community indicator report on human capital and …...well as many well-paid occupations such as...

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2013

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dear friends

completion

employment

citation

4 5

march 2013

Dear Friends:Brownsville’s Partners for Postsecondary Success (PPS) is an initiative aimed at doubling the number of young people in Brownsville with postsecondary credentials with labor market value by 2025. We are committed to the use of data as a tool for planning, for evaluation, and for communicating important facts about the state of education and workforce preparedness in Brownsville. The 2013 Community Indicator Report on Human Capital and Education is a report for the community that measures important steps along the journey from education to a good job.

This first Community Indicator Report on Human Capital and Education establishes a baseline for each indicator. Each year, Partners for Postsecondary Success will update this report and evaluate our progress on critical indicators relating to the education and gainful employment of our community’s young people. As a community, we will learn from both our successes and our failures, and the data we collect will drive our planning, strategies and measurement.

These indicators were organized around the “PPS Community Partnership Framework for Preventing Loss and Creating Momentum” developed by MDC, Inc. that serves as a way to organize elements of the postsecondary continuum, from preparation to employment. We also included a listing of relevant strategies and specific actions related to addressing postsecondary success that are currently under way in the community.

Partners for Postsecondary Success invites you to be All In to advance education, create careers and transform Brownsville. Learn more about the All In movement and discover a way to get involved at allinbrownsville.org.

PARTNERS FOR POSTSECONDARY SUCCESSLEADERSHIP TEAM

brownsville chamber of commerceAngela Burton, President/CEO

brownsville economic development councilJason Hilts, PresidentLizzy de la Garza, Director of Business Retention & Expansion

brownsville independent school districtDr. Carl Montoya, SuperintendentBerta Peña, Assistant Superintendent for Support ServicesAcacia Ameel, Administrator for Advanced Academic ServicesBen Estrada, Compliance Specialist for Assessment, Research & Evaluation DepartmentMerrill Hammons, Administrator for Guidance and CounselingJill Williams, Administrator for Secondary Curriculum InstructionMinnie Zamora, Administrator for Pupil Services

cardenas development co., inc.Reba Cardenas McNair, President

community development corporation of brownsvilleNelda Najera, Executive Director of YouthBuild Brownsville

texas southmost collegeDr. Lily F. Tercero, President of Texas Southmost CollegeDr. Robert Aguero, Vice President for Instruction and Student ServicesMike Shannon, Associate Vice President of Student Services

united brownsvilleMike Gonzalez, Executive Director

united way of southern cameron countyTraci Wickett, President and CEOWendy Hanson, Community Impact DirectorMariana Whitley Tumlinson, Partners for Postsecondary Success Coordinator

university of texas at brownsvilleDr. Ruth Ann Ragland, Associate ProvostIrv Downing, Vice President for Economic Development and Community Services and Institutional AdvancementRobert Becker, Development Research AssociateEthel Cantu, Dean of University College and Associate Vice President for Academic AffairsDr. Sylvia Leal, Associate Vice President for Student AffairsJuan Andres Rodriguez, Program Director for Career ServicesDr. Terry Overton, Professor of Education Psychology and LeadershipLaurie Howell, Executive Director of Corporate & Foundation University Relations

valley initiative for development and advancement (vida)Myra C. Garcia, Executive Director

wells fargo advisorsDavid Merrill, Branch Manager

workforce solutions cameronPat Hobbs, Executive Director

FrameworkPreparation:

Prepare and motivate students who would otherwise drop out of high school or fall behind grade levels and expose them to postsecondary education as a path to prosper.

Connection:

Connect students who may lack guidance or financial means to postsecondary education opportunities.

Entry:

Guide freshman postsecondary students through the completion of all gatekeeper courses.

Progress:

Encourage that postsecondary students with complex life situations, or those combining school and work, to stay focused and motivated.

Completion:

Ensure that postsecondary students complete their course of study and receive credentials with labor market value.ue.

Employment:

Help graduates obtain a living wage job with basic benefits and opportunities for advancement.

students

Explore college/career options.

Prepare for college early.

Attend school every day.

Participate in school and community events.

Identify mentors and resources.

Be a mentor to fellow students.

Be accountable.

Take dual enrollment and A.P. courses.

parents

Make sure your children go to school every day.

Attend school open houses regularly.

Spread the word to other parents.

Encourage daily study time.

Motivate your children to explore career options.

File your taxes early – call 211 to locate the nearest free Volunteer Income Tax Assistance site.

employers

Provide internships and mentorships.

Allow job shadowing.

Offer work experience.

Help with scholarships.

Provide tuition assistance and/or reimbursement.

Grant flexible work schedules to your student employees.

Participate in Career Days at local schools.

teachers

Believe all students can succeed.

Raise your standards.

Be rigorous.

Continue your own education.

Take students to college campuses.

Mentor your students.

Reach out to parents.

Encourage dual enrollment or become a dual enrollment teacher.

Encourage postsecondary credentials early.

Incorporate soft skills into your curriculum.

Be All In.“I pledge to support the young people of

Brownsville to empower them to complete postsecondary education, equipping them to earn a living wage and lead productive lives.”

-Tony Martinez,

Mayor, City of Brownsville

6 7

why does this matter?

Algebra I has long been considered a gateway course in both high school and postsecondary education. (Stover, 2012)

Students who are successful in algebra find the “gate” opens and are likely to be more successful in most advanced math or science courses. Algebra is necessary for science, technology, engineering and mathematics (STEM) courses and degrees, as well as many well-paid occupations such as electrician, plumber, or vocational and registered nurse – among others. (Somerville & Yi, 2002; Callan & Finney, 2003)

what does this mean?

• In the 2010-2011 school year, 2/3 of BISD students enrolled in Algebra I successfully received course credit.

• Although BISD student averages are improving, they are still below the state average.

PREPARATION

how many brownsville students successfully complete algebra i in high school?

100%

90%

80%

70%

60%

50%

40%

30%

1999-0

0

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

bisd texas

PERCENT PASSING ALGEBRA I IN HIGH SCHOOL

academic years

perc

ent

pass

ing

PREPARATION

All In Strategies:

• Align middle school, high school and postsecondary curricula.

• Increase access to dual enrollment and Advanced Placement (AP) programs.

• Offer career, college, and financial aid counseling, including orientation and assistance with the Free Application for Federal Student Aid (FAFSA).

• Offer SAT and ACT preparation.

• Offer coaching toward high academic expectations.

• Create job shadowing/internship opportunities for middle school and high school students.

What is All In doing about it:

• Curriculum Alignment Project:

Brownsville Independent School District (BISD) teachers and University of Texas and Texas Southmost College (UTB and TSC) faculty identify and bridge gaps in curricula from middle school to high school to college.

• Student Ambassador Program:

Local college students visit with high school students about overcoming challenges and barriers to attending college, helping create a college-going culture. A unique component of the program is that college students are visiting the high schools from which they graduated.

• Parental Involvement Program:

Parents of middle school and high school students participate in peer-to-peer learning sessions regarding postsecondary education opportunities for their children and the process of getting into college.

Source: Brownsville Independent School District National averages not available at the time of this report’s production

“Our district’s educators are passionate about building a culture that encourages students to be college ready, college

connected and college completed. We understand that a college-going culture inspires all students to achieve their goals, not just the best students. The benefits of such an

educational environment are well documented.” -Dr. Carl Montoya,

BISD Superintendent

8 9

65%

57%

48%

66%

66%

53% 53%49% 48% 47%

56%59%

56%

66%

68% 66% 67% 68% 67% 68%70%

74%76% 77%

11

CONNECTION

All In Strategies:

• Consistent college and career ready standards.

• Foster college-going norms supported by peers and trusted adults.

• Increase understanding of college requirements, application and financial aid processes/improve information, matching and financial aid products.

• Dual enrollment/Early College High Schools (on-ground, online options), AP credit.

• Promote college admissions exam in high school (SAT or ACT).

• Offer enrollment directly from high school.

What is All In doing about it?

• Student Ambassador Program:

Local college students visit with high school students about overcoming challenges and barriers to attending college, helping create a college-going culture. A unique component of the program is that college students are visiting the high schools from which they graduated.

• Parental Involvement Program:

Parents of middle school and high school students participate in peer-to-peer learning sessions regarding the postsecondary education opportunities for their children and the process of getting into college.

• Career Planning Tool:

BISD, UTB and TSC counselors and advisors created a web-based career planning tool to offer students and their parents information and advice regarding paths to postsecondary education and careers; the information is specific to grade levels.

why does this data matter?

A critical component to doubling the number of young adults with postsecondary credentials with labor market value by 2025 is a college-going culture. According to the National Center for Education Statistics, “Students who delay their postsecondary enrollment earn postsecondary credentials at lower rates than their peers who enroll immediately after high school.”


• An average of 56% of BISD students enrolled in postsecondary institutions in Texas immediately after high school over the past 5 years.

• Of those who enrolled in postsecondary institutions in Texas immediately after high school, about 45% enrolled at UTB and TSC by the fall following their high school graduation.

• Relatively small numbers of each year’s graduates enrolled in colleges and universities outside the Rio Grande Valley by the fall following their high school graduation.

• Large numbers of graduates are “not found” by the Texas Higher Education Coordinator Board (THECB). This means they have valid identification numbers that cannot be found in enrollment in any Texas institution of higher education by the first fall following their high school graduation. These students might have gone to college out-of-state or they might not be enrolled in college at all. BISD now participates in the National Student Clearinghouse which tracks each student individually once they leave BISD. This will enhance the amount and quality of data and improve student outcomes research.

2007 2008 2009 2010 2011

UTB and TSC 886 45% 1016 46% 1105 44% 1205 46% 1208 44%

University of Texas - Austin 53 3% 50 2% 58 2% 70 3% 56 2%

Texas State Technical College - Harlingen 11 1% 48 2% 29 1% 29 1% 29 1%

Texas A&M University - College Station 24 1% 36 2% 36 1% 26 1% 37 1%

University of Texas - PanAmerican 10 1% 20 1% 25 1% 24 1% 34 1%

University of Texas - San Antonio 27 1% 23 1% 15 1% 23 1% 16 1%

Texas State University - San Marcos 12 1% 8 0% 18 1% 19 1% 42 2%

Texas A&M University - Kingsville 9 0% 5 0% 17 1% 17 1% 20 1%

Other Public/Private 4-yr. Institutions* 57 3% 56 3% 72 3% 42 2% 68 2%

Other Public/Private 2-yr. Institutions* 22 1% 17 1% 23 1% 14 1% 25 1%

Not Trackable* 207 11% 167 8% 178 7% 189 7% 181 7%

Not Found* 640 33% 770 35% 948 38% 970 37% 1055 38%

TOTAL OF BISD GRADUATES 1958 2216 2524 2628 2771

PERCENT OF BISD GRADUATES ENROLLED IN POSTSECONDARY IN TEXAS 57% 58% 55% 56% 55%

CONNECTION how many bisd graduates enrolled in postsecondary institutions in texas immediately after high school?

10

Percentage/Number of Brownsville high school graduates enrolled in Texas Public or Independent Higher EducationSource: THECB \HS2HE\DSR00424\Dist2HE.sas accessed 09/24/12

* “Not found” graduates have standard ID numbers that were not found in the specified fall term at Texas higher education institutions.*“Not trackable” graduates have non-standard ID numbers that will not find a match at Texas higher education institutions. “Other” records combine records where the total number of students for one institution is less than 5.

Sources: BISD

ACT: http://www.act.org/newsroom/data/[year]/states.hmtl [last reviewed: Sept. 18, 2012]

Sources: BISD

SAT: http://research.collegeboard.org/programs/sat/data/cb-seniors-2011/tables [last reviewed: Sept. 18, 2012] and 2011 State Profile: Texas

Sources: BISD

www.tea.state.tx.us/acctres/sat_act_index.html (National data on SAT and/or ACT participation not available at the time of report.)


SAT and ACT scores are used as measures of students’ academic achievement at the time of testing, usually near high school graduation. Many colleges and universities use these scores as predictors of success in postsecondary studies and as part of the admission process. SAT/ACT test scores are important performance indicators for P-12 education, as well as predictor indicators for postsecondary education.

UTB and TSC has not required students to take the SAT/ACT for admissions in the past. As of 2012 UTB requires students to take the SAT or ACT for admission.


• In recent years, BISD students have scored about 100 points lower on the SAT than other Texas students, and about 200 points lower than all U.S. test-takers. BISD students also scored lower on the ACT than Texas and U.S. students as a whole over the past decade.

• The percentage of BISD students taking the SAT and/or ACT test has increased since 2008; however, it is still lower than the percentage of Texas students.

“All In Student Ambassadors are transforming the future of Brownsville by

empowering others to pursue postsecondary credentials. We are advancing their

education and creating careers that are connecting our students to their future, our

future, Brownsville’s future.” -Navile Rodriguez,

All In Student Ambassador

12 13

CONNECTION how many bisd students take the sat and/or act and how do they perform?

bisd mean sat texas mean sat u.s. mean satacademic years

1200

1100

1000

900

800

2007-08

2008-09

2009-10

2010-11

COMPARISON OF MEAN SAT SCORES

mea

n sa

t sc

ore

s

907 908 904 904

1110

1014

1106

1013

1111

1015

1115

1013

bisd mean act texas mean act u.s. mean act

30

28.5

27

25.5

24

22.5

21

19.5

18

16.5

COMPARISON OF MEAN ACT SCORE

2007-08

2008-09

2009-10

2010-11

academic years

mea

n ac

t sc

ore

s21.2

20.5

21.1

20.7

18.3

21.1

20.8

17.8 18.2

21

20.8

18.5

80%

70%

60%

50%

40%

30%

20%

10%

2007-08

2008-09

2009-10

2010-11

COMPARISON OF SAT AND/OR ACT TEST TAKER PERCENTAGES

academic years

41%

68%

33%

65%

35%

62%

41%

63%

bisd texas

15

ENTRY

All In Strategies:

• Use assessment and placement tools.

• Provide mandatory “intrusive” advising focused on attendance, life skills courses, and declared courses of study linked to career pathways.

• Improve academic advancement programs.

• Provide aggressive financial aid application support.

• Redesign courses to go further, faster, cheaper.

What is All In doing about it?

• University College:

UTB and TSC first-year students receive an array of services, and faculty, advisors, and mentors receive intensive training to support student success. All entering students read the same book for use in multiple classes and activities, participate in a visit by the nationally-known author of the common reader, and participate in a common essay writing assignment. First-Year Seminar Courses are team-taught by faculty, staff and advisors and include specific intrusive advising, library skill training, college writing skills, career and financial literacy, time management, study skills and motivation.

• Volunteer Income Tax Assistance (VITA) Program and FAFSA assistance:

High school seniors and their parents are invited to FAFSA completion events which occur at VITA sites throughout the community.


The Free Application for Federal Student Aid (FAFSA) is the entry to financial aid for postsecondary education. High school students thinking of attending college, students already in college, and adults who wish to return for college must complete and submit the FAFSA to be considered for federal financial aid. The FAFSA is a challenging application to complete. Its completion and submission are strong indicators of intent to attend college, not only on the part of the student but on the part of a minor’s family, as well.


• Less than 1/2 of BISD seniors completed the FAFSA in 2012.

• Increasing the number of students completing the FAFSA will increase the number of students entering postsecondary immediately after high school.

ENTRYhow many bisd students complete the free application for federal student aid?

70%

60%

50%

40%

30%

20%

10%

0%

PERCENTAGE OF STUDENTS COMPLETING THE FREE APPLICATION FOR FEDERAL STUDENT AID IN 2012

bisd texas u.s.

Number of BISD Students enrolled in Class of 2012 = 2641Number of BISD Students completing FAFSA Class of 2012 = 1239

Sources: BISD and U.S. Department of Education

FAFSA: NOT JUST FOR LOW-INCOME STUDENTS

myth:

“…my parents make too much money, so I won’t qualify for aid.”

reality:

There is no income cut-off to qualify for federal student aid. Many factors besides income—from the size of a student’s family to the age of the student’s older parent—are taken into account. Eligibility is determined by a mathematical formula, not by parents’ income alone. When students fill out the FAFSA they also automatically apply for state funds, and possibly from their school as well. In fact, some schools won’t even consider a student for scholarships (including academic scholarships) until a FAFSA has been submitted. Students should not make assumptions about what they will get—they must fill out the application and find out.

Myths about financial aid (Studentaid.ed.gov)

14

47%

53%

61%

Research indicates that 90% of students who complete the FAFSA will subsequently

enroll in postsecondary education. -U.S. Department of Education

16

fall 2006 fall 2007 fall 2008 fall 2009 fall 2010 fall 2011 fall 2012

60% 58%

55% 54% 53%

38%

62%

50% 50%

45% 46% 47%

40%42%

developmental education college ready


“Developmental education supports the academic and personal growth of underprepared college students through instruction, counseling, advising, and tutoring. The clients of developmental education programs are traditional and nontraditional students who have been assessed as needing to develop their skills in order to be successful in college.” (National Center for Developmental Education)

“Developmental courses are meant to prepare enrollees with insufficient skills for college-level work. Generally, a student’s preparation level is determined by an assessment test; based on test results, students may be placed in developmental courses in three disciplines: mathematics, reading, and composition.” (Developmental Initiative Framing Paper, MDC 2009)


• The percentage of UTB and TSC incoming freshmen requiring developmental education courses has decreased by 23% over the past seven years.

• According to Complete College America, 51% of Texas students entering 2-year colleges and 22.5% entering 4-year colleges are enrolled in developmental courses.

ENTRYhow many utb and tsc first-time freshmen need developmental education?

UTB AND TSC FIRST-TIME FRESHMEN COLLEGE READINESS

Sources: UTB and TSC Office of Institutional Research, Planning and Effectiveness (OIRPE)

“Students who are college-ready are more likely to persist and succeed in postsecondary education.

BISD is making excellent progress in producing college-ready graduates, and the All In partnership strategies are designed to ensure that even more

students are prepared for college-level work.” -Traci Wickett,

President and CEO of United Way of Southern Cameron County

17

19

66%

64%

62%

60%

58%

56%

54%

52%

50%

48%

46%

Fall 2

002

Fall 2

003

Fall 2

004

Fall 2

005

Fall 2

006

Fall 2

007

Fall 2

008

Fall 2

009

Fall 2

010

Fall 2

011

56%

61%62%

63% 63%

53%

55% 55%

57%

55%


More students who drop out of college do so after their first year than at any other time. Nationally, the percentage of students who leave after their first year runs at about 30% in most years.


• Over the last five years, an average of 55% of all freshmen entering UTB and TSC persist after their first year of college.


If we can double the number of graduates by 2025, while becoming the presumptive supplier of what employers want, Brownsville postsecondary institutions will award 5,000 degrees annually and the graduates will be competitive in the marketplace. Understanding our progress in degrees awarded is one measure to see how our postsecondary education efforts progress. The number of postsecondary graduates will ultimately be seen in high levels of educational attainment for the community.


• The data shows gradual growth in associate and bachelor degrees over the last ten years.

PROGRESS

how many first-time freshmen persist after one year at utb and tsc?

UTB AND TSC FIRST-TIME FRESHMEN FALL TO FALL RETENTION RATE

PROGRESS

All In Strategies:

• Support innovative programs to drive optimal attendance.

• Leverage technology to make real-time feedback, intensive advising, accelerated, flexible, and student-centered learning more available.

• Support intentional, accelerated, competency-based programs of study leading to credentials in high-demand fields like STEM and health care.

• Provide emergency aid to deal with unexpected life events such as divorce, death of a parent, job loss, etc.




• Connection to 211Texas.org:

2-1-1 Texas, a program of the Texas Health and Human Services Commission, is committed to helping Texas citizens connect with the services they need. Whether by phone or internet, the goal is to present accurate, well-organized and easy-to-find information from more than 60,000 state and local health and human services programs. Brownsville families are encouraged to use this service to connect with programs that can mitigate unexpected life events.

Sources: UTB and TSC Office of Institutional Research, Planning and Effectiveness (OIRPE)Fall to Fall first-time freshmen snapshot, data retrieved in September 2011.

PROGRESS

how many degrees are awarded by utb and tsc each year?

1200

1000

800

600

400

200

0

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

UTB AND TSC CERTFICATES AND DEGREES AWARDED

Source: UTB and TSC Office of Data Management and Reporting(http://www.utb.edu/provost/irpe/dmr/Pages/cadegrees.aspx)

master’s degreesbachelor’s degrees

certificates associate degrees

5000

4500

4000

3500

3000

2500

2000

1500

1000

500

0

Goal = 5,000

400 certificates

2100 associate degrees

2100

400 master’s degrees

bachelor’s degrees

18

148 157 166 190154 176 149

221 201

199214263

332

205269

295287

178

445

613

685 683618

642

778 766

918 940900

987

1052

851

921 939923

788

“Life is filled with obstacles and challenges. The key is never giving up on

your dreams, never doubting yourself, and accepting the help of others. For it is through persistence, determination and acceptance that we achieve success.”

-Dr. Lily F. Tercero,President of Texas Southmost College

“The RGV is an area of rapid regional population growth in the State of Texas.

So we can either just grow, or we can choose a course of transformation for our

region. Higher education transforms a region in smart ways.”

-Dr. Juliet V. Garcia, President of the University of Texas at Brownsville

21

COMPLETION

All In Strategies:

• Provide mandatory “intrusive” advising.

• Increase opportunities for college credits to transfer to other postsecondary institutions.

• Remove barriers to graduation (e.g., fees, forms).

• Create Learn and Earn programs that combine credential attainment and work experience in fields of study toward career pathway.




• Internship/Mentorship Program:

Local businesses are offered training and guidance on implementing internship and mentorship programs for local college students.

1990 2000 2010

Educational Level Brownsville Texas U.S. Brownsville Texas U.S. Brownsville Texas U.S.

No High School Diploma 50% 28% 24% 49% 25% 20% 40% 19% 12%

High School Diploma or Equivalent 20% 26% 30% 17% 25% 29% 20% 25% 31%

Some Postsecondary, No Degree 14% 21% 19% 17% 22% 21% 18% 23% 17%

Associate Degree 4% 5% 6% 4% 5% 6% 7% 7% 9%

Bachelor’s Degree 8% 14% 13% 8% 16% 16% 12% 18% 19%

Master’s & Professional Degree 4% 6% 7% 5% 8% 9% 4% 8% 11%

COMPLETION what has been the educational attainment of brownsville citizens ages 25+ over the past 20 years?

why does this data matter?

The level of educational attainment is an outcome measure indicating the importance and success of education as well as the availability of highly-skilled people to hold highly-skilled and well-paid employment.


• In 2010, 78% of Brownsville adults lacked postsecondary credentials; this limits earning ability today and will be an even greater barrier to living wage employment in the future.

• In the State of Texas, 67% of adults lack postsecondary credentials; the national percentage is 60%.

Source: U.S. Census Bureau, 2010 American Community Survey (http://www.city-data.com/city/Brownsville-Texas.html#ixzz2831x6jEJ)

“By 2018, 63 percent of all American job openings will require some sort of postsecondary education. While employers will

need nearly 22 million new workers with postsecondary degrees, colleges will fall short of that mark by 3 million graduates.”

-Carnevale, A.; Smith, N.; and Strohl, J. 2010

20

EMPLOYMENT

All In Strategies:

• Promote paid internships and local hiring incentives.

• Offer training opportunities to supervisors with interns.

• Provide career and financial coaching toward job retention and advancement.

• Provide “soft-skills” training for resume preparation, job search, and interviewing.

• Create industry partnerships with postsecondary institutions to create employment pathways.


• Internship/Mentorship Program:

Local businesses are offered training and guidance on implementing internship and mentorship programs for local college students.

• Brownsville Economic Development Council (BEDC) and Greater Brownsville Incentives Corporation (GBIC) Incentives Policy:

The BEDC developed and approved a policy to link incentives for new and existing businesses to the provision of internships, mentorships, and/or employee tuition assistance.

EMPLOYMENT

twelve months after graduation, what percentage of utb and tsc graduates have gone back to school, are working, or are working and back in school? what are the average salaries of those degree holders?

$32,000

$30,000

$28,000

$26,000

$24,000

$22,000

$20,000

2005-06

2006-07

2007-08

2008-09

2009-10 utb/tsc

texas

CERTIFICATE PROGRAM SALARIES

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

2005-06

utb/

tsc

texa

s

texa

s

texa

s

texa

s

texa

s

utb/

tsc

utb/

tsc

utb/

tsc

utb/

tsc

2006-07 2007-08 2008-09 2009-10

POST-GRADUATION CERTIFICATE PROGRAM SUCCESS

working only enrolled onlyworking and enrolled

Sources: Texas Higher Education Coordinating Board and UTB/TSC Career Services

$36,000

$34,000

$32,000

$30,000

$28,000

$26,000

$24,000

$22,000

$20,000

2005-06

2006-07

2007-08

2008-09

2009-10 utb/tsc

texas

ASSOCIATE DEGREE SALARIES

100%

80%

60%

40%

20%

0%

2005-06

utb/

tsc

texa

s

texa

s

texa

s

texa

s

texa

s

utb/

tsc

utb/

tsc

utb/

tsc

utb/

tsc

2006-07 2007-08 2008-09 2009-10

POST-GRADUATION ASSOCIATE DEGREE SUCCESS



“Education and economic development are

interdependent. Our community can only

develop and grow when the two are working hand in hand. Educators need to know what kinds of

careers and occupations are in demand, and employers need to

realize that in supporting educators and offering

internships/mentorships they are investing

in their future workforce and building their human capital, which will surely

pay off in the end. Working together, we can build bridges to success.”

-Lizzy de la Garza Director of Business Retention

& Expansion

22 23

11% 9%15% 10%

14% 10%22%

12% 17% 14%

36% 25%30%

25% 25% 25%

32% 25%

33%

25%

41%

51%

46%

51%

49%50%

33%

47%

35%

46%

$25,228.00

$24,376.00$24,384.00

$24,804.00$24,450.00

$30,168.00$29,940.00

$30,708.00

$29,328.00

$27,620.00

18%23%

18%21%14%19%

13%

19%14%

17%

31%44%

31%

42%

30%44%

30%43%30%41%

40%

32%

44%

31%43%33%

43%37%

38%

27%

$29,332.00

$31,184.00$32,116.00

$33,444.00$32,600.00

$31,180.00

$30,656.00

$28,564.00

$30,516.00

$29,804.00

$60,000

$55,000

$50,000

$45,000

$40,000

$35,000

$30,000

$25,000

$20,000

2005-06

2006-07

2007-08

2008-09

2009-10 utb/tsc

texas

MASTER’S DEGREE SALARIES

100%

80%

60%

40%

20%

0%

2005-06

utb/

tsc

texa

s

texa

s

texa

s

texa

s

texa

s

utb/

tsc

utb/

tsc

utb/

tsc

utb/

tsc

2006-07 2007-08 2008-09 2009-10

POST-GRADUATION MASTER’S DEGREE SUCCESS



$60,000

$55,000

$50,000

$45,000

$40,000

$35,000

$30,000

$25,000

$20,000

2005-06

2006-07

2007-08

2008-09

2009-10 utb/tsc

texas

BACHELOR’S DEGREE SALARIES

100%

80%

60%

40%

20%

0%

2005-06

utb/

tsc

texa

s

texa

s

texa

s

texa

s

texa

s

utb/

tsc

utb/

tsc

utb/

tsc

utb/

tsc

2006-07 2007-08 2008-09 2009-10

POST-GRADUATION BACHELOR’S DEGREE SUCCESS




Human Capital is a set of skills which an individual acquires through formal education, training and work experience; it increases the individual’s value in the marketplace. Post-graduation success rates not only measure the initial value of an individual’s human capital as measured by the initial salaries reported, but it highlights the individual’s investment in human capital by capturing the higher education persistence.


• More UTB and TSC graduates persist to get higher degrees than graduates around the state and they do this while being employed.

• The percentage of UTB and TSC graduates employed 12 months after graduation compares well with that of the State of Texas taken as a whole.

• Salaries for UTB and TSC graduates were slightly less (about 10%) than state averages, with one exception: holders of Master’s Degrees.

24 25

13%

3%

5%

4%

5%

4%

5%5%

7% 5%7%

1%

3%

1%

3%

2%

2%

1%

3%

1%

3%

10%

13%9%

11%

9%11%

10%11%

10%

17%

9%

74%

65%

83%

10%

66%

8%

78%

10%

66%

8%

76%

13%

67%

8%

77%

14%

66%

7%

74% 65%

70%

67%

73%

66%

68%

63%

67%

62%

$28,848.00$29,764.00

$30,940.00$31,808.00

$32,304.00$32,584.00

$35,196.00$33,776.00$33,032.00

$29,788.00

$53,332.00

$52,812.00$53,844.00

$55,448.00

$51,212.00$53,332.00

$53,864.00

$51,148.00$49,828.00

$50,452.00

“If we are going to make any dent on poverty in

America, we have to help more students get a

postsecondary degree.” -Melinda French Gates, Founder and Co-Chair

Bill & Melinda Gates Foundation

CITATIONS

PPS Community Partnership Framework for Preventing Loss and Creating Momentum, MDC, Inc., www.allinbrownsville.org.

Stover, C. (2012). The stakes could not be higher: Developmental Education and Retention.

Somerville, J., and Yi, Y. (2002). Aligning K–12 and postsecondary expectations: State policy in transition. Washington DC: National Association of System Heads.

Callan, P. M., and Finney, J. E. (2003). Multiple pathways and state policy: Toward education and training beyond high school. Boston, MA: Jobs for the Future.

Horn, L., Forrest Cataldi, E., and Sikora, A. (2005). National Center for Education Statistics, Waiting to Attend College: Undergraduates Who Delay Their Postsecondary Enrollment Postsecondary Education Descriptive Analysis Report. http://nces.ed.gov/pubs2005/2005152.pdf.

U.S. Department of Education, http://www.ed.gov/blog/2012/01/fafsa-completion-project-expands/.

Studentaid.ed.gov, Myths about financial aid. http://studentaid.ed.gov/sites/default/files/financial-aid-myths.pdf.

National Center for Developmental Education, http://ncde.appstate.edu/.

Developmental Initiative Framing Paper, MDC 2009. www.deionline.org/resources/.

Complete College America, www.completecollege.org/docs/Texas_remediation.pdf.

Carnevale, Anthony P.; Smith, Nicole; and Strohl, Jeff (2010). “Help Wanted: Projections of Jobs and Education Requirements Through 2018.” DC: The Georgetown University Center of Education and the Workforce.

Gates, Melinda French (2008). Melinda French Gates – A Forum on Education in America. www.gatesfoundation.org/speeches-commentary/Pages/melinda-gates-2008-education-forum-speech.aspx.

26 27

“In career pathway planning, students and parents should not discount the

increasing value of technical skill Certificate and Associate of Applied Science degrees available from local community and technical colleges.

Although it is true that lifelong earnings are enhanced by each higher

educational degree level attained, current research shows the majority of tomorrow’s good jobs are “technical” in nature – not requiring a four-year

degree. As the economy and job market continue to change, even students seeking bachelor’s degrees should

carefully research whether there is, or will be, future job demand for the

degree they will seek.” -Pat Hobbs,

Executive Director for Workforce Solutions Cameron

28

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