[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186468-en":3,"doc-seo-186468-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},186468,962084928432,"Maya Linwood","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","AQIP Systems Portfolio","AQIP Systems Portfolio provides an institutional snapshot of enrollment distribution, including gender totals, race/ethnicity counts, and reporting gaps. It summarizes campus capacity by headcount and FTE across the main campus and extended campuses. It also maps educational aid code design to student segments, detailing graduation, employment, licensure, skill development, certification, and lifelong enrichment requirements. Stakeholder expectations are outlined, covering alumni learning, employer readiness, community cost-effectiveness, district fiscal responsibility, statutory adherence, and local economic well-being.","| Total Enrollment | Male | Female | Gender Not\u003Cbr>Reported | American Indian | Hispanic | White | Asian | African\u003Cbr>American | Pacific Islander | Race Not Reported |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| 18879 | 8834 | 9868 | 177 | 271 | 259 | 15433 | 521 | 303 | 33 | 2059 |\n| 100% | 46.8% | 52.3% | \u003C1% | 1.4% | 1.4% | 81.7% | 2.8% | 1.6% | \u003C1% | 10.9% |\n\n\n|  | Headcount | % | FTE | % |\n| --- | --- | --- | --- | --- |\n| Main Campus | 12778 | 62% | 3038.36 | 82% |\n| Extended Campuses | 7714 | 38% | 675.64 | 18% |\n| Total | 20492* | 100% | 3714.00 | 100% |\n\n\n| Educational Aid Code Design | Student Segment | Key Requirements |\n| --- | --- | --- |\n| 10 (100 Level) | Associate Degree Students | Complete program requirements to graduate, obtain employment, and qualify for licensure |\n| 30-32 (300 Level) | Technical Diploma Students | Complete program requirements to graduate, obtain employment, and qualify for licensure |\n| 42, 47 (400 Level) | General Adult/ Occupational Adult (Non-Degree Students) | Meet job skill and/or individual educational needs |\n| 50 (500 Level) | Apprentices | Meet specialized trade/industry job skill requirements |\n| 60 (600 Level) | Adult Avocational Students | Meet lifelong personal enrichment needs |\n| 73-78 (700 Level) | Adult Basic Education Students | Meet basic literacy skills |\n| 38.14 | Customized Training Clients | Obtain tailored training to meet specific business needs |\n| -- | Certificates/Special Certificate Students | Obtain short-term training to provide basic skills and/or certification requirements |\n\n\n| STAKEHOLDER | KEY REQUIREMENTS |\n| --- | --- |\n| Alumni | Life-long learning opportunities |\n| Employers | Well-trained employees |\n| Community | Cost-effective education |\n| District Board | Fiscal responsibility to taxpayers |\n| WTCS | Adherence to Wisconsin State Statute 38.00 and WTCS policies |\n| Local Legislators | Enhance economic well-being of the community |\n\n\n| CATEGORY | Male | Female | Total |\n| --- | --- | --- | --- |\n| Exec/Adm Mgr | 29 | 24 | 53 |\n| Faculty | 83 | 107 | 190 |\n| Secretarial/Clerical (includes Part-time) | 22 | 166 | 188 |\n| Professional Non-Faculty | 9 | 26 | 35 |\n| Technical/Para-Professional (includes Part-time) | 20 | 20 | 40 |\n| Skilled Craft | 3 | 0 | 3 |\n| Service Maintenance (includes Part-time) | 14 | 17 | 31 |\n| District Totals | 180 | 360 | 540 |","cbCaiaEDWVIsffch","https://ap.wps.com/l/cbCaiaEDWVIsffch","pdf",5731928,1,130,"English","en",105,"# Enrollment and Gender Breakdown\n# Campus Headcount and FTE\n# Educational Aid Code Design\n# Stakeholder Key Requirements\n# Personnel Category Distribution","[{\"question\":\"How is enrollment distributed by gender and how is 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