TCCTA Blog

Panel Explores Transfer Issues

The Senate Committee on Higher Education, chaired by Sen. Judith Zaffirini (D-Laredo), conducted an interim hearing on April 11, devoted primarily to issues associated with college and university transfer practices. Questions often arise among policy makers over whether students take courses that don't apply directly toward their degrees because of confusion or needless duplication. 

Transfer problems have subsided greatly in recent years with the development of the Core Curriculum and Common Course Numbering System. Undoubtedly the situation is much better than before these initiatives, which involved community and technical college faculty serving on many advisory panels.

Significantly, any initial concerns about rigor and quality have largely been put to rest by faculty members in each discipline at all levels sorting out any differences in curriculum and learning objectives. In fact, during the hearing, Commissioner of Higher Education Raymund Paredes praised community colleges, adding, "Universities are often surprised by how much rigor exists" at these schools. Another witness stated that any concerns about rigor have been "blown away" by the data, which continue to indicate that students who earn associates degrees perform "as well or better" than students who begin at universities.

A digression: Statistics on this subject are complex. It can be simultaneously correct that (1) those who transfer with an associates degree perform splendidly at universities and (2) transfer and graduation rates are very low. Quite simply this is because so many students drop out of academic programs at two-year schools before completion. Interestingly, according to testimony, part of the reason for the grim figures is that, in order to qualify for federal Pell Grants, students must state they intend to transfer when perhaps they have no such plan (making the fractional denominator larger than it should be and hence the success percentage smaller, if this makes sense). Statistical validity is problematic in this area to say the least. At any rate, low completion rates are more appropriately in the province of college readiness rather than with the charge addressed in this particular hearing.

Now back to the transfer issue.

Under current law, transfers are expedited voluntarily using articulation agreements between community colleges and universities. One question before the committee concerned whether the Legislature should mandate a uniform quantity of courses that every public university must accept. Mentioned frequently is the approach in Florida, which requires all state universities to accept 60 semester hours that apply toward a baccalaureate degree. Richard Rhodes, president of Austin Community College, testifying on behalf of the Texas Association of Community Colleges, endorsed this approach during the hearing.

Dr. Rhodes stated that one way to encourage students to remain longer in community colleges—saving money for all participants, and increasing the ultimate rate of success—is to adopt the Florida model, which panelists observed has produced better results than the voluntary approach in Texas. If students are certain of a smooth transfer of all courses, presumably they will remain until finished, when the subsequent rate of success at a university is much better.

As noted here before, we can expect many universities to oppose this idea. UT-Austin, for instance, has enrollment caps, which would cause difficulties, according to testimony.

Another item worth our attention is a proposed statutory cap of 60 semester hours for an associates degree, unless particular programs require more hours to satisfy certification requirements. This could get interesting on community college campuses if such a law passes in the next Regular Session.

"Guns on Campus" Issue Persists

The recent killings at Oikos University, a small school in Oakland, California, have prompted a renewed debate over whether concealed handguns should be allowed on campus.

A bill that would have allowed licensed carriers over 21 (or younger military personnel) to bring their concealed weapons into campus buildings failed to pass during the last Regular Session. TCCTA testified against the bill, after a survey of members revealed 80 percent opposition.

"Ultimately, the legislation was hamstrung by arguments that its passage could cause insurance costs at universities to rise—an argument that supporters of the bill had not anticipated. This prompted two key Democratic senators to pull their support in a dramatic showdown on the Senate floor," according to a recent article in the Texas Tribune by Reeve Hamilton.

During testimony, some of the most effective opponents were campus police officers who worried that they might not be able to distinguish between a good guy and the shooter in a chaotic situation.

The 2011 bill's author, Sen. Jeff Wentworth (R-San Antonio), has reportedly not decided whether to sponsor a bill on the subject in the forthcoming Regular Session, which begins in January 2013.

A national organization called Students for Concealed Carry has been staging demonstrations by wearing empty holsters on campus. The article reports that Texas A&M and Texas Tech have been the most popular sites in Texas for student activism on this issue.

The piece gives examples of both perspectives. Opinions seem to depend upon competing scenarios of what might happen in the event of threatened or actual violence. Those in rural areas might also disagree with individuals from large cities.

The 2011 bill would not have allowed institutional discretion in choosing whether to permit concealed weapons. TCCTA leaders and others recommended this option as a possible alternative approach.

Evidence Tentative on Performance Funding

States continue to consider and implement performance funding plans, in an effort to boost the graduation and success rates of students. However, it is difficult to find evidence of an actual formula that has achieved impressive results. Public policy is filled with uncertainty, to be sure, but it's interesting that some states have discontinued the experiment because it got too complicated, or overall funding shortages made it harder to justify (see the passage from a new article below).

Also, just because grades go up in a particular state, it doesn't mean it's because of the funding scheme. The phenomenon could be due to other factors, such as summer bridge programs or increased selectivity in developmental education, just to name two. Researchers are always on the alert for "spurious" variables, and there may be plenty in this field.

Then there is the ugly spectre of outright grade inflation—an anecdotal gorilla among faculty these days.

Please examine this post if you haven't seen it. Notice in particular the emphasized text from an important survey of existing empirical literature on performance funding by the respected Community College Research Center. It is difficult to read this summary without at least raising an eyebrow. A link to the entire study in included in the post. The full report is a keeper for those interested in the subject.

A recent article in the Chronicle of Higher Education by Eric Kelderman (subscription may be required) also paints a murky picture. The piece is largely about funding shortages, but it contains the passage below on performance funding schemes around the country.

Indiana, the final state discussed in the passage, may be the one to watch, as its funding plan resembles the one being considered in Texas under HB 9, passed in 2011.

From the Chronicle:

…Julie Davis Bell, a higher-education analyst for the National Conference of State Legislatures, says that "productivity" will be the watchword for public colleges during the legislative sessions.

In many states, lawmakers are considering adopting or expanding performance-based models—giving more money to any college that improves its graduation numbers or credit-hour completions. As many as half of the states could consider such a measure this year, Ms. Bell says.

Performance-based systems have gone through similar periods of popularity during past economic downturns, but have often been dismissed as policies that have had a limited impact because of flaws in how they have been designed and carried out. In South Carolina, for example, a performance-based formula was abandoned because it was too complex to execute, according to a 2009 report from the Midwest Higher Education Compact. Missouri ended its previous performance-based plan because the state could no longer afford the increased spending on higher education, that same report said.

"There is a real desire among states to learn from what didn't work the last time" a performance-based system was tried, says Mr. Reindl. Conventional graduation rates can't be the only measure, he says, and the amount of money awarded through the measures has to be significant. Perhaps most important, he says, different kinds of institutions and missions should be treated differently under such a plan—one size doesn't fit all.

One state that has moved aggressively toward performance-based financing in recent years is Indiana. Five percent, or about $61-million, of the state's higher-education appropriation is based on a variety of performance measures, including credit-hour completion, the number of low-income students who graduate from an institution, and the number who earn degrees in science, technology, engineering, or mathematics, the so-called STEM fields. A state panel is now considering whether to increase the share of money awarded through such benchmarks to 6 percent of the state's appropriations for higher education.

Report Scrutinizes Performance Funding

A recent report from the highly respected Community College Research Center paints a skeptical picture of performance funding as practiced by states so far. The publication, which surveys current empirical literature on the subject, will likely become a focal point for discussion by Texas policy makers in the next several months. It should.

Daniel Luzer of Washington Monthly picked up on it and cut right to the chase. "Why Grade Inflation Might Happen" is the title.

It is difficult to examine the entire report ("The Impacts of State Performance Funding Systems on Higher Education Institutions: Research Literature Review and Policy Recommendations," by Kevin Dougherty and Vikash Reddy—December 2011) without taking away more questions than answers. Does performance funding actually work? What are the potential unintended consequences? Are students learning more with performance funding? Has it ever been implemented with valid, consistent results? Are there ways to game the system? These are just a few.

Most interesting from a faculty perspective are the abundant caveats in the report's narrative concerning potential grade inflation and weakening of standards. Several excerpts will be provided below, but first please read the brief abstract (emphasis added):

Over the past three decades policymakers have been seeking new ways to secure improved performance from higher education institutions. One popular approach has been performance funding, which involves use of a formula to tie funding to institutional performance on specified indicators. This report reviews findings from studies on performance funding programs in a multitude of states. The studies suggest that tying funding to outputs has immediate impacts on colleges in the form of changes in funding, greater awareness by institutions of state priorities and of their own institutional performance, and increased status competition among institutions. Because of these immediate impacts, performance funding produces intermediate institutional changes in the form of greater use of data in institutional planning and policymaking and in changes in academic and student service policies and practices that promise to improve student outcomes. However, claims that performance funding does indeed increase ultimate outcomes—in the form of improved rates of retention, completion of developmental education, and graduation—are not validated by solid data. In the face of this finding, this report identifies obstacles to the effective functioning of performance funding, as well as unintended impacts. The report closes by providing recommendations for overcoming the many obstacles to the effective functioning of performance funding and addressing the unintended impacts documented by the studies reviewed.

The report is complex and tentative enough to allow selective use of the data. For instance, those who support performance funding could argue that states just didn't devote enough funding or time for the policy to achieve its goal. As the narrative indicates, some states tried it and subsequently abandoned the effort. Also, the pervasive budget crisis of recent years has caused overall funding cuts, making it difficult to draw any conclusions independently. The report doesn't say performance funding can't work, and it addresses the obstacles constructively (see the last excerpt below, for instance). But the obstacles are numerous and formidable.

Under HB 9, passed by the Texas Legislature in 2011, "not more than ten percent" of overall formula funding would be devoted to "outcomes based" funding—a higher potential level than other states have attempted. Here's a previous post on HB 9. The bill in its final form failed to impose performance funding, but the statute does mandate an official proposal by the Coordinating Board for the 2013 Regular Session. TCCTA opposed the measure in testimony.

Faculty members virtually never express reservations about efforts to help students succeed. Summer bridge programs, enhanced advisement, and better diagnoses of student achievement are all fine with teachers, who often lead such efforts in fact. As we say often in our publications at TCCTA, no one wants students to succeed more than their teachers. The central problem arises when instructors believe that standards could be lowered or grading decisions affected by performance funding. Such teachers will find the following excerpts from the report instructive (full documentation and elaboration can be obtained in the document linked above). The emphasis is added in each passage.

On side effects:

In addition to these different elements of the theories of action underlying performance funding, we also need to consider its unintended impacts and frequent obstacles (Dougherty & Hong, 2006, pp. 69, 73). The unintended impacts constitute outcomes that are not intended by the enacting body, but which arise as side effects of funding institutions based on their performance. These can take such forms as the weakening of academic standards or the narrowing of institutional missions to those that are financially rewarded. The obstacles to the success of performance funding can include such things as performance indicators that do not adequately capture institutional performance, performance funding not keeping pace with improvements in institutional performance, and inequality in institutional capacity to diagnose performance problems and determine workable solutions.

On "gaming" the system:

Several studies on Tennessee, and one each on Florida, Missouri, Ohio, South Carolina, and Washington, document ways in which institutions try to game the performance funding program to secure high performance scores without actually improving their performance. This gaming takes two main forms: setting low institutional goals that can be easily attained and taking actions that produce apparently desirable performance but in ways that require minimal effort and are not in keeping with the spirit of performance funding.

On "Grade Inflation and Weakening of Standards:"

Three studies on Tennessee and one each on Florida and Washington discuss how performance funding leads to grade inflation and the weakening of academic standards. In Florida, several community colleges removed various obstacles to their students’ degree completion. Often these obstacles were simply unnecessary hindrances, but the obstacle clearing could also result in the elimination of difficult, but important, intellectual requirements (Dougherty & Hong, 2006, pp. 73–74). There is also some evidence that colleges are being pushed by accountability demands for higher retention and graduation rates to pressure faculty to avoid giving failing grades. The president of the American Association of University Professors chapter at a Florida community college noted: “There’s a lot of pressure to retain every single student no matter what it takes. ... We have to report every conference we’ve had, the outcome, if the student wasn’t retained, why, how many efforts were made” (as quoted in Dougherty & Hong, 2006, pp. 74–75). These faculty fears also crop up in the studies of Tennessee and Washington (Banta et al., 1996, p. 36; Freeman, 2000, p. 90; Jenkins et al., 2009, p. 39; Tanner, 2005, p. 84). In Washington, faculty and administrators at several community colleges raised the alarm that the Student Achievement Initiative might lead to pressure on instructors to lower their academic standards so that more students would pass courses and the colleges could gain more performance points (Jenkins et al., 2009, p. 39).

Also:

The pressure on colleges to resort to grade inflation and lower standards in order to retain and graduate students is not easily relieved. However, states and colleges can carefully monitor degree requirements and course grade distributions to see if they have changed substantially after the advent of performance funding. Moreover, they can conduct anonymous surveys of faculty to see if they report substantial pressure to weaken academic requirements in order to keep up rates of retention, course completion, and graduation.37 Finally, states can conduct learning assessments. While indicators for specific kinds of learning are important, consideration should also be given to general student learning (Dougherty et al., 2009).

On exclusion of students as a result of performance funding:

Two studies on Florida and one on Missouri note how performance funding can lead colleges to restrict the admission of less prepared students in order to boost their retention and graduation rates, an example of what has been called “creaming.” In Florida, a local community college official noted: There are people who may need to take a course in a program and we would not necessarily want to attract those people because you’re going to be working for performance-based funding ... in the health sciences, this is a major concern because it’s not who you start with, it’s who completes that matters. (As quoted in Dougherty & Hong, 2006, p. 75) In fact, another study found that a Florida community college had restricted enrollments to maintain program quality. Moreover, that college had eliminated its Center for Disabilities because its completion and job placement rates did not justify the high cost of running the program (Bell, 2005, p. 146).

Interesting:

At the same time, the research literature does not provide firm evidence that performance funding significantly increases rates of remedial completion, retention, and graduation. When these claims are made, they are not based on solid data that control for other possible causes of changes in student outcomes beyond performance funding. In fact, the few multivariate quantitative analyses of the impacts of performance funding on institutional retention and graduation rates uniformly fail to find statistically significant positive impacts.

Finally:

Conclusions About the Ultimate Impacts of Performance Funding
The absence of findings that performance funding does produce significant improvements in student outcomes should not lead us to dismiss it. The multivariate studies mentioned above are still too few in number to reach definitive conclusions. Moreover, they apply to the traditional form of performance funding (what has been dubbed performance funding 1.0), involving small bonuses to base state funding for higher education. They do not apply to new forms (performance funding 2.0) that embed performance indicators in the base state funding formula and involve much more money. Those new forms may have significant impacts, if only because they involve considerably greater funds. Finally, there are a host of obstacles to performance funding that, if removed, might greatly improve its effectiveness.

 

 

Group Sounds Alarm on TRS

This post will likely be of more interest to members of the Texas Teacher Retirement System (TRS) than those who are Optional Retirement Program (ORP) participants. However, the two programs tend to track each other closely in terms of the state's contribution.

Tim Lee, executive director of the Texas Retired Teachers Association, has written a front page article in the group's quarterly publication, The Voice (membership may be required), sounding the alarm about current efforts to end TRS as we know it for some current and prospective employees. Mr. Lee's language is somewhat stronger than usual, using  "Greed. Fear. Ignorance" in the subtitle of "Breaking the Bank: Who's Threatening Your Pension."

As reported here frequently, during the last Regular Session, some lawmakers pushed for converting TRS into a "defined contribution" retirement plan, along the lines of the 401(k) portfolios now popular among private employers. ORP is such a plan.

Most proposals would "grandfather" individuals presently in the system. However, as Mr. Lee and others point out, all current and prospective retirees could be affected, to the degree that the giant TRS fund would be less capable of paying out promised benefits in the future. Also the move could jeopardize efforts to enhance the program or to provide cost-of-living adjustments (which TRS retirees have not received in many years).

The backdrop of this controversy is national, as many states wrestle with daunting shortfalls, and budget writers focus on pensions in their hunt for revenue. Some think tanks and policy advocates are ideologically opposed to all traditional public pensions.

It is important to note that the TRS fund has recovered to a large degree from the global decline in markets, and is far less expensive proportionately than plans in many other states. The "multiplier," which determines the level of benefits, is more modest than similar plans elsewhere, and early retirement options were trimmed in recent Sessions of the Legislature.

Mr. Lee gets specific about at least one organization involved in the effort to transform TRS:

Several groups in Texas are leading this effort. One is the Texas Public Policy Foundation. Their web site calls on the Texas Legislature to implement a three step plan: 1) freeze participation of unvested or new public sector workers from participating in the state’s traditional retirement plans; 2) transfer all new or current unvested employees to a defined contribution (DC) plan; and 3) implement either a hard or soft freeze of the system for current vested employees.

This plan does not take into account that 80% of all Texas public education employees do not participate in Social Security. With no traditional retirement plan and no Social Security, a purely market–driven solution for school employees may be the best model for future retirement insecurity that TRTA has ever heard of.

Of course, most community colleges in Texas do not participate in Social Security either. The current vesting period for TRS is five years. Here's an overview of TRS and ORP from the Coordinating Board, which explains vesting and other issues.

During the last Regular Session, TCCTA lobbyist Beaman Floyd testified against a bill by Rep. Warren Chisum (R-Pampa) that would have mandated the conversion of TRS from a defined benefit plan to a defined contribution plan. While the bill failed to pass the House, it is clear that such efforts will continue over the next several months.

More from Mr. Lee:

“Greed. Fear. Ignorance.”

These three sentiments describe a new, fierce attack on the traditional defined benefit pension plan. There is skepticism that this new threat may harm existing public pensioners. Certainly, advocates for the elimination of traditional plans for public education retirees want you to believe that their efforts are not designed to hurt current annuitants and will impact active or future employees only. The same advocates want you to believe that current and future employees want and even demand these reforms. Please know these attempts to obfuscate this issue are false. Any and all work designed to alter and destroy traditional retirement benefits for active and future public employees will impact their retirement security and destabilize the existing traditional retirement plan for all current retirees.

The Texas Retired Teachers Association (TRTA) is not an alarmist organization. We are alarmed, however, that this effort has grown with such magnitude and is gaining favor among some public service representatives.

The individuals and organizations promoting the elimination of the traditional retirement plan for public education employees and other public workers have worked to find like–minded legislative leaders in the Texas Legislature. This past session, two plans were put forward to eliminate the traditional retirement benefit plan for current and future public employees including active school personnel. While TRTA is not being alarmist, we are raising the alert level. You must know that these forces are growing in number, influence and resources and are ready to go to war.

Why the Attack, Why in Texas

There are some organizations that want to capitalize on national and world economic struggles, blaming this adversity on the funding of public pension plans. There are other reasons that public pension plans are under attack today, and some of those attacks are levied for good reason. In some instances, public pension plan leaders misjudged benefit levels versus long–term costs. Funding authorities, such as state legislatures, have grossly underfunded (or simply not funded) benefits they promised to workers.

By and large, though, public pension funds around the country are experiencing difficult times due to unfavorable and unpredictable market returns. While the Teacher Retirement System of Texas (TRS) has experienced good and bad years in the last decade, the system’s average investment return since its inception in 1937 exceeds 10%. Investment returns and poor decisions by policymakers are not the only reasons that opponents to traditional retirement plans are on the attack.

As the political season approaches (primaries are in March), it is crucial to ask candidates for the House and Senate where they stand on this issue.

 

House Interim Charges Released

Texas Speaker of the House Joe Straus has announced the Interim Charges for the 82nd Regular Session of the Legislature, which will convene in January 2013.

Capitol observers take note of the items on the list as a preview of policy issues that are likely to be considered. The charges are given to the standing committees for their consideration. After conducting hearings over the next several months, each panel is required to file a report prior to the Session.

It is important to keep in mind that the Legislature is not limited in any way by the charges, and can take up whatever bills and resolutions are introduced.

Here is the entire list.

Below are the charges from committees that are most likely to impact community and technical college educators. 

 

House Committee on Appropriations

Evaluate the funding, performance, and administration of the state's adult basic education programs. (Joint with the House Committee on Higher Education)

Monitor the performance of state agencies and institutions, including operating budgets, plans to carry out legislative initiatives and planned budget reductions, caseload projections, performance measure attainment, implementation of all rider provisions, and any other matter affecting the fiscal condition of the agencies and the state.


House Committee on Higher Education

Review the various research funding programs available to institutions of higher education. Analyze the effectiveness of each program and recommend whether state funding should be continued. Consider whether the investments made in these programs are attracting research projects to Texas and whether more emphasis should be placed on policies that attract outside research funding to Texas. Consider whether maintaining multiple programs dilutes the state's efforts to attract groundbreaking research to Texas.

Review potential improvements to transfer pathways within the state's higher education system. Examine the impact of transferability on timely degree completion. Study and recommend strategies to improve the "2+2" model as a low- cost degree option.

Evaluate proposals for the state’s next master plan for higher education beyond 2015, including a review of various metrics to measure successful outcomes in higher education.
Evaluate the funding, performance, and administration of the state’s adult basic education programs. (Joint with the House Committee on Appropriations)

Examine the impact of research at state universities on the state economy. Identify ways to increase the partnership opportunities between private business and research institutions to enhance the commercialization of newly discovered technology. (Joint with the House Committee on Economic & Small Business Development)

Monitor the agencies and programs under the committee's jurisdiction and the implementation of relevant legislation passed by the 82nd Legislature.


House Committee on Pensions, Investments, and Financial Services

Review local retirement systems that are not a part of statewide systems, the administration of these retirement systems, and current liabilities. Study and make recommendations aimed at curbing rising pension costs to local governments.

Review the Texas County and District Retirement System and the Texas Municipal Retirement System and examine plan provisions offered to individual participating counties and cities.

Monitor the implementation of HB 2592 (82R) and HB 2594 (82R), regarding pay day lending.
Review the impact of the Dodd-Frank Wall Street Reform and Consumer Protection Act on Texas industries, with particular attention to any federal preemption issues that exist. Make appropriate legislative recommendations.

Monitor all agencies and programs under the committee’s jurisdiction. Specifically, monitor the study by the Employees Retirement System of Texas and the Teacher Retirement System of Texas of the viability of the current defined benefit plans as well as the implications and feasibility of creating a defined contribution or hybrid plan.

Comments Invited on Learning Outcomes

If you teach courses in computer science, economics, electronics, engineering, English, government, history, mathematics, or physics, you may wish to review the draft course descriptions and learning outcomes for your discipline, as recently formulated by Coordinating Board advisory panels and staffers.

According to a statement from the Board: "Faculty groups from these disciplines have reviewed course syllabi from two-year and four-year public institutions and developed new course descriptions and learning outcomes for eventual inclusion in the Academic Course Guide Manual (ACGM). Toward that goal, we invite you to review and comment upon these draft descriptions and outcomes."

Here's a link from the Coordinating Board for background.  The deadline for comments is September 19, and e-mails should be sent to Linda.McDonough@thecb.state.tx.us

Important: Be sure to identify yourself and your school, and be advised that all comments become part of the public record. The course descriptions and learning outcomes are required because of recent legislation. Here is the official bill analysis of SB 1726.

Below is the full set of the draft proposals from the Coordinating Board, provided verbatim. Please scroll down to examine the appropriate discipline and send any comments directly to the address above.

 

DRAFT Course Descriptions and Learning Outcomes

Texas Higher Education Coordinating Board August 2011

 

Materials for the 2011 ACGM Learning Outcomes Project

Faculty groups from these disciplines have reviewed course syllabi from two-year and four-year public institutions and developed new course descriptions and learning outcomes for eventual inclusion in the ACGM. Toward that goal, we invite you to review and comment upon these draft descriptions and outcomes. The public comment period will begin August 18, 2011 and will end on September 19, 2011.
Please email your comments to Ms. Linda McDonough at Linda.McDonough@thecb.state.tx.us, and she will collect the comments and prepare them for a final review by the faculty work groups.

Government (GOVT)

GOVT 2107    Federal and Texas Constitutions
This course is a study of the US and state constitutions, with special emphasis on Texas.
Pre-requisite: By permission only. Enrollment limited to students who have already completed a minimum of 6 SCH of GOVT courses but have not satisfied the statutory requirement for study of the federal and state constitutions. Ensures compliance with TEC §51.301.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Explain the origin and development of constitutional democracy in the United States. 2.    Explain the origin and development of the Texas constitution. 3. Analyze the similarities and differences between the current U.S. and Texas constitutions.

GOVT 2301    American Government I (Federal and Texas Constitutions)
Origin and development of the U.S. and Texas constitutions, structure and powers of national, state, and local government including the legislative, executive, and judicial branches, and federalism.
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the origin and development of constitutional democracy in the United States. 2. Explain the origin and development of the Texas constitution. 3. Describe separation of powers and checks and balances in both theory and practice. 4. Demonstrate knowledge of the legislative, executive, and judicial branches of federal and state government. 5. Demonstrate an understanding of state and local political systems and their relationship with the federal government. 6. Demonstrate an understanding of federalism.

GOVT 2302    American Government II (Federal and Texas Topics)
Examination of political participation, the election process, public policy, civil liberties, and civil rights in the US and Texas.
Learning Outcomes
Upon successful completion of this course, students will:
1. Evaluate the role of public opinion, interest groups, and political parties. 2. Analyze the national, state, and local election processes. 3. Describe the rights and responsibilities of citizens. 4. Analyze issues and policies in U.S. and Texas politics.

*** GOVT 2301    American Government I (Federal & Texas constitutions) GOVT 2302    American Government II (Federal & Texas topics)
Recommended for deletion due to student transfer problems.***

GOVT 2304    Introduction to Political Science
Introductory survey of the discipline of political science focusing on the scope and methods of the field, and the substantive topics in the discipline including the theoretical foundations of politics, political interaction, political institutions, and how political systems function.
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate a working knowledge of political terms and concepts. 2. Define political science and identify the subfields. 3. Compare and contrast different political systems and institutions. 4. Identify the methods used to study politics. 5. Critically interpret and analyze contemporary political issues and problems.

GOVT 2305    Federal Government (Federal Constitution and Topics)
Origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties, and civil rights.
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the origin and development of constitutional democracy in the United States. 2. Demonstrate an understanding of our federal system. 3. Describe separation of powers and checks and balances in both theory and practice. 4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government. 5. Evaluate the role of public opinion, interest groups, and political parties 6. Analyze the election process. 7. Describe the rights and responsibilities of citizens 8. Analyze issues and policies in U.S. politics.

GOVT 2306    Texas Government (Texas Constitution and Topics)
Origin and development of the Texas Constitution, structure and powers of state and local government, federalism and inter-governmental relations, political participation, the election process, public policy, and the political culture of Texas
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the origin and development of the Texas constitution. 2. Demonstrate an understanding of state and local political systems and their relationship with the federal government. 3. Describe separation of powers and checks and balances in both theory and practice in Texas. 4. Demonstrate knowledge of the legislative, executive, and judicial branches of Texas government. 5. Evaluate the role of public opinion, interest groups, and political parties in Texas. 6. Analyze the state and local election process. 7. Describe the rights and responsibilities of citizens 8. Analyze issues, policies, and political culture of Texas.

English (ENGL)

ENGL 1301 Composition I
Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis.
Learning Outcomes:
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Use Edited American English in academic essays.

ENGL 1302 Composition II
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions.
Prerequisite: ENGL 1301 or its equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes. 2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays. 3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. 4 .Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. 5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)

ENGL 2311    Technical and Business Writing
Intensive study of and practice in professional settings. Focus on the types of documents necessary to make decisions and take action on the job, such as proposals, reports, instructions, policies and procedures, e-mail messages, letters, and descriptions of products and services. Practice individual and collaborative processes involved in the creation of ethical and efficient documents.
Learning Outcomes
Upon successful completion of this course, students will:
1. Recognize, analyze, and accommodate diverse audiences. 2. Produce documents appropriate to audience, purpose, and genre. 3. Analyze the ethical responsibilities involved in technical communication. 4. Locate, evaluate, and incorporate pertinent information. 5. Develop verbal, visual, and multimedia materials as necessary, in individual and/or collaborative projects, as appropriate. 6. Edit for appropriate style, including attention to word choice, sentence structure, punctuation, and spelling. 7. Design and test documents for easy reading and navigation.

***ENGL 2314 Technical & Business Writing I ENGL 2315 Technical & Business Writing II
Recommended for deletion due to low enrollments statewide***
ENGL 2326    American Literature (single-semester course)
A survey of American literature from the period of exploration and settlement to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1.    Demonstrate familiarity with literary periods and their legacy of important ideas. 2.    Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3.    Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4.    Demonstrate knowledge of major genres and forms of literature. 5.    Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6.    Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7.    Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8.    Articulate an informed personal reaction to works in the arts and humanities. 9.    Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2327    American Literature I
A survey of American literature from the period of exploration and settlement through the Civil War. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1.Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature. 5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2328    American Literature II
A survey of American literature from the Civil War to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will: 1. Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature.
5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities. 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2321    British Literature (single-semester course)
A survey of the development of British literature from the Anglo-Saxon period to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature. 5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities. 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2322    British Literature I
A survey of the development of British literature from the Anglo-Saxon period to the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature. 5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities. 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2323    British Literature II
A survey of the development of British literature from the Romantic period to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will: 1. Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature.
5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities. 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2331    World Literature (single-semester course)
A survey of world literature from the ancient world to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate familiarity with literary periods and their legacy of important ideas. 2. Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3. Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4. Demonstrate knowledge of major genres and forms of literature. 5. Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6. Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7. Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8. Articulate an informed personal reaction to works in the arts and humanities. 9. Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sourcesaccording to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENGL 2332    World Literature I
A survey of world literature from the ancient world through the sixteenth century. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite:    Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1.    Demonstrate familiarity with literary periods and their legacy of important ideas. 2.    Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3.    Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4.    Demonstrate knowledge of major genres and forms of literature. 5.    Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6.    Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7.    Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8.    Articulate an informed personal reaction to works in the arts and humanities. 9.    Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

ENLG 2333 – World Literature II
A survey of world literature from the seventeenth century to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions.
Prerequisite: Composition II or equivalent
Learning Outcomes
Upon successful completion of this course, students will:
1.    Demonstrate familiarity with literary periods and their legacy of important ideas. 2.    Identify key ideas, representative authors and works, significant historical and cultural events, and characteristic perspectives and attitudes expressed in the literature of different periods or regions. 3.    Demonstrate an understanding of literary works as expressions of individual and human values within the social, political, cultural, and religious contexts of different literary periods. 4.    Demonstrate knowledge of major genres and forms of literature. 5.    Understand the development of characteristic forms and styles of expression during different historical periods and in different regions. 6.    Develop an appreciation for the aesthetic principles that guide the scope and variety of works in the arts and humanities. 7.    Analyze and synthesize aesthetic, historical, formal, and ideological approaches to interpreting literature through class discussion, presentations, written assignments, and exams. 8.    Articulate an informed personal reaction to works in the arts and humanities. 9.    Produce critical essays about the assigned readings. These essays should support a debatable thesis, utilize primary and secondary sources, document and cite those sources according to MLA style, avoid plagiarism, and express ideas in clear and grammatically correct prose.

History (HIST)
HIST 1301    United States History I
A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.

HIST 1302    United States History II
A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.

HIST 2301    Texas History
A survey of the political, social, economic, cultural, and intellectual history of Texas from the pre-Columbian era to the present. Themes that may be addressed in Texas History include: Spanish colonization and Spanish Texas; Mexican Texas; the Republic of Texas; statehood and secession; oil, industrialization, and urbanization; civil rights; and modern Texas.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of Texas history.

HIST 2311    Western Civilization I
A survey of the social, political, economic, cultural, religious, and intellectual history of Europe and the Mediterranean world from human origins to the 17th century. Themes that should be addressed in Western Civilization I include the cultural legacies of Mesopotamia, Egypt, Greece, Rome, Byzantium, Islamic civilizations, and Europe through the Middle Ages, Renaissance, and Reformations.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, and cultural forces on this period of western history.

HIST 2322    Western Civilization II
A survey of the social, political, economic, cultural, religious, and intellectual history of Europe and the Mediterranean world from the 17th century to the modern era. Themes that should be addressed in Western Civilization II include absolutism and constitutionalism, growth of nation states, the Enlightenment, revolutions, classical liberalism, industrialization, imperialism, global conflict, the Cold War, and globalism.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, and cultural forces on this period of western history.

HIST 2321    World Civilizations I
A survey of the social, political, economic, cultural, religious, and intellectual history of the world from the emergence of human cultures through the 15th century. The course examines major cultural regions of the world in Africa, the Americas, Asia, Europe, and Oceania and their global interactions over time. Themes include the emergence of early societies, the rise of civilizations, the development of political and legal systems, religion and philosophy, economic systems and trans-regional networks of exchange. The course emphasizes the development, interaction, and impact of global exchange.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of world history.

HIST 2322    World Civilizations II
A survey of the social, political, economic, cultural, religious, and intellectual history of the world from the 15th century to the present. The course examines major cultural regions of the world in Africa, the Americas, Asia, Europe, and Oceania and their global interactions over time.
Themes include maritime exploration and transoceanic empires, nation/state formation and industrialization, imperialism, global conflicts and resolutions, and global economic integration. The course emphasizes the development, interaction, and impact of global exchange.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Create an argument through the use of historical evidence. 2.    Analyze and interpret primary and secondary sources. 3.    Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of world history.

HIST 2323    Eastern Civilizations (Single-semester Course) ***Recommended for deletion due to low enrollments statewide***

Economics (ECON)

ECON 1301    Introduction to Economics
A survey of microeconomic and macroeconomic principles for non-business majors. Microeconomic topics will include supply and demand, consumer behavior, price and output decisions by firms under various market structures, factor markets, market failures, international trade, and exchange rates. Macroeconomic topics will include national income, unemployment, inflation, business cycles, aggregate supply and demand, monetary and fiscal policy, and economic growth.
Learning Outcomes
Upon successful completion of this course, students will:
1.    Explain the scarcity/choice problem existing throughout the world. 2.    Describe the economic system of the United States. 3.    Utilize the basic demand and supply model to predict the effects of different market forces on equilibrium price and quantity. 4.    Identify the four market structures and their effects on firm behavior. 5.    Explain the concept of market failure and the alternatives to market processes in resource allocations. 6.    Define and calculate gross domestic product, inflation rate, and unemployment rate. 7.    Use aggregate supply and aggregate demand to predict the effects of fiscal and
monetary policy actions on output, unemployment, and inflation. 8.    Explain the benefits and costs of international trade and the role of international trade in
the U.S. economy.

ECON 1303    Consumer Economics
14
***The Economics Work Group recommends that ECON 1303 Consumer Economics be removed from the Economics section of the ACGM. Most colleges and universities are no longer offering a course covering this area in their Economics departments. The topics listed under this heading have largely been divided into two different courses. First, colleges and universities with Human Development and/or Consumer Science programs are offering courses covering many of these topics. Second, many business schools are offering courses in personal finance within their Finance departments. The committee members agree that these are valuable courses, but we think they are more accurately categorized under these disciplines and should be removed from the Economics section of the ACGM. We suggest, in particular, that the existing course in Personal Finance (BUSI 1307 Personal Finance, cross-listed as HECO 1307) is sufficient for this purpose.***

ECON 2301    Principles of Macroeconomics
An analysis of the economy as a whole including measurement and determination of national income, inflation, and unemployment. Other topics include international trade, economic growth, business cycles, fiscal policy, and monetary policy.
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the role of scarcity, specialization, opportunity cost, and cost/benefit analysis in economic decision-making. 2. Identify the determinants of supply and demand; demonstrate the impact of shifts in both market supply and demand curves on equilibrium price and output. 3. Compare alternative economic systems with respect to the role of government and the private sector. 4. Define and measure national income and rates of unemployment and inflation. 5. Identify the phases of the business cycle and the problems caused by cyclical fluctuations in the market economy. 6. Define money and the money supply; describe the process of money creation by the banking system and the role of the central bank. 7. Construct the aggregate demand and aggregate supply model of the macro economy and use it to illustrate macroeconomic problems and potential monetary and fiscal policy solutions. 8. Explain the mechanics and institutions of international trade and their impact on the macro economy. 9. Define economic growth and identify sources of economic growth.

ECON 2302    Principles of Microeconomics
Analysis of the behavior of individual economic agents, including consumer behavior and demand, producer behavior and supply, price and output decisions by firms under various market structures, factor markets, market failures, and international trade.
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the role of scarcity, specialization, opportunity cost, and cost/benefit analysis in economic decision-making. 2. Identify the determinants of supply and demand; demonstrate the impact of shifts in both market supply and demand curves on equilibrium price and output. 3. Summarize the law of diminishing marginal utility; describe the process of utility maximization. 4. Calculate supply and demand elasticities, identify the determinants of price elasticity of demand and supply, and demonstrate the relationship between elasticity and total revenue. 5. Describe the production function and the Law of Diminishing Marginal Productivity; calculate and graph short-run and long-run costs of production. 6. Identify the four market structures by characteristics; calculate and graph the profit maximizing price and quantity in the output markets by use of marginal analysis. 7. Determine the profit maximizing price and quantity of resources in factor markets under perfect and imperfect competition by use of marginal analysis. 8. Describe governmental efforts to address market failure such as monopoly power, asymmetric information, externalities, and public goods. 9. Demonstrate the benefits of free trade using the concept of comparative advantage.

Mathematics (MATH)

MATH 1314    College Algebra (3 SCH version) MATH 1414 College Algebra (4 SCH version)
In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included.
Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate understanding and knowledge of properties of functions, which include domain and range, operations, compositions, and inverses. 2. Recognize and apply polynomial, rational, radical, exponential, and logarithmic functions and solve related equations. 3. Apply graphing techniques. 4. Evaluate all roots of higher degree polynomial and rational functions. 5. Recognize, solve and apply systems of linear equations using matrices.

MATH 2312 Pre-Calculus Math (3 SCH version) MATH 2412 Pre-Calculus Math (4 SCH version)
In-depth combined study of algebra and trigonometry for calculus readiness. Other topics may be included.
Learning Outcomes
Upon successful completion of this course, students will: 1. Demonstrate understanding and knowledge of properties of functions. 2. Recognize and apply algebraic and transcendental functions and solve related equations. 3. Apply graphing techniques to algebraic and transcendental functions. 4. Compute the values of trigonometric functions for key angles in all quadrants of the unit circle measured in both degrees and radians. 5. Prove trigonometric identities. 6. Solve right and oblique triangles.

MATH 1316    Plane Trigonometry
In-depth study and applications of trigonometry including definitions, identities, inverse functions, solutions of equations, graphing, and solving triangles. Additional topics such as vectors, polar coordinates, and parametric equations may be included.
Learning Outcomes
Upon successful completion of this course, students will:
1. Compute the values of trigonometric functions for key angles in all quadrants of the unit circle measured in both degrees and radians. 2. Graph trigonometric functions and their transformations. 3. Prove trigonometric identities. 4. Solve trigonometric equations. 5. Solve right and oblique triangles. 6. Use the concepts of trigonometry to solve applications.

MATH 1342 Elementary Statistical Methods (3 SCH version, freshman level) MATH 1442 Elementary Statistical Methods (4 SCH version, freshman level) MATH 2342 Elementary Statistical Methods (3 SCH version, sophomore level) MATH 2442 Elementary Statistical Methods (4 SCH version, sophomore level)
Collection, analysis, presentation and interpretation of data, and probability. Analysis includes descriptive statistics, correlation and regression, confidence intervals, and hypothesis testing. Use of appropriate technology is recommended.
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain the use of data collection and statistics as tools to reach reasonable conclusions. 2. Recognize, examine, and interpret the basic principles of describing and presenting data. 3. Compute and interpret empirical and theoretical probabilities using the rules of probabilities and combinatorics. 4. Explain the role of probability in statistics. 5. Examine, analyze, and compare various sampling distributions for both discrete and continuous random variables. 6. Describe and compute confidence intervals.
7. Solve linear regression and correlation problems. 8. Perform hypothesis testing using statistical methods.

The following MATH courses were revised as part of the Voluntary Transfer Compact for Electrical Engineering

MATH 2305/2405    Discrete Mathematics
A course designed to prepare math, computer science, and engineering majors for a background in abstraction, notation, and critical thinking for the mathematics most directly related to computer science. Topics include: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, combinatorics, discrete probability, recursion, sequence and recurrence, elementary number theory, graph theory, and mathematical proof techniques.
Prerequisite: MATH 2313/2413/2513—Calculus I (with a grade of “C” or higher)
Learning Outcomes
Upon successful completion of this course, students will:
1. Construct mathematical arguments using logical connectives and quantifiers. 2. Verify the correctness of an argument using propositional and predicate logic and truth tables. 3. Demonstrate the ability to solve problems using counting techniques and combinatorics in the context of discrete probability. 4. Solve problems involving recurrence relations and generating functions. 5. Use graphs and trees as tools to visualize and simplify situations. 6. Perform operations on discrete structures such as sets, functions, relations, and sequences. 7. Construct proofs using direct proof, proof by contraposition, proof by contradiction, proof by cases, and mathematical induction. 8. Apply algorithms and use definitions to solve problems to prove statements in elementary number theory.

MATH 2318    Linear Algebra
Introduces and provides models for application of the concepts of vector algebra. Topics include finite dimensional vector spaces and their geometric significance; representing and solving systems of linear equations using multiple methods, including Gaussian elimination and matrix inversion; matrices; determinants; linear transformations; quadratic forms; eigenvalues and eigenvector; and applications in science and engineering.
Pre-requisite: MATH 2414—Calculus II
Learning Outcomes
Upon successful completion of this course, students will:
1. Solve systems of linear equations using multiple methods, including Gaussian elimination and matrix inversion. 2. Carry out matrix operations, including inverses and determinants. 3. Demonstrate understanding of the concepts of vector space and subspace.
4. Demonstrate understanding of linear independence, span, and basis. 5. Determine eigenvalues and eigenvectors and solve problems involving eigenvalues. 6. Apply principles of matrix algebra to linear transformations. 7. Demonstrate application of inner products and associated norms.

Voluntary Transfer Compact Electrical Engineering DRAFT Course Descriptions and Learning Outcomes
NOTE: Fundamentals of Circuit Analysis ENGR 2307 and Fundamentals of Circuit Analysis Laboratory ENGR 2107 are proposed for deletion from the ACGM.

MATH 2305/2405    Discrete Mathematics
A course designed to prepare math, computer science, and engineering majors for a background in abstraction, notation, and critical thinking for the mathematics most directly related to computer science. Topics include: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, combinatorics, discrete probability, recursion, sequence and recurrence, elementary number theory, graph theory, and mathematical proof techniques.
Prerequisite: MATH 2313/2413/2513—Calculus I (with a grade of “C” or higher)
Learning Outcomes
Upon successful completion of this course, students will:
1. Construct mathematical arguments using logical connectives and quantifiers. 2. Verify the correctness of an argument using propositional and predicate logic and truth tables. 3. Demonstrate the ability to solve problems using counting techniques and combinatorics in the context of discrete probability. 4. Solve problems involving recurrence relations and generating functions. 5. Use graphs and trees as tools to visualize and simplify situations. 6. Perform operations on discrete structures such as sets, functions, relations, and sequences. 7. Construct proofs using direct proof, proof by contraposition, proof by contradiction, proof by cases, and mathematical induction. 8. Apply algorithms and use definitions to solve problems to prove statements in elementary number theory.

ENGR 2305    Electrical Circuits I
Principles of electrical circuits and systems. Basic circuit elements (resistance, inductance, mutual inductance, capacitance, independent and dependent controlled voltage, and current sources). Topology of electrical networks; Kirchhoff ’s laws; node and mesh analysis; DC circuit analysis; operational amplifiers; transient and sinusoidal steady-state analysis; AC circuit analysis; first- and second-order circuits; Bode plots; and use of computer simulation software to solve circuit problems.
Prerequisite or Co-requisite: MATH 2320—Differential Equations
Prerequisites: PHYS 2325—University Physics I; PHYS 2125—University Physics I Laboratory; MATH 2414—Calculus II
Learning Outcomes
Upon successful completion of this course, students will:
1. Explain basic electrical concepts, including electric charge, current, electrical potential, electrical power, and energy 2. Apply concepts of electric network topology: nodes, branches, and loops to solve circuit problems, including the use of computer simulation. 3. Analyze circuits with ideal, independent, and controlled voltage and current sources. 4. Apply Kirchhoff’s voltage and current laws to the analysis of electric circuits. 5. Explain the relationship of voltage and current in resistors, capacitors, inductors, and mutual inductors. 6. Derive and solve the governing differential equations for a time-domain first-order and second-order circuit, including singularity function source models. 7. Determine the Thevenin or Norton equivalent of a given network that may include passive devices, dependent sources, and independent sources in combination. 8. Analyze first and second order AC and DC circuits for steady-state and transient response in the time domain and frequency domain. 9. Derive relations for and calculate the gain and input impedance of a given operational amplifier circuit for both DC and frequency domain AC circuits using an ideal operational amplifier model. 10. Apply computer mathematical and simulation programs to solve circuit problems.

ENGR 2105    Electrical Circuits I Laboratory (THIS IS A NEW COURSE)
Laboratory experiments supporting theoretical principles presented in ENGR 2305 involving DC and AC circuit theory, network theorems, time, and frequency domain circuit analysis. Introduction to principles and operation of basic laboratory equipment; laboratory report preparation.
Co-requisite: ENGR 2305—Electrical Circuits I
Learning Outcomes
Upon successful completion of this course, students will:
1. Prepare laboratory reports that clearly communicate experimental information in a logical and scientific manner. 2. Conduct basic laboratory experiments involving electrical circuits using laboratory test equipment such as multimeters, power supplies, signal generators, and oscilloscopes. 3. Explain the concepts of Thévenin-equivalent circuits and linear superposition and apply them to laboratory measurements. 4. Predict and measure the transient and sinusoidal steady-state responses of simple RC and RLC circuits. 5. Predict the behavior and make measurements of simple operational-amplifier circuits. 6. Relate physical observations and measurements involving electrical circuits to theoretical principles. 7. Evaluate the accuracy of physical measurements and the potential sources of error in the measurements.
Note: Electric Circuits I and Electric Circuits I Laboratory can be taught as a single 4-SCH course.

ENGR 2405    Electric Circuits I (Lecture and Lab)
This lecture and lab course should combine all of the elements of ENGR 2305 Electrical Circuits I and

ENGR 2105 Electrical Circuits I Lab, including the learning outcomes listed for both courses.

ENGR 2308    Engineering Economics (THIS IS A NEW COURSE)
Methods used for determining the comparative financial desirability of engineering alternatives. Provides the student with the basic tools required to analyze engineering alternatives in terms of their worth and cost, an essential element of engineering practice. The student is introduced to the concept of the time value of money and the methodology of basic engineering economy techniques. The course will address some aspects of sustainability and will provide the student with the background to enable them to pass the Engineering Economy portion of the Fundamentals of Engineering exam.
Prerequisites: MATH 2413—Calculus I Prerequisites or Co-requisites: ECON 2301—Principles of Macroeconomics or ECON 2302— Principles of Microeconomics
Learning Outcomes
Upon successful completion of this course, students will:
1. Apply different methods to calculate the time value of money. 2. Construct cash flow diagrams for a given problem. 3. Estimate total revenue, total cost, and break even points. 4. Calculate the uniform series payment, given principal, interest rate, and pay period. 5. Perform project evaluation, including cost/benefit analysis. 6. Articulate principles of taxation and depreciation. 7. Perform capital budgeting, cost comparisons, and replacement analyses. 8. Solve problems at a level consistent with expectations of the engineering economics portion of the Fundamentals of Engineering exam.

ENGR 2306 Introduction to Digital Systems (THIS IS A NEW COURSE)
Introduction to theory and design of digital logic, circuits, and systems. Number systems, operations and codes; logic gates; Boolean Algebra and logic simplification; Karnaugh maps; combinational logic; functions of combinational Logic; flip-flops and related devices; counters; shift registers; sequential logic; memory and storage.
Co-requisite: ENGR 2106—Introduction to Digital Systems Laboratory Prerequisite: MATH 1314–College Algebra or equivalent academic preparation
Learning Outcomes
Upon successful completion of this course, students will: 1. Utilize binary and hexadecimal numbers. 2. Solve problems involving digital codes, operations, and number systems. 3. Define, describe, and analyze fundamentals of Boolean algebra and digital logic gates. 4. Describe, analyze, design, and fabricate combinational logic circuits. 5. Describe, analyze, design, and fabricate sequential logic circuits. 6. Describe and explain the fundamentals of memory operations. 7. Apply computer mathematical and/or simulation tools to solve digital systems problems.

ENGR 2106    Introduction to Digital Systems Laboratory (THIS IS A NEW COURSE)
Basic laboratory experiments supporting theoretical principles presented in ENGR 2306 involving design, construction, and analysis of combinational and sequential digital circuits and systems, including logic gates, adders, multiplexers, encoders, decoders, arithmetic logic units, latches, flip-flops, registers, and counters; preparation of laboratory reports.
Co-requisite: ENGR 2306—Introduction to Digital Systems
Learning Outcomes
Upon successful completion of this course, students will:
1. Prepare laboratory reports that clearly communicate experimental information in a logical and scientific manner. 2. Conduct basic laboratory experiments involving design and construction of digital circuits and systems. 3. Relate physical observations and measurements involving digital circuits and systems to theoretical principles. 4. Evaluate the accuracy of physical measurements and the potential sources of error in the measurements. 5. Design fundamental experiments involving principles of digital circuits and systems. 6. Identify and apply appropriate sources of information for conducting laboratory experiments involving digital circuits and systems. 7. Apply computer mathematical and/or simulation tools to solve digital systems problems.
Note: Introduction to Digital Systems and Introduction to Digital Systems Laboratory can be taught as a single 4-SCH course.
Note: Some baccalaureate engineering programs will accept the course ENGR 2306 for transfer credit and as applicable to the engineering major, while others will accept the course for transfer credit only. The student is advised to check with the school to which he or she wants to transfer for specific applicability of this course to the engineering major.

ENGR 2406 Introduction to Digital Systems (Lecture and Lab)
This lecture and lab course should combine all of the elements of ENGR 2306 Introduction to Digital Systems and ENGR 2106 Introduction to Digital Systems Lab, including the learning outcomes listed for both courses.

MATH 2318    Linear Algebra
Introduces and provides models for application of the concepts of vector algebra. Topics include finite dimensional vector spaces and their geometric significance; representing and solving systems of linear equations using multiple methods, including Gaussian elimination and matrix inversion; matrices; determinants; linear transformations; quadratic forms; eigenvalues and eigenvector; and applications in science and engineering.
Pre-requisite: MATH 2414—Calculus II
Learning Outcomes
Upon successful completion of this course, students will:
1. Solve systems of linear equations using multiple methods, including Gaussian elimination and matrix inversion. 2. Carry out matrix operations, including inverses and determinants. 3. Demonstrate understanding of the concepts of vector space and subspace. 4. Demonstrate understanding of linear independence, span, and basis. 5. Determine eigenvalues and eigenvectors and solve problems involving eigenvalues. 6. Apply principles of matrix algebra to linear transformations. 7. Demonstrate application of inner products and associated norms.

ENGR 1307    Plane Surveying
Development of skills necessary to recognize and solve problems in surveying; introduction and use of various precision instruments used for surveying, including level, theodolites, electronic distance measuring equipment, and total stations for collecting field data; introduction of Global Positioning Systems (GPS) and Geographic Information Systems (GIS) and their use in surveying; and use of graphic design software, such as AutoCAD or Microstation, in surveying problems.
Prerequisites: MATH 1316—Plane Trigonometry or equivalent, ENGR 1304—Engineering Graphics I
Learning Outcomes
Upon successful completion of this course, students will:
1. State the different classifications and types of surveys. 2. Apply principles of trigonometry to surveying problems. 3. Perform necessary unit conversions in surveying. 4. Demonstrate skills necessary for field work such as safety, note keeping, and instrument care. 5. Operate surveying equipment such as level, theodolite, total station, electronic distance measuring equipment, and surveying tape. 6. Determine the expected value and error bounds associated with measurements. 7 .Perform horizontal and vertical measurements using standard surveying equipment for distance, angles, and contours.
8. Perform traverse and area calculations, including traverse closure. 9. Perform field layout for typical civil engineering applications such as highway geometrics and land development. 10. Present surveying data in graphical form using engineering design software such as AutoCAD or Microstation. 11. Discuss the basic principles of GIS and GPS systems and their application to field surveying problems.

COSC 1320    “C” Programming (3 SCH version) COSC 1420    “C” Programming    (4 SCH version)
Introduces the fundamental concepts of structured programming in the C language. Topics include data types; control structures; functions, structures, arrays, pointers, pointer arithmetic, unions, and files; the mechanics of running, testing, and debugging programs; introduction to programming; and introduction to the historical and social context of computing.
Prerequisite: None
Learning Outcomes
Upon successful completion of this course, students will:
1. Analyze and explain the behavior of simple programs involving the fundamental programming constructs. 2. Modify and expand short programs that use standard conditional and iterative control structures and functions; choose appropriate conditional and iteration constructs for a given programming task. 3. Design, implement, test, and debug a program that uses each of the following fundamental programming constructs: basic computation, simple I/O, standard conditional and iterative structures, and the definition of functions. 4. Apply the techniques of structured (functional) decomposition to break a program into smaller pieces. 5. Describe the mechanics of parameter passing and demonstrate the difference between call- by-value and call-by-reference parameter passing. 6. Discuss the importance of algorithms in the problem-solving process, identify the necessary properties of good algorithms, and create algorithms for solving simple problems. 7. Use pseudocode or a programming language to implement, test, and debug algorithms for solving simple problems. 8. Discuss the representation and use of primitive data types and built-in data structures. 9. Explain the reasons for using different formats to represent numerical data. 10. Explain basic concepts of secure programming functions. 11. Discuss the properties of good software design. 12. Describe the phases of program translation from source code to executable code and the files produced by these phases; explain the software life cycle and its phases, including the deliverables that are produced. 13. Identify and describe the properties of a variable such as its associated address, value, scope, persistence, and size. 14. Explain how abstraction mechanisms support the creation of reusable software components.

PHYS 2325    University Physics I (Course description and learning outcomes have been revised to include thermodynamics.)
Fundamental principles of physics, using calculus, for science, computer science, and engineering majors; the principles and applications of classical mechanics, including harmonic motion, physical systems, and thermodynamics; and emphasis on problem solving.
Co-requisite: PHYS 2125—University Physics I Laboratory Prerequisite: MATH 2413—Calculus I Learning Outcomes
Upon successful completion of this course, students will: 1. Determine the components of linear motion (displacement, velocity, and acceleration), and especially motion under conditions of constant acceleration. 2. Solve problems involving forces and work. 3. Apply Newton’s laws to physical problems. 4. Identify the different types of energy. 5 Solve problems using principles of conservation of energy. 6. Define the principles of impulse, momentum, and collisions. 7. Use principles of impulse and momentum to solve problems. 8. Determine the location of the center of mass and center of rotation for rigid bodies in motion. 9. Discuss rotational kinematics and dynamics and the relationship between linear and rotational motion. 10. Solve problems involving rotational and linear motion. 11. Define equilibrium, including the different types of equilibrium. 12. Discuss simple harmonic motion and its application to real-world problems. 13. Solve problems involving the First and Second Laws of Thermodynamics.

A Message from TCCTA Lobbyist Beaman Floyd

The following is a message from Beaman Floyd, professional contact lobbyist for TCCTA.

I want to take you back to a moment on April 1. We, along with the Texas Association of Community Colleges, supported a floor amendment by Rep. Jimmie Don Aycock that placed all impending cuts to community colleges (including those for health benefits) into a single line item—making the devastation more apparent to lawmakers. You may recall a flurry of e-mails. This “grass roots” effort paid off, and the amendment passed unanimously.

No, it didn’t solve our problem. The cuts are still drastic, but in the world of the 82nd Regular Session, it demonstrated the potential of collective, coordinated action on our part. I was there and it was impressive.

I also genuinely believe in the social good of your profession, and promise to continue engaging lawmakers and their staffs urgently and constructively. Naturally, when visiting with clients, I am asked, “What can I do?”—especially in the “off-season.”

First, you can join TCCTA. Your association is respected in Austin, and policy makers pay attention when your professional voices speak in unison, from every campus—and legislative district—in Texas.

Next, get informed. Pay attention to the  information and commentary TCCTA provides. Read the Messenger. Visit the Web site and contribute to the discussion on the “Blog” feature of the site. Communication is indispensable.

Third, get to know your legislators now, while they are “at home.” Invite your representative and senator to visit your campus, ideally in a joint meeting with faculty, administration, and board members. It’s always impressive when all stakeholders are on the same page. As someone who represents clients in public education, I can tell you that such unity is very rare.

Finally, participate in TCCTA events—especially the Fall Conference for Faculty Leaders on October 7-8 in Austin and the Annual Convention on March 1-3 in Frisco. I hope to see you there!

Cuts in Aid Looming

It's about to get tougher for many low-income Texans to go to college, because of budget cuts to the TEXAS Grant program enacted by the Regular Session of the Legislature. Most student aid comes from federal programs (that's another story currently), but TEXAS Grant revenue will be scaled back for the first time since 1999 when the program was created. Commissioner of Higher Education Raymund Paredes informed the Coordinating Board of this prospect at its recent quarterly meeting.

According to an article in the Austin American Statesman by Ralph K.M. Haurwitz:

Lawmakers cut the Texas Grant program by about 9 percent for the next two years despite surging enrollment. As a result, only about 30 percent, or 33,100, of the 110,000 incoming students who meet academic and financial eligibility requirements are expected to receive the grant during the 2012-13 biennium, according to the Texas Higher Education Coordinating Board.

Continuing students getting renewal grants will bring the total number of students in the program to 77,300 during the biennium, down from 106,000.

Priorities must be set. Dr. Paredes favors a plan that gives preference to needy students who have demonstrated academic accomplishment in high school. Not surprisingly, the poorest individuals have the most formidable obstacles to this accomplishment. The cuts will likely exacerbate the challenges to Closing the Gaps, denying opportunity to the very students the program is designed to help. Then there is the issue of whether grant money should go to new students, taking it away from those already in the program.

Here's more from the AAS:

Lawmakers tightened eligibility requirements this year. The primary way to shift more money to new students is to take some away from those already in the program, a path fraught with political and practical difficulties.

But that's essentially what Paredes wants to do.

He has sketched out the outlines of his plan but stopped short of seeking coordinating board approval. Legislative approval also would be required for most if not all of the plan.

The commissioner would limit students to four years of the grant; it's now generally available for five.

In addition, he would require recipients to complete 30 credits a year, in contrast with the current requirement of 24.

Bill Hammond, president and CEO of the Texas Association of Business, likes the concept.

"Dr. Paredes' suggestion that Texas Grants be limited to four years and hold a requirement for students to complete 30 hours per year will ensure we are able to maximize the program's reach," Hammond said.

Others worry that many students would see their eligibility run out before they earn a degree. Many Texas Grant recipients already struggle to finish on time, as do many students who do not receive the grant.

Legislative Budget Board figures show that 15.6 percent of grant recipients earn a bachelor's degree within four years, while 41.4 percent of recipients earn the degree in six years.

Overall, 27.4 percent of public university students in Texas earn a bachelor's within four years, and 57 percent do so within six.

State Sen. Rodney Ellis, D-Houston, an architect of the Texas Grant program, said the commissioner's plan is unfair because it would impose tighter rules on recipients than on those who get other sorts of state financial aid, including aid for students attending private schools.

 

Coordinating Board Gets Update

Closing the Gaps and state budget cuts were among the topics discussed at the Coordinating Board's quarterly meeting, Thursday, July 29.

Regular readers will detect nothing surprising regarding the status of these subjects. Obviously the two are related. Closing the Gaps becomes more problematic when tuition rises due to budget cuts. Also, with less money available for student aid, fewer students will be able to go to school. However, the statistics regarding Closing the Gaps, at least so far, are generally favorable, and it's too early to predict the impact of the recent Regular Session of the Legislature.

Here's the latest, based on a published media interview with Commissioner of Higher Education Raymund Paredes.

"We are making very substantial and significant progress," Paredes said in a telephone news conference Tuesday. "We are ahead of our goal in terms of participation. We are ahead of our goal in terms of completion."

The statewide 2010 target for participation in higher education was 403,000, and the report says Texas had 486,000 students. The statewide number of people completing their higher learning was also promising: 176,600 earned degrees or certificates, whereas the target was 171,000.

The students are enrolled at public, private and for-profit institutions offering degrees.

"We still have some very substantial challenges," Paredes said, explaining that statistics show that Hispanics and African-American men are below targets.

Participation among Hispanics was 207,800 in 2010; the target was 236,600. The 2015 goal is 438,700. The 2010 success rate fell below expectations also: 47,800 Hispanics completed their educational program, compared with the target of 50,000, according to the coordinating board.

While African-Americans showed the highest participation when measured by enrollment divided by total population, there was a disparity among African-American women and men, with 8.1 percent of women participating versus 5.1 percent of men, according to a preview of the report.