The research goals of the Baseline survey were to establish a panel of sophomore and senior high school students in the state of Texas that can be followed to examine the decision-making, knowledge and attitudes of students regarding post-high school life course decisions in light of the existence of the Top 10 legislation in Texas. The baseline survey was intended to establish benchmark measures. Follow-up surveys with a subsample of the students will be used to track the evolution of student decision-making about college attendance among those who attend college (full time or part time) immediately after high school graduation as well as those who decide to attend college one or more years after graduation. The Baseline survey objectives called for the collection of 33,000 to 35,000 completed interviews with sophomores and seniors in Texas public high schools using a sample survey design. A probability sample of 100 high schools was desired. Interviews were to be conducted in class using self-administered surveys. This would require district and high school cooperation with the survey effort. Analysis was desired at multiple levels of the education system -- students, schools and districts. Because of the multilevel nature of the analytic goals of the study, a census of sophomores and seniors was desired within the schools that were selected into the survey (to facilitate multilevel analyses). At the student level, analyses were desired separately by racial/ethnic subgroup: non-Hispanic Whites; African Americans; Asians and Hispanics. Moreover, analyses of likely college goers and non-college goers were desired. The Wave 2 Senior Study is the first follow-up with a subsample of baseline seniors. This phase tracks the evolution of student decision-making about college attendance among those who decide to attend college (full or part time) immediately after high school graduation, as well as those who decide to attend college one or more years after graduation. The survey also covers post high school activities including military enlistment, employment, civic activities, high school experiences, life events, self-esteem, and current living status. The following demographic subgroups will be used for comparative analyses: Non-Hispanic Whites, African Americans, Hispanics, and Asians. Additionally, separate analyses are desired for students attending college or technical school and students not attending college one year after attending high school. The Sophomore Wave 2 "Stayer Leaver" Survey is the first follow-up with a subsample of baseline sophomores. Most of the respondents were in their senior year of high school at the time of the interview. The focus of the survey is on the student's activities during the senior year and their plans after high school. An important component of this study was to partition the sophomore cohort into Stayers and Leavers. Stayers represent those students who have attended the same high school from the baseline survey in 2002 to the Wave 2 survey in 2004. Analysis of students who stayed at the same high school will determine whether students' knowledge of the Top 10 Percent law increased and whether they changed their college aspirations as they progressed through school. Leavers are those students that have changed schools or dropped out (and did not return to the same high school) between the baseline survey and the Wave 2 survey. Analysis of the leaver students will determine whether, how many, and which students deliberately changed schools in order to qualify for the benefits of the Top 10 Percent law. Students that had dropped out of school, regardless of whether they returned to school or not, were asked a series of questions that explored reasons for dropping out and activities during their time away from school. Students that dropped out, but then returned to the same high school are defined as Stayers. Those that dropped out and did not return to school, or attended a different school, are defined as Leavers. The Senior Wave 3 survey is the second follow-up interview with the subsample of 8,345 baseline seniors. The Wave 3 survey sought to determine students' educational pursuits and levels of attainment, and other life choices, four years after high school graduation. For students following a four-year path through college or university, graduation would occur in 2006, but a

Degrees and Certificates Awarded at Texas Public Universities by Award Level 2021-2023 For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

Fall Enrollment at Texas Public 2-Year Institutions by Gender for 2021-2023. For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

3-Year, 4-Year, and 6-Year Graduation Rates at Texas Public 2-Year Institutions 2021-2023. For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

In 2023, there were *** institutions of higher education in the state of California. Of these *** institutions, *** were four-year institutions and *** were two-year institutions. California had the most higher education institutions of any state in that year.

Graph and download economic data for Bachelor's Degree or Higher (5-year estimate) in Webb County, TX (HC01ESTVC1748479) from 2010 to 2023 about Webb County, TX; Laredo; tertiary schooling; educational attainment; education; TX; 5-year; and USA.

Graph and download economic data for Bachelor's Degree or Higher for Texas (GCT1502TX) from 2006 to 2023 about 25 years +, tertiary schooling, educational attainment, education, TX, and USA.

Graph and download economic data for Bachelor's Degree or Higher (5-year estimate) in Bexar County, TX (HC01ESTVC1748029) from 2010 to 2023 about Bexar County, TX; San Antonio; tertiary schooling; educational attainment; education; TX; 5-year; and USA.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This project utilized data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al. Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students. The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

Amid public divestment in higher education, grant acquisition is increasingly critical for colleges and universities, especially Hispanic-serving community colleges (HSCCs). We conducted a content analysis of 400 HSCC Title V awardee proposal abstracts and found that these awardees ground their proposals in the needs of their local communities but often still pitch race-evasive projects. At the same time, we also discovered that in recent years, these successful applicants began invoking the language of “servingness,” promisingly suggesting that some HSCCs are attempting to leverage this money to intentionally support Latine/x students. However, the Department of Education’s competitive preference priorities, alongside its race-evasive evaluation criteria, may undercut the extent to which HSIs, including HSCCs, advance servingness with this funding. Ultimately, the findings support the need to reform this public program, particularly considering the ongoing institutional diversification of the HSI population. Keywords: Hispanic-Serving Institutions; Community Colleges; Title V; grants

Graph and download economic data for High School Graduate or Higher (5-year estimate) in Wichita County, TX (HC01ESTVC1648485) from 2010 to 2023 about Wichita County, TX; Wichita Falls; secondary schooling; secondary; educational attainment; education; TX; 5-year; and USA.

Fall Enrollment at Public Health-Related Institutions by Gender 2021-2023. For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

Graph and download economic data for Bachelor's Degree or Higher (5-year estimate) in Fort Bend County, TX (HC01ESTVC1748157) from 2010 to 2023 about Fort Bend County, TX; Houston; tertiary schooling; educational attainment; education; TX; 5-year; and USA.

Degrees and Certificates Awarded at Texas Public Health-Related Institutions by Award Level 2021-2023. For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

Graph and download economic data for All Employees: Education and Health Services: Private Colleges, Universities, and Professional Schools in Texas (SMU48000006561130001SA) from Jan 1990 to Jun 2025 about schools, professional, tertiary schooling, education, TX, employment, and USA.

Lists each report prepared by a Texas state agency and submitted to a state agency.

To view the full data set please click the Export link above. This data set contains issuance data for State of Texas Issuers, including State agencies, Institutions of Higher Education and Conduit Borrowers. Excludes commercial paper and short-term variable rate notes. Data includes par (new money and refunding), purpose and sale type by the fiscal year of issuance.

Graph and download economic data for Bachelor's Degree or Higher (5-year estimate) in Parker County, TX (HC01ESTVC1748367) from 2010 to 2023 about Parker County, TX; Dallas; tertiary schooling; educational attainment; education; TX; 5-year; and USA.

To view the full data set please click the Export link above. This data set contains ratings data for State of Texas Issuers, including State agencies, Institutions of Higher Education and Conduit Borrowers. Excludes commercial paper issuances. The rating information includes rating agency, assigned rating, rating fee, bond insurance and credit enhancements.

Graph and download economic data for Bachelor's Degree or Higher (5-year estimate) in Dallas County, TX (HC01ESTVC1748113) from 2010 to 2023 about Dallas County, TX; Dallas; tertiary schooling; educational attainment; education; TX; 5-year; and USA.