Houston Community College's (HCC) total unduplicated student enrollment has remained relatively stable between 2010 and 2014, ranging between approximately 70,000 to 75,000 students. While Semester Credit Hour (SCH) enrollment has also remained stable around 58,000-61,000 students, Continuing Education Unit (CEU) enrollment has increased in recent years from around 6,000 to over 7,500 students. Adult education enrollment, including ABE/ESL/GED programs, has decreased from over 5,000 students to around 3,500-4,500 students during this period.
This document provides statistics about student enrollment at Houston Community College from Fall 2009 to Fall 2013. It shows that total unduplicated enrollment peaked at 75,235 in Fall 2011 and declined slightly to 69,714 in Fall 2013. Semester credit hour enrollment, the largest group, was 58,068 in Fall 2013. Gender and ethnicity data show that in Fall 2013 the majority of students were female and Hispanic. The document also provides information about residency, international students, and course scheduling.
The document provides statistical information about Houston Community College (HCC) in its 2013-2014 Fact Book. It includes data on accreditation, demographics of HCC's service area, total student enrollment trends from 2009-2013 which show a decline from 2012-2013, gender and ethnicity breakdowns of credit students, international student populations, and course enrollment patterns. The fact book contains information on instructional programs, academic achievement, personnel, and financials of HCC.
Houston Community College saw a slight increase in total unduplicated enrollment from Fall 2013 to Fall 2014. The majority of students were enrolled in semester credit hours, though continuing education units also increased. While semester credit hour enrollment declined slightly from Fall 2010 to Fall 2014, total unduplicated enrollment remained relatively stable over this period.
Houston Community College saw a slight increase in total unduplicated enrollment from Fall 2013 to Fall 2014. The majority of students were enrolled in semester credit hours, though continuing education units also increased. While semester credit hour enrollment was relatively stable, adult education programs declined over the period shown. International student populations increased in both number and country of origin diversity.
Houston Community College is a multi-college system serving the Houston area with seven colleges. It was established in 1971 under the Houston Independent School District and separated in 1989, establishing its own Board of Trustees. In 2015, it had over 69,000 unduplicated students, with most students attending part-time. The student body was diverse, with the largest ethnic groups being Hispanic, African American, and White.
stem-focused-technology-mediated-advising-reformMarkeisha Grant
1) Four community colleges received grants to implement STEM-focused advising reforms using the iPASS model to improve student persistence and completion in STEM fields.
2) The colleges chose to focus on STEM programs due to workforce demands for STEM graduates and to increase representation of underrepresented groups in STEM.
3) Three colleges plan to pilot iPASS with STEM students and programs before expanding institution-wide, while one college will implement iPASS across all programs from the start. The pilots aim to test technology tools and refine advising approaches.
Kansas Board of Regents_Foresight2020_2015 Progress ReportBreeze Richardson
This document provides a progress report on Foresight 2020, the Kansas Board of Regents' strategic agenda for higher education. It summarizes progress made in the past year on goals and metrics related to increasing higher education attainment among Kansans. The number of undergraduate credentials and degrees awarded continues to exceed projections needed to meet the goal of 60% postsecondary attainment by 2020. Enrollment demographics generally match state demographics and participation levels have increased for most adult age groups.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
This document provides statistics about student enrollment at Houston Community College from Fall 2009 to Fall 2013. It shows that total unduplicated enrollment peaked at 75,235 in Fall 2011 and declined slightly to 69,714 in Fall 2013. Semester credit hour enrollment, the largest group, was 58,068 in Fall 2013. Gender and ethnicity data show that in Fall 2013 the majority of students were female and Hispanic. The document also provides information about residency, international students, and course scheduling.
The document provides statistical information about Houston Community College (HCC) in its 2013-2014 Fact Book. It includes data on accreditation, demographics of HCC's service area, total student enrollment trends from 2009-2013 which show a decline from 2012-2013, gender and ethnicity breakdowns of credit students, international student populations, and course enrollment patterns. The fact book contains information on instructional programs, academic achievement, personnel, and financials of HCC.
Houston Community College saw a slight increase in total unduplicated enrollment from Fall 2013 to Fall 2014. The majority of students were enrolled in semester credit hours, though continuing education units also increased. While semester credit hour enrollment declined slightly from Fall 2010 to Fall 2014, total unduplicated enrollment remained relatively stable over this period.
Houston Community College saw a slight increase in total unduplicated enrollment from Fall 2013 to Fall 2014. The majority of students were enrolled in semester credit hours, though continuing education units also increased. While semester credit hour enrollment was relatively stable, adult education programs declined over the period shown. International student populations increased in both number and country of origin diversity.
Houston Community College is a multi-college system serving the Houston area with seven colleges. It was established in 1971 under the Houston Independent School District and separated in 1989, establishing its own Board of Trustees. In 2015, it had over 69,000 unduplicated students, with most students attending part-time. The student body was diverse, with the largest ethnic groups being Hispanic, African American, and White.
stem-focused-technology-mediated-advising-reformMarkeisha Grant
1) Four community colleges received grants to implement STEM-focused advising reforms using the iPASS model to improve student persistence and completion in STEM fields.
2) The colleges chose to focus on STEM programs due to workforce demands for STEM graduates and to increase representation of underrepresented groups in STEM.
3) Three colleges plan to pilot iPASS with STEM students and programs before expanding institution-wide, while one college will implement iPASS across all programs from the start. The pilots aim to test technology tools and refine advising approaches.
Kansas Board of Regents_Foresight2020_2015 Progress ReportBreeze Richardson
This document provides a progress report on Foresight 2020, the Kansas Board of Regents' strategic agenda for higher education. It summarizes progress made in the past year on goals and metrics related to increasing higher education attainment among Kansans. The number of undergraduate credentials and degrees awarded continues to exceed projections needed to meet the goal of 60% postsecondary attainment by 2020. Enrollment demographics generally match state demographics and participation levels have increased for most adult age groups.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including Research and Economic Activity, meaning the research activity and resulting economic impact by the five campuses of the state's public research university, the University of Massachusetts. This presentation gives a preview of data showing where Massachusetts stands in these outcomes at the outset of the Vision Project. More information at www.mass.edu/visionproject. Original presentation date: May 3, 2011
In our third annual Vision Project Report, Degrees of Urgency, we highlight the "Big Three" Completion Plan to increase the number of students graduating with degrees and certificates.
For more, visit www.mass.edu/visionproject
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
This document provides a summary of key facts and statistics about Houston Community College for the 2016-2017 academic year. It outlines the college's service area, board of trustees, administration, budget, enrollment numbers, student demographics, degrees and certificates awarded, personnel, and accreditation. The college has a total enrollment of over 71,000 students across its seven colleges and centers and an operating budget of $337.9 million for 2016-2017.
The document summarizes a presentation given at a Board of Higher Education meeting about achieving national leadership in education and research. It discusses goals of increasing college participation and completion rates, student learning outcomes, workforce alignment of degrees produced, and eliminating achievement gaps. It then previews a vision project assessing how well degrees and enrollments align with high-growth occupational fields and workforce needs in Massachusetts through metrics like graduation rates and employment of graduates.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
Measuring Educational Opportunity in Juvenile Justice SchoolsJeremy Knight
Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...Jeremy Knight
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
The document summarizes California's Education Technology K-12 Voucher Program, which resulted from a legal settlement to provide $500 million in vouchers to eligible K-12 public schools. Schools with at least 40% of students eligible for free/reduced lunch qualify. Vouchers between $98-150 per student can be redeemed for approved hardware, software, professional development and services to support schools' technology plans through 2022. The application process and voucher redemption procedures are outlined, along with restrictions and guidance from the Settlement Claims Administrator.
The document provides financial information for Houston Community College for the period of September 1-30, 2013, including:
1) Unaudited fund balances across all funds as of September 30, 2013 totaling $369,901,751.
2) Operating statements showing revenues of $60,762,487 and expenses of $131,522,592 for the period, resulting in a net loss of $131,522,592.
3) The 2013-2014 budget vs actuals for the main unrestricted fund as of September 30, 2013, showing year-to-date actual revenues of $53,237,579 which is 17.3% of the adjusted budget.
Howard County Secondary Language Arts...bridiejones
Mary's unit plan introduces a 12-week unit on folklore and legends. The unit includes stations for students to learn about different types of folklore, viewing a movie to compare versions of Little Red Riding Hood, and having students create their own folklore projects. Lessons incorporate technology, group work, and storytelling activities. The unit aims to help students understand how folklore preserves cultural history through oral tradition.
This document lists various waiver codes, target populations, fees waived, applicable statutes, and whether GPA requirements apply for financial aid recipients at Houston Community College. Some of the key waivers include: the Hazlewood waiver for Texas veterans (W001); highest high school graduate waiver (W003); waivers for deaf/blind students (W005) and children of disabled/killed peace officers and firefighters (W006, W076); employee exemptions (W007, W013); and waivers for foster care students (W066), undocumented students (W075), and adopted students (W085). GPA requirements apply to financial aid recipients for most waivers, but some target populations like military personnel and exchange students
The document is an advanced college credit manual for Houston Community College that outlines six pathways for students to earn college credit for prior learning and experiences. It provides guidelines for awarding advanced college credit and details each of the six options: credit for military training, credit by exam, continuing education to credit equivalencies, credit for industry certifications, prior learning assessment through portfolio review, and credit through articulation agreements. The manual aims to standardize advanced college credit processes and policies across the college to help more students complete degrees and certificates sooner through recognition of their prior college-level learning.
The document summarizes Harris County Community College's (HCC) proposed $425 million bond referendum to expand and improve its facilities. It notes that HCC is currently at or near capacity, and the funds would be used to build new facilities and upgrade existing ones. Specifically, it outlines blueprints and funding allocations for each HCC college to address growing demand in healthcare, STEM, and workforce development programs. The bond aims to ensure HCC can continue to be the top developer of workforce-ready candidates and provide accessible education required for most new jobs.
This document discusses the importance of social media for businesses and financial planners. It emphasizes having a social media policy, strategy, training, editorial calendar, and archiving. The social media policy should address the goals and tone for social media use. The social media strategy identifies target audiences and messages and determines what tactics are most effective. It also establishes key performance indicators to measure success. Having these social media planning elements in place allows businesses to better engage with clients and prospects through social media.
The document discusses two victims in the Houston area who passed away from defective Takata airbags, Huma Hanif and Carlos Solis. It provides a video link and schematic diagram of an airbag inflator system. The document also notes that several major automakers have been affected by the faulty Takata airbags and describes the issue as the "Alpha problem".
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including Research and Economic Activity, meaning the research activity and resulting economic impact by the five campuses of the state's public research university, the University of Massachusetts. This presentation gives a preview of data showing where Massachusetts stands in these outcomes at the outset of the Vision Project. More information at www.mass.edu/visionproject. Original presentation date: May 3, 2011
In our third annual Vision Project Report, Degrees of Urgency, we highlight the "Big Three" Completion Plan to increase the number of students graduating with degrees and certificates.
For more, visit www.mass.edu/visionproject
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
This document provides a summary of key facts and statistics about Houston Community College for the 2016-2017 academic year. It outlines the college's service area, board of trustees, administration, budget, enrollment numbers, student demographics, degrees and certificates awarded, personnel, and accreditation. The college has a total enrollment of over 71,000 students across its seven colleges and centers and an operating budget of $337.9 million for 2016-2017.
The document summarizes a presentation given at a Board of Higher Education meeting about achieving national leadership in education and research. It discusses goals of increasing college participation and completion rates, student learning outcomes, workforce alignment of degrees produced, and eliminating achievement gaps. It then previews a vision project assessing how well degrees and enrollments align with high-growth occupational fields and workforce needs in Massachusetts through metrics like graduation rates and employment of graduates.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
Measuring Educational Opportunity in Juvenile Justice SchoolsJeremy Knight
Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...Jeremy Knight
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
The document summarizes California's Education Technology K-12 Voucher Program, which resulted from a legal settlement to provide $500 million in vouchers to eligible K-12 public schools. Schools with at least 40% of students eligible for free/reduced lunch qualify. Vouchers between $98-150 per student can be redeemed for approved hardware, software, professional development and services to support schools' technology plans through 2022. The application process and voucher redemption procedures are outlined, along with restrictions and guidance from the Settlement Claims Administrator.
The document provides financial information for Houston Community College for the period of September 1-30, 2013, including:
1) Unaudited fund balances across all funds as of September 30, 2013 totaling $369,901,751.
2) Operating statements showing revenues of $60,762,487 and expenses of $131,522,592 for the period, resulting in a net loss of $131,522,592.
3) The 2013-2014 budget vs actuals for the main unrestricted fund as of September 30, 2013, showing year-to-date actual revenues of $53,237,579 which is 17.3% of the adjusted budget.
Howard County Secondary Language Arts...bridiejones
Mary's unit plan introduces a 12-week unit on folklore and legends. The unit includes stations for students to learn about different types of folklore, viewing a movie to compare versions of Little Red Riding Hood, and having students create their own folklore projects. Lessons incorporate technology, group work, and storytelling activities. The unit aims to help students understand how folklore preserves cultural history through oral tradition.
This document lists various waiver codes, target populations, fees waived, applicable statutes, and whether GPA requirements apply for financial aid recipients at Houston Community College. Some of the key waivers include: the Hazlewood waiver for Texas veterans (W001); highest high school graduate waiver (W003); waivers for deaf/blind students (W005) and children of disabled/killed peace officers and firefighters (W006, W076); employee exemptions (W007, W013); and waivers for foster care students (W066), undocumented students (W075), and adopted students (W085). GPA requirements apply to financial aid recipients for most waivers, but some target populations like military personnel and exchange students
The document is an advanced college credit manual for Houston Community College that outlines six pathways for students to earn college credit for prior learning and experiences. It provides guidelines for awarding advanced college credit and details each of the six options: credit for military training, credit by exam, continuing education to credit equivalencies, credit for industry certifications, prior learning assessment through portfolio review, and credit through articulation agreements. The manual aims to standardize advanced college credit processes and policies across the college to help more students complete degrees and certificates sooner through recognition of their prior college-level learning.
The document summarizes Harris County Community College's (HCC) proposed $425 million bond referendum to expand and improve its facilities. It notes that HCC is currently at or near capacity, and the funds would be used to build new facilities and upgrade existing ones. Specifically, it outlines blueprints and funding allocations for each HCC college to address growing demand in healthcare, STEM, and workforce development programs. The bond aims to ensure HCC can continue to be the top developer of workforce-ready candidates and provide accessible education required for most new jobs.
This document discusses the importance of social media for businesses and financial planners. It emphasizes having a social media policy, strategy, training, editorial calendar, and archiving. The social media policy should address the goals and tone for social media use. The social media strategy identifies target audiences and messages and determines what tactics are most effective. It also establishes key performance indicators to measure success. Having these social media planning elements in place allows businesses to better engage with clients and prospects through social media.
The document discusses two victims in the Houston area who passed away from defective Takata airbags, Huma Hanif and Carlos Solis. It provides a video link and schematic diagram of an airbag inflator system. The document also notes that several major automakers have been affected by the faulty Takata airbags and describes the issue as the "Alpha problem".
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
USHE's role in Career and Technical EducationHigherEdUtah
Given by Assistant Commissioner of Academic Affairs Blair Carruth at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015, at Southern Utah University
USHE's Role in Career and Technical EducationHigherEdUtah
Given by Assistant Commissioner of Academic Affairs Blair Carruth at the joint meeting of the Board of Regents and Institutional Boards of Trustees 07-30-2015, at Southern Utah University
The document discusses higher education in Utah. It notes that 8 out of 10 Utah high school graduates who enroll in college attend a USHE institution. It also references articles praising higher education as key to Utah's economic success. Additionally, it provides data showing higher lifetime earnings and lower unemployment and poverty rates correspond with higher education levels. The document outlines Utah's performance funding model and metrics, which aim to incentivize completions, underserved student support, market-aligned degrees, research, and on-time graduation. It discusses the model's rationale and alignment with USHE's strategic directions.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs as required by legislation. It provides an overview of CCP participation rates, courses taken, and dual enrollment rates among 2018-19 high school graduates. It also provides the statewide 4-year graduation and dropout rates. For CIHS programs, it lists the current number, locations, and notes new programs. The report fulfills various legislative reporting requirements by combining data from NCDPI, NCCCS, UNC System, and NCICU.
Basic statistical tools in educational planningRai Blanquera
This document outlines the key data needed for effective educational planning and administration. It discusses collecting data on: student enrollment and graduation rates by level, field of study, and demographics; teacher statistics; educational facilities; costs; and economic and population factors that influence education systems. The goal is to have accurate, comprehensive data to inform educational policymaking, budgeting, and resource allocation over time.
The document provides an overview of the Utah System of Higher Education (USHE). It summarizes that USHE includes 2 research universities, 4 regional universities, and 2 community colleges. It notes that 8 out of 10 Utah high school graduates attend a USHE institution. USHE awarded over 32,000 degrees and certificates in 2014-2015. It also discusses various partnership initiatives between USHE and K-12 to help students prepare for and succeed in college.
This document summarizes key data from a presentation on higher education in Utah given by David Buhler, Commissioner of Higher Education. It outlines Utah's goal of having 66% of residents with a postsecondary degree or certificate by 2020 and shows enrollment and completion rates increasing and on track to meet the goal. It also discusses the high school pipeline, college readiness levels, costs and funding sources for higher education, affordability, technology usage, and benefits of obtaining a degree.
The FAFSA College Support Strategy comprises several key components aimed at providing comprehensive assistance to colleges and students. These include the deployment of federal personnel and expertise to aid colleges in preparing and processing financial aid forms.
The document outlines a collective impact initiative called the Road Map Project aimed at dramatically improving student achievement from early childhood through college/career in South Seattle and South King County. It discusses goals of ensuring students are healthy and ready for kindergarten, supported and successful in school, graduate from high school college and career ready, and earn a college degree or career credential. It also outlines strategies for the initiative including collecting and reporting data, engaging the community, and aligning investments.
NC CIHS Annual Report to the General AssemblyLiz Bell
This document provides an evaluation report on Cooperative Innovative High School Programs in North Carolina as required by the General Assembly. It summarizes that CIHS programs have seen increased academic outcomes for students, including many at-risk of dropping out. There are now 116 CIHS programs across 81 school districts serving over 24,000 students. Data shows CIHS students outperform state averages in areas like graduation rates, certification/degree completion, and end-of-course exam scores. The report provides details on the legislative requirements and highlights the continued success and impact of CIHS programs in North Carolina.
The Texas Higher Education Coordinating Board operates several websites to further its mission of improving access to higher education data and coordinating degree programs across Texas institutions. Community and technical college degree proposals are acknowledged within 10 days and acted on within 30 days, while non-doctoral and doctoral degree proposals from universities are considered within set timeframes following submission. The Coordinating Board strives to continually enhance access to higher education data and services.
Commissioner Buhler's presentation to the Higher Education Appropriations Subcommittee on January 31, 2014. The Commissioner presented the base budget of the Board of Regents and information on the Utah Data Alliance.
Disrupted Futures 2023 | Matching high school endorsement and major choices i...EduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Challenging inequalities “Matching High School Endorsement and Major Program of Study Choices for Texas College Students”. Presented by Maria Adamuti-Trache and Yi Leaf Zhang.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
16-0960 UOU-188 Transfer Travel Brochure FINALKeaton Wagner
The document provides information for transfer students regarding transferring to the University of Utah. It outlines the admissions criteria, application process, estimated costs of attendance, degree programs offered, and resources available for transfer students. It encourages students to imagine their dreams and take action to achieve them by transferring to the U.
Board of Regents Base Budget and Utah Data Alliance - Jan. 31, 2014HigherEdUtah
Presentation to the Higher Education Appropriations Subcommittee of the 2014 Utah Legislatures. Remarks by Commissioner David L. Buhler regarding the budget of the Board of Regents (less than 2% of the overall USHE budget) and an overview of the Utah Data Alliance initiative.
Southern California University of Health Sciences - Consumer Information Guidewilliamwoods03
SCU distributes this Consumer Information Guide which includes a notice of the availability of information required pursuant to specific requirements under the Higher Education Opportunity Act. Read this PDF and know SCUHS consumer information guide.
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
The document is Houston Community College's updated 2019 procurement plan listing 63 anticipated solicitations for goods and services projected to be sourced during the year, grouped by month. It notes that additional needs may be added and that official solicitation notices will be posted on the procurement website. It also outlines prohibited communication policies for proposers during the "blackout period" between advertisement and contract execution or cancellation.
This document provides information about Houston Community College for a Common Data Set. It includes contact information for the college, basic facts such as the types of degrees offered and academic calendar, enrollment numbers broken down by gender and race/ethnicity, persistence and graduation rates, and retention rates. Houston Community College is a public, coeducational institution located in Houston, Texas that offers associate degrees and certificates on a semester system with an undergraduate enrollment of over 57,000 students as of fall 2018.
The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
The document summarizes construction spending to date totaling $342,687,622 on capital improvement projects. Of the total spending, $126,116,612 or 37% went to small, women, minority, disadvantaged, or historically underutilized businesses. The largest portions of protected spending went to small businesses at $107,526,338 or 31% of total spending and women-owned businesses at $22,593,825 or 7% of total spending. The document then lists individual subcontractors and the amounts they were paid in relation to their protected business classifications.
The document summarizes spending to date on a Capital Improvement Program construction project totaling $325.7 million. Of the total spending, $116.4 million or 36% went to small, women, minority, disadvantaged, or historically underutilized businesses. The top categories were: total SBE spending of $98.7 million (30% of total), total MBE spending of $36.7 million (11% of total), and total WBE spending of $17.2 million (5% of total). The document also lists individual subcontractors or vendors that worked on the project, indicating if they were certified in various business categories.
The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
9. SERVICE AREA DEMOGRAPHICS
2014 est.
2,308,004
1,478,581
64.1%
2014 est.
925,871
12.3%
23.8%
2.71
33.3%
Number Percent
$80,210 336,425 23.1%
$51,210 310,989 21.4%
$29,582 283,037 19.4%
525,832 36.1%
Sources: HCCS MapInfo Files with 2011 Board Redistricted Boundaries, Service Area additions per HB 3659, Northwest & Southwest College Boundary changes per exec. team, Sept. 2013; and
Census and BLS data from Applied Geographic Solutions (AGS) on PCensus CD‐ROM, TETRAD Computer Applications, Inc., Dec. 2014 (with 2014 AGS for Business/Occupation info.),
Dec. 2014.
Median Household Income
Per Capita Income
Education Attainment Information 2014 est.
(25 yrs and over)
No High School or GED
High School/GED
High School/GED plus Some College
College Degree
Income Information 2014 est.
Households with Children
Average Household Income
Household Information
Total Households
Households with Income <$15,000/yr
Households with Income <$25,000/yr
Persons per Household
Other or Multiple
Total Population
22.3%
41.4%
7.3%
27.6%
1.5%
Ethnicity 2014 est.
African American
Hispanic
Asian / Pacific Islander
White
The demographics reflect the population residing within the boundaries of HCC Service Area, which includes the Houston Independent School District
(HISD) plus Stafford, Missouri City school areas, Katy, Spring Branch, and Alief ISD areas.
Gender 2014 est.
Male
Female
Median Age
Population Information
Total Population
Adult Population (18 to 64 years old)
Adult Population (% of total)
Total Population
50.0%
50.0%
33.7 yrs
Houston Community College 2014‐2015 Fact Book Page 5
13. TOTAL STUDENT ENROLLMENT—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Semester Credit Hour (SCH) 61,867 64,333 58,908 58,068 58,257
Funded Continue Education Unit (CEU) 6,713 6,083 6,858 6,600 7,583
Non Funded Continue Education 782 457 422 988 1,029
Adult HS ABE/ESL/GED 5,192 5,122 4,917 4,381 3,673
TOTAL UNDUPLICATED ENROLLMENT 74,299 75,766 70,845 69,714 70,201
Note: Saigon Tech and CCQ included.
Source: HCC Student Headcount Report, End of Term, Fall 2010 ‐ Fall 2014.
Total Student Enrollment by Career Type
Total Enrollment Distribution
0
25,000
50,000
75,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Semester Credit Hour (SCH)
0
10,000
20,000
30,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Funded Continue Education Unit (CEU)
0
2,000
4,000
6,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Non Funded Continue Education
0
7,000
14,000
21,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Adult HS ABE/ESL/GED
Houston Community College 2014‐2015 Fact Book Page 9
15. FULL‐TIME STUDENT EQUIVALENT ‐ IPEDS—FALL2010‐2014
Source: IPEDS ‐ Fall Enrollment Survey Fall 2010 through 2014.
‐3%
5‐Year change in FTE.
Full-Time Equivalent (FTE) Student (SCH)
IPEDS Method: The number of FTE (Full‐time equivalent) students is calculated based on fall semester credit hour student headcounts as reported by the HCC on the IPEDS Enrollment report. One full‐
time equivalent of the HCC's part‐time enrollment is calculated by taking the total semester credit hours attempted divided by 12. These are then added to the full‐time enrollment headcounts to
obtain an FTE for all students enrolled in the fall.
39,880
41,742
39,036 38,698 38,599
‐
10,000
20,000
30,000
40,000
50,000
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Houston Community College 2014‐2015 Fact Book Page 11
16. SEMESTER CREDIT STUDENT ENROLLMENT—FALL 2014
Gender Ethnicity
Female Male Female Male Female Male Female Male Female Male Female Male
GENDER 4,519 4,269 12,472 6,977 11,780 8,381 3,844 3,585 1,354 1,066 33,969 24,278
(%) 51.4 48.6 64.1 35.9 58.4 41.6 51.7 48.2 55.9 44.0 58.3 41.7
TOTAL (b)
(a) Other: American Indian/Alaska Native, Multi‐racial, Nonresident Alien, & Unknown Ethnicity.
(b) Includes Unknown Gender.
Source: HCC OIR DataMart Files, End of Term, Fall 2014.
Semester Credit Hour Student Demographics by Gender and Ethnicity
58,257
WHITE AFRICAN AMERICAN HISPANIC ASIAN OTHER (a) TOTAL
8,790 19,451 20,162 7,431 2,423
Female
58%
Male
42%
WHITE
15%
AFRICAN
AMERICAN
33%
HISPANIC
35%
ASIAN
13%
OTHER (a)
4%
Houston Community College 2014‐2015 Fact Book Page 12
17. TOTAL STUDENT ENROLLMENT—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE 11,310 11,143 9,780 9,279 8,790
AFRICAN AMERICAN 18,782 21,219 19,114 18,996 19,451
HISPANIC 20,624 20,868 19,687 19,976 20,162
ASIAN 8,581 8,663 7,714 7,587 7,431
OTHER (a) 1,877 1,909 2,292 2,230 2,423
TOTAL 61,174 63,802 58,587 58,068 58,257
(1) Other: American Indian/Alaska Native, Nonresident Alien, & Unknown Ethnicity.
Source: HCC OIR DataMart Files, End of Term, Fall 2010 ‐ 2014.
‐22%
5‐Year change in White
unduplicated enrollment.
Semester Credit Student Demographics by Gender
Semester Credit Hour Student Demographics by Ethnicity
‐
11,000
22,000
33,000
44,000
Fall10 Fall11 Fall12 Fall13 Fall14
Female Male
0
6,250
12,500
18,750
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE
12,500
18,750
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
AFRICAN AMERICAN
0
6,250
12,500
18,750
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
HISPANIC
0
6,250
12,500
18,750
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
ASIAN
Houston Community College 2014‐2015 Fact Book Page 13
18. SEMESTER CREDIT STUDENT ENROLLMENT—FALL 2010‐2014
Under 18 6,073 1,963 1,953 4,218 4,367
18 thru 22 23,764 23,934 21,453 22,141 21,466
23 thru 30 17,768 21,631 19,755 17,480 18,050
31 thru 50 11,896 14,184 13,323 12,239 12,447
Over 50 1,662 2,084 2,100 1,982 1,925
Unknown 11 6 3 8 2
Total 61,174 63,802 58,587 58,068 58,257
Source: HCC OIR DataMart Files, End of Term, Fall 2010 ‐ 2014.
+16%
5‐Year change in 'Over 50' age
group.
Semester Credit Hour Student Demographics by Age Group
Age Group Fall 10 Fall 11 Fall 12 Fall 13 Fall 14 Fall 14 Average Age Trends
6,073 1,963 1,953
4,218
4,367
23,764 23,934
21,453 22,141 21,466
17,768
21,631
19,755
17,480
18,050
11,896
14,184
13,323
12,239
12,447
‐
5,000
10,000
15,000
20,000
25,000
30,000
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Under 18 18 thru 22 23 thru 30 31 thru 50
Under
18
8%
18‐22
37%
23‐30
31%
31‐50
21%Over 50
3%
25.8 27.1 27.2 26.5 26.5
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Houston Community College 2014‐2015 Fact Book Page 14
19. SEMESTER CREDIT STUDENTS RESIDENCY—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
In‐District 39,512 41,635 39,127 38,666 38,736
Out‐of‐District 14,250 14,650 13,063 13,117 13,161
Out‐of‐State ‐ US Resident 4,567 5,071 4,228 4,183 4,300
Out‐of‐State ‐ Non US Resident 2,836 2,446 2,130 2,102 2,048
HCC CCQ Students (a) ‐ ‐ 36 ‐ ‐
Total Credit Students 61,174 63,802 58,587 58,068 58,257
(a) Community College of Qatar
Source: HCC OIR DataMart Files, End of Term, Fall 2010 ‐ 2014.
Total Enrollment Distribution
‐28%
5‐Year change in Out‐of‐State ‐
Non‐US Resident.
Semester Credit Hour Student Demographics by Residency
In‐District
66%
Out‐of‐
District
23%
Out‐of‐State
‐ US Resident
7%
Out‐of‐State
‐ Non US
Resident
4%
FALL 14
‐
10,000
20,000
30,000
40,000
50,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
In‐District
‐
10,000
20,000
30,000
40,000
50,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Out‐of‐District
‐
5,000
10,000
15,000
20,000
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Out‐of‐State ‐ US Resident
‐
5,000
10,000
15,000
20,000
25,000
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Out‐of‐State ‐ Non US Resident
Houston Community College 2014‐2015 Fact Book Page 15
20. SEMESTER CREDIT HOUR ENROLLMENT BY 18 HIGHEST ZIP CODES—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
77083 2,092 2,337 2,276 2,321 2,327 77042 1,085 1,219 1,147 1,148 1,214
77072 1,672 1,973 1,914 1,981 2,077 77450 1,490 1,409 1,268 1,179 1,122
77099 1,592 1,564 1,477 1,540 2,008 77063 1,077 1,161 1,117 1,078 1,091
77082 1,536 1,779 1,739 1,813 1,929 77489 1,161 1,153 1,014 1,034 1,013
77494 1,068 1,031 1,052 1,100 1,673 77087 1,106 1,022 1,050 994 1,002
77077 1,552 1,643 1,505 1,568 1,523 77477 1,119 1,110 919 990 992
77036 1,559 1,621 1,472 1,430 1,468 77074 944 995 956 864 931
77459 1,469 1,474 1,314 1,255 1,250 77023 1,048 964 988 933 908
77081 1,178 1,185 1,108 1,178 1,218 77449 1,055 1,110 947 906 884
Source: HCC OIR DataMart Files, End of Term, Fall 2009‐13. Tiger Reference Files, Census Bureau, 2010; GIS MapInfo v12.0.3,2013; OIR Mapping files; and HCC Service Area, 2013, (as of Jan. 2014).
‐0%
‐3%
+1%
‐2%
‐5% +6%
+0%
‐3%
+0%
+2%
+6%
+1%
+5%
+3%
+8%
+3%
Legend:
5 Year
Change
Zip Code
Boundary
Service Area
Boundary
Tax District
Boundary
+30%
+52%
Houston Community College 2014‐2015 Fact Book Page 16
21. INTERNATIONAL STUDENT POPULATIONS—FALL 2012‐FALL 2014
Number of Students
VISA TYPE Fall 12 Fall 13 Fall 14
Student Visas 3,708 3,760 4,057
Work Authorization 439 493 568
Refugees and Asylum 104 46 48
Noriega Bill (HB‐1403) 196 133 114
Undocumented 928 839 784
Other Visa Types 324 269 279
Total International Students 5,699 5,540 5,850
(a) Saigon Tech students are not included.
Source: HCC OIR DataMart Files, End of Term, Fall 2012 ‐ Fall 2014.
+2.6%
3‐Year change in international
student population.
All HCC Students (a) ‐ Fall 2014
All International Students Enrollment by Visa Type
0
750
1,500
2,250
3,000
3,750
4,500
Student Visas Work Authorization Refugees and Asylum Noriega Bill (HB‐1403) Undocumented Other Visa Types
Fall 12 Fall 13 Fall 14+9.4%
Increase in
Student Visa
12%
8%
80%
Permanent Resident
International Students
Others
Female
52%
Male
48%
Houston Community College 2014‐2015 Fact Book Page 17
22. INTERNATIONAL STUDENT POPULATIONS BY TOP 40 COUNTRIES—FALL 2013 ‐ FALL 2014
Country of Citizenship Fall13 Fall14 Country of Citizenship Fall13 Fall14 Country of Citizenship Fall13 Fall14 Country of Citizenship Fall13 Fall14
Mexico 778 830 Korea, Republic of 139 129 Cameroon 45 40 Congo 0 27
Viet Nam (a) 605 771 Equatorial Guinea 108 129 Brazil 46 38 Mali 22 26
China 351 375 Saudi Arabia 185 125 Turkey 44 38 Japan 24 25
Angola 212 234 El Salvador 129 114 Nepal 83 36 Kenya 17 25
Venezuela 133 219 Honduras 93 97 Guatemala 46 36 Russian Federation 22 24
Nigeria 194 210 Gabon 63 67 Cote D'Ivoire 35 36 France 22 24
India 174 194 Burkina Faso 55 54 Canada 29 35 Morocco 19 24
Kazakhstan 187 165 Thailand 56 45 Jordan 26 33 Indonesia 28 23
Pakistan 146 162 Taiwan, Province of Ch 33 44 Congo, The Democratic 23 31 United Kingdom 26 23
Colombia 117 132 Philippines 43 43 Iran (Islamic Republic O 21 29 Lebanon 15 23
(a) Saigon Tech students are not included.
Source: HCC OIR DataMart Files, End of Term, Fall 2013 & Fall 2014.
Countries with Highest Number of International Students
9
130+4%
‐14%MEXICO
+7%
KAZAKHSTAN
‐12%
ANGOLA
+10%
NIGERIA
+8% PAKISTAN
INDIA/
CHINA
+7%VENEZUELA
+65%
+27%
VIET NAM
-- n = 123 (79%)
-- n = 22 (14%)
-- n = 10 (7%)
Countries Represented = 146
CHANGE
TOP 10
COUNTRIES
2
Year
SAUDI ARABIA
+11%
COLOMBIA
+13%
Houston Community College 2014‐2015 Fact Book Page 18
23. DAY, EVENING, AND WEEKEND COURSE ENROLLMENT—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Day 98,752 101,122 92,154 90,570 86,690
Evening 32,917 32,936 28,045 27,857 28,025
Weekend 8,053 7,639 6,791 7,033 6,956
Other (Includes Distance Education) 26,447 31,774 31,758 32,170 34,746
Total Credit Course 166,169 173,471 158,748 157,630 156,417
Source: HCC OIR DataMart Files, End of Term, Fall 2010 ‐ 2014.
+31%
5‐Year change in other courses.
Total Course Enrollment Distribution
Day, Evening, and Weekend Semester Credit Hour Course Enrollment
Day
55%
Evening
18%
Weekend
5%
Other
22%
FALL 14
98,752 101,122
92,154 90,570 86,690
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Day
32,917 32,936 28,045 27,857 28,025
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Evening
8,053 7,639 6,791 7,033 6,956
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Weekend
26,447 31,774 31,758 32,170 34,746
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
Other (Includes Distance Education)
Houston Community College 2014‐2015 Fact Book Page 19
25. INSTRUCTIONAL PROGRAMS
SEMESTER CREDIT HOUR STUDENTS ‐ ACADEMIC/TECHNICAL AREAS—2010‐2014
CONTACT HOUR TRENDS 22
TOP ACADEMIC DISCIPLINES BY CONTACT HOURS 23
TOP TECHNICAL PROGRAMS BY CONTACT HOURS 23
SEMESTER CREDIT HOUR COURSE ENROLLMENT AND SECTIONS—2010‐2014
COURSE ENROLLMENT TRENDS 24
NUMBER OF SECTIONS TRENDS 24
SEMESTER CREDIT HOUR DEVELOPMENTAL EDUCATION—Fall 2010‐2014
DEVELOPMENTAL EDUCATION STUDENT ENROLLMENT BY SUBJECT 25
DISTANCE EDUCATION COURSE ENROLLMENT AND SECTIONS—2010‐2014
COURSE ENROLLMENT TRENDS 26
NUMBER OF SECTIONS TRENDS 26
DUAL CREDIT—FALL 2010‐FALL 2014
HIGH SCHOOL BASED DUAL CREDIT ‐‐ UNDUPLICATED ENROLLMENT BY INDEPENDENT SCHOOL DISTRICT 27
ADULT EDUCATION PROGRAMS—2010‐2014
ABE/GED/ESL
ENROLLMENT BY GENDER 28
ENROLLMENT BY ETHNICITY 29
ENROLLMENT BY AGE GROUP 30
ADULT HIGH SCHOOL
ENROLLMENT TRENDS AND TOP FEEDER HIGH SCHOOLS 31
CONTINUING EDUCATION COURSE ENROLLMENT BY CLUSTERS—2012‐2014
CONTINUING EDUCATION ENROLLMENT TRENDS 32
LIBRARY SERVICE—FALL 2010‐2014 33
Houston Community College 2014‐2015 Fact Book Page 21
26. SEMESTER CREDIT STUDENT ‐ ACADEMIC/TECHNICAL AREAS—2010‐2014
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 5‐Yr Change
Academic (a) 16,982,736 18,724,304 18,747,664 17,557,344 16,492,688 ‐2.9%
Technical/Workforce 5,701,572 6,204,960 6,247,458 6,182,020 5,844,764 2.5%
Total Contact Hour (b) 22,684,308 24,929,264 24,995,122 23,739,364 22,337,452 ‐1.5%
(a) Includes Developmental Education.
(b) Includes both funded and non‐funded Contact Hours.
Source: THECB Compliance Reports, CBM004, Fall 2010 through Summer II 2014.
+2.5%
5‐Year change in Workforce
Contact Hours.
Semester Credit Contact Hour Trends (Annual)
16,982,736
18,724,304 18,747,664
17,557,344
16,492,688
5,701,572 6,204,960 6,247,458 6,182,020 5,844,764
‐
5,000,000
10,000,000
15,000,000
20,000,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Academic* Technical/Workforce
Houston Community College 2014‐2015 Fact Book Page 22
31. DUAL CREDIT — FALL 2010 ‐ FALL 2014
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Alief ISD 172 244 358 372 357
Fort Bend ISD 509 413 159 144 138
Houston ISD 4,407 3,558 3,347 3,021 3,066
Katy ISD 1,122 899 853 638 589
Spring Branch ISD 376 373 337 226 252
Stafford Municipal District 76 59 56 84 78
Others 511 404 397 297 269
Total Unduplicated 7,097 5,891 5,451 4,698 4,749
91) Dual Credit students defined by 'Location Code'. Students taking classes at HCC locations (non‐dual) are not included.
Source: HCC OIR DataMart Files, End of Term, 2010 ‐ 2014.
‐33%
5‐Year change in Unduplicated
Enrollment in Dual Credit.
Unduplicated Enrollment by Independent School District (ISD)
Houston ISD (Unduplicated Enrollment)
High School Based Dual Credit
(1)
‐
200
400
600
800
1,000
1,200
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Alief ISD Fort Bend ISD Katy ISD Spring Branch ISD
0
1,000
2,000
3,000
4,000
5,000
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Houston Community College 2014‐2015 Fact Book Page 27
32. ADULT EDUCATION PROGRAMS BY GENDER—2010‐2014
Gender
Male 4,577 42.2% 3,692 38.8% 3,645 37.6% 3,410 36.8% 3,373 37.1%
Female 6,277 57.8% 5,823 61.2% 6,060 62.4% 5,866 63.2% 5,712 62.9%
Total
Source: Texas Educating Adults Management System (TEAMS) Reports, 2010‐2014.
(a) ASE‐Adult Secondary Education students function at the 9th grade level or higher in reading, mathematics, and language as assessed by the Test of Adult Basic Education (TABE).
‐16%
5‐Year change in total population.
10,854 9,515 9,705 9,276
2009‐10 2012‐13
ABE/ASE (a)
/ESL Enrollment by Ethnicity (Annual)
2013‐14
9,085
2011‐122010‐11
4,577
3,692 3,645 3,410 3,373
6,277
5,823 6,060 5,866 5,712
0
3,000
6,000
9,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Male Female
Houston Community College 2014‐2015 Fact Book Page 28
33. ADULT EDUCATION PROGRAMS BY ETHNICITY—2010‐2014
1,609 14.8% 1,335 14.0% 1,503 15.5% 1,311 14.1% 1,132 12.2%
8,283 76.3% 7,184 75.5% 7,320 75.4% 7,150 77.1% 7,043 75.9%
734 6.8% 705 7.4% 576 5.9% 501 5.4% 508 5.5%
228 2.1% 291 3.1% 306 3.2% 314 3.4% 402 4.3%
Source: Texas Educating Adults Management System (TEAMS) Reports, 2010‐2014.
‐30%
5‐Year change in African American
population.
ABE/ASE (a)
/ESL Enrollment by Ethnicity (Annual)
2013‐14
9,085
2011‐12
9,276
2009‐10 2012‐132010‐11
Total 10,854 9,515 9,705
(a) ASE‐Adult Secondary Education students function at the 9th grade level or higher in reading, mathematics, and language as assessed by the Test of Adult Basic Education (TABE).
Ethnicity
African American
Hispanic
Asian/Others
White
9,154
8,283
7,184 7,320 7,150
0
4,000
8,000
12,000
2008‐09 2009‐10 2010‐11 2011‐12 2012‐13
African American Hispanic Asian/Others White
Houston Community College 2014‐2015 Fact Book Page 29
34. ADULT EDUCATION PROGRAMS BY AGE—2010‐2014
Age Group
16‐24 2,645 24.4% 2,146 22.6% 2,201 22.7% 2,025 21.8% 1,798 19.8%
25‐44 6,142 56.6% 5,417 56.9% 5,456 56.2% 5,383 58.0% 5,382 59.2%
45‐59 1,740 16.0% 1,627 17.1% 1,727 17.8% 1,549 16.7% 1,573 17.3%
60+ 327 3.0% 325 3.4% 321 3.3% 319 3.4% 332 3.7%
Total
Source: Texas Educating Adults Management System (TEAMS) Reports, 2010‐2014.
10,854
(a) ASE‐Adult Secondary Education students function at the 9th grade level or higher in reading, mathematics, and language as assessed by the Test of Adult Basic Education (TABE).
‐12%
5‐Year change in 25‐44 age group
enrollment.
2009‐10 2012‐13
ABE/ASE (a)
/ESL Enrollment by Ethnicity (Annual)
2013‐14
9,085
2010‐11 2011‐12
9,2769,7059,515
2,645
2,146 2,201 2,025 1,798
6,142
5,417 5,456 5,383 5,382
0
2,500
5,000
7,500
10,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
16‐24 25‐44 45‐59 60+
Houston Community College 2014‐2015 Fact Book Page 30
35. ADULT HIGH SCHOOL ENROLLMENT—2010‐2014
High School Name Enrollment High School Name Enrollment
Bellaire High School (Houston ISD) 30 Elkins High School (Fort Bend ISD) 6
George Bush High School (Fort Bend ISD) 13 Harmony Science Academy (Private) 5
Westside High School (Houston ISD) 11 Waltrip High School (Houston ISD) 4
Chavez High School (Houston ISD) 7 Jersey Village High School (Cypress‐Fairbanks 4
Travis High School (Fort Bend ISD) 7 Sam Houston M. S. & T. Center (HISD) 4
Source: HCC OIR DataMart Files, 2010‐2014.
The top ten feeder high schools for the Adult High School Program (2013‐14)
‐67%
5‐Year change in Adult High
School enrollment.
Adult High School Enrollment Trend (Annual)
3,217
2,940
2,482
1,495
1,059
0
1,000
2,000
3,000
4,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Houston Community College 2014‐2015 Fact Book Page 31
36. CONTINUING EDUCATION COURSE ENROLLMENT BY CLUSTERS—2012‐2014
COURSE TYPE COURSE TYPE
Continuing Education Unit Content Area: 2011‐12 2012‐13 2013‐14 Non‐Credit Content Area: 2011‐12 2012‐13 2013‐14
Apprentice 9,828 11,196 7,634 Health Careers ‐ 195 301
Center for Health Care Prof ‐ 2,376 790 Online CE Courses 1,485 1,584 1,169
Construction 738 969 580 Leisure 910 838 820
Corrections Program 16,001 10,175 8,835 Transportation Motorcycle 246 ‐ ‐
Business 1,451 1,035 976 Public Safety Institute ‐ ‐ 2,102
Public Safety Institute 2,493 3,245 4,078 Total Enrollment (Duplicated) 2,641 2,617 4,392
Information Technology 1,327 1,501 961
Health Careers 5,381 2,306 1,567
Languages 3,161 6,915 7,771
Transportation 1,267 1,692 840
Total Enrollment (Duplicated) 41,647 41,410 34,032
Numbers on this page represent seat count, not number of students.
Source: PeopleSoft Query – “All ClassesMonitor” by Term ‐ Fall 2012 to Summer 2014.
‐13.2%
3‐Year change in The Division of
Extended Learning.
Continuing Education Course Enrollment Trend (Annual)
0
2,500
5,000
7,500
10,000
12,500
Apprentice Construction Corrections Program Business Public Safety Institute Information
Technology
Health Careers Languages Transportation
2011‐12 2012‐13 2013‐14
Houston Community College 2014‐2015 Fact Book Page 32
37. LIBRARY SERVICES—2010‐2014
Media
Titles (b)
2009‐2010 27,068
2010‐2011 28,507
2011‐2012 28,065
2012‐2013 35,125
2013‐2014 33,710
(a) Book Volumes and Subscriptions include e‐books and e‐journals.
(b) Media Titles includes Digital Video.
Source: As Reported to The National Center for Education Statistics (NCES), 2010‐2014.
49,347 450,118
295,305 19,346
1,595,964 22,602 144,261 328,271 23,765
139,884 1,047,005 18,784
2,084,160 14,381 179,399
255,716 36,122
1,904,496 20,316 204,112 291,198 22,211
1,785,333 22,200 184,842
Book Volumes (a) Subscriptions (a)
‐24.3%Library Service by Door Count and Materials Circulation
5‐Year change in library Materials
Circulation.
Use of Library Services
Door Count Materials Circulation
Door
Count
Orientation
Attendees
Materials
Circulation
Library Collection
‐
400,000
800,000
1,200,000
1,600,000
2,000,000
2,400,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
‐
50,000
100,000
150,000
200,000
250,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Houston Community College 2014‐2015 Fact Book Page 33
38. ASSOCIATE DEGREES:
ALL DISCIPLINES
2013 Rank* Two‐Year Institutions State l Associate Degrees
3 Ivy Tech Community College IN 9,265
6 Northern Virginia Community College VA 5,636
9 Houston Community College TX 4,410
10 Lone Star College System TX 4,373
11 Portland Community College OR 4,217
13 Tarrant County College District TX 4,059
15 Hillsborough Community College FL 3,727
16 Salt Lake Community College UT 3,485
17 El Paso Community College TX 3,404
18 Suffolk County Community College NY 3,398
* Out‐of 100, Two‐Year Institutions & Four‐Year Institutions
ACADEMIC ACHIEVEMENT
In 2014, HCC was ranked 3rd (In Two‐Year Institutions) nationally in the number of Associate Degrees Produced by
Community College Week.
Houston Community College 2014‐2015 Fact Book Page 34
40. AWARDS AND COMPLETIONS ACADEMIC YEAR 2013‐2014
Associate Degrees
18 2,580
1 11
4 1,093
96 1,300
119 4,984
147 1,191
1 17
148 1,208
22 3,574
19 834
41 4,408
Ethnicity (Total Awards) 308 10,600
Source: THECB Compliance Reports, CBM009, CBM00M Fall 2014.
Other Awards
Completion of Core Curriculum
Marketable Skills Achiever
Other Awards Total
TOTAL
Number
Awarded
Degrees, Certificates, Other Awards for Academic Year 2013‐2014
Certificates
Certificates Total
Advanced Technology (ATC)
Associate in Applied Science (AAS)
Associate Degrees Total
Certificate 1, 2, & 3
Associate Degrees
Associate in Arts (AA)
Associate of Arts in Teaching (AAT)
Associate in Science (AS)
Number of
Programs
16%
28%
30%
13%
5%
7%
1%
White
Black
Hispanic
Asian
Other
International
Multi‐Racial
AA
52%
AAT
<1%
AS
22%
AAS
26%
Houston Community College 2014‐2015 Fact Book Page 36
41. AWARDS AND COMPLETIONS ACADEMIC YEAR 2013‐2014
18 2,580
1 11
4 1,093
96 1,300
119 4,984
Source: THECB Compliance Reports, CBM009, CBM00M Fall 2014.
Associate in Science (AS)
Associate in Applied Science (AAS)
Associate Degrees Total
Number of
Programs
Number
AwardedAssociate Degrees
Associate in Arts (AA)
Associate of Arts in Teaching (AAT)
Associate Degrees by Program (Academic Year 2013‐2014)
Others
9%
Engineering and
Technology
4%
Business
6%
Health & Medical
Sciences
2%
Health Sciences
(Coleman)
6%
Liberal Arts &
Humanities
73%
Social Science,
Human Services
8%
Transportation &
Distribution
4%
Visual &
Performing Arts
5%
Horticulture
2%
Building, Design,
Construction
6%
Education &
Schools
8%
Hospitality &
Tourism
17%
Government &
Public Services
16%
Communication &
Media Arts
15%
Computer Sci, Info
Technology
19%
Houston Community College 2014‐2015 Fact Book Page 37
42. AWARD AND COMPLETION TRENDS—2010‐2014
Associate Degrees 3,347 40.8% 3,689 40.7% 4,178 42.8% 4,445 40.4% 4,984 47.0%
Certificates 1,599 19.5% 1,598 17.6% 1,580 16.2% 1,584 14.4% 1,208 11.4%
Other Awards* 3,249 39.6% 3,768 41.6% 3,996 41.0% 4,970 45.2% 4,408 41.6%
TOTAL 8,195 9,055 9,754
*Includes Completion of Core Curriculum and Marketable Skills Achiever
Source: Combined, certified THECB CBM009 and CBM00M Reports, Fall 2010 ‐ 2014.
Award and Completion Trends
+49%
5‐Year change in associate
degrees.
2012‐13
10,999
2009‐10 2010‐11 2011‐12 2013‐14
10,600
3,347
3,689
4,178
4,445
4,984
1,599
1,598 1,580 1,584
1,208
3,249
3,768
3,996
4,970
4,408
0
1,500
3,000
4,500
6,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Associate Degrees Certificates Other Awards*
Houston Community College 2014‐2015 Fact Book Page 38
44. GRADE DISTRIBUTION TRENDS—FALL 2010 ‐ FALL 2014
FALL A B C SUBTOTAL D F SUBTOTAL W I IP SUBTOTAL TOTAL
2010 48,316 41,910 27,252 117,478 8,720 18,601 27,321 18,379 2,183 1,808 22,370 167,169
2011 48,877 42,249 27,319 118,445 9,004 23,127 32,131 18,083 2,009 1,723 21,815 172,391
2012 46,319 39,455 25,718 111,492 8,577 20,972 29,549 13,497 1,739 1,548 16,784 157,825
2013 46,300 39,038 25,063 110,401 8,974 21,900 30,874 12,903 1,575 1,533 16,011 157,286
2014 46,565 37,635 23,949 108,149 8,908 22,809 31,717 13,783 1,481 1,014 16,278 156,144
Note: W = Withdrawal, I = Incomplete, IP = In Progress
Source: HCC Standard Report, HIRGRDSE, Fall 2009 ‐ Fall 2011 & Program Review Dashboard, Fall 2012 ‐ Fall 2013.
Course Grade Distribution Trends
0
10,000
20,000
30,000
40,000
50,000
60,000
Fall 10 Fall 11 Fall 12 Fall 13 Fall 14
Grade 'A' Grade 'B' Grade 'C' Grade 'D' Grade 'F'
Houston Community College 2014‐2015 Fact Book Page 40
45. TRANSFER STUDENTS—FALL 2009 ‐ FALL 2013
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
3,673 4,015 4,010 3,786 3,372
1,460 1,480 1,479 1,608 1,576
1,148 1,128 1,132 1,142 1,196
891 1,016 1,033 959 978
767 693 716 790 692
326 324 319 334 320
248 296 308 262 321
233 315 360 331 358
264 352 344 313 250
289 325 330 339 362
261 295 352 344 352
186 187 199 240 192
Source: THECB, Automated Student and Adult Learner Follow‐up System, Students Pursuing Additional Education By Institution, Fall 2009 ‐ 2013.
Top Twelve (12) Public Texas Universities for HCC Transfers
Sam Houston State University
University of Houston ‐ Victoria
University of Houston at Clear Lake
Texas A&M University
Texas Southern University
Prairie View A&M University
Texas Tech University
Texas State University ‐ San Marcos
University of Texas at San Antonio
NUMBER HCC TRANSFERS
University of Houston
University of Houston ‐ Downtown
University of Texas at Austin
Total Public Texas Universities for HCC Transfers to Public
UniversitiesInstitutions Attended
0
1,000
2,000
3,000
4,000
5,000
University of
Houston
University of
Houston ‐
Downtown
University of
Texas at Austin
Texas A&M
University
Texas Southern
University
Prairie View
A&M
University
Texas Tech
University
Texas State
University ‐
San Marcos
University of
Texas at San
Antonio
Sam Houston
State
University
University of
Houston ‐
Victoria
University of
Houston at
Clear Lake
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
+35%
Increase in
transfers
10,617
11,494 11,737 11,505
11,087
0
2,000
4,000
6,000
8,000
10,000
12,000
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
Houston Community College 2014‐2015 Fact Book Page 41
46. TRANSFER STUDENTS—2009‐2013
2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013
36.3% 35.0% 33.4% 32.3% 32.8%
40.2% 39.3% 38.0% 38.4% 38.2%
Transfer Rate is the percent of Students* found to be enrolled in a Texas public higher education institution in the Fall following a given academic year.
* Includes Academic, Technical, Tech‐Prep, & Continuing Education students.
Source: THECB, Automated Student and Adult Learner Follow‐Up System, Summary by Institution and Statewide.
Student Transfer Rate Trends 2009‐2013
HCC TRANSFER RATE
STATE TRANSFER RATE
ACADEMIC YEAR
36.3% 35.0%
33.4%
32.3%
32.8%
40.2%
39.3%
38.0% 38.4% 38.2%
20%
25%
30%
35%
40%
45%
50%
2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013
HCC TRANSFER RATE
STATE TRANSFER RATE
Houston Community College 2014‐2015 Fact Book Page 42
49. TOTAL FULL‐TIME EMPLOYEES—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE 437 417 436 398 n/a 390 380 391 390 n/a
AFRICAN AMERICAN 493 494 499 489 n/a 251 243 243 251 n/a
HISPANIC 259 253 233 239 n/a 169 161 162 141 n/a
ASIAN/PACIFIC ISLANDER 96 100 96 100 n/a 73 75 68 64 n/a
OTHER 7 7 7 7 n/a 7 6 4 3 n/a
TOTAL 1,292 1,271 1,271 1,233 n/a 890 865 868 849 n/a
Source: IPEDS Human Resources Survey, Fall 2010‐14.
Female Male
Total Full‐Time Employees by Gender and Ethnicity
Female Male
In Fall 13, Total FT‐
Employees by Ethnicity
0
100
200
300
400
500
600
FALL 10 FALL 11 (1) FALL 12 FALL 13 FALL 14
0
50
100
150
200
250
300
350
400
450
FALL 10 FALL 11 (1) FALL 12 FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN
Houston Community College 2014‐2015 Fact Book Page 45
50. FULL‐TIME FACULTY—FALL 2010‐FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE 262 224 222 205 n/a 254 240 241 231 n/a
AFRICAN AMERICAN 119 108 98 96 n/a 97 77 77 80 n/a
HISPANIC 48 37 35 33 n/a 47 42 40 37 n/a
ASIAN/PACIFIC ISLANDER 46 45 42 44 n/a 30 30 28 26 n/a
OTHER 3 3 5 6 n/a 4 3 1 1 n/a
TOTAL 478 417 402 384 n/a 432 392 387 375 n/a
Source: IPEDS Human Resources Survey, Fall 2010‐14.
Female Male
MaleFemale
Full‐Time Faculty by Gender and Ethnicity
In Fall 13, Total FT‐Faculty
by Ethnicity
0
50
100
150
200
250
300
FALL 10 FALL 11 (1) FALL 12 FALL 13 FALL 14
0
50
100
150
200
250
300
FALL 10 FALL 11 (1) FALL 12 FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN
Houston Community College 2014‐2015 Fact Book Page 46
51. PART‐TIME FACULTY—FALL 2010 ‐ FALL 2014
FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14
WHITE 607 592 363 360 n/a 722 688 445 431 n/a
AFRICAN AMERICAN 642 613 368 396 n/a 356 344 215 209 n/a
HISPANIC 144 126 65 76 n/a 155 148 85 76 n/a
ASIAN/PACIFIC ISLANDER 82 90 79 80 n/a 82 98 62 74 n/a
OTHER 73 55 21 22 n/a 58 27 12 18 n/a
TOTAL 1,548 1,476 896 934 n/a 1,373 1,305 819 808 n/a
(1) Prior to Fall 2012, tutors were erroneously classified as part‐time faculty.
Source: IPEDS Human Resources Survey, Fall 2010‐14.
Female Male
Female Male
Part‐Time Faculty by Gender and Ethnicity
In Fall 13, Total PT‐
Faculty by Ethnicity
‐
190
380
570
760
Fall 10 Fall 11 FALL 12 (1) FALL 13 FALL 14
‐
190
380
570
760
Fall 10 Fall 11 FALL 12 (1) FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN
Houston Community College 2014‐2015 Fact Book Page 47
52. FULL‐TIME ADMINISTRATION—FALL 2010 ‐ FALL 2014
FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14
WHITE 23 26 34 37 n/a 32 33 33 43 n/a
AFRICAN AMERICAN 31 30 30 39 n/a 22 23 34 35 n/a
HISPANIC 15 14 9 21 n/a 10 9 19 14 n/a
ASIAN/PACIFIC ISLANDER 2 2 2 ‐‐ n/a 2 1 1 2 n/a
TOTAL 71 72 75 97 n/a 66 66 87 94 n/a
(1) In Fall 2012, reflects changes in the classification on some professional management personnel to administrative personnel.
Source: IPEDS Human Resources Survey, Fall 2010‐14.
Full‐Time Administration by Gender and Ethnicity
In Fall 13, Total FT‐
Administration by Ethnicity
Management Occupations: An occupational category based on the major group in the 2010 Standard Occupational Classification (SOC) Manual called Management Occupations. For detailed
information refer to the following website: http://www.bls.gov/soc/2010/soc110000.htm.
Female Male
Female Male
‐
10
20
30
40
50
FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14
‐
10
20
30
40
50
FALL 10 FALL 11 FALL 12 (1) FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN/OTHER
Houston Community College 2014‐2015 Fact Book Page 48
53. FULL‐TIME SUPPORT STAFF—FALL 2010 ‐ FALL 2014
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14 FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE 152 167 180 156 n/a 104 107 117 116 n/a
AFRICAN AMERICAN 343 356 371 354 n/a 132 143 132 136 n/a
HISPANIC 196 202 189 185 n/a 112 110 103 90 n/a
ASIAN/PACIFIC ISLANDER 48 53 52 56 n/a 41 44 39 36 n/a
OTHER 4 4 2 1 n/a 3 3 3 2 n/a
TOTAL 743 782 794 752 n/a 392 407 394 380 n/a
Fall 2013 data not yet available, as of March 2014.
Source: IPEDS Human Resources Survey, Fall 2010‐14.
Female Male
Female Male
Full‐Time Support Staff by Gender and Ethnicity
In Fall 13, Total FT‐Support
Staff by Ethnicity
‐
100
200
300
400
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN
‐
100
200
300
400
500
FALL 10 FALL 11 FALL 12 FALL 13 FALL 14
WHITE AFRICAN AMERICAN HISPANIC ASIAN
Houston Community College 2014‐2015 Fact Book Page 49
56. APPROVED BUDGET UNRESTRICTED REVENUES AND EXPENDITURES (OPERATING FUND)—2014‐2015
Millions Millions
Distribution of Revenues 2013 ‐ 14 2014 ‐ 15 Distribution of Expenditures 2013 ‐ 14* 2014 ‐ 15
State Appropriations 69,202,364 69,202,364 Instruction 105,296,178$ 108,293,752$
Ad Valorem Taxes 101,478,107 114,968,081 Public Service 1,631,825 1,473,371
Tuition and Fees 112,941,524 111,658,563 Academic Support 25,107,762 24,061,322
Other Local Income 2,977,550 2,867,459 Student Services 28,887,944 26,957,474
Designated Fund ‐ Balance & Transfer 14,731,391 8,000,000 Institutional Support 61,393,533 62,624,813
Purchase Order Rolls 6,772,578 ‐ Operation & Maintenance of Plant 39,257,315 33,912,307
Total Approved Budget Revenues 308,103,514 306,696,467 Staff Benefits 18,152,880 20,180,691
Waiver & Exemptions netted netted
* Revised by OFPB on 02/03/15. Transfers/Debt Service 28,376,077 29,192,737
Source: HCC Fiscal Year 2013‐14 & 2014‐15 Budget, Unrestricted Funds. Total Approved Budget Expenditures 308,103,514$ $306,696,467
Tax Rate—2014‐2015
Tax Rate Per $100 Valuation 2014 2015
HCC 0.097173 0.168900
State Community Colleges (Average) 0.165993 0.167993
Source: Texas Association of Community Colleges, http://www.tacc.org/pages/data‐and‐info/community‐college‐funding/property‐tax‐survey‐results
‐0.5%
2‐Year change in total
approved budget expenditures
In 2015, difference between HCC
& average tax rate state wide.
Distribution of ExpendituresDistribution of Revenues ‐0.5%
‐0.000907
2‐Year change in total approved
budget revenues
$0
$30
$60
$90
$120
State
Appropriations
Ad Valorem
Taxes
Tuition and
Fees
Other Local
Income
Designated
Fund ‐ Balance
& Transfer
Purchase Order
Rolls
2013 ‐ 14
2014 ‐ 15
$0
$30
$60
$90
$120
Instruction Public
Service
Academic
Sup.
Student Ser. Institutional
Sup.
O&M Plant Staff
Benefits
Debt Service
2013 ‐ 14*
2014 ‐ 15
Houston Community College 2014‐2015 Fact Book Page 52
57. AUDITED REVENUES, EXPENDITURES, ALL FUNDS—2013‐2014
Millions Millions
Distribution of Revenues
2012 ‐ 13
(Restated)
2013 ‐ 14 Distribution of Expenditures
2012 ‐ 13
(Restated)
2013 ‐ 14
Operating Tuition and Fees 71,433,953$ 70,689,034$ Operating Instruction 111,931,030$ 112,628,406$
Other Operating Revenues 23,547,270 22,310,436 Public Services 11,638,013 10,628,104
Auxilliary Enterprises 16,092,899 16,420,060 Academic Support 25,060,154 26,699,201
Total Operating Revenues $111,074,122 $109,419,530 Student Services 29,165,865 29,244,604
Institutional Support 56,398,020 62,673,369
Nonoperating Ad Valorem Taxes 129,256,277$ 143,389,744$ Operation & Maintenance of Plant 31,438,811 35,885,631
State Appropriations 82,105,228 81,675,719 Scholarships & Fellowships 57,092,409 58,733,940
Investments Income ‐140,747 3,704,351 Auxilliary Enterprises 18,760,757 17,233,928
Other Nonoperating Revenue 2,330,435 1,843,482 Depreciation 19,492,034 19,743,511
Title IV Grants 94,423,841 94,092,798 Total Operating Expenses $360,977,093 $373,470,694
Gifts 1,591,888 1,436,292
Total Nonoperating Revenues $313,782,223 $326,142,386 Nonoperating Interest on Capital Related Debt 32,612,343$ 16,346,638$
Total Audited Revenues $424,856,345 $435,561,916 Other Nonoperating Expenses‐net 10,305,162 10,955,750
Total Nonoperating Expenses $42,917,505 $27,302,388
Source: HCC Annual Financial Report for the Fiscal Year Ended August 31, 2012‐13 & 2013‐14. Total Audited Expenditures $403,894,598 $400,773,082
+2.9%Distribution of Expenditures‐0.4%Distribution of Revenues
2‐Year change in
Title IV Grants.
2‐Year change in
Scholarships &
Fellowships.
$0
$40
$80
$120
$160
2012 ‐ 13 (Restated)
2013 ‐ 14
$0
$30
$60
$90
$120
2012 ‐ 13 (Restated)
2013 ‐ 14
Houston Community College 2014‐2015 Fact Book Page 53
59. FINANCIAL AID AWARDS—2010‐2014
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
23,693 29,891 33,107 30,552 29,786
2,178 1,866 1,127 2,030 1,795
12,390 17,345 19,130 18,750 17,895
2,976 3,691 3,097 2,788 2,908
43 41 8 15 10
404 381 436 452 2,317
2,710 3,396 3,068 2,820 2,852
29,055 35,446 38,472 36,464 35,770
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
25,033 33,433 33,109 30,567 29,786
2,211 1,885 1,127 2,031 1,795
16,617 34,126 25,844 33,024 31,633
3,516 4,256 3,603 3,084 3,291
65 58 8 17 12
404 381 436 452 2,317
2,920 3,504 3,160 2,870 2,908
50,766 77,643 67,287 72,045 71,742
*Total number of students is unduplicated; students may receive more than one award.
Source: HCC Financial Aid DataMart.
NUMBER OF STUDENTS*NUMBER OF AWARDS
+23%5‐Year change in the number of
students.
Number of Enrolled Students Receiving Financial Aid Awards
Federal/Texas Work Study
Total Financial Aid Awards
Federal Grants
Federal Loans
Texas Grants
Texas Loans
Texas Loans
Federal/Texas Work Study
Scholarships
Scholarships
DUPLICATED TOTAL
Texas Grants
Federal Pell Grant
UNDUPLICATED TOTAL
Federal Pell Grant
Federal Grants
Federal Loans
‐
30,000
60,000
90,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
‐
10,000
20,000
30,000
40,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Federal Pell Grant
‐
5,000
10,000
15,000
20,000
25,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Federal Grants Federal Loans Texas Grants
Houston Community College 2014‐2015 Fact Book Page 54
60. FINANCIAL AID AWARDS—2010‐2014
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 TOTAL AMOUNT DISBURSED
73,707,201$ 94,669,181$ $ 101,090,293 $ 93,144,848 $ 92,715,529
1,873,169 1,669,415 1,227,601 1,798,900 1,600,879
33,127,059 95,769,522 82,733,894 108,421,188 110,127,249
4,097,563 5,099,104 4,679,695 4,734,393 5,718,904
34,980 31,277 41,785 54,534 17,578
n/a n/a n/a n/a n/a
n/a n/a n/a n/a n/a
2,421,632 4,773,225 4,565,712 3,838,735 3,799,569
TOTAL 115,261,604$ 202,011,724$ $ 194,338,980 $ 211,992,598 $ 213,979,708
Source: HCC Financial Aid DataMart.
$99 Million Amount Disbursed to Financial Aid Enrolled Students
Increase in the total amount disbursed,
when compared to Yr 2009‐10.
AMOUNT DISBURSED
Federal Pell Grant
Federal Grants
Federal Loans
Texas Grants
Texas Loans
Federal Work Study
Texas Work Study
Scholarships
$‐
$30,000,000
$60,000,000
$90,000,000
$120,000,000
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Federal Pell Grant Federal Loans Texas Grants
‐
60
120
180
240
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Millions
Houston Community College 2014‐2015 Fact Book Page 56
61. APPROVED CONSTRUCTION PROJECTS —2014‐2015
College Scope of work
Square
Footage
Project
Start
Project
End
Central College 37,155 21.8% Central Campus Building 29,778 Sep‐13 Aug‐16
South Campus Building 59,570 Sep‐13 Apr‐16
Coleman College 7,082 4.2% Coleman Campus Building 247,800 Sep‐13 Dec‐16
Northeast College 25,668 15.1% New Acres Homes Campus Building 24,235 Sep‐13 Jun‐16
North Forest Campus Building 88,642 Sep‐13 Sep‐16
Northline Campus Building 40,373 Sep‐13 Oct‐16
Parking Garage (PS) 153,390 (466)
Central Plant 3,300
Northwest College 33,884 19.9% Alief Campus 96,800 Sep‐13 Oct‐15
West Houston Institute Campu Building 112,000 Sep‐13 Sep‐16
Southeast College 28,488 16.7% Eastside Campus Building 44,000 Sep‐13 May‐16
Felix Fraga Campus Building 36,400 Sep‐13 Jul‐16
Southwest College 37,997 22.3% Brays Oaks Campus Building 28,000 Sep‐13 May‐16
Missouri City Campus Building 70,000 Sep‐13 Dec‐16
Stafford Campus Building 57,000 Sep‐13 Apr‐16
West Loop Campus Parking Garage (PS) 198,000 (1,052) Sep‐13 Jan‐16
Grant Total
PS = Parking Spaces
Source: HCC Bond Project Team, as of 02/12/2015.
Board Approved Current $425 million Bond Projects
$21,500,000
$13,700,000
$49,300,000
$26,500,000
$16,000,000
$12,000,000
$425,000,000
$23,500,000
FY 2013‐14
Total Unduplicated
Enrollment
Project Name Project Budget
$23,500,000
$24,500,000
$120,000,000
$13,000,000
$36,500,000
$27,000,000
$18,000,000
Houston Community College 2014‐2015 Fact Book Page 57