Two-Year Accountability Peer Group Meeting April 3, 2018

Administrative Issues Please mute your phone and computer when you are not speaking. Remote attendees may be muted manually, as needed. Please email Sue Sutton at Sue.Sutton@thecb.state.tx.us if you have any connectivity issues or questions during the presentations.

Welcome! 103 two-year college participants 70 university participants 80 in-person 70 university participants 58 in-person New features for 2018 accountability meetings Top improver analysis and presentations Regional target support

Presenters Other THECB Staff Julie Eklund, PhD Assistant Commissioner Strategic Planning & Funding julie.eklund@thecb.state.tx.us Jenna Cullinane Hege, PhD Deputy Assistant Commissioner jenna.cullinanehege@thecb.state.tx.us 512/427-6148 Bill Abasolo, JD Director Strategic Planning & Analysis bill.abasolo@thecb.state.tx.us 512/427-6531 Strategic Planning & Funding staff Regional Points of Contact (POCs)

Introductions & Opening Remarks Introductions by peer group Review agenda & objectives Participants will… Be knowledgeable about state and institutional progress toward the goals and targets of 60x30TX, particularly in the area of completion. 2. Be aware of accountability system changes and plans for enhancements. 3. Strengthen connections between peer groups and regional institutions. 4. Understand the regional 60x30TX targets and become knowledgeable about institutional completion targets in their region.

60x30TX and Accountability System Texas Higher Education Updates Texas Higher Education Coordinating Board Public Two-Year Institutions Peer Group Meeting April 3, 2018

Public Two-Year Institutions

How did we get here? Soft-launch of redesigned website Stakeholders invited to comment on website and proposed measures [March 2017] Stakeholder comments to proposed measures received, reviewed, and integrated [March-June 2017] Final proposed measures for public institutions adopted by Board [July 2017] Institutional portal open for data entry CBM data certified by all public institutions [January 2018] First rollover of redesigned website [February 2018]

Data Collection - 2017

Questions on Marketable Skills? IMPLEMENTATION Ginger Gossman Senior Director ginger.gossman@thecb.state.tx.us 512-427-6452 REPORTING Bill Abasolo Director bill.abasolo@thecb.state.tx.us 512-427-6531

Features added since soft-launch Printable accountability reports Continued addition of data tables (40) Interactive table selection sector/institution specific User guides

Examples of using interactive to manipulate and download data in different ways

Methodology Change to Excess SCH for Two-Year Institutions Two-year institutions requested students having previously received an associate degree be removed Challenge applying associate degree SCH requirements based on data reported to THECB Changing requirements based on legislation 2016 program inventory shows 60.48 as average SCH requirement Return to using 60 SCH as requirement 3. With rollover, excess SCH measures were restated for all years presented

Future enhancements Final accountability reports Predefined reports Out of State Peers More tables in interactive Add FICE to output Improved navigation based on user feedback More ‘system is working’ indicators

Questions? Bill Abasolo bill.abasolo@thecb.state.tx.us 512-427-6531 Director Strategic Planning and Funding Division Texas Higher Education Coordinating Board bill.abasolo@thecb.state.tx.us 512-427-6531

Accountability System Top Improvement Completions & Grad rate Tables Spring 2018 Accountability Meetings

Source: THECB Accountability System University and CTC completions have increased by more than 27,000 since 2015. Source: THECB Accountability System

Source: THECB Accountability System University and CTC fall enrollment has increased by more than 40,000 students since 2015. Source: THECB Accountability System

Source: THECB Accountability System University and CTC graduation rates have shown significant improvement over time. Source: THECB Accountability System

Completions among target populations are increasing, but need to accelerate to meet targets

The Texas demographic changes expected by 2030 underscore the need for improving rates of postsecondary credential completion BY AGE AND RACE/ETHNICITY, 2010-2030 Finally, I want to draw your attention on the anticipated demographic trends in Texas. Texas is a young and growing state. While many states across the US face shrinking populations, Texas has a real opportunity to take advantage of with its robust workforce. Texas will also continue to become more diverse. As you can see on this slide, by 2030 the number of white residents is projected to decline in all age groups, African American residents are expected to show some growth and Hispanic residents are projected to grow more rapidly. It is critically important for us to ensure that students of all backgrounds have opportunities to complete affordable, quality programs that will prepare them for the workforce. As Woody Hunt, chair of the strategic planning committee, has been known to say – by 2030 there is no doubt we will have a more diverse population, but will we have a more educated workforce? , Source: Texas Demographic Center 6

Top Improver: Scope of Analysis Completions during 2015 – 2017 of 60x30TX Overall African American Hispanic Male Economically Disadvantaged Grad Rates 3-Year 6-Year Grads per FTE

Research Objective Which community/technical colleges achieved the top improvements on selected Accountability Measures? Analyzed by Region and Peer Groups What best practices can be gleaned? Top Improvers invited to share best practices at Spring 2018 Accountability Meeting.

Methodology Analyze 2015 – 2017 Community/Technical College data by two dimensions – Region and Peer Group* Completions are analyzed by percentage change Grad rates and Grads per FTE are analyzed by percentage point change Rating systems of High, Medium, and Low ≤90th Percentile High 5oth Percentile> Medium Low 5oth – 89th Percentile * This analysis does not include the University of Texas at Rio Grande Valley because the institutions is too recent.

Top Improvement Community/Technical College Completions By Region and Peer Groups Percent Change 2015 - 2017 High Medium Low Low High Medium

Top Improved Community/Technical Colleges Completions Hispanics Percent Change 2015 - 2017 High Medium Low Low Medium High

Top Improved Community/Technical Colleges Completions African-American Percent Change 2015 - 2017 High Medium Low Low Medium High

Top Improved Community/Technical Colleges Completions Males Percent Change 2015 - 2017 High Medium Low Low Medium High

Top Improved Community/Technical Colleges Completions Economically Disadvantaged Percent Change 2015 - 2017 High Medium Low Low Medium High

Top Improved 3-Year Grade Rate Community/Technical Colleges Percent Point Change2015 – 2017 High Medium Low Low Medium High

Top Improvement 6-Year Grad Rate Community/Technical Colleges Percent Point Change 2015 - 2017 High Medium Low Low Medium High

Top Improvement Grads per FTE Community/Technical Colleges Percent Point Change 2015 - 2017 High Medium Low Low Medium High

Completion Improvers Blinn College Lone Star College – University Park Institution Improvement – Percent Change Completion Measure Blinn College + 57.8% Overall Completions + 68.01% Male Completions + 7.35 Graduates per full-time-equivalent student Lone Star College – University Park + 127.3% + 165.0% + 34.94% Hispanic Completions + 150% African-American Completions + 123.95% Economically-Disadvantaged Completions Lamar Institute of Technology + 42.81% + 36.73% + 10.96 Lee College + 51.2% + 59.3% + 54.66% + 15.97

Lamar institute of technology David Mosley, Vice President for Strategic Initiatives At our May board meeting, I reported on the progress that our component institutions have made over the past six years. Today, I’d like to take a look forward. To peer through the lens of progress and see what our System will look like four years from now.

Chancellor Brian McCall - August 18, 2016 TSUS 2020 vision Chancellor Brian McCall - August 18, 2016 Institutions: Were asked to project stretch but achievable goals for Access, Success, Excellence, Efficiency Reviewed historical trend data and compared their performance to peers Established 2020 targets to reflect institutional strategies and changing environment Received feedback from System Office Revised targets as needed 2020 Goals: Grow enrollment and expand access through new online and dual enrollment programs Serve an increasingly diverse student population Increase student success and degree/certificate completions Control costs and maintain affordability Align outcomes with Coordinating Board’s 60x30TX Plan At our May board meeting, I reported on the progress that our component institutions have made over the past six years. Today, I’d like to take a look forward. To peer through the lens of progress and see what our System will look like four years from now.

We asked the component institutions to look at their performance in a number of areas and determine where they will be in four years if they push hard. The institutions reviewed historical trends and compared their performance to peer institutions, then established targets for 2020 that reflect institutional strategies, changing demographics, and the environment in which they operate. The System Office reviewed these targets, provided feedback, and adjustments were made when necessary.

Qep – students taking education personally Our goals and the performance indicators that we will use to track our progress are focused on: Enrollment (pause briefly after each bullet) Diversity Student success Research Cost efficiency Meeting the state’s needs Philanthropy and brand enhancement

Grad Rate Improvers Odessa College Clarendon College Institution Improvement – Percent Point Change Grad Rate Measure Odessa College + 23.62 Three year graduation rate Clarendon College + 12.01 San Jacinto - North + 13.92 Texas State Technical College – Waco + 12.23 + 3.64 Six year graduation rate

HIGH IMPACT, HIGH ENGAGEMENT STRATEGIES LEADING INDICATORS Employee engagement has direct impact on outcome Outcomes apparent in first term implemented LAGGING INDICATORS Will generally rise or fall with leading indicator trends Class Completion Success “C” or better Enrollment Persistence Graduation **Equity**

HIGH IMPACT, HIGH ENGAGEMENT STRATEGY CHARACTERISTICS LEADING INDICATOR PROGRAM ADVANCES Done to Scale – 100% Data Informed HIGH IMPACT, HIGH ENGAGEMENT STRATEGY CHARACTERISTICS Institutionalized Change Behavior First Term Impact – All Students Low Cost, within Existing Budget Collectively improve persistence, graduation rates and equity

HIGH IMPACT, HIGH ENGAGEMENT STRATEGIES **Equity** First-class free (2012) Drop Rate Improvement Program (2011) 8-Week Terms & Guided Pathway (2014) Enrollment Growth 28.7% (2012-2017) Dropped Classes (after census date) Face-to-Face: 11% - 2.8% On-Line: 15% - 4.8% Persistence (Fall to Spring) 70% - 85% 3-Year Graduation Rate (Fall 2014 Cohort) Full-Time: 42.4% Part-Time: 30.8% Success Rates (all students) Face-to-Face: 73.1% - 83.0% On-Line: 67.4% - 76.0% **Equity**

San Jacinto College- North Campus Three-year Graduation Rate THECB Accountability Meeting April 2018 www.sanjac.edu

www.sanjac.edu

Policies and Procedures Emphasis on student success and completion Redesign of developmental mathematics sequence and introduction of INRW District Policies No Late Registration Pay as You Go Education Plans Student Success Courses 11/8/2018 www.sanjac.edu

Wrap up & Lunch Evaluation Next year: Transfer! Box lunches Dietary restrictions