Per THECB RFA No. 781.16.18254, and college contracts, data reports and certification statement are due the last day of December, May, and August annually. The links below provide details on how funded colleges will report to THECB through FY 2019
Intensive College Readiness Programs for Adult Education Students (IPAES), 2009-2014
THECB Contact: Linda Munoz, Linda.Munoz@thecb.state.tx.us
Overview and Purpose: From fall 2010 through 2014, THECB funded 12 community colleges to do short-term, accelerated academic skills development for underprepared students who were underrepresented in college and/or at-risk of dropping out. The goal of these intensive instructional models was to determine if short-term, accelerated academic instruction, focusing on academic reading, writing, math, and college readiness strategies, supplemental tutoring, comprehensive advising, and mentoring could positively affect transition to college, college persistence and success for adult education students who are underrepresented in college and at risk of dropping out given their previous academic experiences. The program focused on supporting the transition, participation, and success of students from federally supported adult education and literacy programs to go beyond their receipt of a Texas Certificate of High School Equivalency (TxCHSE) and to enter and succeed in college. The programs provided academically at-risk students, the average age of these learners was 31, with the opportunity to gain skills associated with college persistence and success in first- and second-year college courses while minimizing the time spent in developmental education coursework.
Results from the IPAES programs: THECB staff examined IPAES students' college readiness, transition to college, and persistence for participants in the 2010-2011 and 2011-2012 program year cohorts. In general, the percentage of students meeting college readiness, per the Texas Success Initiative in the given years, increased from program start to completion according to the Texas Higher Education Assessment (THEA), with the greatest difference in the area of mathematics (Figure 1). Of the IPAES students who could be tracked 44 percent (N-493) of the 2010-2011 cohort and 48 percent (N=430) of the 2011-2012 cohort were attending a higher education institution in the following fall semester of the program year. Although these percentages were lower than the 53 percent and 52 percent matriculation rate for public high school graduates for those years, respectively, they were higher than the approximate 13 percent matriculation rate for GED® graduates. IPAES students also had a higher fall-to-fall persistence rate than did first time in community college (FTIC) students (Figure 2).