2011 Closing the Gaps Report

8/6/2019 2011 Closing the Gaps Report

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AGENDA ITEM IV

CLOSING THE GAPS

PROGRESS REPORT

2011

June 2011

Division of Planning and Accountability


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Texas Higher Education Coordinating Board

Fred W. Heldenfels IV, CHAIR AustinHarold W. Hahn,VICE CHAIR El PasoJoe B. Hinton, SECRETARY OF THE BOARD Crawford

Amir H. Barzin, STUDENT MEMBER OF THE BOARD DallasDurga D. Agrawal HoustonDennis D. Golden CarthageLyn Bracewell Phillips Bastrop

A. W. Whit Riter III Tyler

Raymund A. Paredes, COMMISSIONER OF HIGHER EDUCATION

Mission of the Coordinating BoardThe Texas Higher Education Coordinating Boards mission is to work with theLegislature, Governor, governing boards, higher education institutions and other

entities to help Texas meet the goals of the states higher education plan, Closing theGaps by 2015, and thereby provide the people of Texas the widest access to highereducation of the highest quality in the most efficient manner.

Philosophy of the Coordinating BoardThe Texas Higher Education Coordinating Board will promote access to quality highereducation across the state with the conviction that access without quality is mediocritand that quality without access is unacceptable. The Board will be open, ethical,responsive, and committed to public service. The Board will approach its work with asense of purpose and responsibility to the people of Texas and is committed to the

best use of public monies. The Coordinating Board will engage in actions that addvalue to Texas and to higher education. The agency will avoid efforts that do not addvalue or that are duplicated by other entities.

The Texas Higher Education Coordinating Board does not discriminate on the basis of race, color, national origin,gender, religion, age or disability in employment or the provision of services.


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Introduction

In October 2000, the Texas Higher Education Coordinating Board adopted Closing the Gaps by2015: the Texas Higher Education Plan(CTG). The goal of the plan is to close educational gapswithin Texas and between Texas and other leading states by focusing on the critical areas of

participation, success, excellence, and research. When introduced, CTGwas greeted by strongsupport from educational, business, and political communities. The plan has maintained a highlevel of visibility and support from these and other entities because of its potential to strengthenTexas economic base, attract businesses and faculty, generate research funding, improvequality of life, and enhance the overall stature of the state.

At the plans inception, a primary goal and a number of supporting objectives were adopted foreach CTGgoal. Goals for 2015 were set relative to 2000 benchmarks. To assess progresstoward meeting the goals, intermediate targets for 2005 and 2010 were identified. Sometargets were modified in 2005 in response to new population projections and acceleratedprogress toward some of the goals. Adjustments were also made to incorporate thecontributions of independent higher education institutions toward CTG.

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

Texas higher education completed two-thirds of the 15-year time frame for CTGin 2010.Institutions met or exceeded a number of 2010 intermediate targets, such as statewideenrollment, undergraduate awards, and research expenditures. However, in several areas, suchas teacher certifications and technology awards, performance continued to be far below targets.The Coordinating Board implemented an accelerated action plan in 2010 to address four areasthat were, and continue to be, below expectations: African American male and Hispanic

participation; Hispanic and African American degrees and awards; technology (STEM field)degrees and awards; and teacher initial certifications. That plan was described in the 2010Progress Report.

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

being expanded to major metropolitan areas of Texas in 2011.


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Closing the Gaps2011 Progress Summary

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

ProgressDefinition of Progress

Relative to Target Trend Line

Well Above Target 10 or more percent above

Somewhat Above Target 2 to 9 percent above

On Target Within +1 percent

Somewhat Below Target 2 to 9 percent below

Well Below Target 10 or more percent below

CTGMeasure

Progress Relative to Target Trend Line

June 2010 Report June 2011 Report

Participation1

Statewide participation Well Above Target Well Above Target

African American participation Well Above Target Well Above Target

Hispanic participation Well Below Target Well Below Target

White participation Well Above Target Somewhat Below Target

Success1 BACs: bachelors and associates degrees, and certificates

Statewide BACs On Target Somewhat Above Target

Bachelors degrees Somewhat Above Target Somewhat Above Target

Associates degrees Somewhat Above Target Well Above Target

Doctoral degrees Well Above Target Well Above Target

African American BACs Somewhat Below Target Somewhat Below TargetHispanic BACs Somewhat Below Target Somewhat Below Target

Technology BACs Well Below Target Well Below Target

Allied health and nursing BACs Somewhat Above Target Somewhat Above Target

Teachers initially certified Well Below Target Well Below Target

Math and science teachers initially certified Well Below Target Well Below Target

Excellence2

National rankings Well Below Target Well Below Target

Program recognition On Target On Target

Research

Federal science & engineering R&D obligations3 Somewhat Below Target Somewhat Below Target

Public institutions research expenditures4 Well Above Target Well Above Target

1For participation and success, the most recent progress was compared to the 2010 value on a target trend line,which assumed linear growth from 2000-2005, 2005-2010, and 2010-2015 to reach 2010 and 2015 goals.2Progress in excellence was assessed by methods other than a target trend line. Program recognition, as defined forthe target, cannot be better than on target.3For research and development obligations, the most recent assessment was done relative to the 2007 value (theyear of the most recently available data) on the target trend line.4For research expenditures, the most recent progress was assessed relative to the 2010 value on a linear target

trend line from 1999 to 2015.


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Summary of Findings

Statewide Goal for Participation:By 2015, increase enrollment at public andindependent institutions by 630,000 students. The 630,000 more students would bringTexas public and independent higher education enrollment to 1,650,000 students in 2015.

Texas added over 84,000 students to higher education in fall 2010. This was the secondbest performance since CTGbegan in 2000 and followed 2009s record-setting increase ofnearly 122,000 students. After such impressive gains, the state had nearly 486,000 morestudents in 2010 than in 2000. Another 145,000 students (23 percent of the 630,000-student gap) need to enroll in 2015 to meet that years goal. The state is in much bettershape than in fall 2008 when there were seven years to close 56 percent of the gap.

Hispanic enrollment grew by almost 33,000 students in fall 2010. This put Hispanics a littlecloser to the target trend line for reaching the 2015 target, but still well below it. Enrollmentneeds to grow another 52 percent by 2015. Hispanic females participated in highereducation at a rate of 5.4 percent of their population, compared with just 3.7 percent forHispanic males.

African Americans added about 16,000 students in 2010, bringing their 10-year increase to85,000, which already exceeded the 2015 goal of about a 64,000 increase. African

Americans continued to have the highest participation rate of the three major racial/ethnicgroups at 6.6 percent, up 0.4 percentage points from 2009. African American maleparticipation trailed females 5.0 to 8.1 percent.

White participation fell by 3,000 students in fall 2010. It increased by almost 86,000students since 2000, but that was not enough to keep progress above the target trend line.Because the white population is expected to grow very slowly through 2015, and CTGtargets are based on participation rates, white enrollment only needs to increase another2.3 percent to reach the 2015 target.

Females in Texas surpassed males, 6.8 percent to 5.1 percent, in their fall 2010

participation rate. The female-male gap has grown steadily since 2000 when it was just 1percentage point (5.4 percent versus 4.4 percent).

Statewide Goal for Success: By 2015, increase the number of bachelors andassociates degrees and certificates (BACs) to 210,000 at public and independentinstitutions. By 2010, increase the number of BACs to 171,000. The 2015 target requiresawarding 93,765 more BACs than in 2000.

Texas institutions awarded 176,604 BACs in FY 2010, up 60,369 or 51.9 percent since FY2000 and up 11,889 awards since 2009. The one-year increase was the most since CTGbegan in 2000.

Hispanic students had their greatest annual growth in BACs since 2000 in FY 2010, and

African American students earned 7.4 percent more awards in 2010, but both groupscontinued to be somewhat below the level of the target trend line for reaching 2015 targets.

After increasing for three straight years, undergraduate awards in computer science,engineering, math, and physical science (STEM fields) still need to increase by over 90percent in the next five years to reach the 2015 target.

Certifications of new math and science teachers increased 11.5 percent in FY 2010. Totalinitial teacher certifications dropped 2.7 percent, the second straight decline. Both measureswere well below targeted levels.


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The annual increase of 6,522 associates degrees in FY 2010 was more than twice any otherincrease since 2000, pushing the level well above the target trend line. Doctoral degreesremained well above the line after rebounding from a small decrease in 2009, andbachelors degrees continued their steady upward climb, posting a 2.4 percent gain toremain somewhat above the line.

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

In the 2011 U.S. News & World Report(U.S. News) rankings, The University of Texas atAustin (UT-Austin) tied for 13th place and Texas A&M University (TAMU) was in 22nd placeamong national public universities. Although UT-Austin moved up two places, neitherranking was a significant improvement, and U.S. Newshas never ranked either institution inthe top 10 public universities since 2000.

The University of Texas at Dallas was the next highest ranked Texas public university in U.S.News, tied for 72nd place.

Examination of the components ofU.S. Newsrankings shows that UT-Austin could have

moved up to the 11th-ranked University of California at Irvine by improving in areas such asfaculty resources (class size, faculty salaries, and so forth), percent of freshmen in the top10 percent of their high school class, and spending per student.

Based on data in the 2010 report from The Center for Measuring University Performance(CMUP), UT-Austin and TAMU tied for 14th and 17th place, respectively, among a group of41 top public research universities. The CMUP does not compute rank numbers, but theirdata can be used for this purpose. Both institutions did better, tied for 13th place, on thebasis of the 2009 reports data. The University of Houston was in a tie for number 15 in theCMUPs next lower group of34 top public research universities, based on data from the2010 report.

Data from the 2010 CMUP report indicate that, among the 41 top public researchuniversities mentioned in the previous paragraph, the University of Texas SouthwesternMedical Center and the University of Texas M.D. Anderson Cancer Center were at numbers23 and 31, respectively, one position better than the previous year.

The Wall Street Journalranked TAMU and Texas Tech University number 2 and 18,respectively, among public and independent colleges and universities in a first-time 2010survey of recruiters for the nations largest companies, nonprofit organizations, and federalagencies. The survey focused on how well institutions prepared bachelors degree graduatesto land a job and succeed in their careers.

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

the share to 6.2 percent.

Texasfederal obligations for science and engineering R&D were 5.5 or 5.6 percent of theU.S. total from FY 2004 through FY 2007 (the most recent year of available data), followinga 6.1 percent share in FY 2003. The 5.6 percent share in FY 2007 was somewhat below thetarget trend line value.

Texas public universities and health-related institutions had already exceeded the 2015 CTGtarget for research and development expenditures ($3 billion) in FY 2008. Expenditurestotaled $3.55 billion in FY 2010, well above the target trend line.


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Closing the Gapsin Participation

Goal: By 2015, close the gaps in participation rates across Texasto add 630,000 more students.

Following a record annual increase of nearly 122,000 students in fall 2009, statewide enrollmentgrew by over 84,000 students in fall 2010, the second largest increase since CTGwas adoptedin 2000. The total increase from 2000 to 2010 was nearly 486,000 students, 20 percent higherthan the 2010 CTGtarget and well above the pace needed to reach the 2015 target.

African Americans continued to make remarkable progress as their participation rateenrollment divided by total population grew to 6.6 percent, exceeding the rates for whites andHispanics. They had already surpassed their 2010 and2015 enrollment targets in 2009, andadded another 16,000 students in 2010. However, the disparity between African Americanfemales and males grew in 2010, as 8.1 percent of females participated in higher educationversus 5.0 percent of males, the largest gap for the three major racial/ethnic groups.

White enrollment dropped in fall 2010 by 3,000 students and the participation rate droppedfrom 5.8 to 5.7 percent. Ninety percent of the drop was for males, whose participation dropped0.1 percentage point to 5.1 percent while white female participation was steady at 6.3 percent.Hispanic enrollment grew by nearly 33,000 students, but the change since 2000 was still wellbelow what was needed to stay on track to meet the 2015 target. Things will only get morechallenging for Hispanics in the next five years, as the CTGtarget trend line for enrollmentgrowth gets steeper. Hispanic male participation grew by just 0.2 percentage points in fall 2010and continued to trail the five other major racial/ethnic and gender groups at 3.7 percent.


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*Based on projected population when CTGgoals were set; revised to 4.9 percent based on the 2000 Census.

Status: Well Above TargetIn fall 2010, enrollment in Texas publicand independent higher education was5.9 percent of the states population,already exceeding the 2015participation rate target. The state mustenroll almost another 145,000 studentsby 2015 to meet that years target.

Observations

Fall enrollment increased 84,456between 2009 and 2010, the secondlargest gain since CTGbegan in2000. On average, only about29,000 students need to be addedeach year through 2015 to meet thestate goal.

Public two-year institutionscontributed the most, 295,254 or60.8 percent, to the 2000-2010increase in enrollment of 485,932.

State-level participation and goals are sums of data for African American, Hispanic, white,

andother groups. While the African American enrollment increase since 2000 was wellabove its 2010 target trend line value, the white increase was somewhat below and theHispanic increase was well below.

Enrollment of females was 6.8 percent of the Texas female population in fall 2010, 1.7percentage points higher than for males. That gap has steadily increased since 2000, whenit was 1 percentage point. Malesfrom all three of the majorracial/ethnic groups have trailedfemales by at least 0.9 percentagepoints since 2000.

Enrollment at public two-year

institutions increased by 50,407, or7.3 percent, from 2009 to 2010.This was 59.7 percent of thestatewide increase. Their share ofstatewide enrollment grew to 49.4percent.

Public four-year institutionscontributed 26,923 students to the2009-2010 increase, 31.9 percent of

CLOSING THE GAPSIN PARTICIPATION GOAL: Increase the overallTexas higher education participation rate from 5 percent* in 2000 to5.6 percent by 2010 and to 5.7 percent by 2015.

Participation enrollment growth charts showenrollment changessince fall 2000. Data forcharts ma be found in the A endices.

Enrollment Growth at Public and Independent

Higher Education Institutions Since Fall 2000

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

2000 2005 2010 2015

Target Actual

485,932

630,483

403,483

Enrollment and Percent of Statewide Totalby Type of Institution

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000

Public2

-year

Public4

-year

Indepe

ndent

Caree

r

Fal l 2009 Fal l 201048.8%49.4%

38.8%38.4%

8.6% 8.3%

3.8% 3.9%


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o The two-year persistence rate increased from 80.7 percent to 82.0 percent between fall2000 and fall 2008 cohorts at public universities. But the rate declined slightly for publiccommunity college cohorts over the same time span, from 54.5 percent to 54.3 percent.

Focusing on the unique needs of part-time students (undergraduates taking less than 12semester credit hours) may encourage more participation of older as well as traditionalcollege-age segments of the population. Part-time students made up 69.0 percent of allcredential-seeking students atpublic community colleges in fall2010. Some 70.5 percent ofcredential-seeking African

American students were enrolledpart-time at public communitycolleges in fall 2010, a littlehigher than Hispanics (69.0percent) and whites (68.8percent). While part-timestudents are far less prevalent at

universities, 4.6 percent of first-time degree-seekingundergraduate students at publicuniversities enrolled part-time infall 2010.

Number and Percent of Students Enrolled Part-Timeat Public Community Colleges, by Race/Ethnicity

0

50,000

100,000

150,000

200,000

250,000

White

Hispan

ic

Africa

nAme

rican

Fall 2000 Fall 2009 Fall 2010

61.9%

69.0%

64.8%

70.5%

61.3%

68.8%67.4%

69.5%

68.8%


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Status: Well Below TargetHispanic enrollment increased by 207,789 or 87.5 percent between fall 2000 and fall 2010, thefastest growth of the three major racial/ethnic groups. Some 32,541 or 7.9 percent morestudents enrolled in fall 2010 than in fall 2009. The enrollment increase through 2010 drew alittle closer to the target trend line, but it was still 12.2 percent below it. The line is steeperfrom 2010 to 2015, so enrollment growth will need to accelerate even more to meet the 2015target. Another 230,917 Hispanic students must enroll in 2015 to meet that years target, a 51.9percent increase over fall 2010s enrollment of 445,183.

Observations

The Hispanic population is projected to grow by 19.8 percent between 2010 and 2015 (from9.8 million to 11.8 million).

Hispanics are projected to become the largest racial/ethnic group in Texas in 2015.

Hispanic males had the lowest higher education participation rate of the major racial/ethnicand gender groups in fall 2010: 3.7 percent of the Hispanic male population. That was 1.8percentage points below the Hispanic female participation rate. If males had participated atthe same rate as females, almost 91,000 additional Hispanic students would have beenenrolled, pushing the increase since 2000 well above the target trend line. Increasing theHispanic male participation rate is especially rewarding because, unlike African Americansand whites, there are more malesin the Hispanic population thanfemales: 335,000 more in 2010.

The number of Hispanics whograduated from Texas public highschools increased from 74,466 inFY 2002 to 119,365 in FY 2010.

At the same time, the college-going rate increased from 42.6percent to 52.2 percent. Thatincreased rate meant that about11,500 more Hispanic high schoolgraduates went to college than ifthe rate had been stagnant. Yetthe college-going rate still trailedwhite public high schoolgraduates58.3 percent rate.

FY 2010 Hispanic female high school graduates went directly to Texas public andindependent higher education in the fall at a higher rate than Hispanic males, 56.1 percentto 48.3 percent.

Increasing the persistence rates of Hispanic students is a critical component of meetingHispanic participation targets.o At public universities, the one-year persistence rate for first-time, full-time Hispanic

students increased from 83.4 percent to 85.6 percent between the fall 2000 and fall

Hispanic Participation Target: Increase the higher education participationrate for the Hispanic population of Texas from 3.7 percent* in 2000 to 4.8percent by 2010 and to 5.7 percent by 2015.

Hispanic Enrollment Growth at Public and

Independent Institutions Since Fall 2000

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

2000 2005 2010 2015

Target Actual

207,789

438,706

236,606


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2009 cohorts, but the 2009 rate was nearly 5 percentage points below that of whitestudents. About 850 more Hispanic students in the cohort would have stayed in highereducation if their rate had matched the white studentsrate. The one-year persistencerate also increased for Hispanics at public community colleges over the same time span,from 65.2 to 66.6 percent; the latter was virtually the same as the white rate of 66.7percent.

o The two-year persistence rate for Hispanics at public universities rose nearly 3percentage points, to 80.3 percent, for cohorts starting in fall 2008 versus fall 2000. Atpublic community colleges the increase was from 53.2 to 55.3 percent. The latter figurewas half a percentage point below that of white students but nearly 12 percentagepoints above African American students rate.


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Status:Well Above TargetAfrican American enrollment increased by 85,271, or 78.6 percent, from fall 2000 to fall 2010.Some 16,275 or 9.2 percent more students enrolled in fall 2010 than the previous fall. Theincrease through 2010 exceeded the 2010 and 2015 targets by 71.1 and 32.7 percent,respectively.Observations African American participation was 6.6 percent of the African American population in fall

2010, about 1 percentage point above the white rate and about 2 percentage points abovethe Hispanic rate.

African American femalesparticipated in higher educationat the highest rate among themajor racial/ethnic and gendergroups in fall 2010, 8.1 percent.This was up half a percentagepoint from 2009 and just over 3percentage points better than

African American males. Almost44,000 more African Americanmales would have been enrolledin fall 2010 if they had

participated at the same rate asAfrican American females.

The population of AfricanAmerican Texans is expected togrow by 9.1 percent from 2010 to 2015, when it is projected to be 3.2 million.

The number of African American public high school graduates increased from 30,030 in FY2002 to 36,988 in FY 2010, while the percentage going directly into public and independenthigher education increased from 43.7 percent to 51.2 percent. However, the rate for FY2010 high school graduates was below the college-going rates of Hispanic and white publichigh school graduates, 52.2 percent and 58.3 percent, respectively. About another 2,600

African Americans from the 2010 high school graduating class would have enrolled in highereducation if their college-going rate had matched the white graduates rate.

African American females who graduated from Texas public high schools in FY 2010 wentdirectly into public and independent higher education at a much higher rate than their malecounterparts, 55.5 percent to 46.8 percent. If the male students had gone into highereducation at the same rate as the females, almost 1,600 more males would have beenenrolled in fall 2010.

African American persistence rates must be improved so that increased participation ratestranslate into more graduates.

African American Participation Target: Increase the higher educationparticipation rate for the African American population of Texas from 4.6percent* in 2000 to 5.6 percent by 2010 and to 5.7 percent by 2015.

African American Enrollment Growth at Publicand Independent Institutions Since Fall 2000

0

20,000

40,000

60,000

80,000

100,000

2000 2005 2010 2015

Target Actual

85,271

64,237

49,837


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o At public universities, the one-year persistence rate for first-time, full-time AfricanAmerican students improved to 81.8 percent for the fall 2009 cohort, compared with80.3 percent for the fall 2000 cohort. But the 2009 cohorts performance was well belowthe 90.3 percent rate for the white cohort. The one-year persistence rate for African

American students at public community colleges dropped over 4 percentage pointsduring the same time span to 55.2 percent, which was over 11 percentage points belowHispanic and white students rates.

o The two-year persistence rate rose nearly 1 percentage point to 71.8 percent for the fall2008 cohort of African Americans at public universities, versus the fall 2000 cohortsresults, but that was far below the 2008 cohortsrates for Hispanics (80.3 percent) andwhites (85.0 percent). Two-year persistence rates dropped from 45.1 percent to 43.5percent for African American cohorts at public community colleges during thecomparable time. The latter rate was about 12 percentage points worse than Hispanicand white rates for 2008 cohorts.


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largest percentage of any racial/ethnic group,.

Status:Somewhat Below TargetWhite enrollment growth fell below the target trend line as enrollment dropped by 3,000students or 0.5 percent from fall 2009 to fall 2010. The 2010 participation met the target of 5.7percent of the white population in 2010, but that did not translate into satisfying the enrollmentgrowth target because population projections have changed since the enrollment goals wereset.Observations Some 655,907 white students

enrolled in fall 2010, 15.1 percent

more than in fall 2000. The white population is expected

to grow just 1.0 percent from2010 to 2015, when it is projectedto reach 11.6 million, about237,000 below the Hispanicpopulation.

Some 108,577 white studentsgraduated from Texas public highschools in FY 2010, the lowestsince FY 1999.

The white population in Texas

ages 18 to 24 (traditional collegeages) peaked in 2007 at 1.06 million, and it is projected to decline 7.5 percent from there toabout 979,000 by 2015. Therefore, to maintain or increase total white enrollment, morewhite Texans must enroll from other age groups or in greater proportion from the traditionalpool.

Strategies for increasing male participation in higher education should include both minorityand white males. Enrollment of white males was just 5.1 percent of the white malepopulation in Texas in fall 2010, compared with a participation rate of 6.3 percent for whitefemales. By increasing their participation to the female rate, another 67,000 white maleswould have been enrolled in fall 2010.

White Participation Target: Increase the higher education participation ratefor the white population of Texas from 5.1 percent in 2000 to 5.7 percent by2010 and remain at 5.7 percent through 2015.

White Enrollment Growth at Public andIndependent Institutions Since Fall 2000

0

20,000

40,000

60,000

80,000

100,000

2000 2005 2010 2015

Target Actual

85,855

101,248

90,448


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Closing the Gapsin Success

Goal: By 2015, award 210,000 undergraduate degrees,certificates, and other identifiable student successes from high-quality programs.

Overall, the state is on track to reach the CTGsuccess goal of increasing undergraduateawards: bachelors and associates degrees and certificates. The associates degrees componentof undergraduate awards increased in FY 2010 by more than twice any previous annualincrease since the start ofCTG. The allied health and nursing component did not increase asquickly, but it was enough to stay somewhat above the target trend line. Doctoral awardsstayed well above the target trend line for the fifth consecutive year in FY 2010.

Hispanic and African American students undergraduate awards remained somewhat belowneeded levels, but they did post good increases in FY 2010. Initial teacher certifications, which

were last above the target trend line in FY 2004, continued to move farther below the line. Thattrend is of somewhat less concern short-term in light of recent layoffs of teachers and fewer jobopportunities due to the downturn in the economy. However, in the long run it is not goodnews because the Texas Workforce Commission projects that, when the economy returns tolong-term growth patterns, K-12 teachers will again be in heavy demand. Science, technology,engineering and math (STEM) undergraduate awards and math and science teachercertifications had decent gains in FY 2010, but they were still far short of progress needed toreach 2015 goals.


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For first-time full-time public community, technical, and state college students through FY2010, the six-year graduation and persistence rates were 30.6 percent African American;40.2 percent Hispanic; 45.8 percent white; and 53.9 percent Asian.

Student preparation for college-level coursework is also important for boosting successrates. Efforts should focus on improving the skills of incoming students and supportingeffective and scalable developmental education programs for students who arrive in highereducation underprepared.o For the fall 2006 cohort of first-time students at public universities, 12.2 percent did not

meet the Texas Success Initiative (TSI) standard in math. Just 34.4 percent of thesestudents successfully completed a college-level math course within three years. First-time students who were underprepared in reading or writing did better in successfullycompleting a college-level course in a related area within three years: 55.7 percent forreading and 52.2 percent for writing.

o Underprepared students are more likely to attend community colleges. Of first-timestudents entering public community colleges in fall 2006, 41.7 percent did not meet theTSI standard in math, 27.8 percent were underprepared in reading, and 19.6 percentwere underprepared in writing. As with universities, the students who were

underprepared in math were least successful in completing a college-level course in thatarea within three years: completion rates for the fall 2006 cohort were just 14.0 percent,compared with 36.1 percent in reading and 28.9 percent in writing.


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Bachelors Degrees Status: Somewhat Above TargetPublic and independent institutions awarded 101,879 bachelors degreesin FY 2010, 2,416 or2.4 percent more than in FY 2009and 1.9 percent above the targettrend value of 100,000.

Observations

Bachelors awards increased26,973 (36.0 percent) from FY2000 to FY 2010.

Institutions must award 10,621(10.4 percent) more bachelorsdegrees in 2015 to reach thetarget of 112,500.

White students were awardedabout 700 fewer bachelorsdegrees by public institutions inFY 2010 than in FY 2009. Thelast decrease was in FY 2001.One contributing factor to the decrease in 2010 may be the steady decline in whiteenrollment at public universities from fall 2003 to fall 2007, a total drop of 4,275 whitestudents. White enrollment at public universities did not climb above the fall 2003 level until

fall 2009. The loss in bachelors degrees for white students was more than offset byHispanic and African American students, who together earned over 1,500 more bachelorsdegrees in FY 2010 than theprevious year, helping the statestay on track to meet CTGtargets.

Associates Degrees Status: WellAbove TargetSome 48,851 associates degreeswere awarded in FY 2010, 6,522

more than in FY 2009. The increasewas more than twice any previousyearly increase since 2000, placingthe number of awards more than 12percent above the level of the targettrend line.

Observations

Associates degrees increased 23,346 or 91.5 percent from FY 2000 to FY 2010.

Success targets for Bachelors and Associates degrees: Increase the number of students completing bachelors degrees to

100,000 by 2010 and to 112,500 by 2015. Increase the number of students completing associates degrees to

43,400 by 2010 and to 55,500 by 2015.

Bachelors Degrees Awarded by Public and

Independent Institutions

0

30,000

60,000

90,000

120,000

2000 2005 2010 2015

Target Actual

101,879

112,500

100,000

Associates Degrees Awarded by Public and

Independent Institutions

0

10,000

20,000

30,000

40,000

50,000

60,000

2000 2005 2010 2015

Target Actual

48,851

55,500

43,400


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Another 6,649 awards are needed in 2015 to meet that years target. Hispanic students earned about 2,500 more associates degrees from public institutions in

FY 2010 than in the previous year, an 18.4 percent increase.Associates degrees frompublic institutions increased by over 500 for African Americans during that time.

The initial increase in associates degrees several years ago was due, in part, to someinstitutions performing degree audits and determining that many of their students hadsufficient credits for a degree, but had not been awarded one. Many institutions are nowconducting degree audits for this purpose on a regular basis.

Reverse transfers are another reason for the robust increases in associates degrees. In areverse transfer, credits earned at a university are transferred to a two-year institutionpreviously attended in order to award a student an associates degree for work alreadycompleted.


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Status: Somewhat Below TargetPublic and independent institutions awarded 18,560 BACs to African American students in FY2010, 1,273 or 7.4 percent more than in FY 2009. This fell 6.3 percent short of the 19,800awards on the target trend line for 2010.

Observations

Bachelors and associates degreesand certificates to African Americanstudents increased by 7,345 or 65.5percent since FY 2000.

Another 5,740 (30.9 percent) BACsare needed to meet the 2015 target.

Public four-year institutionsconferred 7,998 undergraduateawards (43.1 percent of the total)on African American students andpublic two-year institutions awarded8,706 (46.9 percent of the total).The remaining 1,856 BACs wereconferred by independent four-year and two-year institutions.

More needs to be done to retain andgraduate African American students.

While fall 2010 African Americanenrollment already exceeded the2015 CTGgoal, the number of BACsawarded to African Americans hasbeen below the target trend linesince 2007.

African Americans have very lowgraduation and persistence rates. Afirst-time full-time cohort of African

American students who enrolled infall 2004 at Texas public universities

had a six-year graduation andpersistence rate of just 52.3percent, well below the rate for Hispanic students (64.8 percent) and white students (76.6percent). If the African American cohort had succeeded at the Hispanic or white studentsrates, about 1,000 or 1,900 more students, respectively, would have graduated or persistedin six years. A fall 2004 cohort of African American students at public community, technical,and state colleges graduated and persisted over six years at a 30.6 percent rate, comparedwith Hispanic students40.2 percent and white students45.8 percent.

African American Success Target: Increase the number of AfricanAmerican students completing bachelors degrees, associates degrees,and certificates to 19,800 by 2010 and to 24,300 by 2015.

African American Bachelors and Associates Degrees and

Certificates Awarded by Public and Independent Institutions

0

5,000

10,000

15,000

20,000

25,000

2000 2005 2010 2015

Target Actual

18,560

24,300

19,800

African American BACs Awarded by Public and

Independent Institutions, by Sector

7,082 7,093 6,705 7,131 6,9827,877 8,706

5,576 5,723 6,2136,616 6,821

7,5797,998

1,7501,807

1,8092,009 1,784 1,777

1,713 1,765

1,8311,856

5,447 6,4286,0135,192

4,323

4,8054,559

5,1361,700

0

4,000

8,000

12,000

16,000

20,000

24,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Public Two-Year Public Four-Year Independents

2015 Target: 24,300

11,21511,75612,625

13,37314,66714,600 14,695

15,460 15,568

17,28718,560


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24

Status: Somewhat Below TargetPublic and independent institutions awarded 47,750 BACs to Hispanic students in FY 2010,4,592 (10.6 percent) more than in FY 2009. This was the largest increase in the number ofawards since CTGbegan, but the level remained somewhat below the target trend line.Observations

Hispanic BAC awards more thandoubled since FY 2000, climbing by24,382 from a starting level of23,368.

Hispanic students must earn 19,250

or 40.3 percent more BACs in 2015 toreach the success target. Some 20,605 BACs were awarded to

Hispanics by public four-yearinstitutions in FY 2010, 43.2 percentof the total. Public two-yearinstitutions awarded 24,024 BACs,17.5 percent more than in 2009,raising these institutions share to50.3 percent of the total BACs awarded to Hispanic students. The other 3,121 awards wereconferred by independent institutions.

Historically, Hispanic students have had lower graduation and persistence rates than white

and Asian groups. A first-time full-time cohort of Hispanic students whoenrolled in fall 2004 at Texas publicuniversities had a six-year graduationand persistence rate of 64.8 percent,compared with 84.0 percent for

Asians and 76.6 percent for whites. Ifthe cohort had graduated andpersisted at the white rate, nearly1,600 additional Hispanic studentswould have succeeded. At public

community, technical, and statecolleges, the fall 2004 cohorts six-year success rates were 40.2 percentfor Hispanics, 53.9 percent for Asians,and 45.8 percent for whites.

Hispanic Success Target: Increase the number of Hispanic studentscompleting bachelors degrees, associates degrees, and certificates to

50,000 by 2010 and to 67,000 by 2015.

Hispanic Bachelors and Associates Degrees and Certificates

Awarded by Public and Independent Institutions

0

20,000

40,000

60,000

2000 2005 2010 2015

Target Actual

47,750

67,000

50,000

Hispanic BACs Awarded by Public and IndependentInstitutions, by Sector

15,48816,72417,41417,92318,32620,44624,024

10,879

13,26314,50415,478

17,05517,97119,511

20,605

2,282 2,3632,444

2,5952,583

2,4952,493

2,7262,970

3,201

3,121

10,538 13,73511,83310,207

11,97411,135

12,502

0

10,000

20,000

30,000

40,000

50,000

60,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Public Two-Year Public Four-Year Independents

2015 Target: 67,000

23,36824,03626,251

28,83231,334

33,72335,385

37,70439,267

43,158

47,750


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25

Status: Well Above Target

Doctoral awards rebounded in FY 2010 following a slight decrease in FY 2009. The new levelwas 3,813 degrees, up 121 (3.0 percent) from 2009 and 1.3 percent from 2008. Doctorateshave increased by 1,184 or 45.0 percent since FY 2000.Observations

Doctoral awards at independentinstitutions decreased from 609 to 564between 2009 and 2010, but this wasmore than offset by a 166 degree (5.4percent) increase at public institutions.

Institutions only need to award another

87 doctorates in 2015 to reach the CTGtarget.

Public institutions conferred 3,249doctoral degrees in FY 2010, 41.4percent more than in FY 2000.

Hispanic students earned 103 moredoctorates from public institutions in FY2010 than in FY 2000, and African American students earned 62 more, but their shares ofthe total doctoral awards in FY 2010 were only 7.4 and 4.7 percent, respectively.Otherstudents (excluding Hispanic, African American, and white students) earned 42.9 percent ofthe doctorates in FY 2010.

Nationwide, females earn more doctorates than males. In Texas, however, males continued

to earn more doctorates than females in FY 2010, 2,004 to 1,809. The National Research University Fund Act, established in HB 51, 81stTexas Legislature, is

intended to assist emerging research universities with achieving national prominence asmajor research universities. One criterion for determining if an emerging research institutionis eligible for these funds is whether it has awarded at least 200 Ph.D. degrees in the priortwo academic years. This provision may spur competing institutions to push Ph.D. degreecompletion.

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

Doctoral Degrees Awarded by Public andIndependent Institutions

0

1,000

2,000

3,000

4,000

2000 2005 2010 2015

Target Actual

3,8133,900

3,350


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27

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

Students earned 12,845 nursingBACs from public institutions in FY2010, 5,242 or 68.9 percent more

than in FY 2000. Allied health BACstotaled 8,380 in FY 2010, 2,776 or49.5 percent above FY 2000s level.

Some 70.4 percent of the alliedhealth and nursing BACs wereearned at two-year institutions in FY2010.

Allied health and nursing awardsmust total an additional 4,875 (23.0percent) in FY 2015 to achieve theCTGtarget.

The number of allied health and nursing BACs was lower in FY 2002 than in FY 2000,

continuing a trend that began in the middle of the previous decade, but award countsbegan to rebound in FY 2003. In 2005, the original targets were revised upward to reflectthe need for more practitioners, coupled with increased legislative attention.

The 82nd Texas Legislature again funded the Professional Nursing Shortage ReductionProgram, which provides incentive funding for increased numbers of nursing graduates.

Allied Health and Nursing Success Target: Increase the number ofstudents completing allied health and nursing bachelors andassociates degrees, and certificates to 20,300 by 2010 and to 26,100by 2015.

Allied Health & Nursing Bachelors and Associates

Degrees and Certificates Awarded by Public Institutions

0

5,000

10,000

15,000

20,000

25,000

30,000

2000 2005 2010 2015

Target Actual

21,225

26,100

20,300


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Status: Well Below Target

Initial teacher certifications through all routes totaled 25,079 in FY 2010, down 2.7 percent fromFY 2009 and 27.5 percent below the target trend line. Certifications dropped below the line inFY 2005 and the gap has steadily increased since then.Observations

In FY 2000, alternative certificationprograms produced about one in fivenewly certified teachers. By FY 2010,they accounted for over half: 51.9percent.

In 2015, 19,621 more new certifications

will be needed to hit the CTGtarget,78.2 percent above the FY 2010 level.

The current economic situation meansthat current teachers are being laid offand newly certified teachers are findingfew employment opportunities.However, many teachers are expectedto retire so that a focus on teacher certifications is still needed.

From a long-term perspective, preparing more teachers is a priority throughout Texas. TheTexas Workforce Commission (TWC) projects that K-12 teachers will be among the top fiveoccupations (for which postsecondary education is preferred) in every region of the state, interms of adding new jobs between

2006 and 2016. Those projections werederived before the recent recession, butthe TWC projections assume that theeconomy will return to long-termgrowth patterns by the end of theprojection period, with labor supply anddemand in equilibrium. Under thoseassumptions, the top two occupationsstatewide (for which a bachelorsdegree is preferred) for job growthbetween 2006 and 2016 are projected

to be teachers, at the kindergarten/elementary and middle/secondarylevels. Nearly 130,000 new jobs areexpected for those occupations.

Teachers Success Targets: Increase the number of teachers initiallycertified through all teacher certification routes to 34,600 by 2010 and44,700 by 2015.

Teacher Education Initial Certificates All Routes

0

10,000

20,000

30,000

40,000

50,000

2000 2005 2010 2015

Target Actual

25,079*

44,700

*FY 2010 data may be incomplete.

34,600

Teacher Education Initial Certificates by Program Route

8,964 10,11011,113 12,194

13,750 13,393 13,024

4,1223,680

3,3232,835

2,284 1,950 1,766

9,118

9,290

9,8319,799 9,370

10,250 10,20010,326

10,434 10,279

3,533

7,2364,684

2,509

940

3,408

1,471

4,386

8,163

0

10,000

20,000

30,000

2000 2002 2004 2006 2008 2010**

Alt Cert Post-Bacc Tradit ional Other*

11,807*

14,383*

17,708*

21,45322,88523,160

24,68625,22926,360 25,777

* Small amounts by Other routes **2010 data may be incomplete

2015 Target: 44,700

25,079*


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29

Status: Well Below Target

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

The number of subject area certifications, such as in math and science, can exceed the numberof certified individuals. A person who is qualified and tests in more than one subject area canreceive multiple certificates and is counted more than once in these figures.Observations Preliminary FY 2010 data show

that the number of math andscience teacher certifications

increased by 1,422 (66 percent)since FY 2000.

Math and science certificationsmust increase by 81.7 percent in2015 to reach the CTGtarget.

Adding qualified math andscience teachers is a moresignificant priority for the statenow that additional math andscience requirements areincluded in the recommendedhigh school curriculum. Certified

teachers for instruction in math and science programs are critical for enhancing studentlearning and increasing student interest in and readiness for STEM fields.

Texas Success Initiative results suggest that better math instruction is needed in highschool. For example, in a statewide cohort of 100,715 first-time students at publiccommunity colleges in fall 2006, over 42,000 students, or 41.7 percent, were underpreparedin math.

Math and Science Teacher Success Targets: Increase the number ofmath and science teachers certified through all teacher certificationroutes to 6,500 by 2015.

Teacher Education Initial Certificatesin Math and Science, All Routes

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

2000 2005 2010 2015

5,400

6,500

*FY 2010 data may be incomplete.

3,578*


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30

Closing the Gapsin Excellence

Goal: to substantially increase the number of nationallyrecognized programs/services.

The quality of an institutions educational units and services contributes to its reputation andfosters national recognition. When CTGwas first implemented, institutions were asked todemonstrate efforts toward achieving excellence by providing a program or service that theywanted to develop to garner national recognition. Many institutions have identified not one, butseveral, programs for this assignment, and most institutions report that at least one programhas received some type of national recognition. Consideration of the excellence goal has beenincreasingly geared toward the need for both individual program excellence and overallinstitutional quality.

While little progress toward reaching the excellence goals tied to national rankings has been

made, discussions about the nature of excellence and how to best achieve it have refocusedattention on this goal. Funding allotments in HB 51, 81st Texas Legislature, will provideopportunities to reward universities that achieve program excellence and, as a consequence, tomake progress toward the excellence goals in CTG. In January 2011, Texas A&M UniversityKingsvilles Caesar Kleberg Wildlife Research Institute became the first program recognized bythe Coordinating Board for meeting the stringent guidelines of the Excellence in SpecificPrograms and Fields Incentive Award.

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

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

Each public institution was required to highlight one or two excellent programs in the TexasHigher Education Accountability Systems December 2010 edition.


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31

Status: Well Below Target: Regarding top-ranked research institutions, public liberal artsuniversities, and health science centers, Texas has made no appreciable progress, according totwo of the major ranking organizations, since the start ofCTG. However, a new surveyconducted by the Wall Street Journaldid rank Texas A&M University 2nd among public andindependent colleges and universities for the job readiness of its bachelors degree graduates.

Observations

The U.S. News & World Report(U.S. News)2011 edition of Americas Best Collegesranked The University of Texas at Austin (UT-Austin) in a tie for 13th place among nationalpublic universities, improving two positions from 2010. It has been tied for 13th place three

other times since 2000, but no better. Texas A&M University (TAMU) was in 22nd place,unchanged from the previous year. That institution has done no better than 15th place since2000, and has been ranked 21st or worse nine of 12 years.

The University of Texas at Dallas and Texas Tech University were the only other Texaspublic universities in U.S. News first tierof 112 public universities, tied for 72nd and 85thplace, respectively. Their inclusion in U.S. Newsfirst tier of public universities cameabout because the publication decided to display the ranks of the top 75 percent of nationaluniversities, up from 50 percent previously. It does not necessarily mean that they areconsidered so-called Tier One schools.

Among research medical schools, U.S. Newshighest ranked institution in Texas for 2011was The University of Texas Southwestern Medical Center (UT Southwestern), tied for

number 22 with respect to public and independent institutions and tied for number 8 withrespect to public institutions.

No public institution in Texas was among the 189Best National Liberal Arts Collegesranked by U.S. Newsfor 2011. One reason is that few public institutions in Texas, oranywhere else in the U.S., meet U.S. News definition of a liberal arts college: emphasis onundergraduate education and awarding of at least half of all degrees in the arts andsciences. Midwestern State University is the only officially designated public liberal artsuniversity in Texas.

Excellence Targets: Increase the number of research institutions ranked inthe top 10 among all research institutions from zero to one, and twoadditional research universities ranked in the top 30 by 2010; increase thenumber of public research universities ranked in the top 10 among all publicresearch universities from zero to two, and four ranked among the top 30 by2015.

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

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


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32

The University of Texas at Austin and TAMU were tied for 14th and 17th place, respectively,among 41 U.S. public research universities, based on data in the Center for MeasuringUniversity Performances (CMUP) 2010 report of Top American Research Universities.TheCenter does not provide rank numbers, but ranks can be derived using their data. Bothinstitutions scored higher in 2009: they were tied for number 13, according to CMUP data.Since 2006, the best either institution has done is UT-Austins tie for 8th place in the 2007report. The University of Houston was the only public Texas institution listed in the nextlower group of 34 top American universities, where their data placed them in a tie fornumber 15.

The CMUP data indicate that UT Southwestern placed 23rd in the 2010 list of publicresearch universities, one place better than in 2009. About half of these research institutionsare universities with medical schools. If the list just included universities with medicalschools, UT Southwestern would have been number 15. The University of Texas M.D.

Anderson Cancer Center (UT M.D. Anderson) was number 31 on the list of public researchuniversities (18 if compared only to universities with medical schools), also one place betterthan previously.

For the first time since its inaugural 2000 report, the CMUP provided additional tables for

top medical research universities,which did not include universities with medical schools.There, UT M.D. Anderson was 2nd among public and independent institutions and UTSouthwestern was 4th. Four Texas medical research universities were among the top 10public institutions. While those results reflect the excellence of these institutions, a top 10ranking meant little because there were only nine institutions in the public and independentlist and 11 in the public list.

The Wall Street Journalranked TAMU and Texas Tech number 2 and 18, respectively,among public and independent colleges and universities, based on its 2010 survey ofrecruiters for the nations largest companies, nonprofit organizations, and federal agencies.This was the first time the Journalconducted this survey. The recruiters were asked toidentify schools on the Journalslist of 100 top colleges and universities whose bachelorsdegree graduates were the best-trained and educated, and best able to succeed oncehired. Recruiters also wrote in 31 schools not on the list. The final list from which recruitersranked schools included all but eight of the 62 public and independent institutions rankedhigher than TAMU by U.S. News, so TAMUs high rankingwas not due to a lack ofcompetition on the Journalslist. While this survey was not as comprehensive as the U.S.Newsand CMUP evaluations, it did focus on identifying schools that are most likely to helpstudents land a job in key careers and professions.

Rankings among National Public Universities by U.S. News

Institution 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

UT-Austin 13* 16 15* 14* 17* 14* 17 13* 13* 15* 15* 13*

TAMU 18* 17 15* 24* 27* 22* 21* 21* 23 24* 22* 22*Tie.


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33

Rankings among American Research UniversitiesBased on Data from the Center for Measuring University Performance

Texas PublicInstitution

Rank Among Public and

Independent Universities** Rank Among Public Universities**

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

UT-Austin 28* 25* 19* 18 15 12* 8* 14* 13* 14*

TAMU 32 31* 30* 28* 29* 20 14* 14* 13* 17*

UT Southwestern 43 - - - - 18* 23 25 24 23

UT M.D. Anderson 51 52 47* 49* 38* 32* 32* 28 32 31

*Tie.**The Center does not actually assign rank numbers to institutions as U.S. Newsdoes, but rank numbers can beassigned using the Centers listing.

Examination of the components that go into rankings can provide insight into areas wherean institution is doing well relative to its peers and where it needs improvement. Forexample, U.S. Newsranked UT-Austin just below the University of California at Irvine, whichwas tied for 11th among public universities. While UT-Austin had a somewhat betterundergraduate academic reputation, SAT scores, and alumni giving rate, it trailed UC-Irvinein areas including faculty resources (class size, faculty salaries, and so forth), percent offreshmen in the top 10 percent of their high school class, and spending per student.Lagging areas such as these could be targeted to improve UT-Austins stature (as measuredby U.S. News) relative to UC-Irvine and the five other UC campuses that were ranked higherthan UT-Austin.

Data in the CMUP report show that UT-Austin was one of the top 10 public researchuniversities in endowment assets, annual giving, National Academy members, anddoctorates granted. It could have improved (as measured by the CMUP) to a tie for 8thplace among public research universities by being slightly more selective with respect toSAT scores of its undergraduates or by adding about 150 postdoctoral appointees.


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34

Status: On TargetPast CTGprogress reports noted that all Texas public higher education institutions hadidentified at least one program to develop for national recognition, and that all received nationalrecognition of some type in one or more programs. Therefore, the states colleges anduniversities are on target for these excellence goals.No institution can do better than ontarget because of the way the target is defined.

Observations In spring 2008, institutions informed the Coordinating Board of their progress towards

achieving excellence in their programs identified for excellence.

Each public institution was required to highlight one or two excellent programs in the TexasHigher Education Accountability Systems December 2010 edition.

In January 2011, Texas A&M UniversityKingsvilles Caesar Kleberg Wildlife ResearchInstitute became the first program recognized by the Coordinating Board for meeting thestringent guidelines of the Excellence in Specific Programs and Fields Incentive Award.

The process of identifying programs for excellence and then reporting on achievementsfocuses attention on the quality of specific programs and services and on the totality ofinstitutional performance.

Excellence Targets: Each college and university will have identified by2002 at least one program to achieve nationally recognized excellence.

Community and technical colleges and universities will have at least one

program or service nationally recognized: 75 percent of the institutionsby 2010 and 100 percent by 2015.


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35

Closing the Gapsin Research

Goal: Increase the level of federal science and engineeringresearch and development obligations to Texas institutions to 6.5percent of obligations to higher education institutions across thenation.

Capturing a significant portion of the federal science and engineering research and developmentobligations is, and must remain, a primary focus of the Texas higher education agenda. TheCTGresearch goal serves to keep attention on the need for Texas to compete with other statesfor national research dollars and projects. The state seemed to be competing well between FY2001 and FY 2003, when its share of national obligations ranged from 5.8 to 6.1 percent.However, from FY 2004 through FY 2007 (the most recent year of available data), its share hasheld at around 5.6 percent. Texas tends to rank higher when the portion of total federal fundingfor health-related research and development is lowest.

Texas public universities have done much better with respect to their expenditures for researchand development. Steady growth since 2000 enabled them to reach the $3 billion level (the2015 target) seven years early, in FY 2008. At $3.55 billion in FY 2010, research anddevelopment (R&D) expenditures were 41.0 percent above that years target.


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36

Status: Somewhat Below TargetTexas public and independent institutions had a 5.6 percent share of federal obligations forscience and engineering R&D in FY 2007 (the most recent data available), up 0.1 percentagepoint from FY 2006 and FY 2000. The states share reached 6.1 percent in FY 2003, butdropped the next year and was at 5.6 percent three times between 2004 and 2007.

Observations

Federal science and engineeringobligations for R&D received byTexas public and independent highereducation institutions totaled $1.42billion in FY 2007, up 1.2 percent

from FY 2006. On a constant dollarbasis (FY 1998 base), Texasobligations were $1.13 billion in FY2007, compared with $0.73 billion inFY 1998.

In 2003, when Texas had 6.1 percentof national obligations, the stateseemed to be on course to meet orexceed the CTGtarget. However, from FY 2003 to FY 2007, obligations to Texas institutionsgrew by only 2.4 percent ($32.9 million), while total national obligations grew by 11.1percent ($2.53 billion).

House Bill 51, 81st Texas Legislature responded to the call for more nationally prominentresearch universities in Texas. Among its provisions are:o Creation of the Texas Research Incentive Program, which awards matching funds for

leveraging private gifts to enhance research activities at the states emerging researchuniversities.

o Creation of the National Research University Fund, which provides funds to emergingresearch universities that meet benchmarks in areas such as research expenditures,number of Ph.D.s awarded, high-achieving entering students, high-quality faculty, andhigh-quality graduate programs.

o Creation of the Research University Development Fund, intended to help research andemerging research universities attract high-quality faculty and enhance researchproductivity. Appropriated funds would be distributed based on an institutions total

research expenditures for the most recent three years.o The Governing Board of each research and emerging research university was required to

submit to the Coordinating Board a detailed, long-term strategic plan addressing how itwould achieve or enhance its recognition as a national research university. Revisedstrategic plans are to be submitted to the Coordinating Board every four years.

CLOSING THE GAPSIN RESEARCH GOAL: By 2015, increase the level offederal science and engineering research and development obligationsto Texas institutions to 6.5 percent of obligations to higher educationinstitutions across the nation, from 5.5 percent in FY 2000. Increase to6.2 percent by 2010.

Federal Science and Engineering R&D Obligationsand Share of U.S. Total for Top Seven States

$0

$500

$1,000

$1,500

$2,000

$2,500

$3,000

Califor

nia

NewY

ork

Pennsy

lvania

Maryla

nd

Massa

chusetts

Texas

North

Caroli

na

FY 1998 FY 2007

14.9%

13.8%

8.3%

7.9%

6.4%

6.3%

6.0%

6.2%

6.2%

5.9%

3.7%

4.2%

In constant (base FY 1998) dollarsMillions

5.3%

5.6%


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37

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

Observations

Expenditures grew at afaster rate at publicuniversities (8.8 percent)

than at public health-related institutions (5.2percent) from 2009 to2010.

In constant dollars, theannual increase in FY2010 (8.5 percent) wasthe largest since FY 2002,when expendituresincreased by 12.5 percent.

The federal governmentwas the largest provider

of funds for public R&Dexpenditures in FY 2010,with a 52.6 percent share, up from 51.8 percent in FY 2009. State government providedthe next largest share (20.0 percent) in appropriations, contracts, and grants, followed byprivate sources (16.6 percent), and institutional funding (10.8 percent).

Research expenditures in FY 2010 were 144.3 percent more than in FY 1999. The increasewas 85.1 percent in constant dollars.

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

Expenditures for R&D at Public Universities and Health-Related Institutions

0 500 1,000 1,500 2,000 2,500 3,000

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

Public Universities Public Health-Related Institutions

6.9%

1.3%

12.5%

Annual Increase Shown as Percentage

2.2%

4.8%

($ Million)

3.9%

Annual Change

7.9%

6.7%

7.6%

In constant (base FY 1999) dollars

1.7%

8.5%


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38


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Appendix A: Participation Data


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A-1

Appendix Table A-1: Actual Public and Independent Higher Education Enrollment Fall 2000-2010 and CTGTargets

Race/Ethnicityand Type ofInstitution

Actual Fall Enrollment

CTGGoal/Target

Actual Change2000-2010

Changeto

Reach2015

Target

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2015 Number Percent2010-2015

Total 1,019,517 1,069,838 1,137,276 1,174,687 1,207,881 1,219,145 1,236,168 1,254,983 1,299,058 1,420,993 1,505,449 1,650,000 485,932 47.7% 9.6%

Public Two-Year 447,998 478,313 515,771 536,005 557,373 566,071 575,712 587,244 617,507 692,845 743,252 867,670 295,254 65.9% 16.7%

Public Four-Year 427,233 443,870 469,514 487,061 497,213 500,535 507,243 513,930 526,820 550,872 577,795 623,329 150,562 35.2% 7.9%

Independent* 144,286 147,655 151,991 151,621 153,295 152,539 153,213 153,809 154,731 177,276 184,402 159,001 40,116 27.8% -13.8%

African American 108,463 114,950 125,985 132,334 138,400 139,773 142,622 145,387 152,877 177,459 193,734 172,700 85,271 78.6% -10.9%

Public Two-Year 49,414 52,730 57,465 60,277 63,446 64,665 65,971 67,554 72,720 86,241 98,112 87,714 48,698 98.6% -10.6%

Public Four-Year 41,371 44,193 49,005 51,833 54,566 55,438 56,851 57,993 60,331 65,060 68,491 64,822 27,120 65.6% -5.4%

Independent* 17,678 18,027 19,515 20,224 20,388 19,670 19,800 19,840 19,826 26,158 27,131 20,164 9,453 53.5% -25.7%

Hispanic 237,394 252,824 273,945 292,071 309,457 319,495 333,964 345,284 366,878 412,642 445,183 676,100 207,789 87.5% 51.9%

Public Two-Year 129,308 138,718 152,149 162,994 174,844 180,323 189,474 195,890 210,476 238,281 259,110 429,947 129,802 100.4% 65.9%

Public Four-Year 82,815 87,923 94,981 101,612 107,004 111,181 115,952 120,148 126,416 136,381 148,094 212,813 65,279 78.8% 43.7%

Independent* 25,271 26,183 26,815 27,465 27,609 27,991 28,538 29,246 29,986 37,980 37,979 33,340 12,708 50.3% -12.2%

White 570,052 586,942 614,412 627,086 631,767 628,429 624,671 621,603 628,605 658,876 655,907 671,300 85,855 15.1% 2.3%

Public Two-Year 236,429 248,620 264,350 271,190 275,863 275,146 272,612 272,977 279,396 306,376 305,605 305,156 69,176 29.3% -0.1%

Public Four-Year 249,816 253,906 262,805 268,216 268,319 267,113 266,016 264,214 265,256 270,966 268,195 279,331 18,379 7.4% 4.2%

Independent* 83,807 84,416 87,257 87,680 87,585 86,170 86,043 84,412 83,953 81,534 82,107 86,813 -1,700 -2.0% 5.7%

*Includes career colleges.

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

Race/Ethnicity 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Total 29,897 59,793 89,690 119,586 149,483 200,283 251,083 301,883 352,683 403,483 448,883 494,283 539,683 585,083 630,483

African American 4,707 9,415 14,122 18,830 23,537 28,797 34,057 39,317 44,577 49,837 52,717 55,597 58,477 61,357 64,237

Hispanic 20,521 41,042 61,564 82,085 102,606 129,406 156,206 183,006 209,806 236,606 277,026 317,446 357,866 398,286 438,706

White 4,190 8,379 12,569 16,758 20,948 34,848 48,748 62,648 76,548 90,448 92,608 94,768 96,928 99,088 101,248


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A-3

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

Region or Type ofInstitution

Fall 2000 Fall 2010

WhiteAfrican

American Hispanic Asian Other Total WhiteAfrican

American Hispanic Asian Other Total

Region of Institution

High Plains 38,873 1,688 7,010 1,095 1,794 50,460 41,570 3,191 13,733 1,765 7,241 67,500

Northwest 10,436 1,178 1,742 243 533 14,132 12,507 1,716 3,495 357 1,185 19,260

Metroplex 117,576 23,386 20,142 12,168 12,336 185,608 153,314 51,012 59,408 23,221 26,765 313,720

Upper East 24,786 5,014 1,328 226 386 31,740 34,242 8,472 4,851 583 2,789 50,937

Southeast 22,754 5,473 1,742 633 591 31,193 23,464 9,755 4,076 939 2,734 40,968

Gulf Coast 88,636 36,771 33,752 15,095 10,652 184,906 100,800 59,772 73,848 23,982 22,037 280,439

Central Texas 122,484 10,141 23,129 10,370 11,399 177,523 136,682 19,433 45,627 14,785 18,001 234,528

South Texas 42,245 5,287 91,413 2,578 2,722 144,245 51,752 10,307 151,445 4,848 16,745 235,097

West Texas 13,363 982 5,602 222 274 20,443 14,147 1,558 9,880 382 1,196 27,163

Upper Rio Grande 5,092 865 26,263 334 2,427 34,981 5,322 1,387 40,841 537 3,348 51,435

Type of Institution

University 242,024 40,763 81,180 23,626 27,033 414,626 258,383 67,092 145,121 35,690 51,264 557,550

Community College 227,361 46,871 125,222 17,362 15,118 431,934 296,185 94,432 251,981 32,138 47,226 721,962

Technical & State College 9,068 2,543 4,086 283 84 16,064 9,420 3,680 7,129 425 636 21,290

Health-Related 7,792 608 1,635 1,693 879 12,607 9,812 1,399 2,973 3,146 2,915 20,245

Total 486,245 90,785 212,123 42,964 43,114 875,231 573,800 166,603 407,204 71,399 102,041 1,321,047


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Appendix B: Success Data


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B-1

Appendix Table B-1: Actual Awards FY 2000-2010 and CTGSuccess Targets

Type of Award

Degrees and Certificates Awarded

CTGGoal/Target

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2015

Bachelor's, Associate's, &

Certificates (BAC) 116,235 116,754 124,626 132,478 139,626 144,338 147,705 152,058 155,542 164,715 176,604 210,000

Public Two-Year 40,553 40,444 44,697 49,988 53,851 56,858 57,020 58,202 58,940 64,475 73,963

Public Four-Year 58,818 59,337 61,995 63,777 67,099 69,852 73,182 75,951 78,384 81,425 83,329

Independents 16,864 16,973 17,934 18,713 18,676 17,628 17,503 17,905 18,218 18,815 19,312

Bachelor's 74,906 75,286 78,919 81,141 84,595 86,473 89,780 93,032 95,778 99,463 101,879 112,500

Public Two-Year 0 0 0 0 0 0 0 30 46 112 131

Public Four-Year 58,574 58,988 61,611 63,356 66,742 69,505 72,837 75,577 77,989 81,014 82,881

Independents 16,332 16,298 17,308 17,785 17,853 16,968 16,943 17,425 17,743 18,337 18,867

Associate's 25,505 25,363 27,512 30,482 33,608 35,796 37,196 37,869 39,486 42,329 48,851 55,500

Public Two-Year 24,810 24,549 26,765 29,599 32,688 35,070 36,559 37,309 38,903 41,732 48,253

Public Four-Year 163 139 121 144 177 166 177 168 185 242 242

Independents 532 675 626 739 743 560 460 392 398 355 356

Doctorates 2,629 2,671 2,539 2,637 2,807 3,041 3,220 3,623 3,763 3,692 3,813 3,900

Public Two-Year 0 0 0 0 0 0 0 0 0 0 0

Public Four-Year 2,297 2,318 2,238 2,203 2,356 2,560 2,780 3,123 3,216 3,083 3,249

Independents 332 353 301 434 451 481 440 500 547 609 564

African American BAC 11,215 11,756 12,625 13,373 14,667 14,600 14,695 15,460 15,568 17,287 18,560 24,300

Public Two-Year 5,192 5,447 6,013 6,428 7,082 7,093 6,705 7,131 6,982 7,877 8,706

Public Four-Year 4,323 4,559 4,805 5,136 5,576 5,723 6,213 6,616 6,821 7,579 7,998

Independents 1,700 1,750 1,807 1,809 2,009 1,784 1,777 1,713 1,765 1,831 1,856

Hispanic BAC 23,368 24,036 26,251 28,832 31,334 33,723 35,385 37,704 39,267 43,158 47,750 67,000

Public Two-Year 10,207 10,538 11,833 13,735 15,488 16,724 17,414 17,923 18,326 20,446 24,024

Public Four-Year 10,879 11,135 11,974 12,502 13,263 14,504 15,478 17,055 17,971 19,511 20,605

Independents 2,282 2,363 2,444 2,595 2,583 2,495 2,493 2,726 2,970 3,201 3,121

Technology BAC 11,979 12,122 12,720 14,578 14,336 13,677 12,978 12,666 12,877 13,999 15,225 29,000

Public Two-Year 5,084 5,140 5,428 7,267 6,966 6,169 5,277 5,251 5,360 6,157 7,159

Public Four-Year 6,895 6,982 7,292 7,311 7,370 7,508 7,701 7,415 7,517 7,842 8,066

Computer Science 4,002 4,352 4,759 5,507 5,110 4,198 3,455 3,102 2,867 3,206 3,833

Math 744 700 766 817 938 949 1,028 1,062 959 1,073 1,048

Physical Science 1,153 1,094 1,192 808 829 821 957 966 1,041 1,108 1,185

Engineering 6,080 5,976 6,003 7,446 7,459 7,709 7,538 7,536 8,010 8,612 9,159

Allied Health & Nursing BAC 13,207 12,878 12,960 13,535 15,019 16,113 17,289 17,924 18,184 19,912 21,225 26,100

Public Two-Year 9,388 9,026 9,224 9,861 11,117 11,962 12,838 13,041 12,901 14,254 14,946Public Four-Year 3,819 3,852 3,736 3,674 3,902 4,151 4,451 4,883 5,283 5,658 6,279

BSN 2,004 1,961 2,056 2,125 2,345 2,430 2,607 2,944 3,266 3,476 4,044

ADN 2,752 2,695 2,708 3,220 3,496 3,595 3,984 4,141 4,566 4,819 5,240

Other Nursing 2,847 2,601 2,812 2,933 3,058 3,457 3,494 3,620 3,203 3,675 3,561

Allied Health 5,604 5,621 5,384 5,257 6,120 6,631 7,204 7,219 7,149 7,942 8,380

All Teachers InitiallyCertified, All Routes

11,807 14,383 17,708 21,453 22,885 23,160 24,686 25,229 26,360 25,777 25,079 44,700

Math & Science Teachers 2,156 2,473 2,972 3,061 2,498 2,737 2,991 3,044 3,373 3,210 3,578 6,500


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B-2

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

Type of Award 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Bachelor's, Associate's,& Certificates (BAC)

119,788 123,341 126,894 130,447 134,000 141,400 148,800 156,200 163,600 171,000 178,800 186,600 194,400 202,200 210,000

Bachelor's 77,425 79,944 82,462 84,981 87,500 90,000 92,500 95,000 97,500 100,000 102,500 105,000 107,500 110,000 112,500

Associate's 26,004 26,503 27,002 27,501 28,000 31,080 34,160 37,240 40,320 43,400 45,820 48,240 50,660 53,080 55,500

Doctorates 2,663 2,697 2,732 2,766 2,800 2,910 3,020 3,130 3,240 3,350 3,460 3,570 3,680 3,790 3,900

African American BAC 11,572 11,929 12,286 12,643 13,000 14,360 15,720 17,080 18,440 19,800 20,700 21,600 22,500 23,400 24,300

Hispanic BAC 24,894 26,421 27,947 29,474 31,000 34,800 38,600 42,400 46,200 50,000 53,400 56,800 60,200 63,600 67,000

Technology BAC 13,383 14,787 16,192 17,596 19,000 20,000 21,000 22,000 23,000 24,000 25,000 26,000 27,000 28,000 29,000

Allied Health & NursingBAC

13,266 13,324 13,383 13,441 13,500 14,860 16,220 17,580 18,940 20,300 21,460 22,620 23,780 24,940 26,100

All Teachers InitialCertifications

15,160 17,320 19,480 21,640 23,800 25,960 28,120 30,280 32,440 34,600 36,620 38,640 40,660 42,680 44,700

Math & Science TeacherCertifications

2,585 3,014 3,442 3,871 4,300 4,520 4,740 4,960 5,180 5,400 5,620 5,840 6,060 6,280 6,500


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Appendix C: Research Data


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C-1

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

State 1999 2000 2001 2002 2003 2004 2005 2006 2007

U.S. Total $15,569,103 $17,289,808 $19,390,153 $21,154,640 $22,804,253 $23,810,968 $25,025,362 $25,361,561 $25,335,978

California $2,247,783 $2,517,086 $2,697,229 $2,951,472 $3,193,421 $3,458,540 $3,562,040 $3,458,085 $3,487,825

% of U.S. Total 14.4% 14.6% 13.9% 14.0% 14.0% 14.5% 14.2% 13.6% 13.8%

New York $1,269,773 $1,410,518 $1,580,912 $1,682,187 $1,857,646 $1,948,714 $2,048,855 $2,010,960 $1,991,832

% of U.S. Total 8.2% 8.2% 8.2% 8.0% 8.1% 8.2% 8.2% 7.9% 7.9%

Pennsylvania $990,736 $1,082,830 $1,239,294 $1,378,756 $1,417,348 $1,489,570 $1,491,231 $1,536,857 $1,591,859

% of U.S. Total 6.4% 6.3% 6.4% 6.5% 6.2% 6.3% 6.0% 6.1% 6.3%

Maryland $1,004,165 $1,051,387 $1,122,508 $1,296,852 $1,294,617 $1,382,909 $1,461,924 $1,652,290 $1,569,606

% of U.S. Total 6.4% 6.1% 5.8% 6.1% 5.7% 5.8% 5.8% 6.5% 6.2%

Massachusetts $937,584 $998,935 $1,072,841 $1,147,934 $1,220,700 $1,342,039 $1,377,471 $1,483,191 $1,491,859

% of U.S. Total 6.0% 5.8% 5.5% 5.4% 5.4% 5.6% 5.5% 5.8% 5.9%

Texas $834,577 $958,185 $1,147,752 $1,222,324 $1,385,229 $1,342,911 $1,396,643 $1,401,353 $1,418,120

% of U.S. Total 5.4% 5.5% 5.9% 5.8% 6.1% 5.6% 5.6% 5.5% 5.6%

North Carolina $573,092 $636,881 $766,285 $841,951 $938,818 $948,086 $1,020,230 $1,079,329 $1,076,694

% of U.S. Total 3.7% 3.7% 4.0% 4.0% 4.1% 4.0% 4.1% 4.3% 4.2%

Source: National Science Foundation, Survey of Federal S&E Support to Universities, Colleges, and Nonprofit Institutions: Federal Obligations forResearch and Development. Available online at:https://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHome

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

Type of Data 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

% of U.S. Total 5.50% 5.57% 5.64% 5.71% 5.78% 5.85% 5.92% 5.99% 6.06% 6.13% 6.20% 6.26% 6.32% 6.38% 6.44% 6.50%
https://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHomehttps://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHomehttps://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHomehttps://webcaspar.nsf.gov/index.jsp?subHeader=WebCASPARHome


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C-2

Appendix Table C-3: Expenditures for Research and Development (Current $ Thousands) by Source of Funds atTexas Public Four-Year Institutions, FY 1999-2010

Type of Institution andSource 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Public Universities

Federal $429,469 $466,342 $501,649 $564,550 $581,314 $598,223 $687,231 $715,512 $762,459 $828,254 $860,044 $945,238

State Appropriated $113,107 $146,241 $154,227 $181,170 $192,545 $164,060 $178,457 $188,607 $194,793 $239,248 $261,504 $262,752

State Grants and Contracts $80,162 $70,326 $80,609 $96,572 $98,792 $89,478 $99,235 $98,129 $112,385 $112,838 $126,235 $125,293

Institutional $88,518 $80,512 $77,158 $92,735 $102,690 $109,589 $129,826 $139,173 $144,064 $178,282 $208,213 $249,544

Private-Profit $29,205 $53,546 $63,347 $64,765 $61,670 $62,315 $71,011 $79,413 $86,185 $115,434 $128,414 $144,419

Private-Non-Profit $88,733 $64,305 $71,233 $76,996 $81,401 $85,935 $76,930 $77,920 $84,960 $84,659 $104,711 $110,745

Total $829,194 $881,271 $948,223 $1,076,789 $1,118,412 $1,109,602 $1,242,691 $1,298,753 $1,384,846 $1,558,716 $1,689,121 $1,837,990

Public Health-Related Institutions

Federal $367,176 $421,090 $479,224 $577,718 $639,417 $709,811 $752,991 $787,661 $796,944 $836,908 $857,479 $919,226



Institutional $11,367 $27,624 $38,793 $38,501 $38,962 $43,951 $51,283 $70,291 $82,275 $110,797 $134,385 $134,303

Private-Profit $60,196 $57,762 $63,032 $78,841 $79,164 $67,522 $78,454 $82,281 $93,615 $112,523 $109,732 $110,162


Total $622,528 $721,284 $821,437 $973,451 $1,055,780 $1,143,296 $1,225,956 $1,343,363 $1,415,636 $1,545,608 $1,623,526 $1,708,469

Public Universities and Health-Related Institutions

Federal $796,645 $887,432 $980,873 $1,142,269 $1,220,731 $1,308,035 $1,440,222 $1,503,173 $1,559,403 $1,665,163 $1,717,523 $1,864,464



Institutional $99,885 $108,135 $115,951 $131,237 $141,652 $153,540 $181,109 $209,463 $226,339 $289,079 $342,598 $383,846

Private-Profit $89,400 $111,308 $126,379 $143,606 $140,835 $129,837 $149,465 $161,694 $179,800 $227,957 $238,146 $254,581


Total $1,451,722 $1,602,555 $1,769,660 $2,050,240 $2,174,192 $2,252,898 $2,468,647 $2,642,116 $2,800,482 $3,104,324 $3,312,647 $3,546,459

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

Type of Data 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Total Expenditures 1.452 1.549 1.646 1.742 1.839 1.936 2.033 2.129 2.226 2.323 2.420 2.516 2.613 2.710 2.807 2.903 3.000


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Documents

2011 Closing the Gaps Report