University of Houston-Downtown. Accountability Report

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1 University of Houston-Downtown Accountability Report January 2014 Accountability System, January of 21

2 Participation - Key Measures Enrollment 1. Fall headcount (unduplicated) Fall 2000 Fall 2012 Fall 2013 % Change Fall 2013 Institutional Closing the Closing the Gaps Gaps Completion Target- Fall 2015 Total* 8,951 13,915 13, % 15, % White 2,233 (24.9%) 2,719 (19.5%) 2,548 (18.5%) 14.1% 3, % African American 2,581 (28.8%) 3,825 (27.5%) 3,574 (26.0%) 38.5% 4, % Hispanic 2,871 (32.1%) 5,589 (40.2%) 5,723 (41.6%) 99.3% 5, % Asian 943 (10.5%) 1,212 (8.7%) 1,354 (9.8%) 43.6% International 290 (3.2%) 315 (2.3%) 268 (1.9%) - 7.6% Other 33 (0.4%) 255 (1.8%) 287 (2.1%) 769.7% *Hispanic students, except international ones, are counted as Hispanic. Students who are "Multi-Racial one of which is African American" are included with the African American students. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown as a separate category. Source: Coordinating Board Management (CBM) Report 001 Source: Coordinating Board Management (CBM) Report 001 Full-Time Equivalent Enrollment 2. Fall semester credit hours (SCH) includes undergraduate(15), master's(12), doctoral(9), special-professional(12), and optometry(17). Fall 2000 Fall 2012 Fall 2013 % Change Fall 2013 Total FTSEs 5,885 9,255 9, % State-Funded FTSEs 5,828 8,701 8, % NOTE: The percentage change is based on the actual FTE numbers and may vary slightly from the calculation produced by the rounded numbers. Post-baccalaureate students are counted separately from master s for headcount enrollment and are counted with master s for FTE enrollment calculations. Participation - Contextual Measures Fall 2000 Fall 2012 Fall 2013 Point Change Fall First-time undergraduates from Texas top 10% and Texas top 11-25% Students in Texas top 10% 0.0% 5.5% 5.3% 5.3 Students in Texas top 11-25% N/A 16.1% 15.2% N/A 4. First-time entering applicants accepted NA 90.3% 95.2% N/A 5. First-time accepted, enrolled NA 37.6% 37.3% N/A Additional applicant data is available at: FY 2000 FY 2011 FY 2012 Point Change FY Racial and ethnic composition of Texas public high school graduates White 51.5% 37.0% 36.1% African American 12.9% 13.3% 13.1% 0.2 Hispanic 32.1% 44.0% 44.8% 12.7 Asian 3.2% 3.7% 3.9% 0.7 Other 0.3% 1.9% 2.1% 1.8 Accountability System, January of 21

3 7. UG Students by SCH taken at 2-year colleges UG Students by SCH taken at 2-year colleges Fall UG Enrollment Fall 2000 Fall 2012 Fall 2013 Point Rate Fall UG Enrollment Rate Fall UG Enrollment Rate Change Fall 2013 UG Students 8,495 (100%) 13,188 (100%) 12,983 (100%) 0-12 hours 1,104 (13.0%) 1,723 (13.1%) 1,652 (12.7% ) hours 608 (7.2%) 972 (7.4%) 902 (6.9% ) hours 193 (2.3%) 358 (2.7%) 331 (2.5% ) hours 506 (6.0%) 853 (6.5%) 875 (6.7% ) hours 626 (7.4%) 1,275 (9.7%) 1,277 (9.8% ) hours 252 (3.0%) 615 (4.7%) 655 (5.0% ) hours 1,175 (13.8%) 2,567 (19.5%) 2,591 (20.0% ) 6.2 All Students with SCH at TX 2-Yr college 4,464 (52.5%) 8,363 (63.4%) 8,283 (63.8% ) 11.3 Awarded Core 0 (0.0%) 659 (5.0%) 591 (4.6% ) 4.6 Associate Degree 605 (7.1%) 2,624 (19.9%) 2,808 (21.6% ) 14.5 For data about SCHs taken for dual credit by institution, go to Fall 2000 Fall 2012 Fall 2013 %/Point Change Fall Semester credit hours Total undergraduate semester credit hours 88, , , % Total graduate semester credit hours 126 1,033 1, % Percentage graduate SCH to total SCH 0.1 % 0.7 % 1.0% 0.9 Accountability System, January of 21

4 Headcount Enrollment Headcount enrolled for credit, disaggregated by race/ethnicity. University of Houston-Downtown Master's Group Out-of-State Peers FLORIDA GULF COAST OF COLORADO AT COLORADO SPRINGS Institution's Out-of-State Peers CALIFORNIA STATE -DOMINGUEZ HILLS NORTHERN KENTUCKY WRIGHT STATE -MAIN CAMPUS Total 13,916 13,445 10,612 13,933 15,634 16,780 White 2,697 9,289 7,423 1,819 12,968 12,038 African American 3, , ,041 Hispanic 5,280 2,314 1,246 6, Asian 1, , Other 1, ,129 1,611 1,264 1,828 Full-Time Equivalent Enrollment Full-time equivalent for the institution. The full-time equivalent of part-time enrollment is estimated by multiplying the part-time enrollment by factors that vary by control and level of institution and level of student. Total 9,655 11,440 8,341 10,873 12,626 14,509 Fall 2013 Enrollment Detail - University of Houston-Downtown Participation By 2015, close the gaps in participation rates across Texas to add 630,000 more students. By Level, Age: Total 12, ,754 By Level, Race/Ethnicity: Total 12, ,754 By Level, Gender: Age Group Undergraduate Master's Doctor's Research/ Professional Post- Scholarship Specialty Baccalaureate Total Under to 21 3, , to 24 3, , to 29 2, , to 34 1, , and over 1, ,090 Ethnicity Undergraduate Master's Doctor's Research/ Professional Post- Scholarship Specialty Baccalaureate Total White 2, ,548 African American 3, ,574 Hispanic 5, ,723 Asian 1, ,354 International Other Gender Undergraduate Master's Doctor's Research/ Professional Post- Scholarship Specialty Baccalaureate Total Male 5, ,566 Female 7, ,188 Total 12, ,754 By Undergraduate Status: Undergraduate Full-time Part-time White African American Hispanic Asian Other Male Female First-Time in College 1, First-Time Transfer (from two- and four-year institutions) 2,215 1,056 1, ,366 Accountability System, January of 21

5 Other Undergraduate 9,662 4,748 4,914 1,820 2,555 3, ,894 5,768 Total 12,983 6,797 6,186 2,339 3,376 5,482 1, ,234 7,749 Fall 2013 FTE Enrollment Detail - University of Houston-Downtown Participation By 2015, close the gaps in participation rates across Texas to add 630,000 more students. Lower-Division SCH Upper Division SCH Undergraduate SCH Master's SCH Doctor's Research/ Scholarship SCH Professional Specialty SCH Optometry SCH Total SCH Total 72,980 63, ,549 1, ,935 9,219 State-Funded 69,256 56, ,080 1, ,466 8,521 FTSE Accountability System, January of 21

6 Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from the same institution or another Texas public or independent institution. FY 1999 FY 2011 FY 2012 Point Change Entering Entering Entering Entering FY Fall Cohort Rate Fall Cohort Rate Fall Cohort Rate Fall Cohort Rate 1999 to Cohort Cohort Cohort Cohort 4-Year graduation rate % % % % Same institution 1.4% 2.8% 2.9% 1.1% Other TX institutions 0.5% 1.1% 0.6% 0.8% Year graduation rate % % % % 7.3 Same institution 5.9% 7.3% 9.0% 13.4% 6.5 Other TX institutions 3.2% 3.1% 5.3% 4.2% Year graduation rate % % % % 5.1 Same institution 11.2% 17.1% 12.5% 14.4% 3.2 Other TX institutions 7.9% 4.3% 4.9% 8.5% 1.9 For more information on the 6-year graduation rate, see: Source: CBM001,CBM002, and CBM Number of degrees awarded. Degrees awarded FY 2000 FY 2012 % Change Total Degrees* 1,159 2,407 2, % White % African American % Hispanic % Asian % International % Other % Institutional Closing the Gaps Target- FY 2015 Closing the Gaps Completion Level Associates N/A N/A N/A N/A 0 N/A Baccalaureate 1,159 2,351 2, % 2, % Master's N/A N/A Doctor's Research/Scholarship N/A N/A N/A N/A 0 N/A Doctor's Professional Practice N/A N/A N/A N/A *Hispanic students, except international ones, are counted as Hispanic. Students who are "Multi-Racial one of which is African American" are included with the African American students. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown as a separate category. Gender Male % Female 682 1,582 1, % Accountability System, January of 21

7 Source: CBM009 Source: CBM Undergraduate degrees to at-risk students FY 2000 FY 2012 Change Undergraduate Degrees to At-Risk Students 555 1,694 1,760 1, Degrees awarded in STEM fields. Closing the Gaps Critical Fields: STEM Awards FY 2000 FY 2011 FY 2012 % Change Institutional Closing the Gaps Target- FY 2015* Closing the Gaps Completion* Computer Science* % % Engineering* % % Math* % % Physical Science* % % Level Associate's N/A Baccalaureate % % Master's N/A Doctor's Research/Scholarship N/A * Includes baccalaureate and associate degrees. 13. Degrees and certificates awarded in nursing. Nursing and Allied Health FY 2000 FY 2011 FY 2012 % Change Institutional Closing the Gaps Target- FY 2015* Closing the Gaps Completion* Total Nursing Degrees N/A Certificate N/A Associates N/A Baccalaureate N/A 0 N/A Master's N/A Doctor's Research/Scholarship N/A Doctor's Professional Practice N/A * Includes baccalaureate and associate degrees and certificates. 14. Degrees and certificates awarded in allied health. FY 2000 FY 2011 FY 2012 % Change Institutional Closing the Gaps Target- FY 2015* Closing the Gaps Completion* Total Allied Health Degrees N/A Certificate N/A Associates N/A Baccalaureate N/A 0 N/A Master's N/A Doctor's Research/Scholarship N/A Doctor's Professional Practice N/A * Includes baccalaureate and associate degrees and certificates. Accountability System, January of 21

8 * Includes baccalaureate and associate degrees and certificates. Teacher Production and Certification 15. Students taking and passing the certification exams for teacher education. FY 2010 FY 2011 FY 2012 Total number taking exam Race/Ethnicity White African American Hispanic Other Gender Male Female Total percent passing exam 93.0% 91.0% 91.0% Race/Ethnicity White 96.0% 97.0% 96.0% African American 87.0% 79.0% 85.0% Hispanic 94.0% 92.0% 90.0% Other 86.0% 88.0% 83.0% Gender Male 94.0% 90.0% 84.0% Female 93.0% 91.0% 91.0% Note: The data for teacher production and certification was provided by SBEC. In some cases, the sum of the categories does not add up to the total. Numbers less than 10 in a category are suppressed. Data for the most recent year shown may be incomplete. Graduation and Persistence Rate: 6-Year 16. First-time, full-time students enrolled in a minimum of 12 SCH their first fall semester who have graduated or are still enrolled at the same institution or another Texas public or independent institution. FY 1999 FY 2011 FY 2012 Point Change Entering Entering Entering Entering FY Fall Cohort Rate Fall Cohort Rate Fall Cohort Rate Fall Cohort Rate 1999 to Cohort Cohort Cohort Cohort Total % % % % 0.2 Same institution 22.4% 25.0% 25.2% 25.0% 2.6 Other TX institutions 24.9% 18.3% 18.3% 22.5% White % % % % 14.7 Same institution 11.1% 16.4% 14.5% 26.2% 15.1 Other TX institutions 25.0% 26.2% 27.4% 24.6% African American % % % % Same institution 23.0% 18.1% 17.4% 20.6% Other TX institutions 23.6% 21.6% 20.3% 19.7% Hispanic % % % % 2.8 Same institution 24.4% 28.5% 30.5% 28.0% 3.6 Other TX institutions 21.1% 15.1% 15.4% 20.3% Asian % % % % Same institution 27.1% 41.9% 23.8% 18.7% Other TX institutions 34.6% 25.8% 27.0% 40.7% 6.1 Other % % % % Same institution 24.1% 20.0% 34.8% 40.6% 16.5 Other TX institutions 34.5% 0.0% 0.0% 9.4% For more information on the 6-year graduation rate, see: Success - Contextual Measures Source: CBM001, CBM002 and CBM009 Accountability System, January of 21

9 Fall 2000 Fall 2012 Fall 2013 Point Change Fall Enrollment: Percent of first-time students 19 and under 83.6% 89.7% 95.8% 12.2 Fall 2000 Fall 2010 Fall 2011 Point Change Fall Financial Aid: Percent of students receiving Pell Grants 27.1% 49.5% 52.6% 25.5 Fall 2000 Fall 2012 Fall 2013 Point Change Fall Part-time first-time, degree seeking, undergraduates 19.6% 19.8% 10.9% Persistence rate of first-time, degree-seeking undergraduates: One-Year Entering Cohort Fall 2000 Entering Cohort Fall 2011 Entering Cohort Fall 2012 Point Change Fall 2012 Cohort Rate Cohort Rate Cohort Rate Total % % 1, % Same institution 61.2% 66.7% 62.5% 1.3 Other TX institutions 15.5% 10.4% 12.5% White % % % 7.6 Same institution 48.9% 62.6% 63.1% 14.2 Other TX institutions 24.5% 14.8% 17.9% African American % % % Same institution 53.8% 58.2% 51.0% Other TX institutions 18.7% 12.5% 14.6% Hispanic % % % Same institution 70.1% 70.8% 64.7% Other TX institutions 9.1% 8.8% 10.0% 0.9 Asian % % % 7.1 Same institution 60.8% 77.3% 69.9% 9.1 Other TX institutions 24.1% 9.1% 22.0% Other % % % Same institution 51.4% 45.0% 58.3% 6.9 Other TX institutions 17.1% 10.0% 5.6% Entering Cohort Fall 2000 Entering Cohort Fall 2010 Entering Cohort Fall 2011 Point Change Fall Persistence rate of first-time, degree-seeking undergraduates: Two-Year Cohort Rate Cohort Rate Cohort Rate Total % % % Same institution 44.5% 38.7% 45.2% 0.7 Other TX institutions 22.8% 21.8% 18.2% White % % % 0.0 Same institution 36.2% 47.1% 40.9% 4.7 Other TX institutions 35.1% 21.6% 30.4% African American % % % Same institution 39.6% 31.5% 36.5% Other TX institutions 21.8% 21.6% 13.0% Hispanic % % % Same institution 51.2% 42.4% 49.3% Other TX institutions 16.6% 19.2% 17.0% 0.4 Asian % % % Same institution 41.8% 35.8% 47.7% 5.9 Other TX institutions 41.8% 45.3% 27.3% Other % % % 8.6 Same institution 34.3% 24.1% 45.0% 10.7 Other TX institutions 17.1% 24.1% 15.0% Developmental Education Fall 2009 Cohort 22. The percent of underprepared and prepared students who successfully complete a college-level course in math, reading and writing. Prepared students are given 1 year. Underprepared students are given 3 years. Total/Area Counts (a) Summary Data Number of FTIC students 1,071 Met state standards in all three areas 314 Did not meet state standards in one, two, or all three areas (at entry) 756 Unknown* (unduplicated) 1 Received credit pre-matriculation (b) College level course completion (grade A, B, or C) (c) College level course completion (grade A, B, C) including pre-matriculation credit (percent of total) (b+c)/(a) Data by Subject Area Met Standard Math % Reading % Writing % Did Not Meet Standard Accountability System, January of 21

10 Math 438 N/A % Reading 474 N/A % Writing 478 N/A % Unknown** (waived or military exemption) Math** 1 N/A 0 0.0% Reading** 1 N/A % Writing** 1 N/A % Most- and Least-Prepared Populations Met State Standard in All Three Areas Math % Reading % Writing % Did Not Meet Standard in All Three Areas Math 174 N/A % Reading 174 N/A % Writing 174 N/A % The data for this accountability measure is tracked for one year for students who met TSI and for one, two, and three years for students who did not meet TSI for this report. *The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others. **Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category. 23. Underprepared students who satisfied TSI obligation within 2 years. Total/Area Counts (a) Summary Data Number of FTIC students 1,071 Met state standards in all three 314 areas Did not meet state standards in one, two, or all three areas (at 756 entry) Unknown* (unduplicated) 1 Number attempting developmental education (b) Percent attempting developmental education (includes DevEd interventions) (b/a) TSI obligations met (of those attempting developmental education) (d) Fall 2009 Cohort TSI obligations met through any means (of total) (e) TSI obligations met (percent of those attempting developmental education) (d/b) TSI obligations met (percent of total as reported by institution) (e/a) TSI obligations met based on TSI reporting or passed 1st college-level course (percent of total) (e) and/or Passed /(a) Data by Subject Area Met Standard Math % N/A N/A N/A N/A N/A Reading % N/A N/A N/A N/A N/A Writing % N/A N/A N/A N/A N/A Did Not Meet Standard Math % % 38.8% 38.8% Reading % % 68.4% 71.9% Writing % % 68.2% 69.0% Unknown** (waived or military exemption) Math** % N/A N/A N/A N/A N/A Reading** % N/A N/A N/A N/A N/A Writing** % N/A N/A N/A N/A N/A Most- and Least-Prepared Populations Met state standards in all areas Math % N/A N/A N/A N/A N/A Reading % N/A N/A N/A N/A N/A Writing % N/A N/A N/A N/A N/A Did Not Meet Standards in All Three Areas Math % % 27.6% 27.6% Reading % % 55.2% 58.0% Writing % % 55.2% 56.9% *The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others. **Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category. Passed is the number of students who passed a first college-level course as shown on measure # Percent of students who return the following fall. Summary Data Total (a) Fall 2009 Cohort Number returning (Fall 2010) (b) Percent returning (Fall 2010) (b/a) Accountability System, January of 21

11 Summary Data Number of FTIC students 1, Met state standards in all areas % Did not meet state standards in one, two, or all three areas % Did not meet state standards in all three areas % Unknown* (unduplicated) % Data by Subject Area Met Standard by Area Math % Reading % Writing % Did Not Meet Standard by Area Math % Reading % Writing % Unknown** by Area (waived or military exemption) Math % Reading % Writing % *The Unknown (unduplicated) category does not include students who are unknown in some areas and not met in others. **Unknowns by area include students with waivers or exemptions who have not been reported as meeting TSI on a performance measure; FTIC students with waivers or military exemptions who were reported as meeting TSI in all areas based on performance measures are included in the "met state standards in all areas" category. FY 2000 FY 2012 Point Change 25. Graduation of two-year college students 1-29 SCH 56 ( 22.3%) 131 ( 30.0%) 130 ( 27.1%) SCH or more 204 ( 40.3%) 607 ( 53.5%) 570 ( 47.7%) 7.4 Source: CBM001 and CBM Percentage of baccalaureate graduates by SCH completed at two-year colleges: 1-29 SCH 31.4% 26.9% 25.9% SCH or more 33.0% 45.1% 45.3% 12.3 Source: CBM001 and CBM009. Cohort Rate Cohort Rate Cohort Rate 27. Graduation Rates Master's Fall 1995 N/A Fall % Fall % Doctoral Fall 1990 N/A Fall 2002 N/A Fall 2003 N/A Baccalaureate graduate success 28. Percent of baccalaureate graduates who are employed or enrolled in a Texas graduate program or professional school FY 2009 FY 2011 FY 2012 Point Change FY 2009 to FY % 79.6% 80.5% 1.4 FY 2009 FY 2011 FY 2012 Point Change FY 2009 to FY 2012 Baccalaureate Graduates Employment/Enrollment Status 29. Employed in 4th quarter in which program year ends 68.6% 70.9% 71.2% In graduate or professional school in Texas in fall of the next FY 2.6% 2.5% 2.8% Employed in Texas and enrolled in a graduate or professional school in Texas 7.9% 6.2% 6.5% For more detailed information on enrollments and employment of graduates and other leavers, go to: Undergraduate efficiency ratio Ratio of Undergraduate FTSE to Undergraduate Baccalaureate Degrees Awarded Fall 2000 FTSE/ FY 2001 UG Degrees Fall 2011 FTSE/ FY 2012 UG Degrees Fall 2012 FTSE/ UG Degrees N/A Accountability System, January of 21

12 Accountability System, January of 21

13 Graduation Rate: Four, five, and six-year graduation rates of first-time, full-time degree seeking undergraduates. University of Houston-Downtown Master's Group Out-of-State Peers FLORIDA GULF COAST OF COLORADO AT COLORADO SPRINGS Institution's Out-of-State Peers CALIFORNIA STATE -DOMINGUEZ HILLS NORTHERN KENTUCKY WRIGHT STATE -MAIN CAMPUS 4-Year Rate 1% 22.0% 24.0% 4.0% 13.0% 19.0% 5-Year Rate 7% 39.0% 42.0% 16.0% 30.0% 35.0% 6-Year Rate 12% 45.0% 47.0% 28.0% 37.0% 40.0% Degrees Awarded: Number of graduates by level, race/ethnicity and gender. Total Degrees 2,362 2,482 1,921 3,122 2,877 4,021 Level White 590 1,915 1, ,457 3,121 African American Hispanic , Asian Other Associates Bachelors 2,318 1,744 1,405 2,286 1,980 2,512 Master's ,370 Doctor's Research/Scholarship Doctor's Professional Practice Gender Male ,052 1,200 1,781 Female 1,579 1,553 1,116 2,070 1,677 2,240 Graduation Rate: Percent of first-time, degree-seeking undergraduates who have graduated after six academic years. Total 12.0% 45.0% 47.0% 28.0% 37.0% 40.0% White 6.0% 46.0% 47.0% 46.0% 38.0% 44.0% African American 7.0% 42.0% 36.0% 22.0% 25.0% 27.0% Hispanic 14.0% 43.0% 52.0% 31.0% 36.0% 45.0% Asian 8.0% 36.0% 45.0% 24.0% 48.0% 45.0% American Indian or Alaska Native N/A 50.0% 33.0% 50.0% 50.0% 25.0% Unknown N/A 5.0% 39.0% 22.0% 26.0% 10.0% Nonresident Alien 26.0% 75.0% 0.0% 40.0% 43.0% 38.0% Graduates in Key Fields: Number of degrees awarded in specific fields by level. Computer Science Engineering Math Physical Science Nursing and Allied-Health Graduates: Number of degrees awarded in nursing/allied-health by level. Total Degrees Certificate Associates Bachelors Accountability System, January of 21

14 Bachelors Master's Doctor's Research/Scholarship Graduates Detail ( )- University of Houston-Downtown Success By 2015, increase by 50 percent the number of degrees, certificates, and other identifiable student successes from high quality programs. By Level, Race/Ethnicity: Race/Ethnicity Doctor's Doctor's Associate's Bachelor's Master's Research/ Professional Total Scholarship Practice White African American Hispanic Asian International Other Accountability System, January of 21

15 Excellence - Key Measures Faculty Teaching Fall 2000 Fall 2011 Fall 2012 Point Change Fall Tenured/tenure-track faculty teaching lower-division SCH 40.3% 40.8% 39.0% Student/Faculty Ratio 34. Full-time student equivalents (FTSE) divided by full-time equivalent (FTE) faculty. FTSE Fall 2000 FTFE Ratio FTSE Fall 2011 FTFE Ratio FTSE Fall 2012 FTFE Ratio % Change Fall 2000 to Fall 2012 FTSE/FTFE Ratio 5, :1 8, :1 9, :1 4.8% 35. Certification and licensure rates State and National Exams Success FY 2000 FY 2012 Point Change FY 2010 to Law N/A N/A N/A N/A Pharmacy N/A N/A N/A N/A Nursing N/A N/A N/A N/A Engineering N/A N/A N/A N/A Tenured/Tenure-Track FTE Faculty Fall 2000 Fall 2011 Fall 2012 Point Change Fall Percent of FTE teaching faculty who are tenured/tenure-track 54.7% 55.5% 53.8% Quality Enhancement Plan, Including Reaffirmation Year Quality Enhancement Plan The goal of the university's QEP was to engage students more deeply through active learning strategies, helping them gain knowledge, skills and behaviors needed to maximize their college experience. This goal was partitioned into three major objectives: 1. Acculturate students to the policies and procedures of a university from navigating registration to declaring a major 2. Enrich students academic growth through active learning pedagogies and related extracurricular activities 3. Improve performance in bottleneck courses (College Algebra, Composition II, US History) by expanding our Peer Tutoring Program. Highlights include (1) excellent progress by College Algebra students in mastering the course and its learning objectives, (2) innovation by Composition faculty in addressing issues of persistence, (3) a notable increase in the level of student engagement by US History students, and (4) positive results of the Freshman Summer Success Program, whose participants outperformed the full freshman cohort, leading us to expand the program to serve approximately one-third of the entering class. 38. Excellent Programs Highlighted Excellent Programs 1 Excellent Programs Since 1998 UHD s Department of Urban Education has maintained a thriving relationship with Crockett Elementary, a nearby campus of Houston ISD. Each year between 10 and 20 university students spend 20 hours a week tutoring, one-on-one and in small group sessions, at Crockett. The UHD students are paid through work-study funds. The tutoring areas include reading, writing, math, and science. There is also a special group of tutors who work with kindergarten ESL/bilingual students whose native language is Spanish. Most of the tutors are pre-service teacher education students. The hours spent tutoring were not part of their courses, but the work they did was closely aligned with their coursework. In addition to their paid hours, many of the tutors also volunteer additional hours. The tutorial intervention has been going on long enough that some of the UHD students who first worked as tutors are now employed there as faculty. As a result of this program, the scores on the TAAS have increased and the school has achieved the category of Exemplary. UHD s vision includes that all students engage in high impact educational experiences, and their service at Crockett is an excellent example. Highlighted Excellent Programs 2 UHD created the NOYCE Scholarship Program to help to prepare science students to become teachers at local schools. Students participating in the program pursue both a science degree and teacher certification. During the academic year, students participate in classroom observation in one of the collaborating schools; working with children on specific experimental exercises; and preparation of an academic topic in science during their two years in the program. The program revolves around the creation of mentoring teams that involve science professors, education professors, a practicing science teacher, and the scholar. In this model the science and education professors and the practicing teacher forms a mentoring triangle with the UHD Scholar. This mentoring group is facilitated by organized face-to-face meetings as well as through HUNSTEM. In this community of learners, the scholar benefits by participating as a novice and learning first-hand about the challenges and rewards of teaching through participation in the classroom and in-depth discussions. UHD students also participate in research and attend education conferences while in the program. Accountability System, January of 21

16 Excellence - Contextual Measures Fall 2000 Fall 2011 Fall 2012 Point Change Fall FTE tenured/tenure-track faculty demographics Ethnicity Total 54.7% 55.5% 53.8%* White 55.9% 57.8% 56.3% 0.4 African American 41.1% 33.1% 29.8% Hispanic 54.0% 54.1% 54.9% 0.9 Asian 58.3% 62.7% 59.3% 1.0 International N/A 87.1% 85.2% N/A Other 100.0% 46.9% 71.4% Gender Male 55.9% 59.1% 56.4% 0.5 Female 53.3% 51.8% 50.8% *Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category. Faculty Rank Teaching Assistants Other Faculty Instructor Assistant Professor Associate Professor Professor 40. Faculty Rank (Fall 2012) Faculty Ethnicity Total* White African American Hispanic Asian International Other Faculty Gender Male Female *Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category. Faculty Salary by Rank FY 2002 FY 2012 % Change FY 2002 to National Average () % National Average 41. Faculty Salary Comparisons Professor $64,690 $86,583 $86, % $112,199 77% Associate Professor $52,518 $68,957 $67, % $79,575 85% Assistant Professor $45,629 $57,495 $59, % $68,318 87% Instructor $42,620 $62,000 $55, % $47, % Fall 2000 Fall 2012 Fall 2013 %/Point Change Fall Endowed Professorships and Chairs N/A Percent unfilled 0.0% 0.0% 0.0% 0.0 Percent of total tenured/tenure-track faculty 0.0% 0.0% 0.0% Nobel Prize Winners and National Academies FY 2011 FY 2012 % Change FY 2011 to 44. Other Faculty Awards FY 2011 FY 2012 % Change FY 2011 to FY 2013 Master's Group Out-of-State Peers Institution's Out-of-State Peers Accountability System, January of 21

17 Tenure/Tenure-Track Faculty Percentage of all full-time faculty members who are tenured or tenure-track. Percent of Tenured/Tenure-Track faculty University of Houston-Downtown FLORIDA GULF COAST OF COLORADO AT COLORADO SPRINGS CALIFORNIA STATE -DOMINGUEZ HILLS NORTHERN KENTUCKY WRIGHT STATE -MAIN CAMPUS N/A N/A N/A N/A N/A N/A Accountability System, January of 21

18 Research - Key Measures Federal and Private Research FY 2001 FY 2012 % Change FY 2001 to 45. Federal and private research expenditures per FTE faculty $4,011 $8,550 $4, % Research Expenditures FY 2001 FY 2012 % Change FY 2001 to Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion 46. Research expenditures ($ Million) $1.016 $2.217 $ % $ % Sponsored Research Funds FY 2009 FY 2012 Point Change FY 2009 to 47. Federal and private (sponsored) research funds per revenue appropriations. 1.2% 6.4% 3.8% 2.7 Source: THECB Annual Research Expenditures Report and Sources & Uses Source: THECB Annual Research Expenditures Report and Sources & Uses Research - Contextual Measures FY 2001 FY 2012 % Change FY 2001 to 48. Research Expenditures by Source ($ Millions) $1.016 $2.217 $ % Federal $0.649 $1.828 $ % State $0.312 $0.128 $ % Private $0.008 $0.208 $ % Institutional $0.048 $0.052 $ % Restricted Research Expenditures (amount shown is a subset of the categories above) $0.532 $2.048 $ % For information on restricted research expenditures, go to FY 2007 FY 2011 FY 2012 % Change FY 2007 to 49. Faculty holding extramural research grants Number % Percent 8.0% 9.8% 10.2% 9.6% 1.6 FY 2001 FY 2011 FY 2012 % Change FY 2001 to Patents 50. Number of new U.S. patents issued or reissued N/A 51. Number of new patent applications N/A University of Master's Group Out-of-State Peers Institution's Out-of-State Peers Accountability System, January of 21

19 Research Expenditures Current year research expenditures in millions of dollars. Research Expenditures ($ million) University of Houston-Downtown FLORIDA GULF COAST OF COLORADO AT COLORADO SPRINGS CALIFORNIA STATE -DOMINGUEZ HILLS NORTHERN KENTUCKY WRIGHT STATE -MAIN CAMPUS $2,233,274 $3,827,661 $4,258,201 $- $2,004,000 $30,466,430 Research Funds Amount of sponsored (external/federal) research funds. Federal Research Funds ($ millions) $3,719,287 $5,104,001 $7,074,621 $481,388 $3,528,000 $35,539,849 Source: IPEDS Fall 2012 Accountability System, January of 21

20 Institutional Efficiency and Effectiveness - Key Measures Administrative Cost FY 2000 FY 2012 Point Change 52. Administrative costs as a percent of operating budget 17.9% 13.5% 14.8% Space Usage Efficiency (SUE) 53. Space usage efficiency measure of the effectiveness and efficiency of existing teaching space utilization. Classroom and lab passing score is 75 and overall passing score is 150. Fall 2012 Fall 2013 Classroom space use efficiency Lab space use efficiency Overall space use efficiency Appropriated Funds per FTE Faculty 54. State appropriations divided by full-time equivalent students and annual full-time equivalent teaching faculty. FY 2001 FY 2012 % Change FY 2001 to Appropriated funds per FTE student $4,300 $3,514 $3, % Appropriated funds per FTE faculty $47,591 $37,350 $36, % Historically Underutilized Business (HUB) FY 2000 FY 2012 %/Point Change 55. HUB Expenditures without construction (Millions) $ $ $ % Percent of total expenditures 8.3% 16.6% 19.7% 11.4 HUB Expenditures with construction (Millions) $ $ $ % Percent of total expenditures 28.2% 22.2% 20.6% Operating Expenses per FTE Student FY 2001 FY 2012 % Change FY 2001 to 56. Operating expenses per FTE student $8,765 $12,960 $13, % Total Revenue per FTE Student and FTE teaching Faculty FY 2000 FY 2012 % Change 57. Total revenue Per FTE student $8,639 $13,465 $13, % Per FTE faculty $98,403 $143,107 $145, % Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2012 Fall 2013 %/Point Change Fall 2013 Class Size 58. Average class size % Median class size % 59. Percentage of undergraduate classes with less than 20 students 30.4% 22.3% 20.3% Percentage of undergraduate classes with more than 50 students 4.3% 5.8% 6.3% 2.0 FY 2000 FY 2014 % Change FY Average cost of resident undergraduate tuition and fees for 30 SCH. $2,508 $5,997 $6, % Fall 2000 Fall 2012 Fall 2013 % Change Fall E&G Square footage E&G classroom per FTE student % E&G lab per FTE student % Accountability System, January of 21

21 FY 2009 FY 2011 FY 2012 % Change Endowment FY 2009 to 63. True and Term Endowment ($ millions) $12.3 $24.0 $24.0 $ Quasi Endowment ($ millions) $1.4 $11.0 $11.0 $ Total Endowment ($ millions) $13.7 $35.0 $35.0 $ % 66. Total Endowment - Per FTE student $1,586 $3,902 $3,864 $3, % FY 2001 FY 2012 % Change FY 2001 to 67. Total Revenue* $60,549,176 $121,980,262 $126,331, % State appropriations $28,922,677 $31,835,963 $31,222, % Tuition and fees $17,848,238 $51,989,356 $56,733, % Federal grants and contracts $8,775,041 $31,081,462 $29,463, % Institutional resources $5,003,220 $7,073,481 $8,911, % Constitutional funds $5,453,977 $7,435,238 $7,435, % Total Revenue with Constitutional Funds $66,003,153 $129,415,500 $133,766, % *Does not include Constitutional Funds Link to additional information: Administrative Cost Ratio Amount expended for administrative costs as a percent of operative expenses Administrative costs as a percent of operating budget University of Houston-Downtown Master's Group Out-of-State Peers FLORIDA GULF COAST OF COLORADO AT COLORADO SPRINGS Institution's Out-of-State Peers CALIFORNIA STATE -DOMINGUEZ HILLS NORTHERN KENTUCKY WRIGHT STATE -MAIN CAMPUS 6% 7% 7% 5% 7% 4% Appropriations State and local government appropriation revenues per FTE student. Appropriations per FTE student $2,582 $4,219 $- $5,546 $3,888 $5,612 Expenditures Instruction expenses per FTE student. Instruction expenses per FTE student $4,418 $6,574 $6,623 $6,424 $7,318 $8,317 Tuition and Fees Tuition and Fee revenue per FTE student. Tuition and Fee Revenue per FTE student $5,874 $4,491 $8,856 $5,614 $8,220 $8,735 Accountability System, January of 21

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