Transcript File 3 - Moraine Valley Community College

Registration Data and Assessment
18th Annual Assessment Fair for Illinois Community Colleges
Patrick Peyer, Ed.D. and Michelle Rothmeyer, MS. Ed.
February 21, 2014
Rock Valley College
Rockford, IL
~8,000 students
54% part-time
56% female
28% minority enrollment
26 – average age
Current Focus Areas
1. Drop for Non-payment Process
2. Schedule Adjustment Period
3. Wait-listing Process
4. “Near Graduate” Program
Drop for Non-payment Process
•
•
Study performed to determine timing and value of dropping students
for non-payment (de-registration, DREG)
Spring 2012 Results
• 1,674 seats were dropped for non-payment
• Of the 1,674 seats, 660 seats (223 Students, 13.3%) did not have
Financial Aid (FA)
• The remaining 1,014 dropped seats did not meet FA requirements
of Satisfactory Academic Progress (SAP)
• The study supported keeping two DREG dates instead of adding
additional dates. Additional dates could leave seats empty, create
more rework for staff and was not successful in the past.
• The study was utilized to reduce the amount of DREG
DREG Process Improvements
•
•
•
•
Improve marketing of payment deadline by creating a payment due
campaign
Collaborate with IT to improve the efficiency and timeliness of the
DREG
Run DREG list one week in advance for telecounseling students to
remind them of the upcoming deadline
Consistent billing schedule set by the Accounting Office
•
Improvements resulted in a 19.83% increase of students paying since 2012
Spring
Seats
Reduction
2012
1674
2013
1350
19.35%
2014
1342
19.83%
Schedule Adjustment Period Analysis
• The analysis reviewed add slips collected during the Schedule
Adjustment Period for Fall 2012 and Fall 2013.
• The premise for the analysis was to determine if those that registered
during the Schedule Adjustment period completed the course with
success.
• The Schedule Adjustment Period is necessary to financially offset the
RVC policy regarding the 100% tuition refund Drop Period and assist
students if the need arises to make changes to their schedule.
• This study will also be conducted again in Fall 2014 to confirm results of
the Fall 2012 and 2013 study.
Fall 2012 Add Slip Analysis
•
928 total add slips during the fall 2012 schedule adjustment period
Outcomes
# of Add Slips
% of Total
Dropped for 100% tuition refund
37
4.0%
Earned ABC in course
617
66.5%
Earned DFWI in course
274
29.5%
928
100%
Totals
•
•
•
•
685 unique students
598 of the unique students were returners (87.3%)
87 of the unique students were new (12.7%)
The DFWI rate was 29.5% which is below level of national best practice
but higher than the college wide rate for the same period (24.6%)
Fall 2013 Add Slip Analysis
•
913 total add slips during the fall 2013 schedule adjustment period
Outcomes
# of Add Slips
% of Total
Dropped for 100% tuition refund
50
5.5%
Earned ABC in course
601
65.8%
Earned DFWI in course
26
28.7%
913
100%
Totals
•
•
•
•
708 unique students
561 of the unique students were returners (87.3%)
147 of the unique students were new (12.7%)
The DFWI rate was 28.7% which is below level of national best practice
but higher than the college wide rate for the same period (24.98%)
RVC College DFWI – Fall 2013
Analysis of Waitlist Process
•
•
•
Analyzed the number of students on all waitlist at specific points in the
registration process
• First point in time was after priority registration closed
• Second point in time was at the close of the first week of open
registration
• Third point in time was at the close of the waitlist option (one week
prior to the start of classes)
The guideline for analysis was any course with 20+ students on the
waitlist at the above listed points in time
Moving forward:
• Analysis results will be shared with Academic Deans for future
course planning
• Analysis will be repeated for each fall and spring semester
Waitlist Analysis Results Spring 2014
Courses with 20+ waitlisted students
After 1st Week Open
Registration
Priority Week
Course
# students
Potential CH
# students
End of Waitlist Option
Potential CH # students Potential CH Academic Dean
BIO 274
39
156
49
196
*
*Science
CHM 120
*
*
22
88
*
*Science
ENG 101
40
120
94
282
51
153Composition
ENG 103
151
453
199
597
104
312Composition
PSY 270
58
174
71
213
34
Total CHs
* insignificant
+903
1,376
Misc. Information
Added one section to
accommodate
Added a hybrid section
Two sections added after 1st week
102Social Sciences of open
+567
#'s (20 or less on the waitlist at that moment in time)
Note: Courses with under 20 students/seats at the end of the waitlist period demonstrate the waitlist may have provided the opportunity for the
students to get the seat they wished for.
Courses with 20 or more students/seats at the end of the waitlist may influence future planning.
Near Graduate Program
Why do we need this program?
• Potential to increase enrollment
• Potential to increase retention
• Provides reminder to student to reach for the academic goal they
started
• Continued focus on increased graduation numbers at the State and
Federal level
How it Works
Three-Tiered Program
• Pre-Graduation Evaluation
• Near Graduation Notification
• Near Graduate/Stop Out “Invitation to Return”
Requires collaboration from several areas Records, Advising and
Admissions
Supportive Data for Near Grad Program
• Pre-Graduation Evaluation
Year
2011
2012
2013
Reviews
1973
2262
1034 (as of Spring 13)
Degrees
Awarded
1022
1145
582
Certificates
Awarded
665
716
355
• Near Graduation Notification
Year
2010
2011
2012
2013
•
•
Qualified Near Completed
Completed
Completed
No Completion/Still
Graduates
within 1 year within 2 Years within 3 Years Enrolled FY2013
3932
805
1197
1407
357
3613
843
1271
NA
485
4157
NA
NA
NA
NA
3448
NA
NA
NA
NA
FY 2010-36% of the qualified Near Graduates have graduated within 3 years and 9% are still
enrolled
FY 2011-35% of the qualified Near Graduates have graduated within 2 years and 13% are
still enrolled
Supportive Data
(continued)
Near Graduate/Stop Out “Invitation to Return”
Year
Stop Out Head Count
2010
1161
2011
1237
2012
1374
2013
1403
Initial validation to support initiative
• From the fall 2012 and spring 2013 semesters there were 1,374
students who had stopped out and of those, 112 students returned.
Those students registered for 1200 credits which brought in an
estimated additional revenue of $120,000. The cost to produce and
mail the post card for the 1,374 students was $371.00.
What are others doing?
Questions?
Thank you.
Patrick Peyer [email protected]
Michelle Rothmeyer [email protected]