Institutional Outcome: Career and Technical Education (CTE)sjcblogs.sanjac.edu › chancellor ›...

1

Institutional Outcome: Career and Technical Education (CTE)

2008-2009

Enhance and expand the college’s technical programs. San Jacinto Community College District Strategic Goal (1.4) 2006-2007

March 1, 2010

2

Team Charter

Review Team for Career and Technical Institutional Outcome Date: March 1, 2010 Team Name: Review Team for Career and Technical Education

Institutional Outcome Team Leader: Dr. Gary Friery – Dean of Technical Education-North

Campus Team Sponsor: Strategic Leadership Team Team Members: Dr. Steven Horton Central Campus

Ms. Edna Robinson Central Campus

Ms. Lou Brock South Campus

Mr. Earl Godfrey South Campus

Team Ex-Officio Members: Mr. George González, Director of Research and

Institutional Effectiveness – District Mr. Leonard Simpson II, Survey Research Analyst – District

Team Support Staff: Ms. Patti Walling, Office Manager – District

3

Background: Key Performance Indicators for career and technical education efforts are based on the premise that our faculty, staff, and administrators want to provide an environment of success for our career and technical education students. The Board of Trustees endorses a college-wide institutional outcome monitoring system which was recommended by the Strategic Leadership Team. Purpose: 1. The Review Team will provide data for the measures of the Key Performance

Indicators (KPIs).

2. The Review Team will review the data and collectively provide targets for the coming year for each measure of the KPIs.

3. The Review Team will devise strategies to be implemented in the coming year with the intention that the strategies will help achieve target success.

4. The Review Team will be leaders and advocates at their respective campuses and

offices for implementing strategies. 5. The Review Team will meet three to four times per year to monitor progress on

strategies and outcomes. 6. The Review Team will provide a monitoring report and presentation to the Board of

Trustees once a year to update progress on KPIs. Key Assumptions: 1. The monitoring report will be presented to the Board of Trustees each year.

2. Each team member will be committed to achieving the targets set by the team.

3. Each team member will be a leader and advocate at their respective campuses and

offices for implementing strategies.

4. The data will be available in a timely manner for updating the report each year. Deliverables from the Team: 1. The Review Team will define the Key Performance Indicators and associated

performance measures.

2. The Review Team will provide targets for each performance measurement.

4

3. The Review Team will identify strategies for achieving target measurements.

4. The Review Team will develop a monitoring report to be provided to the Board of

Trustees.

5. The Review Team will develop a presentation to be given at the Board meeting. Constraints and Concerns: 1. The meeting times and schedule will require a high level of commitment.

2. The development of strategies will be critical.

3. Mutual trust and respect must be demonstrated in accordance with the college

values.

4. Every team member has an equal voice. Methodology: 1. Review Team members are expected to make themselves available for meetings. 2. Meet every three to four months as a team to monitor progress. Meet more often as

needed in the months leading up to the report being finalized.

Key Performance Indicators for Career and Technical Education:

1. Placement Success

2. Graduates

3. Health Sciences Licensure Pass Rates

4. Nursing Program

5. Success Rates

6. Contact Hour Enrollment

5

Review of Key Performance Indicators and Strategies for Improvement to Outcomes

Placement Success (see appendix Tables 2, 3, and 4): The college-wide 3-year placement success rate for Career and Technical Education (CTE) program completers was 94% for academic years 2004-05 through the academic year 2006-07. This means that 94% of the 4,245 completers one year after graduation were employed, attending an institution of higher education, or enlisted in the military. This is an outstanding success rate and greatly exceeds the Texas Higher Education Coordinating Board (THECB) 85% standard. Strengthening internship programs, partnerships with specific industries (especially in allied health, petrochemical, and maritime), and connections with programs/courses in Continuing and Professional Development (CPD) will be part of the focus in sustaining our high placement rates and ensuring employment for students. Graduates (see appendix Tables 5, 6, 7, and 8): Programs across the College need to develop strategies for increasing the number of completers of certificates and degrees. From academic year (AY) 2005-06 to AY 2007-08, Central Campus had 2,773 graduates, North Campus 1,222, and South Campus 904. The North Campus had the greatest percentage increase in students attaining Associate of Applied Science degrees or technical certificates from AY 2006-07 to AY 2007-08 with 15.87%. The Central Campus had an increase of 10.31%, while the South Campus showed a decrease of 25.22%. The 2-year graduation rates have been hovering at about 4% for several years, while there has been a gradual decrease in the number of certificates earned and a gradual increase in the number of degrees earned. Because the economy is in a downturn and jobs across business and industry are increasingly requiring certification and degrees, it is anticipated that completion rates will increase. To support this, all programs are instituting Student Planning Sheets, which will map out a student’s educational path and milestones along that path. Many programs have “stacked” certificates or skills, which build skills as a student works toward an associate’s degree. Job opportunities open up with each successive skill level and certificate completion, so that students can get better jobs as they work toward the degree. Faculty and administration are working with industries to identify exit points for certificates, as well as employment opportunities for students. A good example of this is the model which schedules a student for Accounting Principles I (Monday and Wednesday), coupled with a CPD course in QuickBooks (Friday), which allows a student to move into jobs paying almost twice minimum wage ($12-$15 an hour) by the end of one semester. This model will be used at Central Campus fall 2010. In allied health, a student may progress from Certified Nursing Assistant to Licensed Vocational Nurse to an Associate’s Degree in Nursing. All programs will be reviewed in the context of this model, which is further enhanced by internship opportunities. Two major current

6

areas of focus for these stacked skills are the maritime and petrochemical industries, both of which represent strong partnerships between credit and non-credit programs. The College has 70 CTE eligible programs and 62 of those programs met or exceeded the Texas Higher Education Coordinating Board’s 15 Certificate and/or Associate of Applied Science Degree Graduates per Three Years Standard. Programs which did not meet the state standard included Information Technology (IT) programs on North Campus (46 graduates) and South Campus (35 graduates). However, the Texas Higher Education Coordinating Board (THECB) divided each campus’s program into three separate programs; thus, both North and South fell short of the fifteen graduates in two of the three Information Technology programs (North IT General and IT Administration, and South IT General and IT Computer Programming). Additionally, North Campus engineering design graphics and electrical technology and South Campus office technology did not meet the state standard. One change that has been made is that North Campus now has a full-time drafting instructor (effective fall 2009) and a full-time electrical instructor (effective fall 2009). South Campus hired a full-time faculty member for Business Office Technology, effective AY 2008-09. Full-time faculty are more invested in program growth, participate in recruiting and advising, and follow data closely on program success and completion. Further, curriculum revisions were made to add a foundation certificate (occupational certificate) to each of the three IT program areas which will be effective AY 2010-11. This certificate reflects our increasing emphasis on stacked skills for all career and technical areas. In addition, Dr. O’Brien was able to get permission from the THECB to combine all three of these CIP codes into one CIP code and we are in the process of making those revisions at this time. The combining of these three CIP codes into one will be reflected in the data for the AY 2010-2011 and will ensure that these programs will be in compliance from that year forward.

The final program that did not meet graduate standards was the Central Campus Visual Communications program. This program had only six graduates, and it has not proven to be a viable program. As a result, it will be closed effective fall 2010; at that time, the program will only be taught on South Campus. This may result in increased enrollment for South’s program.

Although the number of graduates college-wide is expected to increase, review of hiring patterns in business and industry during the current recession indicates that companies are not hiring as many employees as in the past, according to the U.S. Bureau of Labor Statistics’ Economic News Release: The Employment Situation of January 2010 (http://www.bls.gov/news.release/empsit.nr0.htm). The first program hit by the recession and the collapse of the housing market was the Real Estate Program. The second program was the Career Pilot Program because the airlines have not been hiring new pilots during the past 12-18 months. Engineering Design Graphics (Drafting) is the third program currently seeing a decrease in enrollment as engineering companies are downsizing their drafters and designers. Real Estate, Drafting, and Career Pilot are cyclical programs and will tend to follow the trend of the economy which is typical of the past history for these programs during economic downturns. However,

http://www.bls.gov/news.release/empsit.nr0.htm�

7

these are programs which will need serious oversight in the next two years to measure long-term viability.

Health Sciences Licensure Pass (See Table 12):

The Health Sciences licensure pass rates are 89% college-wide. This represents a wide range of programs and varying pass rates, dependent on campus and program. On the North Campus, the Emergency Medical Basic pass rate was 66% for AY 2007-08. The Emergency Medical Technology certification pass rates are historically low state-wide; however, focus is needed to increase the pass rate. Carl Perkins Grant funds were utilized to cover the cost of providing students in the program a refresher course before students sit for certification. In addition, program exams have been standardized across the district, and faculty and administration will use test results to identify weaknesses in student competencies attainment. These findings will be incorporated into the refresher course.

The Vision Care Program had a 66.7% pass rate, but only 3 students took the certification exam. It is difficult to draw conclusions from such a small sample. Of the three students who took the exam, two passed. The student who failed reported that she did not study in the categories she failed; she has re-tested and passed the exam. As enrollment grows in this program and more students sit for certification, faculty and administration will review results. If pass rates do not improve, strategies will be developed, such as tutoring, exam preparation classes, and revised curriculum relative to testing standards. One faculty project in respiratory therapy, funded by Achieving the Dream monies, created special study activities and practice tests to prepare students for licensure exams. This could be duplicated in the area of Vision Care. Nursing: San Jacinto College’s nursing programs, including Central’s ADN program, South’s ADN Mobility program (LVN to RN), and North and South’s LVN programs, have been well positioned to meet the growing educational needs of the communities served. However, an ADN expansion program is under review for North Campus in an effort to ensure that we continue to meet the needs of our service area. There are three main factors that have contributed to the variances in contact hour generation noted throughout this report. The most significant factor is staffing. For example, during AY 2007-08, there were seven full-time nursing faculty vacancies for Central’s ADN program. Other contributing factors are availability of clinical sites and facilities space.

San Jacinto College’s nursing programs will continue to provide the services necessary to support the growing educational needs of the communities served and do so with a vision of forethought and planning for the future. Program expansion, new science facilities, equipment purchases, contract hour growth, and student success (in the program and in certification/licensure) are areas of concentration on all campuses. The

8

college’s ability to recruit and retain qualified faculty has a significant impact on the ability to maintain and grow contact hours and on the success of students in didactic course and in clinical settings. Even with additional stipends provided for nursing faculty, some specialties within the field have been difficult to recruit and retain. It will be critically important that college administration work with Human Resources to develop recruiting plans for nursing faculty candidates and to develop new strategies for retaining those hires. Further, the College will pursue innovative partnerships with local health care agencies and hospitals for shared hires, collaborative funding models, and support of mobility programs that assist incumbent workers in increasing their skills, such as the South Campus’ ADN Mobility Program (LVN to RN), which provides an avenue for Licensed Vocation Nurses to complete the associate’s degree. Allied health faculty and administration will seek new clinical sites through collaborative agreements with the college’s industry partners and purchase simulation equipment to expand on-campus clinical opportunities. Also, in development are plans to increase distance learning options for selected programs, which will enhance access and student opportunity.

In terms of contact hour generation, South Campus’s ADN Mobility Program had a dramatic percentage gain from 2006-08 because of the ability to enroll a third cohort of students. The data also reveal a drop in contact hours for the South’s LVN program, attributable to faculty shortages during AY 2007-08, which limited the possible enrollment. North Campus’s LVN Program experienced a significant increase from fall 2007 to fall 2009, also because of the ability of the campus to admit a third cohort and increase total contact hours. Faculty positions for the nursing area on all three campuses will be posted for hire in AY 2010-11.

The nursing programs on all three campuses have licensure pass rates that exceed the accrediting requirements set forth by the Texas State Board of Nursing (see appendix Table 12). However, the college’s licensure rates must be improved. The most significant factor in improving student performance lies within program faculty. Full-time, qualified nursing faculty will have an immediate effect on student outcomes. The College has taken measures to mitigate nursing program staffing issues and has developed a college-wide plan for academic continuity (academic preparedness) that includes moving retention specialist positions to college dollars, instead of grant funding. Program staff are working with Human Resources on development of successful recruitment and hiring strategies for full-time nursing faculty. The addition of space provided by the construction of the new health science buildings and the additional Board of Trustees-approved stipends for nursing faculty provide incentives to attract qualified nursing faculty. This will result in increased student numbers over time. Additionally, exam preparation courses, special tutoring, and mentoring are being strengthened; curriculum review is ongoing and ensures curriculum alignment with industry standards, as well as licensure requirements.

Furthermore, all Nursing programs have reported successful placements, with North and South campuses showing a three-year average placement rate of over 97% (appendices 2, 3, and 4) for 417 graduates from AY 2005-06 to AY 2007-08. Additionally, ADN and LVN nursing programs college-wide account for over 1,000

9

completers being placed in employment or pursuing further education for AY 2005-06 to AY 2007-08 (see appendix Tables 2, 3, and 4).

Success Rates (see appendix Tables 9, 10, and 11): The success rate is defined as the percent of students enrolled in a course who earned grades of A, B, or C. Cumulatively, college-wide, Career and Technical Education (CTE) Programs on all three campuses had A to C success rates above 75% for spring 2009. However, there were program areas showing rates of less than 70%; these areas need defined strategies for improvement. On all three campuses, Accounting, Business Management, and Business Office Technology had less than a 70% success rate; and North and South Campuses’ Information Technology programs both fell below 70%. Because of the Achieving the Dream work in college preparatory, faculty and administration in CTE began an internal analysis on student success. A first step will be comparing the success rates of traditional course delivery courses with that of on-line or hybrid course delivery. We are anticipating that this information will provide us with insight as to how to better meet students’ needs as evidenced by higher success rates and where we need to improve curriculum, support services, tutoring, and faculty engagement. Cosmetology programs on all three campuses had course success rates less than 70%; however, program completion rates show a three-year average of 84%, from 2004 to 2007. The disparity between course success rates and program completion has to do with the clock hour requirement needed to sit for licensure exams. One missed class meeting causes students to fall below this threshold. If that occurs, a student must enroll for another complete semester to gain the needed clock hours, but the student withdraws as soon as the needed clock hour requirement is met, which is before completing the course. Faculty and administration are developing alternatives which will accommodate needed clock hours. Central Campus’ Aeronautical Technology program had a 68.7% completion rate. The cost of the program and financial aid processes need to be aligned so that students may receive sufficient funding to support the high costs of the program (courses range in price from $4,000 to $12,000). Additionally, we need to investigate industry partnerships and scholarship opportunities that would allow students to progress uninterrupted through the program.

Child Development on Central had a success rate of 66.5%. Many students complete two classes, which meets skills requirements for employment in child care facilities, but which does not merit completion at a certificate or degree level. We are working with one child care center’s management to develop a process in which the center reimburses tuition and fees to employees once the employee earns a C or better in classes, rather than the current model of the center’s paying tuition and fees in advance. Central Campus’ Occupational Safety and Health Administration program and Central and North campuses’ Emergency Medical Technology programs had success rates less than 70%. Faculty and administration will explore scholarship funds for students who cannot complete because of financial issues, as well as remediation and

10

retention strategies for students employed full-time who need time management and study skills. Mental Health programs on both the North and South had less than a 70% success rate. Each semester, a number of “survey” students sign up for the courses because they find the name of the course(s) interesting; but after sitting in the class, they realize that the field of counseling and mental health is longer the road to a job that they once thought they wanted and they withdraw. Since the first test is a predictor for students dropping the class, a tutoring session and counseling referral will be developed for those students who are not successful on the first test, and the Mental Health Student Association will hold tutoring sessions for the struggling students. The program offers two certificates, 34 and 36 semester credit hours respectively, and an Associate of Applied Science Degree. Students find jobs in the field before completing the certificate or degree requirements. To address this problem, the program plans to develop shorter certificate options to capture completers before they exit the program. Additionally, faculty and administration will work with the Mental Health Advisory Committee to explore industry incentives for students to complete certificates and degrees.

Contact Hour Enrollment (see appendix Table 1): The college-wide technical contact hours for AY 2008-09 are up 3.01% from AY 2007-08. Also, the technical contact hours have increased again for fall 2009 semester (College-wide – 1,366,048; Central – 728,468; North – 355,788; South – 281,792). However, over a longer span of time, from AY 2004-05 (College-wide – 3,497,897; Central – 1,853,181; North – 942,012; South – 702,704) to AY 2008-09 (College-wide – 3,214,860; Central – 1,837,384; North – 750,580; South – 626,896), the contact hours college-wide are down. We are encouraged by the recent growth, but the trend line shows we are just now returning to contact hour levels of four years ago. Areas of focus include work with service area school districts on exposing middle school and high school students to the advantages of community colleges and to the employment opportunities represented by certificates and associate’s degrees. We have instituted a shared counselor program for school districts and summer camps (EnergyVenture and MaritimeVenture) to showcase technical programs. State-wide, the Texas Association of Community Colleges reports that the base-year technical contact hours were 79.2 million for 2004-2005 versus 73.5 million for 2008-2009, as state policies seemed to emphasize bachelor’s degrees and transfer universities over community colleges. That trend may be changing. For 2010-2011, technical contact hours for community colleges are projected at 76.7 million. Further, it is important to note that many technical degree areas, such as Criminal Justice and Child Development, contain academic courses in addition to technical courses, and there have been changes in course classification in several programs since 2004.

11

All technical areas are charged with developing strategies around program growth and student success. For example, the Architecture and Precision Productions CIP (Classification of Instructional Programs) Code includes the Welding Programs on the North Campus and Central Campus. North Campus showed an increase of 48.15% in contact hours, and Central Campus had an increase of 12.87%. The North and Central campuses capitalized on this growth area in the 2008-09 and 2009-10 academic years by adding a Friday night and Saturday class on both campuses. These classes were added once all of the evening classes were full. Another example, the Engineering Related CIP Code includes Engineering Design Graphics (Drafting), and the contact hour enrollment for 2008-09 indicated a college-wide increase of 27.66% in contact hours. The College capitalized on this growth trend last year by replacing 30-year-old drafting tables and growing capacity in CAD classes from 16 to 20, increasing cost effectiveness.

Summary of Strategic Goals

for Improving Career and Technical Education Outcomes

Goal: Increase the number of Technical Education completers by 3%. (Technical Education students completing a certificate or AAS degree are classified as completers.)

1) Technical education faculty will initiate Student Planning Sheets on students enrolled in their program.

2) Technical education faculty will review the planning sheets with the students before the end of the spring semester and let the students know which courses they need to take in the summer to complete the certificate or AAS degree in the least number of semesters.

3) Technical education faculty will emphasize the deadline dates to apply for graduation and encourage students to apply.

4) Technical education faculty will make a list of the students they determine have met graduation requirements and verify their list against the list of students who have applied for graduation. For those students who have met the graduation requirements and did not apply, the Deans of Technical Education will work with their respective campus Dean of Enrollment Services to have the certificates and/or AAS degrees awarded without an application. These four strategies have resulted in a 15.87% increase in graduates from the academic year 2006-07 to 2007-08 on the North Campus, and the other two campuses will show improvement once this implemented.

5) The Drafting “Core” Occupational Certificate was implemented during the fall 2009, and this will increase the number of graduates we have in the Engineering Design Graphics Program.

6) The Computer Information Technology (CIT) program will implement its “Core” Occupational Certificate for all three of its options in the fall of 2010, which should result in an improved graduate count for the three CIT Programs college-wide.

12

Goal: Increase or maintain the 85% State Placement Rates of Completers (one year after graduation, graduates will be employed, still attending an institution of higher education, or enlisted in the military):

1) The Technical Education department chairs and faculty will collect vital follow-up information on students enrolled in their programs via the Student Planning Sheets. Such follow-up information should assist the Deans of Technical Education in contacting students one year after graduation when the completed THECB CB 116 Follow-Up Report is due to the Texas Higher Education Coordinating Board.

2) The Technical Education department chairs and faculty will strive to find every graduate who is listed as “could not be found” on the CB 116 Follow-Up Report. Once the graduates are located, the Technical Education department chairs and faculty will verify the place of employment for each graduate and report this information to their respective Dean of Technical Education.

3) The college-wide 3-year placement rate for CTE program completers was 94% for academic years 2004-05 through 2006-07. This exceeds the Texas Higher Education Coordinating Board (THECB) 85% standard.

Goal: Create program-level contact hour data that will enable us to identify programs on a downtrend during the semester that the downtrend begins and not wait until we receive the certified data back from the THECB one year later. Also, the THECB data are clumped into CIP Code areas that include clusters of programs, and this makes it impossible to isolate weaknesses at the program level.

1) Deans of Technical Education will work with the research office to develop contact hour reports which include academic technical courses as well as the Workforce Education Course Manual (WECM) technical education courses.

2) These reports will include the following rubrics that are considered academic courses even though the courses have mirror WECM courses and even though the academic technical courses are a part of technical certificates and AAS degrees and taught by the technical faculty: CRIJ, RNSG, SOCW, TECA, BCIS, BUSI, ACCT, etc. This will require the course ownership identification by program for all academic technical courses and all WECM technical education courses.

3) We also recommend that contact hours be tracked by funding years (example: summer 2007, fall 2007, and spring 2008).

4) These reports can be generated at the campus level as a Banner ZSRCLLD report, but the ideal way of tracking this data would be to develop an IIS WebFOCUS enrollment report.

13

Key Performance Indicator: CTE Enrollment

The following graph is a 5-year comparison of the technical program contact hours by the academic years.

*See Appendix Table 1 - Key Performance Indicator: CTE Enrollment for detailed data for all technical

programs at each campus for five academic years

College‐wide Central North South

2004‐2005 3,497,897 1,853,181 942,012 702,704

2005‐2006 3,315,626 1,841,145 796,577 677,904

2006‐2007 3,171,457 1,791,765 720,892 658,800

2007‐2008 3,137,624 1,782,832 735,192 619,600

2008‐2009 3,214,860 1,837,384 750,580 626,896

07‐08 ‐ 08‐09 # INC 77,236 54,552 15,388 7,296

07‐08 ‐ 08‐09 % INC 2.46% 3.06% 2.09% 1.18%

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

Contact H

ours

5‐Year Comparison of CTE Contact Hours

14

Key Performance Indicator: Technical Program Success Program Quality Employment and Education Outcomes

The data presented below in the graphs show the top 5 programs, with more than 40 completers, which have students that were placed in employment or are pursuing further education from academic year 2004-05 to academic year 2006-07. The THECB standard is 85%.

*See Appendix Table 2 – Key Performance Indicator: Technical Program Success & Student Success


Child Dev & Family Studies

Criminal Justice

Engineering Design Graphics

Intrument Technology

Fire Protection Services

3‐Yr Placement Rate 100.00% 100.00% 98.28% 97.30% 96.61%

3‐Year Awards # 70 63 85 81 49

70 6385 81

49

0

50

100

150

200

250

86.00%88.00%90.00%92.00%94.00%96.00%98.00%100.00%

Central Top 5 Programs (with more than 40 completers)Placing Students by Percentage

Pharmacy Technician

Licensed Vocational Nurse (LVN)

ParalegalHealth

Information Management

Real Estate


3‐Year Awards # 40 180 52 157 72

40

180

52

157

72

0

50

100

150

200

250

86.00%88.00%90.00%92.00%94.00%96.00%98.00%100.00%

North Top 5 Programs (with more than 40 completers)Placing Students by Percentage

15


Central Top 5 Programs (with more than 40 completers)

Placing Students by Number

North Top 5 Programs (with more than 40 completers)


Program 3‐Year Average


Plc Cmp % Plc Cmp %

Associate Degree Nursing (ADN)

430 452 95.13%


196 201 97.51%

Medical Imaging 219 237 92.41%

Health Information Management

128 142 90.14%

Process Technology 142 151 94.04%

Cosmetology 86 100 86.00%

Automotive Technology 135 140 96.43%

Real Estate 63 72 87.50%

Surgical Technology 112 122 91.80%

Paralegal 53 56 94.64%

*See Appendix Tables 2 & 3 – Key Performance Indicator: Technical Program Success & Student Success


ADN MobilityHeating, Air,Ventilation &Refrigeration

Pharmacy Technician

Physical Therapy Assistant


3‐Year Awards # 237 154 43 69 53

237

154

4369

53

0

50

100

150

200

250

86.00%88.00%90.00%92.00%94.00%96.00%98.00%100.00%

South Top 5 Programs (with more than 40 completers)Placing Students by Percentage

16

South Top 5 Programs (with more than 40 completers)



Plc Cmp %


219 221 99.10%

ADN Mobility 176 179 98.32%

Cosmetology 107 128 83.59%

Pharmacy Technician

74 82 90.24%

Heating, Air Conditioning, Ventilation and Refrigeration

48 52 92.31%

*See Appendix Table 4 – Key Performance Indicator: Technical Program Success & Student Success Technical Degrees and Certificates Awarded

The tables below show the 5 programs that have awarded the most degrees and certificates and the 5 programs that have awarded the least number of degrees and certificates from academic year 2004-05 to academic year 2006-07. *See Appendix Table 5 – Key Performance Indicator: Technical Program Success

Central Campus Programs that Generated the Most Awards

Central Campus Programs that Generated the Least Awards

Program

3‐Year Total

Program 3‐Year Total

1 Associate Degree Nursing

(ADN) 443

1 Business Management 25

2 Process Technology 262

2 Computer Programming 21

3 Automotive Technology 246

3 Geographic Information Science (Program deactivated 8/31/08)

6

4 Medical Imaging 223

4 Visual Communication

(Program will be closed effective 8/31/10) 6

5 Surgical Technology 164

5 Technician Nutrition Care

(Program deactivated 8/31/07) 6

17

North Campus Programs that Generated the Most Awards

North Campus Programs that Generated the Least Awards

Program

3‐Year Total


1 Licensed Vocational Nurse

(LVN) 180

1

Computer and Information Sciences, General(46 graduates for the program, but THECB divided

graduates into three different CIP Codes) 12

2 Health information

Management 157

2

Electrical Technology (No full‐time instructor for 2 of the 3 year reporting

period) 12

3 Cosmetology 128

3 Engineering Design Graphics (Drafting)

(No full‐time faculty for 2 of the 3 years in the reporting period)

10

4 Real Estate 72

4 Construction Technology

(Program was closed 8/31/05) 3

5 Welding Technology 67

5 Mental Health

(New program for the reporting period) 2

South Campus Programs that Generated the Most Awards

South Campus Programs that Generated the Least Awards

Program

3‐Year Total


1 Licensed Vocational Nurse

(LVN) 237

1 Electronic Technology 17

2 ADN Mobility 154

2 Electrical Technology 17

3 Cosmetology 118

3 Computer Programming

(35 graduates for the program, but the THECB divided the graduates into three different CIP Codes)

11

4 Pharmacy Technician 69

4 Computer and Information Sciences, General

(35 graduates for the program, but the THECB divided the graduates into three different CIP Codes)

6

5 Physical Therapist Assistant 53

5 Business Office Technology

(No full‐time faculty for 2 of the 3 years during the reporting period)

4

*See Appendix Tables 6 & 7 - Key Performance Indicator: Technical Programs Success for data showing

the number of awards generated by each technical program at each campus by academic year

18

Key Performance Indicator: Student Success

The Student Success indicator focuses on the attainment of technical credentials by duplicated graduates and by 3-year placement rate of program completers. The data presented here show the success of students in the aforementioned areas, but also show that there exist opportunities to stimulate even greater success of our technical students in their educational pursuits.

Total 3‐Year Placement Rate of Program

Completers by Campus Total AAS and Certificate Graduates by Campus

for Academic Years 05‐06 to 07‐08 85% Required by the THECB

Placed

Completers % Graduates

Central 2,083 2,220 93.8% Central 2,773

North 1,039 1,104 94.1% North 1,222

South 866 921 94.0% South 904

College‐wide 3,988 4,245 93.9% College‐wide 4,899

*See Appendix Table 2-4, & 8 - Key Performance Indicator: Technical Program Success & Student Success for data showing the number of program completers and the number of technical graduates by

award type at each campus by academic year

College‐wide Central North South

2005‐2006 1,623 916 406 301

2006‐2007 1,606 883 378 345

2007‐2008 1,670 974 438 258

06‐07 ‐ 07‐08 # CHANGE 64 91 60 ‐87

06‐07 ‐ 07‐08 % CHANGE 3.99% 10.31% 15.87% ‐25.22%

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

Grads

3‐Year Comparison of CTE Graduates

Key P

The datahighest ptechnical

*See Appegenerated

PerformanGrades o

a presented bpercentage ol education p

endix Table 9 d by each tech

nce Indicof Studen

below in theof students oprograms in

- Key Performnical program

cator: Stunts Enroll

e graphs shoof who earnethe spring 2

mance Indicato at each camp

19

udent Suled in the

ow the top sixed grades of2009 semest

or: Percent of Spus for the spr

ccess - Pe Spring 2

x programs f A to C for ster.

Students Enroring 2009 sem

Percentag2009 Sem

from each cstudents enr

olled Receivingmester

ge of A tomester

campus with rolled in the

g Grades A to

o C

the

C

*See Appendix Tables to C generat

10 & 11 - Key ted by each te

y Performance echnical progra

20

Indicator: Peram at each ca

rcent of Studeampus for the s

nts Enrolled Rspring 2009 se

Receiving Grademester

des A

21

Appendix Table 1 – Key Performance Indicator: CTE Enrollment

San Jacinto College District CTE Contact Hours by Program

Campus Program Description 2004‐2005

2005‐2006

2006‐2007

2007‐2008

2008‐2009

07‐08 ‐ 08‐09 # CHANGE

07‐08 ‐ 08‐09% CHANGE

College‐wide Architecture and Precision Production Trades

73,008 61,840 71,440 94,224 122,464 28,240 29.97%

Biology, Physical Sciences, and Science Technology

78,176 84,480 101,248 126,864 146,512 19,648 15.49%

Business Management, Marketing, and Administrative Services

406,128 419,552 366,176 333,232 287,168 ‐46,064 ‐13.82%

Career Pilot 36,160 45,536 47,360 45,104 34,464 ‐10,640 ‐23.59%

Communications 37,504 40,848 37,664 35,648 37,408 1,760 4.94%

Computer and Information Sciences

252,112 244,832 222,096 221,216 208,400 ‐12,816 ‐5.79%

Construction Trades 49,712 31,632 43,552 45,888 48,448 2,560 5.58%

Consumer and Homemaking Education

588,536 538,317 535,216 502,416 515,464 13,048 2.60%

Engineering Related 227,568 195,920 198,368 225,984 288,496 62,512 27.66%

Health Occupations‐Dental Asst., Medical Lab, and Assoc. Degree Nursing

312,336 314,672 321,072 328,912 323,136 ‐5,776 ‐1.76%

Health Occupations‐Other (Excludes Dental Hygiene, Dental Assisting, Medical Lab, Associate Degree Nursing, Vocational Nursing, and Respiratory Therapy

662,097 625,437 552,305 505,496 527,684 22,188 4.39%

Health Occupations‐Respiratory Therapy

46,912 36,464 36,160 49,440 57,440 8,000 16.18%

Health Occupations‐Vocational Nursing

286,080 270,704 278,384 258,992 247,184 ‐11,808 ‐4.56%

Mechanics and Repairers‐Automotive

277,984 261,008 228,560 224,880 239,888 15,008 6.67%

Mechanics and Repairers‐Diesel, Aviation Mechanics, and Transportation Workers

42,784 37,536 27,664 35,872 27,024 ‐8,848 ‐24.67%

Mechanics and Repairers‐Electronics

0 0 7,872 8,256 8,896 640 7.75%

Protective Services and Public Administration

71,600 57,888 42,800 44,144 47,952 3,808 8.63%

Psychology, Social Services, and History

1,040 0 2,896 2,736 4,128 1,392 50.88%

Visual and Performing Arts 48,160 48,960 50,624 48,320 42,704 ‐5,616 ‐11.62%

Total College‐wide Technical Programs 3,497,897 3,315,626 3,171,457 3,137,624 3,214,860 77,236 2.46%

Central Architecture and Precision Production Trades

40,112 38,672 47,504 57,808 65,248 7,440 12.87%


78,176 84,480 100,096 124,560 146,512 21,952 17.62%


123,392 130,400 120,928 110,288 104,240 ‐6,048 ‐5.48%

Career Pilot 36,160 45,536 47,360 45,104 34,464 ‐10,640 ‐23.59% Communications 31,840 35,376 32,192 29,568 29,584 16 0.05%


99,280 86,064 84,800 76,960 71,088 ‐5,872 ‐7.63%

22


2005‐2006

2006‐2007

2007‐2008

2008‐2009

07‐08 ‐ 08‐09 # CHANGE

07‐08 ‐ 08‐09% CHANGE

Construction Trades 23,664 17,264 25,552 33,280 33,360 80 0.24%


260,032 259,856 241,840 212,288 238,328 26,040 12.27%



241,264 245,344 262,336 277,424 247,888 ‐29,536 ‐10.65%


437,213 443,257 398,805 358,784 378,752 19,968 5.57%

Health Occupations‐Respiratory Therapy

46,912 36,464 36,160 49,440 57,440 8,000 16.18%


6,272 6,528 4,544 6,336 576 ‐5,760 ‐90.91%


199,984 191,600 171,984 169,008 177,648 8,640 5.11%


2,288 2,800 3,584 3,728 1,328 ‐2,400 ‐64.38%


0 0 5,312 6,144 5,696 ‐448 ‐7.29%


60,752 55,776 40,544 40,544 45,120 4,576 11.29%


1,040 0 832 0 0 0 ‐

Visual and Performing Arts 41,344 41,328 35,984 36,752 31,136 ‐5,616 ‐15.28%

Total Central Technical Programs 1,853,181 1,841,145 1,791,765 1,782,832 1,837,384 54,552 3.06%

North Architecture and Precision Production Trades

32,896 23,168 23,936 36,416 53,952 17,536 48.15%


217,504 223,408 184,752 182,640 153,104 ‐29,536 ‐16.17%


61,328 55,696 47,824 35,040 34,288 ‐752 ‐2.15%

Construction Trades 14,512 6,512 10,000 12,608 15,088 2,480 19.67%


191,304 150,077 150,592 160,864 143,536 ‐17,328 ‐10.77%



135,348 116,980 85,804 85,384 90,244 4,860 5.69%


154,784 120,912 135,056 119,312 143,856 24,544 20.57%


42,912 38,048 29,792 35,040 37,408 2,368 6.76%


40,496 34,736 24,080 32,144 25,696 ‐6,448 ‐20.06%


0 0 640 704 1,664 960 136.36%


10,848 2,112 1,680 2,784 2,496 ‐288 ‐10.34%

23


2005‐2006

2006‐2007

2007‐2008

2008‐2009

07‐08 ‐ 08‐09 # CHANGE

07‐08 ‐ 08‐09% CHANGE


0 0 1,104 1,152 2,832 1,680 145.83%

Total North Technical Programs 942,012 796,577 720,892 735,192 750,580 15,388 2.09%

South Architecture and Precision Production Trades

0 0 0 0 3,264 3,264 ‐


0 0 1,152 2,304 0 ‐2,304 ‐100.00%


65,232 65,744 60,496 40,304 29,824 ‐10,480 ‐26.00%

Communications 5,664 5,472 5,472 6,080 7,824 1,744 28.68%


91,504 103,072 89,472 109,216 103,024 ‐6,192 ‐5.67%

Construction Trades 11,536 7,856 8,000 0 0 0 ‐


137,200 128,384 142,784 129,264 133,600 4,336 3.35%



71,072 69,328 58,736 51,488 75,248 23,760 46.15%


89,536 65,200 67,696 61,328 58,688 ‐2,640 ‐4.30%


125,024 143,264 138,784 133,344 102,752 ‐30,592 ‐22.94%


35,088 31,360 26,784 20,832 24,832 4,000 19.20%


0 0 1,920 1,408 1,536 128 9.09%


0 0 576 816 336 ‐480 ‐58.82%


0 0 960 1,584 1,296 ‐288 ‐18.18%

Visual and Performing Arts 6,816 7,632 14,640 11,568 11,568 0 ‐

Total South Technical Programs 702,704 677,904 658,800 619,600 626,896 7,296 1.18%

Source: CBM004 Certified Data Files *Academic Year totals reflect the total number of for credit contact hours reported to the THCEB for the fall, spring, and summer semesters. Therefore, flex contact hours (i.e. Summer II) are included in the following fall semester's totals. Also not that CPD courses are not included in this report. **NOTE: Summer II courses were included in the prior academic year in the STU Contact Hours by Program Base Year and STU Contact Hours by Program Reporting Period. ***Mental Health Services courses offered at South Campus actually apply to the Mental Health Services Program at North Campus.

24

Table 2 – Key Performance Indicator: Technical Program Success & Student Success IE3: Program Quality ‐ Employment and Education Outcomes Measure: Average placement rate (as described in standard) of workforce education program completers over 3‐year period. Standard: 85 percent of workforce education program completers (3‐year average) are employed or pursuing additional education within one year of graduation (except new programs which received CB approval or were first offered within last 3 years).

San Jacinto College ‐ Central Campus

Placement Rate of Program Completers over 3‐Year Period [1]

Program 2004‐2005 2005‐2006 2006‐2007 3‐Year Average

Plc Cmp % Plc Cmp % Plc Cmp % Plc Cmp %

10020000‐Audiovisual Communications Technologies/Technicians

6 7 86% 3 5 60% 14 14 100% 23 26 88%

11010000‐Computer and Information Sciences, General

5 5 100% 2 2 100% 18 19 95% 25 26 96%

11020000‐Computer Programming 3 3 100% 5 5 100% 4 4 100% 12 12 100%

11100000‐Computer/Information Technology Administration and Management

5 7 71% 7 7 100% 7 8 88% 19 22 86%

12040000‐Cosmetology 5 8 63% 7 8 88% 14 15 93% 26 31 84%

12050000‐Cooking and Related Culinary Arts, General

20 20 100% 21 23 91% 9 11 82% 50 54 93%

15030000‐Electrical and Electronic Engineering Technologies/Technician

10 10 100% 9 11 82% 6 7 86% 25 28 89%

15040000‐Instrumentation Technology 30 30 100% 20 20 100% 22 24 92% 72 74 97%

15070000‐Quality Control and Safety Technologies/Technicians

15 16 94% 17 18 94% 6 6 100% 38 40 95%

15130000‐Engineering Design Graphics 17 18 94% 16 16 100% 24 24 100% 57 58 98%

19070000‐Child Development & Family Studies 21 21 100% 20 20 100% 18 18 100% 59 59 100%

41030000‐Process Technology 36 37 97% 58 61 95% 48 53 91% 142 151 94%

43010700‐Criminal Justice 18 18 100% 16 16 100% 16 16 100% 50 50 100%

43020300‐Fire Protection Technology 28 30 93% 4 4 100% 25 25 100% 57 59 97%

45070000‐Geographic Information Science 2 2 100% 2 2 100% 1 1 100% 5 5 100%

46030000‐Electrical and Power Transmission Installers

30 32 94% 10 11 91% 6 7 86% 46 50 92%

25



46050000‐Plumbing and Related Water Supply Services

0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A

47060400‐Automotive Technology 39 41 95% 48 50 96% 48 49 98% 135 140 96%

48050800‐Welding Technology 20 21 95% 13 14 93% 15 16 94% 48 51 94%

49010000‐Air Transportation 16 17 94% 16 17 94% 11 11 100% 43 45 96%

50040000‐Design and Applied Arts 0 0 N/A 1 1 100% 1 1 100% 2 2 100%

50040800‐Interior Design 18 20 90% 12 13 92% 13 14 93% 43 47 91%

51090400‐Emergency Medical Technology/Technician (EMT Paramedic)

4 4 100% 15 15 100% 15 15 100% 34 34 100%

51090800‐Respiratory Care Therapy/Therapist 22 23 96% 27 29 93% 14 17 82% 63 69 91%

51090900‐Surgical Technology 22 23 96% 46 53 87% 44 46 96% 112 122 92%

51091100‐Radiologic Technology/Science û Radiographer

77 87 89% 78 79 99% 64 71 90% 219 237 92%

51100400‐Clinical/Medical Laboratory Technician

13 15 87% 13 13 100% 11 13 85% 37 41 90%

51160000‐Associate Degree Nursing (ADN) 168 178 94% 139 146 95% 123 128 96% 430 452 95%

51180000‐Ophthalmic and Optometric Support Services and Allied Professional

14 15 93% 15 18 83% 17 18 94% 46 51 90%

51310000‐Technician Nutrition Care (program deactivated 8/31/07)

3 4 75% 2 2 100% 0 0 N/A 5 6 83%

52020000‐Business Management 5 5 100% 2 2 100% 6 6 100% 13 13 100%

52030000‐Accounting and Related Services 14 15 93% 6 6 100% 5 7 71% 25 28 89%

52040000‐Business Operations Support and Assistant Services

23 26 88% 14 15 93% 21 21 100% 58 62 94%

52150000‐Real Estate 28 36 78% 17 19 89% 19 20 95% 64 75 85%

Total 737 794 93% 681 721 94% 665 705 94% 2083 2220 94%

[1] Source: Automated Student and Adult Learner Follow‐Up System and CB116 Supplemental Follow‐Up

26

Table 3 - Key Performance Indicator: Technical Program Success & Student Success

San Jacinto College ‐ North Campus





4 4 100% 5 5 100% 4 4 100% 13 13 100%



11 11 100% 2 3 67% 7 7 100% 20 21 95%

12040000‐Cosmetology 31 33 94% 15 20 75% 40 47 85% 86 100 86%

12050000‐Cooking and Related Culinary Arts, General

12 12 100% 7 7 100% 3 3 100% 22 22 100%

15100000‐Construction Technology (program closed 8/31/05)

11 11 100% 2 2 100% 0 0 N/A 13 13 100%


19070000‐Human Development, Family Studies, and Related Services

13 13 100% 5 9 56% 12 12 100% 30 34 88%

22030000‐Paralegal 17 18 94% 15 15 100% 21 23 91% 53 56 95%

30110000‐Gerontology (Program never implemented)

0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A

43010000‐Criminal Justice & Corrections 3 3 100% 2 2 100% 2 2 100% 7 7 100%

43010700‐Criminal Justice/Police Science 14 14 100% 10 10 100% 14 14 100% 38 38 100%

46030000‐Electrical Technology 5 5 100% 1 1 100% 2 2 100% 8 8 100%

47020000‐Heating, Air Conditioning, Ventilation and Refrigeration

15 15 100% 7 7 100% 6 6 100% 28 28 100%

47060300‐Autobody/Collision and Repair Technology/Technician

6 6 100% 11 12 92% 13 13 100% 30 31 97%

47060500‐Diesel Mechanics Technology/Technician

17 17 100% 13 13 100% 6 6 100% 36 36 100%

48050800‐Welding Technology 26 26 100% 10 10 100% 3 3 100% 39 39 100%

51070000‐Health information Management 38 41 93% 49 59 83% 41 42 98% 128 142 90%

51080100‐Medical/Clinical Assistant 13 16 81% 19 21 90% 11 13 85% 43 50 86%

51080500‐Pharmacy Technician 23 23 100% 3 3 100% 18 19 95% 44 45 98%

51090400‐Emergency Medical Technology/Technician (EMT Paramedic)

4 4 100% 0 0 N/A 18 18 100% 22 22 100%

51150000‐Mental Health (New Program) 0 0 N/A 0 0 N/A 0 0 N/A 0 0 N/A

51161300‐Licensed Vocational Nurse(LVN) 81 82 99% 59 63 94% 56 56 100% 196 201 98%



52040000‐Business Office Technology 14 15 93% 14 14 100% 3 3 100% 31 32 97%

52110000‐International Business 11 11 100% 12 12 100% 10 11 91% 33 34 97%

52150000‐Real Estate 29 33 88% 16 18 89% 18 21 86% 63 72 88%

Total 416 432 96% 300 331 91% 323 341 95% 1039 1104 94%


27

Table 4 - Key Performance Indicator: Technical Program Success & Student Success

San Jacinto College ‐ South Campus


2004‐2005 2005‐2006 2006‐2007 3‐Year Average

Program Plc Cmp % Plc Cmp % Plc Cmp % Plc Cmp %


1 1 100% 3 3 100% 1 2 50% 5 6 83%



13 14 93% 6 6 100% 5 6 83% 24 26 92%

12040000‐Cosmetology 36 41 88% 29 32 91% 42 55 76% 107 128 84%

15030000‐Electrical and Electronic Engineering Technologies/Technician

9 9 100% 5 5 100% 4 4 100% 18 18 100%


46030000‐Electrical and Power Transmission Installers

6 6 100% 3 3 100% 4 4 100% 13 13 100%

47020000‐Heating, Air Conditioning, Ventilation and Refrigeration

22 24 92% 14 15 93% 12 13 92% 48 52 92%

47060300‐Autobody/Collision and Repair Technology/Technician

17 17 100% 5 5 100% 7 7 100% 29 29 100%

50040000‐Visual Communication 7 7 100% 4 6 67% 4 4 100% 15 17 88%

51080500‐Pharmacy Technician 35 40 88% 17 19 89% 22 23 96% 74 82 90%

51080600‐Physical Therapist Assistant 14 17 82% 17 18 94% 17 19 89% 48 54 89%

51160000‐ADN Mobility 58 58 100% 59 59 100% 59 62 95% 176 179 98%

51161300‐Licensed Vocational Nurse (LVN) 55 55 100% 80 81 99% 84 85 99% 219 221 99%



52040000‐Business Office Technology 2 2 100% 0 0 N/A 2 3 67% 4 5 80%

52150000‐Real Estate 5 6 83% 5 6 83% 13 13 100% 23 25 92%

Total 293 310 95% 275 287 96% 298 324 92% 866 921 94%


28

Table 5 - Key Performance Indicator: Technical Program Success

IE2: Program Quality ‐ Degrees and Certificates Awarded Measure: Number of workforce education program degrees and certificates awarded over 3‐year period. Standard: Workforce education program generates 15 awards over 3‐year period (except new programs which received CB approval or were first offered within last 3 years).

San Jacinto College ‐ Central Campus

Number of Program Awards over 3‐Year Period [1]

Program 2005‐2006

2006‐2007

2007‐2008

3‐Year Total

10020000‐Audiovisual Communications Technologies/Technicians 7 24 21 52

11010000‐Computer and Information Sciences, General 5 20 13 38

11020000‐Computer Programming 7 6 8 21

11100000‐Computer/Information Technology Administration and Management 11 10 18 39

12040000‐Cosmetology and Related Personal Grooming Services 11 18 30 59

12050000‐Cooking and Related Culinary Arts, General 35 19 22 76

15030000‐Electrical and Electronic Engineering Technologies/Technician 22 13 6 41

15040000‐Electromechanical and Instrumentation and Maintenance Techno 26 28 27 81

15070000‐Quality Control and Safety Technologies/Technicians 20 8 17 45

15130000‐Engineering Design Graphics (Drafting) 23 35 27 85

19070000‐Human Development, Family Studies, and Related Services 23 32 15 70

41030000‐Process Technology 87 75 100 262

43010700‐Criminal Justice 21 16 26 63

43020300‐Fire Protection Technology 5 25 19 49

45070000‐Geographic Information Sciences (program deactivated 8/31/08) 3 2 1 6

46030000‐Electrical Technology 18 9 11 38

46050000‐Plumbing and Related Water Supply Services (program closed for years) 0 0 0 0

47060400‐Automotive Technology 74 87 85 246

48050800‐Welding Technology 34 35 21 90

49010000‐Air Transportation 26 14 20 60

50040000‐Visual Communication (program closed effective 8/31/10) 1 2 3 6

50040800‐Interior Design 22 19 23 64

51090400‐Emergency Medical Technology/Technician (EMT Paramedic) 21 25 23 69

51090800‐Respiratory Care Therapy/Therapist 30 17 24 71

51090900‐Surgical Technology 53 47 64 164

51091100‐Radiologic Technology/Science Radiographer 80 71 72 223

51100400‐Clinical/Medical Laboratory Technician 13 13 7 33

51160000‐ Associate Degree Nursing(ADN) 146 130 167 443

51180000‐Ophthalmic and Optometric Support Services and Allied Professional 31 23 34 88

51310000‐Technician Nutrition care (program deactivated 8/31/07) 4 0 2 6

52020000‐Business Management 4 9 12 25

52030000‐Accounting and Related Services 10 13 29 52

52040000‐Business Office Technology 20 24 23 67

52150000‐Real Estate 24 22 22 68

[1] Source: CBM009

29


San Jacinto College ‐ North Campus


Program 2005‐2006 2006‐2007 2007‐2008 3‐Year Total




12040000‐Cosmetology 21 47 60 128

12050000‐Cooking and Related Culinary Arts, General 9 4 12 25

15100000‐Construction Technology (program closed 8/31/05) 3 0 0 3

15130000‐ Engineering Design Graphics (Drafting) 5 3 2 10

19070000‐Human Development, Family Studies, and Related Services 13 18 25 56

22030000‐Paralegal 16 23 13 52

30110000‐Gerontology (program never implemented) 0 0 0 0

43010000‐Criminal Justice & Corrections 2 2 0 45 43010700‐Criminal Justice/Police Science 10 14 17

46030000‐Electrical Technology ( no full‐time faculty during 2 of the 3 year reporting period) 2 2 8 12

47020000‐Heating, Air Conditioning, Ventilation and Refrigeration 8 7 12 27

47060300‐Autobody/Collision and Repair Technology/Technician 13 15 5 33

47060500‐Diesel Mechanics Technology/Technician 14 7 23 44

48050800‐Welding Technology 29 8 30 67

51070000‐Health Information Management 68 44 45 157

51080100‐Medical/Clinical Assistant 25 13 12 50

51080500‐Pharmacy Technician 3 21 16 40

51090400‐Emergency Medical Technology/Technician (EMT Paramedic) 0 18 3 21

51150000‐Mental Health Services (new program) 0 0 2 2

51161300‐Licensed Vocational Nurse (LVN) 64 59 57 180

52020000‐BusinessManagement 6 6 17 29

52030000‐Accounting and Related Services 10 10 13 33

52040000‐Business Office technology 17 6 22 45

52110000‐International Business 13 15 17 45

52150000‐Real Estate 25 25 22 72

[1] Source: CBM009

30


San Jacinto College ‐ South Campus


Program 2005‐2006 2006‐2007 2007‐2008 3‐Year Total




12040000‐Cosmetology 32 56 30 118

15030000‐Electrical technology 6 9 2 17

15130000‐Engineering Design Graphics (Drafting) 11 5 7 23

46030000‐Electrical and Power Transmission Installers 3 6 8 17

47020000‐Heating, Air Conditioning, Ventilation and Refrigeration 18 13 12 43 47060300‐Autobody/Collision and Repair Technology/Technician 6 8 12 26

50040000‐Visual Communication 6 5 8 19

51080500‐Pharmacy Technician 20 23 26 69

51080600‐Physical Therapist Assistant 18 19 16 53

51160000‐ADN Mobility 59 62 33 154

51161300‐Licensed Vocational Nursing (LVN) 81 89 67 237

52020000‐BusinessManagement 6 10 16 32

52030000‐Accounting and Related Services 16 9 5 30 52040000‐Business Office Technology (no full‐time faculty during of the 3 year reporting period) 0 4 0 4

52150000‐Real Estate 7 14 5 26

[1] Source: CBM009

Table 8 - Key Performance Indicator: Student Success

San Jacinto College District CTE Graduates by Academic Year

Campus 2005‐2006 2006‐2007 2007‐2008 06‐07 ‐ 07‐08 # CHANGE 06‐07 ‐ 07‐08 % CHANGE

AAS CERT AAS CERT AAS CERT AAS CERT AAS CERT College‐wide

692 931 666 940 701 969 35 29 5.26% 3.09%

Central 481 435 470 413 538 436 68 23 14.47% 5.57% North 97 309 76 302 83 355 7 53 9.21% 17.55% South 114 187 120 225 80 178 ‐40 ‐47 ‐33.33% ‐20.89%

NOTE: This table reflects a duplicated count of students who received awards because some students received multiple awards.

Source: CBM009/The Institutional Information System (IIS)

31

Table 9- Key Performance Indicator: Completion Rates for Technical Education Programs

SAN JACINTO COLLEGE Percentage of Students Enrolled Receiving Grades of A to C

Technical Education & Health Science Programs 200920-Spring Semester 2009-Credit

Central

Rubric

A

B

C

D

F Total A-FStudents

I

W

Percent Ws

No Grade

Total Students

AverageGPA

PercentA to C

Accounting 80 111 87 32 50 360 1 82 22.8% 0 443 2.39 62.8% Aeronautical Tech 63 90 49 12 38 252 34 6 2.4% 2 294 2.50 68.7% Audio Engineering 59 47 33 8 21 168 0 16 9.5% 0 184 2.68 75.5% Automotive Tech 200 162 94 25 32 513 6 8 1.6% 24 551 2.92 82.8% Bus Mgmt 160 121 74 27 59 441 16 83 18.8% 1 541 2.69 65.6% Bus Off Tech 176 135 79 41 81 512 1 66 12.9% 1 580 2.54 67.2% Child Development 101 151 63 26 56 397 2 64 16.1% 11 474 2.54 66.5% Comp Electronics 25 19 13 11 7 75 0 9 12.0% 0 84 2.59 67.9% Cosmetology 96 129 79 37 118 459 0 57 12.4% 0 516 2.10 58.9% Criminal Justice 116 65 53 19 60 313 0 19 6.1% 0 332 2.50 70.5% Culinary Arts 90 48 26 2 31 197 5 28 14.2% 0 230 2.85 71.3% Dietetics 96 95 43 9 15 258 2 22 8.5% 0 282 2.96 83.0% Drafting 187 109 47 7 53 403 2 51 12.7% 1 457 2.92 75.1% Electrical Tech 51 52 35 14 52 204 5 28 13.7% 0 237 2.18 58.2% EMT 82 169 91 9 54 405 2 91 22.5% 1 499 2.53 68.5% Fire Protection 13 73 40 0 0 126 21 4 3.2% 0 151 2.85 83.4% Information Tech 120 134 59 14 95 422 6 80 19.0% 0 508 2.40 61.6% Instrumentation 100 63 26 8 17 214 10 15 7.0% 0 239 3.03 79.1% Interior Design 47 20 7 5 9 88 3 5 5.7% 0 96 3.03 77.1% Medical Imaging 108 250 160 29 10 557 0 27 4.8% 0 584 2.75 88.7% Medical Lab Testing 29 38 9 0 0 76 3 1 1.3% 0 80 3.26 95.0% Non-Dest Testing 42 52 15 2 19 130 1 4 3.1% 0 135 2.75 80.7% Nursing (RN) 281 786 312 52 11 1,442 0 44 3.1% 1 1,487 2.88 92.7% Nursing Home Admin 33 8 2 0 0 43 0 0 0.0% 0 43 3.72 100.0% OSHA 34 53 28 9 24 148 13 12 8.1% 0 173 2.43 66.5% Process Tech 267 273 129 48 113 830 5 97 11.7% 1 933 2.64 71.7% Real Estate 37 26 12 1 20 96 4 3 3.1% 0 103 2.61 72.8% Respiratory Care 76 72 58 6 11 223 5 9 4.0% 0 237 2.88 86.9% Surgical Tech 77 62 22 6 7 174 0 17 9.8% 1 192 3.13 83.9% Vision Care 29 35 23 1 1 89 1 7 7.9% 0 97 3.02 89.7% Welding 47 65 14 3 21 150 0 5 3.3% 0 155 2.76 81.3% 2,922 3,513 1,782 463 1,085 9,765 148 960 9.8% 44 10,917 2.68 75.3%

32

Table 10- Key Performance Indicator: Completion Rates for Technical Education Programs SAN JACINTO COLLEGE

Percentage of Students Enrolled Receiving Grades of A to C Technical Education & Health Science Programs

200920-Spring Semester 2009-Credit North

Rubric

A

B

C

D

F

Total A-FStudents

I

W

PercentWs

No Grade

Total Students

AverageGPA

PercentA to C

Accounting 45 38 33 18 25 159 1 57 35.8% 0 217 2.38 53.5% Air Conditioning 34 11 0 0 1 46 1 0 0.0% 0 47 3.67 95.7% Auto Body 14 69 48 0 7 138 4 0 0.0% 0 142 2.60 92.3% Bus Mgmt 64 81 56 22 56 279 2 45 16.1% 0 326 2.27 61.7% Bus Off Tech 47 59 38 15 68 227 2 47 20.7% 0 276 2.00 52.2% Child Development 90 68 40 10 23 231 2 17 7.4% 0 250 2.82 79.2% Cosmetology 79 103 66 21 20 289 2 40 13.8% 0 331 2.69 74.9% Criminal Justice 58 52 38 20 36 204 0 7 3.4% 0 211 2.37 70.1% Culinary Arts 32 54 11 3 11 111 1 4 3.6% 0 116 2.84 83.6% Diesel Tech 40 37 4 1 9 91 0 0 0.0% 0 91 3.08 89.0% Drafting 55 42 20 5 15 137 0 7 5.1% 0 144 2.85 81.3% Electrical Tech 37 31 16 0 13 97 0 1 1.0% 0 98 2.81 85.7% EMT 24 44 18 0 26 112 5 17 15.2% 0 134 2.36 64.2% Health Info Tech 156 116 53 11 43 379 1 47 12.4% 0 427 2.87 76.1% Information Tech 74 65 22 8 48 217 2 24 11.1% 0 243 2.50 66.3% International Bus 25 31 15 0 17 88 0 8 9.1% 0 96 2.53 74.0% Medical Assisting 34 26 2 0 3 65 0 11 16.9% 0 76 3.35 81.6% Mental Health 26 36 5 4 15 86 2 10 11.6% 0 98 2.55 68.4% Paralegal 42 53 21 1 8 125 1 9 7.2% 0 135 2.96 85.9% Pharmacy Tech 39 70 39 4 5 157 1 1 0.6% 0 159 2.85 93.1% Real Estate 32 14 11 3 4 64 1 2 3.1% 0 67 3.05 85.1% Vocational Nursing 183 231 194 17 10 635 0 13 2.0% 9 657 2.88 92.5% Welding 109 37 9 4 14 173 0 3 1.7% 0 176 3.29 88.1% 1,339 1,368 759 167 477 4,110 28 370 9.0% 9 4,517 2.69 76.7%

33

Table 11- Key Performance Indicator: Completion Rates for Technical Education Programs SAN JACINTO COLLEGE

Percentage of Students Enrolled Receiving Grades of A to C Technical Education & Health Science Programs

200920-Spring Semester 2009-Credit South

Rubric

A

B

C

D

F

Total A-FStudents

I

W

PercentWs

No Grade

Total Students

AverageGPA

PercentA to C

Accounting 56 75 46 36 38 251 2 76 30.3% 0 329 2.30 53.8% Air Conditioning 113 22 14 2 23 174 8 1 0.6% 0 183 3.15 81.4% Auto Body 33 41 23 0 3 100 1 1 1.0% 0 102 3.01 95.1% Bus Mgmt 69 72 54 17 38 250 3 34 13.6% 0 287 2.46 67.9% Bus Off Tech 50 54 52 29 53 238 0 39 16.4% 1 278 2.08 56.1% Cosmetology 115 123 25 13 41 317 5 77 24.3% 0 399 2.81 65.9% Drafting 130 61 22 2 15 230 3 12 5.2% 0 245 3.25 86.9% Information Tech 478 62 43 13 84 680 12 64 9.4% 0 756 3.21 77.1% Mental Health 37 10 2 1 7 57 1 1 1.8% 0 59 3.22 83.1% Nursing (RN) 154 196 43 15 3 411 0 36 8.8% 10 457 3.18 86.0% Pharmacy Tech 61 25 17 2 2 107 1 2 1.9% 0 110 3.32 93.6% Physical Therapy 45 49 8 4 1 107 0 4 3.7% 0 111 3.24 91.9% Real Estate 11 20 10 2 15 58 0 0 0.0% 0 58 2.17 70.7% Vocational Nursing 68 180 109 26 11 394 0 16 4.1% 1 411 2.68 86.9% 1,420 990 468 162 334 3,374 36 363 10.8% 12 3,785 2.87 76.0%

34

Table 12- Key Performance Indicator: Health Science Licensure and Certification Pass Rates

Measure: Within 5% of the State Average (The THECB does not have State averages at this time but is working toward establishing the State averages)(North Voc Nursing is not 100%)

SAN JACINTO COLLEGE 2007-2008 Licensure Data Reporting

Health Sciences

Central Campus

Program Licensure

/Certification Tested Passed Pass Rate

Associate Degree Nursing Licensure 167 145 86.8% Emergency Medical Technology Certification 37 28 75.7% Fire Protection Technology Certification 51 51 100.0% Medical Imaging Licensure 77 77 100.0% Medical Laboratory Certification 3 3 100.0% Occupational Health and Safety None Available Respiratory Care Therapy Licensure 22 22 100.0% Surgical Technology Certification 25 21 84.0% Vision Care Technology Certification 3 2 66.7% 385 349 90.6%

North Campus

Program Licensure


Vocational Nursing Licensure 57 52 91.23% Pharmacy Technology Licensure * 25 Mental Health Technician Certification 5 5 100.0% EMT Basic Licensure 35 23 65.71% Health Information Tech Licensure 13 12 92.0% Medical Assistant Certification 9 8 88.9% 119 100 84.0% *Number of students tested is unknown because students must give their consent to allow reporting. Campus totals do not include students taking or passing this licensure test.

South Campus

Program Licensure


Vocational Nursing Licensure 76 63 82.9% Pharmacy Technology Licensure 17 17 100.0% Physical Therapy Assistant Licensure 17 17 100.0% ADN Mobility Licensure 66 59 89.0% Mental Health Technician (included in North Campus Results) 176 156 88.6%

District Totals Tested Passed Pass Rate

All Programs Across Campuses 680 605 89.0%

Institutional Outcome: Career and Technical Education (CTE)sjcblogs.sanjac.edu › chancellor ›...

Documents

Transcript of Institutional Outcome: Career and Technical Education (CTE)sjcblogs.sanjac.edu › chancellor ›...