First-time undergraduate persistence after one and two academic years. The percent of first-time credential-seeking students enrolled in at least 12 SCH, who remain enrolled after one and two academic years by race/ethnicity. Credential-seeking students are those with a code of 1 (earn an associate's degree), 2 (earn a certificate), 3 (earn credits for transfer), 6 (did not respond) or 7 (earn a bachelors degree). Those coded as 4 (job skills) or 5 (personal enrichment) are not included. If a student earned a CERT1, CERT2, Advanced Technology Certificate, Associates or Baccalaureate at any Texas public or private institution and did not persist, they are excluded from the cohort. If a student earned an award and persisted, then they remained in the cohort. This metric includes Social Security Number (SSN) changes submitted on the CBM00N.
Source: CBM001, CBM009 and CBN00N.

First-time summer/fall entering (non-flex entry) degree seeking undergraduates are tracked to determine whether they successfully complete a college-level course in each subject area (math, reading, writing). Students who record their student intent as “4” or “5” are not included. Students who were prepared (passed the TSI or were exempted), and who have not already received college credit in a subject area, are given 1 year to successfully complete a college-level course. Under-prepared students (who were not TSI exempted and took and failed the initial TSI test) are given 3 years to successfully complete a college-level course in each subject area. Students recorded as entering college with subject-area college credit are reported as matriculating with college credit, however, if they are also reported as not TSI ready (failing above or below the standard deviation), attending developmental education, or attending or passing a college level course, they are reported in those categories as well. This is true for all developmental education accountability measures. To 'successfully complete' the first college level course the student must earn an A, B, or C in a related general education, core curriculum course. The students who were deficient in all three areas are assessed as a separate group using the standards mentioned above. The undergraduates who could not be classified into any of the above categories were grouped separately as 'unknown/not tested.'
Source: CBM001 and CBM002.

Of the first-time summer/fall entering (non-flex entry) degree seeking undergraduates who took and failed the initial TSI test (math, reading, writing) and who were not TSI exempted, the percent who satisfied TSI requirements in 2 years are shown. Students who record their student intent as “4” or “5” are not included. The numbers of students enrolled in developmental education are presented for students who met TSI requirements and for those who did not. The undergraduates who were not found in the above categories, in addition to the students who had a waiver status of '2' in a subject area, were grouped separately as 'unknown/not tested' in that subject area. The students who were deficient in all three areas are assessed as a separate group.
Source: CBM001 and CBM002.

Of the first-time summer/fall entering (non-flex entry) undergraduates, the percent who return the following fall at any public institution in the state. Students who record their student intent as '4' (new or better job/improve skills) or '5' (personal enrichment) are not included.
Source: CBM001 and CBM002.

Number and percent of graduates employed or placed in military service in the fourth quarter of the calendar year in which the school year ends and/or enrolled the following fall semester after graduation by level, gender and ethnicity.
Source: Automated Student and Adult Learner Follow-Up and CB116.

Number of students receiving marketable skills awards
Source: CBM00M.