KPI
KPI Measures
Dual credit student subsequent enrollment at the
same college
(Source: CBM001)
Market Penetration
Dual credit student subsequent enrollment at any of
the colleges
(Source: CBM001)
Participation rate in service area (Fall term)
(Source: THECB Accountability System, Participation – Key Measures, Status report
generated from the transactional Student Information System (IBM mainframe CICS
files) by Focus program REG PROG)
Fall credit student headcount by college of
attendance
(Source: THECB Accountability System)
Fall credit student headcount by college of
registration
(Source: THECB Accountability System)
Headcount by ethnicity and gender combined
(Source: CBM001)
Student Enrollment
FY contact hours (Credit Funded + CE Funded) by
college of attendance
(Source: CBM001 and CBM00A)
FY contact hours (Credit Funded + CE Funded) by
college of registration
(Source: CBM001 and CBM00A)
Fall credit contact hours by college of attendance
(state funded only)
Definition
Definition for whole institution: Proportion of high school senior students enrolled in dual-credit courses at the
Alamo Colleges, graduating within the same fiscal year, and enrolling as FTIC students at the same college
by the end of the following fiscal year.
Definition for individual colleges: Proportion of high school senior students enrolled in dual-credit courses at
one of the Alamo Colleges, graduating within the same fiscal year, and enrolling as FTIC students at the
same college by the end of the following fiscal year.
For example, for FY 2005-06, this measure is calculated by dividing the number of 2005-06 FTIC students by
the number of dual credit high school seniors who graduated in FY 2004-05.
Definition for whole institution: Proportion of high school senior students enrolled in dual-credit courses at the
Alamo Colleges, graduating within the same fiscal year, and enrolling as FTIC students at any of the colleges
by the end of the following fiscal year.
Definition for individual colleges: Proportion of high school senior students enrolled in dual-credit courses at
one of the Alamo Colleges, graduating within the same fiscal year, and enrolling as FTIC students at any of
the colleges by the end of the following fiscal year.
For example, for FY 2005-06, this measure is calculated by dividing the number of 2005-06 FTIC students by
the number of dual credit high school seniors who graduated in FY 2004-05.
Fall unduplicated headcount (Total at the fall census date including dual credit and summer II late flex from
the prior term) divided by service area population, ages 18 – 64, projections from the Texas State Data
Center for the current year (migration scenario 1.0).
Fall unduplicated headcount within the college at which a student attended courses (total at the Fall census
date including dual credit). If a student attended at least one course at the NLC location, then that student is
counted as attending NLC. If a student attended courses at both NLC and SAC or SPC, that student is
counted for both colleges.
Fall unduplicated headcount within the college at which a student registered (total at the fall census date
including dual credit). This definition is from the THECB. NLC students are also counted in either the SAC or
SPC totals, depending on where the students registered.
Data source: Certified data – THECB Accountability System, Participation – Key Measures. CBM001 report.
Data includes dual credit and excludes flex II. Data processed by DA.
FY Contact Hours (Credit Funded + CE Funded) by College of Attendance: Total annual funded credit and
funded CE contact hours attributed to the college at which a student attends courses. Contact hours for CE
reflect those reported as of each quarter’s census date. Note: The THECB Accountability System is not the
data source because it reports funded AND unfunded CH combined.
FY Contact Hours (Credit Funded + CE Funded) by College of Registration: Total annual funded credit and
funded CE contact hours attributed to the college at which a student registered
registered. Contact hours for CE reflect
those reported as of each quarter’s census date. Note: The THECB Accountability System is not the data
source because it reports funded AND unfunded CH combined.
Fall funded credit contact hours attributed to the college at which a student attended courses.
(Source: CBM004 and CBM00C)
Fall credit contact hours by college of registration
(state funded only)
Fall funded credit contact hours attributed to the college at which a student registered.
(Source: CBM004)
Financial Access
% of Fall FTIC students receiving financial aid
(Grants & Scholarships, Loans, Work Study, Any
Type of Financial Aid)
Proportion of FTIC students receiving financial aid (by category) in relation to the total population of FTIC
students at each college. Processed by Rosalba Garcia, GC, and CA.
(Source: ACCD Financial Aid)
% of financial aid recipients
(Source: SFA071)
Program/Service
Assessment
Student satisfaction rate (per NL or CCSSE)
(Source: CCSSE)
Student Engagement - Support for learners
(Source: CCSSE)
Student Engagement - Active & collaborative
learning
Institution's unduplicated recipients divided by unduplicated headcount. Source: SFA071 and CBM001.
Addition of the "Good" and "Excellent" percentage responses to CCSSE Question 27.
Support for learners according to CCSSE.
Active and collaborative learning according to CCSSE.
(Source: CCSSE)
Student Engagement
Student Engagement - Student effort
(Source: CCSSE)
Student Engagement - Academic challenge
(Source: CCSSE)
Student Engagement - Student-faculty interaction
(Source: CCSSE)
Student effort according to CCSSE.
Academic challenge according to CCSSE.
Student-faculty interaction according to CCSSE.
% of academic students without declared major
(Source: THECB PREP Online)
Process Efficiency
% of technical students without declared major
(Source: THECB PREP Online)
Course completion rate (based on funded contact
hours)
(Source: CBM004 and CBM006)
Course completion rate (based on course
withdrawals)
(Source: CBM001,ACCDIR.ExtendedEnrollment,CBM004; Grade Distribution Report)
Within-term retention rate (based on headcount)
(Source: CBM001, V_CrsCbmDIS and V_StuEnrollDIS)
FT FTIC Fall-to-Spring persistence rate
(Source: CBM001; SAS Program ACPR005a)
PT FTIC Fall-to-Spring persistence rate
(Source: CBM001; IRES Program Review)
FT FTIC Fall-to-Fall persistence rate
(Source: THECB Accountability System)
FT FTIC Fall-to-Fall persistence and completion
rate
(Source: CBM001 and CBM009)
PT FTIC Fall-to-Fall persistence rate
(Source: CBM001; SAS Program ACPR005a)
2-year
y
FT FTIC Fall-to-Fall p
persistence rate
(Source: THECB Accountability System)
Student Progress
2-year PT FTIC Fall-to-Fall persistence rate
(Source: CBM001 and CBM009)
Percentage of FTIC students who were successful
in gatekeeper Math after completing their
developmental Math sequence (3 years after term
of entry).
Data on undeclared majors are based on enrollment information on students in credit courses only and
summarized from CBM reports provided to the Coordinating Board by the public higher education institutions
in Texas.
See base data in the adjacent Undeclared Majors worksheet.
Data on undeclared majors are based on enrollment information on students in credit courses only and
summarized from CBM reports provided to the Coordinating Board by the public higher education institutions
in Texas.
See base data in the adjacent Undeclared Majors worksheet.
The total contact hours in all courses at the end of the term divided by the total contact hours in all courses at
census date. This is a measure of course non-withdrawal reflecting levels of contact hour reimbursement for
each college as reported to the LBB.
The rate at which credit courses are completed with a grade of A, B, C, D, F, I, IP, or P. This measure
indicates the proportion of courses in which students do not withdraw by the end of the term. Data include
dual credit courses and exclude Flex II. IRES source is z:\Internal Systems\Grade Distribution.
The rate at which credit students persist within the same term. Data excludes Fall late flex II and includes
dual credit. For example, if a student dropped all of his five courses within a semester, the student was not
retained; If a student was still enrolled in at least one of his five courses by the end of the semester, the
student was retained. Processed and updated by DA.
The rate at which full-time, FTIC, degree-seeking credit students persist from Fall term of entry (at census
date) to the subsequent Spring term (at census date) where full-time is defined as a student taking 12 or
more semester credit hours. Data source: Certified data – THECB Accountability System, Success –
Contextual Measure; Preliminary Data – CBM001 or Pre_CBM001 via SAS Code via ACPR0005a.
The rate at which part-time, FTIC, degree-seeking credit students persist from the Fall term of entry (at
census date) to the subsequent Spring term (at census date) where part-time is defined as a student taking
less than 12 semester credit hours. Data source: Certified data – THECB Accountability System, Success –
Contextual Measure; Preliminary Data – CBM001 or Pre_CBM001 via SAS Code via ACPR0005a.
The rate at which full-time, FTIC, degree-seeking credit students persist from the Fall term of entry (at census
date) to the Fall term of the following year (at census date) where full-time is defined as a student taking 12 or
more semester credit hours. Data source: Certified data – THECB Accountability System, Success –
Contextual Measure; Preliminary Data – CBM001 or Pre_CBM001 via SAS Code via ACPR0005a.
The rate at which full-time, FTIC, degree-seeking credit students either persist from the Fall term of entry (at
census date) to the Fall term of the following year (at census date) or earn a degree or certificate before the
next fall term. Full-time is defined as a student taking 12 or more semester credit hours. Completers include
students who graduated with an Associate's Degree, Certificate, or Advanced Technology Certificate (AA,
AAS, AAT, AS, ATC, CERT1, CERT2).
The rate at which part-time, FTIC, degree-seeking credit students persist from the Fall term of entry (at
census date) to the Fall term of the following year (at census date) where part-time is defined as a student
taking less than 12 semester credit hours. Data source: Certified data – THECB Accountability System,
Success – Contextual Measure; Preliminary Data – CBM001 or Pre_CBM001 via SAS Code via
ACPR0005a.
The rate at which full-time, FTIC, degree-seeking credit students persist from the Fall term of entry (at census
date) to the Fall term two years later (at census date). Full
Full-time
time is defined as a student taking 12 or more
semester credit hours.
The FTIC cohort excludes graduates that did not persist and includes only credential-seeking students per
the THECB definition (i.e. 'Earn an Associates Degree 2 year','Earn a Certificate Less than 2 years', 'Earn
Credits for Transfer', or 'Did Not Respond'. FTIC cohort does not include dual credit or flex II (i.e. census
term only). Students are tracked to census day of the persistence term.
The number of FTIC students who successfully completed the highest developmental Math course and
subsequently earned an A, B, or C in Gatekeeper Math (MATH 1314 – College Algebra) within 3 years
divided by all FTIC students who and successfully completed the highest developmental math course and
attempted Gatekeeper Math.
(Source: CBM001, StuEnrollDis, and V CrsCBMDis)
Percentage of FTIC students who were successful
in gatekeeper English after completing their
developmental English sequence (3 years after
term of entry).
The number of FTIC students who successfully completed the highest developmental English course and
subsequently earned an A, B, or C in Gatekeeper English (ENGL 1301) within 3 years divided by all FTIC
students who completed the highest developmental English course and attempted Gatekeeper English.
(Source: CBM001, StuEnrollDis, and V CrsCBMDis)
Percentage of FTIC students who were successful
in History 1301 after completing their
developmental Reading sequence (3 years after
term of entry).
The number of FTIC who successfully completed the highest developmental reading course and
subsequently earned an A, B, or C in History 1301 within 3 years, divided by all FTIC students who
successfully completed the highest developmental reading course and attempted History 1301.
(Source: CBM001, StuEnrollDis, and V CrsCBMDis)
Percentage of FTIC students who were successful
in Biology 1408 after completing their
developmental Reading sequence (3 years after
term of entry).
The number of FTIC who successfully completed the highest developmental reading course and
subsequently earned an A, B, or C in Biology 1408 within 3 years, divided by all FTIC students who
successfully completed the highest developmental reading course and attempted Biology 1408.
(Source: CBM001, StuEnrollDis, and V CrsCBMDis)
Internet course completion rate
Productive grade rates
(Source: CBM004 and CBM001, Alamo Colleges IR Extended Enrollment File)
The rate at which credit courses (including dual credit and developmental education courses) are
successfully completed with a grade of A, B, or C. Data excludes Flex II.
AtD Progress
% of Fall FTIC students who passed required
developmental Math courses in 2 or 3 years
% of Fall FTIC students who passed required
developmental English courses in 2 or 3 years
% of Fall FTIC students who passed required
developmental Reading courses in 2 or 3 years
% of Fall FTIC students who did not require dev.
education and passed college-level Math course
within 4 years
% of Fall FTIC students who did not require dev.
education and passed college-level English course
within 4 years
% of Fall FTIC students who did not require dev.
educ. and passed college-level Reading-based
course within 4 years
Number of degrees and certificates awarded
(Source: THECB Accountability System)
Number of degrees and certificates awarded: Other
completers
The number of degrees and certificates (AA, AAS, AAT, and AS; Certificates include: ATC, CERT1, and
CERT2) awarded throughout the academic year. This number may be duplicated per student, as a student
may earn multiple awards throughout the school year. CERT3 awards are not included here. Data source:
Certified Data - THECB Accountability System, Success – Key Measures. Preliminary Data – Pre_CBM009
via SAS EG program CBM90001. The ACCD total here is duplicated. The unduplicated count for ACCD is
3,247 (FY05), 3,622 (FY06), and 3,601 (FY07). According to the THECB, the number for ACCD in the
Accountability System i is unduplicated across all 4 campuses and the highest award earned is selected. The
district number (unduplicated) will always be lower than the individual campuses added up. The unduplicated
total was requested by TACC.
The number of students who complete programs other than degrees or certificates throughout the academic
year. This number may be duplicated per student, as a student may complete multiple programs throughout
the school year. Other Completers include students who earn a CCC, ESC, FOS, MSAC, or CERT3.
(Source: THECB Accountability System and CBM009)
Number of degrees and certificates (Associate's,
Certificate 1, Certificate 2, Advanced Technology)
by ethnicity
Data does not include FOS, CCC, or CERT1 (Field of Study, Core Curriculum Completers and Enhanced
Skills Certificates). Data processed by DA. IRES data at Z:\Public\IR Leaders\Graduation.
(Source: CBM009)
FT 3-year FTIC cohort graduation rate
(Source: THECB Accountability System)
Graduation
FT 4-year FTIC cohort graduation rate
(Source: THECB Accountability System)
FT 6-year FTIC cohort graduation rate
(Source: THECB Accountability System)
Three-year graduation rates of first-time, full-time, credential-seeking undergraduates. Credential-seeking
students are those with a code of 1=earn an associate’s degree, 2=earn a certificate, 3=earn credits for
transfer, or 6=did not respond to the student intent field on the CBM001. Those coded as 4=job skills or
5=personal enrichment are not included. Graduation rates include students who graduate with a Certificate 1,
Certificate 2, Advanced Technology Certificate, or Associate’s Degree. THECB Accountability System
graduation rates include degrees students earned from any Texas public or private higher education
i tit ti
institution.
Four-year graduation rates of first-time, full-time, credential-seeking undergraduates. Credential-seeking
students are those with a code of 1=earn an associate’s degree, 2=earn a certificate, 3=earn credits for
transfer, or 6=did not respond to the student intent field on the CBM001. Those coded as 4=job skills or
5=personal enrichment are not included. Graduation rates include students who graduate with a Certificate 1,
Certificate 2, Advanced Technology Certificate, or Associate’s Degree. THECB Accountability System
graduation rates include degrees students earned from any Texas public or private higher education
institution.
Six-year graduation rates of first-time, full-time, credential-seeking undergraduates. Credential-seeking
students are those with a code of 1=earn an associate’s degree, 2=earn a certificate, 3=earn credits for
transfer, or 6=did not respond to the student intent field on the CBM001. Those coded as 4=job skills or
5=personal enrichment are not included. Graduation rates include students who graduate with a Certificate 1,
Certificate 2, Advanced Technology Certificate, or Associate’s Degree. THECB Accountability System
graduation rates include degrees students earned from any Texas public or private higher education
institution.
3-year graduation and persistence (Associate's
degree, Certificate, No Award, Persisting) rate of
FTIC students
(Source: THECB Accountability System; ACCD Data Warehouse)
6-year graduation and persistence (Associate's
degree, Certificate, No Award, Persisting) rate of
FTIC students
(Source: THECB Accountability System; ACCD Data Warehouse)
% of Fall FTIC students who earned 30 SCH and
transfer to a senior institution
(Source: THECB Accountability System)
Transfer
% of academic students enrolled in a Texas senior
institution within six months of graduation
(Source: THECB Accountability System)
% of technical students enrolled in a Texas senior
institution within six months of graduation
(Source: THECB Accountability System)
A cohort of first-time students who started six years ago is followed. Those who attempted 30 college-level
credit hours at the same institution/district before transferring to a university are attributed to an
institution/district. Those who attempted 30 or more college-level credit hours at more than one community
college /district will appear in the statewide transfer rate. First-time undergraduates are tracked forward for 6
years by semester. The hours accumulate by semester. Once the student reaches the 30 college-level
credit hours criteria, they are tracked from the following semester to the end of the 6-years to find if they
enrolled in a senior institution. Data source: Certified Data - THECB Accountability System, Success – Key
Measures.
Number of workforce programs with THECB
Exemplary status
Workforce Program
Effectiveness
(Source: THECB Institutional Effectiveness Desk Review Programs Receiving
Exemplary Status)
% of students who pass a licensure exam
(Source: THECB Licensure Report; THECB Statewide Fact Book)
FY continuing education contact hours (funded)
Workforce Training
(Source: CBM004 and CBM00C)
In the "Data Resources for the 2007 LBB Performance Measures Texas Community, State and Technical
Colleges" the LBB states that the Coordinating Board will no longer report licensure data. Each institution
should report its own data using LBB methodology. The Coordinating Board will get licensure data from
institutional reports to the LBB."
should report its own data using LBB methodology. The Coordinating Board
will get licensure data from institutional reports to the LBB."
FY CE funded contact hours by college of registration: Total annual funded CE contact hours attributed to the
college at which a student registered. Contact hours for CE reflect those reported as of each quarter’s
census date. Note: The THECB Accountability System is not the data source because it reports funded AND
unfunded CH combined.
FY continuing education students
(Source: CBM00A)
% of academic students employed within six
months of graduation
(Source: THECB Accountability System)
% of technical students employed within six months
of graduation
Workforce Success
(Source: THECB Accountability System)
Number of certificate and degree awards by
Closing the Gaps critical area (CIS, ENG, MATH,
Phys. Sci., Nursing)
(Source: THECB Accountability System and ACCD ITS FOCUS AFA933)
Total number of students who earned awards in the same CIP codes as Closing the Gaps critical areas. This
measure includes students who graduate with a Certificate 1, Certificate 2, Advanced Technology Certificate,
or Associates. Critical Area and Associated 2 or 4 digit CIP Codes for Closing the Gaps Critical Areas listing:
11 = Computer Science, 14 & 15 = Engineering, 27 = Mathematics, 40 & 30.01 = Physical Science, (51.02,
51.06, 51.07, 51.08, 51.09, 51,10, 51.16 (nursing, not allied health), 51.18, 51.23, 51.26, 51.27, 51.31, 51.32,
51.33, 51.34, 51.99 ) = Nursing/Allied Health. Data source: Certified Data - THECB Accountability System,
Success – Contextual Measures. Preliminary Data – Preliminary CBM009 data processed with SAS EG
project ACPR0008-Degrees and Certificates Awarded.
Typical costs per year without financial aid (fulltime, in-district student)
(ACCD web site)
Average class size
(Source: IRES w/AFA089 Modified 10/11/06)
FT/PT faculty ratio
Financial
Management
(Source: AFA089)
(Excluding courses related to Flex terms, Internet orientation, ESOL, private Music lessons, laboratories,
WETC (PAC and NVC), Co-Ops, internships, practicum, Gateway, and semester credit hours = 0)
Percentage ratio of total full-time faculty to part-time faculty. Counselors may or may not be included in the
faculty totals.
FTE student/FTE Facultyy ratio
(Source: THECB Accountability System)
Personnel expense as a % of unrestricted
operating expense
Personnel's salary and benefits from all unrestricted operating funds divided by total unrestricted operating
expenses before transfers.
(Source: Financial Report based on Total Personnel and Benefits)
Economic
Advancement
Employee Services
Management
% of contact hours taught by full-time faculty
% of contact hours taught by part-time faculty
Economic Development – Total value of grants
received
Ethnic composition of employees by employee
category (Adjunct, Administrator/FT Faculty/Staff)
reflecting ACCD service area
(Source: ACCD HRSSTATS Report)
Favorable results of survey on employee
engagement and satisfaction
Mean value of responses to PACE survey question 51: "The extent to which I am satisfied with my overall
employment experience at this institution."
(Source: PACE)
September 2009