Managed Managed EnrollmentEnrollment

A Process – A Process –

Not a ProductNot a Product

Workshop ObjectivesWorkshop Objectives Define Managed EnrollmentDefine Managed Enrollment Compare Open Entry to Managed Compare Open Entry to Managed

EnrollmentEnrollment Learn how to use Managed Learn how to use Managed

Enrollment in adult education Enrollment in adult education programsprograms

Develop a plan for implementing Develop a plan for implementing Managed Enrollment at your Managed Enrollment at your school.school.

The Issues:The Issues: Students are often “Here today - Gone Students are often “Here today - Gone

tomorrow!”tomorrow!” Can anything be done about it?Can anything be done about it? Are they “Are they “stoppingstopping out or out or droppingdropping out?” out?” Can we keep students engaged and Can we keep students engaged and

connected while they are away from connected while they are away from class?class?

Reality:Reality: FUNDING:FUNDING: PerformancePerformance and and FTEFTE

FTE FTE ± ± 90 % 90 % PerformancePerformance ± ±10 %10 %

ENROLLMENT & RE-ENROLLMENT: ENROLLMENT & RE-ENROLLMENT: 12 hour rule12 hour rule 6 absences rule6 absences rule

Introduce Yourself andIntroduce Yourself andTell us About Your Tell us About Your Program…Program…

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

Critical Question for Critical Question for TodayToday

Is the Open Entry - Open Exit Is the Open Entry - Open Exit enrollment policy a enrollment policy a supportsupport or a or a barrierbarrier to learner persistence? to learner persistence?

What do What do youyou think? think?

Open Enrollment ChallengesOpen Enrollment Challenges

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

among studentsamong students

Open Enrollment BenefitsOpen Enrollment Benefits

Learners know their own needs and time Learners know their own needs and time constraints best and have flexibility to constraints best and have flexibility to manage their schedulesmanage their schedules

Programs are mandated to provide the best Programs are mandated to provide the best instruction to all students at all timesinstruction to all students at all times

No student is turned away without an No student is turned away without an attempt to accommodate them immediatelyattempt to accommodate them immediately

Managed Enrollment…Managed Enrollment…

Structured times for enrollment Structured times for enrollment Reflect students’ actual attendance Reflect students’ actual attendance

patternpattern On a continuum between open and On a continuum between open and

closed enrollment closed enrollment 100% 100%

Classes OpenClasses Open50% 50%

Classes OpenClasses Open100% 100%

Classes ClosedClasses Closed

Research on MEResearch on ME Shows students believe ME helps them stay Shows students believe ME helps them stay

in class.in class. Shows students understand they will Shows students understand they will

achieve progress by a certain time.achieve progress by a certain time. Finds the best course length is 6-9 weeks Finds the best course length is 6-9 weeks

(Students’ learning curve decreases (Students’ learning curve decreases between 7-8 weeks)between 7-8 weeks)

ME Challenges ME Challenges

Changes always raise anxiety levelChanges always raise anxiety level Administrators and teachers unsure of Administrators and teachers unsure of

meeting program and grant goalsmeeting program and grant goals Can give perception that student’s Can give perception that student’s

needs and teacher’s needs are in needs and teacher’s needs are in oppositionopposition

ME Benefits… ME Benefits…

Teachers and students say it feels like a Teachers and students say it feels like a “real school”“real school”

Students say classes are more organizedStudents say classes are more organized Students say they feel like they belong to a Students say they feel like they belong to a

supportive community in classsupportive community in class Teachers say students are more likely to Teachers say students are more likely to

learn at the same rate and pacelearn at the same rate and pace Teachers say students make faster Teachers say students make faster

progress from level to levelprogress from level to level

Programs Using ME Suggest…Programs Using ME Suggest…

Use enrollment deadlinesUse enrollment deadlines Restrict number of absences to 5 or Restrict number of absences to 5 or

lessless Have Open Entry classes for Have Open Entry classes for

students cannot attend regularly or students cannot attend regularly or cannot wait:cannot wait: Facilitated Self-study + Workcenter Facilitated Self-study + Workcenter

ClassClass Distance LearningDistance Learning

CASE STUDY #1CASE STUDY #1

MiraCosta College (CA) MiraCosta College (CA) wanted to know if ME would wanted to know if ME would raise student attendanceraise student attendance

Step 1: Hold focus groups with Step 1: Hold focus groups with teachers and students.teachers and students.

CASE STUDY #1 cont…CASE STUDY #1 cont…Findings of Focus GroupsFindings of Focus Groups

Teachers:Teachers: Students make classroom attendance low Students make classroom attendance low

prioritypriority Students not always serious about studyingStudents not always serious about studying It is difficult to teach open entry classesIt is difficult to teach open entry classes

Students:Students: Learning English is very important. Learning English is very important. How did we get placed into this level?How did we get placed into this level? How do we get out of this level to another?How do we get out of this level to another? Students also reported making large Students also reported making large

personal sacrifices to attend classes.personal sacrifices to attend classes.

CASE STUDY #1 cont…CASE STUDY #1 cont…

Identify specific program issues based on Identify specific program issues based on interviews. interviews.

Measure three areas:Measure three areas: Enrollment patternsEnrollment patterns Retention ratesRetention rates Promotion ratesPromotion rates

Establish Establish student outcomesstudent outcomes

CASE STUDY #1 cont…CASE STUDY #1 cont…

Establish Establish shorter instructional termsshorter instructional terms

Establish Establish attendance requirementsattendance requirements

Pilot the ME planPilot the ME plan

MiraCosta Results:MiraCosta Results:

1995 – 19961995 – 1996 2001 - 20022001 - 2002

Attendance HoursAttendance Hours 209,820209,820 Attendance HoursAttendance Hours 271,164271,164

# FTE Students# FTE Students 400400 # FTE Students# FTE Students 517517

Attended less Attended less than 15 hoursthan 15 hours 23%23% Attended less Attended less

than 15 hoursthan 15 hours <1%<1%

Retention RateRetention Rate <50%<50% Retention RateRetention Rate 80%80%

Promotion RatePromotion Rate 8%8% Promotion RatePromotion Rate 50%50%

CASE STUDY #2CASE STUDY #2Fresno Adult School (CA)Fresno Adult School (CA)

ABEABE

ESOLESOL

2001-022001-02 2002-032002-03 2003-042003-04 2004-052004-05 2005-062005-06

“Persistence Rates at Vista Adult School,” Louann Gigante

https://www.casas.org/home/index.cfm?fuseaction=home.downloadFile&mapID=1758

CASE STUDY #3CASE STUDY #3ABE & GED Center (PA)ABE & GED Center (PA)

PRE-GED Daytime ClassPRE-GED Daytime ClassPercentage attending >12 HoursPercentage attending >12 Hours

20042004 20052005 20062006

“Moving from Open Enrollment to Managed Enrollment,” Kate Hyzer

http://www.able.state.pa.us/able/lib/able/fieldnotes06/fn06mgdenroll.pdf

62%62%

91%91%

CASE STUDY #4CASE STUDY #4Miami Dade College (FL)Miami Dade College (FL)

Kendall Adult ESOL Program– Kendall Adult ESOL Program– Level “A” Level “A” 7979 Registered - Registered -7979 Tested Tested Level “B” Level “B” 8686 Registered – Registered – 7575 Tested Tested Level “C” Level “C” 167167 Registered – Registered – 148148 Tested Tested Level “D” Level “D” 164164 Registered – Registered – 139139 Tested Tested Level “E” Level “E” 136136 Registered – Registered – 117117 Tested Tested Level “F” Level “F” 4242 Registered – Registered – 3737 Tested Tested

Miami Dade College Miami Dade College cont.. cont.. Enrolled a total of 674 studentsEnrolled a total of 674 students Passing rate in individual classes Passing rate in individual classes

ranged from 38 % to 100%ranged from 38 % to 100% 439 of 674 passed to next higher level 439 of 674 passed to next higher level 74 students jumped two levels74 students jumped two levels Overall passing rate of 74%Overall passing rate of 74%

4 Steps to ME4 Steps to MESTEP 1STEP 1

Establish the Issues of your programEstablish the Issues of your program Do Focus Groups and Surveys with Do Focus Groups and Surveys with

Stakeholders:Stakeholders: StudentsStudents TeachersTeachers AdministratorsAdministrators

STEP 2:STEP 2:

Design a Pilot Class:Design a Pilot Class: Establish # of WeeksEstablish # of Weeks Establish an Enrollment ProcessEstablish an Enrollment Process Keep an Open Entry classKeep an Open Entry class Establish Data to ObtainEstablish Data to Obtain

STEP 3STEP 3

Assess the PilotAssess the Pilot How will it be measured?How will it be measured?

What types of Outcome DataWhat types of Outcome Data How to Obtain Learner CommentsHow to Obtain Learner Comments How to Obtain Teacher CommentsHow to Obtain Teacher Comments

STEP 3 cont…STEP 3 cont…

Types of Outcome Data to ObtainTypes of Outcome Data to Obtain Passing rates of students from level to levelPassing rates of students from level to level Transfer rates of students from ESOL to Transfer rates of students from ESOL to

ABEABE Stop-Out PatternsStop-Out Patterns Percentage of Learners that persist:Percentage of Learners that persist:

More than 12 HoursMore than 12 Hours More than mid- point of the classMore than mid- point of the class All the way to the end of classAll the way to the end of class

STEP 4STEP 4 Full ImplementationFull Implementation

Presentations on Pilot Results to Presentations on Pilot Results to AdministratorsAdministrators

Administrative Decisions ProcessAdministrative Decisions Process

Use Feedback Loop for Continuous Use Feedback Loop for Continuous ImprovementImprovement Student Surveys and Focus GroupsStudent Surveys and Focus Groups Outcome DataOutcome Data

ResourcesResourcesMiraCosta CollegeMiraCosta Collegehttp://www.miracosta.cc.ca.us/Instruction/CommunityEducation/http://www.miracosta.cc.ca.us/Instruction/CommunityEducation/ESL/managedenrollment.htmESL/managedenrollment.htm

National Center For the Study of Adult National Center For the Study of Adult Learning and Literacy (NCSALL)Learning and Literacy (NCSALL)http://www.ncsall.net/fileadmin/resources/teach/lp.pdfhttp://www.ncsall.net/fileadmin/resources/teach/lp.pdf

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

http://www.sbctc.ctc.edu/college/abepds/program_administratorhttp://www.sbctc.ctc.edu/college/abepds/program_administrators_sourcebook_december_2005.pdfs_sourcebook_december_2005.pdf

Thank You !! Thank You !! Phil AndersonPhil Anderson

philip.anderson@fldoe.orgphilip.anderson@fldoe.org Steve OsthoffSteve Osthoff

stephen.osthoff@polk-fl.netstephen.osthoff@polk-fl.net Tony LagosTony Lagos

effecttrain@aol.comeffecttrain@aol.com Claire ValierClaire Valier

cvalh@aol.comcvalh@aol.com