The Economic Value of WTAMU Main Report
This report assesses the impact of West Texas A&M University (WTAMU) on the regional economy and the benefits generated by the university for students, taxpayers, and society. The results of this study show that WTAMU creates a positive net impact on the regional economy and generates a positive return on investment for students, taxpayers, and society.
This report assesses the impact of West Texas A&M University (WTAMU) on the regional economy and the benefits generated by the university for students, taxpayers, and society. The results of this study show that WTAMU creates a positive net impact on the regional economy and generates a positive return on investment for students, taxpayers, and society.
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<strong>WTAMU</strong> FY 2017-18 student data<br />
<strong>WTAMU</strong> served 12,123 students taking courses for credit and 219 non-credit<br />
students in FY 2017-18. <strong>The</strong>se numbers represent unduplicated student headcounts.<br />
<strong>The</strong> breakdown <strong>of</strong> the student body by gender was 42% male and<br />
58% female. <strong>The</strong> breakdown by ethnicity was 59% white, 40% minority, and 1%<br />
unknown. <strong>The</strong> students’ overall average age was 26 years old. 3 An estimated 62%<br />
<strong>of</strong> students remain in the Texas Panhandle after finishing their time at <strong>WTAMU</strong>,<br />
another 11% settle outside the region but in the state, and the remaining 27%<br />
settle outside the state. 4<br />
Table 1.2 summarizes the breakdown <strong>of</strong> the student population and their corresponding<br />
awards and credits by education level. In FY 2017-18, <strong>WTAMU</strong> served<br />
one PhD or pr<strong>of</strong>essional graduates, 751 master’s degree graduates, and 1,589<br />
bachelor’s degree graduates. Another 9,773 students enrolled in courses for<br />
credit but did not complete a degree during the reporting year. <strong>The</strong> university<br />
<strong>of</strong>fered dual credit courses to high schools, serving a total <strong>of</strong> nine students<br />
over the course <strong>of</strong> the year. <strong>The</strong> university also served 219 personal enrichment<br />
students enrolled in non-credit courses.<br />
We use credit hour equivalents (CHEs) to track the educational workload <strong>of</strong> the<br />
students. One CHE is equal to 15 contact hours <strong>of</strong> classroom instruction per<br />
semester. In the analysis, we exclude the CHE production <strong>of</strong> personal enrichment<br />
students under the assumption that they do not attain knowledge, skills,<br />
and abilities that will increase their earnings. <strong>The</strong> average number <strong>of</strong> CHEs per<br />
student (excluding personal enrichment students) was 18.6.<br />
TABLE 1.2: BREAKDOWN OF STUDENT HEADCOUNT AND CHE PRODUCTION BY EDUCATION LEVEL, FY 2017-18<br />
Category Headcount Total CHEs Average CHEs<br />
PhD or pr<strong>of</strong>essional graduates 1 4 4.0<br />
Master’s degree graduates 751 8,532 11.4<br />
Bachelor’s degree graduates 1,589 31,728 20.0<br />
Continuing students 9,773 185,650 19.0<br />
Dual credit students 9 68 7.6<br />
Personal enrichment students 219 1,833 8.4<br />
Total, all students 12,342 227,815 18.5<br />
Total, less personal enrichment students 12,123 225,982 18.6<br />
Source: Data provided by <strong>WTAMU</strong>.<br />
3 Unduplicated headcount, gender, ethnicity, and age data provided by <strong>WTAMU</strong>.<br />
4 Settlement data provided by <strong>WTAMU</strong>.<br />
Chapter 1: Pr<strong>of</strong>ile <strong>of</strong> West Texas A&M University and the Economy 16