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Accelerating Change SCALE



Moving the Needle


Table of Contents





Foundation History




Board of Directors


Executive Summary


Craft of Grantmaking


Grant Update: iSmart


Grant Update: UTeach


Data and Decision Making


GTF Scholars Update and Student Features


Grant Activity


Financial Activity


Looking Forward: Collective Impact in Action


Mission Greater Texas Foundation supports efforts to ensure all Texas students are prepared for, have access to, persist in, and complete a postsecondary education. • We put particular focus on helping underserved and disadvantaged populations. • We pursue our mission by forming partnerships, supporting research, sharing knowledge, and making grants.

Vision Greater Texas Foundation’s vision is for all Texas students to have equal opportunity to access and succeed in postsecondary education.

Foundation History Greater Texas Foundation and its nonprofit predecessor entities have a long history serving the citizens of the state of Texas. To learn about the foundation’s history, please visit our website at www.greatertexasfoundation.org.


Staff Erin Arnold, Accountant Amber Bass, CPA, Controller Judy Brock, Office Administrator Victor Gongora, Project Associate Allison Grainger, Student Assistant Leslie Gurrola, Strategy Manager Amy Landers, Student Assistant Carol Miller, Grant Manager Kate Richardson, Project Associate Wynn Rosser, Ph.D., President & CEO Kim Ulbricht, Executive Assistant

Not all staff pictured.

GTF Staff attending The Texas Tribune Festival at Texas A&M University. From left: Amber Bass, Kim Ulbricht, Leslie Gurrola, Victor Gongora, Erin Arnold, Carol Miller

Board of Directors Dr. J. Malon Southerland Board Chair & Chair, Student Loan Committee

Dr. Alonzo Sosa Co-Chair, Charitable Activities Committee

Dr. Terry Jones Director

Dr. Samuel Gillespie Vice Chair & Chair, Audit & Accountability Committee

Mr. Ralph Rushing Chair, Investment Committee

Dr. Wesley K. Summers Director

Mrs. Judy Holt Secretary

Mr. A.D. James, Jr. Director

Mr. Bill Youngkin Director

Dr. John Moss Past Chair & Co-Chair, Charitable Activities Committee


Executive Summary Dear Friends and Colleagues: 2012 marked the halfway point of the foundation’s five-year strategic plan to ensure all Texas students are prepared for, have access to, persist in, and complete a postsecondary education. As we reached this important milestone, our staff and board took time to reflect on the learning, successes, and challenges of the previous two and a half years. We asked ourselves, "Where are we, and what have we learned? How are we accelerating positive change?" These questions, in addition to a refresh of our data, led to some important reflections, some of which helped shape the content in this year’s annual report:

There are many ways for the foundation to pursue its mission. The strategic plan outlines many roles for the foundation, including grantmaker, convener, partner, and knowledge builder. We work diligently to ensure the foundation is functioning in each of these roles, and we’ve learned we can often be most effective and helpful when we focus on roles in addition to grantmaker.

Partnerships and leverage are key. “The power of partnerships” was the theme of our 2011 annual report, and we continue to be humbled by the dedication and commitment of individuals across the state and nation to address some of our most serious education-related challenges. One of our greatest examples of partnerships and leverage can be found in our GTF Scholars program, a scholarship program for graduates of Texas early college high schools, which welcomed its first cohort in fall 2012. We are proud to feature two of the first GTF Scholars in this annual report. Credibility makes a difference; reputation is something to be stewarded. GTF prides itself in taking grantmaking, as well as its other roles, very seriously, and our success is ultimately tied to the success of our grantees. This year, we are launching a feature series called “Craft of Grantmaking,” in which we’ll highlight one or two grants (past or present) that have experienced exceptional outcomes – both within the context of the individual grant and far beyond.

Research is essential; broadly accessible, user-friendly access to data is essential. Student data is at the center of everything the foundation does. In dual roles as grantmaker and knowledge builder, the foundation is always pursuing ways to get better quality, more current data to all stakeholders. Read “Data and Decision Making” for context and summaries of two recent grants in this area. We are also pleased to include in this annual report a snapshot of the very data that motivatives our work.

Scale is relative; a regional approach is an effective method to make measurable gains toward statewide impact. The foundation continues to believe in and support the collective impact framework for improving educational outcomes, but also understands that “scale” can take on many different meanings. We are increasingly aware, though, that to have the large gains we need in educational attainment in Texas, systemic change is a must. Systemic change, similarly, can take many forms. For example, read how one grant, iSMART, is causing systemic change in the way its institution conducts online education.

We’re on the right track, but we’re not there yet. There is still much to be done. We continue to move forward with our goal to help all Texas students achieve their educational potential, and there is lots of work to be done. Please take a moment to read “Looking Forward” to see what’s coming up for GTF in 2013 and beyond. Thank you for being a partner and friend to Greater Texas Foundation, and thank you for your tireless commitment to ensuring a more educated Texas. Sincerely,

Wynn Rosser, Ph.D. President & CEO



Craft of Grantmaking: Preventing School Dropout with Secondary School Students

In making funding decisions, many foundations, including Greater Texas Foundation, often consider long-term outcomes and potential benefits to the grantee beyond the grant period. In addition to outcomes for the grant’s intended target population, such outcomes may come in the form of the grantee’s or program’s long-term sustainability, including new partnerships and additional fundraising as a result of the grant. These factors, however, are hard to predict and difficult to measure, particularly after a grant ends. In 2008, GTF made a grant to The Meadows Center for Preventing Educational Risk at The University of Texas at Austin for work titled “Preventing School Dropouts with Secondary School Students." In addition to supporting the specific work of the grant, the grant was intended to support the The Meadows Foundation grant to establish the Center by helping with early efforts to ensure sustainability. Although funding from GTF ended in 2011, this grant continues to realize exceptional outcomes and is a natural fit for the first grant featured in our new annual report series “Craft of Grantmaking.” Through the series, GTF will feature at least one grant that has exceeded expectations in terms of long-term outcomes beyond the grant period. Dr. Greg Roberts, Associate Director of The Meadows Center for Preventing Educational Risk, provided the following update on the work. Please provide a brief description of the grant, including problem to be addressed and original anticipated outcomes. Greater Texas Foundation provided three years of funding to The Meadows Center for Preventing Educational Risk at The University of Texas at Austin to develop a feasible and effective dropout prevention intervention, evaluate its efficacy, and disseminate related materials as a means of informing public policy, reducing statewide rates of dropout, and increasing access to higher education, particularly among traditionally underserved groups. The Manor Independent School District in Manor, Texas and the Houston Independent School District were partners in the project. Our purpose was to engage (or re-engage) at-risk 8th and 9th grade students with school life by providing ongoing, tailored

social support through a modified version of the Check & Connect Program and by improving students’ reading skills so that they have greater access to content area knowledge (science, history, etc.). Check & Connect coordinators provide targeted in-school social and problem solving support to students at-risk for disengaging from and potentially dropping out of school. Our hypothesis was that students are more likely to thrive in settings where they are engaged and where they have the skills necessary for success. Further, more engaged students are more likely to graduate from high school and pursue postsecondary educational opportunities. Our findings to date support this line of reasoning. How have the actual outcomes exceeded the original expectations of the grant? The preliminary outcomes are extremely encouraging. Students in the reading program outperformed comparison students by almost one-half of a standard deviation after two years of daily intervention.


This effect is about three times larger than the typical effects of similar programs that address reading with struggling adolescents. On the dropout prevention side, participants in the Check & Connect program have reported higher levels of school engagement than have similar students not participating in Check & Connect. (The effect sizes range from .90 – about a standard deviation difference – on a measure of Behavioral Engagement to .34 on Goal Setting and Problem Solving.) These data are based on self-report measures, so they should be considered preliminary. More definitive findings on the program’s effect on student dropout will be available in the summer of 2014 when we collect the final wave of graduation data.

prevention work has also been acknowledged by Deborah Speece, Commissioner of the National Center for Special Education Research within IES. Commissioner Speece, along with experts in this and related areas, has noted the scarcity of evidence-based research in this important area and the need to provide schools, districts, and states with policy- and practice-related guidance for intervening in this increasingly critical respect. We expect our work, which began with a $300,000 award from Greater Texas Foundation, will be an important step in addressing this need.

Describe how you have been able to secure additional funding to continue the work after the initial investment by Greater Texas Foundation. Our work in Texas improved the lives of local children. It also provided a springboard for larger-scale inquiries by investigators at The Meadows Center for Preventing Educational Risk. Due in part to our collaboration with GTF, we were able to compete successfully for funding from the Institute for Educational Sciences (IES). The process is very competitive; less than 10 percent of submitted proposals are funded. We are currently in year three of the funded four year study (approximately $2 million over the four years) that compares outcomes across four groups: 1) a dropout prevention only group; 2) a reading intervention only group; 3) a dropout plus reading intervention group; and 4) a business as usual group. Almost 500 at-risk students from three high schools participated in one of the study groups during the 9th and 10th grades, and we are following the group through 12th grade to document who does and who does not graduate from high school on time. The study cohort is in the 11th grade currently. The intervention is a variation of the one implemented in Manor, with changes based on the pilot data we collected as part of our work funded by Greater Texas Foundation. What are the potential long-term implications of this work? How can/will the work be used to cause systemic change? Policy change? Scholarly reports summarizing our preliminary results are currently being considered for publication in leading peer-reviewed journals, including the Journal of Educational Psychology, Child Development, School Psychology Quarterly, and the Journal of Adolescence. These publications are read primarily by researchers. We also disseminated our preliminary findings to a number of groups throughout Texas and the US, including a group of policy makers at the Texas Education Agency. Our dropout


Materials for replicating the model are available at www.meadowscenter.org/institutes/products/ dropout-prevention-institute. These include practical items, such as data tracking tools, lesson guides, and materials for measuring the fidelity of program implementation. Summaries of best practices for preventing dropout are also available, as are policy-related documents that address important structural and financial aspects of dropout and its prevention in the state of Texas.


Grant Update:


science teacher

In 2008, Greater Texas Foundation announced a $3 million grant program and request for proposals (RFP) to solicit Texas institutions interested in developing a master’s degree program to increase the number of highly qualified middle school math and science teachers with deep subject content knowledge in Texas public schools. Through a highly competitive process, two institutions were selected to receive the grant: University of Houston and Texas Tech University. Below is an update of iSMART (Integrated Science, Math, and Reflective Thinking), the resulting program at University of Houston (UH) that is not only enriching math and science pedagogy for teachers but is also changing the way UH conducts online education. by Dr. Jennifer Chauvot, Associate Professor, Mathematics Education, Department of Curriculum & Instruction in the College of Education, University of Houston


In developing the iSMART program, we were charged with the task of designing a two-year online master’s program for middle grades science and mathematics teachers in Texas. The program needed to focus on the integration of science and mathematics as a means to further develop teachers’ content and teaching knowledge as well as support the development of teacher leadership skills. Since the implementation of iSMART, our desired outcomes have extended in that we are monitoring teachers’ progress toward understanding issues of equity in science and mathematics classrooms, teachers’ understandings of the nature of science and of the nature of mathematics, teacher educators’ growth in developing best practices of online instruction with science and mathematics teachers, and models of teacher learning in online environments. To date, 46 teachers (96 percent of enrollees) have graduated from the iSMART program and 49 more teachers are currently enrolled in the program. Probably the most challenging aspect for us was designing an entire master’s program that would be delivered via an online environment. Historically, science and mathematics teacher educators model best practices in face-to-face university classrooms and in professional

development sessions as a way to teach about learner-centered instruction with children. We needed a model for how to teach teachers in an online environment about face-to-face learner-centered instruction. Essentially, we have been pushed to broaden our views of best practices when teaching teachers. Consistent with research about teacher learning, our model highlights utilization of a cohort model and the utilization of synchronous instruction. And, in this sense, we feel that we can speak to impact, leverage, and scale. Impact of iSMART can be described in a number of ways. iSMART teachers’ capstone projects, for example, provide empirical data showing science and mathematics achievement gain scores for their students. For example, one teacher designed an after-school tutoring program and reported gain scores for the students who attended this program. Another teacher designed and implemented six lessons that integrated science, technology, and engineering in her 8th grade mathematics classes. Not only did she report gain scores for her students, but these lessons will be implemented next year, district wide. In fact, many iSMART teachers specifically reported impact on colleagues at their respective campuses: “I have shared many of the articles and concepts we have discussed in [iSMART classes] with my colleagues.” Another teacher shares, “the more that I learn, the more those around me learn, and the more the others teach me in return. So, teacher change most assuredly happened with me, but the ripples are spreading wider into my school’s pond to affect others as well.” We have leveraged what we learned from iSMART in a number of different ways and at a number of different levels, locally, within our department, college, university, and nationally. Locally, iSMART has greatly informed the design and implementation of our state board approved 4-8 Master Mathematics Teacher (MMT) Certification program. We are able to make this program more accessible for Houston-area teachers by utilizing online instruction and implementing many of the tenets of iSMART.

One of the common threads across our MMT and iSMART programs is the focus of teaching teachers about equitable instructional practices so that science and mathematics content is accessible to all students in their classrooms. This deliberative focus on equity within iSMART and MMT led to a recent award of $449,702 over 36 months from the National Science Foundation, DRL-Discovery Research K-12 Program, to support Mathematical Knowledge for Equitable Teaching: Exploring opportunities to enable elementary pre-service teachers to develop ambitious and equitable teaching practices, led by Dr. Imani Goffney. Dr. Goffney's dissertation study from the University of Michigan directly contributed to revisions made within iSMART and the MMT program which then led to this award. Finally, success in iSMART has motivated the design and implementation of two new online Curriculum and Instruction master’s programs, one in history, and one in mathematics. Graduates of these two programs, typically high school teachers, will be eligible to teach dual credit history courses or dual credit mathematics courses at their high schools. Dual Credit programs in high schools provide more access for students to earn college credit before graduating from high school. Because these programs are online, we have the potential for national impact in these areas. There is still more work to do, however. Research about teacher learning indicates that graduates of iSMART will need on-going support in facilitating change at their schools. And the impact of teacher knowledge of integration of science and mathematics on their students’ science and mathematics achievement scores has yet to be carefully and systematically explored. Along with these on-going questions, we have several projects we are considering taking on including iSMART-e, an iSMART program for elementary teachers, and an undergraduate 4-8 science mathematics initial certification program. All of these programs “stem” from what we have learned in the process of designing and implementing innovative programs like iSMART.

Teacher change has been the overwhelming subject coursing through our curriculum this year in both semesters. We first touched on our own misconceptions in actual facts concerning math and science this fall and went into a more thoughtful reflection of overall teaching curriculum this spring. In examining my own teaching technique and how it has changed this year, I am truly blown away by how much I have learned and how easy new techniques are to implement when evidence of student learning and enthusiasm becomes more apparent. 6th and 7th grade science teacher & iSMART student


Grant Update:


UTeach is a teacher preparation program for students majoring in STEM areas (science, technology, engineering, and mathematics). UTeach was initiated in 1997 at The University of Texas at Austin in response to national concerns about the quality of K-12 STEM education and growing interest in innovative teacher preparation programs. UTeach was created to attract a wide range of bright science and mathematics majors into secondary teaching careers, to prepare them through an advanced field-intensive curriculum, and to promote professional retention through induction support and ongoing professional development. UTeach offers four-year degree plans that fully integrate students’ STEM content major requirements and UTeach program requirements and allow students to obtain secondary STEM teaching certification while earning degrees in science, computer science, engineering, or mathematics. Currently, 35 universities across the U.S., including UT Austin and seven other Texas universities, are implementing UTeach programs.


In 2007, Greater Texas Foundation awarded a grant in the amount of $1.4 million to The UTeach Institute at The University of Texas at Austin to provide start-up costs for the replication of UTeach at The University of North Texas. Through Teach North Texas (TNT), students at UNT now can obtain a baccalaureate degree in a STEM field with a minor in secondary education without adding time and cost to their education. The program, which started in fall 2008 with 54 students, has since grown to enroll 300 students in 2012. The projected number of graduates by 2017 is 259, and the projected number of K-12 secondary students taught by 2017 is 98,594. As for the program’s sustainability at UNT, in April it was announced that TNT raised enough private funding to qualify for a $1 million matching grant for endowment from the National Math and Science Institute. In 2010, GTF provided another grant to The UTeach Institute to expand the awareness of the UTeach program in Texas. With the foundation’s support, The UTeach Institute announced a request for proposals to

provide planning grants to two Texas universities to prepare to implement the UTeach program at their institutions. The planning grants provided funding for site visits, course observations and salary support for faculty involved in preparing the proposal. Six universities were invited to submit proposals for the planning grants and send representatives to a pre-conference meeting at the annual UTeach conference. As a result, five Texas institutions attended the conference and two institutions ultimately submitted proposals. UTeach Institute staff reviewed the proposals and selected The University of Texas at Brownsville (UTB) and The University of Texas - Pan American (UTPA) to receive up to $45,000 each in planning grants. As a result of the grants, both institutions prepared full proposals and made considerable progress toward planning to implement the UTeach program on their campuses. Based on the intense planning and preparation process and coupled with the need for highly qualified math and science teachers in the region, The UTeach Institute proposed that GTF consider funding the replication

at both institutions. In 2011, the foundation’s board approved a matching grant of $500,000 over five years. In August 2011, The University of Texas System announced a $4 million commitment toward full implementation of UTeach at UT Brownsville and UT-Pan American as part of their $30 million plan to expand educational programs at UT institutions in the Rio Grande Valley and South Texas. By 2021, the UTeach replications in South Texas will produce as many as 437 teachers, who have the potential to impact more than 163,000 students.


Moving the Needle


Data and Decision Making by Victor Gongora, Greater Texas Foundation

INCREASED INTEREST IN HIGHER EDUCATION Concern continues to grow over the performance of the higher education system in Texas and the rest of the country. College completion rates have caught the attention of state and national agencies, independent organizations, the private sector, and families alike. Many worry that current college completion trends will lead to a future workforce that lacks necessary skills and training to compete in a global economy. Ever-increasing tuition has many wondering if the return on investment in postsecondary education is sufficient. The rise in cost has also led to nationwide student loan debt climbing to more than $1 trillion, surpassing credit card debt. With all these pressing factors, the past few years have marked an increase in advocacy for meaningful reform of higher education. Like in any other sector, accessibility to current and accurate data is necessary for creating effective policy. Greater Texas Foundation has made efforts through its grantmaking to contribute to better informed decision making.

MULTIPLE SOURCES FOR HIGHER EDUCATION DATA When examining postsecondary education, there are several sources policymakers and stakeholders can turn to. In Texas, the Texas Higher Education Coordinating Board (THECB), the Texas Education Agency (TEA), and the Independent Colleges & Universities of Texas, Inc. (ICUT) gather state level data. While the THECB covers much of the higher education landscape, they are limited to only public institutions. THECB distributes data through websites such as www.txhighereddata.org and recently launched a higher education almanac. ICUT is a nonprofit association of Texas’s private institutions. One of their functions is to track and publish performance statistics on its member institutions. The TEA is the state agency in charge of public K-12 education. As part of that role they track data on K-12 performance. Reviewing their findings is helpful when determining how prepared public K-12 students are for higher education.

Agencies that deal with national data include the National Center for Education Statistics (NCES) and the National Student Clearing House. The NCES, which is operated by the U.S. Department of Education, distributes much of the country’s higher education data through the Integrated Postsecondary Education Data System (IPEDS). NCES gathers its data through a survey that is required from any institution that applies for or participates in any federal student financial aid program. The National Student Clearinghouse is a nonprofit organization that collects information, including enrollments and graduation rates, from institutions that enroll more than 96 percent of postsecondary students across the country. Their services include enrollment and degree verification and in 2009 launched a secondary education research initiative. Multiple sources of data can lead to different interpretations and misaligned policy. Often times, organizations do not operate on a coordinated timeline making it hard to compare different indicators. Although the agencies may intend to measure the same indicators, they may not define them in a similar manner. For example, graduation rates can be measured at different benchmarks depending on the source, commonly at four, six, or eight years after enrollment. Some organizations are constrained to graduation rates for “first-time full-time” students while others have capabilities to measure longitudinal data. Consolidating and analyzing data from several organizations to understand the current state of higher education can become a burden on stakeholders and policymakers.

GREATER TEXAS FOUNDATION’S ROLE GTF identified five roles during the formation of its strategic plan: grantmaker, convener, partner, capacity builder and knowledge builder. As part of its research role, GTF understands that making accurate and precise data available to policymakers and key stakeholders is vital to creating and implementing effective and efficient policy. Past efforts include funding projects like Achieving the Dream and Student Success by the Numbers which help community colleges make substantial changes to benchmark completion indicators through the use of their own data. Another example is the work being done through RGV Focus in the Rio Grande Valley grant which is helping regional stakeholders, including local public school districts, community college leaders, university leaders, and community leaders, work together to make lasting change through the use of local data. Continuing with this strategy, the foundation invested in two research-based grants in 2012: The Texas Tribune’s Higher Education Data Application and the post-2010 versions of An America Challenged and The Texas Challenge at The Hobby Center for the Study of Texas of Rice University.


TEXAS TRIBUNE: TEXAS HIGHER EDUCATION DATA PROJECT The Texas Tribune is a nonprofit news and media organization that strives to promote “civic engagement and discourse on public policy, politics, government, and other matters of statewide concern” in a nonpartisan manner. Last year GTF made a grant of $64,309 to The Texas Tribune to complete the Texas Higher Education Data Project. This grant helped create the Higher Education Explorer. Additionally, several fact-based articles and data visualizations were published in connection with the application. The product has been promoted through partnerships with organizations like the THECB and ICUT. As The Tribune described it, the project is meant to “help ensure education stakeholders have access to fact-based information by developing and publishing an accessible, user-friendly, free database for citizens, education professionals, researchers, journalists and decision-makers to use to compare and display publicly available data on public and private Texas institutions of higher education.” Indicators include admissions, test scores, enrollment rates, price trends, and graduation rates. Although a lot of the information is already published, Rodney Gibbs, Chief Innovation Officer for Texas Tribune, noted, “It often is abstruse and buried deep in obscure state websites. By arming Texans with information about their institutions, we hope to help citizens become not only better informed but also better equipped and motivated to participate in their communities and states.” Originally, The Texas Tribune hoped the audience would include up to 2,000 unique visitors, but that goal was surpassed by 75 percent within the first two months. Mr. Gibbs attributed much of the extra traffic to the success of a previously launched application, the Public Schools Explorer, which covers K-12 data.

THE HOBBY CENTER: AN AMERICA CHALLENGED • THE TEXAS CHALLENGE The Hobby Center for the Study of Texas at Rice University is an “independent and objective source for the completion of research and education projects and programs focused on major issues impacting Texas and the nation both now and in the future.” Its founding director, Dr. Steve Murdock, is a renowned expert in Demography, Rural Sociology and Socioeconomic Impact Assessment. In 2012, GTF made a grant of $150,000 to the Hobby Center to support the completion of the post-2010 version of An America Challenged and The Texas Challenge. The grant will help the Center complete “two major printed volumes, which extend projections of previous works and provides new analyses and projections of population and public and private services based on demographic and socioeconomic changes between 2010 and 2050.” Analysis of data will also be distributed through an online


database allowing policymakers and stakeholders greater access to crucial information. The Hobby Center will also look at other methods of distribution, including infographics and social media. On the importance of data, Dr. Murdock stated, “Accessibility of all data [...] is important for decision making because you cannot make effective and efficient decisions if you do not have access to good information and do not understand that information.” He added, “One of the things we try to do in our work is to make clear what the implications are of any data we present.” The publication and distribution methods of this research will allow others to edit parameters and assumptions (fertility, mortality, migration, etc.). When examining education specifically, users will be able to see predicted outcomes if more resources are dedicated to supporting education or workforce development. “Most organizations are interested in having the data on where we’re going and having information on what would happen if we were to address certain factors that enhance our competitiveness as a state,” said Dr. Murdock. An example from their research of lessons learned is how Texas's future is tied to its minority populations. “How well they do, because of the numbers and proportions of the population they will represent, is how well Texas will do. The ‘Texas Challenge', we would argue, is to ensure that all persons have the skills and education and opportunities necessary to be competitive in what is increasingly an internationally competitive society.”

1998 THECB

A few Texas numbers:

7th Grade Cohort* According to this statewide cohort data, only one in five Texas youth who enter high school complete a postsecondary degree or credential.

To the left and below are key examples of the data that informs and drives the foundation's strategy.

7th Grade Cohort: 303,371 100 %

Effects on Texas Economy by 2050 if parity is not reached between different ethnic and racial groups and if parity is reached**

Enrolled 8th Grade: 269,971


2050 without parity

2050 if parity is reached

Mean Household Income




Population in Poverty (%)




Aggregate State Tax Revenue***




Mean Consumer Expenditures




89.0% Enrolled 9th Grade: 260,767 86.0% Graduated High School: 204,934 67.6% Enrolled in Higher Education 154,672 51.0% Completed a Degree or Certificate by 2009: 54,335 17.9% [41,974 Baccalaureates; 8,456 Associates; and 3,905 Certificates]

Other notable education projections for Texas**



Percent Change

Public College and University Enrollment

1.3 million

2.4 million


Number of College Students With Unmet Finanical Need

687,000 students

1,400,000 students


Expenditures in Elementary and Secondary Education

$36.5 billion

$70.5 billion

93.2% ($34 billion)

Expenditures in Colleges and Universities

$3.7 billion

$6.9 billion

86.5% ($3.2 billion)

* Source: THECB www.txhighereddata.org , TEA, NSC; out-of-state graduate total not shown, NSC data at time only extended through 2006 ** Source: Dr. Steve Murdock, The Hobby Center for the Study of Texas, Rice University ***Billions of 2010 constant dollars.


GTF Scholars Update and Student Features In 2010, GTF’s board of directors authorized the development of Greater Texas Foundation Scholars, a signature scholarship program designed for graduates of Texas early college high schools (ECHS) to successfully transition to a four-year institution of higher education and complete a baccalaureate degree. The $3.32 million program is the first of its kind in the nation and is expected to impact more than 700 students over a six-year period at the following universities: The University of Texas at Brownsville, The University of Texas at El Paso, University of Houston, Texas A&M University, and University of North Texas. The program includes a comprehensive external evaluation led by a team of evaluators selected through a competitive proposal process: Barbara Goldberg, Barbara Goldberg & Associates, LLC, and Kim Stezala, Stezala Consulting, LLC. The evaluation is both formative and summative. The ongoing evaluation has been vital in the implementation of the program as well as identifying areas for improvement that may have implications far beyond GTF Scholars, including college credits earned in high school transferring to universities and applying to degrees as well as general adaption of ECHS students to a university campus. In fall 2012, the universities welcomed the first cohort of GTF Scholars to their campuses. Two GTF Scholars from the inaugural cohort, Kevin Bradshaw at Texas A&M and Andy Tran at the University of Houston, agreed to share a bit about themselves for our annual report. For more information about the scholarship program, please visit www.gtfscholars.org. To read the research behind GTF Scholars, look for the “Dollars for Degrees” reports by FSG under the Research tab at www.greatertexasfoundation.org.


Name: Kevin Bradshaw, Class of 2016 Hometown: Waxahachie, Texas University: Texas A&M University Major: Electrical Engineering Early college high school: Waxahachie Global High (Associates of Science) Credits earned at ECHS: 80 Credits applied to degree at Texas A&M: 27 Why did you choose to attend an ECHS? I’m part of the second graduating class. When I first applied, it was just a STEM [science, technology, engineering, mathematics] Academy, and I was really interested in the engineering classes and programs they have. So, once I applied and got accepted, I took my first engineering class and loved it. Then my sophomore year, it became an early college high school so it became even better for me. What gave you the drive to want to attend college? I’ve always had my own kind of determination just because I’ve been so passionate about the things I’m learning. In school, my parents didn’t drive me to do my homework. I was the one that said I want to do this because I want to learn this. My parents weren’t really involved with a lot of my schooling, and I think that was helpful because it made me grow as a person and grow as an individual to find out who I really am and what I want to do as I grew older. I just kept wanting to learn more and challenge myself even more. Once I attended the STEM academy and ECHS, I knew I wanted to further my education and go to A&M. Why Texas A&M? Throughout high school, I toured A&M three times so I already loved the campus. I was looking at the three main schools -- Texas Tech, t.u, and A&M -- and t.u. [Texas A&M students often playfully refer to the University of Texas at Austin as t.u.] was the first one I got accepted to and I was really excited about that. I wasn’t in the engineering department though, and once I went to go tour the campus, it wasn’t really my taste. Did you originally want to be in the Corps of Cadets? I had no idea I was going to be in the Corps. I never really thought about it, but when I came to my new student conference in July a month before I came here, I started looking into it and I went to the informational. Just that night, I was thinking to myself that if I wanted to challenge myself, I should do this. I signed the next day.

Do you feel that being in the Corps of Cadets has helped you? Definitely. I’ve experienced a lot. I wouldn’t take this year back. It’s been amazing. There’s been some stressful times, but you just have to go through that to gain the full experience. What are your career goals? I actually came to be a mechanical engineer, but electrical was open and mechanical was full, and so far I’ve liked it. I’ve been looking into several companies like Lockheed Martin or General Motors. They usually come to the career fairs at A&M, and I would love to work for one of those companies. What are your other long-term goals? What’s the big picture? I do want to do graduate school, but now I’m considering getting an internship and going straight into working and then going back to graduate school for a master's. I mentioned earlier, I always wanted to be a mechanical engineer because I like energy conservation and sustainability in engines. One day, even it’s just a small firm, I’d like to own my own firm for sustainability, and I want to help out with the community. I really love designing and playing around with things. It’s really fun. If I’m just an engineer, I’ll be really happy with that. Do you feel part of the GTF Scholars community? It’s been pretty good. I think one of my favorite things is the people in it; the relationships you build and not just the advisors, but a lot of the scholars along with me. There’s a couple other engineers and I’m good friends with them, and then I’m good friends with the rest of [the scholars], and I’m glad I can say that. Whenever I’m walking around campus, and I see a buddy from the Corps, they call “Hey, Bradshaw,” but whenever I see [the GTF Scholars], they say “Hey, Kevin, how you doing?” It’s good to remember who I really am sometimes. What do you feel is the biggest benefit of being a GTF Scholar? I just like going through the program and like I said earlier, building that relationship with people. I’ve gotten a lot of support from the scholars’ advisors and the mentors through the program. I’ve had some pretty bad days, and it’s just good to see someone who is like hey how’s it going and just talk. I would say the biggest benefit is the support everyone is given through the program. I also went on an international immersion trip [to Paris, France] with Suzanne [GTF Scholars coordinator] and a couple of other students. It was for spring break. It was extremely fun—one of the best times of my life. Anything else you would like to add? My first semester here was pretty tough. The first two months especially. I didn’t really know if I belonged here, and I just kind of


counted down the days just to go home. Part of it might have been that I was in the Corps, being a first semester fish, but I also just really missed home. It was great to come back this semester. I realized I missed everyone while I was gone and that I actually do love being here. I’m not counting down the days anymore. I really do love being here, and I love learning, and it’s just a fantastic experience here.

Name: Andy Tran Hometown: Houston, Texas University: University of Houston Major: Business Early College High School: Clear Horizons – San Jacinto South Campus (General Studies Associates of Arts) Incoming college credits: 68 Applied to degree at UH: 60-64 Why did you choose to attend an ECHS? It was a family based decision. My parents are a little older and growing up I’ve always had the mindset of how can I make the burden of my education my own and not put it on my family. I wanted to get all that credit in quickly so I didn’t have to pay for it and didn’t have to burden my family. Looking back now, I see what a big opportunity it was for me. I used it as a door that opened many more doors. Why is a college education important to you? My parents are immigrants; they came from Vietnam and instilled a hard work ethic in me. I appreciate and am thankful for the sacrifices they made to give my family a higher standard of living in America. As a first generation college student in America, it came naturally. My brothers and sister emigrated from Vietnam as well and they all have degrees. My siblings are my role models, so it followed that I should make the most of what I have and get an education. Also, having an education will open up my horizon and allow me to do so much more. What are your long-term education and career goals? My dream job has always been to be a doctor. I love the idea of using my knowledge to make a difference in people’s lives, and I’ve always had my mind set on medical school. My plan basically is that I get my business degree; I eventually want to major in management. From there I want to get in medical school. I’ll have a strong science background and MCAT score, but with a business degree, I’ll also have the interpersonal skills to provide the best outcome for the patient and to succeed.


Why did you choose to attend UH? Again, it was partly family. Family is a big part of my life. My parents are getting older, so I want to stay close so if they need anything I can be there to help them. UH also gave me the Tier One* scholarship, which was a big deal for me because that means I didn’t have to worry about financing my education at all. I wouldn’t have to work like many of my siblings did. Has being a GTF Scholar helped you? Actually it has – having that support behind me. I know I can always send an email to Dr. Kennedy [GTF Scholars advisor at UH] if I need help or anything. I know I can ask anyone in the GTF community for advice when I need it. It has also made me a part of a smaller community of similar students who I can relate to. What are some challenges you’ve experienced at UH? I love UH. The business school is great. The community is great. I’ve met a group of inspiring pre-med students as well. My biggest challenge is time management. Instead of a job, I do a lot of volunteer work on the weekends. I was part of a local church youth group and have come back as a youth leader. I’m sort of a group mentor. I help plan events and do whatever needs to be done to make the program better for the next generation of students. And then I try to spend a lot of time with my family. So really juggling my priorities and making sure I have time for everything can be a struggle at times. What are your major successes? My biggest success, I would have to say, is earning all the scholarships* that I did. By doing so, I’ve been able to accomplish my first goal of making my education my own. Since I’ve been here, I’ve been getting involved a lot. I’m in ABSA [Asian Business Student Association] and have also been able to keep my grades up. Overall, I’ve been pretty low profile at UH, and I like having a low profile. Anything else you would like to add? Keeping medical school in my sights, this summer I’m getting Emergency Medical Technician training. By the end of the summer, I should be certified as an EMT. I’ll use that to get work experience and maybe take up a part-time job as an EMT and then go from there. [*The UH Tier One Scholarship program is a distinguished, high-profile award program intended to attract highly qualified first-time-in-college students to the University of Houston. It is not funded by GTF. In addition to being a GTF Scholar and Tier One Scholar, Andy also received the 2012 Houston Livestock Show and Rodeo Ruth Hildebrand Scholarship.]


Grant Activity: $4.1 Million for Education in Texas In 2012, Greater Texas Foundation disbursed $4,068,234 to increase postsecondary outcomes for Texas students and approved 22 new grants for a total of $1,330,123 in new funding.

Postsecondary Education $5,000 to Excelencia in Education, Inc. (Washington, DC) to join with other funders who are members of the Latino Student Success Group to support a consultant to work with the group. $5,000 to Texas Tribune, Inc. (Austin) to support a public symposium on higher education at the George Bush Presidential Library and Museum at Texas A&M University on November 29, 2012. $335,314 to The University of Texas at Austin to support a statewide Consortium that will enhance the participation and success of Hispanic and African American males within Texas colleges and universities. $3,500 to National Scholarship Providers Association (Boulder, CO) to support the 2012 National Scholarship Providers Association conference in Austin, Texas which will be held October 16-19, 2012. $400,000 to Communities Foundation of Texas Inc. /Educate Texas (Dallas) to support Phase 2 of a project that will produce an actionable, multi-year, multi-million dollar action plan and strategy to improve educational outcomes in Texas’s Rio Grande Valley. $100,000 to The University of Texas at Austin to support the Dana Center’s course development work for their New Mathways Project. $64,309 to Texas Tribune, Inc. (Austin) to support decisions about the access to and success of postsecondary education, the project includes creation of an accessible, user-friendly, free database for citizens, education professionals, researchers, journalists and decision-makers to use to compare and display publicly available data on public and private Texas institutions of higher education (IHE). $15,000 to Kipp, Inc. (Houston) to support the United for College Success project which will discover, document, and share the “best practices” of high quality Charter Management Organizations (CMOs) in Texas related to college access, on-going support and eventual college completion for children from underserved communities across Texas. $1,000 each to Dallas Baptist University (Dallas), The University of Texas at Brownsville (Brownsville), and University of North Texas (Denton) to support a scholarship for an exemplary early college high school student. 20

Math and Science for Postsecondary Readiness $150,000 to Texas A&M Foundation (College Station) to support Aggieteach, an undergraduate teacher preparation program for students majoring in STEM disciplines to complete the requirements for teacher certification while completing their bachelor’s degree at Texas A&M University.

Educational Matching Grant

Distributed as part of the Educational Matching Grant Program, whereby the foundation matches eligible contributions of officers, board members, committee members and employees. $5,000 to Austin College (Sherman) to support need-based scholarships at Austin College. $10,000 to Baylor University (Waco) to support need-based scholarships at Baylor Law School. $10,000 to Baylor University (Waco) to support need-based scholarships at Baylor Law School. $10,000 to Texas A&M Foundation (College Station) to support need-based scholarships at Texas A&M University.

Membership Organizations $2,000 to Grants Managers Network, Inc. (Washington, DC) to support a membership organization for grant managers. $2,250 to Grantmakers for Education (Portland, OR) to support a membership organization that connects funders with knowledgeable leaders, promising programs, experienced colleagues and actionable research in the education sector. $10,000 to Grantmakers for Education (Portland, OR) to support Grantmakers for Education’s Urban Education Study Tour to explore grantmaking strategies for improving urban education in El Paso, TX, Newark, NJ, and Oakland, CA.

Other $400 to Kemp Elementary (Bryan) to support academic literacy supplies for two classrooms at Kemp Elementary. $150,000 to Rice University (Houston) to support the completion of the post-2010 version of An America Challenged and The Texas Challenge. $49,350 to Book Trust (Fort Collins, CO) to support the Book Trust program which provides $7 per month for Scholastic books to every student in both Kemp and College Hills Elementary Schools.

2012 Grant Activity: Total Grants Approved by Funding Principle; Total Requests Declined Total Grants Approved in 2012 Funding Principle

Number of Grants

Amount of Funding

Postsecondary Education (preparation, access, persistence, and completion)



Math & Science for Postsecondary Readiness



GTF Educational Matching Grant Program



Membership Organizations









Funding Principle

Number of Declinations

Amount Requested

Postsecondary Education (preparation, access, persistence, and completion)



Math & Science for Postsecondary Readiness






Total Grants Declined in 2012


Financial Activity

The full audited financial statements are available upon request.

GREATER TEXAS FOUNDATION & SUBSIDIARIES Consolidated Balance Sheets December 31, 2012 and 2011

Assets Cash and cash equivalents

2012 $







Student loan notes receivable, net



Accrued interest and other accounts receivable



Land, property and equipment, net



























Prepaid expenses

Liabilities and Net Assets Line of credit and note payable Accounts payable Accrued interest payable Grants payable Total liabilities Unrestricted net assets Temporarily restricted net assets Total net assets Commitments and contingencies $


GREATER TEXAS FOUNDATION AND SUBSIDIARIES Consolidated Statements of Activities Years ended December 31, 2012 and 2011



Unrestricted operating revenues: Interest on student loans
















Interest on lines of credit



Loan servicing fees







Professional, consulting, rent and related travel



Grants expense











Changes in temporarily restricted net assets: Net assets released from restrictions – satisfaction of restrictions



Change in temporarily restricted net assets









Special allowance expense Interest on investments Unrealized and realized gain on investments in securities, net Other Net assets released from restrictions – satisfaction of restrictions Total operating revenues


Unrestricted operating expenses:

Provision (recovery) for uncollectible student loans Salaries and wages

Trustee fees Miscellaneous expense Total operating expenses Change in unrestricted net assets

Change in net assets Net assets at beginning of the year Net assets at end of the year



Visit our website to learn more about the GTF Fellows program and keep updated with all the foundation’s grants and initiatives to ensure all Texas students are prepared for, have access to, persist in, and complete a postsecondary education. 24

Looking Forward 2012 marked the midpoint of the foundation’s five-year strategic plan. As we reflect on the last two and a half years and prior, we see a shift in our grantmaking to work that is increasingly systemic and sustainable. To make the gains we need in education attainment, we are learning we have to think big. For us, this theme has continuously and impressively taken shape in the collective impact work in the Rio Grande Valley (featured in our 2011 annual report). In 2012, Educate Texas was selected as the backbone organization to lead this groundbreaking regional multi-sector partnership officially named "RGV Focus." Be on the lookout in 2013 for announcements about a new executive director for the backbone as well as new and exciting partnerships and gains in student outcomes. One of the greatest examples of potential for statewide systemic change is the work the Charles A. Dana Center at The University of Texas at Austin is leading with its New Mathways Project (NMP). NMP is the Dana Center’s approach to improving completion rates and success for developmental math students. With its partnership with the Texas Association of Community Colleges, the Dana Center has the potential to transform math developmental education across the entire state of Texas. Watch for a grant announcement in 2013 for GTF to support this important work. Finally, one program we’re particularly excited about is the launch of GTF Faculty Fellows, a fellowship program for Texas tenure track faculty researching areas related to the foundation’s strategy and mission. The first nomination and proposal process started in 2012. The foundation will announce the first cohort of GTF Fellows in 2013.

6100 Foundation Place Drive Bryan, Texas 77807 Ph: 979.779.6100 Fax: 979.779.6699


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