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% 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… 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 – Attendance Hours 209, ,164 # FTE Students Attended less than 15 hours 23% <1% Retention Rate <50% 80% Promotion Rate 8% 50%
CASE STUDY #2 Fresno Adult School (CA) ABE ESOL “Persistence Rates at Vista Adult School,” Louann Gigante &mapID=1758
CASE STUDY #3 ABE & GED Center (PA) PRE-GED Daytime Class Percentage attending >12 Hours “Moving from Open Enrollment to Managed Enrollment,” Kate Hyzer 62% 91%
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 tion/ESL/managedenrollment.htm tion/ESL/managedenrollment.htm National Center For the Study of Adult Learning and Literacy (NCSALL) rators_sourcebook_december_2005.pdf rators_sourcebook_december_2005.pdf
Thank You !! Phil Anderson Steve Osthoff Tony Lagos Claire Valier