2013 TSU Economic Impact Report

THE ECONOMIC IMPACT

OF

TEXAS SOUTHERN UNIVERSITY

UPON THE HOUSTON REGIONAL ECONOMY

Prepared by Barton A. Smith, Ph.D.

in conjunction with the Institute for Regional Forecasting

University of Houston

January 28, 2013

Table of Contents

Introduction .................................................................................................................................... 1

Texas Southern University: A Houston Institution ...................................................................... 1

The Purpose of This Report ......................................................................................................... 2

Demand Side Analysis .................................................................................................................... 3

Input-Output Models .................................................................................................................. 3

IMPLAN Reports .......................................................................................................................... 4

Inputs Used in the IMPLAN Texas Southern University Study .................................................... 5

IMPLAN Analysis Results ............................................................................................................. 7

Supply Side Considerations .......................................................................................................... 16

Texas Southern University Background .................................................................................... 16

Educating the Resident Population ........................................................................................... 16

The Need for an Even Greater Effort in Higher Education in Houston ..................................... 17

Expanding the Programs Already in Place ................................................................................. 19

Community Service ................................................................................................................... 21

Other Community Impacts ........................................................................................................ 22

Alumni Impact ........................................................................................................................... 23

Summary of Supply Side Effects ................................................................................................ 24

Conclusions ................................................................................................................................... 25

Appendices ................................................................................................................................... 26

1

Introduction

Texas Southern University: A Houston Institution

In 1927 the Houston Public School Board agreed to fund the development of two junior

colleges: one for whites and one for African‐Americans. And so, with a loan from the

Houston Public School Board of $2,800, the Colored Junior College was born in the summer

of 1927 under the supervision of the Houston School District. Over the years, the college

grew and went through several name changes as it adapted to changing social and economic

conditions. In the summer of 1934, the Houston School Board changed the junior college to

a four‐year college and the name to Houston College for Negroes. In 1947 the Texas

Legislature voted the institution to be Houston’s first state university and the name was

changed to Texas State University for Negroes. The final name change came on June 1,

1951, when it was changed from Texas State University for Negroes to Texas Southern

University (TSU).

Today, from its modest beginnings, Texas Southern University has evolved into a vibrant

urban university providing high quality undergraduate, graduate, and professional degree

programs to students from ethnically and culturally diverse backgrounds. Texas Southern

University continues to celebrate its role as the nation’s fourth largest Historically Black

University with a student body that is 83 percent African American, 6 percent Hispanic, 4

percent Asian; 4 percent Anglo; and 3 percent international students.

Texas Southern University now offers bachelor's, master's and doctoral degree programs in

the following academic colleges and schools: the College of Liberal Arts and Behavioral

Sciences; the College of Pharmacy and Health Sciences; the College of Science and

Technology; the College of Education; the Barbara Jordan‐Mickey Leland School of Public

Affairs; the School of Communication; the Thurgood Marshall School of Law; the Jesse H.

Jones School of Business; the Thomas F. Freeman Honors College; and the Graduate School.

Other programmatic emphases are found in the Center for Excellence in Urban Education,

the Center for Transportation Training and Research, the Center on the Family, the National

Transportation Security Center of Excellence for Petro‐Chemical Transportation and a variety

of special programs and projects. Texas Southern University employs more than 1,500

faculty members and support personnel and has an annual operating budget more than

$200,000,000. More than 9,700 students, representing ethnically and culturally diverse

backgrounds, are currently enrolled at the university. Texas Southern University is centrally

located in Houston: it is 2.5 miles from the Museum District, 2.7 miles from the Houston

Central Business District, and 4 miles from The Texas Medical Center.

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Texas Southern University’s stated mission is as follows:

Texas Southern University is a comprehensive metropolitan university. Building on its

legacy as a historically black institution, the university provides academic and research

programs that address critical urban issues and prepare an ethnically diverse student

population to become a force for positive change in a global society.

In order to achieve this mission, Texas Southern University provides:

quality instruction in a culture of innovative teaching and learning

basic and applied research and scholarship that is responsive to community issues

opportunities for public service that benefit the community and the world

The purpose of this study is to assess the economic impact of Texas Southern University on

the Houston Metropolitan Area. This report is divided into two main sections. The first

section is a classical economic impact study using an input‐output model (IMPLAN). It

focuses on evaluating the quantitative economic impact of Texas Southern University and

student spending. The second section contains information that presents a broader, more

complete account of the full impact of Texas Southern University to the region.

The Purpose of this Report

This report provides the results of an empirical analysis of the contemporary impact of Texas

Southern University upon the Houston metropolitan area economy. Such an endeavor is

complicated by the fact that universities are complex organizations and contribute to the

community it serves in a wide variety of highly differentiated ways. First and foremost, a

university provides for the educational needs of the citizens it serves. Secondly, universities

help provide a variety of key services that enhance the attractiveness of a region to both

individuals and businesses.

Universities throughout the nation are quite diverse, each institution has its own particular

strengths, specializations, and comparative advantages. As such they have different impacts

on the social, cultural, and service environment of their community they are a part.

Universities can provide an environment of higher education that can transform the area of

which it is a part into one that is diverse and cosmopolitan, energized with ideas, better

endowed for providing service in both the public and private sectors, and more capable of

producing personal incomes commensurate with a high quality of life.

Indirectly, a university, such as Texas Southern University, leaves a direct economic impact in

its shadow by creating jobs, producing household incomes, and expanding local businesses.

It is this type of impact that is the primary focus of this study. Analyses of such impacts have

been conducted for several decades and there exist a number of highly successful models

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that can be used to estimate the spillover economic benefits to a region of having a major

college or university in its midst.

This report provides empirical estimates of these major measurable economic impacts of

Texas Southern University upon the regional economy. At the end of the report, Texas

Southern University’s connection to the overall Houston metropolitan community will be

documented, including the critical nature of its services to Houston’s large minority

population.

Demand Side Analysis

The term economic impact refers to any number of processes that trace how changes in

spending resulting from an economic event, such as business closures, new industrial or

infrastructural developments, natural disasters, and conventions move through an economy.

An impact study measures the cumulative effects of that spending on a defined geographic

region such as a zip code, a small city, a county, a state or an entire country. Economic

impact studies are used by a wide range of entities such as federal governments, state,

county, city councils, and private businesses to find effective ways to invest funds in a local

economy, to determine how many jobs will be generated by a project, to estimate the

effects of a project on wages and salaries, to determine the impacts of natural and

environmental changes, and to estimate impacts on tax revenues. Colleges and universities

also use economic impact studies to show their importance in local and regional economies.

Input‐Output Models

The most widely accepted approaches to economic impact studies employ a form of

economic models called input‐output (I‐O) models. These models link all sectors within an

economy with each other and with outside (exogenous) demands that influence those

sectors. That is why they are often referred to as demand‐side or demand‐driven models.

Regional economists have known for years that a local economy can be divided into

economic base sectors and secondary sectors. The former sells goods and services outside

the region, while the latter sells goods and services only to local households and businesses

within the region. For any community with the need for imports (which includes them all),

exports are required to bring in the dollars required to acquire those imports. Indeed, such

regions cannot exist without exports and cannot grow without an increase in the sale of

their exports. Because at the regional level the demand driven models are so focused upon

exports to areas outside the region, input/output models are often referred to as “export

based” models. The export sectors can either be defined in terms of the flow of goods and

services (where their products go) or in terms of where their revenues come from (whether

or not their sales emanate from outside the region, bringing “outside dollars” into the

region). It is only with the application of such models that one can attempt to pursue

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with/without perspective analyses. The input‐output model chosen for this study was

IMPLAN, a general 440 sector input‐output model consisting of computer software and

regional data sets. IMPLAN generates reports that show the detailed effects of local changes

on supporting industries and households. IMPLAN analyses provide both detailed and

summary information related to job creation, income, production, and taxes. The latest

version of IMPLAN can even track the impacts of a local change on surrounding local or

regional economies.

IMPLAN Reports

To understand the reports generated by IMPLAN, it is necessary to be familiar with some of

the concepts and terminology used in Economic Impact Studies. Appendix 1 provides the

reader with short definitions of the key terms used by IMPLAN and that are referenced in

this report. It is also important to understand the basic nature of the analysis and how it is

conducted.

The first step is to define a Study Area. The study area is a specific geographic area and is

used to determine what spending and economic activity to include in the analysis. The study

area is sometimes called the impact Area or region. For this study, 8 counties in Southeast

Texas comprising the census definition of metropolitan Houston were chosen: Brazoria,

Chambers, Fort Bend, Galveston, Harris, Liberty, Montgomery, and Waller. The area is

referred to by most governmental agencies as the Houston Metropolitan Statistical Area

(MSA).

The second step is to determine what economic sectors of the Study Area economy are to be

included. All of the Texas Southern University’s direct impacts were modeled as originating

in the Higher Education industry (sector #392 in IMPLAN, NAICS # 6112‐3), the Construction

Industry (IMPLAN sector #36) or the Household income (IMPLAN sector #10003). The third

step is to determine how much of the change in sectors is being caused by “new money”

coming from outside the Study Area. It is the new money and only new money coming into

the study area that generates new economic impacts on the local or regional economy.

There is, however, another phenomenon that is credited with generating new economic

impacts: import substitution. Any economic activity that increases the amount of money

spent within the region as opposed to leaving the region for imports also can stimulate a

local economy by raising the demand for local goods and services and thus, expanding local

jobs and incomes. Import substitution occurs if dollars flowing out of the region are reduced.

In this study import substitution is an estimate of the economic impact of students who

would have attended an out‐of‐region college or university had Texas Southern University

not existed.

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IMPLAN tracts the flows of economic activity within a region. The model captures what each

business or sector must purchase from every other sector to produce a dollar's worth of

goods or services. Using IMPLAN, flows of economic activity associated with any change in

spending may be traced backwards through the regional economy. By tracing these linkages

between sectors, IMPLAN estimates secondary effects of Texas Southern University

spending, sometimes shown in the form of multipliers. Secondary effects of Texas Southern

University spending are of two types: indirect and induced. Indirect effects are the changes

in sales, income or jobs in sectors within the region that supply goods and services to the

Texas Southern University sectors. Induced effects are the increased sales within the region

from household spending of the income earned at Texas Southern University and supporting

sectors. Multipliers capture the size of the secondary effects, usually as a ratio of total

effects to direct effects. Total effects are direct effects plus the secondary (indirect plus

induced) effects. A sales multiplier of 2.0, for example, means that for every dollar Texas

Southern University receives directly from a source outside the Study Area, another dollar in

sales is created within the region through indirect or induced effects.

Inputs Used in the IMPLAN Texas Southern University study

Table 1 below shows the information used in IMPLAN to estimate economic impact of Texas

Southern University. These data came directly from Texas Southern University records and

have been adjusted to show only “new money” coming into the Study Area. To conduct a

proper demand‐side impact analysis, one needs to be careful not to include “local dollars”

spent in one economic entity that merely came from another local business or institution.

That simply involves moving money around within the region and produces no new

economic stimulus to the region. This means that the analysis of the economic impact of

Texas Southern University uses both expenditure and revenue data. The latter is critical in

separating out Texas Southern University expenditures that can be attributable to new

“outside dollars” coming into the region versus “local dollars” merely being redirected within

the region. The data summarized in Table 1 come from the more detailed data maintained

by Texas Southern University as reported in Appendices 2, 3 and 4.

The category “general university operating expenditures” in Table 1 is not equal to the entire

university’s operating budget. That is because some of that budget is funded by local

monies, not outside monies. For example, one can see that a major source of Texas Southern

University revenue shown in Appendix 2 is from tuition and fees. Given that about three‐

quarters of Texas Southern University’s students come from within the Houston MSA region,

one must worry about this source of revenue being just local. That is, tuition and fees from

local students may simply be money spent at the university that is no longer being spent

elsewhere within the Houston regional economy.

6

Each category source in Appendix 2 was analyzed to obtain an estimate of the portion of

Texas Southern University operations funded by outside dollars. As an example, it was

estimated that only 30% of Texas Southern University tuition and fees could be considered

outside dollars. Thus, only small portion of tuition and fees were included as a source of

economic stimulus. On the other hand, Texas Southern University receives revenues from

many outside sources including The State of Texas, the federal government, and student’s

coming to Houston from outside the region. Overall nearly 84% of Texas Southern

University’s revenues come from outside sources. Hence, 84% of Texas Southern University’s

operating expenditures can be treated as a stimulus to the Houston regional economy.

Table 2 also includes construction expenditures. Since the vast major of construction at

Texas Southern University is founded by The State of Texas, this is considered all new

spending. Because construction spending varies so substantially from year to year, it was

decided that the average of construction expenditures over the past 5 years would be more

appropriate than utilizing the expenditures of just one year. These calculations are reported

in Appendix 3.

The last category in Table 2, “Non‐Tuition Student Spending” is more complicated. It includes

spending by students who have come from outside the region and spending of local students

who would have gone outside the region to obtain an education if Texas Southern University

had not existed. It is estimated by Texas Southern University that only 10% of their local

students have the means and motivation to leave Houston to go to school. It was also

estimated that many of the rest would have at least started furthering their education by

attending a local community college and would have then left Houston to finish their

undergraduate degree. However, because so many students who start at a community

college do not finish, the number of these students who ultimately leave Houston to go to

school elsewhere is relatively low. It is also the case that these students are gone for only 2

years instead of 4 years, which reduces the impact of keeping these students in Houston

even further. As a result, it is estimated that of the 9,646 student population at Texas

Southern University only 926 would have left the Houston metropolitan area in the absence

of Texas Southern University. Their spending is included in the “import substitution” portion

of overall student spending as is shown in Appendix 4.

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Table 1

Distribution of Texas Southern University Direct Impacts

Direct Texas Southern University Regional Impact University Budget Expenditures From Outside Revenues

General University Operating Expenditures $265,906,862

Construction (5 Year Average) $10,009,783

Non‐Tuition Student Sending (Outside & Import Substitution) $62,585,002

Total Exogenous Spending $338,501,647

Employment Statistics

Number of Employees 1,263

Total Employee Compensation $62,379,203

IMPLAN Analysis Results

Table 2 below shows a Summary of the IMPLAN analysis. Approximately 1,327 direct jobs

are generated by Texas Southern University that can be attributable to outside dollars.

However, another 560 jobs are indirectly created, and an additional 1,162 induced jobs are

generated by Texas Southern University as the increase in incomes in the region spreads

their effects through virtually all sectors of the economy. Therefore, the presence of Texas

Southern University in Houston supports approximately 3,049 annual average jobs with in

the study area.

Texas Southern University employees earn a total of 66.5 million dollars of Labor Income.

Once again, this is lower than the total Texas Southern University budget for wages and

salaries because not all of that total is a result of outside spending. The indirect impact,

which is the result of Texas Southern University spending on local resources, produces

another 33 million dollars in household earnings, and the additional induced workers earn

56.7 million dollars. Thus, the study area benefits from an increase in income (including

benefits) of 156.4 million dollars. That is 156.4 millions within the Houston metropolitan

economy that would not have existed were it not for Texas Southern University.

The way the IMPLAN model works is the revenue flows into Texas Southern University

attributable to outside sources (including import substitution) are considered an increase in

regional sales or output, even though many might not think of universities selling anything.

Hence the operations of Texas Southern University, along with outside funded construction

spending, produce a total increase in direct sales or output of $276 million. But as the initial

8

new dollars are further spent within the regional economy, both new indirect and induced

sales are also created as a by‐product. The indirect output impact of Texas Southern

University is 105.2 million dollars and the induced output impact is 161 million dollars. The

latter is a direct effect of increased households spending out of the income which they

earned from Texas Southern University and the vendors selling services to Texas Southern

University. The total amount of new sales created within the Houston economy because of

Texas Southern University’s presence is equal to over a half billion dollars (See Table 2 for

the breakdown in impacts and refer to Appendix 1 to help understand the terminology used

in the empirical output produced by the IMPLAN model).

Since some of the sales within the economy utilize imported inputs, not all of those sales

affect the gross regional product of the region or value added. Value added is the net

portion of sales that are actually attributable to operations within Houston. In some regions

value added can be only a small portion of sales, especially for smaller communities that

largely depend upon imports for resources and consumption. But, in a large metropolitan

study area that is more self‐contained value added as a percent of sales or output can be

much higher. This is the case for Houston, where value added is more than half of all sales.

Of the total value added or gross regional product in Houston MSA, nearly a quarter of a

billion dollars is due to the presence of Texas Southern University within the region.

Notice that the implied multipliers associated with this analysis range from 1.96 to 3.46.

While for many communities these might appear somewhat large, in fact, for a study area as

9

large as the Houston MSA, they are quite typical. That is because there are fewer leakages

outside the Houston region and hence the region has greater indirect and induced effects. In

fact, combined, these effects in Houston are generally greater than the initial stimulus (the

direct effect).

TABLE 2The Demand‐Side Economic Impact

of Texas Southern UniversityImpact Type Employment Labor Income Value Added Output

Direct Effect 1,327.20 $66,552,551 $70,104,269 $275,916,645

Indirect Effect 559.9 $32,999,692 $69,167,228 $105,200,849

Induced Effect 1,162.20 $56,783,336 $103,582,075 $160,922,747

Total Effect 3,049.30 $156,335,579 $242,853,572 $542,040,241

SAM Multiplier 2.30 2.35 3.46 1.96

One can get a better understanding of the multiplier affect by examining the detailed

breakdown of the impacts sector by sector. While the direct effect is limited to just a few

sectors as the new money works its way through the overall economy, the impact touches

the vast majority of sectors. Tables 3 below shows the impact of Texas Southern University

on each category (employment, income, value added and output) by sector. Only the top

twenty sectors are listed here, shown in descending order of importance. However, of the

440 sectors included in the IMPLAN model over half are affected at least to some extent.

Notice that sectors are ranked differently in each sector. For example, food services ranks

third in terms of employment and most of the impact is induced. That tells one that this is

primarily a result of increased spending out of the increase in incomes. The sector is ranked

high here because it is a highly labor intensive sector. On the other hand, it is ranked only

eighth in terms of labor income because the average wage in the sector is relatively low.

This is also true of value‐added because so much of the inputs (food, in particular) are

imported.

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One can go through each sector and see a pattern of differences. Sectors directly affected

by Texas Southern University will likely have a proportionally larger indirect effect, while

sectors benefiting the most from increased regional incomes will have larger induced effect.

Of course, the impact of the education sector (392) is almost exclusively direct, since rising

Texas Southern University expenditures produces a very minimal feedback effect that would

increase the demand for higher educational services even more.

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TABLE 3 A

The Distribution of Impacts Across Sectors Employment

Sector Description Direct Indirect Induced Total

Total 1,327 560 1,162 3,049

392 Juniorcolleges,colleges,universities,andprofessionalschools 1,263 0 14 1,277

360 Realestateestablishments ‐ 149 73 221

413 Foodservicesanddrinkingplaces ‐ 34 127 161

36 Constructionofothernewnonresidentialstructures 64 ‐ ‐ 64

397 Privatehospitals ‐ ‐ 64 64

394 Officesofphysicians,dentists,andotherhealthpractitioners ‐ ‐ 62 62

388 Servicestobuildingsanddwellings ‐ 37 19 56

319 Wholesaletradebusinesses ‐ 14 31 45

395 Homehealthcareservices ‐ ‐ 44 44

324 RetailStores‐Foodandbeverage ‐ 1 40 40

329 RetailStores‐Generalmerchandise ‐ 0 39 40

426 Privatehouseholdoperations ‐ ‐ 35 35

355 Nondepositorycreditintermediationandrelatedactivities ‐ 6 27 33

382 Employmentservices ‐ 11 20 32

356 Securities,commoditycontracts,investments,andrelatedactivities ‐ 4 27 31

432 Otherstateandlocalgovernmententerprises ‐ 22 7 28

425 Civic,social,professional,andsimilarorganizations ‐ 4 20 25

320 RetailStores‐Motorvehicleandparts ‐ 1 24 24

393 Otherprivateeducationalservices ‐ 13 11 24

327 RetailStores‐Clothingandclothingaccessories ‐ 0 23 23

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TABLE 3 B

The Distribution of Impacts Across Sectors

Labor Income Sector Description Direct Indirect Induced Total

Total $66,552,551 $32,999,692 $56,783,336 $156,335,579

392 Junior colleges, colleges, universities, and professional schools $62,379,203 $3,909 $925,478 $63,308,590

394 Offices of physicians, dentists, and other health practitioners $0 $9 $5,305,738 $5,305,746

360 Real estate establishments $0 $3,430,220 $1,677,342 $5,107,562

397 Private hospitals $0 $9 $4,732,035 $4,732,045

319 Wholesale trade businesses $0 $1,434,027 $3,092,736 $4,526,763

36 Construction of other new nonresidential structures $4,173,348 $0 $0 $4,173,348

31 Electric power generation, transmission, and distribution $0 $2,741,903 $1,016,597 $3,758,500

413 Food services and drinking places $0 $717,457 $2,680,900 $3,398,357

355 Nondepository credit intermediation and related activities $0 $541,256 $2,431,033 $2,972,289

367 Legal services $0 $789,578 $1,603,855 $2,393,433

432 Other state and local government enterprises $0 $1,561,980 $484,407 $2,046,387

369 Architectural, engineering, and related services $0 $1,485,636 $320,969 $1,806,604

376 Scientific research and development services $0 $1,539,543 $115,619 $1,655,162

20 Extraction of oil and natural gas $0 $661,185 $812,375 $1,473,560

320 Retail Stores ‐ Motor vehicle and parts $0 $27,477 $1,428,717 $1,456,194

356 Securities, commodity contracts, investments, and related activities $0 $194,761 $1,220,311 $1,415,072

427 US Postal Service $0 $1,043,171 $362,101 $1,405,272

372 Computer systems design services $0 $1,085,258 $312,482 $1,397,740

351 Telecommunications $0 $657,453 $676,259 $1,333,713

33 Water, sewage and other treatment and delivery systems $0 $1,076,157 $193,200 $1,269,357

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TABLE 3 C


Value‐Added

Sector Description Direct Indirect Induced Total

Total $70,104,269 $69,167,228 $103,582,075 $242,853,572

392 Junior colleges, colleges, universities, and professional schools $65,363,804 $3,986 $943,618 $66,311,407


361 Imputed rental activity for owner‐occupied dwellings $0 $0 $15,716,022 $15,716,022





413 Food services and drinking places $0 $1,090,558 $4,075,056 $5,165,614

351 Telecommunications $0 $2,378,367 $2,446,398 $4,824,765


354 Monetary authorities and depository credit intermediation activities $0 $759,344 $2,653,105 $3,412,448

367 Legal services $0 $1,117,216 $2,269,381 $3,386,598


357 Insurance carriers $0 $309,594 $2,440,727 $2,750,321


32 Natural gas distribution $0 $1,960,757 $345,416 $2,306,173

20 Extraction of oil and natural gas $0 $932,801 $1,146,100 $2,078,901

369 Architectural, engineering, and related services $0 $1,505,189 $325,193 $1,830,383

329 Retail Stores ‐ General merchandise $0 $19,809 $1,739,579 $1,759,388

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TABLE 3 D


Output/Sales Sector Description Direct Indirect Induced Total

Total $275,916,645 $105,200,849 $160,922,747 $542,040,241

392 Junior colleges, colleges, universities, and professional schools $265,906,862 $6,826 $1,616,116 $267,529,804


361 Imputed rental activity for owner‐occupied dwellings $0 $0 $17,838,635 $17,838,635



413 Food services and drinking places $0 $1,980,693 $7,401,196 $9,381,888




351 Telecommunications $0 $4,132,243 $4,250,443 $8,382,685

432 Other state and local government enterprises $0 $6,041,620 $1,873,650 $7,915,270

354 Monetary authorities and depository credit intermediation activities $0 $1,616,705 $5,648,676 $7,265,381

115 Petroleum refineries $0 $1,382,225 $4,253,210 $5,635,435


32 Natural gas distribution $0 $4,042,426 $712,132 $4,754,558

367 Legal services $0 $1,383,537 $2,810,354 $4,193,891

357 Insurance carriers $0 $469,259 $3,699,472 $4,168,731

356 Securities, commodity contracts, investments, and related activities $0 $561,381 $3,517,432 $4,078,814

388 Services to buildings and dwellings $0 $2,181,418 $1,134,180 $3,315,599


The impacts described in Tables 2 and 3 represent the level of regional economic variables

that would not have existed had it not been for Texas Southern University. Because of those

increases in employment (and hence population), incomes, value‐added, and output, new

tax revenues are also generated. For example, increased business activity will increase the

demand for commercial real estate and hence raise business oriented property taxes. The

increase in population and incomes will increase the demand for housing and hence raise

personal property taxes and will also result in additional household spending, producing

more sales tax revenues. IMPLAN estimates the gains within the region of all state and local

tax revenues and these results as reported in Table 4 below are separated into those gains

that accrue to the State of Texas and those that accrue to local governments.

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Local governments within the Houston MSA study area receive nearly $11 million in

revenues per year because of the presence of Texas Southern University. State government

receives an additional $8.6 million. Thus, Texas Southern University provides a rather

substantial fiscal dividend at both the state and local levels, with the state getting most of its

added revenue from sales taxes and local governments benefiting most from increases in

property tax revenues.

TABLE 4

IMPACT UPON

STATE AND LOCAL TAXES

Description Employee

Compensation Indirect Business

Tax Households Corporations

Dividends $21,334

Social Ins Tax‐ Employee Contribution $62,240

Social Ins Tax‐ Employer Contribution $144,204

Indirect Bus Tax: Sales Tax $8,077,198

Indirect Bus Tax: Property Tax $7,275,496

Indirect Bus Tax: Motor Vehicle Lic $150,270

Indirect Bus Tax: Severance Tax $519,812

Indirect Bus Tax: Other Taxes $1,358,709

Indirect Bus Tax: S/L NonTaxes $762,271

Corporate Profits Tax $0

Personal Tax: Income Tax $0

Personal Tax: NonTaxes (Fines‐ Fees $950,362

Personal Tax: Motor Vehicle License $187,590

Personal Tax: Property Taxes $87,188

Personal Tax: Other Tax (Fish/Hunt) $69,238

Total State and Local Tax $206,444 $18,143,756 $1,294,377 $21,334

Total Increase in State Tax Revenues $8,611,152.39

Total Increase in Local State Tax Revenues $10,906,881.17

Total Over Increase in State & Local Taxes $19,518,033.57

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Supply Side Considerations

Texas Southern University Background

It has been said that Texas Southern University is responsible for the African American middle class in Houston. That accolade takes on a particular historic significance considering that prior to college desegregation in the late 1960s Texas Southern University was the only avenue to higher education for Houston’s African American population. However, it is not just in the historic context that Texas Southern University has a powerful impact. If you consider that 27 % of ALL African American pharmacists in the country earned their degrees at Texas Southern University, and today the Texas Southern University College of Pharmacy and Health Sciences continues to produce the second largest total number of pharmacists in the state (just behind UT), the University’s educational impact continues to be critical to the well‐being of the community and the state.

However, its historical significance shouldn’t overshadow it current importance. Today, even with many more educational options available, Texas Southern University remains a significant educational path, particularly for first generation college students of all ethnicities because of its unique offerings and programs designed to support students, whether they are academically at‐risk or high performing. Indeed, the Rio Grande Valley has a high percentage of Hispanic lawyers, judges, and pharmacists who received their degrees from Texas Southern University, and 17% of all teachers and administrators in Houston Independent School District are Texas Southern University alumni. Since its 1927 founding, Texas Southern University has produced nearly 70,000 alumni, with more than 2/3 of them continuing to work and reside in the Houston metropolitan area.

Educating the Resident Population

The primary, most important, benefit that a university provides is for the educational needs of the local student population it serves. This is a particularly daunting task locally, given the nearly 70,000 graduating high school students within the Houston metropolitan area each year. Adding to the pressure is the need to dramatically increase the high school matriculation of minorities, where only 56.5 % of Hispanic students and 64 % of African American students graduate from high school, which drops to a frightening 8.5 % of Hispanics and 10.2 % of African American students who graduate from college.

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The Texas Higher Education Coordinating Board Regional Plan for Higher Education, 11/2010

Today, meeting the educational needs of the region is more important than ever. A college degree is essential for the economic success of the rising generation. The high tech sectors in the American economy require advanced education and drive much of the new jobs and many sectors of the economy. Young people today who are limited to only a high school education are relegated to the lowest paying jobs, that is, if they can find a job at all.

However, local colleges and universities do more than just provide for the needs of a portion of their resident population. Most major cities have a multitude of institutions of higher learning and together they provide a culture of learning within the overall community that is difficult to describe because the whole is always significantly greater than the sum of the individual parts. Furthermore, the presence of these institutions also provides amenities that help a community attract additional people with high educational attainment because highly educated people consider the presence of good colleges and universities as a major attraction in making their living/working choices in a nation that is more mobile across regions and communities than ever before.

The Need for an Even Greater Effort in Higher Education in Houston

As significant a role as Texas Southern University has already played in producing an educated citizenry in Houston and surrounding counties, the institution has much yet to accomplish. As other institutions of higher education in Houston focus on a primary research agenda, continuing to increase admissions requirements for students, Texas Southern University continues to focus on a primary educational agenda matched with research programs to support the urban economy and needs. In 2013, Texas Southern University is the primary path to a university degree and economic stability for the sons and

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daughters of Houston’s working men and women. In reviewing the background and income levels of the 2011 freshman class, with 93 % of them requiring some level of federal financial aid, it is clear that without Texas Southern University a significant number of these students would not be able to attend a university. Some might seek an associate’s degree or trade certificate at the community college, but only the top percentage, the students in the Honors College, would likely receive enough scholarship support and aid to attend a school outside of Houston.

The Texas Higher Education Coordinating Board continues to track students from seventh grade through college by high school and county to determine educational success and attainment for all students. The Gulf Coast region, comprised of Harris County and 12 surrounding counties, had the highest percentage of public high school graduates in FY 2009 who enrolled immediately in higher education (54.9 %). The six‐year baccalaureate graduation rate for FY 2001, 2002, and 2003 public high school graduates from the region was 19 %, the highest rate for any region in the state. Tracking the 1998 7th grade cohort, 47 % had enrolled in higher education and 10 % had received a degree by FY 2009.

The Texas Workforce Commission projects that the Gulf Coast region will add 662,950 new jobs by 2016. Many of these new jobs are in industries that will require a postsecondary degree. While African American students are graduating from high school at an increasing rate (64 % in FY 2009 compared to 56.5 % of Hispanics and 71.4 % of Anglo students), they still significantly lag behind in obtaining a college degree (only 10.2 % of African Americans and 8.5 % for Hispanics compared to 27.6 % of Anglo students).

Texas Southern University is well positioned to help increase those numbers, particularly for students from area, urban schools and students who are the first in their families to attend college. The Coordinating Board also highlights a particularly troubling point related to the issue of African American males’ educational progress. Only 38 % of eligible African American males enroll in four‐year colleges in the Gulf Coast region compared to 62 % of African American females. Although women outnumber men in higher education for all groups, this is by far the greatest disparity and the lowest percentage of males from any ethnic group seeking higher education.

Texas Higher Education Coordinating Board Regional Plan for Higher Education, 11/2010

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When the financial exigencies for these families are factored into the equation, most of the first generation students remain near their homes to attend college. This is painfully clear at Texas Southern University, where 93 % of all students require some level of financial aid. With the educational gap continuing to grow and industry increasing its need for a workforce with a college education beyond the high school diploma, it is clear that there is a compelling need for Texas Southern University to increase its educational efforts and expand its enrollment in the future. And even if Texas Southern University were to grow to 10,000 or 12,000 students, and other area universities expanded by 10,000 or more, Houston and the Gulf Coast region will still be forced to import a significant number of educated talent to meet the job needs of the area.

The changes in the fall 2012 enrollment indicates the growing impact that Texas Southern University is having in educating all ethnic groups. Of the 9,636 students enrolled in fall 2012, African American’s comprised 82 % of the student body, Hispanics made up 6 %, and Asian American and Anglo students each comprised approximately 4 %. This was a full percentage point gain for Hispanic students at the University.

The need for Texas Southern University’s educational support systems is only destined to increase as more minority students graduate from high school. Houston is one of the most diverse cities in the country and already has no majority in the Houston Independent School District. The January 10, 2013 issue of the Chronicle of Higher Education cites a report from the Western Interstate Commission for Higher Education predicting that by the year 2020, across the country, up to 45 % of public high school graduates will be minorities, up from 38 % in 2009, with the greatest increase in the Hispanic community.

Expanding the Programs Already in Place

The University is becoming recognized for its impact on education. The Texas Higher Education Journal reported that in Texas, Texas Southern University ranked first with 87 % of graduates who are African‐American. Texas Southern University earned Top Ranking as “Degree Producer” among African American and Hispanic students (Diverse Issues in Higher Education). In the Diverse Issues in Higher Education survey, Texas Southern University ranked 4th out of 100 for African‐Americans receiving doctoral degrees. In 2010‐2011, Texas Southern University had 125 African‐American graduates, which was 46 % of the total graduating class receiving doctorate degrees. Texas Southern University ranked 23rd out of 94 for conferring doctoral degrees to Hispanics with 46 Hispanics earning doctoral degrees, which was 17 % of the graduating class receiving doctorates. In bachelor degrees conferred, Texas Southern University ranked 31st in the top 100 of producers of African‐American bachelor’s degrees – all disciplines combined. In total minority professional doctoral degrees conferred, Texas Southern University ranked 16th with 225 total graduates, 83 % being minorities (Diverse Issues in Higher Education). Texas Southern University also was named one of the 2013 Military Friendly Schools.

Improving retention and graduation rates continues to be top priorities for Texas Southern University and many changes made over the past five years are beginning to show results. In FY 2012 the University conferred 1,391 degrees, an increase of more than 12 % over the

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previous year. The changes are happening on many fronts, beginning with implementing baseline admissions requirements in fall 2008, which increased in 2009 are just now resulting in graduates. The concentration on student success initiatives, particularly focusing on the freshman and sophomore experience is also showing retention results that will translate into more students graduating.

Houston Endowment’s investment of $2.7 million in Texas Southern University’s new Urban Academic Village, a total academic immersion experience for a cohort of freshmen, validates the impact that increased attention, structure, and opportunities both in and outside the classroom, will provide the support many of these at risk students require. The program launched in fall 2011 with 396 students from a variety of backgrounds and levels of preparedness. By matching them with a control group of similar demographics, the University was better able to identify the activities and interventions that had an impact on the students’ retention and academic success.

The data from the fall 2011 semester and the spring 2012 semester indicate that the increased attention, interventions and structure provided through the Urban Academic Village (UAV) programs have had a positive impact on the students, particularly those who participated fully in the outside programming opportunities. Students in the program enrolled in more hours and were more successful than those in the control group. Retention from fall to spring semester was markedly better for the freshmen in the Village than in either the control group or the general population with only 10 % of UAV students leaving compared to 20 % of the control group and nearly 30 % of the general freshman population. A higher percentage of the Urban Academic Village students completed their first two semesters with enough hours to be classified sophomores. And by tracking each student’s participation in all extra activities, we found that those who had the highest participation levels also had the highest GPAs.

Programs like the Urban Academic Village provide the needed structure and attention that first generation students and many urban students have not received in their high schools or homes.

In addition to specialized support programs, Texas Southern University also is working closely with area industries and the community to meet current and future workforce needs. Some of the unique programs offered only through Texas Southern University include:

Aviation Sciences

Maritime Transportation and Security in partnership with Houston Port Authority

Online MBA, MPA and M.Ed.

Entertainment Management

Urban Planning

Undergraduate Social Work

Forensics studies in Administration of Justice

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Community Service

All universities define their missions to be education, research and service. Their diversity stems from how they apply their resources to each of these areas. Urban universities tend to focus their research and service responsibilities in areas that benefit their urban communities and help solve problems that all urban areas may face.

In many cases the community service is linked to the university’s educational mandate. Academic theory can be rather abstract to many students and appear irrelevant to the real world they will soon face unless those students get their feet wet with practical experience. Service to the community is beneficial to faculty as well, allowing them to test theories in real‐world settings, and connecting them to their non‐academic counterparts.

Given the challenges of urban society and the fiscal limitations imposed upon this nation’s hierarchy of governments, the university community often becomes the only economically viable source of help that a neighborhood or local group might have. Of course, this academic connection to the broader community helps the regional economy thrive and grow. As urban problems are solved, the dis‐amenities associated with city size are diminished, allowing the inherent benefits of urban economies of scale to continue to promote growth that adds to the community’s prosperity, not its problems.

The link between local universities and their communities also contributes to the urban amenities that can make any metropolitan area more attractive to the highly educated work force it needs. Despite locally produced skilled and educated labor, Houston has always needed to import a sizeable portion of its educated labor force from outside the region. Attracting that type of labor is not always easy. Today, more and more of America’s young educated population are searching for communities that offer low costs and valued amenities. While large urban areas find it difficult to compete with more pristine areas in terms of natural amenities, they have a significant comparative advantage when it comes to the knowledge and arts environment that urban areas can provide, amenities that are greatly augmented by the presence of quality institutions of higher education.

As noted earlier, the true impact of a university is its educational resources, its production of an educated workforce, its supply side contributions much more than the financial or demand side inputs. Census data has tracked the rise of the college‐educated African Americans in the Houston region since 1980 when 12 % of the African American population had obtained at least a bachelor’s degree through 2010 when that percentage had nearly doubled to 23 %. With Texas Southern University conferring approximately 1,300 degrees annually the University is responsible for approximately 16 % of that increase. At the same time Texas Southern University is enrolling approximately 18 % of the Houston area African American high school graduates who are attending college each year. (See Appendix A)

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Other Community Impacts

Another measure of the impact of the University is the direct effect its programs have on the area community. Texas Southern University was designated by the 1975 Legislature as an urban serving university, one with a particular mission to serve the needs and study and solve the problems facing urban regions. The outreach programs and research centers focus on that mission.

This is most apparent in Texas Southern University’s outreach to improve public schools and the college preparedness of urban high school graduates. Texas Southern University has partnered with Yates High School and McWilliams Middle School to provide mentors, tutors, role models, speakers, and advisors to these schools using the expertise of faculty and the volunteer service of students and staff. With the country’s largest chapters of the Collegiate 100 Black Men and Black Women on campus, along with 80 other student organizations, including numerous fraternities and sororities, Texas Southern University has a dedicated force of volunteers to work directly with the students in these schools. In addition to the intensive programs at these two schools, Texas Southern University has alumni and staff providing tutors and mentoring in five other school districts in the area as well as some in San Antonio and the Dallas/Fort Worth area.

Other unique outreach and training opportunities are offered through the colleges, including the Back to Basics program managed through the Provost’s office that provides content upgrades for high school teachers, involving both teachers and students in the learning process. STEM support programs are offered through the College of Science and Technology in transportation, space exploration, computer programming, and other scientific camps. Student teachers in the College of Education each spend 15 weeks and 150 hours working with public school classrooms in obtaining their degrees.

Other significant urban issues drive both the research and the outreach agenda at Texas Southern University. Health of the urban population is a major thrust of the outreach and internship programs through the College of Pharmacy and Health Sciences, as well as the Dietetics program and others. From health screenings to pharmacy externships to drug evaluations, the students and faculty work with the Texas Medical Center and other health professionals to improve the health of Houstonians.

The impact of environmental sustainability and advocacy for clean air, water and land is a problem facing many urban areas. The Barbara Jordan/Mickey Leland School of Public Affairs has a major initiative in ensuring the environmental health of our community lead by the nation’s top environmental advocacy researcher and educator, Dean Robert Bullard. This area will continue to expand in the near future.

As the fourth largest and most diverse city in the nation with one of the nation’s largest ports (number one in foreign imports), and 99 international consuls and missions, it is imperative that Texas Southern University be actively involved in the international community. To that end, Texas Southern University is opening a new Confucius Institute in April 2013—one of three in Texas, and the only one in the Houston metropolitan area. The

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Institute, in partnership with the Chinese government and Beijing Jiatong University, will offer language and culture classes and opportunities for Texas Southern University students as well as members of the Houston community.

Mobility issues are particularly critical to all urban areas, and Houston is no exception. This has resulted in a major academic program in all forms of transportation and partnerships with community and governmental bodies responsible for area mobility. Texas Southern University’s Transportation and Aviation Sciences program partnered with the Houston Airport Authority to expand Hobby Airport.

Texas Southern University partnered with the Houston Port Authority to create the Maritime Transportation Program offering undergraduate and master’s degrees to support the future workforce needs of the port and area businesses. Texas Southern University is directly connected to TranStar, Metro, and Homeland Security in ensuring safe and rapid evacuation and disaster preparedness. Texas Southern University’s National Transportation Security Center of Excellence for Petro‐Chemical Transportation is part of a national network of security centers to protect the nation’s key resources and industries.

In addition, the University is providing unique entertainment and communication access to underserved areas of Houston. Texas Southern University’s partnership with Comcast supports minority programming for the Houston community through TSU TV, which also provides a hands‐on educational experience for communication students. KTSU, as the only public jazz station in Houston, supports what is said to be the only original American musical form, and is a partner in the university’s nationally recognized jazz and music programs. A special partnership with the city of Houston is restoring the 5th Ward Deluxe Theatre to return it to a community resource and to provide additional performance space for the University.

With the nation’s most diverse law school on campus, it is not surprising that Texas Southern University’s Thurgood Marshall School of Law oversees a number of community programs to assist low income citizens with legal assistance including the Earl Carl Institute, the Community Law Clinic, and the Juvenile Justice Project.

These types of communities listed above are only a few of the numerous outreach and urban research activities annually supported through Texas Southern University. A more extensive list is in Appendix C.

Alumni Impact

In addition to educating today’s and future young people to increase their economic success, the former students and graduates who remain in the Houston metropolitan region contribute greatly to the community’s success, through the jobs they perform and the taxes they pay. Texas Southern University has contact with 68,000 alumni, although many others have attended and are connected to the Texas Southern University. Of that initial group, approximately 47,000 live in the Houston area.

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As mentioned above, 27 % of ALL African American pharmacists in the United States graduated from Texas Southern University, and Texas Southern University remains the second largest producer of pharmacists in the state. Texas Southern University has a role in supplying the areas educators, with 17 % of all HISD teachers and administrators receiving their degrees from Texas Southern University.

Texas Southern University’s Thurgood Marshall School of Law is a major producer of Hispanic lawyers, judges and pharmacists in the Texas Rio Grande Valley. Texas Southern University has produced many graduates who have had major impacts on their communities, their state and indeed the world. Today, 14 graduates are serving as elected officials in Houston and Texas. Thirty‐eight area ministers were educated at Texas Southern University. Dozens of corporate executives and hundreds of small business owners boast degrees from Texas Southern University. The list of notable alumni covers almost all fields and areas of interest from Congresswoman Barbara Jordan and Congressman Mickey Leland to international jazz legends Joe Sample and Kirk Whalum and gospel singer Yolanda Adams; from global energy leader Kase Lawal and noted financial manager Gerald Smith to Walgreens Pharmacies President Kermit Crawford, Chief Justice of the 9th District Court of Florida, Belvin Perry, and NFL legend and television host Michael Strahan. Attached in Appendix B is a list of some of our noteworthy alumni who cross many fields of endeavor and are making an impact across the world.

Summary of Supply‐Side Effects

All of the aspects of Texas Southern University described above produce benefits for the Houston MSA regional economy that regional economists referred to collectively as “supply‐side effects”. That is because they effectively enhance the region’s supply of key resources, capital, technology, and labor. In other words, communities with more amenities, better equipped to handle the problems of urbanization, and endowed with greater social infrastructure tend to be more attractive to highly skilled labor and businesses. This, in turn, lowers a region’s costs. These benefits stand in contrast to demand‐side effects which promote economic growth by increasing the demand for the region’s products and services. A simple way of distinguishing the two is that the former reduces the costs of goods and services in the region, while the later increases the outside demand for local goods and services, thus bringing into the region more outside dollars. This section provided a description of the many aspects of Texas Southern University with a supply‐side orientation because there are no formal models to quantify the actual benefits in monetary terms. Nonetheless, most view these supply‐side effects as significantly more important to the health and vitality of the regional economy than the demand‐side effects.

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CONCLUSIONS

Today, Texas Southern University brings measurable direct financial benefits to the Houston MSA including an impact of $266.1 million in real dollar gross regional product; $542 million in total regional sales; $156.4 million in personal incomes; a nearly $18 million fiscal dividend for local and state governments, and more than 3,000 jobs.

In addition, however, Houston benefits from Texas Southern University along with all of higher education institutions in increasing the education level of its growing diverse population, in the community outreach programs they provide, the research that partners with area businesses and agencies to improve the urban community, and in helping to attract the additional workers and professionals needed to support the expanding economy and industrial base of the metropolitan area. Even with all the universities in the area, the Houston metropolitan area will continue to require a significant input of educated people to meet the growing demand. Indeed some estimates show that the area universities would need to double their output of graduates to close the gap and become the primary supplier of the educated workforce that is required.

Surprisingly, Houston falls short of many major metropolitan areas despite the presence of Texas Southern University, the University of Houston System, Rice, the private universities and the Medical Center. The average education level of the region remains below average even though both the energy and non‐energy components of Houston’s economic base are quite high tech in nature. Because the percent of the region’s high school graduates is low and because so many of those that do go on to college must leave the region for that opportunity, Houston continues to be a major importer of human capital from the rest of the nation. The positive aspect of that reality is that Houston has a cosmopolitan flavor with representation from almost every corner of the nation and much of the world. While Houston’s positive economic growth is a current advantage in recruiting workers, as the rest of the nation recovers from the economic downturn, this will no longer be a competitive advantage.

It is also the case that it has been progressively more dangerous for an urban area to leave a large portion of its population without higher education. These areas will struggle more than ever with chronic under and unemployment along with the host of economic burdens associated with a sizeable population with subpar incomes. In discussing long‐term planning for the region, issues of transportation and flood control often top the list of concerns, but those interested in Houston’s future should recognize the desperate need to lift up a large portion of the local population that will be doomed in the 21st century without much greater educational credentials. The responsibility for providing educational opportunity and success for this underserved and growing population is the most significant argument for the support and expansion of Texas Southern University and the special educational programs to help first generation college students and those coming from urban school systems succeed and attain their educational goals.

APPENDICES

APPENDIX 1

Basic IMPLAN Definitions

Impact Term Definitions & Relationships

Study Area

The geographic boundaries of what will be included in the calculation of local impacts. Purchases of products or labor that fall outside the study Area are imports. For this analysis the study area includes the following counties in southeast Texas: Brazoria, Chambers, Fort Bend, Galveston, Harris, Liberty, Montgomery, and Waller

Demand-side effect

The increase in the effective demand for goods and services produced within the study area. This effect is only triggered when “outside dollars” are drawn into the area and ultimately become spent within the study area as local incomes and profits are increased.

Supply-side effect

Any change in the character of a particular study area in which the effective supply of factors of production (particularly labor and capital) is enhanced. These would include those things that would make the area attractive to businesses and to households. A skilled work force and the availability of quality higher education would fall into this category.

Direct Impact The initial expenditures, or production, made by an industry from new demand emanating outside the region.

Indirect Impact The effects of local inter-industry spending through the backward linkages

Induced Impact The results of local spending of employee's wages and salaries for both employees of the directly affected industry, and the employees of the indirectly affected industries.

Leakages

Imports leak money outside the area because the money spent on imports increases only outside production, which by definition has no local impact. This does not mean that these purchases have no economic impact simply that their impact lies outside the geographic boundaries of the model.

Multiplier The ratio of the total impact of an economic entity or event to the direct impact. (direct impact +indirect + impact + induced impact)/direct Impact

Employment Total average annual jobs. This includes self-employed and wage and salary employees, and all fulltime, part-time and seasonal jobs, based on a count of full-time/part-time averages over twelve months.

Employee Compensation

(EC)

Total income to the labor factor of production. From the point of view of a business, employee compensation is the total cost of labor including wages & salaries, other labor related income like health and retirement benefits, and both employee & employer contributions to social insurance.

Proprietor Income (PI)

Total income to a sole proprietor or self-employed "employee".

Labor Income (LI)

Labor includes both workers employed by business and self-employed individuals. Labor Income is the source for induced household spending estimations.

Labor Income = Employee Compensation + Proprietor Income

APPENDIX 1

Basic IMPLAN Definitions

Indirect Business Taxes

(IBT)

All payment to governments except for payroll and end-of-year income taxes. IBT includes excise taxes, sales taxes, custom duties and various fees. IBT is typically treated as a leakage, because funds collected for governments usually leave the regional model. Hence values attributed to IBT are not included in the multiplier effect, and do not affect impact results.

Value Added (VA)

Comprised of Labor Income, Indirect Business Taxes, and Other Property Type Income, Value Added demonstrates an industry's value of production over the cost of its purchasing the goods and services required to make its products. Value Added is often referred to as Gross Regional Product (GRP).

Value Added = Labor Income + Indirect Business Taxes + Other Property Type Income

Output

The total value of an industry's production, comprised of the value of the intermediate Inputs and value added. In IMPLAN this is typically viewed as the value of a change in sales or the value of increased production. However, annual production is not always equal to annual sales. If production levels are higher than sales, surpluses become inventory. Because inventory does not drive additional impacts in the year it was produced, in IMPLAN direct industry sales = Direct Output.

Output = Intermediate Inputs + Value Added

APPENDIX 2 Texas Southern University

(TSU Accounts) Accounting and Estimated Exogenous Revenues

Description 2012 Revenues Outside

Region Estimated Exogenous

Stimulus

OPERATING REVENUES

Tuition and fees, pledged $82,526,344.76 30.0% $24,757,903.43

Discount on tuition and fees -$20,716,408.45 30.0% -$6,214,922.54

Auxiliary enterprises, pledged $11,919,226.85 30.0% $3,575,768.06

Other sales of goods and services, pledged $226,208.38 30.0% $67,862.51

Federal pass through revenue $3,363,800.01 100.0% $3,363,800.01

State revenue $1,233,369.85 100.0% $1,233,369.85

State pass through revenue $7,705,766.37 100.0% $7,705,766.37

Other operating contract and grants, pledged $894,336.29 100.0% $894,336.29

Additional Federal dollars supporting students $151,364,895.34 100.0% $151,364,895.34

Other operating revenue $4,783,422.89 100.0% $4,783,422.89

Total Operating Revenues $243,300,962.29 78.7% $191,532,202.21

SELECTED NON-OPERATING REVENUES (EXPENSES)* $74,374,660.21 100.0% $74,374,660.21

TOTAL REVENUES $317,675,622.50 83.7% $265,906,862.42

*RELEVANT NON-OPERATING REVENUES (EXPENSES)

State appropriations $52,541,654.00 100.0% $52,541,654.00

Additional appropriations $9,512,275.38 100.0% $9,512,275.38

Gifts received $2,112,119.55 100.0% $2,112,119.55

Other non-operating $10,208,611.28 100.0% $10,208,611.28

*Total Non-Operating Revenues $74,374,660.21 100.0% $74,374,660.21

APPENDIX 3 Texas Southern University Construction Expenditures

For Five Years August 2008 - 2012

Description Average 2012 2011 2010 2009 2008

Construction In Progress $3,287,601 $8,957,407 $2,062,016 $0 $1,061,187 $4,357,393

Building Improvements $6,441,529 $1,384,959 $1,939,573 $9,228,899 $4,095,536 $15,558,676 Facilities and Other Improvements $280,654 $205,831 $125,064 $110,613 $961,761 $0 Total Capital Construction Projects $10,009,783 $10,548,197 $4,126,653 $9,339,512 $6,118,485 $19,916,068


Estimated Exogenous Student Spending Including Import Substitution (TSU Cost Estimates/Enrollment Numbers)*

Data Description Amount

Total Number of Students 9,646 Students from Outside Region 2,909 Students from Within Region 6,737 Portion that Would Go On Without TSU 926 Average Expenditure of Outside Student $25,470 Expected Per Student Import Substitution $26,727 Total Expenditures of Students from Outside Region $74,091,546 Total Amount of Import Substitution $24,757,903 Total Exogenous Student Spending $98,849,449 Minus Tuition Already Accounted -$36,264,447 Total Additional Exogenous Spending $62,585,002 *Note: Within region student costs are only $16,285 in total, but for those locally that would not have gone on to college outside the region those costs are irrelevant.

Percent of African American Population With Bachelor Degree +

Within the Houston MSA Region

Year Total Percent Annual AdditionsPopulation Over 25 BA + Degrees BA + Degrees

1970 1980 268,534 32,507 12.11% 1990 373,625 53,990 14.45% 2,1482000 457,318 82,305 18.00% 2,8312010 631,178 145,520 23.06% 6,322

TSU Contributions to African/American EducationWithin the Houston MSA Region

Annual Annual African/American Ratio of Annual Increase Ratio of TSU GradsTSU African Population of TSU Grads to In African/Americans to Increase in American High School Graduates African/American With BA+ Degrees African/AmericansGraduates High School Grads With BA+ Degrees

1,030 11,705 8.80% 6,322 16.29%

TSU's Accomodation of African/American H.S. GradsEducationWithin the Houston MSA Region Going On To College

Estimated Number New African American Percent of Houstonof African American U.G. Students African/American

H.S. Grads Going Enrolling at TSU H.S. GradsOn to College Going to TSU

7,901 1,437.0 18.19%

APPENDIX 5


Significant Graduates

Elected Officials • Congresswoman Barbara Jordan • Congressman George Thomas “Mickey” Leland • Congressmen Al Green, Henry Johnson (Georgia) • State Senator Rodney Ellis • State Representative Ron Reynolds • State Representative Alma Allen • State Representative Ruth Jones-McLendon • State Representative Harold Dutton • State Representative Barbara Mallory-Caraway • State Representative Senfronia Thompson • Harris County Commissioner El Franco Lee • Sylvia Garcia, former County Commissioner • City Councilmembers Larry Green and Wanda Adams • City Controller Ron Green Educators • Randy Bates, Chair of Lone Star Community College Board • Bruce Austin, Houston Community College Board • Chris Oliver, Houston Community College Board • Dr. Carroll Thomas, nationally recognized educator, former Beaumont ISD Superintendent Lawyers & Judges • Ricky Anderson, Entertainment Lawyer of the Year • Hillary Green, Justice of the Peace • Zinetta Burney, Justice of the Peace • Joel Clausers, Sr., Justice of the Peace • Marc Carter, Criminal Court Judge • Belvin Perry, Chief Justice of 9th Judicial Circuit Court in Florida • Judge Brian Wimes, U.S. District Court Judge for the Eastern and Western Districts of

Missouri • Judge Kenneth Hoyt – Federal Judge Southern District


Significant Graduates The Arts: Musicians, Singers, Artists • Joe Samples, Jazz great • Kirk Whalum, Jazz great • Herbert Laws, Jazz great • Barry Hall, Jazz great • Anita Moore, Jazz great • Yolanda Adams, Gospel great • Gloria Harrison Quinlan, voice coach for 105 Voices • Bernadine Oliphint, international opera great • Kermit Oliver, internationally recognized artist , only American artist for Hermés Science & Technology • Noreen Khan-Mayberry, NASA Space Toxicologist (first woman and first person of color) Healthcare Professionals • Dr. Bettie Graham, first female graduate from Baylor in Chemistry, NIH Program Director Entrepreneurs & Business Leaders • Rocky Williform, American entrepreneur and founder of HipHopBlog.com, the

microblogging network for hip-hop. In 2011 he was named one of the 100 most influential people in hip-hop culture.

• Lynn Mays, VP of Diversity at Avon • Frazier Wilson, President of Shell Foundation • Gerald Smith, CEO, Smith, Graham & Co. Investments • John Guess, President, The Guess Group • Kermit Crawford, President of Walgreen’s Pharmacies • Kase Lawal, Chairman of CAMAC, Int’l. • Marcus Davis, Breakfast Klub • De’Andra Sam, owner of A-Rocket moving Ministry & Social Service • Harry Johnson, head of Martin Luther King, Jr. Monument Foundation • Rev. Manson Johnson, Holman Street Baptist Church

http://en.wikipedia.org/wiki/Microblogging

http://en.wikipedia.org/wiki/Hip-hop

http://en.wikipedia.org/wiki/Hip-hop


Significant Graduates Professional Sports • Michael Strahan, NFL MVP and co-host of Live with Kelly & Michael • Tony Wylie, Senior VP for Washington Redskins • Ernie Holmes, with the Pittsburgh Steelers from 1972 to 1977. He was part of the famous

Steel Curtain and played at defensive lineman. He won 2 Super Bowls. • Woody Sauldsberry, Philadelphia Warriors (now the Golden State Warriors). In 1958, he

was named the league's Rookie of the Year — the second African American ever to win the award and becoming the lowest overall draft pick ever to win the award, a record he still holds.

• Winston Hill - Offensive Lineman ; New York Jets ; voted into the Hall of Fame

Olympians • Robert Taylor, 1972 Olympic Gold Medalist in track • Jim Hines, 2 Gold medals at 1968 Olympics, First sprinter to officially break the 10-second

barrier in the 100 meters • Mary Onyali-Omagbemi, two time Olympic medalist in track, “Queen of Nigerian sprinters”;

1992 Bronze Medal in the 4x100 meter relay and 1996 Bronze Medal in the 200 meter Government (International) • Dr Paul B. Orhii, Nigerian Head of National Agency for Food & Drug Administration &

Control • Ambassador Musiliu Obinakaro, Nigerian Ambassador to Ghana

http://en.wikipedia.org/wiki/Pittsburgh,_Pennsylvania

http://en.wikipedia.org/wiki/Pittsburgh_Steelers

http://en.wikipedia.org/wiki/Steel_Curtain

http://en.wikipedia.org/wiki/Golden_State_Warriors

http://en.wikipedia.org/wiki/NBA_Rookie_of_the_Year_Award

http://en.wikipedia.org/wiki/African_American


Community Impact SCIENTIFIC/RESEARCH IMPACT

• Center for Bionanotechnology and Environmental Research (Cber) A Space Science Research of the College of Science and Technology for graduate and undergraduate students to be actively engaged in space science. The CBER Center serves 25 undergraduate and 26 graduate students; has 8 Ph.D. researchers and 4 post doctoral appointees. The CBER Center is sponsored by the National Aeronautics and Space Administration – NASA University Research Centers program at $1 million per year since October 1, 2008. The Center provides intensive research training and education activities for K-12 student community to strengthen and restructure the current pipeline STEM students.

• Center for Research on Complex Networks (Crcn) The mission of CRCN is to conduct innovative and multidisciplinary research in complex networks, which will provide a knowledge base for the understanding entities such as (1) energy efficient wireless sensor networks, (2) urban transportation environmental networks, and (3) distributed computational networks with the goal of allowing for the development and implementation of policies for global environmental sustainability. The research is integrated with the science, technology, engineering and mathematics (STEM) education programs, particularly striving to expand the pool of minority and underrepresented students who pursue advanced graduate studies in STEM fields to meet the critical workforce needs of the nation. The CNCR promotes and implement diversity in STEM disciplines, through educational outreach initiatives and extensive effort to recruit, retain and train members of underrepresented minority groups and to prepare minority students for leadership positions in the fast-changing global, scientific, engineering, and government sectors. The CRCN is sponsored by the National Science Foundation (NSF) Centers for Research Excellence in Science and Technology (CREST) Program through a grant of $5 million for five years beginning September 1 2011 and CRCN researchers have presented research findings in over 5 different conferences to date. The educational outreach program held a STEM Enchantment Summer program for middle and high schools students in the summer of 2011 for 55 students and will hold another in the summer of 2013. The CRCN will hold a National Conference on STEM Pedagogy in the fall of 2013 to address the extraordinary shortfall of freshmen students choosing to study the quantitative sciences. The CRCN is developing quantitative interdisciplinary degree programs in several areas of the computational sciences.

• Engineering Resource Center (Erc) The ERC serves approximately 40 students each year with a budget of $155,000 and is supported by the Department of Defense. The ERC has been operating for 5 years to motivate college-ready students to pursuing career in engineering, enhance the enrollment in the STEM areas and Assists in retention of currently enrolled students.


Community Impact

• Center for Transportation, Training and Research (CTTR)

As a companion to the Department of Transportation Studies, CTTR supports the academic curriculum by offering employment and training opportunities in research and demonstration projects. The cornerstone of CTTR's future agenda is the theme Preparing Professionals to Move This Millennium. This theme focuses on conducting applied research to solve and identify options for the improvement of mobility and the quality of life. By applying state-of-the-art techniques and research methodologies, CTTR research associates identify problems and solutions to a variety of issues facing our society. These issues include the following: (1) Intelligent Transportation Systems (ITS), (2) operation of intermodal systems, (3) alternative fuel comparison studies, (4) suburban employment growth and transit accessibility issues, (4) policy and planning, and (5) human resource management. A cadre of private and public sector networks and partnerships ensure that CTTR remains an integral part of the regional, national, and global alliance of transportation professionals. The dissemination of information throughout these networks and partnerships will continue to be accomplished by workshops, conferences, and seminars. The Center supports 8 to 10 students each academic year with an annual budget of approximately $1.3 million since 1983. The CTTR sponsors are Southwest University Transportation Centers (SWUTC) at Texas A&M University, Texas Department of Transportation (TxDOT), Houston-Galveston Area Council (HGAC), and the Department of Homeland Security (DHS). The CTTR educates students by enhancing their professional expertise, the community through workshops and conferences and affects the community through emergency planning and response with enhanced research activities and software tools.

• Environmental Research Technology Transfer Center (ERTTC) The Missions of the ERTTC are:

o To provide PI’s, faculty members, and graduate students with analytical support in environmental research.

o To address student training, research problems, and technology transfer issues as it relates to the urban community and the environment.

o To increase the number of under-represented minority graduates in science, mathematics, engineering and technology.

The Environmental Research and Technology Transfer Center (ERT2C) is capable of identifying and quantifying small amounts of unknown samples and generating data in the parts per billion or trillion. Many environmental samples we analyze have to be concentrated because of the small sample size or low concentration of the compound(s) of interest. Their analytical capabilities include: Scanning Electron Microscope, Atomic


Community Impact

Force Microscope, GC & LC Mass Spectrometers, Raman Spectrometer, Nuclear Magnetic Resonance, Fourier Transformed Infrared, Ultraviolet Spectrometers, and Inductively Coupled Plasma and Mass Spectrometer.

The ERTTC began in 1991 and has served over 60 graduate students, 50 undergraduate students, and 150 high school students in the summers. Its average funding has been over $100,000 per year from a number of sponsors including Clarkson Aerospace Corp., NASA, Department of Energy, and the National Science Foundation.

• High Performance Computing Center (HPCC) The HPCC provides consulting and assistance to campus researchers with experimental software or hardware need, training in parallel and grid computing and serves as a liaison between various teams that are engaged in research requiring high performance computing resources. The Center provides support to configure and port applications to HPCC machines. The HPCC has received $200,000 in support from the National Science Foundation.

• Houston Louis Stokes Alliance for Minority Participation (H-LSAMP) Houston Louis Stokes Alliance for Minority Participation (H-LSAMP) is an academic excellence program designed for outstanding high school students who are interested in pursuing degrees in the sciences, technology, engineering, and mathematics (STEM) fields. This scholarship is funded by the National Science Foundation and awarded by the LSAMP scholarship office. Applicants must be U.S. citizens or permanent residents. The four majors supported are chemistry, computer science, mathematics, and physics.

• Houston National Summer Transportation Institute (HNSTI) Houston National Summer Transportation Institute is hosted at Texas Southern University every year during summer. This educational experience started in 2001 and it exposes students to a series of lectures, technical tours, guest speakers, and academic exercises in the transportation industry. The HNSTI offers a four-week introduction to all modes and careers in transportation as well as academic enhancement activities. The on-campus sessions are designed to encourage a diverse cadre of motivated secondary school students to pursue transportation careers and to address the need for a well-trained, qualified, diverse workforce in the 21st century. The HNSTI is one of several educational initiatives of the DOT, challenging the country to work with youth of all ages and help them to focus on skills in math, science, and technology. To date, the HNSTI host sites include Historically Black Colleges and Universities (HBCUs) and other minority institutions of higher education across the nation. Texas Department of Transportation serves as the National Resource Center.


Community Impact • Innovative Transportation Research Institute (ITRI)

ITRI researchers develop, evaluate, optimize, and recommend comprehensive strategies for traffic congestion mitigation, urban transportation planning, ITS development, mobile source emission reduction, and fuel consumption saving. The ITRI has served over 100 students in 12 years of operation since 2000, with a budget of approaching $3 million. The ITRI sponsors are the National Science Foundation, US Department of Transportation (DOT), Texas DOT, National Institute of Science and Technology, Air Force Research Lab, Houston Advanced Research Center, and Southwest University Transportation Center. ITRI research develops, evaluates, optimizes, and recommends comprehensive strategies for traffic congestion mitigation, mobile source emission reduction, fuel consumption saving, urban transportation planning, and ITS development, through the smart utilization of advanced technologies, large scale computer simulation methods, complex modeling systems, and state-of-the-art lab equipments.

Five Affiliated Research Centers o Center for Modeling and Simulation (CPS)

The Center for Modeling and Simulation aims to develop suitable transportation planning models for middle and large-scale networks, and to develop and identify microscopic and macroscopic simulation tools for various transportation applications such as evaluating evacuation plans, recommending comprehensive congestion and incident mitigation strategies, improving roadway traffic operation performances, etc.

o Center for Air Quality Analysis (CAQA) The Center for Air Quality Analysis aims to conduct extensive research on the microscopic and macroscopic modeling of mobile emission estimation and fuel consumption, and the measurement and evaluation of on-road vehicle emission and fuel consumption using advanced Portable Emission Measurement System (PEMS). CAQA will also identify the impact of transportation behaviors to air quality, and propose comprehensive strategies to reduce emissions and fuel consumption from on-road vehicles and non-road equipments so as to enhance the regional air quality.

o Center for ITS (CITS) The Center for Intelligent Transportation System aims to investigate approaches to significantly improve the performance of multi-modal transportation systems by smartly utilizing various up-to-date innovative technologies in interdisciplinary fields such as transportation engineering, computer engineering, electric and electronic engineering, communication, automatic control, cybernetics. CITS has the ability to obtain the transmitted real time traffic data from Houston TranStar, and is equipped


Community Impact

with the advanced Autoscope Van for on-road data collection. CITS will monitor and store the real time data, and develop innovative models and procedures to archive, aggregate and compress the huge amount of traffic data for the use of various applications such as rural and urban transportation planning, environmental protection, operational management, and incident prevention.

o Center for Driver Behavior (CDB) The Center for Driver Behavior aims to investigate the application of emerging technologies to transportation safety improvement and to identify the impact of human factors in roadway accidents by using the advanced driving simulator. CDB is also capable of conducting cooperative human behavior related studies such as drug and psychology tests.

o Center for Training and Technology Transfer (CT3) The Center for Training and Technology Transfer aims to perform any transportation studies and conduct professional trainings to field traffic engineers, air quality specialists, transportation planners, etc. CT3 may invite new software and technology developers for trainings from various industries, governments, and organizations. All developed technologies in ITRI will be introduced and transferred via CT3

• National Transportation Security Center Of Excellence for Petro-Chemical Transportation (NTSCE-P) Texas Southern University was among seven institutions earmarked as the National Transportation Security Centers of Excellence in the Improving America’s Security Act of 2007, U.S. Congress House Rule XXI, clause (9)(4), Section 1205, which was signed by President George W. Bush on August 3, 2007. The Earmarks, which provide $18 million dollars annually, are intended to conduct research and education activities, and to develop or provide professional security training, including the training of transportation employees and transportation professionals. Texas Southern University joined the other two institutions Tougaloo College and the University of Connecticut to co-lead the program, which also includes four other institutions, Rutgers, The State University of New Jersey, Long Island University, University of Arkansas, and San Jose State University. The joint effort of these seven national institutions, all of which have excellent transportation programs, are expected to provide the highest educational and research services to improve the national transportation security.

• Science Technology and Enhancement Program (STEP) The “Science and Technology Enhancement Program (STEP)” is an academic excellence program designed for outstanding high school students, who are interested in pursuing degrees in the sciences, technology, engineering, and mathematics (STEM) fields. This scholarship is funded by the National Science Foundation and awarded by the STEP


Community Impact

scholarship office. Applicants must be U.S. citizens or permanent residents. The majors supported are biology and engineering technologies.

• Virtual and Remote Laboratory (VR-LAB) The VR-Lab has been established by utilizing the latest Information Technology and setting up an Internet-based laboratory for interactive learning. In general, the online laboratories can be categorized as either virtual laboratories or remote laboratories. Virtual laboratories allow students to log on to a simulated environment residing on a remote server. Remote laboratories allow students to remotely control real components or instruments from any place with Internet access. Project Objectives o Improve the learning of undergraduate student population in the engineering

technology program. o Revamp some existing laboratories with virtual and remote functionalities. o Provide a platform to publish the VR-Lab course wares. o Promote inter-institutional collaboration by developing and sharing VR-Lab

courseware. o Develop faculty expertise through research and teaching initiatives.

• Transportation for Livability by Integrating Vehicles and the Environment (TranLIVE)

TranLIVE supports 12 graduate students with a budget of $ 600,000 for FY 2012-1013, and $ 580,000 for FY 2014-2015. The program has been operating for one year and is sponsored by the U.S. Department of Transportation (DOT)

TranLIVE emphasizes developing technologies to reduce the environmental impact of transportation. The mission is to help our nation achieve the goals of a cleaner environment and greater energy independence through (1) eco-traffic signal system technologies, (2) eco-routing tools, and (3) alternative fuels and vehicles. We will develop more accurate and reliable vehicle emission and fuel consumption models by integrating vehicle and environmental data systems. These efforts will lead to improved technology for industry and better decision-making tools for transportation and land use officials. This mission supports the DOT Strategic Goals of Livable Communities and Environmental Sustainability by developing integrated engineering solutions to better manage planning and land use (Livability) and reducing energy and environmental impacts (Sustainability) of the transportation system.

• Maritime Transportation Management and SecurityProgram (MTMS) The MTMS program serves 56 undergraduate students and up to 48 high school students in the summer. The program has 3 graduates to date. A $2 million gift from Port of Houston Authority, $500 from HNTB Corp, $5,000 from US Coast Guard, $500 from Capt.


Community Impact

Reginald McKamie, $6K from Houston Pilots supports the maritime program. The program has been in operation for 3 years. Its sponsors are the Port of Houston Authority, US Coast Guard, and Houston Pilots. The MTMS program is preparing the next generation of maritime professionals in the Gulf Coast region. The program introduces and educates students about careers in the Maritime industry.

• Department of History and Geography faculty Drs. Cary Wintz and Roger Hart took part in the JSC-UHCL Academic Partnership Workshop 2012, a partnership between the Johnson Space Center and the University of Houston Clear Lake. The program formed to create collaborative relationships between the JSC/Information Resources Directorate and academia was held November 8-9, 2012.

Health Research • The Managing Your Blood Pressure Program is spearheaded by Drs. Ivy Poon PharmD (PI,

associate professor of pharmacy practice), Aisha Morris-Moultry PharmD (Co-PI, associate professor of pharmacy practice), and Kimberly Pounds DrPH (Co-PI, coordinator of assessment and outreach). The $200,000 grant is funded by the Center for Medicaid and Medicare Services (CMS 1I0-15-011). The major goal of this project was to reduce health disparities in blood pressure control by improving medication adherence among the African American Medicare beneficiary population age 65 years and older. The preliminary analysis indicates that the program has had a positive impact on hypertension in the targeted population.

• The Patient Centered Care Collaboration to Improve Minority Health is a $309,000

subcontract funded by Westat, Inc. (primary contractor) through Office of Minority Health, Department of Health and Human Services. Dr. Aisha Morris Moultry PharmD, associate professor of pharmacy practice, serves as PI, and Drs. Ivy Poon PharmD (associate professor of pharmacy practice) and Kimberly Pounds DrPH (coordinator of assessment and outreach) serve as Co-PI’s. The focus of this program is to measure the adoption and dissemination of comparative effectiveness research (CER) evidence aimed at racial and ethnic groups in the management of diabetes mellitus and cardiovascular disease using a home-based pharmaceutical care model.

Legal/Public Policy Research Policy Advocacy/Student Papers: The Earl Carl Institute in the Thurgood Marshall School of Law promotes student development through research and writing by hiring several research students each semester to work on policy or position papers. These written products address issues involving legal and social policy that have a disparate impact on minorities, through an interdisciplinary approach. Current research/writing projects are:


Community Impact

• Do System Biases Preclude Indigent Defendants From Reaping the Benefits of Pre-Trial Diversion Programs?

• Teen Dating Violence and the Special Need for More Education for the Urban Community

• Black Males in Prison v. Black Males Enrollment in Higher Education: Texas Statistics

• The Wrongfully Convicted: Where Are They Now?

• The Impact Of Homelessness in The African-American Community: A Call For Additional Homeless Courts in Houston, Texas

HEALTH OUTREACH IMPACT

• Human Services and Consumer Sciences annually sponsors a Childhood Obesity Conference entitled “From the Garden to the Plate: Connecting Children, Youth, and Parents.” The 2012 event involved more than 100 children (3.5-5 years old) and parents.

• The Center on the Family has health and wellness seminars during the summer for senior citizens. During the sessions TSU provides exercise training, swimming, nutrition lectures and lunch. This past summer we had two sessions of 25 each. The Center also has an outreach program that provides services to seniors at their home.

• In partnership with the city of Houston, the TSU Health Center held a health fair at Cuney

Homes, which included testing for high blood pressure, diabetes and high cholesterol. Over 125 people came.

• In the summer, the Recreation Center offers free swimming lessons to parents and

children. This was an initiative because so many children die from swimming and so many older people cannot swim.

Community Health and Wellness Activities

• The College of Pharmacy and Health Sciences (COPHS) outreach programs and activities not only provide a venue for exposing students to current issues in health care and diverse populations, but contribute to the health and well-being of the individuals and groups served. COPHS services are done through community health fairs, clinical internships, and research. TSU COPHS produces over 100 health professionals annually, with over 80% representing minority groups, which contributes to diversity in the health care system and positively impacts patient care.


Community Impact • On January 28, 2012, second professional year students, Tameka Maiden and Manuel

Vera, joined Dr. Shirlette Milton to provide COPHS program information to approximately 400 members of the Fifth Ward community. The College’s public service announcements about prescription abuse were showcased and used as a medium to initiate discussions about prescription medication use with participants. COPHS alumni provided medication counseling and health information seminars to participants. This health fair was sponsored by The Fifth Ward Church of Christ.

• Dr. Flora Estes, Assistant Dean for Practice Programs and Dr. Adlia Ebeid, Director of

Introductory Pharmacy Practice Experiences were invited guests of a health show on VAN-TV (Vietnamese American Network Television, Channel 55.2) hosted by Dr. Diana Tran-Yu, Director of Pharmacy at West Houston Medical Center in Houston, Texas. Drs. Estes’ and Ebeid’s interview focused on medication adherence in the Asian community as part of the “Script Your Future Adherence Challenge”. The show was viewed by over 250,000 community members in the Greater Houston Area.

• The COPHS participated in the 2012 March of Dimes (MOD) Walk held at UH Robertson

Stadium on April 29, 2012 (pictured at right). Over fifty students, staff, faculty, and COPHS supporters participated in the walk and activities with Dr. Shirlette G. Milton serving as team leader. Ranking in the Top 100 Teams List for the five years of participation in this event demonstrates commitment by TSUCOPHS to serving the community in this endeavor.

• The COPHS sponsored glucose, cholesterol blood pressure, and BMI screenings

throughout the community in April 2012. Second year pharmacy students screened a combined estimate of 200 participants at the Sisters Network “Stop the Silence” 3rd Annual National African American Breast Cancer Walk held April 14, 2012 and the American Heart Association’s Vestido Rojo (April 28, 2012).

• Second year pharmacy students also educated 50 elementary students about drug

misuse and abuse during the Beatrice Mayes Institute’s annual health fair (April 14, 2012).

• Dr. Shalondria Simpson, assistant professor-pharmacy practice department, conducted a

seminar, “Pharmacology Related to Diabetes” for approximately 30 attendees of the Bibleway Fellowship Baptist Church annual health event (April 28, 2012).

• Pharmacy and respiratory therapy students took part in Congresswoman Sheila Jackson

Lee’s first annual community health fair (pictured at left) (October 13, 2012). Thirty community members completed lung capacity and high blood pressure screenings.


Community Impact • Students participated in Representative Al Green’s annual health fairs and the American

Diabetes Association’s annual Feria de Salud community health event (October 13, 2012). Services provided at these events included blood pressure, diabetes, and lung capacity screenings. Approximately 300 community members were reached through these events.

• Nine COPHS students’ healthy diabetic friendly recipes are featured in the Online

ReliOn® Health Cooking eRecipe Collection. These recipes provide an easily accessible tool for the public that has the potential to positively impact the health outcomes of diabetics. Visit http://relion.com/for-healthcare-professionals/downloads/erecipe_collection.pdf to view our students’ submissions.

• The Respiratory Therapy Asthma Management Program permits 10-15 junior and senior

level RT majors per year professional development in clinical assessment of the asthmatic subject. This program provides 20-25 program recipients per year increased sense of self-empowerment and effectiveness in utilization of self treatment modalities. The program has been able to reduce incidence and severity of asthmatic episodes and lost or unproductive time associated with episodes for 20-25 program recipients per year.

Health Career Development • The COPHS contributes to the academic and career development of youth through

special projects. On March 1, 2012, Dr. Andrea Shelton, associate professor- health sciences department, introduced 30 6th-8th grade girls to the field of epidemiology using interactive activities and a special presentation - Connect the Dots. This has been done as part of Expanding Your Horizons in Science and Math Program, sponsored by the American Association of University Women for the past 10 years.

• The COPHS’s Office of Continuing Education offers training for local health professionals

throughout Greater Houston. The COPHS Office of Continuing Pharmacy Education cosponsored the “Bioterrorism: One Step Approach,” a CE program for pharmacist held on May 5, 2012 and June 16, 2012. Learning objectives for the program included describing factors that increase risk for elder persons during period of stress, recognize signs and symptoms, psychosocial and ethical issues in response to bioterrorism, and prepare and communicate between systems in bioterrorism events; describing the mission of the Strategic National Stockpile program and the City of Houston’s mass prophylaxis plan in the event of a bioterrorism attack; and outlining key resources available to health care professionals for accurate, timely, and effective provision of care

http://relion.com/for-healthcare-professionals/downloads/erecipe_collection.pdf

http://relion.com/for-healthcare-professionals/downloads/erecipe_collection.pdf


Community Impact

specific to the geriatric population in the event of an emergency or bioterrorist attack. Approximately 52 health professionals participated.

• Over 100 pharmacists participated in the annual pharmacy preceptor conference

(October 20, 2012.) This year’s conference theme was “Celebrate 65 Years of Providing Health Professions Education and Training.” Catherine Ulbricht, Pharm D led a session on dietary supplement interactions.

• In July 2012, sixty-seven students completed immunization training under the guidance

of Dr. Adlia Ebeid, director of introductory pharmacy practice experiences. This training will provide the community with much needed immunization resources and services to combat the spread of communicable diseases.

Community Internships • In collaboration with Walgreens Pharmacy and in an effort to allow students exposure to

application of Mediation Therapy Management (MTM) practices, the 2nd professional year students completed over 107 MTM cases over a two week period for Walgreens. This was a great opportunity for the students to apply their didactic coursework to real patient cases through direct patient interaction.

• During their advanced experiential training, fourth professional year pharmacy students

work with pharmacy faculty and preceptors throughout the Greater Houston Area to provide a range of services including disease state management, anticoagulation management, Antibiotic stewardship, clinical interventions, medication management therapy, patient counseling, evidence based learning outcomes, general research, staff presentations, immunizations, IV preparations, and discharge counseling, and community outreach (i.e. health fairs). They reach approximately 3,000 patients annually.

• First through third professional year students in the introductory pharmacy practice

experiences program are placed in approximately 60 community sites, 10 clinics, and 30 health system partners throughout the Greater Houston Area. Interventions that the students either assisted with or performed in 2012 affected more than 1,000 people in the community.

CULTURAL IMPACT

• Jazz/Musical Outreach Internationally recognized jazz pianist and TSU alumnus Joe Sample offered a Master’s Class in fall 2012 that included TSU students and students from high schools and area


Community Impact

colleges who competed to participate in the Joe Sample Jazz Orchestra. The College of Liberal Arts and Social Sciences sponsored the musical program “Children of the Sun” by the Joe Sample Jazz Orchestra, on December 9, 2012. The program attracted 400+ attendees from TSU and outside of TSU.

• Art/Theatre Outreach o TSU is partnered with the City of Houston to restore the DeLuxe Theatre in Houston’s

Fifth Ward to bring community theatre productions back to the area and to provide a training venue for TSU theatre students.

o TSU Theatre department produces three major productions annually that are open to the public. This spring TSU will stage the original musical “Where Were You in ’65?” which was written by TSU drama professor and nationally known playwright Thomas Meloncon. This program will be showcased on campus and at the Miler Outdoor Theatre in HoustonBoth venues are open to the public. The Miller production represents the first such staging for TSU. Dean Danille Taylor serves on the Board at the Miller Outdoor Theatre.

o In the Department of Visual and Performing Arts, Anne Marie Foster, a student participating from TSU, created the installation Exodus for Project Row Houses. Emma Horace, a TSU alumni, produced an installation, Phase in Over Yonder, for the Project Row Houses in Houston.

o The Department of English sponsored Poetry Day on October 23, 2012 in the MLK Building. Many students participated in the program by reading their poetry or as audience members. Additionally, poets and attendees from the community took part.

o Dr. Richard Taylor in the Jesse H. Jones School of Business serves as a judge for the Harris County School District Scholastic Art & Writing Awards.

• International Programs o TSU has launched a new partnership with the Chinese government and Beijing

Jaiotung University to establish a Confucius Institute to provide language education in Mandarin as well as Chinese cultural programs for both TSU students and the Houston Community. The Institute is funded by the Chinese Government ($150,000), which supplies the language instructors and cultural support.

o TSU has partnered with international universities and government agencies across the world to provide student and faculty partnerships and exchanges. Over the past 20 years hundreds of TSU students have visited Tanganyika both for outreach and for education. Similar programs are now in place in South Africa, Central and South America, and China.


Community Impact BUSINESS IMPACT

• Dr. Rochelle Parke-Yancy was a Career Day Presenter at Magnolia Elementary School in Pearland, TX in the Fall of 2011 and Spring of 2012 presenting the role of being a university professor to elementary school students and demonstrating how business school professors examine formation and success of organizations. Her presentations have impacted about 60 people, comprised of elementary school children, teachers and staff.

• Dr. Delonia Minor-Cooley participates in the American Marketing Association

Opportunity to Save-A-Life Blood Drive (Occurs every Spring semester). Through the annual blood drive, the Jesse H. Jones School of Business secured 53 usable donations. Each donation can save up to 3 lives! That's 159 lives that were touched just this past Spring!

• The JHJ School of Business annually participates in Junior Achievement at Hartsfield

Elementary. The School’s volunteer-delivered, kindergarten-12th grade programs foster work-readiness, entrepreneurship and financial literacy skills, and use experiential learning to inspire students to dream big and reach their potential. Hartsfield Elementary School is an urban school-wide Title One campus with a predominantly African-American population. It is located in the South Park neighborhood of Southeast Houston, in the Palm Center Area. Hartsfield has a population of about 416 students (Pre-k thru 5th grade). The ethnic distributions 70.2% African-American and 29.8% Hispanic American. Ninety six percent (96%) of the students at Hartsfield are economically disadvantaged and considered at-risk. The students attendance rate is 95%.

• Dr. Sammie Robinson’s students in MGMT 395: Team-Building & Organization Change

are assigned a major TEAM service learning project. The guidelines require them to locate a not-for-profit social service agency in the Third Ward or surrounding community in Houston, Texas, get permission from the director or person in charge, and determine a need that the team can fill as a CONSULTANT (suggested examples: setting up a tutoring program, recruiting and training volunteers, writing a policy & procedures manual, address operational issues). This semester, the project was changed slightly, and students were required to choose an ARTS organization as the site of the project. Project options were changed to exclude marketing plans or developmental activities.

• Spring 2011 – Bread of Life, Star of David, YMCA (MLK), Wheeler Avenue Baptist

Church Thanksgiving Dinner for the Homeless


Community Impact

• Fall 2011 – Star of Hope Mission, S.H.A.P.E. Community Center, TSU Habitat for Humanity, Progressive Amateur Boxing Association (PABA), Workshop Houston, Phoenix Rising, Chef Tim (Ryan Middle School)

• Spring 2012 – The Third Ward Community Cloth Cooperative, G.R.A.C.E. Community Services, S.H.A.P.E. Community Center, Mia’s Closet, The Forge for Families

• Fall 2012 – ARTS Organizations: Project Row Houses, University of Houston Men’s Chorus

• Dr. Claude Superville is a Board Member of the Earl Carl Institute, providing advocacy

and legal representation for underserved populations. • Dr. Lucy Ojode is engaged in social entrepreneurship in the Third Ward. She visualized,

articulated, developed, co-founded, raised capital, and co-created Adelphos (http://www.adelphoshouston.org), a faith-based cross-cultural socio-economic non-profit initiative in Houston, Texas. Through Adelphos Dr. Ojode: o Works with the Executive Director of Martin Luther King Community Center to

support operations at the center such as training and mentoring youth and young adults.

o Co-ordinates the provision of remedial and literacy programs such as GED, reading, Math, tutoring and homework helps.

o Spearheads a pioneer cross-cultural and global educational trip focused on exposing the Third Ward community to relevant business and educational opportunities in contemporary Africa. According to the MLKCC Executive Director who has mentored children in the community for five years, most street-to-work intervention programs start too late for the unemployed young adults in the community. The programs should be incorporated in the developmental and educational processes that follow the formative years. Such efforts are sorely needed to enrich the school offering in the community. Consequently, the director, a senior citizen veteran, has agreed to join Dr. Ojode in exploring potential for a summer educational enrichment trip with a focus group consisting of a 12-years old junior high student, a 15-years old high scholar, and three young adults (a recent graduate and a senior from one of the State Universities in the Third Ward and a community college student).

o Serves the homeless community in the Third Ward. In addition to connecting the homeless to available resources in the area, Adelphos also provides support to the homeless and helps those in transition. Although most of the homeless served stay on the streets, some receive continuous and intimate help and support to move on to rehabilitation and productive life. For instance, from May 2012 when Adelphos Resource Center opened its doors to mid-November, Dr. Ojode served thirteen homeless individuals (six men, four women and three children) in this last category. Of these, five adults and all the children are settling into stable productive lives off the streets.

http://www.adelphoshouston.org/


Community Impact

o Has mobilized a network of diverse (African American, African, Asian American, Caucasian, and Hispanic) volunteers and donors from various Houston environs (Bay Area, Humble, Katy, League City, Missouri City, SW Houston, and Spring) to serve the vulnerable in our community.

JUDICIAL IMPACT Community Outreach

• The Thurgood Marshall School of Law sponsors the Earl Carl Institute for Legal and Social Policy, which oversees a number of community programs, including: o ECI Juvenile Justice Project - provides direct legal representation to students in Class

C Misdemeanor cases pending in adult Justice of the Peace and Municipal Courts in Texas. The Juvenile Justice Project (JJP) also has an educational and impact litigation component.

o Opal Mitchell Lee Property Preservation Project: The OMLPPP provides pro bono

services to low income individuals to preserve and protect their property interests. Services include actions involving probate, adverse possession, clearing title to property, partitions, mortgage, homeowner association and tax foreclosure defense, property tax exemptions, formation of nonprofit corporations that assists with community development and consumer debt issues.

o Thurgood Marshall School of Law Innocence Project: TMSLIP provides pro bono

investigative and litigation services to individuals alleging to have been wrongfully convicted. The project also promotes community education and policy initiatives by working with legislative offices, participating in community presentations and through media appearances.

o ECI Annual Symposia: A minimum of three annual seminars/conferences/continuing

education programs to educate the public, alumni, and lawyers on issues having a disparate impact on minorities: • Juvenile Justice Practice: This program is generally a continuing legal education

program that addresses best practices issues in providing representation in juvenile cases.

• The Honorable Craig Washington and Senator Rodney Ellis: Excellence in Indigent Defense Series: This CLE provides community education and aids in the Center for Criminal Justice’s goal of foster a fair and just criminal justice system competency in indigent representation.


Community Impact

• ECI Journal Special Issue Symposium: An annual symposium held each February to encourage discussion and scholarly review of current issues in support of a special issue Interdisciplinary Journal publication each November. The 2013 Special Issues will focus on issues surrounding the reauthorization of No Child Left Behind.

COMMUNITY ADVOCACY IMPACT

• Illegal dumping taskforce (City of Houston)

Dr. Robert Bullard was appointed to serve on the City of Houston’s Illegal Dumping Taskforce which was established by the City Council to coordinate the enforcement of roadside dumping rules, an amendment ordering the city to start discussions on how to limit plastic bag litter or to ban plastic bags

• Houston Sustainability Study

Dr. Robert Bullard and Dr. Laura Solitaire are serving as consultants and intricately involved with the key players in the Houston Sustainability Study that was launched by Rice University.

• Quarterly Elected Officials Meeting

Hosted within the School of Public Affairs over 40 elected officials spend their Saturday mornings discussing various community issues and probable solutions unique to the constituency that they serve. The meeting serves as a think tank and is always well attended and progressive, led by State Representative Sylvester Turner

• TAPS – Teen and Police Service Academy

Dr. Taylor- Green is bridging the gap with between at risk youth and law enforcement as a primary component in the TAPS Academy. The Teen and Police Service Academy is a 15 week curriculum with Police officers as mentors. The students receive academic credit and community service hours. Alongside educational advancement, the program is designed to give students a better understanding of and increase trust in law enforcement.


Community Impact • Waller County (Prairie View / Hempstead) Landfill Issue

Citizens against the landfill in Hempstead are hosting fundraisers in support of their fight against a landfill being placed in their community. Over 200 trucks would dump trash at the landfill daily. It has been noted that the proposed landfill spot is 2 miles from the Courthouse, 3 miles from Hempstead High School and 4 miles from Prairie View A&M University.

• Houston Association Real Estate Brokers

Dr. Sheri Smith is pursuing research opportunities pull together all of the HBCUs in Texas and identifying a plan of action to address the housing issues that are unique to Texas. She along with several of the UPEP students are looking at the Barriers to homeownership and sharing their information with NAREB and NAREB will providing updated information from the Home Loan Back to supplement the research.

• Commissioner on the Houston Housing Authority Board

LaRence Snowden was appointed by Mayor Annise Parker as a Commissioner for the Houston Housing Authority (HHA) Board of Commissioners. The HHA serves more than 60,000 low-income Houstonians, the most in the agency's history, including over 17,000 families housed through the Housing Choice Voucher Program and another 5,500 living in 25 public housing and tax credit developments around the city. HHA also administers the nation's third largest voucher program exclusively serving homeless veterans.

Documents

2013 TSU Economic Impact Report