Closing the Gaps 2011 progress report

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					                                     AGENDA ITEM IV




CLOSING THE GAPS
PROGRESS REPORT
      2011




               June 2011




 Division of Planning and Accountability
Texas Higher Education Coordinating Board

Fred W. Heldenfels IV, CHAIR                                                               Austin
Harold W. Hahn, VICE CHAIR                                                                 El Paso
Joe B. Hinton, SECRETARY OF THE BOARD                                                      Crawford
Amir H. Barzin, STUDENT MEMBER OF THE BOARD                                                Dallas
Durga D. Agrawal                                                                           Houston
Dennis D. Golden                                                                           Carthage
Lyn Bracewell Phillips                                                                     Bastrop
A. W. “Whit” Riter III                                                                     Tyler

Raymund A. Paredes, COMMISSIONER OF HIGHER EDUCATION


Mission of the Coordinating Board
The Texas Higher Education Coordinating Board’s mission is to work with the
Legislature, Governor, governing boards, higher education institutions and other
entities to help Texas meet the goals of the state’s higher education plan, Closing the
Gaps by 2015, and thereby provide the people of Texas the widest access to higher
education of the highest quality in the most efficient manner.


Philosophy of the Coordinating Board
The Texas Higher Education Coordinating Board will promote access to quality higher
education across the state with the conviction that access without quality is mediocrity
and that quality without access is unacceptable. The Board will be open, ethical,
responsive, and committed to public service. The Board will approach its work with a
sense of purpose and responsibility to the people of Texas and is committed to the
best use of public monies. The Coordinating Board will engage in actions that add
value to Texas and to higher education. The agency will avoid efforts that do not add
value or that are duplicated by other entities.




The Texas Higher Education Coordinating Board does not discriminate on the basis of race, color, national origin,
gender, religion, age or disability in employment or the provision of services.
                                                 Table of Contents
Introduction ........................................................................................................................ 1
Executive Summary .............................................................................................................. 3
Closing the Gaps 2011 Progress Summary.............................................................................. 4
Summary of Findings............................................................................................................ 6
Closing the Gaps in Participation ........................................................................................... 8
Closing the Gaps in Success .................................................................................................. 17
Closing the Gaps in Excellence .............................................................................................. 29
Closing the Gaps in Research ................................................................................................ 34
                                                       Appendices
Appendix A: Participation Data .............................................................................................. A-1
Appendix B: Success Data..................................................................................................... B-1
Appendix C: Research Data ................................................................................................... C-1
                                                     List of Charts
Enrollment Growth at Public and Independent Higher Education Institutions Since Fall
        2000 ........................................................................................................................    9
Enrollment and Percent of Statewide Total by Type of Institution .............................................                           9
Enrollment and Percent of Statewide Total by Gender within Ethnicity ......................................                             10
Number and Percent of Students Enrolled Part-Time at Public Community Colleges, by
        Ethnicity ...................................................................................................................   11
Hispanic Enrollment Growth at Public and Independent Institutions Since Fall 2000 ...................                                   12
African American Enrollment Growth at Public and Independent Institutions Since Fall
        2000 ........................................................................................................................   14
White Enrollment Growth at Public and Independent Institutions Since Fall 2000.......................                                   16
Bachelor’s and Associate’s Degrees and Certificates Awarded by Public and Independent
        Institutions ...............................................................................................................    18
Bachelor’s Degrees Awarded by Public and Independent Institutions ........................................                              20
Associate’s Degrees Awarded by Public and Independent Institutions .......................................                              20
African American Bachelor’s and Associate’s Degrees and Certificates Awarded by Public
        and Independent Institutions .....................................................................................              22
African American BACs Awarded by Public and Independent Institutions, by Sector ...................                                     22
Hispanic Bachelor’s and Associate’s Degrees and Certificates Awarded by Public and
        Independent Institutions ............................................................................................           23
Hispanic BACs Awarded by Public and Independent Institutions, by Sector................................                                 23
Doctoral Degrees Awarded by Public and Independent Institutions ...........................................                             24
Technology Bachelor’s and Associate’s Degrees and Certificates Awarded by Public
        Institutions ...............................................................................................................    25
Technology BACs Awarded by Public Institutions, by Field .......................................................                        25
Allied Health & Nursing Bachelor’s and Associate’s Degrees and Certificates Awarded by
        Public Institutions ......................................................................................................      26
Teacher Education Initial Certificates All Routes ......................................................................                27
Teacher Education Initial Certificates by Program Route ..........................................................                      27
Teacher Education Initial Certificates in Math and Science, All Routes .......................................                          28
Federal Science and Engineering R&D Obligations and Share of U.S. Total for Top Seven
        States ......................................................................................................................   35
Expenditures for R&D at Public Universities and Health-Related Institutions ..............................                              36
                                    Introduction
In October 2000, the Texas Higher Education Coordinating Board adopted Closing the Gaps by
2015: the Texas Higher Education Plan (CTG). The goal of the plan is to close educational gaps
within Texas and between Texas and other leading states by focusing on the critical areas of
participation, success, excellence, and research. When introduced, CTG was greeted by strong
support from educational, business, and political communities. The plan has maintained a high
level of visibility and support from these and other entities because of its potential to strengthen
Texas’ economic base, attract businesses and faculty, generate research funding, improve
quality of life, and enhance the overall stature of the state.

At the plan’s inception, a primary goal and a number of supporting objectives were adopted for
each CTG goal. Goals for 2015 were set relative to 2000 benchmarks. To assess progress
toward meeting the goals, intermediate targets for 2005 and 2010 were identified. Some
targets were modified in 2005 in response to new population projections and accelerated
progress toward some of the goals. Adjustments were also made to incorporate the
contributions of independent higher education institutions toward CTG.

Every summer, the Coordinating Board issues an update on the progress made toward
achieving the goals of CTG. This 2011 Progress Report presents a summary of findings and data
on meeting the major goals and supporting targets.

Texas higher education completed two-thirds of the 15-year time frame for CTG in 2010.
Institutions met or exceeded a number of 2010 intermediate targets, such as statewide
enrollment, undergraduate awards, and research expenditures. However, in several areas, such
as teacher certifications and technology awards, performance continued to be far below targets.
The Coordinating Board implemented an accelerated action plan in 2010 to address four areas
that were, and continue to be, below expectations: African American male and Hispanic
participation; Hispanic and African American degrees and awards; technology (STEM field)
degrees and awards; and teacher initial certifications. That plan was described in the 2010
Progress Report.

The Coordinating Board received an $11.8 million College Access Challenge Grant from the U.S.
Department of Education for FY 2011. The goal of the grant is to build statewide support for a
college-going culture and ultimately increase the number of degrees and other awards earned
by underrepresented students – areas of slow progress in reaching CTG goals and targets. It
includes funding for the Generation Texas (GenTX) movement, which strives to create a culture
of college and career education in Texas. Generation Texas was launched in Fort Worth and
San Antonio in fall 2010, and it includes a social media website where students can gather
inspiration and information about becoming college and career ready during high school. It is
being expanded to major metropolitan areas of Texas in 2011.




                                                 1
2
                                  Executive Summary
Texas higher education enrolled over 84,000 more students in fall 2010 than in the previous
fall, the second largest gain since Closing the Gaps by 2015: the Texas Higher Education Plan
(CTG) began in 2000. The state added a record 122,000 students in fall 2009. With a very large
two-year boost, Texas is well ahead of the pace to meet the 2015 CTG participation goal of
1.65 million students. The state needs to add an average of just 29,000 students over the next
five falls to reach the participation goal. That is much better than two years ago, when annual
increases of over 50,000 students were needed. For the second year in a row, African
Americans had the highest participation rate – enrollment divided by total population – of the
three major racial/ethnic groups in Texas: 6.6 percent in fall 2010, up from 6.2 percent in 2009.
But the disparity between females and males grew, as 8.1 percent of African American females
participated, compared with just 5.0 percent of African American males. Statewide, the gender
gap also increased, with females participating at a 6.8 percent rate versus 5.1 percent for
males. White participation dropped one-tenth of a percentage point to 5.7 percent, as about
4,000 fewer students enrolled in fall 2010. That put white enrollment below the trend line for
reaching CTG targets for only the second time since 2000. Hispanic enrollment increased by
nearly 30,000 in fall 2010, but the cumulative increase was still well below the target trend line.

Texas institutions awarded almost 12,000 more undergraduate degrees and certificates in FY
2010 than in FY 2009, the largest increase since CTG began, putting the state somewhat above
the target trend line. The associate’s degree component was especially strong, as it increased
by more than twice any previous increase since 2000. Hispanic students had their biggest
increase in the number of undergraduate awards since CTG began, but they and African
American students continued to be somewhat below the target trend line. One reason that
gains in participation of underrepresented groups, especially impressive for African Americans,
have not let to parallel gains in success is that graduation and persistence rates lag those of
white and Asian students. The Coordinating Board implemented an accelerated action plan in
2010 (described in the 2010 CTG Progress Report) that addressed Hispanic and African
American success, as well as STEM awards and teacher certification, but results may not be
seen for several years. Further efforts to improve the success of underrepresented students are
being aided by an $11.8 million College Access Challenge Grant awarded to the Coordinating
Board by the U.S. Department of Education for FY 2011, which includes funding for the new
Generation Texas (GenTX) movement.

Undergraduate awards in allied health and nursing fields continued to stay somewhat above the
target trend line in 2010. Doctoral degrees rebounded following a slight decrease in FY 2009;
the numbers have been well above the target trend line since FY 2006. Texas public institutions
had another good year for research and development expenditures in FY 2010, with the largest
percentage increase (based on inflation-adjusted dollars) since FY 2002.

Although STEM awards increased for the third straight year, and math and science teacher
certifications increased by 11.5 percent in FY 2010, these may have been cases of “too little too
late.” These measures need to increase by over 80 percent in the next five years to reach 2015
goals. Teacher certifications dropped for the second year in a row, leaving them nearly 30
percent below the target trend line. While the recent economic downturn has resulted in
teacher layoffs and reduced employment opportunities for newly certified teachers, long-term
projections indicate that in the future, teachers will be heavily in demand throughout the state.

                                                 3
                       Closing the Gaps 2011 Progress Summary
There are currently 18 targets in this report associated with the Texas higher education plan,
Closing the Gaps by 2015. Progress toward most of the targets is measured relative to a target
trend line that is linear for the periods 2000-2005, 2005-2010, and 2010-2015, as follows:

                                                                       Definition of Progress
              Progress                                             Relative to Target Trend Line
              Well Above Target                                       10 or more percent above
              Somewhat Above Target                                     2 to 9 percent above
              On Target                                                   Within +1 percent
              Somewhat Below Target                                     2 to 9 percent below
              Well Below Target                                       10 or more percent below

                                                               Progress Relative to Target Trend Line
    CTG Measure                                              June 2010 Report              June 2011 Report
                   1
    Participation
    Statewide participation                         Well Above Target                   Well Above Target
    African American participation                  Well Above Target                   Well Above Target
    Hispanic participation                          Well Below Target                   Well Below Target
    White participation                             Well Above Target                   Somewhat Below Target
             1
    Success BACs: bachelor’s and associate’s degrees, and certificates
    Statewide BACs                                       On Target                      Somewhat Above Target
    Bachelor’s degrees                                   Somewhat Above Target          Somewhat Above Target
    Associate’s degrees                                  Somewhat Above Target          Well Above Target
    Doctoral degrees                                     Well Above Target              Well Above Target
    African American BACs                                Somewhat Below Target          Somewhat Below Target
    Hispanic BACs                                        Somewhat Below Target          Somewhat Below Target
    Technology BACs                                      Well Below Target              Well Below Target
    Allied health and nursing BACs                       Somewhat Above Target          Somewhat Above Target
    Teachers initially certified                         Well Below Target              Well Below Target
    Math and science teachers initially certified        Well Below Target              Well Below Target
    Excellence2
    National rankings                                    Well Below Target              Well Below Target
    Program recognition                                  On Target                      On Target
    Research
    Federal science & engineering R&D obligations3       Somewhat Below Target          Somewhat Below Target
    Public institutions’ research expenditures 4         Well Above Target              Well Above Target
1
 For participation and success, the most recent progress was compared to the 2010 value on a target trend line,
which assumed linear growth from 2000-2005, 2005-2010, and 2010-2015 to reach 2010 and 2015 goals.
2
 Progress in excellence was assessed by methods other than a target trend line. Program recognition, as defined for
the target, cannot be better than “on target.”
3
 For research and development obligations, the most recent assessment was done relative to the 2007 value (the
year of the most recently available data) on the target trend line.
 4
  For research expenditures, the most recent progress was assessed relative to the 2010 value on a linear target
trend line from 1999 to 2015.

                                                         4
5
                                  Summary of Findings
Statewide Goal for Participation: By 2015, increase enrollment at public and
independent institutions by 630,000 students. The 630,000 more students would bring
Texas public and independent higher education enrollment to 1,650,000 students in 2015.

   Texas added over 84,000 students to higher education in fall 2010. This was the second
    best performance since CTG began in 2000 and followed 2009’s record-setting increase of
    nearly 122,000 students. After such impressive gains, the state had nearly 486,000 more
    students in 2010 than in 2000. Another 145,000 students (23 percent of the 630,000-
    student gap) need to enroll in 2015 to meet that year’s goal. The state is in much better
    shape than in fall 2008 when there were seven years to close 56 percent of the gap.
   Hispanic enrollment grew by nearly 30,000 students in fall 2010. This put Hispanics a little
    closer to the target trend line for reaching the 2015 target, but still well below it. Enrollment
    needs to grow 53 percent by 2015. Hispanic females participated in higher education at a
    rate of 5.4 percent of their population, compared with just 3.6 percent for Hispanic males.
   African Americans added another 16,000 students in 2010, bringing their 10-year increase
    to 85,000, which exceeded the 2015 goal of about a 64,000 increase. African Americans
    continued to have the highest participation rate of the three major racial/ethnic groups at
    6.6 percent, up 0.4 percentage points from 2009. African American male participation trailed
    females 5.0 to 8.1 percent.
   White participation fell by over 4,000 students in fall 2010. It increased by nearly 85,000
    students since 2000, but that was not enough to keep progress above the target trend line.
    Because the white population is expected to grow very slowly through 2015, and CTG
    targets are based on participation rates, white enrollment only needs to increase another
    2.5 percent to reach the 2015 target.
   Females in Texas surpassed males, 6.8 percent to 5.1 percent, in their fall 2010
    participation rate. The female-male gap has grown steadily since 2000 when it was just 1
    percentage point (5.4 percent versus 4.4 percent).

Statewide Goal for Success: By 2015, increase the number of bachelor’s and
associate’s degrees and certificates (BACs) to 210,000 at public and independent
institutions. By 2010, increase the number of BACs to 171,000. The 2015 target requires
awarding 93,765 more BACs than in 2000.

   Texas institutions awarded 176,604 BACs in FY 2010, up 60,369 or 51.9 percent since FY
    2000 and up 11,889 awards since 2009. The one-year increase was the most since CTG
    began in 2000.
   Hispanic students had their greatest annual growth in BACs since 2000 in FY 2010, and
    African American students earned 6.6 percent more awards in 2010, but both groups
    continued to be somewhat below the level of the target trend line for reaching 2015 targets.
   After increasing for three straight years, undergraduate awards in computer science,
    engineering, math, and physical science (STEM fields) still need to increase by over 90
    percent in the next five years to reach the 2015 target.
   Certifications of new math and science teachers increased 11.5 percent in FY 2010. Total
    initial teacher certifications dropped 2.7 percent, the second straight decline. Both measures
    were well below targeted levels.
   The annual increase of 6,522 associate’s degrees in FY 2010 was more than twice any
    increase since 2000, pushing the level well above the target trend line. Doctoral degrees
                                                 6
    remained well above the line after rebounding from a small decrease in 2009, and
    bachelor’s degrees continued their steady upward climb, posting a 2.4 percent gain to
    remain somewhat above the line.

Statewide Goal for Excellence: By 2015, substantially increase the number of
nationally recognized programs or services at colleges and universities.

   In the 2011 U.S. News & World Report (U.S. News) rankings, The University of Texas at
    Austin (UT-Austin) tied for 13th place and Texas A&M University (TAMU) was in 22nd place
    among national public universities. Although UT-Austin moved up two places, neither
    ranking was a significant improvement, and U.S. News has never ranked either institution in
    the top 10 public universities since 2000.
   The University of Texas at Dallas was the next highest ranked Texas public university in U.S.
    News, tied for 72nd place.
   Examination of the components of U.S. News’ rankings shows that UT-Austin could have
    moved up to the 11th-ranked University of California at Irvine by improving in areas such as
    faculty resources (class size, faculty salaries, and so forth), percent of freshmen in the top
    10 percent of their high school class, and spending per student.
   Based on data in the 2010 report from The Center for Measuring University Performance
    (CMUP), UT-Austin and TAMU tied for 14th and 17th place, respectively, among a group of
    41 top public research universities. The CMUP does not compute rank numbers, but their
    data can be used for this purpose. Both institutions did better, tied for 13th place, on the
    basis of the 2009 report’s data. The University of Houston was in a tie for number 15 in the
    CMUP’s next lower group of 34 top public research universities, based on data from the
    2010 report.
   Data from the 2010 CMUP report indicate that, among the 41 top public research
    universities mentioned in the previous paragraph, the University of Texas Southwestern
    Medical Center and the University of Texas M.D. Anderson Cancer Center were at numbers
    23 and 31, respectively, one position better than the previous year.
   The Wall Street Journal ranked TAMU and Texas Tech University number 2 and 18,
    respectively, among public and independent colleges and universities in a first-time 2010
    survey of recruiters for the nation’s largest companies, nonprofit organizations, and federal
    agencies. The survey focused on how well institutions prepared bachelor’s degree graduates
    to land a job and succeed in their careers.

Statewide Goal for Research: By 2015, increase the Texas share of federal
obligations for science and engineering research and development (R&D) to 6.5
percent of the national total at public and independent institutions. By 2010, increase
the share to 6.2 percent.

   Texas’ federal obligations for science and engineering R&D were 5.5 or 5.6 percent of the
    U.S. total from FY 2004 through FY 2007 (the most recent year of available data), following
    a 6.1 percent share in FY 2003. The 5.6 percent share in FY 2007 was somewhat below the
    target trend line value.
   Texas public universities and health-related institutions had already exceeded the 2015 CTG
    target for research and development expenditures ($3 billion) in FY 2008. Expenditures
    totaled $3.55 billion in FY 2010, well above the target trend line.



                                                7
                        Closing the Gaps in Participation

Goal: By 2015, close the gaps in participation rates across Texas
to add 630,000 more students.
Following a record annual increase of nearly 122,000 students in fall 2009, statewide enrollment
grew by over 84,000 students in fall 2010, the second largest increase since CTG was adopted
in 2000. The total increase from 2000 to 2010 was nearly 486,000 students, 20 percent higher
than the 2010 CTG target and well above the pace needed to reach the 2015 target.

African Americans continued to make remarkable progress as their participation rate –
enrollment divided by total population – grew to 6.6 percent, exceeding the rates for whites and
Hispanics. They had already surpassed their 2010 and 2015 enrollment targets in 2009, and
added another 16,000 students in 2010. However, the disparity between African American
females and males grew in 2010, as 8.1 percent of females participated in higher education
versus 5.0 percent of males, the largest gap for the three major racial/ethnic groups.

White enrollment dropped in fall 2010 by over 4,000 students and the participation rate
dropped from 5.8 to 5.7 percent. About three-quarters of the drop was for males, whose
participation dropped 0.1 percentage point to 5.1 percent while white female participation was
steady at 6.3 percent. Hispanic enrollment grew by nearly 30,000 students, but the change
since 2000 was still well below what was needed to stay on track to meet the 2015 target.
Things will only get more challenging for Hispanics in the next five years, as the CTG target
trend line for enrollment growth gets steeper. Hispanic male participation grew by just 0.1
percentage point in fall 2010 and continued to trail the five other major racial/ethnic and
gender groups at just 3.6 percent.




                                               8
         CLOSING THE GAPS IN PARTICIPATION GOAL: Increase the overall
         Texas higher education participation rate from 5 percent* in 2000 to
         5.6 percent by 2010 and to 5.7 percent by 2015.
*Based on projected population when CTG goals were set; revised to 4.9 percent based on the 2000 Census.

Status: Well Above Target                                    Participation enrollment growth charts show
In fall 2010, enrollment in Texas public                     enrollment changes since fall 2000. Data for
and independent higher education was                         charts may be found in the Appendices.
5.9 percent of the state’s population,
already exceeding the 2015
participation rate target. The state must                         Enrollment Growth at Public and Independent
enroll about another 145,000 students                             Higher Education Institutions Since Fall 2000
by 2015 to meet that year’s target.                              700,000                      Target          Actual
                                                                                                                           630,483
Observations                                                     600,000

 Fall enrollment increased 84,456              500,000                                               485,932
  between 2009 and 2010, the second             400,000                                                             403,483
  largest gain since CTG began in
  2000. On average, only about
                                                300,000

  29,000 students need to be added              200,000

  each year through 2015 to meet the            100,000
  state goal.
                                                        0
 Public two-year institutions                             2000                         2005                     2010             2015
  contributed the most, 295,254 or
  60.8 percent, to the 2000-2010
  increase in enrollment of 485,932.
 State-level participation and goals are sums of data for African American, Hispanic, white,
  and “other” groups. While the African American enrollment increase since 2000 was well
  above its 2010 target trend line value, the white increase was somewhat below and the
  Hispanic increase was well below.
 Enrollment of females was 6.8 percent of the Texas female population in fall 2010, 1.7
  percentage points higher than for males. That gap has steadily increased since 2000, when
  it was 1 percentage point. Males
  from all three of the major
                                                     Enrollment and Percent of Statewide Total
  racial/ethnic groups have trailed
                                                                          by Type of Institution
  females by at least 0.9 percentage
  points since 2000.
                                            800,000                49.4%
                                                           48.8%                                         Fall 2009   Fall 2010
 Enrollment at public two-year
                                            700,000

  institutions increased by 50,407, or      600,000                                      38.4%
                                                                                 38.8%


  7.3 percent, from 2009 to 2010.           500,000

  This was 59.7 percent of the              400,000

  statewide increase. Their share of        300,000

  statewide enrollment grew to 49.4         200,000
                                                                                                       8.6% 8.3%

  percent.                                  100,000                                                                     3.8% 3.9%


 Public four-year institutions                    0
                                                                 r                     r                    t               r
                                                              ea                    ea                   en              ree
  contributed 26,923 students to the                 blic
                                                          2-y
                                                                           blic
                                                                                4-y
                                                                                                  de
                                                                                                    pe
                                                                                                      nd              Ca
                                                  Pu                     Pu
  2009-2010 increase, 31.9 percent of                                                          In



                                                                  9
    the statewide gain.
   Career schools and for-profit institutions added 4,261 students in fall 2010, a 7.8 percent
    increase. They had a much larger annual increase in fall 2009 (19,785 students), when
    more of these institutions began reporting data to the Coordinating Board, yielding more
    accurate data for this sector of higher education.
   African Americans had the greatest rate of increase in enrollment, 9.1 percent, from 2009 to
    2010, among the three major racial/ethnic groups. African American male enrollment grew
    by 9.0 percent, but that was much less than that group’s 18.8 percent increase from 2008
    to 2009. Data indicate that the increase in enrollment was not due to better retention of
    students but to recruitment of new students: persistence rates of African Americans were
    far below those of Hispanics and whites; and in fall 2010, a higher percentage of African
    American students at public and independent colleges and universities were first-time
    undergraduates than were white students, 18.3 percent to 14.3 percent.
   White male enrollment decreased by 1.1 percent in 2010, the worst performance among the
    six major racial/ethnic and gender groups, lowering that component’s share of the statewide
    total from 20.6 percent to 19.3 percent. This was the only major racial/ethnic and gender
    group whose participation rate decreased (from 5.2 to 5.1 percent of the population).
   Hispanic males increased their enrollment by 7.6 percent in fall 2010 (increasing their share
    of the statewide total to 12.3 percent), a little better than Hispanic females who increased
    their enrollment by 6.9 percent (increasing their share to 17.1 percent). However, Hispanic
    enrollment was still well below the target trend line in 2010.
   The enrollment of “other” groups (excluding African Americans, Hispanics, and whites)
    increased by 24.8 percent in fall 2010, far above their 14.1 percent increase from 2008 to
    2009. Some of that increase may be explained by the adoption of new federally-required
    ethnicity and race categories for fall 2010 data, including the option to report more than one
    race for a student.
   Dual credit enrollment, a
                                                    Enrollment and Percent of Statewide Total by
    component of higher education
                                                                       Gender Within Ethnicity
    enrollment, decreased from
    91,303 to 90,364 between fall           400,000
                                                         25.8% 24.2%
                                                                                                Fall 2009       Fall 2010
    2009 and fall 2010. That drop is        350,000

    surprising because dual credit          300,000                   20.6% 19.3%

                                                                                          17.1%

    enrollment rose by an average of        250,000                                 16.9%



    over 8,000 students a year              200,000
                                                                                                  12.1%
                                                                                                        12.3%


    between fall 2000 and fall 2009,        150,000
                                                                                                                  7.9% 8.1%

    including about a 12,000 student        100,000
                                                                                                                              4.6% 4.8%

    increase in 2009.                        50,000

   One way to boost enrollments to                0
                                                          ale          ale            ale           ale            ale         ale
    meet participation targets is to                  fem            em           fem          ic m            fem          rm
                                                  ite             hit         nic           an              er            me
    increase persistence rates,                Wh              W
                                                                       His
                                                                           pa          His
                                                                                           p
                                                                                                   Afr
                                                                                                       Am           Afr
                                                                                                                        A

    particularly after the first and
    second years of enrollment.
    o The one-year persistence rate of first-time, full-time students at public universities rose
        from 86.5 percent for the fall 2000 cohort to 87.9 percent for the fall 2009 cohort.
        However, the rate at public community colleges dropped from 66.1 percent to 65.7
        percent in the same time period.
    o The two-year persistence rate increased from 80.7 percent to 82.0 percent between fall
        2000 and fall 2008 cohorts at public universities. But the rate declined slightly for public
        community college cohorts over the same time span, from 54.5 percent to 54.3 percent.
                                                                 10
   Focusing on the unique needs of part-time students (those taking less than 12 semester
    credit hours) may encourage more participation of older as well as traditional college-age
    segments of the population. Part-time students made up 69.0 percent of all credential-
    seeking students at public community colleges in fall 2010. Some 70.6 percent of credential-
    seeking African American students
    were enrolled part-time at public
                                              Number and Percent of Students Enrolled Part-
    community colleges in fall 2010, a
                                              Time at Public Community Colleges, by Ethnicity
    little higher than Hispanics (69.1
    percent) and whites (68.8            200,000         67.4% 68.8%
                                                                     Fall 2000     Fall 2009   Fall 2010
    percent). While part-time                                                    69.1%
                                                                           68.8%
    students are far less prevalent at   150,000

    universities, 4.6 percent of first-            61.3%


    time degree-seeking students at      100,000

    public universities enrolled part-
                                                                     61.9%
                                                                                                         70.6%
                                                                                                   69.5%

    time in fall 2010.
                                          50,000
                                                                                             64.8%


                                                    0
                                                              ite                nic                  n
                                                                                                    ca
                                                           Wh                  pa                eri
                                                                         His                   Am
                                                                                             n
                                                                                          ica
                                                                                       Afr




                                                     11
     Hispanic Participation Target: Increase the higher education participation
     rate for the Hispanic population of Texas from 3.7 percent* in 2000 to 4.8
     percent by 2010 and to 5.7 percent by 2015.
*Based on projected population when CTG goals were set; revised to 3.6 percent based on the 2000 Census.

Status: Well Below Target
Hispanic enrollment increased by 205,011 or 86.4 percent between fall 2000 and fall 2010, the
fastest growth of the three major ethnic groups. Some 29,763 or 7.2 percent more students
enrolled in fall 2010 than in fall 2009. The enrollment increase through 2010 drew a little closer
to the target trend line, but it was still 13.4 percent below it. The line is steeper from 2010 to
2015, so enrollment growth will need to accelerate even more to meet the 2015 target. Another
234,000 Hispanic students must enroll in 2015 to meet that year’s target, a 52.8 percent
increase over fall 2010’s enrollment of 442,405.

Observations
 The Hispanic population is projected               Hispanic Enrollment Growth at Public and
  to grow by 19.8 percent between                     Independent Institutions Since Fall 2000
  2010 and 2015 (from 9.8 million to            450,000                                         438,706
  11.8 million).                                400,000        Target       Actual
 Hispanics are projected to become             350,000
  the largest racial/ethnic group in            300,000
  Texas in 2015.                                250,000                       236,606
 Hispanic males had the lowest higher          200,000                                 205,011
  education participation rate of the           150,000
  major racial/ethnic and gender                100,000

  groups in fall 2010: 3.6 percent of the        50,000

  Hispanic male population. That was                  0

  1.8 percentage points below the                       2000          2005           2010          2015

  Hispanic female participation rate. If
  males had participated at the same rate as females, an additional 90,000 Hispanic students
  would have been enrolled, pushing the increase since 2000 well above the target trend line.
  Increasing the Hispanic male participation rate is especially rewarding because, unlike
  African Americans and whites, there are more males in the Hispanic population than
  females: 335,000 more in 2010.
 The number of Hispanics who graduated from Texas public high schools increased from
  74,466 in FY 2002 to 119,365 in FY 2010. At the same time, the college-going rate
  increased from 42.6 percent to 52.2 percent. That increased rate meant that about 11,500
  more Hispanic high school graduates went to college than if the rate had been stagnant. Yet
  the college-going rate still trailed white public high school graduates’ 58.3 percent rate.
 FY 2010 Hispanic female high school graduates went directly to Texas public and
  independent higher education in the fall at a higher rate than Hispanic males, 56.1 percent
  to 48.3 percent.
 Increasing the persistence rates of Hispanic students is a critical component of meeting
  Hispanic participation targets.
  o At public universities, the one-year persistence rate for first-time, full-time Hispanic
      students increased from 83.4 percent to 85.6 percent between the fall 2000 and fall
      2009 cohorts, but the 2009 rate was nearly 5 percentage points below that of white
      students. About 850 more Hispanic students in the cohort would have stayed in higher
                                                12
    education if their rate had matched the white students’ rate. The one-year persistence
    rate also increased for Hispanics at public community colleges over the same time span,
    from 65.2 to 66.6 percent; the latter was virtually the same as the white rate of 66.7
    percent.
o   The two-year persistence rate for Hispanics at public universities rose nearly 3
    percentage points, to 80.3 percent, for cohorts starting in fall 2008 versus fall 2000. At
    public community colleges the increase was from 53.2 to 55.3 percent. The latter figure
    was half a percentage point below that of white students but nearly 12 percentage
    points above African American students’ rate.




                                            13
     African American Participation Target: Increase the higher education
     participation rate for the African American population of Texas from 4.6
     percent* in 2000 to 5.6 percent by 2010 and to 5.7 percent by 2015.
*Based on projected population when CTG goals were set; revised to 4.5 percent based on the 2000 Census.

Status: Well Above Target
African American enrollment increased by 85,144, or 78.5 percent, from fall 2000 to fall 2010.
Some 16,148 or 9.1 percent more students enrolled in fall 2010 than the previous fall. The
increase through 2010 exceeded the 2010 and 2015 targets by 70.8 and 32.5 percent,
respectively.
                                                       African American Enrollment Growth at Public
Observations                                     and Independent Institutions Since Fall 2000
 African American participation was            100,000              Target      Actual
  6.6 percent of the African American
                                                                            85,144
  population in fall 2010, about 1               80,000
  percentage point above the white rate                                                     64,237
  and about 2 percentage points above            60,000

  the Hispanic rate.                                                                49,837
 African American females participated          40,000

  in higher education at the highest
  rate among the major racial/ethnic
                                                 20,000

  and gender groups in fall 2010, 8.1                 0
  percent. This was up half a                           2000       2005           2010         2015
  percentage point from 2009 and just
  over 3 percentage points better than
  African American males. Almost 44,000 more African American males would have been
  enrolled in fall 2010 if they had participated at the same rate as African American females.
 The population of African American Texans is expected to grow by 9.1 percent from 2010 to
  2015, when it is projected to be 3.2 million.
 The number of African American public high school graduates increased from 30,030 in FY
  2002 to 36,988 in FY 2010, while the percentage going directly into public and independent
  higher education increased from 43.7 percent to 51.2 percent. However, the rate for FY
  2010 high school graduates was below the college-going rates of Hispanic and white public
  high school graduates, 52.2 percent and 58.3 percent, respectively. About another 2,600
  African Americans from the 2010 high school graduating class would have enrolled in higher
  education if their college-going rate had matched the white graduates’ rate.
 African American females who graduated from Texas public high schools in FY 2010 went
  directly into public and independent higher education at a much higher rate than their male
  counterparts, 55.5 percent to 46.8 percent. If the male students had gone into higher
  education at the same rate as the females, almost 1,600 more males would have been
  enrolled in fall 2010.
 African American persistence rates must be improved so that increased participation rates
  translate into more graduates.
  o At public universities, the one-year persistence rate for first-time, full-time African
      American students improved to 81.8 percent for the fall 2009 cohort, compared with
      80.3 percent for the fall 2000 cohort. But the 2009 cohort’s performance was well below
      the 90.3 percent rate for the white cohort. The one-year persistence rate for African

                                                      14
    American students at public community colleges dropped over 4 percentage points
    during the same time span to 55.2 percent, which was over 11 percentage points below
    Hispanic and white students’ rates.
o   The two-year persistence rate rose nearly 1 percentage point to 71.8 percent for the fall
    2008 cohort of African Americans at public universities, versus the fall 2000 cohort’s
    results, but that was far below the 2008 cohorts’ rates for Hispanics (80.3 percent) and
    whites (85.0 percent). Two-year persistence rates dropped from 45.1 percent to 43.5
    percent for African American cohorts at public community colleges during the
    comparable time. The latter rate was about 12 percentage points worse than Hispanic
    and white rates for 2008 cohorts.




                                           15
  White Participation Target: Increase
largest percentage of any racial/ethnic group,. the higher education participation rate
 for the white population of Texas from 5.1 percent in 2000 to 5.7 percent by
 2010 and remain at 5.7 percent through 2015.


Status: Somewhat Below Target
White enrollment growth fell below the target trend line as enrollment dropped by over 4,000
students or 0.6 percent from fall 2009 to fall 2010. The 2010 participation met the target of 5.7
percent of the population in 2010, but that did not translate into satisfying the enrollment
growth target because population projections have changed since the enrollment goals were
set.

Observations
 Some 655,692 white students
  enrolled in fall 2010, 14.8 percent               White Enrollment Growth at Public and
  more than in fall 2000.                          Independent Institutions Since Fall 2000
 The white population is expected to                                                        101,248
  grow just 1.0 percent from 2010 to          100,000
                                                            Target       Actual 90,448
  2015, when it is projection to reach                                                84,640
  11.6 million, about 237,000 below            80,000

  the Hispanic population.
                                               60,000
 Some 108,577 white students
  graduated from Texas public high             40,000
  schools in FY 2010, the lowest since
  FY 1999.                                     20,000
 The white population in Texas ages
  18 to 24 peaked in 2007 at 1.06                   0

  million, and it is projected to decline             2000         2005            2010         2015

  7.5 percent from there to about
  979,000 by 2015. Therefore, to maintain or increase total white enrollment, more white
  Texans must enroll from outside of the traditional college-age population (18-24) or in
  greater proportion from the 18 to 24 year-old pool.
 Strategies for increasing male participation in higher education should include both minority
  and white males. Enrollment of white males was just 5.1 percent of the white male
  population in Texas in fall 2010, compared with a participation rate of 6.3 percent for white
  females. By increasing their participation to the female rate, another 67,000 white males
  would have been enrolled in fall 2010.




                                                16
                            Closing the Gaps in Success

Goal: By 2015, award 210,000 undergraduate degrees,
certificates, and other identifiable student successes from high-
quality programs.
Overall, the state is on track to reach the CTG success goal of increasing undergraduate
awards: bachelor’s and associate’s degrees and certificates. The associate’s degrees component
of undergraduate awards increased in FY 2010 by more than twice any previous annual
increase since the start of CTG. The allied health and nursing component did not increase as
quickly, but it was enough to stay somewhat above the target trend line. Doctoral awards
stayed well above the target trend line for the fifth consecutive year in FY 2010.

Hispanic and African American students’ undergraduate awards remained somewhat below
needed levels, but they did post good increases in FY 2010. Initial teacher certifications, which
were last above the target trend line in FY 2004, continued to move farther below the line. That
trend is of somewhat less concern short-term in light of recent layoffs of teachers and fewer job
opportunities due to the downturn in the economy. However, in the long run it is not good
news because the Texas Workforce Commission projects that, when the economy returns to
long-term growth patterns, K-12 teachers will again be in heavy demand. Science, technology,
engineering and math (STEM) undergraduate awards and math and science teacher
certifications had decent gains in FY 2010, but they were still far short of progress needed to
reach 2015 goals.




                                               17
    CLOSING THE GAPS IN SUCCESS GOAL: Increase the overall number of
    students completing bachelor’s degrees and associate’s degrees and
    certificates (BACs) to 171,000 by 2010 and to 210,000 by 2015.
   


Status: Somewhat Above Target
Texas public and independent institutions         Success progress charts show the
awarded 176,604 bachelor’s and associate’s        number of awards in a fiscal year, in
degrees and certificates (BACs) in FY 2010, up    contrast to participation enrollment
11,889 or 7.2 percent from FY 2009. This was      growth charts that show changes
the largest increase since CTG began. The         since fall 2000.
state was somewhat above the target trend
line to reach the 2015 goal; about
33,000 more awards are needed by
then.                                        Bachelor’s and Associate’s Degrees and Certificates
                                               Awarded by Public and Independent Institutions
Observations                                                                               210,000
 Bachelor’s and associate’s degrees          200,000
                                                                         176,604
  and certificates increased by
  60,369 or 51.9 percent at public            150,000                            171,000
  and independent institutions
  between FY 2000 and FY 2010.                100,000
 The six-year graduation rate of
  first-time, full-time cohorts of              50,000                  Target      Actual
  students starting at public
  universities increased from 49.6                   0
  percent for those graduating by FY                   2000       2005         2010           2015
  2000 to 57.4 percent for students
  graduating by FY 2010. There were
  about 4,350 additional awards by FY 2010 for the fall 2004 cohort because of this increase
  in the graduation rate.
 Many baccalaureate graduates attend two-year institutions at some time. In FY 2010, 76.1
  percent of graduates earned one or more hours at a two-year institution, up from 71.2
  percent in FY 2000. Some of these hours may be attributable to dual credit earned while in
  high school. Nearly 35 percent of the FY 2010 baccalaureate graduates completed 30 or
  more semester credit hours at a two-year institution.
 At public community, technical, and state colleges, 29.3 percent of first-time, full-time
  students entering in fall 2004 earned a BAC by FY 2010.
 The rise in graduation rates of full-time students is encouraging, but attention is also
  needed on part-time students, since their enrollment has grown much more quickly than for
  full-time students since fall 2000.
 If success goals are to be met, strategies for improving success are especially needed for
  African American and Hispanic students, since they persist and graduate at lower rates than
  whites and Asians at public institutions. For example, six-year graduation and persistence
  rates for first-time full-time public university students through FY 2010 were 52.3 percent –
  African American; 64.8 percent – Hispanic; 76.6 percent – white; and 84.0 percent – Asian.
 For first-time full-time public community, technical, and state college students through FY
  2010, the six-year graduation and persistence rates were 30.6 percent – African American;
  40.2 percent – Hispanic; 45.8 percent – white; and 53.9 percent – Asian.
                                                18
   Student preparation for college-level coursework is also important for boosting success
    rates. Efforts should focus on improving the skills of incoming students and supporting
    effective and scalable developmental education programs for students who arrive in higher
    education underprepared.
    o For the fall 2006 cohort of first-time students at public universities, 12.2 percent did not
        meet the Texas Success Initiative (TSI) standard in math. Just 34.4 percent of these
        students successfully completed a college-level math course within three years. First-
        time students who were underprepared in reading or writing did better in successfully
        completing a college-level course in a related area within three years: 55.7 percent for
        reading and 52.2 percent for writing.
    o Underprepared students are more likely to attend community colleges. Of first-time
        students entering public community colleges in fall 2006, 41.7 percent did not meet the
        TSI standard in math, 27.8 percent were underprepared in reading, and 19.6 percent
        were underprepared in writing. As with universities, the students who were
        underprepared in math were least successful in completing a college-level course in that
        area within three years: 14.0 percent, compared with 36.1 percent in reading and 28.9
        percent in writing.




                                                19
     Success targets for Bachelor’s and Associate’s degrees:
      Increase the number of students completing bachelor’s degrees to
        100,000 by 2010 and to 112,500 by 2015.
      Increase the number of students completing associate’s degrees to
        43,400 by 2010 and to 55,500 by 2015.

Bachelor’s Degrees Status: Somewhat Above Target
Public and independent institutions awarded 101,879 bachelor’s degrees in FY 2010, 2,416 or
2.4 percent more than in FY 2009
and 1.9 percent above the target
                                              Bachelor’s Degrees Awarded by Public and
trend value of 100,000.
                                                       Independent Institutions
Observations                                120,000                                        112,500
 Bachelor’s awards increased                                             101,879
  26,973 (36.0 percent) from FY              90,000                              100,000
  2000 to FY 2010.
 Institutions must award 10,621
                                             60,000
  (10.4 percent) more bachelor’s
  degrees in 2015 to reach the                                            Target       Actual
  target.                                    30,000
 White students were awarded
  about 700 fewer bachelor’s                      0
  degrees from public institutions in               2000         2005          2010           2015
  FY 2010 than in FY 2009, the first
  decrease since FY 2001. One
  contributing factor to this decrease may be the steady decline in white enrollment at public
  universities from fall 2003 to fall 2007, a total drop of 4,275 white students. White
  enrollment at public universities did not climb above the fall 2003 level until fall 2009. The
  loss in bachelor’s degrees for white students was more than offset by Hispanic and African
  American students, who together earned nearly 1,500 more bachelor’s degrees in FY 2010
  than the previous year, helping
  the state stay on track to meet
                                                Associate’s Degrees Awarded by Public and
  CTG targets.
                                                          Independent Institutions
Associate’s Degrees Status: Well            60,000                                                 55,500
Above Target                                                Target          Actual
Some 48,851 associate’s degrees             50,000                               48,851
were awarded in FY 2010, 6,522              40,000                                        43,400
more than in FY 2009. The increase
was more than twice any previous            30,000
yearly increase since 2000, placing         20,000
the number of awards more than 12
percent above the level of the target       10,000
trend line.
                                                 0
                                                     2000            2005            2010            2015
Observations
 Associate’s degrees increased
   23,346 or 91.5 percent from FY 2000 to FY 2010.

                                                20
   Another 6,649 awards are needed in 2015 to meet that year’s target.
   Hispanic students earned over 2,300 more associate’s degrees from public institutions in FY
    2010 than in the previous year, a 17.2 percent increase. Associate’s degrees for African
    Americans increased by over 500.
   The initial increase in associate’s degrees several years ago was due, in part, to some
    institutions performing degree audits and determining that many of their students had
    sufficient credits for a degree, but had not been awarded one. Many institutions are now
    conducting degree audits for this purpose on a regular basis.
   Reverse transfers are another reason for the robust increases in associate’s degrees. In a
    reverse transfer, credits earned at a university are transferred to a two-year institution
    previously attended in order to award a student an associate’s degree for work already
    completed.




                                              21
      African American Success Target: Increase the number of African
      American students completing bachelor’s degrees, associate’s degrees,
      and certificates to 19,800 by 2010 and to 24,300 by 2015.


Status: Somewhat Below Target
Public and independent institutions awarded 18,433 BACs to African American students in FY
2010, 1,146 or 6.6 percent more than in FY 2009. This fell almost 7 percent short of the 19,800
awards on the target trend line for 2010.

Observations                                   African American Bachelor’s and Associate’s Degrees and
 Bachelor’s and associate’s degrees          Certificates Awarded by Public and Independent Institutions
  and certificates to African American      25,000                                                                  24,300
  students increased by 7,218 or 64.4                           Target            Actual

  percent since FY 2000.                    20,000                                       19,800
                                                                                                     18,433
 Another 5,867 (31.8 percent) BACs
  are needed to meet the 2015 target.       15,000

 Public four-year institutions             10,000
  conferred 7,998 awards (43.4
  percent of the total) and public two-       5,000
  year institutions awarded 8,579
  (46.5 percent of the total). The                 0

  remaining 1,856 BACs were                          2000                 2005                  2010                    2015
  conferred by independent four-year
  and two-year institutions.
 More needs to be done to retain and
  graduate African American students.            African American BACs Awarded by Public and
  While fall 2010 African American                        Independent Institutions, by Sector
  enrollment already exceeded the            24,000
                                                                                                   2015 Target: 24,300


  2015 CTG goal, the number of BACs                       Public Two-Year        Public Four-Year        Independents
  awarded to African Americans has           20,000
                                                                                                                        18,433
  been below the target trend line           16,000
                                                                                                                 17,287 1,856
                                                                                                  15,460 15,568 1,831
  since 2007.                                                                 14,66714,600 14,695
                                                                       13,373 2,009 1,784 1,777
                                                                                                  1,713 1,765
                                                                 12,625
 African Americans have very low            12,000 11,21511,756 1,807 1,809                                      7,579
                                                                                                                        7,998
                                                     1,700 1,750
  graduation and persistence rates. A
                                                                                                  6,616 6,821
                                                                               5,576 5,723 6,213
                                                                  4,805 5,136
                                              8,000
  first-time full-time cohort of African             4,323 4,559

  American students who enrolled in           4,000                            7,082 7,093 6,705 7,131 6,982 7,877
                                                                                                                        8,579
                                                     5,192 5,447 6,013 6,428
  fall 2004 at Texas public universities
  had a six-year graduation and
                                                  0
                                                     2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
  persistence rate of just 52.3 percent,
  well below the rate for Hispanic
  students (64.8 percent) and white students (76.6 percent). If the African American cohort
  had succeeded at the Hispanic or white students’ rates, about 1,000 or 1,900 more
  students, respectively, would have graduated or persisted in six years. A fall 2004 cohort of
  African American students at public community, technical, and state colleges graduated and
  persisted over six years at a 30.6 percent rate, compared with Hispanic students’ 40.2
  percent and white students’ 45.8 percent.

                                                             22
      Hispanic Success Target: Increase the number of Hispanic students
      completing bachelor’s degrees, associate’s degrees, and certificates to
      50,000 by 2010 and to 67,000 by 2015.

Status: Somewhat Below Target
Public and Independent institutions awarded 47,364 BACs to Hispanic students in FY 2010,
4,206 (9.7 percent) more than in FY 2009. This was the largest increase in the number of
awards since CTG began, but the level
remained somewhat below the target           Hispanic Bachelor’s and Associate’s Degrees and Certificates
trend line.                                        Awarded by Public and Independent Institutions

                                                                                                                        67,000
Observations
                                                                    Target              Actual
 Hispanic BAC awards more than                60,000
                                                                                                 50,000
  doubled since FY 2000, climbing by                                                                          47,364
  23,996 from a starting level of              40,000
  23,368.
 Hispanic students must earn 19,636
                                               20,000
  or 41.5 percent more BACs in 2015 to
  reach the success target.
 Some 20,605 BACs were awarded to                    0

  Hispanics by public four-year                         2000                     2005                   2010                      2015
  institutions in FY 2010, 43.5 percent
  of the total. Public two-year institutions awarded 23,638 BACs. This was a 15.6 percent
  annual increase, raising these institutions’ share to 49.9 percent of the total. The other
  3,121 awards were conferred by independent institutions.
 Historically, Hispanic students have
  had lower graduation and persistence          Hispanic BACs Awarded by Public and Independent
                                                                         Institutions, by Sector
  rates than white and Asian groups. A
  first-time full-time cohort of Hispanic                                                             2015 Target: 67,000


  students who enrolled in fall 2004 at         60,000       Public Two-Year           Public Four-Year          Independents

  Texas public universities had a six-          50,000                                                                         47,364
  year graduation and persistence rate                                                                                  43,158 3,121
                                                                                                                         3,201
                                                                                                         37,70439,267
  of 64.8 percent, compared with 84.0
                                                40,000
                                                                                                 35,385         2,970
                                                                                           33,723 2,493 2,726                  20,605
  percent for Asians and 76.6 percent
                                                                                   31,334 2,495
                                                30,000                       28,832 2,583                               19,511
                                                                      26,251
                                                              24,036 2,444 2,595                         17,055 17,971
  for whites. If the cohort had                         23,368
                                                         2,282 2,363
                                                                             12,502
                                                                                    13,263
                                                                                           14,504 15,478
                                                20,000
  graduated and persisted at the white                  10,879 11,135
                                                                      11,974


  rate, nearly 1,600 additional Hispanic        10,000
                                                                                    15,488 16,724 17,414 17,923 18,326
                                                                                                                        20,446
                                                                                                                               23,638

                                                        10,207 10,538 11,833 13,735
  students would have succeeded. At                  0
  public community, technical, and                       2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

  state colleges, the fall 2004 cohort’s
  six-year rates were 40.2 percent for Hispanics, 53.9 percent for Asians, and 45.8 percent for
  whites.




                                                                 23
      Doctoral Success Target: Increase the number of students completing
      doctoral degrees to 3,350 by 2010 and to 3,900 by 2015.

Status: Well Above Target
Doctoral awards rebounded in FY 2010 following a slight decrease in FY 2009. The new level
was 3,813 degrees, up 121 (3.0 percent) from 2009 and 1.3 percent from 2008. Doctorates
have increased by 1,184 or 45.0 percent since FY 2000.

Observations                                            Doctoral Degrees Awarded by Public and
 Doctoral awards at independent                                Independent Institutions
  institutions decreased from 609 to 564
  between 2009 and 2010, but this was             4,000                               3,813        3,900
  more than offset by a 166 degree (5.4
  percent) increase at public institutions.       3,000                                3,350
 Institutions only need to award another
  87 doctorates in 2015 to reach the CTG          2,000
  target.                                                                     Target        Actual

 Public institutions conferred 3,249             1,000

  doctoral degrees in FY 2010, 41.4
                                                      0
  percent more than in FY 2000.
                                                        2000         2005          2010             2015
 Hispanic students earned 103 more
  doctorates from public institutions in FY
  2010 than in FY 2000, and African American students earned 62 more, but their shares of
  the total doctoral awards were only 7.4 and 4.7 percent, respectively. “Other” students
  (excluding Hispanic, African American, and white students) earned 42.9 percent of the
  doctorates in FY 2010.
 Nationwide, females earn more doctorates than males. In Texas, however, males continued
  to earn more doctorates than females in FY 2010, 2,004 to 1,809.
 The National Research University Fund Act, established in HB 51, 81st Texas Legislature, is
  intended to assist emerging research universities with achieving national prominence as
  major research universities. One criterion for determining if an emerging research institution
  is eligible for these funds is whether it has awarded at least 200 Ph.D. degrees in the prior
  two academic years. This provision may spur competing institutions to push Ph.D. degree
  completion.




                                                  24
        Science-Technology-Engineering-Mathematics (STEM) Field Success
        Target: Increase the number of students completing engineering,
        computer science, math, and physical science (STEM) bachelor’s and
        associate’s degrees, and certificates from 12,000 in 2000 to 24,000 by
        2010 and 29,000 by 2015.

Status: Well Below Target
Public institutions awarded 15,225 technology (STEM fields) BACs in FY 2010, 1,226 more than
in FY 2009. This was the third straight year of increases following four years of decline.
However, the level still needs to increase by 13,775 awards in the next five years to reach the
2015 target.

Observations                                Technology Bachelor’s and Associate’s Degrees and
 After 10 years, the number of awards              Certificates Awarded by Public Institutions
  was just 27.1 percent higher than the
                                                               Target             Actual                          29,000
  FY 2000 level of 11,979. Awards in FY     30,000

  2010 needed to be more than twice         25,000                                          24,000
  the FY 2000 level to keep up with the
                                            20,000
  CTG targets.
 Computer science awards increased         15,000                                                    15,225

  by 627 or 19.6 percent between 2009       10,000
  and 2010, the most of any STEM field.
                                             5,000
  However, this was the only STEM field
  that had fewer awards in 2010 than in            0
  2000.                                              2000                   2005                  2010                 2015
 Bachelor’s and associate’s degrees
  and certificates in engineering had the
  biggest gains from 2000 to 2010 and
  increased by 547 (6.4 percent) from                   Technology BACs Awarded by Public
  2009 to 2010. Physical science BACs                                 Institutions, by Field
  went up by 77 (6.9 percent) in FY                                                                                    15,225
  2010, but math BACs went down by
                                            15,000                       14,578 14,336
                                                                           808         13,677                   13,999 1,185
                                                                                 829
                                                                  12,720 817            821 12,97812,666 12,877 1,108 1,048
  25 (-2.3 percent) from FY 2009.           12,000
                                                     11,97912,122 1,192
                                                                                 938
                                                                                        949    957   966 1,041 1,073

 It took seven years to move above                   1,153 1,094 766                         1,028 1,062 959
                                                                                                                        3,833
                                                       744   700
                                                                         5,507 5,110                             3,206
  the previous peak in awards, 14,578,
                                                                                       4,198
                                             9,000                                            3,455 3,102 2,867
                                                                   4,759
                                                      4,002 4,352
  achieved in FY 2003. During that time,
  awards earned by females dropped           6,000
                                                                                                                 8,612 9,159
  17.9 percent, lowering their share of      3,000 6,080 5,976 6,003
                                                                          7,446 7,459 7,709 7,538 7,536 8,010

  total awards from 26.3 to 20.7
  percent.                                       0
 From 2003 to 2010, STEM awards for                  2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

  white students dropped 5.4 percent,                    Engineering Computer Science Math Physical Science

  reducing their share of total STEM
  awards to just below 50 percent. African American STEM awards dropped by 11.0 percent,
  but STEM awards to Hispanics surged by nearly 41 percent, increasing their share of total
  STEM awards to 25.6 percent.

                                                             25
    Allied Health and Nursing Success Target: Increase the number of
    students completing allied health and nursing bachelor’s and
    associate’s degrees, and certificates to 20,300 by 2010 and to 26,100
    by 2015.

Status: Somewhat Above Target
Public institutions awarded 21,225 allied health and nursing BACs in FY 2010, 1,313 (6.6
percent) more than in FY 2009 and 8,018 (60.7 percent) more than in FY 2000. Awards leveled
off from 2006 through 2008, but increases the last two years have kept up with the target trend
line.

Observations                                Allied Health & Nursing Bachelor’s and Associate’s
 Students earned 12,845 nursing          Degrees and Certificates Awarded by Public Institutions
  BACs from public institutions in FY      30,000
  2010, 5,242 or 68.9 percent more                      Target      Actual
                                                                                       26,100
                                           25,000
  than in FY 2000. Allied health BACs                                    21,225
  totaled 8,380 in FY 2010, 2,776 or       20,000
                                                                                20,300
  49.5 percent above FY 2000’s level.      15,000
 Some 70.4 percent of the allied
                                           10,000
  health and nursing BACs were
  earned at two-year institutions in FY     5,000

  2010.                                         0
 Allied health and nursing awards                2000         2005           2010        2015
  must total an additional 4,875 (23.0
  percent) in FY 2015 to achieve the
  CTG target.
 The number of allied health and nursing BACs was lower in FY 2002 than in FY 2000,
  continuing a trend that began in the middle of the previous decade, but award counts
  began to rebound in FY 2003. In 2005, the original targets were revised upward to reflect
  the need for more practitioners, coupled with increased legislative attention.
 The 82nd Texas Legislature again funded the Professional Nursing Shortage Reduction
  Program, which provides incentive funding for increased numbers of nursing graduates.




                                                26
       Teachers Success Targets: Increase the number of teachers initially
       certified through all teacher certification routes to 34,600 by 2010 and
       44,700 by 2015.

Status: Well Below Target
Initial teacher certifications through all routes totaled 25,079 in FY 2010, down 2.7 percent from
FY 2009 and 27.5 percent below the target trend line. Certifications dropped below the line in
FY 2005 and the gap has steadily increased since then.

Observations                                         Teacher Education Initial Certificates All Routes
 In FY 2000, alternative certification
  programs produced about one in five                                    Target              Actual
                                                  50,000
  newly certified teachers. By FY 2010,                                                                                          44,700

  they accounted for over half: 51.9              40,000
  percent.
                                                                                                        34,600

 In 2015, 19,621 more new certifications         30,000
                                                                                                                 25,079*
  will be needed to hit the CTG target,           20,000
  78.2 percent above the FY 2010 level.
 The current economic situation means            10,000

  that current teachers are being laid off               0
  and newly certified teachers are finding                  2000                     2005                    2010                    2015
  few employment opportunities.                    *FY 2010 data may be incomplete.
  However, many teachers are expected
  to retire so that a focus on teacher certifications is still needed.
 From a long-term perspective, preparing more teachers is a priority throughout Texas. The
  Texas Workforce Commission (TWC) projects that K-12 teachers will be among the top five
  occupations (for which postsecondary education is preferred) in every region of the state, in
  terms of adding new jobs between
  2006 and 2016. Those projections were
  derived before the recent recession, but Teacher Education Initial Certificates by Program Route
  the TWC projections assume that the               30,000
                                                                                                                         2015 Target: 44,700

  economy will return to long-term
                                                                 Alt Cert        Post-Bacc         Traditional         Other*
                                                                                                                    26,360 25,777
                                                                                                      24,68625,229                25,079*
  growth patterns by the end of the                                                      22,88523,160
                                                                                  21,453
  projection period, with labor supply and          20,000                                            10,250 10,200
                                                                                                                    10,326 10,434
                                                                                                                                  10,279

  demand in equilibrium. Under those
                                                                          17,708*        9,799 9,370
                                                                                   9,831
                                                                   14,383*
  assumptions, the top two occupations
                                                                                                                     2,284 1,950
                                                                                                              2,835               1,766
                                                             11,807*        9,290                      3,323
                                                                                                3,680
  statewide (for which a bachelor’s                 10,000           9,118         4,386
                                                                                         4,122


  degree is preferred) for job growth                         8,163
                                                                            3,408
                                                                                                      11,113 12,194
                                                                                                                    13,750 13,393 13,024
                                                                                         8,964 10,110
  between 2006 and 2016 are projected
                                                                     1,471
                                                               940                 7,236
                                                                            4,684
                                                              2,509 3,533
  to be teachers, at the kindergarten/                    0

  elementary and middle/secondary
                                                              2000          2002          2004         2006          2008         2010**

                                                        * Small amounts by “Other” routes                  **2010 data may be incomplete
  levels. Nearly 130,000 new jobs are
  expected for those occupations.




                                                                    27
     Math and Science Teacher Success Targets: Increase the number of
     math and science teachers certified through all teacher certification
     routes to 6,500 by 2015.

Status: Well Below Target
Math and science certifications through all routes rose by 368 or 11.5 percent from FY 2009 to
FY 2010, but this measure of teacher success was still 33.7 percent below the target trend line.

The number of subject area certifications, such as in math and science, can exceed the number
of certified individuals. A person who is qualified and tests in more than one subject area can
receive multiple certificates and is counted more than once in these figures.

Observations
 Preliminary FY 2010 data show                      Teacher Education Initial Certificates
  that the number of math and                           in Math and Science, All Routes
  science teacher certifications          7,000                                             6,500
  increased by 1,422 (66 percent)
                                          6,000
  since FY 2000.                                                             5,400
 Math and science certifications         5,000
  must increase by 81.7 percent in        4,000                                    3,578*
  2015 to reach the CTG target.
                                          3,000
 Adding qualified math and
  science teachers is a more              2,000

  significant priority for the state      1,000
  now that additional math and                 0
  science requirements are                       2000                2005      2010           2015
  included in the recommended               *FY 2010 data may be incomplete.

  high school curriculum. Certified
  teachers for instruction in math and science programs are critical for enhancing student
  learning and increasing student interest in and readiness for STEM fields.
 Texas Success Initiative results suggest that better math instruction is needed in high
  school. For example, in a statewide cohort of 100,715 first-time students at public
  community colleges in fall 2006, over 42,000 students, or 41.7 percent, were underprepared
  in math.




                                               28
                           Closing the Gaps in Excellence

Goal: to substantially increase the number of nationally
recognized programs/services.
The quality of an institution’s educational units and services contributes to its reputation and
fosters national recognition. When CTG was first implemented, institutions were asked to
demonstrate efforts toward achieving excellence by providing a program or service that they
wanted to develop to garner national recognition. Many institutions have identified not one, but
several, programs for this assignment, and most institutions report that at least one program
has received some type of national recognition. Consideration of the excellence goal has been
increasingly geared toward the need for both individual program excellence and overall
institutional quality.

While little progress toward reaching the excellence goals tied to national rankings has been
made, discussions about the nature of excellence and how to best achieve it have refocused
attention on this goal. Funding allotments in HB 51, 81st Texas Legislature, will provide
opportunities to reward universities that achieve program excellence and, as a consequence, to
make progress toward the excellence goals in CTG. In January 2011, Texas A&M University–
Kingsville’s Caesar Kleberg Wildlife Research Institute became the first program recognized by
the Coordinating Board for meeting the stringent guidelines of the Excellence in Specific
Programs and Fields Incentive Award.

In recent years, excellence issues have arisen during national conversations about the value of
higher education. These conversations have led to renewed attention on the topic of general
education and those educational outcomes that should be expected for any student who
completes a college degree. Research with employers and educators suggests the need for
additional emphasis in higher education on broad-based skills such as critical thinking, effective
communication, and teamwork, in addition to content knowledge.

In FY 2010, Coordinating Board staff and peer accountability groups from Texas public
institutions discussed excellence-related topics spawned by the national conversations including:
assessing general education/core curriculum learning outcomes, especially in the areas of
writing and critical thinking, and determining the meaning of value-added in higher education.

Each public institution was required to highlight one or two excellent programs in the Texas
Higher Education Accountability System’s December 2010 edition.




                                                29
 Excellence Targets: Increase the number of research institutions ranked in
 the top 10 among all research institutions from zero to one, and two
 additional research universities ranked in the top 30 by 2010; increase the
 number of public research universities ranked in the top 10 among all public
 research universities from zero to two, and four ranked among the top 30 by
 2015.

 Increase the number of public liberal arts universities ranked in the top 30
 among all public liberal arts institutions from zero to two by 2010, and four
 by 2015.

 Increase the number of health science centers ranked among the top 10
 medical institutions from zero to one by 2010, and two by 2015.



Status: Well Below Target: Regarding top-ranked research institutions, public liberal arts
universities, and health science centers, Texas has made no appreciable progress, according to
two of the major ranking organizations, since the start of CTG. However, a new survey
conducted by the Wall Street Journal did rank Texas A&M University 2nd among public and
independent colleges and universities for the job readiness of its bachelor’s degree graduates.

Observations
 The U.S. News & World Report (U.S. News) 2011 edition of “America’s Best Colleges”
  ranked The University of Texas at Austin (UT-Austin) in a tie for 13th place among national
  public universities, improving two positions from 2010. It has been tied for 13th place three
  other times since 2000, but no better. Texas A&M University (TAMU) was in 22nd place,
  unchanged from the previous year. That institution has done no better than 15th place since
  2000, and has been ranked 21st or worse nine of 12 years.
 The University of Texas at Dallas and Texas Tech University were the only other Texas
  public universities in U.S. News’ “first tier” of 112 public universities, tied for 72nd and 85th
  place, respectively. Their inclusion in U.S. News’ “first tier” of public universities came
  about because the publication decided to display the ranks of the top 75 percent of national
  universities, up from 50 percent previously. It does not necessarily mean that they are
  considered so-called “Tier One” schools.
 Among research medical schools, U.S. News’ highest ranked institution in Texas for 2011
  was The University of Texas Southwestern Medical Center (UT Southwestern), tied for
  number 22 with respect to public and independent institutions and tied for number 8 with
  respect to public institutions.
 No public institution in Texas was among the 189 “Best National Liberal Arts Colleges”
  ranked by U.S. News for 2011. One reason is that few public institutions in Texas, or
  anywhere else in the U.S., meet U.S. News’ definition of a liberal arts college: emphasis on
  undergraduate education and awarding of at least half of all degrees in the arts and
  sciences. Midwestern State University is the only officially designated public liberal arts
  university in Texas.


                                                30
    The University of Texas at Austin and TAMU were tied for 14th and 17th place, respectively,
     among 41 U.S. public research universities, based on data in the Center for Measuring
     University Performance’s (CMUP) 2010 report of “Top American Research Universities.” The
     Center does not provide rank numbers, but ranks can be derived using their data. Both
     institutions scored higher in 2009: they were tied for number 13, according to CMUP data.
     Since 2006, the best either institution has done is UT-Austin’s tie for 8th place in the 2007
     report. The University of Houston was the only public Texas institution listed in the next
     lower group of 34 top American universities, where their data placed them in a tie for
     number 15.
    The CMUP data indicate that UT Southwestern placed 23rd in the 2010 list of public
     research universities, one place better than in 2009. About half of these research institutions
     are universities with medical schools. If the list just included universities with medical
     schools, UT Southwestern would have been number 15. The University of Texas M.D.
     Anderson Cancer Center (UT M.D. Anderson) was number 31 on the list of public research
     universities (18 if compared only to universities with medical schools), also one place better
     than previously.
    For the first time since its inaugural 2000 report, the CMUP provided additional tables for
     top “medical research universities,” which did not include universities with medical schools.
     There, UT M.D. Anderson was 2nd among public and independent institutions and UT
     Southwestern was 4th. Four Texas medical research universities were among the top 10
     public institutions. While those results reflect the excellence of these institutions, a “top 10”
     ranking meant little because there were only nine institutions in the public and independent
     list and 11 in the public list.
    The Wall Street Journal ranked TAMU and Texas Tech number 2 and 18, respectively,
     among public and independent colleges and universities, based on its 2010 survey of
     recruiters for the nation’s largest companies, nonprofit organizations, and federal agencies.
     This was the first time the Journal conducted this survey. The recruiters were asked to
     identify schools on the Journal’s list of 100 “top colleges and universities” whose bachelor’s
     degree graduates were the “best-trained and educated, and best able to succeed once
     hired.” Recruiters also wrote in 31 schools not on the list. The final list from which recruiters
     ranked schools included all but eight of the 62 public and independent institutions ranked
     higher than TAMU by U.S. News, so TAMU’s high ranking was not due to a lack of
     competition on the Journal’s list. While this survey was not as comprehensive as the U.S.
     News and CMUP evaluations, it did focus on identifying schools “that are most likely to help
     students land a job in key careers and professions.”

                     Rankings among National Public Universities by U.S. News

Institution   2000   2001   2002    2003    2004    2005   2006    2007    2008   2009    2010    2011
UT-Austin      13*    16     15*     14*     17*     14*    17      13*     13*    15*     15*     13*
TAMU           18*    17     15*     24*     27*     22*    21*     21*      23    24*     22*     22
 *Tie.




                                                   31
                        Rankings among American Research Universities
               Based on Data from the Center for Measuring University Performance

                               Rank Among Public and
      Texas Public           Independent Universities**   Rank Among Public Universities**
       Institution        2006 2007 2008 2009 2010 2006 2007 2008 2009 2010
    UT-Austin              28*   25*   19*     18     15   12*   8*    14*    13*     14*
    TAMU                   32    31*   30*    28*     29*  20    14*   14*    13*     17*
    UT Southwestern        43      -     -      -       -  18*   23    25      24      23
    UT M.D. Anderson       51     52   47*    49*     38*  32*   32*   28      32      31
*Tie.
**The Center does not actually assign rank numbers to institutions as U.S. News does, but rank numbers can be
assigned using the Center’s listing.

    Examination of the components that go into rankings can provide insight into areas where
     an institution is doing well relative to its peers and where it needs improvement. For
     example, U.S. News ranked UT-Austin just below the University of California at Irvine, which
     was tied for 11th among public universities. While UT-Austin had a somewhat better
     undergraduate academic reputation, SAT scores, and alumni giving rate, it trailed UC-Irvine
     in areas including faculty resources (class size, faculty salaries, and so forth), percent of
     freshmen in the top 10 percent of their high school class, and spending per student.
     Lagging areas such as these could be targeted to improve UT-Austin’s stature (as measured
     by U.S. News) relative to UC-Irvine and the five other UC campuses that were ranked higher
     than UT-Austin.
    Data in the CMUP report show that UT-Austin was one of the top 10 public research
     universities in endowment assets, annual giving, National Academy members, and
     doctorates granted. It could have improved (as measured by the CMUP) to a tie for 8th
     place among public research universities by being slightly more selective with respect to
     SAT scores of its undergraduates or by adding about 150 postdoctoral appointees.




                                                       32
 Excellence Targets: Each college and university will have identified by
 2002 at least one program to achieve nationally recognized excellence.

 Community and technical colleges and universities will have at least one
 program or service nationally recognized: 75 percent of the institutions
 by 2010 and 100 percent by 2015.


Status: On Target
Past CTG progress reports noted that all Texas public higher education institutions had
identified at least one program to develop for national recognition, and that all received national
recognition of some type in one or more programs. Therefore, the state’s colleges and
universities are “on target” for these excellence goals. No institution can do better than “on
target” because of the way the target is defined.

Observations
 In spring 2008, institutions informed the Coordinating Board of their progress towards
  achieving excellence in their programs identified for excellence.
 Each public institution was required to highlight one or two excellent programs in the Texas
  Higher Education Accountability System’s December 2010 edition.
 In January 2011, Texas A&M University–Kingsville’s Caesar Kleberg Wildlife Research
  Institute became the first program recognized by the Coordinating Board for meeting the
  stringent guidelines of the Excellence in Specific Programs and Fields Incentive Award.
 The process of identifying programs for excellence and then reporting on achievements
  focuses attention on the quality of specific programs and services and on the totality of
  institutional performance.




                                                33
                           Closing the Gaps in Research

Goal: Increase the level of federal science and engineering
research and development obligations to Texas institutions to 6.5
percent of obligations to higher education institutions across the
nation.
Capturing a significant portion of the federal science and engineering research and development
obligations is, and must remain, a primary focus of the Texas higher education agenda. The
CTG research goal serves to keep attention on the need for Texas to compete with other states
for national research dollars and projects. The state seemed to be competing well between FY
2001 and FY 2003, when its share of national obligations ranged from 5.8 to 6.1 percent.
However, from FY 2004 through FY 2007 (the most recent year of available data), its share has
held at around 5.6 percent. Texas tends to rank higher when the portion of total federal funding
for health-related research and development is lowest.

Texas public universities have done much better with respect to their expenditures for research
and development. Steady growth since 2000 enabled them to reach the $3 billion level (the
2015 target) seven years early, in FY 2008. At $3.55 billion in FY 2010, research and
development (R&D) expenditures were 41.0 percent above that year’s target.




                                              34
     CLOSING THE GAPS IN RESEARCH GOAL: By 2015, increase the level of
     federal science and engineering research and development obligations
     to Texas institutions to 6.5 percent of obligations to higher education
     institutions across the nation, from 5.5 percent in FY 2000. Increase to
     6.2 percent by 2010.

Status: Somewhat Below Target
Texas public and independent institutions had a 5.6 percent share of federal obligations for
science and engineering R&D in FY 2007 (the most recent data available), up 0.1 percentage
point from FY 2006 and FY 2000. The state’s share reached 6.1 percent in FY 2003, but
dropped the next year and was at 5.6 percent three times between 2004 and 2007.

Observations                                      Federal Science and Engineering R&D Obligations
 Federal science and engineering                       and Share of U.S. Total for Top Seven States
  obligations for R&D received by              Millions
                                              $3,000
                                                                               In constant (base FY 1998) dollars

  Texas’ public and independent higher
                                                                13.8%
                                                                                                              FY 1998        FY 2007
                                              $2,500
  education institutions totaled $1.42                     14.9%

  billion in FY 2007, up 1.2 percent          $2,000

  from FY 2006. On a constant dollar
                                                                            7.9%
                                              $1,500
                                                                       8.3%              6.3%          6.2%         5.9%
  basis (FY 1998 base), Texas
                                                                                                                                5.6%
                                              $1,000                                6.4%          6.0%        6.2%                           4.2%

  obligations were $1.13 billion in FY
                                                                                                                           5.3%
                                                                                                                                         3.7%
                                                $500
  2007, compared with $0.73 billion in
  FY 1998.
                                                    $0
                                                               a        ork          nia             d          tts           s
                                                            rni                                  an                        xa           lina
 In 2003, when Texas had 6.1 percent               Ca
                                                       lifo
                                                                  Ne
                                                                     wY
                                                                            nn
                                                                               syl
                                                                                  va
                                                                                          Ma
                                                                                              ryl
                                                                                                        ac
                                                                                                          hu
                                                                                                             se          Te
                                                                                                                                hC
                                                                                                                                    aro
                                                                        Pe                           ss                       rt
  of national obligations, the state                                                            Ma                         No

  seemed to be on course to meet or
  exceed the CTG target. However, from FY 2003 to FY 2007, obligations to Texas institutions
  grew by only 2.4 percent ($32.9 million), while total national obligations grew by 11.1
  percent ($2.53 billion).
 House Bill 51, 81st Texas Legislature responded to the call for more nationally prominent
  research universities in Texas. Among its provisions are:
  o Creation of the Texas Research Incentive Program, which awards matching funds for
       leveraging private gifts to enhance research activities at the state’s emerging research
       universities.
  o Creation of the National Research University Fund, which provides funds to emerging
       research universities that meet benchmarks in areas such as research expenditures,
       number of Ph.D.’s awarded, high-achieving entering students, high-quality faculty, and
       high-quality graduate programs.
  o Creation of the Research University Development Fund, intended to help research and
       emerging research universities attract high-quality faculty and enhance research
       productivity. Appropriated funds would be distributed based on an institution’s total
       research expenditures for the most recent three years.
  o The Governing Board of each research and emerging research university was required to
       submit to the Coordinating Board a detailed, long-term strategic plan addressing how it
       would achieve or enhance its recognition as a national research university. Revised
       strategic plans are to be submitted to the Coordinating Board every four years.




                                                                      35
        Research Target: Increase research expenditures by Texas public
        universities and health-related institutions from $1.45 billion in FY 1999
        to $3 billion by 2015 (approximate 5 percent increase per year).
        Increase expenditures to $2.2 billion in constant (FY 1999 base) dollars
        by 2007.

Status: Well Above Target
Public universities and health-related institutions reported $3.55 billion in R&D expenditures
from federal, state, institutional, and private sources in FY 2010, 7.1 percent above
expenditures in FY 2009 and 41.0 percent above the target trend line. In constant (FY 1999
base) dollars, expenditures increased from $2.48 billion to $2.69 billion between FY 2009 and
FY 2010, an 8.5 percent increase.

Observations
                                     Expenditures for R&D at Public Universities and Health-
 Expenditures grew at a
                                                             Related Institutions
  faster rate at public                                  In constant (base FY 1999) dollars
  universities (8.8 percent)                                                                        Annual Change
  than at public health-             2010                                                                      8.5%
                                                                                                          1.7%
  related institutions (5.2          2009
                                     2008                                                                7.9%
  percent) from 2009 to              2007                                                           3.9%
  2010.                              2006                                                         2.2%
 In constant dollars, the           2005                                                       6.9%
                                                                                             1.3%
  annual increase in FY              2004
                                     2003                                                    4.8%
  2010 (8.5 percent) was             2002                                                 12.5%
  the largest since FY 2002,         2001                                           6.7%
  when expenditures                  2000                                       7.6%
  increased by 12.5 percent.         1999

 The federal government                  0        500       1,000        1,500          2,000         2,500       3,000
  was the largest provider                   Public Universities
                                                                            ($ Million)
                                                                         Public Health-Related Institutions
  of funds for public R&D
                                  Annual Increase Shown as Percentage
  expenditures in FY 2010,
  with a 52.6 percent share, up from 51.8 percent in FY 2009. State government provided
  the next largest share (20.0 percent) in appropriations, contracts, and grants, followed by
  private sources (16.6 percent), and institutional funding (10.8 percent).
 Research expenditures in FY 2010 were 144.3 percent more than in FY 1999. The increase
  was 85.1 percent in constant dollars.




                                                           36
37
Appendix A: Participation Data
                 Appendix Table A-1: Actual Public and Independent Higher Education Enrollment Fall 2000-2010 and CTG Targets

                                                                                                                                                                                       Change
                                                                                                                                                                                          to
                                                                                                                                                         CTG                            Reach
                                                                                                                                                        Goal/      Actual Change        2015
                                                                           Actual Fall Enrollment                                                       Target      2000-2010          Target
   Type of                                                                                                                                                                              2010-
   Institution                2000        2001      2002      2003        2004        2005        2006        2007       2008       2009      2010      2015      Number Percent        2015
   Total                     1,019,517 1,069,838 1,137,276 1,174,687 1,207,881 1,219,145 1,236,168 1,254,983 1,299,058 1,420,993 1,505,449 1,650,000              485,932    47.7%       9.6%
     Public Two-Year          447,998     478,313   515,771   536,005     557,373    566,071      575,712     587,244    617,507    692,845   743,252   867,670   295,254    65.9%       16.7%
     Public Four-Year         427,233     443,870   469,514   487,061     497,213    500,535      507,243     513,930    526,820    550,872   577,795   623,329   150,562    35.2%       7.9%
     Independent*             144,286     147,655   151,991   151,621     153,295    152,539      153,213     153,809    154,731    177,276   184,402   159,001    40,116    27.8%      -13.8%
   African American           108,463     114,950   125,985   132,334     138,400    139,773      142,622     145,387    152,877    177,459   193,607   172,700    85,144    78.5%      -10.8%
     Public Two-Year           49,414      52,730    57,465    60,277      63,446      64,665      65,971      67,554     72,720     86,241    97,985    87,714    48,571    98.3%      -10.5%
     Public Four-Year          41,371      44,193    49,005    51,833      54,566      55,438      56,851      57,993     60,331     65,060    68,491    64,822    27,120    65.6%       -5.4%
     Independent*              17,678      18,027    19,515    20,224      20,388      19,670      19,800      19,840     19,826     26,158    27,131    20,164      9,453   53.5%      -25.7%
   Hispanic                   237,394     252,824   273,945   292,071     309,457    319,495      333,964     345,284    366,878    412,642   442,405   676,100   205,011    86.4%       52.8%
     Public Two-Year          129,308     138,718   152,149   162,994     174,844    180,323      189,474     195,890    210,476    238,281   256,332   429,947   127,024    98.2%       67.7%
     Public Four-Year          82,815      87,923    94,981   101,612     107,004    111,181      115,952     120,148    126,416    136,381   148,094   212,813    65,279    78.8%       43.7%
     Independent*              25,271      26,183    26,815    27,465      27,609      27,991      28,538      29,246     29,986     37,980    37,979    33,340    12,708    50.3%      -12.2%
   White                      570,052     586,942   614,412   627,086     631,767    628,429      624,671     621,603    628,605    658,876   654,692   671,300    84,640    14.8%       2.5%
     Public Two-Year          236,429     248,620   264,350   271,190     275,863    275,146      272,612     272,977    279,396    306,376   304,390   305,156    67,961    28.7%       0.3%
     Public Four-Year         249,816     253,906   262,805   268,216     268,319    267,113      266,016     264,214    265,256    270,966   268,195   279,331    18,379     7.4%       4.2%
     Independent*              83,807      84,416    87,257    87,680      87,585      86,170      86,043      84,412     83,953     81,534    82,107    86,813     -1,700    -2.0%      5.7%
*Includes career colleges.

                      Appendix Table A-2: Trend Line Data Points for Change in Participation from Fall 2000 to Meet CTG Targets
                                              At Public and Independent Higher Education Institutions

  Ethnicity                  2001       2002     2003      2004         2005        2006        2007        2008        2009       2010       2011      2012       2013      2014        2015
  Total                      29,897     59,793   89,690    119,586   149,483     200,283        251,083     301,883     352,683    403,483    448,883   494,283    539,683   585,083    630,483
  African American            4,707      9,415   14,122     18,830      23,537      28,797       34,057      39,317      44,577     49,837     52,717    55,597     58,477    61,357     64,237
  Hispanic                   20,521     41,042   61,564     82,085   102,606     129,406        156,206     183,006     209,806    236,606    277,026   317,446    357,866   398,286    438,706
  White                       4,190      8,379   12,569     16,758      20,948      34,848       48,748      62,648      76,548     90,448     92,608    94,768     96,928    99,088    101,248




                                                                                                  A-1
Appendix Table A-3: Fall Enrollment in Public and Independent Institutions as a Percentage of the Population by Race/Ethnicity and Gender

                                                                                                                                                      Point
                                                                                                                                                     Change
              Race/Ethnicity &                                                                                                                        2000-
              Gender                  2000       2001       2002       2003       2004        2005    2006     2007       2008      2009     2010     2010
              Total                     4.9%         5.0%     5.3%       5.3%         5.4%     5.3%     5.3%    5.3%       5.3%       5.7%    5.9%     1.0%
               Female                   5.4%         5.6%     5.9%       6.0%         6.1%     6.0%     6.0%    6.0%       6.1%       6.5%    6.8%     1.4%
               Male                     4.4%         4.5%     4.6%       4.6%         4.6%     4.6%     4.5%    4.5%       4.6%       4.9%    5.1%     0.7%
               Point Difference         1.0%         1.1%     1.2%       1.4%         1.4%     1.5%     1.5%    1.4%       1.5%       1.6%    1.7%     0.7%
              African American          4.5%         4.7%     5.0%       5.2%         5.3%     5.2%     5.2%    5.3%       5.4%       6.2%    6.6%     2.1%
               Female                   5.4%         5.7%     6.1%       6.3%         6.5%     6.5%     6.5%    6.4%       6.6%       7.6%    8.1%     2.7%
               Male                     3.5%         3.6%     3.8%       3.9%         4.0%     3.9%     3.9%    4.0%       4.1%       4.7%    5.0%     1.6%
               Point Difference         2.0%         2.1%     2.3%       2.4%         2.5%     2.5%     2.5%    2.4%       2.5%       2.9%    3.1%     1.1%
              Hispanic                  3.6%         3.6%     3.8%       3.9%         4.0%     3.9%     4.0%    3.9%       4.0%       4.4%    4.5%     0.9%
               Female                   4.1%         4.3%     4.5%       4.7%         4.8%     4.7%     4.8%    4.7%       4.9%       5.2%    5.4%     1.3%
               Male                     3.0%         3.0%     3.1%       3.1%         3.2%     3.2%     3.2%    3.2%       3.2%       3.5%    3.6%     0.6%
               Point Difference         1.1%         1.2%     1.4%       1.5%         1.6%     1.6%     1.6%    1.6%       1.6%       1.7%    1.8%     0.6%
              White                     5.1%         5.3%     5.5%       5.6%         5.6%     5.6%     5.5%    5.5%       5.5%       5.8%    5.7%     0.6%
               Female                   5.6%         5.7%     6.0%       6.1%         6.2%     6.1%     6.1%    6.0%       6.1%       6.3%    6.3%     0.7%
               Male                     4.7%         4.8%     5.0%       5.0%         5.0%     5.0%     4.9%    4.9%       5.0%       5.2%    5.1%     0.4%
               Point Difference         0.9%         0.9%     1.0%       1.1%         1.2%     1.2%     1.1%    1.1%       1.1%       1.1%    1.2%     0.3%
              Note: Differences and changes are expressed as percentage points.

         Appendix Table A-4: Freshmen as a Percentage of All Students at Public Higher Education Institutions by Race/Ethnicity

                                       Type of                            African
                                       Institution           White       American       Hispanic      Asian     Other        Total
                                       Fall 2000 Total         41.1%          47.0%          46.9%     33.6%      27.0%           42.1%
                                         Two-Year              64.4%          61.9%          61.7%     53.1%      57.2%           62.7%
                                         Four-Year             19.1%          29.2%          23.8%     20.1%      10.5%           20.5%
                                       Fall 2010 Total         41.2%          47.0%          48.6%     32.8%      40.9%           43.7%
                                         Two-Year              63.8%          62.8%          64.1%     52.2%      70.3%           63.7%
                                         Four-Year             15.6%          24.2%          21.8%     16.5%      12.6%           18.0%




                                                                                        A-2
         Appendix Table A-5: Public Higher Education Enrollment by Region and Type of Institution and Race/Ethnicity

                                                      Fall 2000                                                      Fall 2010

Region or Type of                        African                                                        African
Institution                   White     American   Hispanic   Asian       Other    Total     White     American   Hispanic   Asian       Other      Total
Region of Institution
  High Plains                  38,873      1,688      7,010       1,095    1,794    50,460    41,570      3,191     13,733       1,765     7,241     67,500
  Northwest                    10,436      1,178      1,742        243      533     14,132    12,507      1,716      3,495        357      1,185     19,260
  Metroplex                   117,576     23,386     20,142   12,168      12,336   185,608   153,314     51,012     59,408   23,221       26,765    313,720
  Upper East                   24,786      5,014      1,328        226      386     31,740    34,242      8,472      4,851        583      2,789     50,937
  Southeast                    22,754      5,473      1,742        633      591     31,193    23,464      9,755      4,076        939      2,734     40,968
  Gulf Coast                   88,636     36,771     33,752   15,095      10,652   184,906   100,800     59,772     73,848   23,982       22,037    280,439
  Central Texas               122,484     10,141     23,129   10,370      11,399   177,523   136,682     19,433     45,627   14,785       18,001    234,528
  South Texas                  42,245      5,287     91,413       2,578    2,722   144,245    50,537     10,180    148,667       4,845    20,868    235,097
  West Texas                   13,363        982      5,602        222      274     20,443    14,147      1,558      9,880        382      1,196     27,163
  Upper Rio Grande              5,092        865     26,263        334     2,427    34,981     5,322      1,387     40,841        537      3,348     51,435
Type of Institution
  University                  242,024     40,763     81,180   23,626      27,033   414,626   258,383     67,092    145,121   35,690       51,264    557,550
  Community College           227,361     46,871    125,222   17,362      15,118   431,934   294,970     94,305    249,203   32,135       51,349    721,962
  Technical & State College     9,068      2,543      4,086        283       84     16,064     9,420      3,680      7,129        425       636      21,290
  Health-Related                7,792        608      1,635       1,693     879     12,607     9,812      1,399      2,973       3,146     2,915     20,245
Total                         486,245     90,785    212,123   42,964      43,114   875,231   572,585    166,476    404,426   71,396      106,164   1,321,047




                                                                           A-3
Appendix B: Success Data
                  Appendix Table B-1: Actual Awards FY 2000-2010 and CTG Success Targets

                                                                                                                                                    CTG
                                                                                                                                                   Goal/
                                                                Degrees and Certificates Awarded                                                   Target
Type of Award                 2000       2001       2002       2003       2004       2005       2006       2007     2008     2009       2010       2015
Bachelor's, Associate's, &
                              116,235 116,754 124,626 132,478 139,626 144,338 147,705 152,058 155,542 164,715 176,604 210,000
Certificates (BAC)
  Public Two-Year              40,553    40,444     44,697     49,988     53,851     56,858     57,020     58,202   58,940   64,475     73,963
  Public Four-Year             58,818    59,337     61,995     63,777     67,099     69,852     73,182     75,951   78,384   81,425     83,329
  Independents                 16,864    16,973     17,934     18,713     18,676     17,628     17,503     17,905   18,218   18,815     19,312
Bachelor's                     74,906    75,286     78,919     81,141     84,595     86,473     89,780     93,032   95,778   99,463 101,879 112,500
  Public Two-Year                    0          0          0          0          0          0          0      30       46      112        131
  Public Four-Year             58,574    58,988     61,611     63,356     66,742     69,505     72,837     75,577   77,989   81,014     82,881
  Independents                 16,332    16,298     17,308     17,785     17,853     16,968     16,943     17,425   17,743   18,337     18,867
Associate's                    25,505    25,363     27,512     30,482     33,608     35,796     37,196     37,869   39,486   42,329     48,851     55,500
  Public Two-Year              24,810    24,549     26,765     29,599     32,688     35,070     36,559     37,309   38,903   41,732     48,253
  Public Four-Year               163       139        121        144        177        166        177        168      185      242        242
  Independents                   532       675        626        739        743        560        460        392      398      355        356
Doctorates                      2,629     2,671      2,539      2,637      2,807      3,041      3,220      3,623    3,763    3,692      3,813      3,900
  Public Two-Year                    0          0          0          0          0          0          0       0        0           0          0
  Public Four-Year              2,297     2,318      2,238      2,203      2,356      2,560      2,780      3,123    3,216    3,083      3,249
  Independents                   332       353        301        434        451        481        440        500      547      609        564
African American BAC           11,215    11,756     12,625     13,373     14,667     14,600     14,695     15,460   15,568   17,287     18,433 24,300
  Public Two-Year               5,192     5,447      6,013      6,428      7,082      7,093      6,705      7,131    6,982    7,877      8,579
  Public Four-Year              4,323     4,559      4,805      5,136      5,576      5,723      6,213      6,616    6,821    7,579      7,998
  Independents                  1,700     1,750      1,807      1,809      2,009      1,784      1,777      1,713    1,765    1,831      1,856
Hispanic BAC                   23,368    24,036     26,251     28,832     31,334     33,723     35,385     37,704   39,267   43,158     47,364 67,000
  Public Two-Year              10,207    10,538     11,833     13,735     15,488     16,724     17,414     17,923   18,326   20,446     23,638
  Public Four-Year             10,879    11,135     11,974     12,502     13,263     14,504     15,478     17,055   17,971   19,511     20,605
  Independents                  2,282     2,363      2,444      2,595      2,583      2,495      2,493      2,726    2,970    3,201      3,121
Technology BAC                 11,979    12,122     12,720     14,578     14,336     13,677     12,978     12,666   12,877   13,999     15,225     29,000
  Public Two-Year               5,084     5,140      5,428      7,267      6,966      6,169      5,277      5,251    5,360    6,157      7,159
  Public Four-Year              6,895     6,982      7,292      7,311      7,370      7,508      7,701      7,415    7,517    7,842      8,066
  Computer Science              4,002     4,352      4,759      5,507      5,110      4,198      3,455      3,102    2,867    3,206      3,833
  Math                           744       700        766        817        938        949       1,028      1,062     959     1,073      1,048
  Physical Science              1,153     1,094      1,192       808        829        821        957        966     1,041    1,108      1,185
  Engineering                   6,080     5,976      6,003      7,446      7,459      7,709      7,538      7,536    8,010    8,612      9,159
Allied Health & Nursing BAC    13,207    12,878     12,960     13,535     15,019     16,113     17,289     17,924   18,184   19,912     21,225     26,100
  Public Two-Year               9,388     9,026      9,224      9,861     11,117     11,962     12,838     13,041   12,901   14,254     14,946
  Public Four-Year              3,819     3,852      3,736      3,674      3,902      4,151      4,451      4,883    5,283    5,658      6,279
  BSN                           2,004     1,961      2,056      2,125      2,345      2,430      2,607      2,944    3,266    3,476      4,044
  ADN                           2,752     2,695      2,708      3,220      3,496      3,595      3,984      4,141    4,566    4,819      5,240
  Other Nursing                 2,847     2,601      2,812      2,933      3,058      3,457      3,494      3,620    3,203    3,675      3,561
  Allied Health                 5,604     5,621      5,384      5,257      6,120      6,631      7,204      7,219    7,149    7,942      8,380
All Teachers Initially
                               11,807    14,383     17,708     21,453     22,885     23,160     24,686     25,229   26,360   25,777     25,079     44,700
Certified, All Routes
  Math & Science Teachers       2,156     2,473      2,972      3,061      2,498      2,737      2,991      3,044    3,373    3,210      3,578      6,500



                                                                      B-1
                               Appendix Table B-2: Success Trend Line Data Points Since FY 2001 to Meet CTG Targets

Type of Award              2001      2002      2003      2004      2005      2006        2007        2008      2009      2010      2011      2012      2013      2014      2015
Bachelor's, Associate's,
                           119,788   123,341   126,894   130,447   134,000   141,400    148,800      156,200   163,600   171,000   178,800   186,600   194,400   202,200   210,000
& Certificates (BAC)
Bachelor's                  77,425    79,944    82,462    84,981    87,500    90,000     92,500       95,000    97,500   100,000   102,500   105,000   107,500   110,000   112,500
Associate's                 26,004    26,503    27,002    27,501    28,000    31,080     34,160       37,240    40,320    43,400    45,820    48,240    50,660    53,080    55,500
Doctorates                   2,663     2,697     2,732     2,766     2,800     2,910         3,020     3,130     3,240     3,350     3,460     3,570     3,680     3,790     3,900
African American BAC        11,572    11,929    12,286    12,643    13,000    14,360     15,720       17,080    18,440    19,800    20,700    21,600    22,500    23,400    24,300
Hispanic BAC                24,894    26,421    27,947    29,474    31,000    34,800     38,600       42,400    46,200    50,000    53,400    56,800    60,200    63,600    67,000
Technology BAC              13,383    14,787    16,192    17,596    19,000    20,000     21,000       22,000    23,000    24,000    25,000    26,000    27,000    28,000    29,000
Allied Health & Nursing
                            13,266    13,324    13,383    13,441    13,500    14,860     16,220       17,580    18,940    20,300    21,460    22,620    23,780    24,940    26,100
BAC
All Teachers Initial
                            15,160    17,320    19,480    21,640    23,800    25,960     28,120       30,280    32,440    34,600    36,620    38,640    40,660    42,680    44,700
Certifications
Math & Science Teacher
                             2,585     3,014     3,442     3,871     4,300     4,520         4,740     4,960     5,180     5,400     5,620     5,840     6,060     6,280     6,500
Certifications




                                                                                       B-2
Appendix C: Research Data
             Appendix Table C-1: Federal Science and Engineering Obligations for Research and Development
                            (Current $ Thousands), U.S. and Top Seven States, FY 1999-2007

State                   1999           2000           2001           2002           2003           2004           2005           2006           2007
U.S. Total            $15,569,103   $17,289,808    $19,390,153    $21,154,640    $22,804,253    $23,810,968    $25,025,362    $25,361,561    $25,335,978
California             $2,247,783     $2,517,086     $2,697,229     $2,951,472     $3,193,421     $3,458,540     $3,562,040     $3,458,085     $3,487,825
  % of U.S. Total          14.4%          14.6%          13.9%          14.0%          14.0%          14.5%          14.2%          13.6%          13.8%
New York               $1,269,773     $1,410,518     $1,580,912     $1,682,187     $1,857,646     $1,948,714     $2,048,855     $2,010,960     $1,991,832
  % of U.S. Total           8.2%           8.2%           8.2%           8.0%           8.1%           8.2%           8.2%           7.9%           7.9%
Pennsylvania            $990,736      $1,082,830     $1,239,294     $1,378,756     $1,417,348     $1,489,570     $1,491,231     $1,536,857     $1,591,859
  % of U.S. Total           6.4%           6.3%           6.4%           6.5%           6.2%           6.3%           6.0%           6.1%           6.3%
Maryland               $1,004,165     $1,051,387     $1,122,508     $1,296,852     $1,294,617     $1,382,909     $1,461,924     $1,652,290     $1,569,606
  % of U.S. Total           6.4%           6.1%           5.8%           6.1%           5.7%           5.8%           5.8%           6.5%           6.2%
Massachusetts           $937,584       $998,935      $1,072,841     $1,147,934     $1,220,700     $1,342,039     $1,377,471     $1,483,191     $1,491,859
  % of U.S. Total           6.0%           5.8%           5.5%           5.4%           5.4%           5.6%           5.5%           5.8%           5.9%
Texas                   $834,577       $958,185      $1,147,752     $1,222,324     $1,385,229     $1,342,911     $1,396,643     $1,401,353     $1,418,120
  % of U.S. Total           5.4%           5.5%           5.9%           5.8%           6.1%           5.6%           5.6%           5.5%           5.6%
North Carolina          $573,092       $636,881       $766,285       $841,951       $938,818       $948,086      $1,020,230     $1,079,329     $1,076,694
  % of U.S. Total           3.7%           3.7%           4.0%           4.0%           4.1%           4.0%           4.1%           4.3%           4.2%
 Source: National Science Foundation, Survey of Federal S&E Support to Universities, Colleges, and Nonprofit Institutions: Federal Obligations for
  Research and Development. Available online at: https://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHome

        Appendix Table C-2: Trend Line Data Points for Percent of U.S. Total Research and Development Obligations
                                           to Meet CTG Targets, FY 2000-2015

    Type of Data               2000    2001   2002    2003   2004    2005   2006    2007   2008    2009   2010    2011   2012    2013   2014    2015
    % of U.S. Total            5.50% 5.57% 5.64% 5.71% 5.78% 5.85% 5.92% 5.99% 6.06% 6.13% 6.20% 6.26% 6.32% 6.38% 6.44% 6.50%




                                                                          C-1
                 Appendix Table C-3: Expenditures for Research and Development (Current $ Thousands) by Source of Funds at
                                             Texas Public Four-Year Institutions, FY 1999-2010
Type of Institution and
Source                          1999           2000        2001           2002           2003       2004           2005         2006           2007          2008         2009           2010
Public Universities
Federal                         $429,469       $466,342   $501,649       $564,550       $581,314    $598,223       $687,231     $715,512       $762,459     $828,254      $860,044      $945,238
State Appropriated              $113,107       $146,241   $154,227       $181,170       $192,545    $164,060       $178,457     $188,607       $194,793     $239,248      $261,504      $262,752
State Grants and Contracts       $80,162        $70,326        $80,609    $96,572        $98,792     $89,478        $99,235      $98,129       $112,385     $112,838      $126,235      $125,293
Institutional                    $88,518        $80,512        $77,158    $92,735       $102,690    $109,589       $129,826     $139,173       $144,064     $178,282      $208,213      $249,544
Private-Profit                   $29,205        $53,546        $63,347    $64,765        $61,670     $62,315        $71,011      $79,413        $86,185     $115,434      $128,414      $144,419
Private-Non-Profit               $88,733        $64,305        $71,233    $76,996        $81,401     $85,935        $76,930      $77,920        $84,960      $84,659      $104,711      $110,745
Total                           $829,194       $881,271   $948,223 $1,076,789 $1,118,412 $1,109,602 $1,242,691 $1,298,753 $1,384,846 $1,558,716 $1,689,121 $1,837,990
Public Health-Related Institutions
Federal                         $367,176       $421,090   $479,224       $577,718       $639,417    $709,811       $752,991     $787,661       $796,944     $836,908      $857,479      $919,226
State Appropriated               $83,801        $90,655        $94,141   $119,859       $133,768    $149,561       $164,507     $205,871       $210,984     $251,078      $261,218      $284,766
State Grants and Contracts           $4,114      $8,082        $13,790    $16,843        $10,414     $11,525        $11,621      $18,810        $24,294      $21,305       $30,767       $38,211
Institutional                    $11,367        $27,624        $38,793    $38,501        $38,962     $43,951        $51,283      $70,291        $82,275     $110,797      $134,385      $134,303
Private-Profit                   $60,196        $57,762        $63,032    $78,841        $79,164     $67,522        $78,454      $82,281        $93,615     $112,523      $109,732      $110,162
Private-Non-Profit               $95,875       $116,072   $132,457       $141,687       $154,054    $160,926       $167,100     $178,450       $207,523     $212,997      $229,945      $221,801
Total                           $622,528       $721,284   $821,437       $973,451 $1,055,780 $1,143,296 $1,225,956 $1,343,363 $1,415,636 $1,545,608 $1,623,526 $1,708,469
Public Universities and Health-Related Institutions
Federal                         $796,645       $887,432   $980,873 $1,142,269 $1,220,731 $1,308,035 $1,440,222 $1,503,173 $1,559,403 $1,665,163 $1,717,523 $1,864,464
State Appropriated              $196,908       $236,896   $248,368       $301,029       $326,314    $313,621       $342,964     $394,478       $405,778     $490,325      $522,722      $547,518
State Grants and Contracts       $84,275        $78,408        $94,400   $113,415       $109,206    $101,004       $110,856     $116,939       $136,679     $134,143      $157,002      $163,504
Institutional                    $99,885       $108,135   $115,951       $131,237       $141,652    $153,540       $181,109     $209,463       $226,339     $289,079      $342,598      $383,846
Private-Profit                   $89,400       $111,308   $126,379       $143,606       $140,835    $129,837       $149,465     $161,694       $179,800     $227,957      $238,146      $254,581
Private-Non-Profit              $184,609       $180,376   $203,690       $218,683       $235,455    $246,861       $244,030     $256,369       $292,482     $297,657      $334,656      $332,545
Total                         $1,451,722 $1,602,555 $1,769,660 $2,050,240 $2,174,192 $2,252,898 $2,468,647 $2,642,116 $2,800,482 $3,104,324 $3,312,647 $3,546,459


          Appendix Table C-4: Trend Line Data Points for Research and Development Expenditures ($ Billion) to Meet CTG Targets

        Type of Data                  1999     2000    2001     2002     2003    2004     2005     2006    2007     2008      2009    2010     2011       2012    2013    2014    2015
        Total Expenditures             1.452   1.549   1.646     1.742   1.839   1.936    2.033    2.129   2.226     2.323    2.420    2.516    2.613     2.710   2.807   2.903      3.000




                                                                                           C-2
This document is available on the Texas Higher Education Coordinating Board
Website: http://www.thecb.state.tx.us




For more information contact:

Janet Beinke, Director of Planning
Planning and Accountability
Texas Higher Education Coordinating Board
P.O. Box 12788
Austin, TX 78711
(512) 427-6354 FAX (512) 427-6147
janet.beinke@thecb.state.tx.us

				
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