of the 15 student graduates, 13 were eligible to take the state test and nine passed on their first attempt. Four of the graduates have been offered positions with the Arlington Fire Department.

o The Northwest campus Criminal Justice Training Center (CJTC) announced an agreement with the Federal Bureau of Engraving and Printing to conduct training for their Federal Officer teams. The CJTC coordinators worked diligently to showcase the training facility and develop comprehensive training programs covering several key areas to meet the needs of the Bureau. These programs provide the CJTC with expertise for instructional programs to specialized in-service courses while also maximizing the efficiency and effectiveness of the limited training funds available.

o The Northwest campus Criminal Justice Training Center (CJTC) reopened the law enforcement marine training program. The program utilizes contemporary marine vehicles including jet skis and a specialized police patrol boat, allowing for realistic and reliable training.

o The Northwest campus Fire Service Training Center (FSTC) finalized a long-term partnership between Tarrant County College and Union Pacific Railroad. Union Pacific donated three tank cars for the Hazardous Materials training, enabling the FSTC to begin TRANSCAER Training as of September 2013.

o The Northwest campus Fire Service Training Center (FSTC) developed curriculum to implement the use of an advanced disaster management simulator (ADMS). The ADMS is an emergency and disaster management training simulation system designed to train incident commanders, first responders, and incident command teams in a real-time, interactive virtual reality (VR) environment.

o The Criminal Justice Training Center (CJTC) now has five consecutive fiscal years with a 100% first-attempt pass rate on the State Licensing Exam. This is unprecedented in TCC history. The CJTC staff is commended for their dedication and commitment to making this possible.

o The Student Leadership Academy, implemented in 2011, is a co-curricular learning opportunity designed to help students develop skills, which will support them in their roles as campus leaders, university students, community leaders, and in the workforce. This open-entry/open-exit program provides three certification levels: Level I with completion of four modules, Level II with completion of seven modules, and Level III with completion of ten modules. Additionally, the program has been expanded to include specific offerings for students attending the Marine Creek Collegiate High School on Northwest Campus.

S4: The Scholastic Summit for Student Success – The Student Success Scholastic Summit Accountability System, January 2016 20 of 27 Tarrant County College District Community College Performance - Complete Report

(S4) is a series of workshops and conversations designed for faculty, staff, and students to share evidence (including data, information, and practices) that promote or hinder student success. The first S4 mini-conference, involving faculty, was held in April 2013 and the second, with student development services professionals added, in November.

The S4 concept has quickly spread throughout the District. In spring 2014, the other four TCC campuses will hold their version of S4, and the spring semester will also see the first Districtwide event – the DS4: District Scholastic Summit for Student Success.

In 2013, South Campus sent a proposal to present S4 to DREAM 2014, and it was accepted. Thus, within a 10-month period, S4 has spread from a South Campus event, to events on all campus, to a one-day all-District event, and in February will be presented on the national level at the DREAM 2014 Conference in Lake Buena Vista, Florida. S4 has been a most successful undertaking for student success at TCC.

• The Tarrant County College Southeast Campus’ Phi Theta Kappa-Beta Delta Omicron Chapter received the 5-Star Chapter Status, Top 100 Chapter, Distinguished Regional Officer, Distinguished Theme, and Distinguished Honors In Action Project recognition at the annual PTK Conference held in San Jose California in April 2013. The SE Chapter has received the 5-Star status three years in a row. • Christina Liew-Newville, Dietetics Program instructor, was cited by the Southern Association of Colleges and Schools (SACS) evaluator for having the Best Assessment Plan for a technical program. • The Southeast Campus Theatre department brought its production of The Laramie Project to the state tournament for the Kennedy Center American College Theatre Festival hosted by Angelo State University. Southeast Campus theatre students were judged as the best production at the state festival, winning the Respondent’s Choice (first place) to advance to Regional competition. • The Compass is a SE Campus publication that includes poetry, prose, drama, art, and a music CD. The 2012-2013 edition placed 3rd in the Region and in the top 12 nationally in the Community College Humanities Association (CCHA) competition for literary magazines. • Bradley Borougerdi, Instructor of History, and Dr. Gregory Kosc, Associate Professor of History, were awarded a National Endowment for the Humanities (NEH) grant for their Bridging Cultures presentation. • Sharon Wettengel, Southeast Assistant Professor of Sociology and ten of her students were recognized, along with other volunteers, for their work in conducting annual census counts for the Tarrant County Homeless Coalition (TCHS). • Rebekah Mansfield, Southeast Library Circulation Specialist, was interviewed by national Public Radio (NPR) reporter, Doualy Xaykaothao, on the National Novel Writing Month (NanoWriMo) even. The interview was locally heard on KERA and blogged nationally on NPR’s website. • Dr. Tracey Minzenmayer, Southeast Assistant Director of Library Services, received grants for two traveling exhibitions to be hosted by the SE Library. Both grants totaled $2500 and focus on educating the college community about history of America and the Civil War. • Christopher Blay, Artist and TCC Southeast Art Corridor II Curator, was awarded the Moss/Chumley Artist Award by the Meadows Museum in Dallas in December 2013. This award is given annually to an outstanding North Texas artist whose art has been exhibited professionally for at least ten years. He was also awarded a National Endowment for the Arts (NEA) grant in 2013. • Four Southeast students competed in the Jim Bolen Mathematics Competition and were awarded a combined total of $128,000 in scholarships to TCC, the University of Texas at Arlington, and Texas Christian University. The competition was coordinated by Southeast math faculty Dr. Daniela Kojouharov and Carol White with support from Nena Kabranski, Math Club sponsor. • The Southeast Campus 2013 NISOD (National Institute for Staff and Organizational Development) Excellence Award recipients were Dr. Catherine Bottrell, Catherine Costello and Dr. Elizabeth Joseph. • Orlando R. Bagcal, Assistant Professor of Construction, is the recipient of the 2012 Cengage Learning/ National Association of Home Builders “Outstanding Educator Award” that was announced at the annual conference in February 2013. He was also featured in the campus’ Collegian Newspaper, with his students, for awards received at the 2013 International Builders’ Show.

Continuing Education and Workforce Development: GED Testing: The mission of the Trinity River Campus Continuing Education Services is to enhance lives in Tarrant County through Workforce Development, personal enrichment, and college readiness. The team lives up to the mission every day, but nowhere more obviously than with its 2013 work with General Education Diploma (GED) testing. Since the centrally-located campus opened in 2009, hundreds of area citizens have taken the GED examination in both Spanish and in English. In the month of November 2013, when testing with the paper test was closed in virtually all other venues, Trinity River Campus tested more than 800 students. This extra effort was especially noteworthy in that the GED test format becomes automated in 2014, and many GED students have no access to computers. Thus Trinity River Campus allowed adults seeking to earn the State of Texas High School Equivalency Certificate by providing extended access to GED testing with a format accessible to them. The work was so outstanding that Nicole Chestang, Executive Vice President for GED Testing Services in Washington D.C., came to the November meeting of TCC’s Board of Trustees to present the unit a Community Service Award for dedication and service to adult learners in the Dallas/Fort Worth Metroplex.

Students’ Community Spirit: Led by student organization TREE (Trinity River Equality in Education), children at Samaritan House, a local half-way house, enjoyed a bountiful Christmas. The students gave families $510.00 in cash and gift cards, 33 packages of socks, 27 packages of underwear, 25 pairs of shoes, and $7,428 in toys and clothes. All together students and campus personnel were able to fulfill 127 Wish lists.

Honors for the Trinity River Campus Healthcare Professions Facility: The covers of two 2012 publications honored the campus. Texas Architect featured the Trinity River East Campus with full-color photos embedded in a 7-page article. Fort Worth Texas, published by the Fort Worth Chamber of Commerce, included an article that called the Accountability System, January 2016 21 of 27 Tarrant County College District Community College Performance - Complete Report

campus a “cool school” and “one of the most aesthetically stunning campuses in the Lone Star State.”

On February 25, 2013, the Senate of the State of Texas approved Senate Resolution No. 270, in honor of the recognition of the acclaimed architecture of Trinity River Campus East. The facility was named “one of the best buildings to see in Texas” and “one of 13 buildings that has significantly changed architecture in Texas.” The Resolution was signed by Lt. Governor David Dewhurst and Senator Wendy Davis.

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: Plus 50 Tarrant County College was awarded the Plus 50 grant from AACC. Tarrant County College’s Plus 50 Encore Completion Program offers workforce training programs and support services tailored to the needs of adult learners over age 50. Completing its first year of implementation in 2013, the program has started off very successfully. The Plus 50 Concierge is available to serve students across the District and has established a strong student base on Northeast campus through the Club: 50 Plus student organization.

NE Education Honor Society

NE Psi Beta, Psychology Honor Society

S4: The Scholastic Summit for Student Success – The Student Success Scholastic Summit (S4) is a series of workshops and conversations designed for faculty, staff, and students to share evidence (including data, information, and practices) that promote or hinder student success. The first S4 mini-conference, involving faculty, was held in April 2013 and the second, with student development services professionals added, in November.

Continuing Education and Workforce Development: GED Testing: The mission of the Trinity River Campus Continuing Education Services is to enhance lives in Tarrant County through Workforce Development, personal enrichment, and college readiness. The team lives up to the mission every day, but nowhere more obviously than with its 2013 work with General Education Diploma (GED) testing. Since the centrally-located campus opened in 2009, hundreds of area citizens have taken the GED examination in both Spanish and in English. In the month of November 2013, when testing with the paper test was closed in virtually all other venues, Trinity River Campus tested more than 800 students. This extra effort was especially noteworthy in that the GED test format becomes automated in 2014, and many GED students have no access to computers. Thus Trinity River Campus allowed adults seeking to earn the State of Texas High School Equivalency Certificate by providing extended access to GED testing with a format accessible to them. The work was so outstanding that Nicole Chestang, Accountability System, January 2016 23 of 27 Tarrant County College District Community College Performance - Complete Report

Executive Vice President for GED Testing Services in Washington D.C., came to the November meeting of TCC’s Board of Trustees to present the unit a Community Service Award for dedication and service to adult learners in the Dallas/Fort Worth Metroplex.

Honors for the Trinity River Campus Healthcare Professions Facility: The covers of two 2012 publications honored the campus. Texas Architect featured the Trinity River East Campus with full-color photos embedded in a 7-page article. Fort Worth Texas, published by the Fort Worth Chamber of Commerce, included an article that called the campus a “cool school” and “one of the most aesthetically stunning campuses in the Lone Star State.”

Accountability System, January 2016 24 of 27 Tarrant County College District 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 FY 2014 FY 2015 Point Change FY 2000 to FY 2015 Institutional support as a percent of total operating expenditures N/A 11.9% 12.4% N/A

Tuition and Fees

32. Tuition and fees for 30 SCH. FY 2000 FY 2015 FY 2016 Percent Change FY 2000 to FY 2016 Tuition and fees for 30 SCH in two semesters $1,108 $1,650 $1,650 48.9%

Institutional Efficiency and Effectiveness - Contextual Measures

Fall 2000 Fall 2013 Fall 2014 Percent Change Fall 2000 to 33. Faculty Fall 2014 Full-Time Total* 454 670 667 46.9%

Race/Ethnicity White 376 (82.8%) 471 (70.3%) 472 (70.8%) 25.5% African American 43 (9.5%) 90 (13.4%) 89 (13.3%) 107.0% Hispanic 24 (5.3%) 63 (9.4%) 61 (9.1%) 154.2% Asian 8 (1.8%) 37 (5.5%) 33 (4.9%) 312.5% International 0 (0.0%) 0 (0.0%) 1 (0.1%) N/A Other 3 (0.7%) 9 (1.3%) 11 (1.6%) 266.7%

Gender Male 230 (50.7%) 291 (43.4%) 295 (44.2%) 28.3% Female 224 (49.3%) 379 (56.6%) 372 (55.8%) 66.1%

Part-Time Total* 750 1,361 1,359 81.2%

Race/Ethnicity White 661 (88.1%) 991 (72.8%) 977 (71.9%) 47.8% African American 44 (5.9%) 180 (13.2%) 180 (13.2%) 309.1% Hispanic 26 (3.5%) 97 (7.1%) 103 (7.6%) 296.2% Asian 12 (1.6%) 53 (3.9%) 62 (4.6%) 416.7% International 0 (0.0%) 5 (0.4%) 6 (0.4%) N/A Other 7 (0.9%) 35 (2.6%) 31 (2.3%) 342.9%

Gender Male 415 (55.3%) 676 (49.7%) 664 (48.9%) 60.0% Female 335 (44.7%) 685 (50.3%) 695 (51.1%) 107.5%

*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 Fall 2013 Fall 2014 Percent Change Fall 2000 to Fall 2014

25:1 26:1 22:1 - 12.0% 34. FTE Student/FTE Faculty Ratio

4,025,904 6,826,832 6,834,480 69.8% 35. Contact Hours Taught by full-time faculty 60.5% 53.2% 56.1% - 4.4 Taught by part-time faculty 39.5% 46.8% 43.9% 4.4

Institutional Efficiency and Effectiveness - Finance Measures Finances per FTE Student

36. Funds by source divided by full-time equivalent students

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FY 2000 FY 2014 FY 2015 % Change FY 2000 to FY 2015

Total revenues per FTE student N/A 12,135 10,908 N/A State funds per FTE student N/A (N/A) 2,231 (18.4%) 2,310 (21.2%) N/A Local funds per FTE student N/A (N/A) 6,061 (49.9%) 4,931 (45.2%) N/A Tuition and Fees per FTE student N/A (N/A) 1,468 (12.1%) 1,519 (13.9%) N/A Federal revenue per FTE student N/A (N/A) 2,375 (19.6%) 2,149 (19.7%) N/A

37. Expenditures per full-time equivalent students

FY 2000 FY 2014 FY 2015 % Change FY 2000 to FY 2015

Total expenditures per FTE student N/A 9,941 10,124 N/A Instructional expenditures per FTE student N/A (N/A) 3,667 (36.9%) 4,011 (39.6%) N/A Institution Support expenditures per FTE student N/A (N/A) 1,181 (11.9%) 1,255 (12.4%) N/A Academic Support expenditures per FTE student N/A (N/A) 820 (8.2%) 890 (8.8%) N/A

38. Financial Viability Ratio

FY 2003 FY 2014 FY 2015 Point Change FY 2003 to FY 2015

Financial Viability Ratio N/A 23.28% 3.72% 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/

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Success Points

FY 2013 FY 2014 FY 2015 % Change FY 2013 to FY 2015

39 Success Points Annual Success Point Total 61,857.5 77,963.0 76,330.3 23.4% Math Readiness 2,299.0 1,444.0 1,983.0 - 13.7% Read Readiness 1,187.5 1,166.0 911.0 - 23.3% Write Readiness 983.0 1,049.5 790.5 - 19.6% Students Who Complete 15 SCH 14,147.0 15,244.0 14,560.0 2.9% Students Who Complete 30 SCH 8,717.0 9,069.0 8,955.0 2.7% Students Who Transfer to a 4-Year Institution 8,956.0 9,544.0 10,196.0 13.8% Students Who Pass First College-Level Math Course 2,212.0 11,631.0 9,798.0 342.9% Students Who Pass First College-Level Read Course 5,007.5 8,517.5 8,504.0 69.8% Students Who Pass First College-Level Write Course 6,155.5 6,153.5 6,347.0 3.1% Degrees, Core Curriculum or Certificates (Unduplicated) 10,366.0 11,944.0 12,236.0 18.0% Degrees or Certificates in Critical Fields 1,827.0 2,200.5 2,049.8 12.2%

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