Data from 2000
Population 20,8511,820. 22.8% over ten years earlier
Ranks second in among states in population to California
Average density is 81 per sq mi (31 per sqkm)

White: 71%
Blacks: 11.5%
Asians: 2.7%
Native Am: 0.6%
Native Hawaiians and other Pacific Islanders: 0.1%
Mixed or not reporting: 14.2%
Hispanics: 32%

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Teacher Shortage in Texas

For purposes of fulfilling a service obligation through the Teach for Texas Conditional Grant and Teach for Texas Alternative Certification Conditional Grant Programs, the Texas teacher shortage fields are as follows:

July 1 2001- June 30, 2002:
Mathematics (grades 6-12)
Science (grades 6-12)
Special Education (all levels) - does not include specializations such as those for hearing or vision impaired
Languages other than English (grades 6-12)
Bilingual/English as a Second Language (all level)
Technology Applications (grades 6-12) includes: Technology (Computer) Applications, Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics, Multimedia, Video Technology, Web Mastering and Independent Study in Technology Applications
grades 6-12 (grades 6-12)

July 1, 2002 – June 30, 2003
Mathematics (grades 6-12)
Science (grades 6-12)
Special Education (all levels) - does not include specializations, such as those for hearing or vision impaired
Languages other than English (grades 6-12)
Bilingual/English as a Second Language (all levels)
Technology Applications (grades 6-12) includes: Technology (Computer) Applications, Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics, Multimedia, Video Technology, Web Mastering and Independent Study in Technology Applications)

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List of Institutions by
Carnegie Classification

The 2000 Carnegie Classification groups institutions according to their degree-granting activity from 1995-96 through 1997-98. The use of a consistent time referent is an important element of the Classification.

Doctoral/Research Universities—Extensive
Doctoral/Research Universities—Intensive

Master's Colleges and Universities I
Master's Colleges and Universities II

Baccalaureate Colleges—Liberal Arts
Baccalaureate Colleges—General
Baccalaureate/Associate's Colleges

Associate's Colleges

Specialized Institutions
Theological seminaries and other specialized faith-related institutions
Medical schools and medical centers
Other separate health profession schools
Schools of engineering and technology
Schools of business and management
Schools of art, music, and design
Schools of law
Teachers colleges
Other specialized institutions

Tribal Colleges and Universities

See the entire Carnegie Site at http://www.carnegiefoundation.org/Classification/index.htm for definitions, etc.

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Texas' Plan for Technology

The world is different, and never in our history has success of the State and its citizens been so tightly linked to ongoing learning. If the social, intellectual, and economic opportunities of the Digital Age are to be shared by all Texans, our citizens - and especially our young citizens - must be guaranteed an excellent 21st Century education.

Texas' Long-Range Plan for Technology organizes recommendations for effective integration of technology in schools within four key areas, with clear challenges in each area. The areas include: Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology.

Challenges in Teaching and Learning
The traditional model of schooling, with the teacher choosing what is to be learned and then serving as the source of knowledge, and with the student acting as the receiver of that knowledge, is not adequate for 21st Century, world-class education. Roles of teacher and learner must change. In the Digital Age the sheer volume of information means that Texas students cannot be passive recipients of instruction; rather, Texas students must become active participants in the learning process. It is vitally important that students know where and how to find content relevant to their needs and know how to be sure their sources are credible. It is important that students gain skills for collaboratively constructing, using, and communicating the knowledge they need for a chosen task, project, or learning pursuit. Learning and teaching must be different from past traditions.

Information and communications technologies empower learners to undertake authentic projects for learning and productivity even in early grades. These technologies make possible collaboration of diverse work and learning groups and provide access to rich resources and expertise previously unavailable. Indeed, these technologies enable us to envision learning and student productivity that extends far beyond the walls of the classroom and far beyond the rigidity of traditional school schedules. Our challenge in teaching and learning is to move traditional learning and teaching from teacher to student, to a system empowering citizens for a global and digital world of information. This transformation is not a simple undertaking, but it is one that must occur if we are to prepare young Texans for their future lives.

Challenges in Preparation and Development of Educators
Preparing teachers and administrators to effectively facilitate and manage 21st Century learning in technology and information rich settings involves radical retooling of the existing professional core of the educational system. Securing time, resources, and effective models for educator professional development presents a tremendous challenge to our state and to the entire nation. That professional development carries the urgent charge of supporting - indeed of catalyzing - the move from traditional schooling to 21st Century schooling.

As the "baby boom" educators move into retirement, it will be our systems of teacher and administrator preparation that must fuel education of young Texans with qualified and skilled personnel. The number of new teachers and administrators needed within the next decade based on student growth and projected retirements is alarming. We must also prepare teachers for significantly different roles, different kids, and different tools and resources. This realization presents the PK-12 community and teacher preparation institutions with the greatest challenges in their history.

Challenges in Administration and Support Services
The process of integrating technology in schools, in itself, promotes school reform. It is complex schoolwide innovation, and, as such, vision-building, administrator commitment, and skilled leadership play pivotal roles in success. Texas faces a significant challenge in providing visionary school leadership with the necessary background and requisite skills to lead and nurture the changes technology brings.
Rapid changes on many fronts make it virtually impossible for any individual within a school system to maintain the necessary knowledge to represent all facets of planning for and implementing technology. For this reason, collaborative and ongoing planning consistent with the Long-Range Plan for Technology, and articulated with campus and district plans is necessary if schools are to see improved student learning, increased productivity, and more efficient operations. Fulfilling the vision of technology requires district leaders who articulate and advocate a vision of what technology can do for teaching and learning and school operations.

Systems of technical support, staffing patterns, budgeting functions, and funding acquisition require ongoing professional and staff growth. Appropriate technical support services are required in order to maximize educational benefits from our investment in technology. Schools are vulnerable to special challenges for staff retention as demands grow in the booming digital and IT sectors for personnel. School decision-makers are challenged to budget real costs of technology, both initial and ongoing, and to secure funding to support that budget.
Infrastructure for Technology
Texas has made tremendous strides during the last half-decade in connecting schools to each other, to external resources, and to the Internet. Texas schools have been fortunate to have the support of the Texas legislature and the federal government in building the technology infrastructure for schools through direct funding, grants, and discounts. As a result of these resources, districts have begun to build the infrastructure that will allow students and teachers to make use of technology tools that are basic and necessary for educating students today and in the future. Challenges clearly remain. Not all districts, campuses, and classrooms, have the connectivity and tools that they need to integrate technology into the teaching and learning process. Work remains to ensure that connectivity reaches all instructional and professional work areas, and that infrastructure capacity supports promising practices in instruction, school leadership, and operations.
Issues of support and maintenance for existing and evolving technologies will test our true commitment to connected schools. Maintaining appropriate funding levels, securing and retaining qualified staff, maintaining the infrastructure, providing upgrades and greater bandwidth all provide significant challenges for schools.
The infrastructure of a school is the critical element of support for all four areas: administration, teaching and learning, and educator preparation and development. While school connectivity presents tremendous challenges, implementing that connectivity offers new and exciting opportunities for transforming the institution of schooling.

Summary
Learning for the 21st Century requires new skills, new tools, and new knowledge. Students today must learn different ways to work with tools, different ways to work with information, and different ways to work with people. Our students will function in ever-changing and richly diverse workgroups that often cross national boundaries. One of the greatest challenges our schools face is ensuring that each student is equipped to flourish within a wide array of learning and work communities. Today's world demands this, and technology facilitates it. Schools must also foster flexibility - for the 21st Century will demand that its citizens are able to deal with continuous and significant change. Finally, precisely because of ongoing change, Texas students must learn to learn. They must develop skills and habits of learning that will serve them for a lifetime.

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Technological Resources of College of Education at Texas Tech University

According to some leaders in the field of teacher preparation, technology has and will continue to change teacher education and future teachers and teaching as nothing else ever has. While this view might be contested, it is true that those who prepare teachers, as well as the students who are now preparing to be the teachers of the future, face a classroom radically different from that even of the 1990’s. For example, in 1994, the White House’s Information Infrastructure initiative urged that all the nation’s schools and classrooms be connected to the Internet by 2000. In February 2000, the National Center for Education Statistics (NCES) reported that 95 percent of the schools in the nation are connected. Now that so much information is only a keystroke away for most of the students in the nation, teacher preparation is having to reassess and revamp its approach to preparing teachers for the future. The College of Education at Texas Tech University recognizes its responsibility to its faculty who are preparing new teachers and to its future teachers who will be teaching students who are already major participants in the Information Age.

The College of Education at Texas Tech University is prepared to offer state-of-the-art technology and complete technology support to its students and faculty as they prepare for educating our citizenry during the 21st Century.

Human Resources

In the College of Education, in addition to the Dean, the Associate Dean for Administration, and the Associate Dean for Graduate Research who have supervisory responsibilities for the technical staff, five expert technicians, along with 20 student staff and student assistants, support the faculty and the students as they utilize the technology available to them. The five technicians direct the Learning Resource Center, provide network support, manage the in-house help desk, manage the labs, and serve as Webmaster, distance learning director and faculty support resource. See Figure 1 for the organizational structure of technology support for the College of Education.

State-of-the-art Technology

In the summer of 2002, the College of Education at Texas Tech University moved into a new $38 million dollar complex. The building is designed to enable both faculty and students to meet the demands of teaching in a school culture dominated by technology where, as of February 2000, 63 percent of the public school’s instructional rooms were connected to the Internet, and $1.9 billion had been committed to connect the remainder of instructional rooms to the Internet as soon as possible. The College of Education at Texas Tech University is poised to provide teachers who are prepared to help implement Texas' Long-Range Plan for Technology. This Plan organizes recommendations for effective integration of technology in schools within four key areas. The areas include Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology. See http://www.tea.state.tx.us/technology/etac/campus_txstar/ for complete details.

The College of Education houses audio-visual equipment for classes and off-campus presentations, as well as laptops, LCD projectors, TVs, VCRs and videos for on-campus classroom use. In addition, computers, color printers, Ellison die cuts and other equipment is available for project creation.

One of the latest acquisitions is the ELMO Document Camera. This camera works as an overhead projector but no transparencies are necessary. It projects from paper text. The Document Camera must be used in one of the Multimedia Rooms.

Students and faculty have access to four labs with the latest in technology available to them. These are the Grad Lab, the Windows Lab, the EDIT testing Lab and the Macintosh Lab. They are available for class or individual use.

The College manages three web servers, one of them devoted to professors who are putting their courses on line.
The College of Education at TTU has three iTV rooms, or "interactive televideo" rooms. Equipment installed in these rooms allows for two or multi-way videoconferencing with locations worldwide. Connections to these locations can be made using either "H.320 calls" (phone line calls using ISDN) or "H.323 calls" which use the internet. Texas Tech is a member of the Internet2 community, which is a protected, very high performance Backbone Network Service (Bns) reserved principally for academic use. When a faculty member makes a videoconference call to another Internet2 member, this non-congested network provides clear connections that do NOT incur phone company line charges.
This type of technology allows students to participate in a virtual field experience project collaborative with Lubbock ISD. Students in The College of Education can observe 'live” classroom lessons in local schools from classrooms at TTU. Rather than sending 20 students in a class to 20 different classrooms, this project will allow all the students and their instructor to see the same lesson together and discuss it. If the LISD campus schedule permits, students will also be able to interact with the site teacher following the lesson. The College of Education has six portable Polycom FX videoconference units. These are “appliance based' videoconference units (rather than PC based) and are controlled by the instructor with a remote control. Area microphones are used rather than 'touch to talk" microphones.

By spring 2004, the College of Education will also have access to the wireless capability of the university, which is being put into place now.

Software Availability
Faculty, staff and students in the College of Education have access to many types of software.
Technology Support for Faculty, Staff and Students of the College of Education

Not only does the College of Education provide much of the best in technological hardware and software, but its technical staff provides support in the following areas:

Distance Learning
The Director of Distance Learning provides the following services for students and teachers involved in the preparation of and participation in the use of this fast-expanding use of technology:
One on-one training on the use of iTV (Videoconferencing equipment)
Scheduling of videoconferences (including ITV classes)
Course website development
Online discussion group creation and management
WebCT course development
Other instructional technology help
The College of Education at Texas Tech University offers a variety of distance delivered courses and programs of study leading to both graduate degrees and professional certifications. Courses may be entirely web-based, courses delivered via iTV (interactive televideo / video conferencing), or they maybe 'hybrid' courses that include a mix of face to face class sessions and sessions at a distance. Some of the web-based courses are entirely asynchronous (log on any time), while others include some sychronous components (for example, 'live' chat with the course professor and fellow students at scheduled times.)

Our current distance learning program offerings include Master of Education Degrees in the following areas:
1. Instructional Technology, Emphasis in Distance Learning
2. Special Education, Emphasis in Visual Impairment
3. Special Education, Emphasis in Dual Sensory
4. Special Education, Emphasis in Orientation and Mobility
5. Special Education, Emphasis: Educational Diagnostician
6. Special Education, Emphasis: Generic Special Education
Professional Certifications are available as follows:
1. Generic Special Education (Supplemental Certificate)
2. Educational Diagnostician (Professional Standards Certificate)
3. Visually Handicapped (Supplemental Certificate)
4. Orientation and Mobility (National Certification)

Website Development
In addition to creation and maintaining the College of Education website, the Webmaster provides the following services:
Creation of faculty websites
Management of faculty websites
Instruction and support for faculty and staff developing and maintaining their own websites

Production Services
The Director of Faculty Support provides the following services for faculty needing the following services:
Online course support
Digitizing of documents and photos
Graphic design
Print media design (including brochures)
Color printing
Video production
CD production
Personal training
Database development and support
Group training on instructional technology skills

Technical Support
The technical support office offers assistance as follows:
Computer hardware and software installations
Network support (server file access, EDUC usernames and passwords)
Virus prevention and removal
Inventory management
Purchase of hardware and software
Troubleshooting of computer and printer problems

Computer Lab Management
The Computer Lab staff provides the following services
Installation of computers and software in the Graduate Lab, Windows Lab, EDIT Testing Lab, and Macintosh Lab
Troubleshooting of problems in the labs
Scheduling classes for instruction

Training
Different members of the technology team provide training, depending on type, such as training in the
Use of College of Education multi-media classroom projections
Use of LRC laptops,
Use of iTV equipment
Use of digital moviemaking software
Use of video editing equipment
Use of software including MS Office, MS Outlook, email programs, digital imaging, etc.

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Technological Capability of Texas Tech University
In addition to the hardware and software housed in the College of Education, the College of Education has access to the technological capability of the Information Technology Division of Texas Tech University. Physical network design and cable installation is provided by TTUnet Network Services to Texas Tech University departments. The majority of installed networks are also operated and maintained by TTUnet Network Services, thereby freeing departmental personnel to focus on user needs and computing systems.

TTUnet Network Services installs state-of-the-art unshielded, twisted pair and fiber-optic cable plants after working with each requesting department to identify the needs and intended use. All cable plant designs are in accordance with EIA/TIA 568 industry standards and Texas Tech University Operational Policies. The network installations are carried out by a team of full-time professionals.

Typical data network installations involve the use of 10Base-T and 100Base-TX Ethernet to meet the current needs of the departments, but all designs and installations are certified to run at much higher speeds (e.g. 155Mbps) in order to provide for future advances in networking technology.

Both single-mode and multi-mode fiber optic cable plants can be designed and installed where extremely high bandwidth applications are required. Turnkey cable projects for video and other special applications can be accommodated.

Departments who use TTUnet Network Services to design and install their local area network (LAN) also benefit from the ongoing maintenance and support of their physical network provided by TTUnet Network Services. By utilizing the available support, departmental LAN administrators are free to concentrate on delivering the file, print, database, mail, etc., services they feel are appropriate without being required to worry about fixing the "nuts and bolts" of the physical network.

Experienced support specialists and technicians are available to diagnose and repair network problems which are reported to the Network Operations Center (NOC). This service is available at no extra charge to those LANs which were designed and installed by TTUnet Network Services. Departments who need diagnosis and repair service on unsupported LANs (those not designed, installed, and maintained by TTUnet Network Services) are charged on a time and materials basis.

TTUnet Network Services operates and maintains the campus backbone and a wide-area network serving the Panhandle / South Plains region.

Information Technology operates the OpenVMS Cluster, which provides access to the library and its holdings. It also utilizes IBM and UNIX mainframes. The IBM mainframe computer system is referred to as TechNet and is the primary administrative computing system on campus. Technology Operations and Systems Management utilizes the mainframe and peripheral equipment for payroll, billing, student registration, grade reports, business processing, and academic support. These resources are available for approved projects in instruction, research, and administration once the faculty and staff set up a TechNet account. The UNIX system provides services for authorized account holders, such as the

Campus Web server
Department Web Account
Student Organization Web Account
General-purpose Use Account
Mailing List
News server
MOO server

Video Services

Information Technology also provides the faculty, staff and students at Texas Tech University with extensive Video Services. Interactive networked video enables participants at two or more locations to see and hear each other in real time. Videoconferencing is the form of interactive video with which most people are familiar. Three technologies are utilized to provide interactive video services across a network -- broadcast quality, traditional videoconferencing, and desktop videoconferencing.

Broadcast quality

Very high quality, interactive video and audio can be delivered across a network by utilizing MPEG-2 compression & decompression (codec). Very often this method is used when access to production recording and broadcast facilities is desired. Multipoint interactive conferences can be held if the codec supports simultaneous decoding of multiple MPEG-2 transmission streams. Since MPEG-2 utilizes 3Mbps - 15Mbps of bandwidth, these video services are restricted to high performance networks (i.e. TTUnet campus network, vBNS, Internet2, etc.).

Traditional videoconferencing (ITV)
Typical interactive video has employed the use of compressed (H.320) video and audio for years. Developed for use on telecommunications networks, H.320 videoconferencing is deployed over ISDN PRI or leased T1 lines. Circuit emulation techniques allow these PRI/T1 lines to be extended over the existing fiber optic infrastructure to campus buildings and interconnected with long distance T1 lines. H.320 videoconferencing provides dial-on-demand or pre-scheduled meetings and multi-site conferences.

Desktop videoconferencing
The desire to extend videoconferencing capabilities beyond class rooms and conference rooms to the desktop has led to the development of the H.323 standard for networked videoconferencing. Although not as mature as traditional (H.320) methods, desktop videoconferencing may provide a more scalable means of providing interactive video services for individual participation. A wide range of desktop solutions is available which vary in price and performance. A complete networked solution for desktop videoconferencing will provide gateway services between the desktop systems and the traditional (H.320) systems.

Non-Interactive Video
As the term implies, non-interactive video is the one-way transmission of archived video clips or live events with no end-user participation. This form of video is most commonly provided by a high-end video server which contains the archived video and/or has the ability to broadcast video at predetermined times. The two technologies typically used to deliver video from the server to the client system are video streaming and multicasting.

Video streaming
Video streaming is characterized by its on-demand availability. Each individual client computer initiates an independent stream of video from the server to client software. This allows the client to pause, fast forward, backup, etc. much like a virtual VCR. Since each client receives its own stream of video, network bandwidth is consumed rapidly under heavy utilization.

Video multicasting
Video multicasting is very much like pay-per-view television. At predetermined times of the day, video program content is "broadcast" across the network. Client software "tunes in" to the broadcast and views the video in real time. Video multicasting is also often used for live broadcasts of events. Multicasting of video consumes far less bandwidth than video streaming.

Texas Tech has received a TIF grant to install wireless Ethernet on the Lubbock campus. Over the next year laptops and PDAs will be able to connect to TTUnet in "hotspots" in most buildings on campus.

University Technology Support : Advanced Technology Learning Center

The Advanced Technology Learning Center (ATLC), operated by Information Technology and housed in The Texas Tech Main Campus Llibrary, is available to faculty, staff, and students of the College of Education. According to Information Technology this is the most comprehensive university computing facility in the state of Texas and provides leading-edge computing and communications technology.

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Resources for Distance Education

Adequacy and Accessibility of Resources

The College of Education’s Technological Capability for Distance Education Classes

In the summer of 2002, the College of Education at Texas Tech University moved into a new building. This building is designed to enable both faculty and students to meet the demands of teaching in a school culture dominated by technology. The College of Education at Texas Tech University will provide teachers who are prepared to help implement The Texas Long-Range Plan for Technology. This Plan includes four key areas, two of which are involved in this project: teaching and learning and educator preparation and development.

The College of Education is well equipped for offering distance education classes. For example, COE manages three web servers, one of them devoted entirely to professors who are putting their courses online. In addition, the College of Education houses three iTV rooms or "interactive tele-video" rooms. Equipment installed in these rooms allows for two or multi-way videoconferencing with locations worldwide. Connections are made to these locations using either "H.320 calls" (phone line calls using ISDN) or "H.323 calls" which use the Internet. Texas Tech is a member of the Internet2 community, which is a protected, very high performance Backbone Network Service (BNS), reserved principally for academic use. When a faculty member makes a videoconference call to another Internet2 member, this non-congested network provides clear connections that do not incur phone company line charges. The College of Education has six portable Polycom FX videoconference units. These are “appliance based” videoconference units (rather than PC based) and are controlled by the instructor with a microphones are used rather than “touch to talk” microphones.

The College of Education at Texas Tech University now offers a variety of distance delivered courses and programs of study leading to both graduate degrees and professional certifications. These courses may be entirely web-based, delivered via iTV (interactive televideo / video conferencing), or they may be “hybrid” courses that include a mix of face-to-face class sessions and sessions at a distance. Some of the web-based courses are entirely asynchronous (log on any time), while others include some synchronous components (for example, “live” chat with the course professor and fellow students at scheduled times). By fall 2003, the College of Education will become wireless. Texas Tech has received a grant to install wireless Ethernet on the Lubbock campus. Over the next year laptops and PDAs will be able to connect to TTUnet in "hotspots" in most buildings on campus.

Not only does the College of Education provide much of the best in technological hardware and software, but also its technical staff provides support for faculty involved in distance education. The Director of Distance Learning provides the following services for faculty involved in the preparation of and participation in the use of this fast-expanding application of technology: one-on-one training on the use of iTV (videoconferencing equipment), scheduling of videoconferences (including iTV classes), course website development, online discussion, group creation and management, and WebCT course development. Other instructional technologists help with production and both hardware and software technical support for distance education courses.

Texas Tech University’s Technological Capability for Providing Distance Education Classes.
In addition to the hardware and software housed in the College of Education, the College of Education has access to the technological capability of the Information Technology Division of Texas Tech University. Physical network design and cable installation is provided by TTUnet Network Services to Texas Tech University departments. The majority of installed networks are also operated and maintained by TTUnet Network Services, thereby freeing departmental personnel to focus on user needs and computing systems.
TTUnet Network Services installs state-of-the-art unshielded, twisted pair and fiber-optic cable plants after working with each requesting department to identify the needs and intended use. All cable plant designs are in accordance with EIA/TIA 568 industry standards and Texas Tech University Operational Policies. A team of full-time professionals carries out the network installations. Typical data network installations involve the use of 10Base-T and 100Base-TX Ethernet to meet the current needs of the departments, but all designs and installations are certified to run at much higher speeds (e.g., 155Mbps) in order to provide for future advances in networking technology.

Experienced support specialists and technicians are available to diagnose and repair network problems, which are reported to the Network Operations Center (NOC). This service is available at no extra charge to those LANs, which were designed and installed by TTUnet Network Services. Departments who need diagnosis and repair service on unsupported LANs (those not designed, installed, and maintained by TTUnet Network Services) are charged on a time and materials basis. TTUnet Network Services operates and maintains the campus backbone and a wide-area network serving the Panhandle/South Plains region.

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General Resources of Texas Tech and College of Education to Support Grant Proposals

Adequacy and Accessibility of Resources: Texas Tech University
(This is a section, with some modifications, that was written for proposal in 2003. With modifications to meet specific RFP's, faculty and staff should be able to adapt this to future grant proposals.)

Texas Tech University provides many resources for its faculty. The University will provide services for this project, including facilities for offices, library resources, audiovisual equipment, word-processing and computers, access to the Internet and electronic communication, and access to braille production equipment.
Should it be necessary, written materials (e.g., correspondence, data collection instruments, consent forms, surveys) can be provided in Braille, accessible print media, or other forms of alternate media to accommodate the individual needs of those participating on the project. The College of Education has a state-of-the-art photocopying system that will create large print materials, as well as scan documents into PDF files to be sent directly to faculty or participants working with the grant.

The project will use the web-based resources provided by the Center for Applied Special Technology (CAST) to assure full accessibility for people with disabilities to the web site created for this project. This site has a special program called "Bobby" (http://www.cast.org/bobby that will analyze web pages, flag parts that are not accessible, and offer strategies for correcting the problems. The project staff will resolve all accessibility problems flagged by Bobby and, therefore, will offer a web site that is accessible to all potential users.

Facilities. The College of Education (COE) will provide office space for the two co-project directors, as well as the other faculty persons and support staff engaged in the project. In the summer of 2002, the College of Education moved into a new building with state-of-the-art technology and media resources, as well as additional space for research activities. The new building has updated and comprehensive accessibility features to allow persons with disabilities full access to all facilities.

The offices for the Project Directors are fully equipped with a desk, bookcases, phones, computer, printer, Internet access, a network printer and so forth, as are the offices of the other project personnel. The building is also equipped to host group meetings. For example, the College of Education’s building has four dedicated conference rooms that can be used for project meetings and advisory board meetings.

Technology resources and services.

The Teaching, Learning, and Technology Center (TLTC) at Texas Tech offers a wide range of services for faculty and other instructional staff. Their services include faculty incentive grants, faculty Internet user group (FIG), roundtables, faculty course server, customized courses, guest lectures, individual consultation, teleconferences, and confidential teaching evaluations. The TLTC helps develop instructional materials for faculty, as well as providing assistance for editing and providing video-based materials. The University Computing Services (UCS) supports the instructional, research, and administrative programs of the University through systems design, programming, and data analysis.

The Academic Computing Services (ACS) provides computing resources and technical support to the entire campus community. The ACS operates the Advanced Technology Learning Center (ATLC), which provides leading-edge computing and communications technology for TTU students, faculty, and staff. The University is exploring the implementation of a video service for both video streaming and video on-demand. Video developed using the College of Education's video editing system can be made accessible to persons accessing the web server for information related to the College of Education, as well as course information.

Library resources.

TTU's library system provides access to other on-line library systems and information. It includes an on-line public access catalog, named TechPAC, which contains information from Tech's three main libraries-the TTU Library, the Law Library, and the Southwest Collection, as well as government documents. The library's information systems can be accessed via the Internet, which allows access to its on-line catalog and some databases from off-site locations. Each academic department is assigned a liaison librarian who specializes in the resources available for the discipline of that department. The proliferation of monographs, serials, abstracts, bibliographies, indexes, catalogs, and other reference resources requires the attention of a specialist who works with the researcher on an individual basis.

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Information about Graduate Studies in the College of Education

Mission Statement

The Mission Statement of Graduate Education at the College of Education is as follows:

Graduate education programs should be noted for their quality and intellectual rigor and their emphasis on research and its application. The emphasis in advanced and graduate programs will be directed toward producing individuals who aspire to excellence in advanced realms as researchers and highly qualified practitioners.

Organizational Structure

The Texas Tech Graduate School is the academic unit at Texas Tech University, which administers all graduate programs, including the graduate programs at the College of Education. The principal administrative officer is the Dean of the Graduate School who also serves as the academic dean for all graduate students at Texas Tech. Not only are all graduate degree requirements established by this school but also all admissions to graduate schools are through this office and all degrees are awarded by it. Students in the College of Education must comply with the Graduate School although their classes are offered through the College of Education.

The Associate Dean of the College of Education for Graduate Education and Research is the liaison with the Graduate School. He is considered the Graduate Advisors and conveys information on students and Graduate Faculty concerns. The Associate Dean coordinates recruitment and admission activities, approves program of study forms for forwarding to the Dean of the Graduate School, reports on results of comprehensive examinations, forwards nominations for Graduate Faculty membership and generally supervises the graduate activities in the College of Education. The Graduate Advisor assists all graduate students as needed and insures that they comply with deadlines for filling various forms.

Degrees Offered
Programs are available through the College of Education leading to the following graduate degrees: Master of Education and Doctor of Education. Students may select from a number of majors or support areas while working toward these degrees. The Office of Graduate Education and Research in the College of Education should be consulted for general information and referral to appropriate program advisors.

Master of Education Degree Programs

Introduction

The master's degree is awarded following the successful completion of a
planned program of graduate study consisting of course work; internships
and practica, if applicable; and a final comprehensive examination. The
Master of Education degree programs at Texas Tech University are designed
to meet the needs of professional educators who aspire to excellence in
advanced realms as researchers and highly qualified practitioners.

There are two basic plans for master's degree work: (1) a minimum of 24
hours of graduate course work plus 6 hours of thesis research; (2) a
minimum of 36 hours of graduate course work without a thesis. A student
with the approval of his or her faculty advisor and division chair may
select either the thesis or non-thesis option.

Every program for a master's degree must embody a major comprised of at least 18 semester hours of graduate work (which may include a thesis) in an
approved program area. In addition, the master's degree program normally
includes two or three courses outside the major area. Master's degree
students in the College of Education may take all their work for the degree
within the College. A minor may be completed in a single department or in
several departments, but the courses constituting the minor are subject to
the following limitations: (1) they must carry graduate credit; (2) they
must be acceptable to the student's major department; and (3) each course
must be approved for the student by the department offering it. The
program of study in both the thesis and non-thesis options must include a
research requirement of 3 semester hours (EPSY 5379) and a foundations
requirement of 3 semester hours from an approved list of courses.

A student admitted to a Master of Education degree program has the
responsibility to seek out a member of the Graduate Faculty who will serve
as the program faculty advisor. In collaboration with the faculty advisor,
the student must determine an appropriate program of study and file an
official degree plan on the form, "Program for the Master's Degree and
Admission to Candidacy". This form must be filed with the Graduate School
at least six months before the expected graduation:

March 1 for December Graduation
September 15 for May Graduation
January 15 for August Graduation

The core requirements for the master's degree include the following courses:

Foundations Requirement (3 semester hours) - Choose one of the following:
EPSY 5310 - Philosophy of Education
EPSY 5314 - History of Education
EPSY 5323 - Cultural Foundations of Education
EPSY 5331 - Human Development in Education
EPSY 5332 - Advanced Educational Psychology

Research Requirement (3 semester hours)
EPSY 5379 - Introduction to Educational Research
EPSY 5380 - Introduction to Educational Statistics

Admission to Candidacy

After admission to a degree program, every applicant for the master's
degree is required to complete three copies of the "Program for the
Master's Degree and Admission to Candidacy" form and submit it to the
Graduate School for approval as early as possible (before the second
semester of enrollment in the program), and no later than six months prior
to the proposed date of graduation. It is very important that the
deadlines be observed so that a student's expected graduation is not
jeopardized. The deadlines are posted throughout the College of Education
and in the Office of Graduate Education and Research. The student's
program and candidacy form must be signed by the faculty advisor, the
division chair, and the Associate Dean for Graduate Education and Research
before it is submitted to the Graduate School.

Courses Taken as a Special, Non-degree Student

A student who has taken courses in special, non-degree status (GTMP, CERT)
has no assurance that work completed under this status will apply toward
degree requirements. No more than 12 semester-hours earned prior to
admission to a graduate degree program will be counted toward degree
requirements.

Enrollment

Normal full-time enrollment is 12 semester-hours in a regular semester or 6
hours in a summer term. Students must be enrolled full time (at least 9
hours in each long term, 3 to 6 hours in each summer term) to be eligible
to hold fellowships, teaching assistantships, research assistantships, or
other appointments designed for the support of graduate study.

Students who need to exceed the normal full-time enrollment must secure the
permission of the College of Education and Graduate School in advance of
the enrollment period. Permission to over-enroll may be granted by the
Graduate School only in limited circumstances. For example, a student may
need to take the additional hours in order to graduate at the end of the
semester or take a particular course that will not be offered again prior
to the expected graduation date. Request for overload forms are available
in the Office of Graduate Education and Research.

According to standards of the Texas Higher Education Coordinating Board,
students can earn only one semester hour per week. This means that a
student can enroll for only 6 hours in a six-week summer session without
prior permission. Also, it means that a student cannot be enrolled in two
courses offered during a 3-week shortened format.

Relationship between a Master's Degree Program and Professional Certification

In some graduate programs, it is possible to work on a master's degree and
professional certification or a graduate endorsement concurrently. The
student must be admitted to a graduate program to earn a master's degree.

However, students may take graduate courses for certification requirements
without working toward a graduate degree. In this situation, students will
be admitted as special, non-degree graduate students with the
classification of CERT. The 12-hour limit described above will apply if
students decide later to seek a graduate degree. Some programs have
established admission requirements to the related professional
certification program. The College of Education likely will adopt
admission procedures for the professional certification and graduate
endorsement programs.

Courses more than six years old cannot be credited toward a master's
degree. The time limit begins when a course is taken rather than the date
of admission or the date of the filing of the program of studies.

Students whose graduate study at Texas Tech University is interrupted by
military service will be granted an extension of time for the period of
their military duty, not exceeding five years.

Transfer and Extension Work

Usually, only 6 semester hours of work completed at another accredited
graduate school may, on the recommendation of the division concerned, be
accepted toward a master's degree.

A maximum of 6 semester hours of extension work completed through the
Division of Continuing Education of Texas Tech may be credited on the
course work for a master's degree (thesis option), or a maximum of
9-semester hours on a 36 hour program (non-thesis option) if the student
had been officially admitted to the Graduate School and had a program of
studies filed prior to enrolling for the extension work. Graduate credit
is not granted for courses taken by extension at another university. Not
more than 9 semester hours (or 12 hours on a 36-hour program) of any
combination of extension courses and courses completed elsewhere may
ordinarily be credited toward a master's degree. Graduate credit toward a
degree is not granted for courses taken by correspondence.

Comprehensive Examinations

All graduate students in a Master of Education degree program must take a
final comprehensive examination at the conclusion of their program of
studies. This examination can be taken only during the term or semester in
which the student is scheduled to graduate. It is the responsibility of
the students to have the Graduate School certify their eligibility to take
the examination before they can register for it in the College of
Education. The student must be enrolled during the semester in which the
comprehensive examination is taken.

The examination is a synthesis and application of knowledge acquired during
the course of study leading to the master's degree; consequently,
satisfactory performance in course work does not necessarily guarantee
successful performance on the final comprehensive examination. A student
who fails the examination may repeat it once after an interval of four
months or more. Announcements of the date, time, and place of the
comprehensive examination are posted in the Office of Graduate Education
and Research in the College of Education and on bulletin boards throughout
the Administration/Education building. It is the student's responsibility
to become familiar with the examination dates.

Statement of Intention to Graduate and Graduation Fees

At least nine weeks prior to graduation, master's degree candidates must
file a Statement of Intention to Graduate in the Graduate School. Any
graduation fees must be paid in accordance with the policies and
regulations of Texas Tech University. The diploma fee has been eliminated by Texas Tech University.

Doctor of Education Degree Programs

Introduction to Doctoral Study

Doctoral study consists of the mastery of a field of knowledge and
successful pursuit of original research. Consequently, doctoral programs
are more flexible and varied than are those leading to other graduate
degrees. The Graduate School does not specify what courses will be
required for the Doctor of Education degree. The program is more than a
collection of courses, and the degree is not granted for a program of
miscellaneous studies. The general requirement is that the program as a
whole must be rationally unified, and all courses must contribute to an
organized program of study and research.

Courses must be selected from groups embracing one principal subject of
concentration, called the major. The major field must be from one of the
seven approved doctoral programs in the College of Education. Students may
elect to have a minor, but a minor is not required. The minor, if
selected, is designed to represent a coherent body of graduate-level work,
a minimum of 15 semester hours, and should not be simply a collection of
courses taken outside the major department. If a student does not elect to
take a minor, then the hours should be included under the major.

Doctoral students must complete a residency requirement. The intent of
residency is to ensure that all doctoral students have a period of
concentrated study as full-time students with minimal outside distractions.
Such a period of course work, reading, reflection, study, research, and
interaction with peers and faculty without distractions of major outside
responsibilities is considered necessary so that students can have
continuity in the pursuit of scholarship and research. For this reason, no
one should contemplate doctoral studies who is unable or unwilling to spend
a substantial period of time as a full-time student.

The doctoral degree is granted on evidence of general proficiency,
distinctive attainment in a special field, and particularly on ability for
independent investigation as demonstrated in a dissertation. The
dissertation is expected to present original research or creative
scholarship with a high degree of literary skill.

Degree Requirements

A doctoral degree program must include a minimum of 81semester hours of
graduate-level work, exclusive of the dissertation. It must reflect course
work in each of the following components:

Major: A minimum of 45 semester hours in the chosen field of study (or 60
semester hours if a minor is not selected).

Minor (if selected). A minimum of 15 semester hours in a concentrated
area or in several supporting fields. In addition to any work completed
elsewhere and accepted for the official minor, at least six semester hours
must be completed at Texas Tech University.

Foundations Requirement. Nine semester hours (3 courses) to be selected
from the following courses:

EPSY 5310 - Philosophy of Education
EPSY 5314 - History of Education
EPSY 5323 - Cultural Foundations of Education
EPSY 5331 - Human Development in Education
EPSY 5332 - Advanced Educational Psychology
EDCI 5320 - Curriculum Theory: Foundations

Research and Statistics Requirement. Twelve semester hours (4 courses) to
be selected from the following courses:

EPSY 5379 - Introduction to Educational Research
EPSY 5380 - Introduction to Educational Statistics
EPSY 5381 - Intermediate Educational Statistics
EPSY 5382 - Qualitative Research in Education
EPSY 5385 - Foundations of Educational Research
EPSY 6301 - Advanced Data Analysis
EPSY 6303 - Educational Measurement
EPSY 6304 - Qualitative Research Methods
EPSY 6305 - Qualitative Data Analysis in Education

The Graduate School requires that doctoral students earn at least a B in
each tool subject.

Temporary Advisor

Once a student has been admitted to a doctoral program, he or she should
consult the division chair for the assignment of a temporary advisor. The
temporary advisor is responsible for the following:

1. Advising the student on all academic matters related to the doctoral
program including all applicable policies, regulations, and deadlines of
the Graduate School, the College of Education, and the program;

2. Facilitating a formal evaluation (preliminary examination) of the
doctoral student's background preparation in the major field. This may be
in the form of a written or oral examination.

3. Approving the selection of courses for each enrollment period until the
doctoral advisory committee is appointed.

Doctoral Advisory Committee

As soon as possible after successful completion of the formal evaluation
(preliminary examination), the student should ask a member of the Graduate
Faculty to serve as the chair of the advisory committee. The chair could
be the temporary advisor or another member of the program faculty. After
consultation with the chair, the student should ask other members of the
Graduate Faculty to serve on the committee. The committee must be composed
of a minimum of three members of the graduate faculty with the chair from
the major program area. Some program areas may require four or five
members on the advisory committee. The chair must send a memorandum to the
Graduate School stating the names of the committee members with a request
that the committee be appointed (see Appendix A).

If any change in the composition of the doctoral advisory committee is
required, the chair (or division chair in the case of the replacement of
the chair) will assist the student in selecting appropriate replacements.
The committee chair or his or her replacement must submit written
notification to the Graduate School for any change in committee membership.

The chair should convene a meeting of the advisory committee and the
student to do the following:

1. Determine the student's doctoral program including the residence
pattern; tool subject requirement (research and statistics); and courses
for the major, minor, and foundations requirement. In some cases, it might
be necessary to determine the acceptability of prior graduate course work.

Coursework that is seven or more years old will not typically be
accepted. Exceptions will require written justification through the
division chair, Associate Dean for Graduate Education and Research, and
approval by the Dean of the Graduate School.

2. Assign additional course work and experiences (internships, practica)
as dictated by the results of the formal evaluation (preliminary
examination), the student's professional goals, and the judgment of the
committee.

3. Discuss potential research topics for the dissertation.

4. Approve the doctoral program of studies and report the required
information to the Graduate School on the form titled "Program for the
Doctoral Degree and Report of Preliminary Examination".

Note: This form should be signed by the committee chair and forwarded to
the division chair. The College of Education requires that the doctoral
proposal be reviewed and signed by the division chair and the Associate
Dean for Graduate Education and Research before it is sent to the Graduate
School.

Residence

The intent of residency is to ensure that all doctoral candidates have a
period of concentrated study as a full-time student, and with minimal
outside distractions. Such a period of coursework, reading, reflection,
study, research, and interaction with peers and faculty without
distractions of major outside responsibilities is considered necessary so
that the student can have continuity in the pursuit of scholarship and
research. For this reason, no one should contemplate doctoral candidacy
who is unable or unwilling to spend a substantial period as a full-time
student. During the residence period, the student should be free of other
employment responsibilities, except as specified in Number 4 below.

The residence requirement for the Doctor of Education degree can be
accomplished in one of the following patterns:

1. two consecutive long semesters of at least 12 hours during each term;

2. three consecutive full summers of at least 9 weeks each while earning
at least 9 hours of graduate credit during each summer;

3. a full summer term of 12 weeks, earning 12 hours of graduate credit
plus the completion of at least 12 hours of graduate credit during the
adjacent spring or fall semester; or

4. for students holding half-time graduate assistantships, or students
involved for no more than half-time in other work closely related to the
doctoral study, 9 semester hours in each of the long terms and at least 6
hours in the preceding or subsequent summer.

Enrollment for the residency period must represent actual campus work.
Normally, internships and individual studies (such as, research hours or
independent study courses) should not be used to represent appropriate
residence enrollments unless it is clear that such study is entirely
campus-based. The program for the doctoral degree, including the plan for
meeting the residence requirement, should be submitted to the Graduate
School well in advance of the proposed residence period.

Examinations

Formal Evaluation (doctoral preliminary examination). Early in a student's
doctoral studies a formal evaluation will be made of his or her background
preparation in the major field. This evaluation may vary according to the
academic unit involved; in some cases it may consist of a formal written or
oral exam, in others, a review meeting with a committee or graduate
advisor; in still another, the successful passing of a key course or
courses. On the basis of this evaluation, whatever form it takes, the
student's course of study will be projected and submitted to the Graduate
School on the appropriate form. This evaluation will occur during the
student's first year of doctoral study and the "Program for the Doctoral
Degree" will be submitted to the Graduate School before the second year of
work is begun. Revisions of the plan are permitted as needed.

The scope of the review shall include, among other relevant issues,
consideration of grades, progress in all course work, qualifying
examination, dissertation proposal, or dissertation research. The chair of
the doctoral committee shall prepare a written statement for the student,
with a copy to the student's file maintained in the Office of Graduate
Education and Research in the College of Education of the results of the
annual review.

The results of the annual review shall be used when administrative
decisions are made with respect to the appointment or reappointment of
research assistants in the College of Education. For research assistants,
who are working on a Master of Education degree, a written statement of the
student's progress in the program may be requested from the student's major
advisor for use in the decision-making process related to the appointment
or reappointment of research assistants in the College of Education.

Doctoral qualifying examination. The qualifying examination is developed
and administered by the doctoral advisory committee over the major and
minor (if selected) areas of study. It requires synthesis and application
of knowledge acquired during the course of study for the doctoral degree;
consequently, satisfactory performance in course work does not necessarily
guarantee successful performance on the qualifying examination.

A student is eligible to stand for this examination after receiving
approval of the doctoral proposal from the Dean of the Graduate School and
completing most of the course work prescribed by the approved proposal.

The examination normally is prepared and administered by the student's
advisory committee. The examination over the major field of study is
ordinarily of a written type, of at least eight hours duration. The
examination over the minor is normally four hours in length. An oral
examination may be scheduled after the written portion at the discretion of
the advisory committee. It is the responsibility of the student to reserve
through the Dean's Office a room that can be used for the examination.
Some doctoral programs offer the qualifying examinations only at scheduled
times during the academic year.

All members of the advisory committee are expected to read and evaluate the
qualifying examination. The committee chair should receive written
evaluations and recommendations concerning the results from each committee
member. If the qualifying examination is considered satisfactory and the
research/statistics (tool subjects) requirements have been met; i.e. all
research and statistics courses must be taken, the chair of the advisory
committee will send to the Graduate Dean, for consideration by the Graduate
Council, a formal written recommendation that the applicant be admitted to
candidacy for the doctor's degree. The letter should also
state the date of the examinations and whether or not the student passed
both the major and minor portions (if an official minor is involved). This
recommendation should be forwarded as soon as possible after all the above
requirements have been met.

If the qualifying examination is not satisfactory, the chair of the
advisory committee will so notify the Graduate Dean in writing (see
Appendix D). An applicant who does not pass the qualifying examination may
be permitted to repeat it once, after a lapse of at least four months.
Failure to pass the qualifying examination will result in dismissal from
the program irrespective of performance in other aspects of doctoral study.

Admission to Candidacy

Upon receipt of the written recommendation from the student's advisory
committee recommending candidacy for a doctor's degree, the Graduate Dean
will submit it to the Graduate Council for action. The council may approve
the committee's recommendation, or it may, after consultation with the
committee, suggest additional requirements the applicant must satisfy. A
student will not be admitted to candidacy if the research/statistics (tool
subjects) requirement has not been met. The Graduate School requires that
doctoral students earn at least a B in each tool subject course. By
written communication, the Graduate Dean will transmit the results of the
council's action to the applicant, to the chairperson of the advisory
committee, and to the chairperson of the department concerned. A student
must be admitted to candidacy for the doctorate at least four months prior
to the proposed graduation date.

Continuous Enrollment

Students who have begun dissertation research must register in each regular
semester and at least once each summer until the degree requirements have
been completed, unless granted an official leave of absence from the
program for medical or other exceptional reasons. Approval of a leave of
absence will not automatically extend the allowed time for completion of
the degree. Requests for a leave of absence should originate with the
student and be approved by the chair of the advisory committee. The
request should be sent to the Graduate School with a copy to the Office of
Graduate Education and Research in the College of Education for the
student's file.

Annual Review

The chair of each doctoral advisory committee in the College of Education
will conduct a review of the student's program at least once a year. Any
student not making satisfactory progress may be placed on probation and
given conditions to meet in order to stay in the program. Continued
unsatisfactory progress in any area of a student's work will be cause for
dismissal.

Official Doctoral Enrollment Policy

1. Registration in an individual studies, research, or similar course
shall imply an expected level of effort on the part of the student
comparable to that associated with an organized class with the same credit
value.

2. A doctoral student shall not be required to register for more than
thirteen credit hours during any long semester or six credit hours during a
summer session without the prior permission of the Dean of the Graduate
School.

3. A doctoral student not on campus who is required to register solely for
the purpose of satisfying a continuous enrollment requirement shall be
required to register for no more than one credit hour during each term.
However, a doctoral student not on campus who is involved in internship,
research, or other type of academic study shall register for credit hours
in proportion to the teaching effort required of the program faculty.

Dissertation Proposal

Students preparing dissertation proposals must adhere to the following
guidelines in the College of Education:

1. All dissertation proposals must be presented at a scheduled public
meeting of the doctoral advisory committee.

2. At least two weeks prior to the scheduled public meeting of the
dissertation proposal presentation, the student shall distribute to members
of the Graduate Faculty of the College of Education an announcement of the
time and place of the proposal hearing and a two to three page abstract of
the proposal. The abstract should describe the problem of the proposed
study and the research methods to be used.

3. At the same time the abstract is distributed, the student shall
distribute a copy of the complete proposal to the following: student's
division office, the Office of Graduate Education and Research, and all
members of the student's doctoral advisory committee.

4. A copy of the proposal shall be posted in suitable locations throughout
the College of Education by the Office of Graduate Education and Research.

5. Faculty members shall have the privilege of providing the student
written comments about the merits of the study or research design. The
student shall be expected to consider any such suggestions and make an
effort to discuss them with the respective faculty members. The intent of
faculty input is to strengthen the student's proposal.

6. It is expected that members of the doctoral advisory committee will
provide written comments to the student prior to the scheduled public meeting.

7. The student is ultimately responsible for the content of the proposal
and research design with the guidance of the doctoral advisory committee.

8. If the committee approves the proposal, the members shall sign a
signature page consisting of the title of the proposal, the student's name,
date, and names of the committee members. A copy of the approved proposal
including the signature page shall be kept in the student's file in the
Office of Graduate Education and Research.

9. If the committee is unable to approve the proposal as presented,
another public meeting shall be scheduled and the same announcement
procedures shall apply.

Dissertation

Every candidate for the Doctor of Education degree must complete and
satisfactorily defend a dissertation. This requirement is separate and
apart from other requirements in the doctoral program; consequently
successful performance in other areas do not necessarily guarantee the
acceptance of a dissertation.

The dissertation must demonstrate a mastery of the techniques of research,
thorough understanding of the subject matter and its background, and a high degree
of skill is organizing and presenting the materials. The dissertation
should embody a significant contribution of new information to a subject or
a substantial reevaluation of new information of existing knowledge,
presented in a scholarly style. The dissertation manuscript must conform
to the published policies of the Graduate School.

It is the responsibility of the advisory committee to supervise the
student's research and writing of the dissertation.

Time Limit

All work for the doctorate must be completed within a period of eight
calendar years. If a student is transferring coursework into the doctoral
program from a master's degree, then the student must complete all work
within four years after being admitted to candidacy. However, at the time
that a student completes the final oral examination, no courses on the
program of studies may be older than eight years. If a student is
completing all hours at Texas Tech University after being admitted to the
doctoral program, then the student must complete all courses and
dissertation research with a period of eight consecutive calendar years.
Exceptions will rarely be approved and then only for exceptional
circumstances and for a limited period of time. The student may be
required to retake the qualifying examination.

Final Examination of the Dissertation

A final public oral examination on the dissertation is required of every
candidate for the Doctor of Education degree. It may be scheduled at any
suitable time after the advisory committee has agreed that the candidate is
ready to defend the dissertation. Approval to set the defense date by the
advisory committee does not imply that the dissertation will be approved.
The candidate must comply with all notice requirements of the Graduate
School.

Beginning with the 1995 Fall Semester, the Graduate School has replaced the
announcement with a notification form (see Appendix E). Doctoral
candidates preparing for the final oral examination of the dissertation
must submit the notification form with a copy of their dissertation
abstract at least three weeks before their scheduled defense. Please note
that the new notification form requires the signature of the student as
well as the chairperson and co-chairperson if there is one.

From the notification forms, the Graduate School will compile a weekly
calendar covering a two-week period. This will give a two-week public
notification of the defense. A copy of the signed notification form and
abstract will be sent to the committee chairperson, graduate advisor, and
associate dean for their record, as well as the Dean's Representative.

The candidate or committee chair must schedule a room for the final
examination through the Dean's Office in the College of Education.
Students should not provide refreshments at the final oral defense.

The examination is conducted by the advisory committee and the Graduate
Dean or a member of the graduate faculty designated to represent the
Graduate Dean. All members of the advisory committee participate fully in
the examination and cast a vote. At the conclusion of the examination, the
chair of the advisory committee will send a written notice to the Graduate
School, giving the result (see Appendix F).

Publication of Student Work

Because the College of Education is committed to research and the
dissemination and publication of the results, students are encouraged to
seek publication of work done in pursuit of graduate degrees. In many
cases, it is entirely appropriate for publications to be co-authored by the
student and faculty advisor(s).

Other Policies and Procedures

There are a number of rules and procedures that must be followed in the
graduate program. In addition to this handbook, graduate faculty should
consult the Graduate Catalog, The College of Education Faculty Handbook,
Texas Tech University Operating Policy and Procedures Manual. Any
questions can be directed to the Associate Dean for Graduate Education and
Research or directed to the Graduate School.

Course Changes on Graduate Degree Programs

When it is necessary for a student to change courses that have been
specified on a graduate degree plan, a form for reporting those changes
must be filed with the Graduate School. The "Form for Reporting Course
Changes on Graduate Degree Programs" must be completed by the student and
signed by the faculty advisor, the division chair, and the Associate Dean
for Graduate Education and Research in the College of Education before it
can be submitted to the Graduate School.

Full-time Study

Normal full-time enrollment is 12 hours in a regular semester (spring or
fall) and 6 hours in a six-week summer session. Under certain
circumstances, enrollment from 9 to 16 hours in a regular semester and 3 to
6 hours in a summer term may be certified by the Graduate School as
full-time. Students should not enroll for more than the number of hours
specified as full-time unless special permission has been recommended by
the Division Chair and Associate Dean for Graduate Education and Research
in the College of Education.

Graduate Student Enrollment

As of fall 2001, there were 3, 641 graduate students enrolled at Texas Tech University. Of that number 718 were enrolled in the College of Education. In the fall of 2002,

Support Systems for Graduate Students

Each year a number of graduate students in the College of Education

In the fall of 2002, 50 graduate assistants/research assistants are employed by the College of Education. Of this total number 16 are in Curriculum and Instruction, 16 in Educational Psychology and Leadership and 18 in Special Programs. Two of the 50 are Master’s candidates and the remaining 48 are doctoral level students. By ethnicity, 20 are international, not including Hispanics.

Requirements of College of Education Graduate Assistants

The graduate assistant in the College of Education must meeting the following requirements. They must
Be enrolled in nine hours of course work each semester
Work 20 hours each week in assigned areas

Benefits of Being a Graduate Assistant

Not only may the graduate assistant benefit from the contact, the relationship that develops, and the research and other work that are done in his assigned area, but the graduate assistant receives the following benefits:

Tuition fee waiver, ranging between $800.00-$900.00 each semester
Stipend of $1050.00 per month
Health benefit of $385.00 per month, for 12 months
Family health benefits
Travel assistance eligibility for presentations at conferences
Designated work area for study


Scholarships Available to Graduate Students through College of Education

Scholarships in the College of Education are awarded based on academic achievement, leadership, service, and in some cases, financial need. All College of Education scholarships are administered by the Dean through the College of Education Student Affairs Committee, and are usually awarded by June 1. Applications may be picked up after November 1 and the application deadline is March 1.

GENERAL EDUCATION
Berlie J. and Laine Fallon Memorial Scholarship
For graduate students who plan to pursue careers in education. Amounts vary.
Established by the Berlie J. Fallon family and friends as a tribute to the former professor in the College of Education and his son, Laine.

Raymond Garlin Memorial Scholarship
For graduate students in the college at either the master's or doctor's level in any field. Amounts vary.
Established by Margaret Ann Garlin in memory of her father, Dr. Raymond Garlin, a former professor in the College of Education.

Katherine Evans Walton Memorial Scholarship
For graduate students in the college who have been admitted to a graduate program. A 3.0 GPA is required. Financial need may be considered. Amounts vary.
Established by Katherine Evans Walton, a former Texas Tech College of Education professor.

ELEMENTARY EDUCATION
Bernice Pray Davis Memorial Scholarship
For junior, senior, certification, or graduate students with a GPA of 3.0 or above majoring in elementary education who are planning to pursue careers in elementary mathematics.
Established in 1996 by the family of Bernice Pray Davis.

Louise Van Horn Scholarship
For graduate students in the college who have previously taught elementary school and who intend to teach elementary school upon graduation. Recipients must have a 3.0 GPA and financial need.
Established by Beth Furgerson and Gage Van Horn III, M.D., in honor of their mother, Louise Van Horn.

EDUCATIONAL LEADERSHIP
Dr. E. C. Leslie Endowed Scholarship Fund
For graduate education students majoring in administration. Applicants must be currently employed by the Lubbock Independent School District or currently on official leave of absence from the LISD. Amounts vary.
Established by friends and family for Dr. Leslie's lifelong devotion to education. Dr. Leslie was a former teacher, coach, principal, and superintendent for the Lubbock Independent School District.

Morris S. and Palmer B. Wallace Endowed Scholarship
For graduate students majoring in educational leadership.
Established in 1989 by friends of Morris and Palmer Wallace in honor of Dr. Morris. S. Wallace, a former professor and chairperson.

SPECIAL EDUCATION
Hattie P. Baker Recruitment Grant
For junior, senior, or graduate students majoring in special education. Applicants must have a 3.0 cumulative GPA or above and show evidence of financial need.
Established in 1998 by the Alpha Sigma Chapter of Delta Kappa Gamma Society International in honor of Hattie P. Baker, a pioneer in special education who organized and administered the Baker Home and School for Exceptional Children.

Carmen Camp Scholarship
For junior, senior, of graduate students who are majoring in special education and showing evidence of financial need.
Established in 1998 by Frank "Bo" Camp in honor of his wife.

Caprock Chapter of TEDA (Texas Educational Diagnosticians Association)
For student's pursuing a Master's degree in special education with a 3.0 cumulative GPA or above. Special attention will be given to students in the diagnostician program.
Established in 1998 by the Caprock Chapter or TEDA.

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__________________________________________________________________________________________

Access Tech

An Academic Accommodation and Disability Support Program

Students with disabilities at Texas Tech University will find numerous programs designated to coordinate academic accommodations and promote access to all phases of university life. Such programming is coordinated through the AccessTECH Disability Support Program with the assistance of an advisory committee of both disabled and nondisabled students, faculty, staff, and community professionals in related fields.

The AccessTECH (Disability Support Program) personnel oversee and coordinate programs to ensure accessibility to students with disabilities on an individual basis. Texas Tech University strives to provide equal access to a college education as well as support to students with disabilities in their experience in the University community.

NOW AVAILABLE ONLINE:
Online Service Request Form

Application for AccessTECH Eligibility - Doc

Application for AccessTECH Eligibility - Pdf

Documentation for AccessTECH Eligibility

Learning Disabilities Evaluation Description

Evaluators should use this template when preparing an evaluation for students applying for accommodations with AccessTECH. If you have any questions, please refer to the documentation guidelines.
(Requires Acrobat® Reader®)

Services Available to students registered with AccessTECH
Support services available through AccessTECH include (but are not limited to):

Academic Accommodations Application
Assistance in arranging course, classroom and testing accommodations
Assistance in working with instructors
Campus accessibility and service/resource information
Campus disability awareness education
Coordination of support programs and/or services with other campus departments
Consultation, counseling, and assistance in resolving problems
Information regarding and referral to a variety of campus and community resources
Leadership and interpersonal skills development opportunities
Loaning of some assistive devices
Information regarding student organizations, activities, and support groups
Information on study skills, test taking strategies, time management, etc.
Priority registration
Regularly published newsletters

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Percentages of Texas Seniors Going to College

Texas Public High Schools 1999 to 2000
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

CARSON COUNTY GROOM ISD GROOM SCHOOL 21 18 3 85.7
COOKE COUNTY LINDSAY ISD LINDSAY H S 43 35 8 81.4
KARNES COUNTY FALLS CITY ISD FALLS CITY H S 30 24 6 80.0
HOCKLEY COUNTY ROPES ISD ROPES SCHOOL 24 19 5 79.2
WEBB COUNTY UNITED ISD UNITED H S 280 219 61 78.2
DALLAS COUNTY RICHARDSON ISD BERKNER H S 514 398 116 77.4
JACKSON COUNTY GANADO ISD GANADO H S 52 40 12 76.9
MCLENNAN COUNTY AXTELL ISD AXTELL H S 34 26 8 76.5
PARKER COUNTY ALEDO ISD ALEDO H S 184 139 45 75.5
WEBB COUNTY UNITED ISD JOHN B ALEXANDER H S 310 233 77 75.2
HOWARD COUNTY FORSAN ISD FORSAN H S 40 30 10 75.0
ROBERTSON COUNTY FRANKLIN ISD FRANKLIN H S 52 39 13 75.0
BRAZOS COUNTY COLLEGE STATION IS A & M CONS H S 357 264 93 73.9
CASTRO COUNTY NAZARETH ISD NAZARETH SCHOOL 23 17 6 73.9
TERRY COUNTY MEADOW ISD MEADOW SCHOOL 23 17 6 73.9
MCLENNAN COUNTY MIDWAY ISD MIDWAY H S 345 254 91 73.6
FORT BEND COUNTY FORT BEND ISD CLEMENTS H S 597 439 158 73.5
BRAZORIA COUNTY PEARLAND ISD PEARLAND H S 404 297 107 73.5
HARRIS COUNTY DEER PARK ISD DEER PARK H S 559 410 149 73.3
GALVESTON COUNTY FRIENDSWOOD ISD FRIENDSWOOD H S 296 217 79 73.3
DALLAS COUNTY DALLAS ISD SCHOOL OF SCIENCE & ENGIN 41 30 11 73.2
HARRIS COUNTY KATY ISD TAYLOR H S 669 489 180 73.1
GLASSCOCK COUNTY GLASSCOCK COUNTY I GLASSCOCK COUNTY H S 26 19 7 73.1
HAYS COUNTY DRIPPING SPRINGS I DRIPPING SPRINGS H S 155 113 42 72.9
DALLAS COUNTY DALLAS ISD SCH OF GOVTLAW& LAW ENFOR 70 51 19 72.9
HARRIS COUNTY HOUSTON ISD DEBAKEY H S FOR HEALTH PR 103 75 28 72.8
LAMB COUNTY AMHERST ISD AMHERST SCHOOL 22 16 6 72.7
PANOLA COUNTY BECKVILLE ISD BECKVILLE J H/H S 33 24 9 72.7
SMITH COUNTY TYLER ISD LEE H S 437 317 120 72.5
KNOX COUNTY MUNDAY ISD MUNDAY H S 29 21 8 72.4
LAMB COUNTY SUDAN ISD SUDAN H S 29 21 8 72.4
POTTER COUNTY AMARILLO ISD AMARILLO H S 453 328 125 72.4
HEMPHILL COUNTY CANADIAN ISD CANADIAN H S 54 39 15 72.2

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 2
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

MCLENNAN COUNTY CRAWFORD ISD CRAWFORD H S 36 26 10 72.2
CAMERON COUNTY SOUTH TEXAS ISD THE TEACHER ACADEMY 75 54 21 72.0
GRAYSON COUNTY TOM BEAN ISD TOM BEAN H S 50 36 14 72.0
HILL COUNTY ABBOTT ISD ABBOTT SCHOOL 25 18 7 72.0
NAVARRO COUNTY KERENS ISD KERENS SCHOOL 32 23 9 71.9
HARRIS COUNTY CYPRESS-FAIRBANKS JERSEY VILLAGE H S 565 406 159 71.9
COLLIN COUNTY PLANO ISD PLANO SR H S 1313 938 375 71.4
COOKE COUNTY MUENSTER ISD MUENSTER H S 21 15 6 71.4
FISHER COUNTY ROTAN ISD ROTAN H S 28 20 8 71.4
GALVESTON COUNTY CLEAR CREEK ISD CLEAR BROOK H S 371 265 106 71.4
HARRIS COUNTY HOUSTON ISD MIDDLE COLLEGE FOR TECHNO 28 20 8 71.4
MCLENNAN COUNTY BOSQUEVILLE ISD BOSQUEVILLE SCHOOL SECOND 28 20 8 71.4
CHAMBERS COUNTY BARBERS HILL ISD BARBERS HILL H S 167 119 48 71.3
FORT BEND COUNTY FORT BEND ISD DULLES H S 423 300 123 70.9
TARRANT COUNTY ARLINGTON ISD MARTIN H S 729 517 212 70.9
DALLAS COUNTY GARLAND ISD NAAMAN FOREST H S 412 292 120 70.9
GREGG COUNTY WHITE OAK ISD WHITE OAK H S 72 51 21 70.8
NAVARRO COUNTY MILDRED ISD MILDRED H S 24 17 7 70.8ar NUECES COUNTY AGUA DULCE ISD AGUA DULCE H S 24 17 7 70.8
RUSK COUNTY MOUNT ENTERPRISE I MT ENTERPRISE H S 24 17 7 70.8
WHARTON COUNTY EAST BERNARD ISD EAST BERNARD H S 58 41 17 70.7
DALLAS COUNTY DESOTO ISD DE SOTO H S 322 227 95 70.5
MCLENNAN COUNTY CHINA SPRING ISD CHINA SPRING H S 98 69 29 70.4
LUBBOCK COUNTY SHALLOWATER ISD SHALLOWATER H S 64 45 19 70.3
HARRIS COUNTY CYPRESS-FAIRBANKS CY-FAIR H S 504 354 150 70.2
TOM GREEN COUNTY WALL ISD WALL H S 67 47 20 70.1
HARRIS COUNTY TOMBALL ISD TOMBALL H S 383 268 115 70.0
HARRIS COUNTY CYPRESS-FAIRBANKS CYPRESS CREEK H S 525 367 158 69.9
FORT BEND COUNTY FORT BEND ISD KEMPNER H S 308 215 93 69.8
RANDALL COUNTY CANYON ISD CANYON H S 192 134 58 69.8
GALVESTON COUNTY CLEAR CREEK ISD CLEAR LAKE H S 612 427 185 69.8
WICHITA COUNTY ELECTRA ISD ELECTRA H S 33 23 10 69.7
GUADALUPE COUNTY NAVARRO ISD NAVARRO H S 56 39 17 69.6

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 3
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

ECTOR COUNTY ECTOR COUNTY ISD PERMIAN H S 548 381 167 69.5
HARRIS COUNTY HUMBLE ISD KINGWOOD H S 838 582 256 69.5
JACKSON COUNTY INDUSTRIAL ISD INDUSTRIAL H S 72 50 22 69.4
MILAM COUNTY THORNDALE ISD THORNDALE H S 36 25 11 69.4
JEFFERSON COUNTY NEDERLAND ISD NEDERLAND H S 337 234 103 69.4
SAN PATRICIO COUN INGLESIDE ISD INGLESIDE H S 85 59 26 69.4
HARRIS COUNTY GOOSE CREEK CISD STERLING H S 441 306 135 69.4
NUECES COUNTY TULOSO-MIDWAY ISD TULOSO-MIDWAY H S 163 113 50 69.3
EL PASO COUNTY EL PASO ISD SILVA HEALTH MAGNET 142 98 44 69.0
HARRIS COUNTY HOUSTON ISD LAW ENFCMT-CRIM JUST H S 187 129 58 69.0
ARCHER COUNTY HOLLIDAY ISD HOLLIDAY H S 58 40 18 69.0
MCLENNAN COUNTY RIESEL ISD RIESEL SCHOOL 45 31 14 68.9
MONTGOMERY COUNTY CONROE ISD THE WOODLANDS H S 784 540 244 68.9
COCHRAN COUNTY WHITEFACE CONS ISD WHITEFACE H S 32 22 10 68.8
BEXAR COUNTY NORTH EAST ISD CHURCHILL H S 680 467 213 68.7
WILLIAMSON COUNTY ROUND ROCK ISD MCNEIL H S 423 290 133 68.6
HARRIS COUNTY KLEIN ISD KLEIN H S 730 500 230 68.5
DALLAS COUNTY RICHARDSON ISD LAKE HIGHLANDS H S 415 284 131 68.4
ZAVALA COUNTY CRYSTAL CITY ISD CRYSTAL CITY H S 95 65 30 68.4
CAMERON COUNTY BROWNSVILLE ISD RIVERA H S 291 199 92 68.4
DALLAS COUNTY DALLAS ISD SCHOOL OF EDUCATION & SOC 47 32 15 68.1
BELL COUNTY TROY ISD TROY H S 72 49 23 68.1
COLLIN COUNTY PLANO ISD PLANO EAST SR H S 856 582 274 68.0
BEXAR COUNTY NORTHSIDE ISD HEALTH CAREERS H S 203 138 65 68.0
NUECES COUNTY CORPUS CHRISTI ISD CARROLL H S 515 350 165 68.0
CARSON COUNTY PANHANDLE ISD PANHANDLE H S 53 36 17 67.9
GREGG COUNTY KILGORE ISD KILGORE H S 193 131 62 67.9
MCLENNAN COUNTY WEST ISD WEST H S 115 78 37 67.8
TRAVIS COUNTY LAKE TRAVIS ISD LAKE TRAVIS H S 202 137 65 67.8
MIDLAND COUNTY MIDLAND ISD LEE H S 173 117 56 67.6
ANGELINA COUNTY HUDSON ISD HUDSON H S 142 96 46 67.6
EL PASO COUNTY YSLETA ISD RIVERSIDE H S 243 164 79 67.5
DALLAS COUNTY CARROLLTON-FARMERS NEWMAN SMITH H S 442 298 144 67.4

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 4
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

HENDERSON COUNTY ATHENS ISD ATHENS H S 178 120 58 67.4
DALLAS COUNTY COPPELL ISD COPPELL H S 374 252 122 67.4
SAN PATRICIO COUN GREGORY-PORTLAND I GREGORY-PORTLAND H S 263 177 86 67.3
COLLIN COUNTY WYLIE ISD WYLIE H S 162 109 53 67.3
TARRANT COUNTY ARLINGTON ISD BOWIE H S 385 259 126 67.3
TARRANT COUNTY ARLINGTON ISD ARLINGTON H S 507 341 166 67.3
JONES COUNTY STAMFORD ISD STAMFORD JR-SR H S 61 41 20 67.2
TARRANT COUNTY KELLER ISD KELLER H S 378 254 124 67.2
COLLIN COUNTY ALLEN ISD ALLEN H S 509 342 167 67.2
BELL COUNTY ACADEMY ISD ACADEMY H S 64 43 21 67.2
GALVESTON COUNTY CLEAR CREEK ISD CLEAR CREEK H S 459 308 151 67.1
MONTGOMERY COUNTY MONTGOMERY ISD MONTGOMERY H S 161 108 53 67.1
MONTGOMERY COUNTY CONROE ISD OAK RIDGE H S 318 213 105 67.0
HARRIS COUNTY SPRING BRANCH ISD STRATFORD H S 369 247 122 66.9
ROCKWALL COUNTY ROCKWALL ISD ROCKWALL H S 359 240 119 66.9
TARRANT COUNTY BIRDVILLE ISD RICHLAND H S 524 350 174 66.8
ARCHER COUNTY WINDTHORST ISD WINDTHORST H S 21 14 7 66.7
GRAYSON COUNTY WHITEWRIGHT ISD WHITEWRIGHT H S 45 30 15 66.7
HOCKLEY COUNTY ANTON ISD ANTON H S 27 18 9 66.7
JIM WELLS COUNTY BEN BOLT-PALITO BL BEN BOLT-PAL BLANCO H S 24 16 8 66.7
LIVE OAK COUNTY THREE RIVERS ISD THREE RIVERS H S 57 38 19 66.7
MCLENNAN COUNTY CONNALLY ISD CONNALLY H S 132 88 44 66.7
UPTON COUNTY RANKIN ISD RANKIN H S 27 18 9 66.7
WINKLER COUNTY WINK-LOVING ISD WINK H S 24 16 8 66.7
TARRANT COUNTY CARROLL ISD CARROLL H S 320 213 107 66.6
CAMERON COUNTY SOUTH TEXAS ISD SO TEXAS H S-HLTH PROF 161 107 54 66.5
CAMERON COUNTY BROWNSVILLE ISD HANNA H S 447 297 150 66.4
STARR COUNTY ROMA ISD ROMA H S 295 196 99 66.4
GREGG COUNTY PINE TREE ISD PINE TREE H S 253 168 85 66.4
TRAVIS COUNTY PFLUGERVILLE ISD PFLUGERVILLE H S 380 252 128 66.3
CAMERON COUNTY BROWNSVILLE ISD PACE H S 347 230 117 66.3
HARRIS COUNTY KLEIN ISD KLEIN OAK H S 588 389 199 66.2
NAVARRO COUNTY BLOOMING GROVE ISD BLOOMING GROVE H S 62 41 21 66.1

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 5
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

NUECES COUNTY BANQUETE ISD BANQUETE H S 59 39 20 66.1
JEFFERSON COUNTY PORT NECHES-GROVES PORT NECHES-GROVES H S 342 226 116 66.1
SMITH COUNTY WINONA ISD WINONA H S 56 37 19 66.1
FORT BEND COUNTY FORT BEND ISD STEPHEN F AUSTIN H S 499 329 170 65.9
HOPKINS COUNTY SULPHUR SPRINGS IS SULPHUR SPRINGS H S 223 147 76 65.9
GALVESTON COUNTY LA MARQUE ISD LA MARQUE H S 246 162 84 65.9
KLEBERG COUNTY KINGSVILLE ISD KING H S 196 129 67 65.8
HARRIS COUNTY PASADENA ISD DOBIE H S 426 280 146 65.7
COLLIN COUNTY PROSPER ISD PROSPER H S 35 23 12 65.7
BEXAR COUNTY NORTH EAST ISD INTERNATIONAL SCHOOL OF A 99 65 34 65.7
HARRIS COUNTY KATY ISD KATY H S 591 388 203 65.7
MORRIS COUNTY PEWITT ISD PEWITT H S 61 40 21 65.6
DENTON COUNTY LEWISVILLE ISD MARCUS H S 605 396 209 65.5
WILSON COUNTY POTH ISD POTH H S 55 36 19 65.5
KENDALL COUNTY BOERNE ISD BOERNE H S 260 170 90 65.4
GRAYSON COUNTY BELLS ISD BELLS H S 46 30 16 65.2
JEFF DAVIS COUNTY FT DAVIS ISD FT DAVIS H S 23 15 8 65.2
TOM GREEN COUNTY CHRISTOVAL ISD CHRISTOVAL H S 23 15 8 65.2
WILLIAMSON COUNTY HUTTO ISD HUTTO H S 46 30 16 65.2
BRAZORIA COUNTY BRAZOSPORT ISD BRAZOSWOOD H S 480 313 167 65.2
HARRIS COUNTY HOUSTON ISD BELLAIRE H S 514 335 179 65.2
ANDERSON COUNTY CAYUGA ISD CAYUGA H S 43 28 15 65.1
TRAVIS COUNTY AUSTIN ISD BOWIE H S 518 337 181 65.1
TARRANT COUNTY GRAPEVINE-COLLEYVI COLLEYVILLE HERITAGE H S 369 240 129 65.0
DALLAS COUNTY RICHARDSON ISD PEARCE H S 389 253 136 65.0
HARRIS COUNTY SPRING ISD WESTFIELD H S 529 344 185 65.0
NUECES COUNTY ROBSTOWN ISD ROBSTOWN H S 220 143 77 65.0
FLOYD COUNTY FLOYDADA ISD FLOYDADA H S 57 37 20 64.9
FORT BEND COUNTY FORT BEND ISD LAWRENCE E ELKINS H S 484 314 170 64.9
HAMILTON COUNTY HAMILTON ISD HAMILTON H S 37 24 13 64.9
HARRIS COUNTY CYPRESS-FAIRBANKS CYPRESS FALLS H S 671 435 236 64.8
TAYLOR COUNTY WYLIE ISD WYLIE H S 162 105 57 64.8
TARRANT COUNTY GRAPEVINE-COLLEYVI GRAPEVINE H S 346 224 122 64.7

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 6
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

FAYETTE COUNTY LA GRANGE ISD LA GRANGE H S 119 77 42 64.7
ORANGE COUNTY ORANGEFIELD ISD ORANGEFIELD H S 96 62 34 64.6
GALVESTON COUNTY DICKINSON ISD DICKINSON H S 223 144 79 64.6
TRAVIS COUNTY EANES ISD WESTLAKE H S 460 297 163 64.6
NUECES COUNTY BISHOP CONS ISD BISHOP H S 62 40 22 64.5
OLDHAM COUNTY VEGA ISD VEGA H S 31 20 11 64.5
DALLAS COUNTY CEDAR HILL ISD CEDAR HILL H S 338 218 120 64.5
EL PASO COUNTY YSLETA ISD EASTWOOD H S 411 265 146 64.5
TARRANT COUNTY HURST-EULESS-BEDFO BELL H S 515 332 183 64.5
WEBB COUNTY LAREDO ISD NIXON H S 427 275 152 64.4
GREGG COUNTY SPRING HILL ISD SPRING HILL H S 101 65 36 64.4ar BEXAR COUNTY NORTHSIDE ISD MARSHALL H S 600 386 214 64.3
WISE COUNTY PARADISE ISD PARADISE H S 56 36 20 64.3
HARRIS COUNTY GOOSE CREEK CISD LEE H S 372 239 133 64.2
HARRIS COUNTY HUMBLE ISD HUMBLE H S 603 387 216 64.2
SMITH COUNTY WHITEHOUSE ISD WHITEHOUSE H S 234 150 84 64.1
BEE COUNTY SKIDMORE-TYNAN ISD SKIDMORE-TYNAN H S 50 32 18 64.0
HALE COUNTY PETERSBURG ISD PETERSBURG H S 25 16 9 64.0
TITUS COUNTY MOUNT PLEASANT ISD MT PLEASANT H S 233 149 84 63.9
HARDIN COUNTY HARDIN-JEFFERSON I HARDIN-JEFFERSON H S 158 101 57 63.9
TARRANT COUNTY MANSFIELD ISD MANSFIELD H S 559 357 202 63.9
RUSK COUNTY HENDERSON ISD HENDERSON H S 213 136 77 63.8
PANOLA COUNTY CARTHAGE ISD CARTHAGE H S 193 123 70 63.7
DALLAS COUNTY RICHARDSON ISD RICHARDSON H S 314 200 114 63.7
EASTLAND COUNTY CISCO ISD CISCO H S 55 35 20 63.6
MOTLEY COUNTY MOTLEY COUNTY ISD MOTLEY COUNTY SCHOOL 22 14 8 63.6
TARRANT COUNTY ARLINGTON ISD LAMAR H S 417 265 152 63.5
HIDALGO COUNTY SHARYLAND ISD SHARYLAND H S 266 169 97 63.5
DALLAS COUNTY CARROLLTON-FARMERS TURNER H S 276 175 101 63.4
FORT BEND COUNTY STAFFORD MSD STAFFORD H S 131 83 48 63.4
DALLAS COUNTY MESQUITE ISD RALPH H POTEET H S 311 197 114 63.3
MCLENNAN COUNTY ROBINSON ISD ROBINSON H S 158 100 58 63.3
HUTCHINSON COUNTY BORGER ISD BORGER H S 177 112 65 63.3

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 7
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)r
Total In Not College
County ISD High School Grads Hi Ed Loc Percent

JIM WELLS COUNTY PREMONT ISD PREMONT H S 49 31 18 63.3
WASHINGTON COUNTY BRENHAM ISD BRENHAM H S 283 179 104 63.3
HARRIS COUNTY CROSBY ISD CROSBY H S 174 110 64 63.2
BRAZORIA COUNTY ANGLETON ISD ANGLETON H S 271 171 100 63.1
CALHOUN COUNTY CALHOUN CO ISD CALHOUN H S 168 106 62 63.1
COLLIN COUNTY MCKINNEY ISD MCKINNEY HIGH SCHOOL 325 205 120 63.1
DENTON COUNTY KRUM ISD KRUM H S 65 41 24 63.1
HIDALGO COUNTY MCALLEN ISD MCALLEN H S 311 196 115 63.0
BRAZORIA COUNTY COLUMBIA-BRAZORIA COLUMBIA H S 162 102 60 63.0
CONCHO COUNTY EDEN C I S D EDEN H S 27 17 10 63.0
CAMERON COUNTY BROWNSVILLE ISD LOPEZ H S 278 175 103 62.9
TARRANT COUNTY EAGLE MT-SAGINAW I BOSWELL H S 278 175 103 62.9
WHARTON COUNTY WHARTON ISD WHARTON H S 143 90 53 62.9
DALLAS COUNTY GARLAND ISD N GARLAND H S 348 219 129 62.9
COLLIN COUNTY CELINA ISD CELINA H S 62 39 23 62.9
RANDALL COUNTY CANYON ISD RANDALL H S 256 161 95 62.9
WILLIAMSON COUNTY ROUND ROCK ISD WESTWOOD H S 431 271 160 62.9
BREWSTER COUNTY ALPINE ISD ALPINE H S 78 49 29 62.8
MIDLAND COUNTY GREENWOOD ISD GREENWOOD H S 91 57 34 62.6
TARRANT COUNTY FORT WORTH ISD ARLINGTON HEIGHTS H S 294 184 110 62.6
VICTORIA COUNTY VICTORIA ISD VICTORIA H S 486 304 182 62.6
HIDALGO COUNTY MCALLEN ISD ROWE H S 435 272 163 62.5
CALLAHAN COUNTY CROSS PLAINS ISD CROSS PLAINS H S 32 20 12 62.5
FISHER COUNTY ROBY CONS ISD ROBY H S 24 15 9 62.5
HOCKLEY COUNTY SUNDOWN ISD SUNDOWN H S 40 25 15 62.5
MIDLAND COUNTY MIDLAND ISD MIDLAND H S 120 75 45 62.5
HARRIS COUNTY CYPRESS-FAIRBANKS LANGHAM CREEK H S 626 391 235 62.5
BEXAR COUNTY NORTHSIDE ISD TOM CLARK H S 631 394 237 62.4
HARRIS COUNTY HOUSTON ISD LAMAR H S 418 261 157 62.4
FORT BEND COUNTY NEEDVILLE ISD NEEDVILLE H S 165 103 62 62.4
DALLAS COUNTY DUNCANVILLE ISD DUNCANVILLE H S 524 327 197 62.4
ZAPATA COUNTY ZAPATA COUNTY ISD ZAPATA H S 154 96 58 62.3
UPSHUR COUNTY NEW DIANA ISD NEW DIANA H S 45 28 17 62.2

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 8
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

HIDALGO COUNTY HIDALGO ISD HIDALGO H S 127 79 48 62.2
HOUSTON COUNTY LOVELADY ISD LOVELADY H S 37 23 14 62.2
EL PASO COUNTY YSLETA ISD J M HANKS H S 533 331 202 62.1
HANSFORD COUNTY GRUVER ISD GRUVER H S 29 18 11 62.1
AUSTIN COUNTY BELLVILLE ISD BELLVILLE H S 126 78 48 61.9
GALVESTON COUNTY TEXAS CITY ISD TEXAS CITY H S 286 177 109 61.9
HARRIS COUNTY SPRING BRANCH ISD MEMORIAL H S 354 219 135 61.9
JEFFERSON COUNTY HAMSHIRE-FANNETT I HAMSHIRE-FANNETT H S 118 73 45 61.9
BEXAR COUNTY NORTH EAST ISD MAC ARTHUR H S 474 293 181 61.8
MCLENNAN COUNTY BRUCEVILLE-EDDY IS BRUCEVILLE-EDDY H S 34 21 13 61.8
TARRANT COUNTY CROWLEY ISD NORTH CROWLEY H S 115 71 44 61.7
BEXAR COUNTY NORTHSIDE ISD WILLIAM H TAFT H S 695 429 266 61.7
TRAVIS COUNTY AUSTIN ISD ANDERSON H S 337 208 129 61.7
GRAYSON COUNTY S AND S CONS ISD S AND S CONS H S 60 37 23 61.7
CLAY COUNTY HENRIETTA ISD HENRIETTA H S 73 45 28 61.6
CARSON COUNTY WHITE DEER ISD WHITE DEER H S 52 32 20 61.5
DALLAS COUNTY DALLAS ISD SCHOOL OF HEALTH PROFESSI 117 72 45 61.5
COOKE COUNTY GAINESVILLE ISD GAINESVILLE H S 127 78 49 61.4
DALLAS COUNTY GARLAND ISD ROWLETT H S 347 213 134 61.4
WHARTON COUNTY EL CAMPO ISD EL CAMPO H S 246 151 95 61.4
DENTON COUNTY DENTON ISD RYAN H S 294 180 114 61.2
BOSQUE COUNTY CLIFTON ISD CLIFTON H S 67 41 26 61.2
DALLAS COUNTY GARLAND ISD S GARLAND H S 378 231 147 61.1
HIDALGO COUNTY MERCEDES ISD MERCEDES H S 213 130 83 61.0
ERATH COUNTY STEPHENVILLE ISD STEPHENVILLE H S 205 125 80 61.0
ELLIS COUNTY RED OAK ISD RED OAK H S 202 123 79 60.9
HARRIS COUNTY HUMBLE ISD QUEST H S 23 14 9 60.9
ROBERTSON COUNTY BREMOND ISD BREMOND H S 23 14 9 60.9
MCLENNAN COUNTY LORENA ISD LORENA H S 97 59 38 60.8
WEBB COUNTY WEBB CONS ISD BRUNI H S 28 17 11 60.7
HARRIS COUNTY ALIEF ISD HASTINGS H S 659 400 259 60.7
HARRIS COUNTY KATY ISD MAYDE CREEK H S 468 284 184 60.7
PARKER COUNTY WEATHERFORD ISD WEATHERFORD H S 302 183 119 60.6

Texas Public High Schools 1999 to 2000 08:32 Wednesday, December 5, 2001 9
Continuation Into Public Higher Education
(Includes Instructional and Charter Schools Only)

Total In Not College
County ISD High School Grads Hi Ed Loc Percent

HARRIS COUNTY HOUSTON ISD SHARPSTOWN H S 175 106 69 60.6
STARR COUNTY RIO GRANDE CITY CI RIO GRANDE CITY H S 289 175 114 60.6
COOKE COUNTY VALLEY VIEW ISD VALLEY VIEW H S 38 23 15 60.5
KIMBLE COUNTY JUNCTION ISD JUNCTION H S 38 23 15 60.5
REFUGIO COUNTY WOODSBORO ISD WOODSBORO H S 43 26 17 60.5
HARRIS COUNTY ALIEF ISD ELSIK H S 715 432 283 60.4
FREESTONE COUNTY TEAGUE ISD TEAGUE H S 58 35 23 60.3
HILL COUNTY WHITNEY ISD WHITNEY H S 83 50 33 60.2
ANGELINA COUNTY LUFKIN ISD LUFKIN H S 430 259 171 60.2
HARRIS COUNTY HOUSTON ISD WESTBURY H S 261 157 104 60.2
HIDALGO COUNTY MCALLEN ISD MCALLEN MEMORIAL H S 423 254 169 60.0
ANDERSON COUNTY ELKHART ISD ELKHART H S 65 39 26 60.0
BRAZORIA COUNTY DANBURY ISD DANBURY H S 55 33 22 60.0
CAMERON COUNTY HARLINGEN CONS ISD HARLINGEN H S - SOUTH 265 159 106 60.0
DALLAS COUNTY RENAISSANCE CHARTE RENAISSANCE CHARTER H S 40 24 16 60.0
FAYETTE COUNTY FLATONIA ISD FLATONIA H S 30 18 12 60.0
JONES COUNTY HAWLEY ISD HAWLEY H S 45 27 18 60.0