Managed Enrollment

A Process – Not a Product

Workshop Objectives

 Define Managed Enrollment  Compare Open Entry to Managed Enrollment  Learn how to use Managed Enrollment in adult education programs  Develop a plan for implementing Managed Enrollment at your school.

The Issues:

    Students are often “Here today - Gone tomorrow!” Can anything be done about it?

Are they “stopping out or dropping out?” Can we keep students engaged and connected while they are away from class?

Reality:



FUNDING:

Performance and FTE   FTE ± 90 % Performance ±10 % 

ENROLLMENT & RE-ENROLLMENT:

  12 hour rule 6 absences rule

Introduce Yourself and Tell us About Your Program…

       Type of Learners (Demographics) Courses Offered Class Locations Times Classes Offered Enrollment Patterns (Seasons/Day/Eve) Attendance Patterns Teachers (FT/PT/Area of Study)

Critical Question for Today

 Is the Open Entry - Open Exit enrollment policy a support or a barrier to learner persistence?

 What do you think?

Open Enrollment Challenges

      New students enter, sometimes daily Difficult to stay the course with lessons New students come in the middle of lessons Student’s goals get lost in shuffle Students have lower expectations Hard to build a strong sense of community among students

Open Enrollment Benefits

 Learners know their own needs and time constraints best and have flexibility to manage their schedules  Programs are mandated to provide the best instruction to all students at all times  No student is turned away without an attempt to accommodate them immediately

Managed Enrollment…

 Structured times for enrollment  Reflect students’ actual attendance pattern  On a continuum between open and closed enrollment

100% Classes Open 50% Classes Open 100% Classes Closed

Research on ME

 Shows students believe ME helps them stay in class.

 Shows students understand they will achieve progress by a certain time.

 Finds the best course length is 6-9 weeks (Students’ learning curve decreases between 7-8 weeks)

ME Challenges

 Changes always raise anxiety level  Administrators and teachers unsure of meeting program and grant goals  Can give perception that student’s needs and teacher’s needs are in opposition

ME Benefits…

   Teachers and students say it feels like a “real school” Students say classes are more organized Students say they feel like they belong to a supportive community in class  Teachers say students are more likely to learn at the same rate and pace  Teachers say students make faster progress from level to level

Programs Using ME Suggest…

  Use enrollment deadlines Restrict number of absences to 5 or less  Have Open Entry classes for students cannot attend regularly or cannot wait:  Facilitated Self-study + Workcenter Class  Distance Learning

CASE STUDY #1

 MiraCosta College (CA) wanted to know if ME would raise student attendance  Step 1: Hold focus groups with teachers and students.

CASE STUDY #1 cont… Findings of Focus Groups

 Teachers:  Students make classroom attendance low priority  Students not always serious about studying  It is difficult to teach open entry classes  Students:  Learning English is very important.  How did we get placed into this level?

 How do we get out of this level to another?

 Students also reported making large personal sacrifices to attend classes.

CASE STUDY #1 cont…

 Identify specific program issues based on interviews.  Measure three areas:  Enrollment patterns  Retention rates  Promotion rates  Establish student outcomes

CASE STUDY #1 cont…

 Establish shorter instructional terms  Establish attendance requirements  Pilot the ME plan

MiraCosta Results:

1995 – 1996 2001 - 2002 Attendance Hours 209,820 Attendance Hours 271,164 # FTE Students Attended less than 15 hours Retention Rate

Promotion Rate

400 # FTE Students 23% Attended less than 15 hours <50% Retention Rate 8%

Promotion Rate

517 <1% 80% 50%

CASE STUDY #2 Fresno Adult School (CA) ABE ESOL 2001-02 2002-03 2003-04 2004-05 2005-06 “Persistence Rates at Vista Adult School,” Louann Gigante https://www.casas.org/home/index.cfm?fuseaction=home.downloadFile

&mapID=1758

CASE STUDY #3 ABE & GED Center (PA)

PRE-GED Daytime Class Percentage attending >12 Hours 91% 62% 2004 2005 2006 “Moving from Open Enrollment to Managed Enrollment,” Kate Hyzer http://www.able.state.pa.us/able/lib/able/fieldnotes06/fn06mgdenroll.pdf

CASE STUDY #4 Miami Dade College (FL)

       Kendall Adult ESOL Program – Level “A” 79 Registered 79 Tested Level “B” 86 Registered – 75 Tested Level “C” 167 Registered – 148 Tested Level “D” 164 Registered – 139 Tested Level “E” 136 Registered – 117 Tested Level “F” 42 Registered – 37 Tested

Miami Dade College cont..

 Enrolled a total of 674 students  Passing rate in individual classes ranged from 38 % to 100%  439 of 674 passed to next higher level  74 students jumped two levels  Overall passing rate of 74%

4 Steps to ME STEP 1

  Establish the Issues of your program Do Focus Groups and Surveys with Stakeholders:  Students  Teachers  Administrators

STEP 2:

 Design a Pilot Class:  Establish # of Weeks  Establish an Enrollment Process  Keep an Open Entry class  Establish Data to Obtain

STEP 3

 Assess the Pilot  How will it be measured?

 What types of Outcome Data  How to Obtain Learner Comments  How to Obtain Teacher Comments

STEP 3 cont…

 Types of Outcome Data to Obtain  Passing rates of students from level to level   Transfer rates of students from ESOL to ABE Stop-Out Patterns  Percentage of Learners that persist:  More than 12 Hours  More than mid- point of the class  All the way to the end of class

STEP 4



Full Implementation

 Presentations on Pilot Results to Administrators  Administrative Decisions Process 

Use Feedback Loop for Continuous Improvement

 Student Surveys and Focus Groups  Outcome Data

Resources

 MiraCosta College

http://www.miracosta.cc.ca.us/Instruction/CommunityEduca tion/ESL/managedenrollment.htm

 National Center For the Study of Adult Learning and Literacy (NCSALL)

http://www.ncsall.net/fileadmin/resources/teach/lp.pdf

http://www.ncsall.net/fileadmin/resources/teach/lp_d.pdf

http://www.sbctc.ctc.edu/college/abepds/program_administ rators_sourcebook_december_2005.pdf

Thank You !!

  Steve Osthoff  [email protected]

 Phil Anderson  [email protected]

Tony Lagos  [email protected]

 Claire Valier  [email protected]