Alamo Community College - San Antonio College. Accountability Report

Transcription

1 Alamo Community College - San Antonio College Accountability Report January 2013 Accountability System, January of 22

2 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2011 Fall 2012 % Change Fall 2000 to 2012 Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion Total 20,490 25,567 23, % 27, % White 8,097 ( 39.5%) 8,938 ( 35.0%) 7,290 ( 31.5%) % 11, % African American 906 ( 4.4%) 1,802 ( 7.0%) 1,638 ( 7.1%) 80.8% 1, % Hispanic 10,548 ( 51.5%) 13,472 ( 52.7%) 12,949 ( 56.0%) 22.8% 15, % Asian 548 ( 2.7%) 732 ( 2.9%) 680 ( 2.9%) 24.1% International 315 ( 1.5%) 278 ( 1.1%) 161 ( 0.7%) % Other 76 ( 0.4%) 345 ( 1.3%) 416 ( 1.8%) 447.4% Male 8,544 ( 41.7%) 10,585 ( 41.7%) 9,485 ( 41.0%) 11.0% Female 11,946 ( 58.3%) 14,982 ( 58.3%) 13,649 ( 59.0%) 14.3% Source: Coordinating Board Management (CBM) Report 001 Source: Coordinating Board Management (CBM) Report 001 Annual Unduplicated Enrollment 2. Annual unduplicated enrollment including credit, non-credit and dual-credit students. FY 2000 FY 2011 FY 2012 % Change 2012 Total 36,964 42,108 43, % White 14,606 ( 39.5%) 15,233 ( 36.2%) 14,889 ( 34.2%) 1.9% African American 1,777 ( 4.8%) 3,060 ( 7.3%) 3,406 ( 7.8%) 91.7% Hispanic 19,011 ( 51.4%) 21,116 ( 50.1%) 22,821 ( 52.4%) 20.0% Asian 992 ( 2.7%) 1,142 ( 2.7%) 1,313 ( 3.0%) 32.4% International 464 ( 1.3%) 113 ( 0.3%) 321 ( 0.7%) % Other 114 ( 0.3%) 1,444 ( 3.4%) 816 ( 1.9%) 615.8% Male 15,981 ( 43.2%) 18,044 ( 43.0%) 18,247 ( 41.9%) 14.2% Female 20,983 ( 56.8%) 24,064 ( 57.0%) 25,319 ( 58.1%) 20.7% Participation - Contextual Measures Accountability System, January of 22

3 Participation - Contextual Measures FY 2000 FY 2011 FY 2012 % Change 3. Enrollment by Semester 2012 Fall 22,436 26,396 29, % Academic 13,959 17,199 22, % Technical 6,679 8,070 5, % Continuing Education 1,798 1, % Spring 22,827 29,130 26, % Academic 13,706 18,845 19, % Technical 6,456 8,976 5, % Continuing Education 2,665 1,309 1, % Summer 13,175 14,567 16, % Academic 8,133 8,636 12, % Technical 3,217 4,325 3, % Continuing Education 1,825 1, % Service Area Representation FY 2005 FY 2011 FY 2012 Service Service 4. Gap between demographic groups in the area and enrollment. difference difference credit population in (% Enr. - % (% Enr. - % enrollment service area Pop.) Pop.) Service difference (% Enr. - % Pop.) Race/Ethnicity White N/A N/A N/A N/A N/A African American N/A N/A N/A N/A N/A Hispanic N/A N/A N/A N/A N/A Other N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A FY 2000 FY 2011 FY 2012 % Change 5. Annual Semester Credit and Contact Hours 2012 Annual Semester Credit Hours (SCH) 419, , , % Academic 345, , , % Technical 73,952 67,083 64, % Annual Contact Hours 8,254,332 9,763,435 9,966, % Academic 6,013,456 7,764,096 8,059, % Technical 1,820,552 1,659,600 1,625, % Continuing Education 420, , , % Fall 1999 Fall 2009 Fall 2010 Point Change 6. Financial Aid: Students Receiving Pell Grants Fall 1999 to Fall 2010 Total* 26.8% 38.9% 39.1% 12.3 White 17.5% 31.2% 30.7% 13.2 African American 37.3% 44.4% 41.8% 4.5 Hispanic 34.0% 46.7% 45.6% 11.6 Asian 25.4% 27.6% 27.0% 1.6 International 0.4% 2.1% 0.0% Other 24.6% 45.9% 42.8% 18.2 Male 20.2% 33.4% 33.8% 13.6 Female 31.6% 42.9% 42.9% 11.3 *Please note: The source for this Pell data is the Coordinating Board's financial aid database; Pell data found in the institutional online resumes is produced using IPEDS data and may not match. Fall 2000 Fall 2011 Fall 2012 % Change 7. Full-Time/Part-Time Undergraduate Students Fall 2000 to Fall 2012 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 19,906 24,580 22, % Full-Time Credential Seeking Students Total* 7,023 6,448 5, % White 2,631 (37.5%) 1,983 (30.8%) 1,611 (28.3%) % African American 284 (4.0%) 476 (7.4%) 401 (7.0%) 41.2% Hispanic 3,658 (52.1%) 3,608 (56.0%) 3,316 (58.3%) - 9.3% Asian 212 (3.0%) 180 (2.8%) 175 (3.1%) % International 211 (3.0%) 113 (1.8%) 69 (1.2%) % Other 27 (0.4%) 88 (1.4%) 118 (2.1%) 337.0% Male 3,124 (44.5%) 2,831 (43.9%) 2,481 (43.6%) % Female 3,899 (55.5%) 3,617 (56.1%) 3,209 (56.4%) % Accountability System, January of 22

4 Part-Time Credential Seeking Students Total* 12,883 18,132 16, % White 5,236 (40.6%) 6,607 (36.4%) 5,383 (32.6%) 2.8% African American 593 (4.6%) 1,250 (6.9%) 1,165 (7.0%) 96.5% Hispanic 6,596 (51.2%) 9,355 (51.6%) 9,149 (55.3%) 38.7% Asian 314 (2.4%) 521 (2.9%) 470 (2.8%) 49.7% International 97 (0.8%) 159 (0.9%) 87 (0.5%) % Other 47 (0.4%) 240 (1.3%) 281 (1.7%) 497.9% Male 5,178 (40.2%) 7,360 (40.6%) 6,661 (40.3%) 28.6% Female 7,705 (59.8%) 10,772 (59.4%) 9,874 (59.7%) 28.2% Fall 2000 Fall 2011 Fall 2012 % Change 8. First-Time In College Students Fall 2000 to Fall 2012 Credential-Seeking Undergraduate Students (Full- and Part- Time) Total 4,120 4,140 3, % Full-Time Credential Seeking Students Total* 1,807 1,771 1, % White 608 (33.6%) 440 (24.8%) 346 (22.8%) % African American 70 (3.9%) 136 (7.7%) 94 (6.2%) 34.3% Hispanic 1,019 (56.4%) 1,114 (62.9%) 1,014 (66.8%) - 0.5% Asian 50 (2.8%) 38 (2.1%) 36 (2.4%) % International 58 (3.2%) 10 (0.6%) 1 (0.1%) % Other 2 (0.1%) 33 (1.9%) 28 (1.8%) % Male 826 (45.7%) 748 (42.2%) 641 (42.2%) % Female 981 (54.3%) 1,023 (57.8%) 878 (57.8%) % Part-Time Credential Seeking Students Total* 2,313 2,369 1, % White 1,206 (52.1%) 626 (26.4%) 491 (25.0%) % African American 80 (3.5%) 189 (8.0%) 141 (7.2%) 76.3% Hispanic 955 (41.3%) 1,437 (60.7%) 1,240 (63.2%) 29.8% Asian 41 (1.8%) 64 (2.7%) 52 (2.6%) 26.8% International 21 (0.9%) 20 (0.8%) 0 (0.0%) % Other 10 (0.4%) 33 (1.4%) 39 (2.0%) 290.0% Male 1,005 (43.5%) 1,041 (43.9%) 878 (44.7%) % Female 1,308 (56.5%) 1,328 (56.1%) 1,085 (55.3%) % *Hispanic students, except international ones, are counted as Hispanic. Students who are "Multi-Racial one of which is African American" are included with the African American students. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International students are shown as a separate category. 9. Community College Activities: Non-funded and Non-reported FY 2011 FY 2012 Contract Training: Enrollment 5,472 1,177 Adult Basic Education: Enrollment as Reported to TEA 0 0 G.E.D.: Enrolled in G.E.D. Program The Alternative Certification program was sunset in Gathering data for this measure - Number Enrolled in G.E.D. Program, Number Who Took the Test, and Number Who Passed the Test is beyond the capability of our institution: Students enroll in GED preparation classes through our Continuing Education program. After completion of the program, they may test at our Assessment Center or may test at other local test centers. Students are not required to indicate if or where they received GED prep-classes as prep-classes are not required to sit for the GED exam. In addition, the Assessment Center administers GED tests to both our Continuing Education GED prepared students as well as to students from across the community. Further, the State does not report student level test history or results. We continue to pursue ways to obtain this data and will report our results as soon as we have them. Accountability System, January of 22

5 Fall 2012 Unduplicated Enrollment Detail - Alamo Community College - San Antonio College By Age Age Count Less than 18 2, % 18 to 21 8, % 22 to 24 3, % 25 to 29 3, % 30 to 34 1, % Over 35 3, % N/A 0 0.0% By Status Status Count Full-Time 5, % Part-Time 17, % By Type Major Type Major Count Academic 18, % Technical 4, % By Enrollment Status Status Count In-District 19, % Out-of-District 3, % Out-of-State % Dual Credit Enrollment Status Count Dual Credit 2, % FY 2012 Unduplicated Enrollment Detail - Alamo Community College - San Antonio College By Age Age Count Less than 18 3, % 18 to 21 15, % 22 to 24 7, % 25 to 29 6, % 30 to 34 3, % Over 35 6, % N/A 9 0.0% By Type Major Type Major Count Academic 32, % Technical 8, % Continuing Education 2, % By Enrollment Status Status Count In-District 34, % Out-of-District 5, % Out-of-State 1, % Continuing Education 2, % Accountability System, January of 22

6 Dual Credit Enrollment Status Count Dual Credit 3, % FY 2012 Unduplicated Total by Semester Detail - Alamo Community College - San Antonio College By Age Age Fall Spring Summer Less than 18 3,022 1, to 21 10,737 9,115 5, to 24 4,499 4,522 3, to 29 4,289 4,308 2, to 34 2,430 2,553 1,723 Over 35 4,037 4,566 2,756 N/A By Race/Ethnicity Race/Ethnicity Fall Spring Summer White 10,198 8,883 5,297 African American 2,087 1,956 1,450 Hispanic 15,225 14,198 8,538 Asian International Other Accountability System, January of 22

7 Success - Key Measures Graduation and Persistence Rate 10. First-time, full-time, credential-seeking, undergraduates who have graduated or are still enrolled. FY 2000 ( Fall 1994 ) FY 2010 ( Fall 2004 ) FY 2011 ( Fall 2005 ) Point Change FY 2011 Total* 31.4% 33.3% 33.1% 1.7 Race/Ethnicity White 37.1% 37.6% 38.7% 1.6 African American 20.3% 27.1% 29.0% 8.7 Hispanic 28.4% 30.6% 30.9% 2.5 Asian 48.9% 42.9% 48.5% Native American 14.3% 50.0% 12.5% International 18.2% 36.0% 13.9% Other (Unknown) 0.0% 0.0% 0.0% 0.0 Male 28.7% 32.0% 29.5% 0.8 Female 33.6% 34.4% 36.3% 2.7 Source: CBM001,CBM002, and CBM009 3, 4, and 6-Year Graduation Rates 11. First-time, full-time entering, credential-seeking, undergraduates who have graduated. Fall FY 2000 FY 2010 FY 2011 Point Rate Fall Rate Fall Rate Change FY 2000 to FY Year graduation rate (Total) (3.5%) (5.3%) (6.0%) 2.5 Baccalaureate or Above 1 (0.1%) 3 (0.2%) 1 (0.1%) 0.0 Associates 43 (2.5%) 65 (3.3%) 85 (4.4%) 1.9 Certificate 16 (0.9%) 36 (1.8%) 28 (1.5%) 0.6 No Award 1,667 (96.5%) 1,872 (94.7%) 1,798 (94.0%) Year graduation rate (Total) (5.5%) (9.3%) (9.4%) 3.9 Baccalaureate or Above 21 (1.1%) 33 (1.7%) 24 (1.2%) 0.1 Associates 59 (3.2%) 118 (5.9%) 121 (6.1%) 2.9 Certificate 21 (1.1%) 35 (1.8%) 41 (2.1%) 1.0 No Award 1,738 (94.5%) 1,811 (90.7%) 1,790 (90.6%) Year graduation rate (Total) (14.9%) (16.4%) (17.5%) 2.6 Baccalaureate or Above 178 (9.3%) 154 (8.3%) 172 (9.3%) 0.0 Associates 85 (4.4%) 106 (5.7%) 126 (6.8%) 2.4 Certificate 22 (1.2%) 43 (2.3%) 28 (1.5%) 0.3 No Award 1,627 (85.1%) 1,550 (83.6%) 1,532 (82.5%) For more data on the 6-year graduation rate, go to: Accountability System, January of 22

8 Source: CBM001,CBM002, and CBM009 Degrees and Certificates 12. Number of awards, certificates by type, core completers and field of study completers. FY 2000 FY 2011 FY 2012 % Change FY 2012 Institutional Closing the Gaps Target- Fall 2015 Closing the Gaps Completion Total Degrees and Certificates (Does not include other completers) 879 1,870 2, % 2, % White % African American % Hispanic , % Asian % International % Other % Level Bachelor of Applied Technology N/A N/A N/A N/A Associates 715 1,470 1, % 1, % Certificate % Certificate % Advanced Technology Certificates N/A N/A N/A N/A Other Completers: ESC N/A 1 N/A N/A Core Completers N/A N/A Field of Study N/A N/A N/A N/A Male % Female 551 1,148 1, % Source: CBM009 Source: CBM009 Accountability System, January of 22

9 Transfers 13. Transfers to a senior institution. Fall FY 2000 FY 2011 FY 2012 Rate Fall Rate Fall ,682 (100%) ,188 (100%) ,274 (100%) 0-12 hours 53 (1.4%) 114 (3.6%) 61 (1.9%) hours 67 (1.8%) 76 (2.4%) 47 (1.4%) hours 37 (1.0%) 29 (0.9%) 26 (0.8%) hours 63 (1.7%) 47 (1.5%) 64 (2.0%) 43+ hours 440 (12.0%) 421 (13.2%) 423 (12.9%) All Transfers Total 660 (17.9%) 687 (21.5%) 621 (19.0%) Non Transfer Completers 143 (3.9%) 152 (4.8%) 160 (4.9%) Non Completers 2,879 (78.2%) 2,349 (73.7%) 2,493 (76.1%) Awarded Core 0 (0.0%) 17 (0.5%) 26 (0.8%) Developmental Education 14. Students who successfully complete a college-level course in math, reading and writing. Prepared students are given 1 year. Under-prepared students are given 3 years. Total Received Credit pre-matriculation Number attempting college level course Fall 2008 attempting college level course College level course completion (grade A, B, or C) Rate College level course completion (grade A, B,C) (percent of those attempting college level) College level course completion(grade A, B,C) or pre-matriculation credit (percent of total) Number of FTIC students 3,116 Met state standards in all areas Math % % 23.5% Reading % % 54.3% Writing % % 57.3% All students below state standard Math 1,974 N/A % % 7.8% Reading 1,403 N/A % % 28.3% Writing 710 N/A % % 27.7% Not met state standards: In all three areas Math 520 N/A % % 4.2% Reading 520 N/A % % 18.5% Writing 520 N/A % % 24.2% Math Not requiring developmental education % % 18.4% Requiring developmental education 1,454 N/A % % 9.1% Unknown / Not tested 67 N/A % % 10.4% Reading Not requiring developmental education % % 45.7% Requiring developmental education 883 N/A % % 34.1% Unknown / Not tested 58 N/A % % 25.9% Writing Not requiring developmental education 1, % % 41.1% Requiring developmental education 190 N/A % % 37.4% Unknown / Not tested 62 N/A % % 27.4% Success - Contextual Measures Accountability System, January of 22

10 Success - Contextual Measures 15. Persistence Rates Fall 2000 Fall 2010 Fall 2011 Point Change Fall 2000 to Fall 2011 First-time Undergraduate Persistence rate after one year Total 63.4% 63.1% 61.9% Same institution 56.3% 57.6% 54.6% Other institutions 7.1% 5.5% 7.2% 0.1 White 68.3% 65.0% 63.8% Same institution 57.6% 58.6% 54.4% Other institutions 10.7% 6.3% 9.4% African American 62.9% 59.6% 58.8% Same institution 55.7% 56.4% 50.7% Other institutions 7.1% 3.2% 8.1% 1.0 Hispanic 61.0% 62.2% 61.1% 0.1 Same institution 56.0% 56.7% 55.1% Other institutions 5.0% 5.4% 6.0% 1.0 Asian 66.0% 78.8% 71.1% 5.1 Same institution 60.0% 72.7% 60.5% 0.5 Other institutions 6.0% 6.1% 10.5% 4.5 International 53.4% 0.0% 70.0% 16.6 Same institution 48.3% 0.0% 70.0% 21.7 Other institutions 5.2% 0.0% 0.0% Other 50.0% 63.0% 63.6% 13.6 Same institution 0.0% 59.3% 48.5% 48.5 Other institutions 50.0% 3.7% 15.2% Fall 2000 Fall 2009 Fall 2010 Point Change Fall 2000 to Fall 2010 First-time Undergraduate Persistence rate after two years Total 49.2% 45.2% 48.1% Same institution 34.2% 32.8% 35.7% 1.5 Other institutions 15.0% 12.4% 12.4% White 57.9% 48.2% 49.0% Same institution 34.9% 31.0% 33.2% Other institutions 23.0% 17.2% 15.8% African American 47.1% 38.3% 43.0% Same institution 35.7% 27.1% 34.4% Other institutions 11.4% 11.2% 8.6% Hispanic 44.8% 44.2% 47.7% 2.9 Same institution 34.2% 33.8% 36.6% 2.4 Other institutions 10.7% 10.4% 11.1% 0.4 Asian 56.0% 52.6% 65.6% 9.6 Same institution 36.0% 42.1% 40.6% 4.6 Other institutions 20.0% 10.5% 25.0% 5.0 International 32.8% 57.1% 0.0% Same institution 25.9% 42.9% 0.0% Other institutions 6.9% 14.3% 0.0% Other 50.0% 40.0% 48.1% Same institution 0.0% 30.0% 37.0% 37.0 Other institutions 50.0% 10.0% 11.1% Awards in STEM Fields FY 2000 FY 2011 FY 2012 % Change FY 2012 Institutional Closing the Gaps Target- FY 2015 Closing the Gaps Completion Fields Computer Science % % Engineering % % Math N/A % Physical Science N/A % Level Degrees in Critical Fields Bachelor of Applied Technology N/A Associates % Cert % Cert N/A Degrees in Critical Fields Advanced Technology Certificate N/A 17. Awards in Nursing FY 2000 FY 2011 FY 2012 % Change FY 2012 Institutional Closing the Gaps Target- FY 2015 Closing the Gaps Completion Total % % Associates % Cert N/A Cert N/A Advanced Technology Certificate N/A ESC N/A Accountability System, January of 22

11 Field of Study N/A 18. Awards in Allied Health FY 2000 FY 2011 FY 2012 % Change FY 2012 Institutional Closing the Gaps Target- FY 2015 Closing the Gaps Completion Total % % Associates % Cert % Cert % Advanced Technology Certificate N/A ESC N/A 19. Teacher Production and Certification FY 2009 FY 2010 FY 2011 Students taking the certification exams 19 N/A Race/Ethnicity White * N/A African American N/A N/A Hispanic 10 N/A Other * N/A Male * N/A Female 15 N/A Students passing the certification exams 100.0% N/A Race/Ethnicity White 100.0% N/A African American N/A N/A Hispanic 100.0% N/A Other 100.0% N/A Male 100.0% N/A Female 100.0% N/A Note: The data for teacher production and certification was provided by SBEC. In some cases, the sum of the categories does not add up to the total. Numbers less than 10 in a category are masked (*). FY 2009 FY 2010 FY 2011 Point Change 20. Graduate Status After Graduation FY 2009 to FY 2011 Academic Employed Only % % % 7.0 Employed and Enrolled (in Senior Institutions) % % % Enrolled Only (in Senior Institutions) % % % Enrolled Only (in Community Colleges) % % % 2.2 Not Found % % % 0.3 Technical Employed Only % % % Employed and Enrolled (in Senior Institutions) % % % 0.9 Enrolled Only (in Senior Institutions) % % % 2.4 Enrolled Only (in Community Colleges) % % % 0.0 Not Found % % % 2.6 For additional data on students graduating from and leaving institutions, go to: FY 2002 FY 2011 FY 2012 Point Change 21. Marketable Skills Awards FY 2002 to FY 2012 Marketable Skills Completers % Race/Ethnicity White % African American % Hispanic % Asian % International % Other % Male N/A Female N/A FY 2000 FY 2011 FY 2012 Change 22. Associate of Arts in Teaching Awards FY 2012 Total N/A Accountability System, January of 22

12 Race/Ethnicity White N/A African American N/A Hispanic N/A Asian N/A International N/A Other N/A Male N/A Female N/A Developmental Education 23. Under-prepared students are given 2 years to satisfy their TSI obligation. Total Number attempting developmental education attempting developmental education Fall 2008 TSI obligations met (of those attempting developmental education) TSI obligations met (of total) TSI obligations met (percent of those attempting developmental education) TSI obligations met (percent of total) Number of FTIC students 3,116 Met state standards in all areas Math % N/A N/A N/A N/A Reading % N/A N/A N/A N/A Writing % N/A N/A N/A N/A All students below state standard Math 1,974 1, % 1,232 1, % 74.2% Reading 1,403 1, % % 60.4% Writing % % 68.3% Not met state standards: In all three areas Math % % 75.0% Reading % % 61.9% Writing % % 69.6% Met state standards in at least one area: Math Not requiring developmental education % N/A N/A N/A N/A Requiring developmental education 1,454 1, % 916 1, % 73.9% Unknown / Not tested % % 34.3% Reading Not requiring developmental education % N/A N/A N/A N/A Requiring developmental education % % 59.5% Unknown / Not tested % % 24.1% Writing Not requiring developmental education 1, % N/A N/A N/A N/A Requiring developmental education % % 64.7% Unknown / Not tested % % 29.0% For additional detail on developmental education outcomes, including yearly changes, go to: Developmental Education: Underprepared and prepared students returning in fall. Total Fall 2008 Number returning (Fall 2009) returning (Fall 2009) Number of FTIC students 3,116 Met state standards in all areas % Not met state standards: In all three areas % Math Not requiring developmental education % Requiring developmental education 1, % Unknown / Not tested % Reading Not requiring developmental education % Requiring developmental education % Unknown / Not tested % Writing Not requiring developmental education 1, % Requiring developmental education % Unknown / Not tested % Fall 2000 Fall 2010 Fall 2011 %/Point Change Fall 2000 to Fall Course Completion Rate for Undergraduate State Funded Semester Credit Hours Beginning semester credit hours 178, , , % Ending semester credit hours 133, , , % Completion rate 74.7% 85.0% 87.8% 13.1 Accountability System, January of 22

13 Accountability System, January of 22

14 Graduates Detail (FY 2012 )- Alamo Community College - San Antonio College Success By 2015, award 210,000 undergraduate degrees, certificates and other identifiable student successes from high quality programs. By Level, Race/Ethnicity: Race/Ethnicity Associate's Advanced Certificate 1 Certificate 2 Technology Total Certificates White African American Hispanic ,365 Asian International Other By Level, : Associate's Certificate 1 Certificate 2 Advanced Technology Certificates Total Male Female 1, ,615 By Level, Type Major: Type Major Associate's Certificate 1 Certificate 2 Advanced Technology Total Certificates Academic 1, ,212 Technical ,321 Continuing Education N/A 0 Graduates Success Detail (FY 2011)- Alamo Community College - San Antonio College Academic Graduates - Employed Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 6 1.6% International 2 0.5% Other 8 2.1% Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 7 3.5% International 0 0.0% Other 6 3.0% Number of Male % Accountability System, January of 22

15 Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 9 7.8% Hispanic % Asian 3 2.6% International 1 0.9% Other 3 2.6% Number of Male % Female % Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American 1 2.1% Hispanic % Asian 3 6.3% International 0 0.0% Other 3 6.3% Number of Male % Female % Graduates - Not Found Race/Ethnicity: : Technical Race/Ethnicity Number of White % African American 4 4.1% Hispanic % Asian 0 0.0% International 2 2.0% Other 2 2.0% Number of Male % Female % Graduates - Employed Race/Ethnicity: Race/Ethnicity Number of White % African American % Hispanic % Asian % International 5 0.9% Other 5 0.9% Accountability System, January of 22

16 Other 5 0.9% : Number of Male % Female % Graduates - Employed and Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 2 7.1% Hispanic % Asian 1 3.6% International 0 0.0% Other 0 0.0% Number of Male % Female % Graduates - Enrolled in a Senior Institution Race/Ethnicity: : Race/Ethnicity Number of White % African American 0 0.0% Hispanic % Asian % International 1 3.6% Other 0 0.0% Number of Male % Female % Graduates - Enrolled in a Community or Technical College Race/Ethnicity: : Race/Ethnicity Number of White % African American % Hispanic % Asian 1 1.9% International 0 0.0% Other 2 3.7% Number of Male % Female % Graduates - Not Found Race/Ethnicity: Race/Ethnicity Number of White % African American 5 5.7% Hispanic % Accountability System, January of 22

17 Asian 6 6.9% International 0 0.0% Other 2 2.3% : Number of Male % Female % Transfer Detail (FY 2012 )- Alamo Community College - San Antonio College Transfers to Senior Institutions Transfer Measure Detail All Students Academic Students Technical Students Fall ,274 (100%) 1,518 (100%) 1,756 (100%) 0-12 hours 61 (1.9%) 33 (2.2%) 28 (1.6%) hours 47 (1.4%) 25 (1.6%) 22 (1.3%) hours 26 (0.8%) 17 (1.1%) 9 (0.5%) hours 64 (2.0%) 33 (2.2%) 31 (1.8%) 43+ hours 423 (12.9%) 240 (15.8%) 183 (10.4%) Non Transfer Completers 160 (4.9%) 46 (3.0%) 114 (6.5%) Non Completers 2,493 (76.1%) 1,124 (74.0%) 1,369 (78.0%) All Transfers Total 621 (19.0%) 348 (22.9%) 273 (15.5%) Awarded Core 26 (0.8%) 17 (1.1%) 9 (0.5%) Accountability System, January of 22

18 Excellence - Key Measures Licensure Rate 26. Pass rate for excellent programs whose graduates are required to pass a licensure exam to practice in the field CIP Program Number Takers Pass Rate Number Takers Pass Rate Number Takers Pass Rate Medical/Clinical Assistant % % % Criminal Justice/Police Science % % % Fire Protection and Safety Technology/Technician % % % Excellence - Contextual Measures FY 2005 FY 2011 FY 2012 Point Change 27. Certification and Licensure FY 2005 to FY 2012 Pass rate on state or national exams. N/A 89.6% 89.6% N/A For more information, see the licensure report. Quality Enhancement Plan 28. Quality Enhancement Plan, Including Reaffirmation Year SAC s QEP ( is a College-Wide professional development initiative utilizing teaching and student support strategies to improve student learning. SAC established the Murguía Learning Institute (MLI), with 1) semester-long best practices courses for new faculty; 2) student-centered best practices courses (student-teacher interaction, collaborative/active learning, learning communities, problem/inquiry-based learning, teaching based on learning styles) for faculty teaching gatekeeper courses; 3) graduate coursework for faculty/staff in teaching theory/practice and college leadership; 4) professional development workshops for faculty/staff; 5) mentorship support for faculty; and 6) a Master Teacher Program. MLI outcomes: increase numbers of SAC students receiving best practice instruction; assess SLOs for best practices; increase students' in-class retention and PGR; and increase student success rates in sequential courses. 29. Excellent Programs Highlighted Excellent Programs 1 Excellent Programs The American Sign Language and Interpreter Training program ( provides quality ASL and Interpreter education, offering courses in ASL, Deaf Culture, and interpreting process. Eight full-time tenure-track and 3 adjunct faculty members, using 2 labs staffed by 2 Deaf lab technicians, offer 23 courses leading to an AA in ASL, An AAS/certificate for ASL/Sign Language Interpreters, and an AAS for ASL Deaf Support. CE partnerships open course access to community at large. Highlighted Excellent Programs 2 The Mathematics Program ( serves nearly every student that enrolls at SAC with a diverse curriculum ranging from developmental math to Calculus. Accelerated refresher courses (PASS and SuperPASS) offered through Continuing Education allow students to skip levels of developmental math courses, with 25% jumping one or more levels. Statistics Professor Gerald Busald, a 2011 Piper Professor, has gained national recognition for challenging lottery misinformation. 30. Significant Recognitions : Number of members in Phi Theta Kappa 207 Number of students eligible for Phi Theta Kappa membership 650 Number of students in service learning programs 152 Exemplary programs or citations/other national recognitions: San Antonio College celebrated its 85th anniversary. Scobee Planetarium celebrated its 50th anniversary. Early Childhood Studies department celebrated its 40th anniversary Women's Center celebrated its 30th anniversary Eleven professional and technical programs are designed Exemplary by the Texas Higher Education Coordinating Board. They are exemplary for having passed standards of excellence for student success and job placement. Math Professor Gerald Busald was selected as a 2011 Piper Professor. KSYM 90.1 Best Radio Station in San Antonio, SA Current Readers Poll (many years running) Associated Collegiate Press Pacemaker Awards for the Ranger, each of the last 12 years (2-year college division) In 2010, the Alamo Colleges as a whole, with SAC being part, were designed as a Leader College by Achieving the Dream: Community Colleges Count. Helen Torres and Paula Rodriguez received Yellow Rose of Texas Education Award from Constance Allen Heritage Guild for Lifetime Learning Melissa Sutherland named Texas Community Counselor of the Year by the Texas College Counseling Association Ann Coldwater named Trainer of the Year by San Antonio Association for the Education of Young Children Accountability System, January of 22

19 Young Children Travis Early College High School has earned Exemplary status. Significant Recognitions : Number of members in Phi Theta Kappa 96 Number of students eligible for Phi Theta Kappa membership 683 Number of students in service learning programs 76 Exemplary programs or citations/other national recognitions: Construction has begun on the nation's newest Challenger Learning Center in conjunction with renovation and enlargement of the Scobee Planetarium. SAC has entered into a public-private partnership with the Tobin Hills neighborhood to construct student housing, a new parking garage, and retail space. Construction has begun on Eco Centro, an environmentally-friendly community building that will be shared in partnership between SAC and the community. In partnership with the FBI and the National Park Service, SAC opened a shooting range at the SAC Fire Academy in Von Ormy, TX. Eleven professional and technical programs are designed Exemplary by the Texas Higher Education Coordinating Board. They are exemplary for having passed standards of excellence for student success and job placement. Two Computer Information Systems courses, Information Security Professionals and Senior Systems Managers, have been certified as meeting the Committee on National Security Systems National Training Standard. KSYM 90.1 Best Radio Station in San Antonio, SA Current Readers Poll (many years running) Travis Early College High School has earned Exemplary status. Associated Collegiate Press Pacemaker Awards for the Ranger, each of the last 13 years (2-year college division). In 2010, the Alamo Colleges as a whole, with SAC being part, were designed as a Leader College by Achieving the Dream: Community Colleges Count. SAC s 5th annual GED to College Transition Program brunch raised $53,000 for scholarships. The Early Childhood Center was successfully reaccredited for five more years by the National Association for the Education of Young Children (NAEYC) Academy for Program Accreditation. Eligibility for Phi Theta Kappa numbers are based upon a student's declared "home college" within the Alamo Colleges system. A student is considered a SAC student (even if they have not taken classes at SAC this year) as long as they have declared their home college as SAC. Accountability System, January of 22

20 Institutional Efficiency and Effectiveness - Key Measures Institutional Support 31. Institutional support as a percent of total operating expenses. FY 2000 FY 2011 FY 2012 Point Change FY 2012 Institutional support as a percent of total operating expenditures 11.5% 14.8% 15.8% Tuition and fees for 30 SCH. Tuition and Fees FY 2000 FY 2012 FY 2013 Change FY 2013 Tuition and fees for 30 SCH in two semesters $1,018 $1,952 $1, % Institutional Efficiency and Effectiveness - Contextual Measures Fall 2000 Fall 2010 Fall 2011 Change 33. Faculty Fall 2000 to Fall 2011 Full-Time Total* % Race/Ethnicity White 268 (73.8%) 29 (7.3%) 48 (13.5%) % African American 13 (3.6%) 4 (1.0%) 6 (1.7%) % Hispanic 72 (19.8%) 16 (4.1%) 22 (6.2%) % Asian 8 (2.2%) 5 (1.3%) 6 (1.7%) % International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 2 (0.6%) 341 (86.3%) 273 (76.9%) % Male 209 (57.6%) 193 (48.9%) 163 (45.9%) % Female 154 (42.4%) 202 (51.1%) 192 (54.1%) 24.7% Part-Time Total* % Race/Ethnicity White 444 (74.9%) 79 (11.0%) 158 (20.6%) % African American 22 (3.7%) 12 (1.7%) 28 (3.7%) 27.3% Hispanic 111 (18.7%) 46 (6.4%) 102 (13.3%) - 8.1% Asian 13 (2.2%) 3 (0.4%) 9 (1.2%) % International 0 (0.0%) 0 (0.0%) 0 (0.0%) N/A Other 3 (0.5%) 579 (80.5%) 469 (61.2%) % Male 333 (56.2%) 339 (47.1%) 382 (49.9%) 14.7% Female 260 (43.8%) 380 (52.9%) 384 (50.1%) 47.7% *Hispanic faculty members, except international ones, are counted as Hispanic. Faculty who are "Multi-Racial one of which is African American" are included with the African American faculty. Asian includes Asian, Hawaiian, and Pacific Islanders. "Other" includes American Indian, Alaskan Native, Unknown, and two or more races, excluding African American. International faculty are shown as a separate category. Fall 2000 Fall 2010 Fall 2011 Change Fall 2000 to Fall FTE Student/FTE Faculty Ratio 21:1 20:1 28:1 33.3% 35. Contact Hours 3,084,272 3,758,128 4,073, % Taught by full-time faculty 62.3% 58.8% 57.5% Taught by part-time faculty 37.7% 41.2% 42.5% 4.8 Institutional Efficiency and Effectiveness - Finance Measures Finances per FTE Student 36. Funds by source divided by full-time equivalent students FY 2000 FY 2011 FY 2012 % Change FY 2012 Total revenues per FTE student N/A Accountability System, January of 22

21 State funds per FTE student Local funds per FTE student Tuition and Fees per FTE student Federal revenue per FTE student N/A N/A N/A N/A 37. Expenditures per full-time equivalent students FY 2000 FY 2011 FY 2012 % Change FY 2012 Total expenditures per FTE student N/A Instructional expenditures per FTE student N/A Institution Support expenditures per FTE student N/A Academic Support expenditures per FTE student N/A 38. Financial Viability Ratio FY 2003 FY 2011 FY 2012 Point Change FY 2003 to FY 2012 Financial Viability Ratio N/A For more information on community college finances, go to the Community College Annual Reporting and Analysis Tool (CARAT) at: Accountability System, January of 22

22 Milestones FY 2009 FY 2010 FY 2011 % Change FY 2009 to FY Milestones/ Success Points Annual Success Point Total N/A Math Readiness N/A Read Readiness N/A Write Readiness N/A Students Who Complete 15 SCH N/A Students Who Complete 30 SCH N/A Students Who Transfer to a 4-Year Institution N/A Students Who Pass First College-Level Math Course N/A Students Who Pass First College-Level Read Course N/A Students Who Pass First College-Level Write Course N/A Degrees, Core Curriculum or Certificates (Unduplicated) N/A Degrees or Certificates in Critical Fields N/A Accountability System, January of 22