Technical education: TCSG's graduates likely to obtain employment, though additional retention efforts needed

Performance Audit Report No. 19-12

June 2020

Georgia Department of Audits and Accounts
Performance Audit Division
Greg S. Griffin, State Auditor Leslie McGuire, Director

Why we did this review
Technical education comprises approximately 80% ($735 million) of the Technical College of Georgia's $913 million budget. In academic year 2019, nearly 141,000 students were enrolled at one of the 22 technical colleges.
Our review primarily examined the effectiveness of technical education at promoting the economic well-being of Georgia citizens by recruiting new students, keeping them long enough to obtain an award, and moving graduates to employment. We also examined TCSG's funding to colleges and programs, as well as its effectiveness at retaining faculty.

Technical Education
TCSG's graduates likely to obtain employment, though additional retention efforts needed
What we found The Technical College System of Georgia (TCSG) achieves its mission of workforce development by offering occupational programs that generally lead to employment among those who obtain an award. However, further improvements are needed to recruit and retain students.
We estimate that TCSG graduates identified as fully employed1 following their last award earn approximately $30,800--9% more than the median household income in Georgia. Additionally, approximately 46% of awardees in a given term were not identified as similarly working prior to their award. Most who worked previously earned at least 5% more after their award.

About Technical Education
Technical education is postsecondary vocational education that provides for workforce development in the state through certificate, diploma, and associate degree programs. Common technical education programs include commercial truck driving, nursing, cybersecurity, and welding.
Technical education is provided by 22 colleges located across the state. Each college has a local board of directors, though system-wide policies are determined by the board of the Technical College System of Georgia.

While those who obtain awards are likely to find employment, this population represented less than half (44%) of students who began at a technical college between academic years 2015 and 2017. Award rates varied by technical college, as well as by program.
Approximately 60% of beginning students who left their technical college were identified as employed for the full year after their last semester; median wages for those identified as fully employed were 20% less than those who obtained an award. Approximately 12% of those who left without an award transferred to a four-year postsecondary institution. Other reasons cited by technical college staff include lack of academic preparedness and personal challenges such as financial struggles.
1 Identified in Georgia Department of Labor wage data as working three or four quarters and making above the federal minimum wage after their award.

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Like beginning students who left without obtaining an award, a significant portion (78%) of dual enrollment students transferred to a four-year institution following their time at TCSG. This population has grown significantly at technical colleges since academic year 2015--now comprising 22% of system enrollment but more than 25% of the student population at seven colleges. Since academic year 2015, dual enrollment has nearly tripled, which has led to a 5% increase in the student population despite the 11% decrease among traditional students (i.e., those who enroll after graduating high school). While this helps them maintain state funding (which is based on the number of credit hours), colleges receive less local funding (i.e., student fees) for dual enrollment students compared to traditional students.
TCSG is aware that students may enroll only to take courses prior to attending a four-year institution, and central office and technical colleges have worked to establish agreements to ensure credits transfer. TCSG and the University System of Georgia have a statewide agreement in which 28 general education courses (e.g., English, Biology) will transfer from any technical college to any USG institution. While these agreements ensure the transferring students we reviewed obtained credit for 80% of general education courses taken, there are fewer opportunities for occupational courses to transfer. Most occupationalrelated agreements are for degree programs and are made between institutions, which have limitations.
TCSG analyzes data to monitor college and program performance, which assists with funding decisions and strategic planning. For example, central office calculates placement and retention rates, which the technical colleges use (along with input from local industry) to determine whether to expand or terminate programs. In examining TCSG's programs, we found that those with the highest expenditures are generally successful in moving students to awards and then employment, though some warrant additional review. Likewise, the largest proportion of operating expenditures are concentrated among technical education locations with the largest number of course offerings.
While TCSG demonstrates a commitment to using data, improvements would add transparency and clarity to its assessment and reporting of performance. For example, in addition to award attainment and continued enrollment at the same technical college, TCSG's current retention rate calculation includes transfers to four-year institutions, which increases some colleges' rates between 6 and 13 percentage points. Similarly, TCSG's calculation of awardees' placement rate of 98% combines employment (78%) and continuing education only (21%) into a single result, which masks variances among colleges when examining their effectiveness at moving awardees to employment versus continuing education.
What we recommend We recommend that TCSG continue its efforts to recruit and retain traditional students and ensure they are obtaining gainful employment following their awards. This includes improving the system and college websites' content, monitoring the impact of retention efforts, and utilizing graduate wage data. Given the number of students who transfer to a four-year institution, TCSG and technical colleges should also evaluate their articulation agreements to ensure maximum credit transfer.
We also recommend that TCSG determine how student transfers to four-year institutions should be incorporated into its strategic plan. Additionally, TCSG should assess its methodologies for calculating outcomes such as retention and placement rates to ensure it is transparently capturing and reporting the outcomes (awards, employment, and transfer) of all students who begin at a technical college. Finally, TCSG should continue to use data to assess its programmatic and operational expenditures.
A detailed listing of our recommendations can be found in Appendix A.
Agency Response: TCSG generally agreed with our recommendations. Specific responses are included at the end of each relevant finding.

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Table of Contents

Purpose of the Audit

1

Background

1

Technical College System of Georgia

1

Technical Education

2

Student Progression at Technical Colleges

6

Financial Information

10

Findings and Recommendations

12

Student Outcomes

12

Finding 1: TCSG graduates who obtain full employment after their last award

earn wages slightly higher than the statewide median.

12

Finding 2: Approximately half of TCSG's traditional students leave their college

prior to obtaining an award.

18

Finding 3: Although TCSG and technical colleges have recruiting efforts in place,

improvements could be implemented to bring in more traditional students.

22

Finding 4: The dual enrollment population should be further evaluated for its

impact on technical colleges' budget and operations, as well as outcomes.

26

Finding 5: Statewide agreements for general education appear to meet the needs

of transfer students; however, significant gaps exist in coverage for occupational

coursework.

29

Management & Operations

34

Finding 6: TCSG should determine how student transfers to a four-year institution should be included in strategic planning and performance monitoring. 34

Finding 7: TCSG uses data to track college performance and inform strategic planning; however, improvements are needed to increase transparency and clarity. 36

Finding 8: Occupational programs with high technical education expenditures

typically generate awards and gainful employment, though growth in these programs

may be challenging without additional funding.

41

Finding 9: The majority of state operations funding for technical education is

spent on the most heavily utilized locations.

45

Finding 10: TCSG and technical colleges should monitor faculty turnover at the program level to identify areas where additional retention efforts may be needed. 47

Appendices

49

Appendix A: Table of Recommendations

49

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Appendix B: Objectives, Scope, and Methodology

52

Appendix C: HOPE Career Grant Programs

56

Appendix D: Technical College Information

57

Appendix E: Wages by Program

63

Appendix F: Award Rates by Program

64

Appendix G: Award and Placement Rates by Program Group

66

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Purpose of the Audit
This report examines whether the Technical College System of Georgia (TCSG) is effective at promoting the economic well-being of Georgia citizens through its technical education program.2 Specifically, the audit set out to determine the following:
1. Whether TCSG students obtain employment following graduation; 2. Whether students remain at TCSG long enough to obtain certifications,
diplomas, or degrees; 3. Whether TCSG is effective at attracting students; 4. Whether the TCSG funding mechanism provides options for growth, to the
extent that TCSG is successfully placing graduates; and 5. Whether TCSG is effective at retaining faculty.
A description of the objectives, scope, and methodology used in this review is included in Appendix B. A draft of the report was provided to TCSG for its review, and pertinent responses were incorporated into the report.
Background
Technical College System of Georgia Prior to 1986, postsecondary vocational and technical education was managed by local institutions. In 1988, the Department of Technical and Adult Education (DTAE) was formed under the executive branch to oversee the transition to state governance. The conversion was completed in 2002, and in 2008 DTAE was renamed the Technical College System of Georgia (TCSG) to represent the unified system of technical colleges throughout the state.
State law (O.C.G.A. 20-4-11 and 20-4-14) grants TCSG authority to exercise statelevel leadership, management, and operational control over technical education and adult literacy programs, services, and activities to "promote the economic well-being of Georgia citizens." Statute establishes the TCSG State Board as the agency's legal policymaking body responsible for setting system-wide standards, regulations, and policies. The board is made up of one member from each of Georgia's 14 congressional districts and 9 at-large members appointed by the governor.
The board appoints a commissioner to manage the overall supervision and direction of TCSG by implementing board-driven policies and overseeing the daily operations of technical education, adult education, and economic development programs. Within TCSG's technical education branch, the commissioner and approximately 30 central office staff assist the state board in carrying out its mission (see Exhibit 1). Duties include distributing state and federal funding to the colleges, sharing best practices, and managing data collection and reporting. Central office staff also assist the colleges

2 As such, we did not review the adult education program. Additionally, we did not include the dual enrollment population in our analyses of beginning student or graduate outcomes.

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2

with technical support, curricula and standards development, and the addition or termination of programs.
Exhibit 1 TCSG State Board Serves as the Agency's Governing Body

Source: Agency documents
Technical Education According to Georgia appropriations bills, the purpose of TCSG's technical education program is to "provide for workforce development through certificate, diploma, and degree programs in technical education and continuing education programs for adult learners, and to encourage both youth and adult learners to acquire postsecondary education or training to increase their competitiveness in the workplace."
TCSG offers approximately 85 programs that fall into 9 industry types, as shown in Exhibit 2. Within these programs (e.g., Accounting) are approximately 1,100 majors that are connected to one of three awards, described below.
Technical Certificate of Credit (TCC) A TCC represents attainment in a particular occupational skill and requires between 9 and 36 credit hours. With 714 majors, this is the most common award offered at TCSG. A TCC can be earned as a standalone award or as part of a student's coursework toward

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attaining a diploma or degree. For example, students in the Accounting program can earn a TCC in Office Accounting, which fulfills four course requirements for a diploma or degree.
Diploma This award requires between 37 and 59 credit hours and includes a sequence of occupational courses, as well as core courses in English, math, and social/behavioral science (which can also fulfill some degree requirements). TCSG offers 152 diploma majors.
Degree An associate degree requires between 60 and 73 credit hours that include occupational courses and general education courses such as English, math, and humanities. TCSG offers 211 associate degrees in science, applied science, or nursing.

Exhibit 2 TCSG Programs Fall under Nine Industry Types

Industry Type Business Cyber and Related Engineering & Technology Film
Healthcare & Nursing
Industrial Technology
Personal & Public Services Technology Public Safety
Transportation & Logistics
Source: Agency documents

Program Examples Accounting, Business & Office Technology, Marketing Management Cybersecurity, Database, Networking, Web Design/Development Bioscience, Electrical/Computer Engineering, Mechanical Engineering Media Production Health Care Assistant, Medical Assisting, Paramedic Technology, Nursing Drafting/GIS, Industrial Systems Technology, Welding & Joining Technology
Early Childhood Care & Education, Cosmetology, Culinary Arts
Criminal Justice, Fire Science Technology, Law Enforcement, TSA Automotive Technology, Commercial Truck Driving, Diesel Equipment Technology

Among the offerings at TCSG, there are 17 program groups that TCSG and the governor's office "identified as strategically important to the state's economic growth" because there are more jobs available than there are skilled workers within those select industries. These program groups represent over 400 TCC and diploma majors. To incentivize students to pursue these programs and provide a workforce pipeline for companies within these industries, the state established the HOPE Career Grant. Appendix C provides additional information on these high demand programs.

Technical Colleges
Technical education is provided by 22 colleges located across the state (see Exhibit 3). Each college operates in a designated service delivery area (SDA) ranging from 1 to 13 counties and is accountable for meeting business and industry needs in that area.
All colleges except Columbus Tech operate at least one satellite campus or instructional center in addition to a main campus. Main and satellite campuses offer both administrative (e.g., student affairs) and instructional services. Instructional centers provide primarily classroom space and are mainly used to increase student

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accessibility, particularly for those with large SDAs. In all, the 22 technical colleges operate 106 campus locations for technical education.
Exhibit 3 Technical Education Provided at 22 Colleges (AY 2020)

Georgia Northwestern

North Georgia Lanier

Chattahoochee

Gwinnett

Athens

West Georgia

Atlanta

Georgia Piedmont

Southern Crescent

Augusta

Columbus

Oconee Fall Line
Central Georgia

South Georgia

Southeastern Georgia

Ogeechee Savannah

Albany

Southern Regional

Wiregrass

Coastal Pines

Source: Agency Documents

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Each college has a local board of directors appointed by the state board to help facilitate delivery of local programs and advise on community needs. These boards generally serve as advisors to the college president regarding the implementation of college goals. Additionally, each program within the college must have an advisory board made up of local industry representatives who help the college improve program content and operation.
College presidents are appointed by the commissioner and approved by the state board. They are responsible for overseeing daily local operations, as well as the college's strategic planning and institutional effectiveness efforts. Though the state board sets system-wide curriculum standards, college presidents have the discretion to implement them in a manner that best suits local needs. For example, colleges must use TCSG-approved assessment instruments and score standards in the admissions process, though they can justify higher score requirements for certain programs. Other mandates such as tuition are determined at the system level; however, colleges have the discretion to set their own fee schedules contingent upon commissioner approval.
While colleges may be structured differently, local college staff generally include administrative, academic affairs, and student affairs functions, as shown in Exhibit 4. Academic affairs offices manage faculty, assess academic programs, build course schedules, and facilitate distance education. Student affairs offices are responsible for admissions, financial aid, student support, and career services.
Exhibit 4 Technical College Presidents Manage Daily College Operations

Technical College President

Foundation

Administration Student Affairs

Adult Education

Academic Affairs

Economic Development

Recruitment

Admissions

Academic Programming

Online Programming

Financial Aid

Registrar

Distance Education

Dual Enrollment Management

Special Populations

Advising

Academic Support

Articulation

Student Navigator
Source: Agency documents

Career Services

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Each college also has a 501(c)3 non-profit foundation led by a board of trustees (separately from the college). The foundation serves to solicit, manage, and administer charitable donations to the college and its students. Foundations primarily aim to provide financial support to students in the form of scholarships. They may also provide funds and equipment necessary to support programs and college activities. The board of trustees manages all affairs and property of the foundation.

Student Progression at Technical Colleges
As shown in Exhibit 5, students proceed through technical colleges at different stages beginning with admissions and enrollment and ending with award attainment. College staff assigned to student affairs' offices generally provide support and guidance to students through each phase.

Exhibit 5 Students Transition Through Technical College at Various Stages

Admissions
Applicants are recruited and admitted to a TCSG
college

Enrollment
Students enroll in program courses that lead to an industryrecognized credential

Award
Students meet all requirements to obtain
an award

Source: Agency documents

TCSG's academic year includes a fall, spring, and summer term. For example, academic year 2019 began in the fall of calendar year 2018 and ended in the summer of calendar year 2019. Students may enroll
during any term.

Admissions & Enrollment
Admissions is a multi-step process that evaluates an applicant's prior academic experience and overall academic readiness and prepares them for entering the technical college. The process consists of recruitment, placement assessments, financial aid advisement, and program admission. While all technical colleges are open admission (meaning all students who apply are generally accepted), individual programs (and awards) may have additional requirements for admission. For example, admission into many health science programs (e.g. Nursing, Dental Hygiene, Radiologic Technology) follows a competitive selection process. Students may be required to take standardized entrance tests, complete prerequisite courses, and apply for admission into those specific programs.
Once students are admitted into a major, they enroll in courses that meet related curriculum requirements. These include occupational courses that are designed to help the student gain knowledge and practical experience in the area related to their program of study. Students may also take courses in general subjects such as English and math depending on curricula requirements. Courses may be offered in person, online, or in hybrid form with both classroom and online components.
In academic year 2019, approximately 141,000 students enrolled at TCSG's technical colleges, a 5% increase since academic year 2015 (see Exhibit 6). Approximately 41% of students enrolled in an associate degree program, 25% pursued a diploma program, and 21% entered a certificate program (the remaining 13% were not enrolled in an award program). Enrollment by college can be found in Appendix D.

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Exhibit 6 TCSG Enrollment has Increased Between AY 2016 and AY 2019
140,840

136,157

133,862

133,080

131,644

2015

2016

Source: TCSG enrollment reports

2017

2018

2019

The majority (78% or 109,200) of those admitted to technical colleges are "traditional students," which means they enroll after receiving a high school diploma or GED. Unlike a traditional student at a four-year postsecondary institution, who likely enrolls immediately after high school, the typical traditional student at TCSG is 27 years old (see Exhibit 7), which means they may have previously worked or obtained other postsecondary education. As shown in Exhibit 7, the typical traditional student in academic year 2019 enrolled in an associate degree program, was female, and attended the technical college within their service delivery area. Approximately 48% were considered economically disadvantaged (i.e., eligible for federal needs-based financial aid). Approximately 64% enrolled with a high school diploma or equivalent; the remaining typically had one to three years of postsecondary education.

Exhibit 7 TCSG's Typical Traditional Student is 27 Years Old (AY 2019)

Average Age

62% Female

48% Economically Disadvantaged

27

41% in Associate Degree Programs

79% Attend Local Technical College

64% Enter with a High School Diploma or GED

Source: TCSG student data

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TCSG students may obtain multiple awards while enrolled. For the purposes of this report, we refer to those who obtain an award in a
given term as "awardees." Students are
labeled "graduates" based on their final award from TCSG.

High school students may also attend a technical college under Georgia's dual enrollment program, in which the state funds classes that can be counted toward both college and high school credit.3 In academic year 2019, these "non-traditional" dual enrollment students comprised 22% of all technical education students (approximately 31,600).
Award Attainment After completing the required program coursework, the student receives an award in the form of an associate degree, diploma, or certificate. The student then may choose to seek employment or continue education at the technical college or a four-year institution. College career services assists students in their career search through services like career assessments, resume workshops and virtual job shadowing.
In academic year 2019, approximately 37,300 students earned 61,200 awards (students can earn more than one award in an academic year). Approximately 74% of awards earned were TCCs, 13% were diplomas, and 12% were degrees. As shown in Exhibit 8, the number of awardees and awards increased by approximately 17% between academic years 2015 and 2019, which is likely due to TCSG's recent approach of offering more stackable awards within diploma and degree programs. Additional information about awards by college can be found in Appendix D.
Exhibit 8 The Number of Awardees and Awards has Increased since AY 2015

52,436

58,077

58,840

57,118

61,180

31,994

34,866

34,851

34,089

37,291

2015

2016

2017

2018

Awards Awardees

Source: TCSG student data

2019

3 Effective July 1, 2020, the dual enrollment population covered under state funds will be limited to 11th and 12th graders, as well as 10th graders who meet certain qualifications, including enrollment in an occupational course at a technical college. Additionally, state funded semester credit hours will be limited to 30 per dual enrollment recipient, or the quarter hour equivalent.

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Student Costs
Between academic years 2015 and 2019, the average cost of an award from TCSG was approximately $5,1004, as shown in Exhibit 9. TCSG students who received a certificate, which may be earned in one or two semesters, paid an average of nearly $4,000. Students whose only award was a diploma or degree paid on average approximately $6,900 and $8,100, respectively.
Exhibit 9 An Award at TCSG Costs an Average of $5,1411 (AY 2015-AY 2019)

Average Cost Degree Diploma Certificate

$5,141 $8,074
$6,945 $3,961

1 Average cost for one award Source: TCSG student data

Student costs are primarily related to tuition and fees, described below. When these costs are combined, the typical full-time student taking 12 credit hours would be charged approximately $1,500 each semester.
Tuition Tuition is the cost per credit hour in which a student is enrolled, which is set by the state board. TCSG charges students $100 per credit hour for tuition, an increase from $89 that went into effect in the fall of academic year 2020.
Fees Mandatory fees are set by the state board and primarily include six fees--an instructional support fee, technology fee, registration fee, campus safety fee, student activity fee and student accident insurance fee. Three fees are fixed across all colleges: instructional support fee ($55), technology fee ($105), and accident insurance fee ($6). Other common fees vary among colleges5 but average $27 for campus safety, $36 for the activity fee, and $59 for registration. In total, mandatory fees cost a student approximately $290 per semester. Colleges and programs may charge additional fees as needed.
Tuition and fees are paid directly by the student, either out of pocket or through state or federal scholarships and grants. Approximately 38% of students in academic year 2019 qualified for state financial aid through the HOPE scholarship (for associate

4 This average represents the cost for students who began in the fall of academic year 2015 and earned only one award between academic years 2015 and 2019. The population reviewed paid an average of $6,638 for all awards obtained (approximately 55% obtained at least two awards by academic year 2019). The average cost for diploma and degree earners who obtained multiple awards was $7,745 and $8,641, respectively. It should be noted that costs by program can also vary.
5 Campus safety fees range from $20 to $43, activity fees range from $14 to $56, and registration fees range from $50 to $72.

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degrees) or grant program (for certificates and diplomas), which pays $76 per credit hour for tuition. Students in programs identified by the state as "strategically important" can use the HOPE Career Grant to cover the remaining tuition balance. Finally, students may qualify for federal aid (based on financial need) or receive college-level scholarships.
Dual enrollment students do not have to pay to attend a technical college. As part of the dual enrollment program, the state covers tuition, mandatory fees, and books. Mandatory fees amount to $50 per semester and book fees are capped at $25 per credit hour for up to 15 credit hours.

Financial Information In fiscal year 2020, technical education's $734.8 million appropriation comprised approximately 81% of TCSG's total $912.7 million in funding. As shown in Exhibit 10, funding for technical education has increased by 3% since fiscal year 2016.
Exhibit 10 Technical Education is Primarily Funded with State and Other Funds

Fund Source

FY16

FY17

FY18

FY19

FY20

State

$303,748,916 $311,702,546 $334,268,209 $360,893,247

Federal

$62,196,348 $54,627,352 $55,616,419 $48,534,885

Other

$344,271,187 $334,455,334 $332,855,235 $352,615,673

Total

$710,216,451 $700,785,232 $722,739,863 $762,043,805

Source: State appropriations acts

$333,695,682 $48,534,885
$352,615,673 $734,846,240

Technical education funds are generally split between state appropriations and agency funds, while the remaining funds are provided through federal funds and intrastate transfers. Each source is described below.
State Funds TCSG receives an annual state appropriation that is tied to prior enrollment for personal services and square footage for operating costs. Overall, state funding has increased by approximately 10% since fiscal year 2016, comprising approximately 45% of technical education's total funding.
After allocating a portion to central office duties, TCSG distributes state funds to the colleges based on funding from the previous year and growth in enrollment and credit hours, with adjustments made to ensure parity for small rural colleges. In fiscal year 2020, state funds to colleges for technical education totaled approximately $310 million, ranging between $8.7 million and $24.7 million per school (see Appendix D for funding by college).
Federal Funds TCSG receives federal Perkins grants to disseminate to the colleges for support services to special student populations, which include disabled, economically disadvantaged, non-traditional (e.g., female welders), pregnant, or English as a Second Language students, as well as displaced homemakers. Individual colleges can also directly apply for additional federal funding. Federal funding has decreased by approximately 22% since fiscal year 2016.

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Other Funds TCSG receives other funds in the form of agency funds, intrastate transfers and other not specifically designated funds. Nearly all are agency funds generated primarily through tuition and fees collected directly by the technical colleges (this includes state payments related to dual enrollment and the HOPE grants). Intrastate transfers are payments TCSG receives from other state entities (e.g., governor's office, Department of Corrections, Division of Family and Children Services) for use of space and/or resources for training.
Other States
Two-year postsecondary education is offered under a variety of structures in other states. Some states operate a centralized system for their two-year colleges like TCSG, while other states take a decentralized approach, allowing decisions to be made at the local level. Additionally, some states may primarily operate community colleges, which are primarily intended for taking classes that will transfer to four-year postsecondary institutions. We identified four states with similar structures to Georgia--providing technical education under a centralized, system approach.
Kentucky The Kentucky Community & Technical College System (KCTCS) has 16 colleges within its system and is governed by the Board of Regents under the leadership of the Kentucky Council of Postsecondary Education. KCTCS is a combined system of both technical and community colleges. It makes no distinctions between the two types of colleges. Both offer technical and transfer programs that lead to short- and long-term credentials (i.e. TCCs, diplomas and degrees).
South Carolina The South Carolina Technical College System (SCTCS) represents 16 technical community colleges. SCTCS does not make a distinction between technical colleges and community colleges in its system. Like TCSG, SCTCS has its own board that develops and publishes policies, rules and regulations for the system. Each of its colleges offer TCCs, diplomas and associate degrees.
Tennessee The Tennessee Board of Regents is the governing body for Tennessee's 13 community colleges and 27 colleges of applied technology. There are key distinctions between community and technical colleges within its system. Technical colleges only provide certificate and diploma programs while community colleges offer associate degrees.
Wisconsin The Wisconsin Technical College System (WTCS) has 16 colleges within its system. Like TCSG, WTCS is a system composed of only technical colleges. Additionally, WTCS has its own board, which is the governing body for the system and district boards that work with college presidents to meet industry and community needs.

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Findings and Recommendations

Student Outcomes

Finding 1:

TCSG graduates who obtain full employment after their last award earn wages slightly higher than the statewide median.
While it reviews and reports technical college graduates' placement information, TCSG currently does not analyze wage data, which would assist in assessing the extent to which programs and awards provide graduates gainful employment. We estimate that TCSG students who work a full year following their last award generally earn approximately $30,800--9% more than the median statewide income for Georgia households.
To determine employment rates for colleges and programs, TCSG obtains data from the Georgia Department of Labor (DOL), which collects quarterly employment information (including industry type, wages) from Georgia businesses that file for unemployment insurance. Because this information excludes individuals who are selfemployed, are in the military, work for a small business, or work outside the state, technical colleges must manually supplement the information through graduate surveys and phone calls.
TCSG does not systematically analyze wage data from DOL or other sources, which, in addition to in-field or related field employment rates, would help assess whether the obtained credential provides the awardee gainful employment, as well as provide information to prospective students on the potential wages they may earn with particular majors. According to central office staff, wages have not been analyzed or reported due to the low percentage of individuals in the DOL data and the lack of information related to number of hours worked.
Three of the four states we spoke with collect and report wage information through DOL data and/or standardized graduate surveys, which are increasingly important when some programs are more likely to produce employment that would not be reflected in DOL data. Additionally, wage information is available from the Bureau of Labor Statistics, which provides state-level information for broad industry categories (but would not provide information to compare colleges or majors).
We performed two analyses that can serve as examples for how wage data can be used to evaluate system, college, and program outcomes. In the absence of comprehensive wage data to review, the audit team was limited to DOL data6 to assess TCSG awardees' earnings. Due to the availability of DOL data, we were limited to those who obtained an award between the fall of academic year 2015 and the fall of academic year 2017.7 These analyses are described below.

6 We obtained the labor data from the Governor's Office of Student Achievement (GOSA) because it houses the employment, wage, and postsecondary information we also needed. TCSG must obtain wage information directly from DOL due to restrictions on how GOSA's data can be used.
7 At the time of this review, calendar year 2017 data was the most recent available through GOSA, which would allow for a full year review of employment for those who graduated no later than the fall of academic year 2017 (which equates to the fall of calendar year 2016).

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Median Wage of Fully Employed TCSG Graduates:
$30,800
9% higher than median statewide household income

Graduate Median Wages
Technical college graduates identified as employed for a full year typically earned approximately $30,8008 --approximately 9% more the median statewide income for Georgia households ($28,300). Wages of certificate earners (which comprised nearly 40% of graduates) were approximately 9% higher than the statewide median ($30,700), while those with a degree (31% of graduates) earned approximately 21% more ($34,200).
To determine graduate median wages, we reviewed the wages for 55,400 TCSG students who obtained their last award from a technical college between the fall of academic year 2015 and the fall of academic year 2017. We identified approximately 76% of graduates (41,100) in the DOL data for at least one quarter following their last award from a technical college, which should be considered the minimum rate of graduates employed because of DOL's data limitations.
Using a federal study9 as the basis for our criteria, we limited the population reviewed to those included in DOL data for the three or four quarters following their last award and making above the minimum wage. This equated to approximately 75% (26,400) of the employed population and about half of all graduates.10 From this population, we removed 6,500 graduates who also continued their postsecondary education. This decreased our population to 19,900--approximately 36% of total graduates and nearly half of those who were employed for at least one quarter.11
As shown in Exhibit 11, college median incomes ranged from $27,600 for Ogeechee graduates to $36,000 for Gwinnett graduates. Compared to the median household income in their service delivery area, colleges' graduate median earnings ranged from 10% less to 22% more, with graduates from 16 technical colleges earning a higher median wage. Colleges with lower comparative earnings were in areas with higher median incomes (e.g., Metro Atlanta, Savannah), though there were some exceptions. For example, the median income of Gwinnett Tech's service delivery area (Gwinnett County and North Fulton County) is the third highest in the state ($33,100); however, the median income of the college's fully employed graduates is approximately 9% higher ($36,000).
In addition to location, the distribution of graduates in particular majors impacts a college's overall median wage (e.g., more fully employed graduates with Nursing degrees at one college vs. more Early Childhood Education degrees in another). However, more work should be done to determine median wages for particular majors because some were not sufficiently represented in the DOL data. This may be because they are more likely to be self-employed (e.g., Cosmetology) or work in a small business (e.g., Early Childhood Education).12

8 Adjusted to 2018 dollars
9 United States Census Bureau's Longitudinal Employer-Household Dynamics program, Post-Secondary Employment Outcomes tabulations
10 This population--which includes those who were also continuing their education--earned a median wage of $29,800, approximately 5% more than the statewide median for Georgia households.
11 Nearly all (92%) of those in the population reviewed worked were in DOL data for four quarters.
12 With DOL and survey information, TCSG reports that 80% of Early Childhood Education awardees were employed, while only 20% showed up in DOL data under the criteria we were using. Similarly, TCSG identified 75% of Cosmetology awardees were employed, while we identified 18%.

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Exhibit 11 Graduates from 16 Colleges Earned Higher Median Wages than their Service Delivery Area (Fall AY15-Fall AY17)

North Georgia Columbus
Southeastern Georgia South Georgia Athens
Georgia Northwestern Oconee Gwinnett Albany
Ogeechee West Georgia Southern Regional Georgia Piedmont
Wiregrass Augusta
Coastal Pines Central Georgia Chattahoochee
Lanier Southern Crescent
Savannah Atlanta

Source: DOL wage data

SDA Median College Median

We reviewed the wages for a sample of top programs and majors that qualify for the HOPE Career Grant, described below (specific data can be found in Appendix E):
Top Majors We reviewed the median wages for 12 majors, which comprised approximately 35% of all fully employed graduates (6,900 of 19,900).13

13 These majors were among the 27 most common during the time period review, representing half of all graduates. Employment represented in DOL data varied, with percentages ranging from less than 10% to nearly 70%. We selected the 12 majors in which at least 40% of graduates were employed for three or four quarters, earned above the minimum wage, and were not also continuing education.

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Fully Employed TCSG Awardees:
46% new full employment
Median wages increase by about 22% among those previously employed

Graduate median wages for these majors ranged from 17% less than the statewide median (Medical Assisting diploma, making $23,400) to 73% more (Nursing degree, making $49,000).
Some programs were consistent in their comparability to wages in the colleges' service delivery areas, while others varied. For example, graduates with a Practical Nursing diploma--with a median salary of $30,800-- generally earned more than the median household income in their service delivery area. By contrast, median wages for those with an Accounting degree varied--even in service delivery areas with similar median incomes; Southern Crescent graduates earned a median of $37,900 (21% more than its area median of $31,300), while Lanier graduates earned $29,000 (9% less than its area median of $31,700.
HOPE Career Grant Eligible Programs Approximately 8,600 of the 19,900 fully employed graduates (43%) obtained TCCs and diplomas in the 17 programs that the state has identified as strategically important thus qualify for the HOPE Career Grant. These graduates earned approximately $30,600--8% higher than the statewide median and similar to those earned by graduates from ineligible programs. As with the most popular programs, the percentage of graduates identified in DOL data varied; among the six programs we reviewed, median wages ranged from $29,200 (Aviation) to $40,500 (Precision Manufacturing).
Wages Prior to and After Award
Technical education awards generally increased identified earnings by approximately 22% among those fully employed in the year prior to and following the term in which they obtained their award. Additionally, approximately 46% of awardees appear to have obtained new, full employment following their award.
To analyze awards' impact on employment and wages, we reviewed DOL data for TCSG students who obtained an award between the fall of academic year 2015 and the fall of academic year 2017. We limited our analysis to those who were employed for at least three or four quarters with earnings above the minimum wage after their award (i.e., "fully employed"). This averaged to nearly 35% of those who obtained an award in each term.
During each term, approximately 46% of those we identified as fully employed following their award were not identified as similarly working in the prior year (i.e., either not working for three or four quarters or not earning at least the minimum wage). As such, this may be considered new full employment resulting from the award. For example, among the nearly 6,700 who were fully employed following their award in the fall of academic year 2017, 800 (12%) were identified in the DOL data as working fewer than three quarters prior to their award, and an additional 760 (11%) were not identified as working at all. Approximately 1,200 (18%) worked three or four quarters but did not earn above the minimum wage, which likely indicates part-time employment.
Among those who were fully employed prior to their award, wages in the following year increased by approximately 22%--from an average median of $27,700 to $33,800. Wages increased by at least 5% for approximately 67% of the reviewed population in each term. For example, as shown in Exhibit 12, among the 4,000 awardees identified

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as fully employed prior to and after their award in the fall of academic year 2017, approximately 66% (2,600) saw at least a 5% increase in their earnings. Approximately 16% of awardees (635) had lower identified earnings, though for most of these graduates this may be due to continuing education while also working.
Exhibit 12 Approximately 66% of Fully Employed Awardees Increased Identified Earnings by at least 5% Following their Award (Fall AY17)
Fully Employed Prior to and After Award: 3,957

Double or More: 168 76% to 100%: 152
51% to 75%: 319

Decrease (16%)
Same (18%)

Increase (66%)

26% to 50%: 604
11% to 25%: 828

Source: DOL wage data

5% to 10%: 536

While changes varied by college and program, the majority of all fully employed awardees saw increases in wages following their award regardless of what they majored in or where they attended.
College Across colleges, the median wage increase by term averaged between 16% (Georgia Piedmont) and 45% (North Georgia). At every college, at least 60% of fully employed fall 2017 awardees had increased their wages by at least five percent (greater than 70% at four colleges).
Programs Fully employed awardees in top programs and programs eligible for the HOPE Career grant typically saw at least a 5% wage increase following their award. Commercial Truck Driving TCC awardees from fall 2017 earned approximately 29% higher median wages, for example, while Practical Nursing awardees increased their wages by approximately 40%.

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During the period reviewed, approximately 43% of all awardees obtained multiple awards, which we observed to increase wages even further than a single award among fully employed awardees. For example, an Accounting major at Chattahoochee Tech obtained a diploma and multiple TCCs in the fall of academic year 2016, which increased their wages by 5% from $36,200 to an estimated $37,900. A degree in the following spring further increased wages by 44% to $54,500. Likewise, a Culinary Arts major at Savannah Tech received their first award (a TCC) in the fall of academic year 2015, which increased wages by 17% from $16,200 to $18,900. Two degrees in the summer of academic year 2016 and fall of academic year 2017 increased wages further by 71% to $32,200.

RECOMMENDATION 1. TCSG should analyze awardees' wages and use the information to promote programs, determine program priorities, and provide information to prospective students. Given the likely prominence of self-employment or contractor work within certain programs, DOL data should be supplemented with standardized surveys to awardees.
Agency Response: TCSG agreed with this recommendation and emphasized the necessity of regular surveys to establish a more thorough account of those who are employed by including those who are self-employed or subcontractors, as well as those who work in bordering states. TCSG also stated that it is working on an agreement to join the Statewide Wage Interchange System, which will allow them to obtain information on awardees employed in bordering states.
TCSG noted that while they do analyze wage data as needed, "we have not published wage data for colleges due to the wide variations from program to program that make an aggregate of the information misleading." TCSG referenced wage information provided in the Governor's Office of Student Achievement Higher Learning and Earnings report, which reports median earnings by award type as well as popular programs. TCSG stated it has also used information provided by the Bureau of Labor Statistics.

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Finding 2:
44% of traditional students who began technical education between AY15 and AY17 obtained an award by
AY19.

Approximately half of TCSG's traditional students leave their college prior to obtaining an award.
Approximately 44% of students who recently began at a technical college had obtained at least one award by the end of academic year 2019 (which leads to higher wages), while approximately half left prior to obtaining an award. Following their departure, these students frequently obtained employment or transferred to a fouryear institution. College staff also stated students may leave due to academic performance that impacts financial aid, as well as personal challenges.
As previously discussed, TCSG is charged with developing a workforce through certificate, diploma, and degree programs. In its current strategic plan, TCSG has a goal to increase the number of awards obtained by 5% by the end of academic year 2023. This is reasonable, given that when graduates obtain full-time employment, these awards will typically lead to a wage nearly 10% higher than the statewide household median wage (see previous finding).
To determine whether TCSG students who begin at a technical college14 obtain an award, we tracked the outcomes of those who enrolled for the first time between academic years 2015 and 2017. This period was selected to allow students at least two academic years to obtain each type of award (certificate, diploma, or degree). We categorized students in one of three outcomes:
Awardee Obtained at least one award from the same technical college by the end of academic year 2019
Enrollee Did not obtain an award but was still enrolled at the same technical college in the fall of academic year 2020 (the most recent enrollment data available)
Leaver Did not obtain an award and was not enrolled at the technical college during the fall of academic year 2020
By the end of academic year 2019, approximately 44% of TCSG's 71,800 beginning students (31,900) had obtained at least one award from the college in which they initially enrolled. Approximately 53% of awardees (16,800) obtained their first award (most often a certificate) within their initial academic year, and approximately 84% (26,700) obtained it within two academic years. Approximately 37% of awardees obtained more than one award--while TCCs were still the most common award level overall (63%), diplomas and degrees comprised a larger percentage (21% and 17%, respectively.
Award rates by technical college varied, ranging from 31% to 60%, with 14 colleges averaging above the system award rate of 44% (see Exhibit 13). At least half of beginners obtained awards at only five colleges.

14 Analysis was limited to currently open technical schools; those closed due to mergers in 2015 and 2016 were excluded. Additionally, Georgia Piedmont was not included in this analysis because it did not categorize students in a way that allowed the audit team to distinguish traditional, regular students from populations we excluded from other colleges.

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Exhibit 13 College Award Rates among Beginning Students Ranged from 31% to 60% (AY 2015-AY 2017)

South Georgia Coastal Pines
Ogeechee Georgia Northwestern
Central Georgia Oconee
Wiregrass Southeastern Georgia
Southern Crescent Savannah
Southern Regional North Georgia Albany Lanier
SYSTEM AVERAGE Atlanta Athens
West Georgia Augusta Gwinnett
Chattahoochee Columbus

60% 57% 56% 53% 53% 48% 47% 47% 46% 46% 46% 46% 45% 45% 44% 43% 43% 43% 41% 36% 32% 31%

% Awardee % Enrolled % Leaver
Source: TCSG student data 1 Due to data validity issues, Georgia Piedmont was not included in this analysis.

Award rates also varied by program, as described below (see Appendix F):
Top Programs Among the 33 most popular majors15 initially declared by beginners, award rates ranged from 8% to 81%. In 11 programs, at least half of beginning students obtained an award, while more than half had left without an award for 21 programs.
For some programs, students obtained the award they originally declared, while others may have obtained certificates rather than diplomas or different certificates in the same industry area. For example, Commercial Truck Driving TCC enrollees had the highest award rate of any program (80%). By contrast, while nearly 73% of enrollees in the Diesel Technology diploma program obtained an award, only 41% obtained the diploma (most instead

15 These programs comprised 70% of the majors that beginners selected when they initially enrolled at the technical college. Students may change their major during their tenure at a technical college.

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obtained TCCs in the same field). A notable exception is the Emergency Medical Technician (EMT) TCC: while 27% obtained that award, an additional 37% obtained a higher award (Advanced EMT TCC or EMS degree).
HOPE Career Grant Eligible Programs Nearly 40% of beginning students initially declared a major eligible for the HOPE Career Grant during the period reviewed. Award rates for these programs averaged approximately 53%, compared to the 39% for ineligible programs. Rates ranged from 17% (Certified Engineer Assistant) to 89% (Electrical Line Worker). Students who initially enrolled in an eligible program generally obtained an award in that field.
Nearly 94% (37,500) of the approximately 40,000 beginning students who did not obtain an award by the end of academic year 2019 were not enrolled at the technical college in the fall of academic year 2020. TCSG central office and technical college staff we interviewed provided multiple reasons a student may leave prior to an award, some of which we could confirm using student data. Reasons include:
Employment College staff stated that in certain programs, employers will recruit students who have obtained a specialized skill prior to even obtaining a full TCC. Using Department of Labor wage data, we identified 60% of leavers were employed for the full year after their last semester at TCSG.16 The median wage for fully employed leavers17 ($24,900) was 20% lower than those who obtained an award.
Transfer to a Four-Year Institution Staff at some technical colleges acknowledged their school was often used as an intermediate step between high school and four-year institutions. We identified 12% of leavers (4,500) transferred to a four-year institution following their departure from TCSG, with college percentages ranging from 6% to 17%.
Academic Challenges TCSG's open admissions policy may mean not all accepted technical college students are prepared for college. Beginning students who left prior to obtaining an award did not earn credits for 40% of the hours they attempted, either because they withdrew from or failed the class. Additionally, approximately 64% of leavers earned less than a 2.0 GPA--which is necessary to show satisfactory academic progress and keep state financial aid (HOPE Grant)--during at least one term in which they were enrolled.
Personal Challenges Technical college staff stated one of the most common reason students leave is financial struggles--either because they have lost their financial aid or must prioritize employment to support their families. Technical college staff also mentioned childcare challenges, a lack of internet

16 Due to the availability of employment data, this analysis was limited to the 23,200 students who left between the fall of academic year 2015 and the fall of academic year 2017, which equates to approximately 62% of the 37,600 leavers.
17 Similar to graduates reviewed in finding on page 12, we reviewed the wages of leavers who were employed for three or four quarters, were not also continuing post-secondary education, and earned above the minimum wage, which comprised approximately 32% of total leavers. Approximately 40% of leavers only working three or four quarters earned less than the minimum wage, compared to 20% of graduates.

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21

connectivity, and lack of preparedness due to being a first-generation student.
As discussed in the finding on page 36, TCSG tracks "retention rates" differently than we have described in our analysis; as such, variations in the award rate have been less transparent. However, TCSG and the technical colleges are aware of the challenges with retaining students and have put forth several initiatives to keep students at the colleges long enough to obtain an award.
Early Intervention In 2014, central office implemented a program on each college campus to identify students at risk for leaving the technical college and refer them to support services (e.g., tutoring, counseling). Central office tracks the number of referrals and retention data for students receiving services. College participation varies (ranging from 2% to 27% of enrollment), though the number of students with an alert increased at 12 colleges (by 17% overall) between the fall of academic year 2018 and the fall of academic year 2019. Colleges with lower award rates generally have a larger number and proportion of alerts. According to TCSG reports, approximately half of the students with referrals in academic year 2019 subsequently either obtained an award or remained enrolled (with colleges ranging from 41% to 69%).
Increased Award Opportunities While TCCs have always been embedded into diploma and degree programs, TCSG has been working to include them in all programs since academic year 2012. This helps ensure more students can take an award with them when they leave or more quickly move to employment as they continue their education. Additionally, at least one college does not require a student to apply for an award to receive it; rather, they automatically receive a certificate when the necessary coursework has been completed.
Financial Aid Through their foundations, colleges provide additional financial aid to students through scholarships and small grants to cover tuition and fees assistance. The system also has a foundation that provides funding to the colleges based on graduation and retention rates as well as the percentage of students receiving federal financial aid.
Student Affairs Services Technical college staff credited counseling services, student life activities, and learning support with addressing retention issues.
RECOMMENDATIONS
1. TCSG central office should continue its efforts to create a stackable credentialing plan so more students leave with an award.
2. TCSG central office and technical college staff should monitor data obtained from the Student Navigator program and its Banner data system to determine why students leave. As solutions are identified, central office should ensure that colleges are sharing best practices.
3. Given the variation among colleges (2% to 27% utilization), TCSG central office should ensure technical colleges are utilizing the Student Navigator early referral program at similar rates.

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Agency Response: TCSG agreed with all recommendations, highlighting its efforts to embed credentials within programs "whenever appropriate" and utilize information from the Student Navigator program. Specifically, TCSG mentioned that the central office conducts regular training for colleges on how to determine and meet student needs through relevant counseling and resources (e.g., tuition, financial aid). TCSG noted its "Last Mile Fund" was established after the Student Navigator Program to help students who owe $500 less remain enrolled. TCSG noted it has documented case studies "that confirm the proper use of the program results in retention and enrollment increases. We will continue our dedication to replicate these best practices."

Finding 3:

Although TCSG and technical colleges have recruiting efforts in place, improvements could be implemented to bring in more traditional students.
While TCSG and most technical colleges have observed an overall increase in enrollment in the last three years, enrollment of traditional technical education students has decreased. Technical colleges work to recruit new students through a variety of methods, and improvements in web presence and central office efforts may further assist in bringing additional students to the colleges.
Increased recruitment may help more individuals earn awards to obtain better jobs and higher wages. As mentioned in the finding on page 12, TCSG graduates who worked a full year earned wages slightly higher than Georgia's median household income. Additionally, according to the Bureau of Labor Statistics, occupations requiring workers to have a postsecondary non-degree award (e.g. certificate or diploma) or an associate degree paid a higher median annual wage than occupations for high school level workers in 2017.
As shown in Exhibit 14, TCSG enrollment has fluctuated over the past 13 academic years. Between academic years 2006 and 2011, enrollment increased by approximately 38% from approximately 137,000 students to approximately 189,200. Enrollment decreased between 2011 and 2016, but it has since increased by 7% to nearly 141,000 enrollees in 2019. While total enrollment has increased, traditional student enrollment has decreased by 41% since 2011. At the college level, this population has decreased by as much as 57%, with 14 colleges experiencing a decrease of 40% or more. As discussed in the next finding, this decrease has been masked due to the simultaneous increase in the dual enrollment population.
According to TCSG and other states' agency staff, technical education enrollment has an inverse relationship with the economy. This means that if the economy experiences a downturn and job availability is subsequently limited (as evidenced between 2009 and 2011 in Exhibit 14) enrollment increases as more people seek new training.18 However, if the economy is good and jobs are available and stable, technical education enrollment decreases (as evidenced in the years following 2011).

18 If a recession were to occur in the coming year(s), TCSG may experience an increase in enrollment similar to the trend observed following the last recession (beginning in 2008).

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Exhibit 14 Traditional Student Enrollment Has Decreased by 41% Since AY 2011

189,216 184,503

137,353 131,546

140,840

AY06

AY11 Total Enrollment

Source: TCSG enrollment reports

Traditional Students

109,197 AY19

College staff also stated that decreases in enrollment are due to the stigma surrounding technical education and an overall a lack of awareness from the general public about TCSG and its offerings. According to college and agency staff, technical education is often perceived as a "trade school" and a second choice to a four-year degree. College staff shared that technical education is not often promoted to high school students as a viable option following graduation and that high school guidance counselors tend to instead direct students to four-year institutions.
To increase enrollment, central office and technical colleges engage in various recruitment activities. At the system level, central office staff primarily uses traditional and social media marketing to promote TCSG and its colleges. Technical colleges focus their efforts to reach out to potential students in their service delivery area through high school visits, campus tours and open houses, social media marketing, and collaborations with other state agencies, among others.
Although TCSG and technical colleges have recruitment efforts in place to increase enrollment, there are additional efforts and improvements they should consider to further assist in recruiting more students.
Improve TCSG & College Websites
System and technical college websites are a common avenue for prospective students and others to learn about technical education, including its costs and benefits. While system and individual colleges' websites include helpful information (e.g., admission requirements), their potential to market technical education as a viable postsecondary option has not been maximized.

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Other states' websites we reviewed include elements that promote technical education, which TCSG and colleges could incorporate. For example, Wisconsin has pages dedicated to dispelling myths associated with technical education and comparing its average cost to that of other institutions. Additionally, Tennessee created college profiles that list the credentials and programs offered and student outcomes at each college, while the TCSG system web page for its colleges only provides the locations and contact information (including website and social media links). Other states also list tuition and fees, as well as transfer agreements or direct links to agreements, in an easy-to-find location, unlike TCSG. Finally, Kentucky and Tennessee system websites promote their programs using wage data.
TCSG and the colleges could also standardize specific elements across the colleges. Some technical colleges' websites included retention rates for their programs (and even fewer provided wage information), while others did not. Additionally, not all colleges provided information related to application and financial aid deadlines.
Continue Georgia Department of Education & Local High School Collaborations
As previously discussed, agency staff cited stigma as a challenge to recruiting high school students. However, TCSG student enrollment data shows that among traditional technical education college enrollees, approximately 31% came with one to three years postsecondary education (without a bachelor's degree), which could indicate that technical education may have been a more appropriate postsecondary option.
While technical college staff indicate they work to build relationships with local high schools, central office staff stated TCSG has generally worked with the Georgia Department of Education primarily on the dual enrollment program. However, since only approximately 25% of dual enrollment students remain within the technical college system following their high school graduation, this does not necessarily result in higher traditional student enrollment. TCSG should collaborate with Georgia Department of Education staff to ensure that high school counselors have the information they need to advise any student who may have an aptitude or preference for the programs offered at the technical colleges.
Additionally, TCSG and the technical colleges can use available data to identify potential areas that may benefit from increased recruitment. From its longitudinal dataset on Georgia's students, the state reports high school graduate outcomes, which shows that approximately 37% of those who graduated in 2017 (the most recent data available) did not pursue postsecondary education. Information can be extracted at the county and school level, which could be used to target upcoming marketing efforts and campaigns.
Continue Collaborations with Other State Agencies
In addition to high school graduates, other populations served by state agencies may benefit from technical education that can result in gainful employment. This includes Georgians served by the state's Departments of Labor and Human Services due to unor under-employment, as well as individuals being released from the state's Departments of Corrections and Juvenile Justice.
Some technical college staff we interviewed reported working with these agency offices in their service delivery area to increase awareness of technical education. For

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example, college staff will go to Department of Labor fairs when a local plant closes or contract with the Department of Corrections to educate incarcerated individuals. Additionally, central office staff reported collaborating with the Department of Family and Child Services, the Department of Early Care and Learning, and the Georgia Department of Labor on various initiatives.
Evaluate Recruitment Efforts
According to agency staff, technical colleges use data analytics from their digital marketing efforts to evaluate the effectiveness of recruitment; however, it is difficult to evaluate the effectiveness of traditional marketing. Given the various strategies TCSG and technical colleges use to recruit new students, a review of all recruitment efforts should be performed to determine the effectiveness of these measures and whether any efforts should be adjusted or implemented throughout the state.
RECOMMENDATIONS
1. TCSG central office should improve the marketability of its website by making information such as tuition and fees easily accessible, as well as including materials that promote technical education.
2. TCSG central office should determine best practice elements that the colleges should include on their websites, which may include program outcomes such as wages, as well as application and financial aid deadlines.
3. TCSG central office should continue to pursue collaborations with other state agencies (as well as identify new ones), and technical colleges should continue to build relationships with local schools and agencies to increase enrollment.
4. Technical colleges should use state longitudinal data to identify and actively target areas in Georgia where new high school graduates are not attending post-secondary institutions or are only employed.
5. Technical colleges should evaluate all recruitment efforts to determine the effectiveness of these measures and whether any efforts should be adjusted and refocused.
Agency Response: TCSG agreed with all the recommendations and highlighted its efforts two years ago to improve the system office website and redesign four colleges' websites. TCSG noted that promotional materials on the website are based on market testing. For example, it added information regarding HOPE Career Grant programs rather than promoting other programs because it is tuition free and relates to programs in which there is a skills gap in the market. While TCSG noted it has a chat box feature to provide information about pricing, it would add language to its informational pages as well. TCSG also stated it would research the feasibility of further promoting technical education on its website, noting it is launching a marketing campaign that will illustrate the top selling points of technical education (high career placement, affordability, and flexibility). TCSG stated it will continue its effort to standardize college websites "upon resource availability" but will work to update information on current pages as well.
TCSG stated that it is currently working with the Governor's Office of Student Achievement to collect data and working with the Georgia Department of Education to identify high school graduates who do not attend post-secondary institutions. Staff are also working to identify former dual enrollment students who did not continue their postsecondary education, which will help target recruiting efforts.

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Finally, TCSG noted that it has shifted more resources to digital marketing and has tracked the number of web site clicks and individuals who have started an application among the 15 colleges who began campaigns. Based on the "initial positive results from these advertisements, we are actively looking to expand within colleges and add additional colleges to this strategy. We will continue to evaluate effectiveness and adjust strategies accordingly."

Finding 4:

The dual enrollment population should be further evaluated for its impact on technical colleges' budget and operations, as well as outcomes.
Dual enrollment has nearly tripled since academic year 2015, and high school students have become a significant population at some technical colleges--typically replacing declining traditional student populations. While this has enabled TCSG to maintain the credit hours that determine the state's funding allocation to TCSG, colleges do not receive as much local funding for enrolled high school students. Additionally, dual enrollment students' goals do not necessarily align with the TCSG's primary mission of workforce development, which could impact outcomes. As such, the population's impact on TCSG and the technical colleges should be further evaluated.
In recent years, dual enrollment students have become an increasing proportion of the total student population, as shown in Exhibit 15. While TCSG's traditional student population has declined by approximately 11% from academic year 2015 to 2019, the dual enrollment population has nearly tripled, comprising 22% of the enrolled population in academic year 2019, compared to 9% in academic year 2015. It should be noted that recent legislative changes19 to the population and number of credit hours eligible for state payments may change future numbers and proportions.
The prevalence of dual enrollment students is even more apparent at the college level, where the proportion ranges from 7% (Atlanta) to 52% (Coastal Pines) and represents more than 25% of enrolled students at seven colleges (the percentage of dual enrollment students by college can be found in Appendix D). Since academic year 2015, dual enrollment has more than doubled at 18 technical colleges and more than tripled at 10 colleges.
The increase in high school students has helped maintain--and even recently increase--overall enrollment despite the declining traditional student population (see Exhibit 14 on page 23). This assisted with increasing the technical colleges' fiscal year 2020 state funding allocation for personal services, which is based on the number of credit hours from prior years.20 Dual enrollment students are included in these

19 Effective July 1, 2020, the dual enrollment population covered under state funds will be limited to 11th and 12th graders, as well as 10th graders who meet certain requirements, which includes taking occupational courses at a technical college. Additionally, state funded semester credit hours will be limited to 30 per dual enrollment recipient, or the quarter hour equivalent. 20 While TCSG's state allocation is technically based on credit enrollment from two years' prior, the state has not adhered to the formula since the 2008 recession. During that time, the state could not increase funding commensurate with its higher enrollment. Likewise, the state did not decrease funding when TCSG's enrollment decreased as the economy improved. Fiscal year 2020 was the first year the state returned to connecting TCSG's appropriation to its enrollment increase.

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calculations and have become an increasing proportion (from 5.7% of total credit hours in fiscal year 2015 to 16.2% in fiscal year 2019).

Exhibit 15 Dual Enrollment is an Increasing Proportion of Total Enrollment (AY 2015-AY 2019)

140,000 120,000

11,388

16,984

21,093

26,123

31,643

100,000

80,000

60,000 40,000

122,474

114,660

111,987

110,034

109,197

20,000

0 AY15

AY16

AY17

AY18

Traditional Students Dual Enrollment

Source: TCSG enrollment reports

AY19

While dual enrollment has helped increase the state allocation, it does not generate as much local funding for the colleges as traditional students would. In the fall of academic year 2019, for example, technical colleges received approximately $6.1 million more from the 15,300 traditional beginning students than the 18,200 dual enrollment students. This is because colleges received significantly less in fee revenue from dual enrollment students compared to traditional students. It should be noted that at beginning in academic year 2020, all fees for dual enrollment students were eliminated; as such, this gap will increase.
It is unclear the extent to which revenue received from dual enrollment students sufficiently cover the expenses. Technical colleges may manage dual enrollment in different ways--college staff we interviewed stated they may send faculty to high schools or host dual enrollment students on their campus. Staff stated that either way generates expenses (e.g., faculty travel and time) that are not fully covered. However, dual enrollment students also commonly take general education courses, which are more efficient and often help pay for the more expensive occupational courses.
Additionally, state resources in dual enrollment at the technical colleges do not necessarily align with the broader mission of workforce development. For example, dual enrollment students are less likely than traditional students to obtain an award while in the program. Among the 54,300 students identified as dual enrollment between academic years 2015 and 2018, 18% (9,700) obtained an award prior to their high school graduation. This proportion is significantly lower than that of traditional beginner students, which have an award rate of approximately 44% (see finding on page 18).

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28

While central office and college staff stated that dual enrollment creates a potential source of new traditional students, it appears most dual enrollment students are primarily focused on transferring to four-year institutions. Among the 25,600 who graduated high school between 2015 and 2018 and continued their education, approximately 78% (20,800) attended a four-year institution in the subsequent year, compared to 25% (6,400) who attended a technical college (an additional 1,700 attended a technical college more than a year after high school graduation).21 At all technical colleges, more than 60% of former dual enrollment students went to fouryear institutions, with rates exceeding 90% at three colleges.
It should be noted, however, that dual enrollment students who remained at a technical college after high school graduation were more likely to obtain an award. Among the 8,100 former dual enrollment students who subsequently became traditional students, approximately half (3,800) obtained at least one award by academic year 2019. This is slightly higher than traditional beginner students, and it is nearly three times the rate of other dual enrollment students.
While TCSG measures the outcomes of its dual enrollment students as it pertains to its own recruitment and retention goals, dual enrollment also serves a broader state purpose of increasing all postsecondary access and decreasing the time and cost to obtain a credential. This was outside the scope of this audit, but it should be reviewed in the future (trend data is available to track across high schools and postsecondary institutions). Because the increasing prevalence of dual enrollment students began in academic year 2015, there will soon be a cohort of students who will have graduated from high school and had enough time to obtain a postsecondary credential from a technical college and/or a four-year institution.

RECOMMENDATIONS
1. Central office should collect information necessary to assess dual enrollment's impact on technical colleges' revenue and expenditures to determine whether dual enrollment pays for itself with the increased state allocation but decreased local revenue.
2. The General Assembly should consider assessing whether dual enrollment achieves its overall mission. Based on the purpose stated in legislation (HB 444) passed in 2020, this could include examining whether students ultimately graduate from a four-year institution and whether the time and cost to obtain a college degree is lower for former dual enrollment students compared to those who did not participate in the program.
Agency Response: TCSG agreed with both recommendations and stated it is working to calculate the financial impact of dual enrollment. TCSG noted that the dual enrollment program is "beneficial to students who may otherwise be unable to participate in technical education and advanced coursework" (such as those in rural areas). Additionally, TCSG stated "this has been an opportunity for our colleges to be introduced to a population that would not otherwise consider a technical college." TCSG cited technical colleges' increased visibility due to the program and that "exposure to our colleges is helpful in...erasing the stigma of technical education."

21 Approximately 3% (825) attended both a four-year and technical college in the year following their high school graduation. An additional 9,500 former dual enrollment students did not continue their education after their high school graduation.

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TCSG also stated that while it is supportive of more research being done on dual enrollment, "a student who is able to continue at a postsecondary institution of any level upon attending one of our colleges for dual enrollment should be considered successful. This is a metric within the scope of workforce development. Additionally, such a pathway for students is typically more cost efficient for the state's dual enrollment program."
Finally, TCSG highlighted the recent legislative changes that allow 10th graders to attend technical colleges and take occupational courses under the dual enrollment program. TCSG stated that "given the market demands for such skillsets, we are hopeful to see an increased number of dually enrolled students participate and obtain awards in these areas."

Finding 5:

Statewide agreements for general education appear to meet the needs of transfer students; however, significant gaps exist in coverage for occupational coursework.
Most general education courses transfer under articulation agreements between TCSG and the University System of Georgia (USG). However, there are not similar agreements in place to cover the occupational coursework taken by thousands of TCSG students who earn an award and then transfer to a four-year institution. Most agreements are not statewide but rather operate between individual institutions. Additionally, the agreements are not regularly reviewed at the system level to ensure they apply to the current transfer population. As a result, transfer students must potentially retake classes, which extends the time and financial investment required to earn a related bachelor's degree.
As previously discussed, TCSG students may transfer to four-year postsecondary institutions after taking courses or obtaining an award at a technical college. During our review, we identified approximately 35,000 former TCSG students who continued education at a four-year institution between academic years 2015 and 2020. These included 17,900 former dual enrollment students, 12,500 TCSG graduates, and 4,500 who left TCSG without obtaining an award.22 Most students transferred within the year following their departure from TCSG.
To minimize coursework duplication, transferring and receiving institutions create formal articulation agreements to accept credits already obtained for similar required classes. Under the state's Complete College Georgia initiative, which works to increase degree attainment across the state by removing barriers such as college access and cost, TCSG and the USG have prioritized improving articulation agreements to shorten the time it takes for students to obtain a degree.
Currently, TCSG has approximately 1,200 articulation agreements that have been created over time, primarily between individual technical colleges and four-year institutions. These agreements can be established for individual occupational or general education courses or for comprehensive occupational award programs, as described below.

22 Approximately 3,200 dual enrollment students obtained an award during the period of our review.

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General Education Agreements The predominate general education agreements are between TCSG and USG, which guarantee credit transfer for 28 courses (e.g., English Composition) from any technical college to any USG institution. Because they are course-related (rather than requiring an award), they are likely to benefit a significant portion of transferring students (71% of those in our review took at least one general education course).
According to TCSG staff, the 28 agreements were created in 2012 as part of the Complete College Georgia initiative. Eligible courses were determined based on course similarities between TCSG and USG, as well as course enrollment figures at the time. TCSG's central office staff indicated agreements have been reviewed against curriculum data but could not confirm when they were last evaluated. TCSG plans to perform a review in 2020.
As shown in Exhibit 16, the 28 agreements covered 80% of general education courses that transferring students took under the relevant subject areas. At least 80% of the courses taken were eligible for transfer in 9 of the 13 subject areas. Students most commonly took English and math courses, most of which were covered under the agreement.
Exhibit 16 TCSG's 28 Articulation Agreements with USG Cover 80% of Applicable Transfer Courses

English

96%

Math

90%

Biology 19%

Psychology

78%

History

100%

Economics

100%

Sociology

99%

Political Science

98%

Public Speaking 100%

Humanities 100%

Chemistry 19%

Arts 100%

Physics 57%

-

5,000

10,000

15,000

20,000

25,000

Number of classes students took from AY12-AY19

Covered Courses

Uncovered Courses

Source: Agency documents, TCSG student data

30,000

35,000

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31

Occupational Agreements
Most of the courses not covered under an agreement were science classes. This included most biology courses (particularly four Anatomy and Physiology courses and labs) and chemistry courses (such as Chemistry I). Additionally, Basic Psychology and Human Development classes, which comprised 20% of psychology courses, were not covered under a statewide agreement.
The majority (95%) of TCSG's agreements are related to occupational award programs. Agreements for award programs can allow more credit hours to transfer than if the student only took courses without obtaining an award. For example, a student may obtain an associate degree in Nursing from a technical college; with an agreement in place, this associate degree would provide the student 60 credit hours at a four-year institution if they decided to seek a bachelor's degree in Nursing. Without the degree in Nursing, the student would have to rely on agreements for specific individual courses.
Unlike general education, there are few agreements23 for specific occupational courses (e.g., Introduction to Accounting), which comprised approximately 68% of the classes transferring students--mostly those who obtained awards--took at the technical colleges. Given the prevalence of graduates who left TCSG with a TCC or a diploma (see Exhibit 17), agreements for occupational courses would provide additional opportunities to assist transferring students, particularly since this population may not also have general education credit.
Nearly all TCSG's occupational-related articulation agreements require a degree. As shown in Exhibit 17, approximately 34% (4,30024) of the 12,500 TCSG graduates had a degree when they transferred to a four-year institution, commonly to obtain a bachelor's degree in a related field. Most obtained an applied associate degree, which devotes more credit hours to technical courses than general education classes. Only 2% of degree earners obtained a traditional associate degree, which TCSG staff state is the most easily transferred award because the curriculum requires more general education credit hours.

23 TCSG has six agreements related to occupational coursework, but they applied to less than 8% (2,800) of the transferring population.
24 This represents approximately 12% of the total population of transferring students we reviewed.

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Exhibit 17 Approximately 12,500 Graduates Transferred to Four-Year Institutions (AY 2015-AY 2019)

Transferring Graduates
12,500 Awardees 4,300 Degree Earners 1,400 Diploma Holders 6,900 TCC Earners

Prominent Technical Colleges
Gwinnett Chattahoochee Central Georgia Georgia Piedmont
Albany

Degree Earners

Prominent Transfer Institutions
Kennesaw State Georgia State Valdosta State Clayton State Columbus State

Most Common Programs
Early Childhood Care & Education Cyber & Related Criminal Justice
Management Supervisory Development
Source: Student transfer and course data
While degree earners are more likely to gain occupational credit for their award, they are not necessarily benefiting. Unlike the general education agreements described above, occupational agreements are not statewide, meaning no occupational program award will transfer from all technical colleges to all four-year institutions. As a result, credit transfer is dependent on individual, often ad-hoc agreements between two institutions. Through our review of TCSG's reported agreements, we identified the following gaps:
Few relevant agreements with common transferring institutions Approximately half (2,300) of TCSG degree earners transferred to seven fouryear institutions in the period reviewed. However, the number of relevant agreements varied by institution. For example, Valdosta State University has 466 agreements with all TCSG colleges. As a result, approximately 96% of the 317 TCSG degree earners who transferred to Valdosta benefitted from an agreement. By contrast, the most common transfer institution, Kennesaw State University, has 17 agreements with individual technical colleges (in addition to three program-specific agreements with all colleges). These agreements benefitted only 26% of the 628 transferring degree earners, primarily because it does not have agreements related to Cyber degrees, which nearly 40% of incoming transfers had earned.

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Degrees accepted from some technical colleges but not others We observed several instances in which a four-year institution accepts a degree from certain technical college but not others, which presents inconsistencies across the system. For example, Nursing is a common program for technical college transfers who attend Columbus State University. However, the institution only has agreements to accept a Nursing degree from Columbus Tech and Wiregrass, where 30% of nursing transfers obtained their degree. As a result, those transferring from other colleges in the area (such as Albany and West Georgia) would not necessarily receive the same credits, despite also obtaining a Nursing degree.
Though most agreements are between individual colleges, TCSG has 26 agreements with six four-year institutions to accept specified occupational programs from any technical college. These agreements benefitted approximately 6% (241) of the 4,300 degree earners, the largest percentage of whom transferred to Mercer University with Early Childhood Education degrees.
Technical colleges lack agreements with prominent transfer schools Nearly half (2,000) of TCSG degree earners graduated from five technical colleges. Three of these colleges have few relevant agreements with the fouryear institutions their former students commonly attend. For instance, approximately half (240) of Gwinnett Tech's 467 transfers attended Georgia Gwinnett College and Kennesaw State University. Gwinnett Tech only has three agreements with these institutions, which likely benefitted only 28 (12%) transferring degree earners. By contrast, Albany Tech has 45 agreements with Albany State and Valdosta State, where 62% of its transfers attend. As a result, 70% of students who transferred to those schools would have been able to receive credits related to their degrees.
Without the proper articulation agreements in place, classes former technical education students took to obtain their award may only transfer to a four-year institution as elective credits --if they transfer at all. As a result, students may have to retake classes, extending the time and financial investment to obtain a bachelor's degree in a related field (obtaining an associate degree typically takes two years to complete and costs approximately $8,100). Out-of-pocket expenses may increase as well, since HOPE scholarship funds are limited to 127 attempted credit hours (associate degrees at TCSG typically require at least 60 credit hours).
According to TCSG staff, statewide occupational agreements are not as feasible as general education courses, because while the system offers standard programming across colleges, there might be slight differences among the technical colleges based on local employers' needs. However, it should be possible to standardize certain courses or even programs, as Tennessee has done for several occupational programs (e.g., Computer Science, Criminal Justice) that transfer from any technical college to any in-state public institution, as well as select private institutions.
Central office staff stated that while individual colleges may evaluate their agreements against student outcomes data, there has not been a systematic review for award programs, which would identify gaps in coverage and potential agreements to pursue. Data on transferring populations is available to TCSG through the National Student Clearinghouse or the state longitudinal student dataset.

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34

RECOMMENDATIONS
1. TCSG central office and technical colleges should regularly evaluate articulation agreements and make necessary adjustments based on student course and transfer data to facilitate seamless transitions to four-year institutions.
2. Central office should evaluate the need for further curriculum standardization to increase statewide transfer of occupational programs or courses that are prominent among its former students who subsequently attend four-year institutions.
Agency Response: TCSG agreed with both recommendations, stating that "as noted in the report, there is a case for expansion" and "the opportunity to expand the Valdosta State University model exists and should be explored with other higher education partners across the state." TCSG also stated "there is potential for more science courses to become recognized by other postsecondary entities." Finally, TCSG noted that "while we will vigorously pursue such agreements, the outcomes will ultimately hinge exclusively on the acceptance of a receiving institution."

Management & Operations

Finding 6:

TCSG should determine how student transfers to a four-year institution should be included in strategic planning and performance monitoring.
TCSG has engaged in strategic planning that includes activities and measurable objectives that relate to increasing student awards and employability, which aligns with technical education's mission of workforce development. However, additional work should be done to determine how student transfers to a four-year institution-- also listed as a goal in the strategic plan--should be incorporated into objectives and strategies.
In the General Assembly's annual appropriations document, the mission of technical education is to "provide for workforce development through certificate, diploma, and degree programs." TCSG achieves this mission by providing occupational programs that generally lead to employment (see findings on page 12 and 40). However, some students may also attend the technical colleges only to obtain course credit prior to attending traditional four-year institutions. As described below, this varies by college.
Of the 37,500 students who began at a technical college between academic years 2015 and 2017, approximately 4,500 (12%) later enrolled in a four-year postsecondary institution. Rates by college ranged from 6% to 17%, with five colleges exceeding the system average.
Among the estimated 95,600 students who obtained their last award from TCSG between 2015 and 2018, 12,500 (13%) subsequently continued their education at a four-year institution. Rates by college ranged from 8% to 20% with 10 colleges exceeding the average.
Of TCSG's 25,600 former dual enrollment students who continued postsecondary education in the year after high school graduation, nearly 80%

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35

(20,800) enrolled in a four-year institution, compared to 25% (6,300) who attended a technical college. Four-year postsecondary transfer rates ranged from 65% to 95%.
In its strategic plan for fiscal years 2020 through 2024, TCSG acknowledges its dual role by stating its goal of technical education is to "provide quality, industry-driven education and training that prepares students to enter the workforce or continue their education." In doing so, this goal has defined "workforce development" to include moving students to either employment or additional education, presumably at a fouryear institution.
While continuing education is incorporated into TCSG's technical education goal and articulation agreements are mentioned in the strategic plan's narrative, the current strategic plan does not include any activities or strategies related to that outcome, nor does it establish what the balance between the employment and continuing education should be. This is important because the two outcomes are not always aligned. For example, as described in the next finding, if an increasing proportion of technical students are not immediately entering the workforce, TCSG's performance outcomes related to employment decrease.
Additionally, a focus on continuing education means offering more general education courses that will be accepted by four-year institutions, potentially at the expense of occupational courses. System and college staff indicated this does not occur and that revenue from general education enrollment helps pay for occupational courses. However, currently general education courses comprise an estimated 26% of TCSG's program expenditures and 32% of total credit hours. In academic year 2019, the proportion of colleges' general education courses ranged from 17% to 61%, with five colleges exceeding the system average of 37%.
The variance of continuing education among colleges indicates that formalizing that goal may be more appropriate at the college rather than the system level. Among the 11 college strategic plans we reviewed, three included goals, strategic initiatives, or objectives related to supporting continuing education as a goal. For example, the strategic plan for Central Georgia (which has a relatively large population of transfer students) lists an objective to "provide educational opportunities for articulated credits to other two and four-year post-secondary institutions." Other colleges with a prominent transfer population did not include such language in their objectives, however, and no college had measurable goals related to continuing education.
Activities at the system level should also be incorporated into TCSG's future strategic plans. This would include:
Tracking four-year transfers separately from employment when calculating placement rates and excluding awards and enrollment at four-year institutions when calculating retention rates (described in the next finding).
Assessing the extent to which agreements between technical colleges and four-year institutions may be created or improved to ensure students can transfer occupational courses and awards in addition to general education courses (described in the finding on page 29).
Evaluating what proportion of credit hours and program expenditures general education should comprise to use as a baseline when assessing future growth.

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36

The appropriate percentage may differ by college depending on the needs of their students (e.g., more obtain associates' degrees or transfer to four-year institutions).
RECOMMENDATIONS 1. In its strategic plan, TCSG should establish specific activities and metrics related to the stated goal of preparing students to continue education. 2. Technical colleges should determine what specific activities and metrics related to continuing education should be included in their strategic plans. 3. TCSG and the technical colleges should determine what proportion of courses should be dedicated to general education. These proportions may vary by college but can be used as a baseline for further assessments to ensure students' needs are being met. 4. TCSG management should provide guidance to the technical colleges regarding how to balance the roles of increasing the workforce in the state and providing courses that will transfer to a four-year institution.
Agency Response: TCSG accepted all recommendations. With regard to the first and second recommendations, TCSG stated that its strategic plan includes the placement rate, which encompasses the continuing education outcome, as well as the retention rate. TCSG noted many colleges also use the same metrics for success. However, TCSG stated that "we are open to additions that make this component more explicit" and "willing to review [college plans] and ask for a more direct inclusion of measures when applicable."
With regard to the third recommendation, TCSG stated that degree-level majors in occupational programs require general education courses; "however, we are a technical college system. While we provide services for which community colleges in many other states are responsible, it is expected that a majority of enrollment is within occupational programs."

Finding 7:

TCSG uses data to track college performance and inform strategic planning; however, improvements are needed to increase transparency and clarity.
TCSG collects data from its colleges to track several metrics used to inform strategic planning, assess college performance, and externally report outputs and outcomes. However, the methodologies used to create these metrics have limitations. As a result, outcomes reported--including retention, graduation, and placement--may not fully convey system or technical college performance.
Standards related to effective management require that organizations monitor the results of their operations to assess performance over time. To achieve this, TCSG analyzes student data obtained from the colleges to examine trends in enrollment, retention, and placement across time at the system and college level. Central office uses these reports to assess individual college performance and inform strategic goals, while colleges use them to assess program performance and determine future activities (e.g., retention efforts).

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37

While this demonstrates a commitment to using data to assess performance and operations, publicly reporting more granular data could provide more meaningful information about variation among colleges as related to TCSG's primary mission of workforce development--for both state decision makers and potential students. Absent this, performance results can be skewed, and variations among the colleges may be missed.
Retention Rate
Retention rate is a common postsecondary outcome measure that is listed as an outcome for various reporting entities, including the National Center for Education Statistics and the Integrated Postsecondary Education Data System (IPEDS). The outcome is generally defined as the percentage of beginning students who complete or are reenrolled in the institution after a defined time period, though reporting entities may define metric differently (e.g., population used, time period reviewed).
TCSG reports to the Office of Planning and Budget (OPB) a system retention rate that has increased from 64% to 71% between fiscal years 2015 and 2019. Individual college retention rates are reported on TCSG's website. To obtain this rate, TCSG counts beginning students as retained if--during two academic years--they received an award at the same technical college or any postsecondary institution; enrolled at the same or another technical college; or enrolled at another postsecondary institution.
This methodology increases the retention rate in two ways:
1. Including enrollment and awards at other postsecondary institutions In academic year 2019, TCSG's system retention rate was increased by seven percentage points by including students who left the system for a four-year institution. Likewise, college rates increased by between 6 and 13 percentage points by including those who left the college to go elsewhere (most commonly to a four-year institution). While this may reflect the colleges' outcomes in relation to broader goals in overall postsecondary efforts, it does not isolate retention results related to their primary mission of getting their students to an award related to workforce development.
2. Calculating enrollment during the period in which a student could obtain an award rather than the next term In academic year 2019, TCSG reported approximately 23% as enrolled in the same technical colleges during the period reviewed (during which they could have also gotten an award). As such, it does not identify whether the student remained despite not obtaining an award (which would be assessed in the subsequent term or academic year). Our analysis (discussed in the finding on page 18) identified approximately 6% of students who did not obtain an award by the end of academic year 2019 as enrolled during the following semester.
To further assess retention, TCSG could also calculate on a term-by-term basis whether a student obtained an award or remained at the college. Some technical colleges and technical college systems in other states reported using this metric.
Graduation Rate
Graduation rate is also a commonly used postsecondary metric and is generally defined as the percentage of students who complete a program within a defined time period--typically 150% of the expected time of completion. As discussed in the

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finding on page 18, students who obtain an award from TCSG earn wages that are 20% higher than those who left without an award and were also employed.
TCSG reports to OPB a "two-year graduation rate of students...enrolled in an award program with 12 hours and at least one vocational course" that has ranged from approximately 66% to 75% between fiscal years 2015 and 2019. While this is a helpful metric in identifying students who completed a declared occupational program, it also removes from the reviewed population a portion of beginning students who attend technical colleges but never earn any credits or only took general education courses (who are less likely to obtain an award from TCSG). We estimate this could equate to approximately 16% of a beginning population.
TCSG also reports to IPEDS a graduation rate that determines the percentage of firsttime, full-time students who graduate within 150% of normal time to completion. However, TCSG staff stated they do not include this as a performance measure because it does not account for part-time students. As a result, the OPB metric described above is currently the only information available for decision makers to use to determine what percentage of students obtain an award. Three of the four states we spoke with publish this metric--as defined by IPEDS--on their websites or in strategic plans. However, TCSG could also develop its own methodology that sufficiently accounts for its student population (e.g., part-time, award type) and track that rate over time.
Placement Rate
Placement rate is a common calculation among state technical college systems. TCSG uses an overall placement rate and in-field placement rates to demonstrate its success in achieving its mission of workforce development, while colleges use the rates to evaluate program success.
To determine placement rates, technical college staff categorize students' post-award outcomes across multiple categories--including employment in the same, related, or unrelated field and whether the awardee also or only continued their education (either at the same technical college or another institution). Other categories include unavailable for employment25, military, unemployed, and status unknown.
As shown in Exhibit 18, approximately 78% (25,554) of the 32,60026 students who obtained an award in academic year 2018 were categorized as employed, which is directly related to TCSG's mission of workforce development. Nearly 21,000 were employed in the same or a related field as their award, which equates to 82% of those employed and 64% of the total population. Of those employed, 21% (17% of all awardees) also continued postsecondary education. Approximately 21% of all awardees (6,800) exclusively continued their education.

25 This is primarily used for incarcerated individuals who are educated through Central Georgia's partnership with the Georgia Department of Corrections, but it may also include awardees who are now deceased or have medical conditions that preclude working.
26 This removes approximately 1,000 awardees categorized as "not available for employment" and nearly 250 awardees with "Status Unknown."

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Exhibit 18 Majority of TCSG Awardees are Employed Following Award (AY 2018)

Total Awardees: 32,610 Not Placed, 1%
Continuing Ed. Only, 21%

Total Employed: 25,554
Unrelated Field: 4,513 Related Field: 4,448

Employed & Continuing Ed.,
17%

Employed Only: 61%

In-Field: 16,641
4,513

1 This includes those only employed as well as those continuing education while employed. Source: TCSG Graduate Placement Report
TCSG's reported placement rate of 99% combines employment (78%) and continuing education only (21%) into a single result. While this is number reflects what may be seen as successfully assisting graduates in their own goals, it masks variances among the colleges when examining the extent to which they are moving their graduates toward employment. All colleges' placement rates are nearly 100%; however, the percentage of graduates exclusively continuing education ranges from 1% to 43%.
Additionally, TCSG's calculation of in-field placement is reported at a higher rate of 89% because the calculation removes particular groups from the population under review. According to TCSG staff, those employed in an unrelated field while continuing education, as well as those only continuing education, are removed from the population because they have not yet "graduated" from TCSG. However, depending on whether the rate is intended to reflect a percentage of employed individuals or percentage of all awardees, the removal of this population can overstate system and college performance depending on the population assessed. As described above, approximately 82% of employed individuals--but 64% of awardees--were in the same or a related field.
RECOMMENDATIONS 1. TCSG's central office management should further refine performance measures to provide more nuanced information on system and college outcomes to inform strategic planning and support budget requests. 2. TCSG should separate its employment and continuing education outcomes rather than reporting a single placement rate. 3. TCSG should calculate its in-field placement rate based on all employed populations, including those who are employed in an unrelated field while continuing education.

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4. In reporting retention rates, TCSG should separate out the percentage who obtain an award, the percentage who are still enrolled at TCSG, and the percentage who transferred to other institutions.
5. TCSG should consider monitoring the percentage of students who obtain an award. This could be done using the IPEDS definition or another definition as determined by central office based on its student population.
Agency Response: TCSG accepted all recommendations, with the exception of the third recommendation as discussed below. In its response to the report, TCSG stated its commitment to utilizing data to measure success throughout the system. Regarding the second recommendation, TCSG stated it typically combines employment and continued education to "succinctly convey these metrics for success." TCSG noted that while it feels as though transparency is provided with the inclusion of definitions and information on the calculations, it will consider separating the two components of the placement rate.
Regarding the third recommendation, TCSG indicated concerns with changing the populations included in the calculation because it would "provide a less accurate portrayal of the intended information". TCSG noted in its response that the "in-field placement rate does not include individuals who are not in the workforce. It does not include students who are continuing their education either at TCSG or at another institution because these individuals are not yet likely working in the job for which they are training."
Auditor's Response: The in-field placement rate calculation currently includes individuals who are continuing their education (within or outside TCSG) and employed infield or in a related field; it does not, however, include individuals who are continuing their education (within or outside TCSG) and are employed in an unrelated field. As a result, the rate is inflated because it does not count a segment of the employed population. While the inflation is minor at the system level, it could be higher at the individual college level. Including all employed individuals would provide a more accurate indicator of in-field employment at a given time. If TCSG is interested in determining whether individuals with a TCC continue at TCSG and obtain additional credentials prior to obtaining employment in-field, they could track this separately.
With regard to the fourth recommendation, TCSG "acknowledges that its retention rate is not the typical retention rate used in a four-year setting. TCSG will consider renaming the rate a `persistence rate' that is more common among two-year institutions."

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Finding 8:

Occupational programs with high technical education expenditures typically generate awards and gainful employment, though growth in these programs may be challenging without additional funding.
Approximately half of technical colleges' programmatic expenditures is dedicated toward 21 occupational groups, most of which have demonstrated success in retaining students long enough to obtain an award and moving graduates toward gainful employment. However, the most successful programs are also often the most expensive to offer, and growth may be challenging without additional funding.
TCSG's estimated program expenses (which are funded through state appropriations and local revenue from tuition and fees) are divided between two types: general education, which comprises an estimated 26% of total program costs, and the 77 occupational program groups (e.g., Practical Nursing, Cosmetology), which comprise approximately 71%. Most occupational program expenditures (75%) are concentrated among 21 programs, which are offered at most colleges (half are offered at all colleges) and as such are among the top programs for enrollment and awards.
According to TCSG central office and technical college staff, technical colleges are responsible for determining what programs they offer. These decisions--including whether to add or terminate programs--are based on enrollment as well as retention and placement rates (along with input from local industry). As discussed in the finding on page 12, graduate wages could also be helpful in assessing programs.
As shown in Exhibit 19, the top 21 programs are generally successful in moving students to an award and then employment, though some warrant additional examination (see Appendix G for results for all programs). Of the 21 programs reviewed, 15 have award rates at or above the system average of 36%, and most also yield an in-field employment rate higher than the system rate of 64%. Most programs' graduates also earned above the statewide household median income.27 Notable programs are described below.
Successful HOPE Career Grant Programs Several notably successful program groups are predominantly made up of majors eligible for the HOPE Career Grant. For example, the Commercial Truck Driving program, which is eligible for the grant, has one of the highest award rates and awardee in-field placement rates, and graduates earn an estimated median wage of approximately $33,900--20% higher than the statewide median. Likewise, the Air Conditioning program has relatively high award and placement rates, and awardees' estimated median wage (approximately $35,000) is 24% higher than the statewide median.
Other Successful Programs Other successful programs are not eligible for the HOPE Career Grant, though their award and employment rates suggest there is a need for these awards in the state. In particular, Paramedic program enrollees are more likely to obtain an award and find in-field employment,

27 Wages were identified for graduates who were included Department of Labor data for three or four quarters and making above the minimum wage in the year after their award. As discussed in the finding on page 12, this does not include all individuals employed in Georgia.

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42

with awardee median wages approximately 33% higher than the statewide median.
Programs Warranting Additional Review Some programs with high programmatic expenditures do not appear to produce higher outcomes and should be reviewed further. For example, the Health Care Assistant program has one of the lowest award rates and a lower than average in-field placement rate. Likewise, the Criminal Justice program, while it has an average award rate, has one of the lowest percentages of in-field placement. Identifying low performing programs may allow funds to be redistributed to other, more successful programs.

Exhibit 19
Most High Expenditure Programs Have Higher than Average Award and Placement Rates1

Placement Rate2 (Avg = 64%)

Award Rate3 (Avg = 36%)

Practical Nursing and Related Cyber and Related
Business and Office Technology Cosmetology
Health Care Assistant Welding and Joining
Management-Supervisory Development Early Childhood Care and Education Nursing Criminal Justice Medical Assisting Automotive Paramedic Radiologic Technology Accounting Commercial Truck Driving Air Conditioning Culinary Arts Industrial Systems Surgical Technology Electrical Construction

52% 56% 56% 52% 52% 58% 73% 68% 95%
41% 73%
68% 73% 82% 70% 89% 71%
66% 71% 68% 78%

28% 35% 37%
51% 12%
63% 22% 50% 29% 37% 27%
60% 56% 36% 36%
80% 63% 46% 53% 37% 60%

1
Programs sorted by largest relative total expenditures
2
In-field placement rate for AY18 awardees 3 Percent of students who began technical education between AY15 and AY17 and earned an award in the same program they initially declared
Source: TCSG Graduate Placement Report, TCSG student data

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43

Additionally, some programs with relatively low overall expenditures have higher than average award and placement rates and result in median wages higher than the statewide median. For example, Diesel Equipment, which contains several HOPE Career Grant eligible majors, has a 68% award rate and 78% in-field placement rate with median wages approximately 21% higher than the statewide median. However, this program is only offered at 13 colleges. Likewise, the Machine Tool program (offered at 16 colleges) has a 46% award rate and 81% in-field placement with median wages approximately 47% higher than the statewide median.
According to technical college staff, their ability to initiate or grow successful programs is hindered because often these are also the most expensive programs to operate. Estimated direct costs for faculty and equipment often exceed the tuition charges, even with the recent increase from $89 to $100, typically for reasons described below.
Faculty Costs Unlike general education courses, occupational courses generally have fewer students in a class, and some programs' accreditation requirements necessitate even smaller faculty to student ratios. College staff indicated that it can be difficult to attract the faculty needed to expand programs, particularly in programs where pay is higher for practitioners.
Equipment Costs Occupational programs provide hands-on, practical learning, which often requires expensive equipment and supplies. For example, the Commercial Truck Driving program is one of the costliest programs per credit hour, primarily due to the trucks and gas required to train students.
According to TCSG's estimates of program cost, tuition and fees generated for a program are often insufficient to cover the direct costs of some programs, and when indirect costs such as support staff salaries are included, no program is self-sustaining. As discussed on page 10, the state appropriation is the other major funding source for the colleges; however, as noted in a recent zero-based budget report, the funding formula is "sensitive to extreme fluctuations in credit hour enrollment."
Based on interviews with other states and technical colleges, there are actions TCSG or the General Assembly may take to increase revenue to successful technical education programs, described below.
Evaluate tuition annually TCSG increased its tuition for the first time in five years, unlike other states that evaluate (and often increase) their tuition annually. For example, Wisconsin (which also charges separate tuitions for collegiate transfer vs. vocational programs28) has increased vocational tuition annually for the past 10 years. From academic year 2015 to 2019, Wisconsin's tuition increased by 6.6% incrementally (between 1.5% and 2.0% each year), compared to TCSG's one-time 12.5% increase.
Target state funding for high-need programs Wisconsin allocates a portion of state funding for categorical grants distributed to local boards for particular program initiatives. For example, one grant provides funding for

28 Wisconsin's state law requires tuition to cover 31% of the operational costs for transfer programs and 14% of vocational programs costs. In academic year 2019, vocational tuition was $134.20 per credit, while tuition for collegiate transfer was $181.50.

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student support services on the stipulation that 25% of costs are covered by the college. In another targeted use of funds, colleges with commercial truck driving programs received grants out of an $8 surcharge on commercial vehicle violations.
Partner with local employers Some colleges we spoke with have developed industry partnerships that have resulted in donated equipment or increased funding. For example, South Georgia has several partnerships with local employers (e.g., John Deere, Delta) that have donated equipment worth thousands of dollars.
RECOMMENDATIONS
1. TCSG's central office and the technical colleges should continue to assess the success of programs to drive decisions regarding what programs warrant the highest levels of investment. In this assessment, unsuccessful programs should be evaluated to determine whether they should continue at all or on certain campuses.
2. TCSG's state board should evaluate its tuition revenue each year to determine whether increases are warranted.
3. The General Assembly should consider reallocating state funding to programs that have been deemed strategically important to the state's economic growth and are successfully achieving this goal.
4. Technical colleges should share strategies for increasing funding sources for programming.
Agency Response: TCSG agreed with all recommendations, stating that its board will continue to approve program and course additions and removals and analyze where future adjustments will be made. TCSG also noted it established a policy at the end of calendar 2019 to evaluate its tuition rate annually, though "there are implications to consider beyond TCSG, such as impacts on Lottery-funded programs." TCSG stated best practices and challenges are shared at the bi-monthly meetings for technical college presidents, and that colleges' relationships with industry partners will continue to be explored and emphasized. Finally, TCSG stated it works with General Assembly members throughout the budget process and will be prepared to discuss any considerations regarding state funding to programs.

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Finding 9:

The majority of state operations funding for technical education is spent on the most heavily utilized locations.

The current number and distribution of campuses and learning centers help ensure that nearly all Georgians are within 30 miles of a technical college building that offers on-location courses. Campus locations with the largest number of course offerings also comprise the largest percentage of colleges' operating costs. As the type of course offerings shift to increasingly online courses, however, TCSG should continue to evaluate the efficiency of its campuses and learning centers.

TCSG central office staff have indicated a primary goal of technical education is to ensure that all Georgians are within 30 miles of a technical college. This is accomplished with both campuses (which employ administrative staff for services such as admissions and financial aid) and learning centers (which provide classrooms). During the time of our review, there were 106 technical education locations for the 22 colleges.

The state funds TCSG $4.11 per square foot to operate owned and leased locations, which central office allocates directly to the colleges. Campuses also require a certain level of staffing, though information on these costs per location was not available in most colleges' human resources reports. However, one college's records show approximately 20 staff (e.g., financial aid specialist, admissions coordinator) assigned to its second campus for an estimated $600,000 in personal services expenses.

At the time of our review, state funding for 95 technical education locations29 totaled approximately $45.5 million, nearly 80% of which was spent on 41 locations that each offered at least 200 on-campus courses during academic year 2019 (see Exhibit 20). These included the main campuses for all but one college (Oconee), as well as 17 satellite campuses and three learning centers.

Exhibit 20 The Majority of State Operational Funding for Technical Education is for Heavily Utilized Locations (AY 2019)

Number of Courses

Number of Locations

State Funding % of Total (millions) State Funding

No AY19 Courses1

12

$1.7

4%

Fewer than 50

14

$1.1

2%

50 to 200

28

$7.2

16%

200 to 400

17

$8.2

18%

400 to 700

14

$12.6

28%

700 to 1,050

10

$14.7

32%

Total

95

$45.5

1 Includes commercial truck driving ranges, administrative sites, and locations with courses reported to other campuses (which may also be used for adult education and economic development programs).
Source: Agency documents, TCSG student data

29 The state does not fund the remaining 11 locations; rather, the technical college may have arrangements with local governments or private organizations.

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Sites that did not have enrollment included commercial truck driving ranges, administrative sites, and locations with courses reported to other campuses (which may also be used for adult education and economic development programs). These locations cost the state approximately $1.7 million, or approximately 4% of total operating costs. The 14 locations that offered fewer than 50 courses during academic year 2019 cost approximately $1.1 million, or 2% of total state operations funding.
Given the small proportion of state operations funding and the increased accessibility they provide, there is little evidence that particular locations need to close at this time. With the current number and location of active campuses, nearly all Georgians30 live within 30 miles of a technical education location, and nearly 70% are within 10 miles. For 13 colleges, at least half of their service delivery area was within 10 miles, and increased accessibility was often due to the placement of locations with relatively few course offerings--particularly in rural areas.
However, shifting trends toward more online courses may require further evaluation of accessibility goals and campus locations. In its strategic plan, TCSG indicated it plans to increase the number of fully online and hybrid (a combination of online and in-person) courses by 5% by academic year 2024. Additionally, during this review, TCSG was required to modify its instruction to predominantly online offerings due to requirements related to the coronavirus outbreak. Such innovation may yield an even greater online presence in future terms.

RECOMMENDATIONS
1. TCSG and technical colleges should continuously monitor the utilization of campus locations and evaluate the need for sites that offer relatively fewer courses.
2. TCSG and technical colleges should evaluate the efficiency and effectiveness of online practices in place during the coronavirus outbreak to determine whether any should continue as standard practice.
Agency Response: TCSG agreed with both recommendations, stating it "will continue to monitor and strive for efficiencies." TCSG stated that "there is opportunity in online offerings and look to grow in this aspect at our colleges," noting that the current pandemic has required enhancements to its online platform and distance delivery. However, TCSG cited limitations to teaching courses online, including the nature of technical education, as well as student access to equipment and internet.

30 We limited our review to Georgians between the ages of 18 and 44 years, which comprise approximately 93% of TCSG's traditional enrollment population.

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Finding 10: TCSG and technical colleges should monitor faculty turnover at the program level to identify areas where additional retention efforts may be needed.
TCSG staff indicate faculty recruitment and retention are a challenge, particularly in certain programs. We found system and college turnover rates for full-time faculty are below the state average; however, an in-depth review at the program level is necessary to determine areas where additional efforts may be needed.
According to TCSG's accrediting body, "a critical mass of full-time qualified faculty" is essential to fulfill basic functions such as teaching, advising, and designing curriculum. Additionally, while full-time faculty can be "supplemented and enhanced by the judicious assignment" of part-time instructors, a "sufficient number" help maintain program quality and integrity. TCSG highlighted the importance of employee retention to the mission in its strategic plan, and college staff stated faculty retention is important in building relationships with students and local industry.
Like those in other states we reviewed, TCSG central office and college staff frequently stated faculty recruitment and turnover is an issue within the system, especially for particular programs. Reasons mentioned include:
Technical colleges must recruit from a field of practitioners who often earn a higher income in the industry rather than teaching. For example, TCSG Cyber faculty earn a median salary of approximately $54,900, while industry counterparts earn approximately $83,300 (as reported by the Bureau of Labor Statistics). Additionally, depending on the field from which they are recruited, Nursing faculty's median wages of $58,400 may be significantly less than in the private sector.31 Cyber and Nursing faculty also earn less than other postsecondary instructors in the state, who earn $73,700 and $67,400, respectively.
TSCG faculty do not have the same employment arrangements as those in the University System of Georgia or the local school systems. For example, unlike USG instructors and local schoolteachers, most technical college faculty operate on a 12-month work schedule and do not have summers off.
In addition to instructional duties, faculty have administrative responsibilities (student recruitment, employer engagement), which increases their workload. Additionally, the increasing dual enrollment population has required instructors to take on more responsibility without additional pay, such as driving off-site to teach courses at high schools.
According to central office staff, challenges with calculating turnover rates relate to the prevalence of part-time faculty, who comprise approximately 48% to 80% of technical colleges' instructors. These faculty may be "terminated" and rehired based on need; while this is reasonable, there is not a standardized method for colleges to follow when recording such actions. As a result, employment records would not be a reliable source of information on faculty departures.

31 According to Bureau of Labor Statistics, Georgia's nurse practitioners earn a median salary of $104,400, registered nurses earn $67,900, and licensed practical or vocational nurses earn $41,900.

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Due to the above data limitations, it is not possible to determine turnover rates for all instructors; however, we did review rates for full-time faculty. In academic year 2019, rates ranged from 5% to 21% across colleges, with a system average of 11%. Rates for all but one college were below the fiscal year 2019 turnover rate for state government employees (21%). However, this information should be reviewed at the program level, where rates may be higher. For example, while Savannah's full-time faculty turnover rate was 19%, three of the six full-time faculty in the Practical Nursing program left during the year.
It was not possible to calculate program-level turnover rates for all colleges because instructors are not uniformly categorized across the colleges. For example, faculty might be tagged as "Radiology Instructor" at Atlanta but generally identified under "Instruction" at Augusta. If these program categories were standardized, central office could identify which programs may have higher rates across the colleges. This would help in targeting initiatives to improve retention--particularly for programs that have been proven successful and/or have been identified as strategically important to the state's economic development.
RECOMMENDATIONS
1. Central office and colleges should calculate faculty turnover at the program level. This, in conjunction with system and college rates, will help evaluate overall effectiveness in faculty retention.
2. Central office should work to standardize college data systems, which will assist in monitoring faculty retention and salaries. This includes how parttime faculty are tracked, as well as program categories.
Agency Response: TCSG agreed with both recommendations, stating its Human Resources department is making efforts to obtain information to calculate turnover at the program level. TCSG stated that "given the scope of the undertaking, including nuanced information between colleges, as well as distinctions between part-time adjunct instructors, full-time staff, and faculty, the task is labor-intensive and requires a devotion of resources. However, we are in agreement that the information would be beneficial."

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Appendix A: Table of Recommendations

TCSG graduates who obtain full employment after their last award earn wages slightly higher than the statewide median. (p.12)
1. TCSG should analyze awardees' wages and use the information to promote programs, determine program priorities, and provide information to prospective students. Given the likely prominence of self-employment or contractor work within certain programs, DOL data should be supplemented with standardized surveys to awardees.
Approximately half of TCSG's traditional students leave their college prior to obtaining an award. (p. 18)
2. TCSG central office should continue its efforts to create a stackable credentialing plan so more students can leave with an award.
3. TCSG central office and technical colleges should monitor data obtained from the Student Navigator program and its Banner data system to determine why students leave. As solutions are identified, central office should ensure that colleges are sharing best practices.
4. Given the variation among colleges (2% to 27% utilization), TCSG central office should ensure technical colleges are utilizing the Student Navigator early referral program at similar rates.
Although TCSG and technical colleges have recruiting efforts in place, improvements could be implemented to bring in more traditional students. (p. 22)
5. TCSG central office should improve the marketability of its website by making information such as tuition and fees easily accessible, as well as including materials that promote technical education.
6. TCSG central office should determine best practice elements that the colleges should include on their websites, which may include program outcomes such as wages, as well as application and financial aid deadlines.
7. TCSG central office should continue to pursue collaborations with other state agencies (as well as identify new ones), and technical colleges should continue to build relationships with local schools and agencies to increase enrollments.
8. Technical colleges should use state longitudinal data to identify and actively target areas in Georgia where new high school graduates are not attending post-secondary institutions or are only employed.
9. Technical colleges should evaluate all recruitment efforts to determine the effectiveness of these measures and whether any efforts should be adjusted and refocused.
The dual enrollment population should be further evaluated for its impact on technical colleges' budget and operations, as well as outcomes (p. 26)
10. Central office should collect information necessary to assess dual enrollment's impact on technical colleges' revenue and expenditures to determine whether dual enrollment pays for itself with the increased state allocation but decreased local revenue.
11. The General Assembly should consider assessing whether dual enrollment achieves its overall mission. Based on the purpose stated in legislation (HB 444) passed in 2020, this could include examining whether students ultimately graduate from a four-year institution and whether the time and cost to obtain a college degree is lower for former dual enrollment students compared to those who did not participate in the program.
Statewide agreements for general education appear to meet the needs of transfer students; however, significant gaps exist in coverage for occupational coursework. (p. 29)
12. TCSG central office and technical colleges should regularly evaluate articulation agreements and make necessary adjustments and make necessary adjustments based on student course and transfer data to facilitate seamless transitions to four-year institutions.

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13. Central office should evaluate the need for further curriculum standardization to increase statewide transfer of occupational programs or courses that are prominent among its former students who subsequently attend fouryear institutions.
TCSG should determine how student transfers to a four-year institution should be included in strategic planning and performance monitoring. (p.34)
14. In its strategic plan, TCSG should establish specific activities and metrics related to the stated goal of preparing students to continue education.
15. Technical colleges should determine what specific activities and metrics related to continuing education should be included in their strategic plans.
16. TCSG and the technical colleges should determine what proportion of courses should be dedicated to general education. These proportions may vary by college but can be used as a baseline for further assessments to ensure students' needs are being met.
17. TCSG management should provide guidance to the technical colleges regarding how to balance the roles of increasing the workforce in the state and providing courses that will transfer to a four-year institution.
TCSG uses data to track college performance and inform strategic planning; however, improvements are needed to increase transparency and clarity. (p.36)
18. TCSG's central office management should further refine performance measures to provide more nuanced information on system and college outcomes to inform strategic planning and support budget requests.
19. TCSG should separate its employment and continuing education outcomes rather than reporting a single placement rate.
20. TCSG should calculate its in-field placement rate based on all employed populations, including those who are employed in an unrelated field while continuing education.
21. In reporting retention rates, TCSG should separate out the percentage who obtain an award, the percentage who are still enrolled at TCSG, and the percentage who transferred to other institutions.
22. TCSG should consider monitoring the percentage of students who obtain an award. This could be done using the IPEDS definition or another definition as determined by central office based on its student population.
Occupational programs with high technical education expenditures typically generate awards and gainful employment, though growth in these programs may be challenging without additional funding. (p. 41)
23. TCSG's central office and the technical colleges should continue to assess the success of programs to drive decisions regarding what programs warrant the highest levels of investment. In this assessment, unsuccessful programs should be evaluated to determine whether they should continue at all or on certain campuses.
24. TCSG's state board should evaluate its tuition revenue each year to determine whether increases are warranted.
25. The General Assembly should consider reallocating state funding to programs that have been deemed strategically important to the state's economic growth and are successfully achieving this goal.
26. Technical colleges should share strategies for increasing funding sources for programming.
The majority of state operations funding for technical education is spent on the most heavily utilized locations. (p. 45)
27. TCSG and technical colleges should continuously monitor the utilization of campus locations and evaluate the need for sites that offer relatively fewer courses.
28. TCSG and technical colleges should evaluate the efficiency and effectiveness of online practices in place during the coronavirus outbreak to determine whether any should continue as standard practice.

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TCSG and technical colleges should monitor faculty turnover at the program level to identify areas where additional retention efforts may be needed. (p. 47)
29. Central office and colleges should calculate faculty turnover at the program level. This, in conjunction with system and college rates, will help evaluate overall effectiveness in faculty retention.
30. Central office should work to standardize college data systems, which will assist in monitoring faculty retention and salaries. This includes how part-time faculty are tracked, as well as program categories.

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Appendix B: Objectives, Scope, and Methodology
Objectives This report examines the Technical College System of Georgia's (TCGS) Technical Education program. Specifically, our audit set out to determine the following:
1. Whether TCSG students obtain employment following graduation; 2. Whether students remain at TCSG long enough to obtain certifications,
diplomas, or degrees; 3. Whether TCSG is effective at attracting students; 4. Whether the TCSG funding mechanism provides options for growth, to the
extent that TCSG is successfully placing graduates; and 5. Whether TCSG is effective at retaining faculty.
Scope This audit generally covered activity related to technical education that occurred between academic years 2015 and 2019, with consideration of earlier or later periods when relevant.
We selected populations for review rather than sampling. As such, the results in the report represent those for the population analyzed and should not be extrapolated. Student populations were extracted from various cohorts to ensure a sufficient and representative population to obtain valid results for that particular analysis. For example, to determine award rates, we examined the outcomes of 71,800 students who enrolled at a technical college for the first time between academic years 2015 and 2017. To analyze awardees' employment outcomes, we expanded the population to anyone who obtained their last award (i.e., graduated) between the fall of academic year 2015 and the fall of academic year 2017. This provided a starting population of 55,400 rather than the 12,300 who began and obtained their most recent award during that time period. All populations used are described in the objectives below.
Information used in this report was obtained by reviewing relevant laws, interviewing TCSG central office and technical college staff, and conducting focus groups for TCSG technical college retention and human resources staff. We also conducted site visits and phone interviews of 11 technical colleges of varying sizes based on input from TCSG central office staff, as well as information such as enrollment, retention, placement, graduate wages, and funding. Finally, we interviewed technical college system staff in four other states (Kentucky, South Carolina, Tennessee, and Wisconsin) that were identified as having similar structures (centralized system office focused on technical education) as Georgia.
The following datasets were used to provide information for multiple objectives.
TCSG Banner Data System Each college operates a local Banner system, which tracks students throughout their admission, enrollment, participation, and graduation at that school. Information reviewed includes declared majors, course enrollment, hours attempted and earned, grade point average, student payments, and awards obtained. We obtained Banner data for academic years 2015 through 2020. We assessed the controls over data used for this

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53

examination and determined that the data used were sufficiently reliable for our analyses.
Governor's Office of Student Achievement (GOSA) GAAwards database GOSA collects information from various sources on anyone who has been in the pre-kindergarten, primary, secondary, or post-secondary education system. The database includes information on schools attended, as well as any subsequent employment (including wages) from the Georgia Department of Labor's (DOL) unemployment insurance records. While we concluded that the information was sufficiently reliable for the purposes of our review, we did not independently verify the data.
To obtain information, the audit team identified populations for review and sent them to GOSA for a match to postsecondary and employment records. At the time of this review, GOSA had obtained DOL data through calendar year 2017, and postsecondary information was available through academic year 2019, which affected populations reviewed.
Government auditing standards require that we also report the scope of our work on internal control that is significant within the context of the audit objectives. We reviewed internal controls related to TCSG's performance monitoring of outcomes such as placement and retention (objectives 1 & 2). Specific information related to the scope of our internal control work is described by objective in the methodology section below.
Methodology
To determine the extent to which TCSG students obtain employment following graduation, we reviewed GOSA's GAAwards longitudinal database for employment and postsecondary outcomes for former TCSG students. Due to the availability of DOL employment data, we reviewed employment and wages for those who obtained an award from TCSG between the fall of academic year 2015 and fall of academic year 2017. The analysis was limited to those who were employed by Georgia businesses that file for unemployment insurance; as such, it did not include those who were selfemployed, in the military, employed outside the state, or working for small businesses.
We based our median wage analysis on the United States Census Bureau's Longitudinal Employer-Household Dynamics program's analysis of postsecondary employment outcomes. As such, we calculated the median wages of TCSG graduates who were employed for three or four quarters following their last award and making above the minimum wage (i.e., "fully employed"). We removed those who were also enrolled in a postsecondary institution to better isolate full-time employment (though wages calculated before removing this population did not vary significantly). The final population of 19,900 comprised approximately 36% of the 55,400 who graduated during the period reviewed. Median wages at the program level were reported if at least 40% of the population (above the system average) met the above criteria.
We also examined the extent to which awardees were employed prior to obtaining their award from TCSG (unlike the analysis described above, in which we were looking at those who obtained their last award, this analysis looked at all who obtained an award). For each term, we determined whether those who obtained an award were fully employed in the year prior to and after their award. For those who were not employed prior, full employment in the year following their award was

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considered a new job. For those who were fully employed (which comprised approximately 32% of awardees in each term), we assessed annual wages prior to and following the award. Reported results represent the average of the terms reviewed, though term-by-term results did not vary significantly.
Finally, we reviewed TCSG's methodology for obtaining awardees' employment information and calculating its placement rate (overall and in-field), which it externally reports.
To determine whether students remain at TCSG long enough to obtain certifications, diplomas, or degrees, we interviewed central office and technical college staff (including administrators and those directly involved in retention efforts) about the prevalence, reasons, and efforts to curb students' departure prior to obtaining an award. We also reviewed TCSG's methodology for the retention rate it calculates and externally reports.
We reviewed TCSG's Banner data to determine the extent to which traditional students (i.e., not dual enrollment) who began at a technical college between academic years 2015 and 2017 obtained an award by academic year 2019. Those who had not obtained an award but were enrolled during the fall of academic year 2020 were considered still working toward an award; those not enrolled were considered a "leaver." We also reviewed TCSG award data determine what percentage of students identified as dual enrollment during academic years 2015 and 2018 obtained an award prior to their high school graduation.
We used GOSA's GAAwards data to identify whether students identified as "leavers" subsequently enrolled in another postsecondary institution or obtained employment. Wages for fully employed leavers (approximately half of the employed population) were compared to those calculated for those who obtained an award during the same time period. We also used GAAwards data to identify the extent to which dual enrollment students remained at the technical college or attended a four-year institution following their high school graduation.
During our review, we identified that a portion of traditional and dual enrollment students were attending four-year institutions after TCSG. To determine the sufficiency of TCSG's articulation agreements, we reviewed statewide and college-tocollege agreements against courses taken and awards obtained. In examining the agreements related to degrees obtained (which comprise the majority of agreements), we compared agreements related to prominent technical colleges (Albany, Gwinnett, Chattahoochee, Central Georgia, and Georgia Piedmont) and prominent four-year institutions (Kennesaw State, Valdosta State, Clayton State, Columbus State, Mercer University, and Albany State) with awards obtained by transferring students.
To determine whether TCSG is effective at attracting students, we reviewed TCSG's enrollment reports from academic years 2006 to 2019 and interviewed central office and technical college staff. We also compared TCSG's system and technical college websites to those of other states to identify potential improvements.
To obtain information on whether TCSG's funding mechanism provides options for growth, we reviewed TCSG's state allocation and the allotments provided to the technical colleges, as well as local revenue generated from tuition and fees. During our review, TCSG increased its tuition, which altered fieldwork related to TCSG's

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funding sources. We did, however, interview central office and technical college staff regarding the ability to manage current expenditures and grow programs. We also examined a central office report based on technical colleges' self-reported expenditures to identify programs that received the largest proportion of funding and then compared outcomes (our calculated award rate and TCSG's reported placement rate) to assess whether these programs were successful. Finally, we used TCSG's Banner data to determine the number of academic year 2019 courses provided by technical education locations that receive state funding (based on the state's Building, Land, and Lease Inventory of Property).
We calculated students' average cost of technical education by obtaining the tuition and fees charged to students from TCSG's Banner system. We reviewed the following populations: traditional students enrolled during the fall semester of 2019, students identified as dual enrollment during the fall semester of 2019, and those who obtained an award between 2015 and 2019. The tuition rate was adjusted to reflect the TCSG tuition increase from $89 to $100. Only fees charged by all colleges (i.e. mandatory) were included in the estimated cost of full-time status.
To determine whether TCSG is effective at retaining faculty, we reviewed technical colleges' Human Capital Management reports from the State Accounting Office--specifically Employee Detail Reports (which include service dates, job titles), payroll data, and Personnel Action Reports (which include terminations and hires). We identified part-time and full-time technical education instructors (which include program coordinators and chairs) during academic year 2019 based on job code and department descriptions.
We based our turnover analysis on the United States Bureau of Labor Statistics definition: total annual separations from Personnel Action Reports divided by average monthly employment obtained from Employee Detail Reports. Our analysis was limited to full-time instructors (who comprise approximately 44% of instructors), because part-time instructors' terminations may not be recorded in Personnel Action Reports if they are expected to return in another academic year.
We used payroll data to examine median wages for full-time faculty employed during academic year 2019. We calculated median wages for instructors employed for the full year in two programs (Nursing and Cyber) identified as strategically important to the state's economic growth but, according to TCSG, are challenges for faculty recruitment and retention. While some colleges' payroll data does not categorize instructors at the program level (or some instructors were not employed the full year), the majority of colleges were represented in our analysis. Technical colleges' median instructor wages were compared to those in comparable industries in Georgia, as reported by the Bureau of Labor Statistics.
We conducted this performance audit in accordance with generally accepted government auditing standards. Those standards require that we plan and perform the audit to obtain sufficient, appropriate evidence to provide a reasonable basis for our findings and conclusions based on our audit objectives. We believe that the evidence obtained provides a reasonable basis for our findings and conclusions based on our audit objectives.

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Appendix C: HOPE Career Grant Programs

Program Groups

Program Examples

Automotive Technology Aviation Technology Certified Engineer Assistant
Commercial Truck Driving
Computer Programming
Computer Technology
Construction Technology
Diesel Equipment Technology Early Childhood Care and Education Electrical Lineman Technology Health Science
Industrial Maintenance
Logistics/Transportation Technology
Movie Production Set Design Practical Nursing Precision Manufacturing Welding and Joining Technology Total Source: Agency Documents

Automotive Fundamentals, Automotive Technology
Aircraft Structural Technology, Avionics Bench Technician
Computer Engineering Technology, Network Specialist
Commercial Truck Driving, Commercial Straight Truck & Passenger Driving
Advanced Web Site Designer, C# Programmer, C++ Programmer
Cybersecurity, Database Administrator, Applied Business Technology
Advanced Carpentry, Air Conditioning Repair Specialist, Basic Electrician
Agricultural Systems & Mechanics, Heavy Diesel Service Technician
Advanced Child Development Specialist, Early Childhood Care/Education
Electrical Line Worker, Electrical Utility Technician
Health Care Assistant, Nurse Aide, Health Information Specialist
Industrial Electrician, Basic Electricity Technician, Manufacturing Maintenance Technician
Logistics Management, Supply Chain Management, Warehouse & Distribution Technician
Camera Assistant, Video & Film Editor, Film Production-On Set Production Assistant II
Practical Nursing
Advanced General Machinist, Metals Technician, Mill Operator
Advanced Pipe Welding, Gas Metal Arc Welding, Master Welder I
--

Specific Colleges AY19 Programs Offered Graduates

16

22

1,317

17

7

317

9

11

113

3

19

1,657

34

21

626

16

22

1,281

110

22

1,756

4

17

248

14

22

2,078

3

8

158

57

22

3,439

61

21

996

17

12

137

21

11

409

3

20

797

20

18

285

21

22

2,502

426

--

17,754

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Appendix D: Technical College Information

RANDOLPH

TERRE LL

LEE

CLAY

CALHOUN

DOUGHERTY

BAKER

Albany Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

2 4,407 3,610 797 67% 1,332 2,143 $11,615,637 $6,785,823

HART

WALTON

MADISON

ELBERT

CLARKE OCONEE

OG LETHORPE WILKES

GREENE

TALIAFERRO

Athens Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

4 6,300 5,328 972 48% 1,440 2,334 $12,255,461 $11,144,000

S. FULTO N CLAYTON

Atlanta Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

2 5,536 5,150 386 69% 1,871 2,722 $13,436,643 $13,873,977

Technical Education

Augusta Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

4 6,085 5,424 661 59% 1,475 2,361 $14,338,319 $10,416,500

Central Georgia Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

10 12,048 9,638 2,410 47% 4,194 6,850 $24,651,196 $20,250,091

Chattahoochee Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

7 14,943 12,369 2,574 36% 3,963 6,413 $24,257,357 $28,073,110

Coastal Pines Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

7 5,352 2,561 2,791 33% 1,582 2,168 $14,286,955 $9,329,761

58

LINCOLN

MCDUFFIE

COLUMBIA

RICHMOND

BURKE

PUTNAM

MONROE

JONES

BALDWIN

CRAWFORD

BIBB

PEACH

TWIGG S

HOUSTON

DOOLY

PULAS KI

GILME R

PICKE NS

BARTOW

CHE RO KE E

PAULDING

COBB

JEFF DAVIS

APPLING

BACON

LONG WAYNE

MCINTOSH

PIERCE

WARE

BRANTLE Y

GLYNN

CLINCH

CHARLTO N

CAMDEN

Technical Education

HARRIS

TALBOT

MUSCO GEE CHATTAHOO CHEE

STEWART

QUITMAN

DADE

CATOO SA

WALKER

WHITFIELD

MURRAY

CHATTOOGA

GO RDON

FLO YD POLK

DEKALB

NEWTO N

MORGAN

N. FULTON GWINNETT

59

Columbus Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

1 4,769 4,031 738 63% 977 1,725 $11,450,445 $7,467,085

Georgia Northwestern Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

7 7,730 5,219 2,511 47% 1,735 3,966 $18,136,011 $15,079,679

Georgia Piedmont Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

7 4,829 3,488 1,341 55% 1,010 1,569 $10,388,724 $10,576,296

Gwinnett Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

2 12,468 10,322 2,146 45% 2,180 4,008 $15,986,317 $25,799,589

Technical Education

Lanier Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

5 5,846 4,553 1,293 35% 1,445 2,414 $11,877,331 $13,236,139

North Georgia Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

3 3,606 2,824 782 54% 730 1,417 $10,547,704 $8,486,504

Oconee Fall Line Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

5 2,262 1,873 389 53% 822 1,298 $8,813,604 $3,868,700

Ogeechee Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

4 2,919 2,486 433 53% 1,059 1,779 $8,726,105 $6,701,900

60

LUMPKIN

DAWSON FORSYTH

HALL

BANKS

JACKSON

FANNIN

BARROW

UNION

TOWNS

RABUN

WHITE HABERSHAM STEPHENS

WARREN

HANCOCK

GLASCOCK

FRANKLIN

WILKINSON

WASHINGTON

JEFFERSON

BLECKLEY

LAURENS

DODGE

WHEELER

TELFAIR

SCREVEN BULLOCH EVANS

Technical Education

EFFINGHAM

BRYAN LIBERTY

CHATHAM

TAYLOR

MARION SCHLEY

MACON

WEBSTER

SUMTER

CRISP

JOHNSON

EMANUEL

JENKINS

TREUTLEN

CANDLER

TOOMBS

TATTNALL

FAYETTE

HENRY

SPALDING

BUTTS

PIKE

LAMAR

UPSON

JASPER

61

Savannah Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

5 5,774 5,036 738 54% 1,752 2,990 $13,603,820 $12,425,659

South Georgia Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

2 3,083 2,302 781 56% 1,153 2,082 $9,118,855 $7,678,739

Southeastern Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

3 2,571 1,771 800 49% 603 876 $9,131,094 $5,130,576

Southern Crescent Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

4 7,139 5,681 1,458 56% 2,622 4,245 $14,184,052 $11,694,500

Technical Education

Southern Regional Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

8 6,153 4,093 2,060 50% 1,541 2,281 $19,223,727 $16,279,338

West Georgia Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

10 10,112 7,685 2,427 46% 2,126 3,004 $20,187,347 $17,110,661

Wiregrass Technical College

Total Campuses AY19 Enrollment Traditional Enrollment Dual Enrollment % Economically Disadvantaged AY19 Graduates AY19 Awards FY20 State Funding FY20 Other Funding

4 6,908 3,753 3,155 37% 1,679 2,535 $13,772,223 $13,163,806

62

EARLY MILLER

SEMINOLE

DECATUR

TURNER

WORTH

TIFT

MITCHELL

COLQUITT

GRADY

THOMAS

HARALSON

CARROLL

DOUGLAS

HEARD

COWETA

TROUP

MERIWETHER

WILCOX

BEN HILL IRWIN

COFFEE

BERRIEN

ATKINSON

COOK

LANIER

BROOKS

LOWNDES

ECHOLS

Technical Education

63

Appendix E: Wages by Program

Top Majors Accounting Advanced Emergency Medical Technician Air Conditioning Technology Business Management Business Technology Commercial Truck Driving Medical Assisting Networking Specialist Nursing Practical Nursing Radiologic Technology Welding and Joining

Award

Total
Graduate Population1

% Fully Employed2

Median Wage3

Difference from State
Median ($28,256)

Degree
TCC
Diploma Degree Degree
TCC Diploma Degree Degree Diploma Degree Diploma

859
509
736 827 672 3,536 1,085 660 869 1,773 569 780

46%
63%
54% 42% 40% 51% 55% 46% 69% 60% 67% 51%

$30,377
$35,409
$34,380 $34,114 $27,111 $33,908 $23,404 $33,005 $48,996 $30,830 $36,763 $32,115

8%
25%
22% 21% -4% 20% -17% 17% 73% 9% 30% 14%

HOPE Career Grant Eligible Programs4

Aviation

---

Commercial Truck Driving

---

Diesel Equipment

---

Electrical Line Worker

---

Practical Nursing

---

Precision Manufacturing

---

427 3,536 397 355 1,773 445

43% 51% 53% 75% 60% 48%

$29,160 $33,908 $34,048 $35,553 $30,830 $40,458

3% 20% 20% 26% 9% 43%

1 Those who obtained their final award from TCSG between the fall of academic year 2015 and the fall of academic year 2017. 2 Population was identified in DOL data as employed for three or four quarters and making above the minimum wage in the year following their award. We only report majors and programs in which at least 40% of the population was represented. 3 Adjusted to 2018 dollars
4 These programs may have multiple majors, either for a TCC and/or a diploma.

Source: DOL Wage Data

Technical Education

64

Appendix F: Award Rates by Program

Top Majors1 A.S. General Business Accounting Accounting Air Conditioning Technology Automotive Technology Business & Customer Service Business Management Business Management Business Technology Business Technology Commercial Truck Driving Computer Programming Cosmetology Criminal Justice Criminal Justice Culinary Arts Diesel Equipment Early Childhood Care/Education Early Childhood Care/Education Electrical Systems Technology Emergency Medical Technician EMS Professions Health Care Assistant Health Care Science Medical Assisting Networking Specialist Networking Specialist Nursing Phlebotomy Technician Practical Nursing Radiologic Technology Technical Specialist Welding & Joining Top Program Total

Award Level

Beginner Award Rate Award Rate Population (any major) (same major)

Degree Degree Diploma Diploma Diploma
TCC Degree Diploma Degree Diploma
TCC Degree Diploma Degree Diploma Diploma Diploma Degree Diploma Diploma
TCC Diploma
TCC TCC Diploma Degree Diploma Degree TCC Diploma Degree TCC Diploma ---

427 843 626 1,263 1,056 2,140 1,634 1,215 397 1,249 3,569 732 2,667 614 973 468 488 783 1,483 542 595 919 6,110 10,854 843 589 742 598 382 1,334 556 2,094 2,162 50,947

8% 41% 44% 64% 62% 74% 23% 26% 31% 37% 81% 30% 51% 35% 32% 48% 73% 44% 51% 54% 69% 52% 34% 29% 36% 48% 41% 38% 43% 34% 40% 22% 62% 43%

4% 26% 26% 33% 26% 74% 13% 15% 18% 16% 80% 17% 40% 23% 16% 22% 41% 18% 17% 33% 65% 25% 12% 10% 21% 28% 15% 27% 35% 22% 25% 12% 26% 26%

HOPE Career Grant Automotive Aviation Certified Engineer Assistant Commercial Truck Driving

---

1,419

63%

---

378

62%

---

41

17%

---

3,570

81%

61% 59% 7% 80%

Technical Education

65

Computer Programming Computer Technology Construction Diesel Equipment Early Childhood Care/Education Electrical Line Worker Health Science Industrial Maintenance Logistics Movie Production/Set Design Practical Nursing Precision Manufacturing Welding & Joining HOPE Career Grant Total

Award Level
-----------------------------

Beginner Population
468 1,609 2,591
677 1,875
371 8,243
860 71
499 1,334
510 2,814 14,403

Award Rate (any major)
28% 40% 59% 66% 56% 89% 36% 53% 27% 51% 34% 51% 65% 53%

1 Comprised 70% of majors initially selected by beginning technical education students 2 These programs may include multiple majors for a TCC and/or diploma.

Source: TCSG student data

Award Rate (same major)
24% 36% 56% 64% 54% 88% 19% 50% 25% 48% 25% 48% 62% 46%

Technical Education

66

Appendix G: Award and Placement Rates by Program Group

Program Group1
Practical Nursing & Related Cyber & Related Business & Office Technology Cosmetology Health Care Assistant Welding & Joining Technology Management-Supervisory Development Early Childhood Care & Education Nursing Criminal Justice Medical Assisting Automotive Technology Paramedic Technology Radiologic Technology Accounting Commercial Truck Driving Air Conditioning Technology Culinary Arts Industrial Systems Technology Surgical Technology Electrical Construction & Maintenance Dental Hygiene Media Production Diesel Equipment Technology Marketing Management Dental Assisting Aviation Maintenance Technology AAS Technical Studies Pharmacy Technology Machine Tool Technology Medical Laboratory Technology Environmental Horticulture Auto Collision Repair Electronics and Telecommunications Respiratory Therapy Technology Drafting Physical Therapist Assistant Electronics-Computer Engineering Barbering Biotechnology Carpentry Veterinary Technology

Number of
Colleges Offering
22 22 22 22 20 22 19 22 15 22 22 22 21 18 22 18 22 18 20 16 19
9 11 13 18 12
6 10 12 16 17 14 15 16
9 19 11
9 11
4 10
5

Award Rate2 (any program)
37% 38% 44% 53% 31% 66% 27% 53% 39% 40% 39% 63% 59% 47% 43% 81% 65% 50% 55% 46% 63% 44% 46% 70% 29% 47% 61% 15% 35% 48% 46% 48% 57% 52% 58% 45% 57% 29% 39% 37% 62% 45%

Award Rate2 (same program)
28% 35% 37% 51% 12% 63% 22% 50% 29% 37% 27% 60% 56% 36% 36% 80% 63% 46% 53% 37% 60% 34% 43% 68% 22% 39% 58%
7% 25% 46% 38% 44% 55% 47% 47% 41% 55% 19% 37% 32% 60% 34%

Employment Rate3
67% 72% 66% 75% 78% 71% 81% 80% 97% 63% 87% 82% 89% 89% 82% 95% 82% 70% 80% 91% 85% 91% 68% 81% 73% 88% 77% 81% 86% 86% 85% 62% 75% 70% 96% 80% 93% 80% 79% 83% 61% 94%

In-Field Employment
Rate3
52% 56% 56% 52% 52% 58% 73% 68% 95% 41% 73% 68% 73% 82% 70% 89% 71% 66% 71% 68% 78% 80% 49% 78% 64% 53% 61% 79% 74% 81% 67% 52% 66% 59% 96% 64% 82% 65% 52% 49% 55% 86%

Technical Education

67

Program Group1

Number of
Colleges Offering

Award Rate2 (any program)

Award Rate2 (same program)

Employment Rate3

In-Field
Employment Rate3

Distribution-Materials Management

10

33%

25%

80%

74%

Paralegal Studies

10

37%

31%

85%

74%

Mechanical Engineering

9

27%

14%

91%

72%

Fire Science Technology

14

61%

54%

89%

77%

Hotel-Restaurant-Travel Management

8

50%

49%

77%

74%

Construction Management

9

50%

39%

89%

72%

Interiors

4

46%

43%

90%

80%

AAS-Business

4

10%

4%

81%

73%

Aircraft Structural Technology

3

64%

61%

77%

62%

Social Work Assistant

3

23%

18%

81%

60%

Forestry Technology

4

43%

40%

75%

69%

Cardiovascular Technology

5

46%

40%

100%

92%

Certified Economic Development

6

79%

79%

19%

19%

Banking & Finance

5

32%

4%

75%

75%

AAS-Health

1

13%

8%

70%

70%

Automated Manufacturing

1

73%

51%

98%

96%

Applied Business Technology

3

27%

15%

100%

100%

Funeral Service

1

41%

40%

96%

82%

Occupational Therapy Assistant

2

31%

27%

100%

88%

Plumbing

4

62%

55%

60%

56%

Instrumentation Technology

2

50%

36%

80%

69%

Industrial Technology

1

50%

25%

88%

75%

Environmental Engineering

2

35%

27%

73%

59%

Ophthalmic Dispensing

3

55%

48%

95%

88%

Nuclear Science

1

45%

40%

85%

46%

Civil Engineering

1

30%

30%

59%

47%

Railroad Operations

1

37%

33%

0%

0%

Masonry

1

67%

67%

44%

22%

Appliance Servicing

1

70%

60%

65%

59%

Golf Course Management

1

50%

19%

67%

33%

Chemical Operations

1

24%

19%

82%

36%

Electrocardiography

3

53%

47%

92%

62%

Mental Health Services

1

NA

NA

100%

100%

Building & Facilities Maintenance

5

48%

22%

67%

67%

1 Sorted by relative total expenditures 2 Percent of students who began at a technical college during academic years 2015-2017 and obtained an award by AY 2019 3 AY 2018 Source: TCSG Graduate Placement Reports, TCSG student data

The Performance Audit Division was established in 1971 to conduct in-depth reviews of state-funded programs. Our reviews determine if programs are meeting goals and objectives; measure program results and effectiveness; identify alternate methods to meet goals; evaluate efficiency of resource allocation; assess compliance with laws and regulations; and provide credible management information to decision makers. For more information, contact
us at (404)656-2180 or visit our website at www.audits.ga.gov.