1. California Community Colleges Funding Strategic Enrollment Management
and
Strategic Enrollment Management
John Mullen
Senior Consultant, Fiscal Services
CCC Chancellor’s Office
October 23, 2018
Randy Lawson CIO Leadership Institute

3. Vision for Success Goal 1: Goal 2: Goal 3:
Increase by at least 20 percent the number of CCC students annually who acquire associates degrees, credentials, certificates, or specific
skill sets that prepare them for an in-demand job.
Goal 2:
Increase by 35 percent the number of CCC students system-wide transferring annually to a CSU or UC, necessary to meet the state’s needs for workers with baccalaureate degrees.
Goal 3:
Decrease the average number of units accumulated by CCC students earning associates degrees from approximately 87 to 79 total units—the average among the top 5th of colleges showing the strongest performance on this measure.

4. Guided Pathways Vision for Success Goal 4: Goal 5: Goal 6:
Increase the percentage of exiting CTE students who report being employed in their field of study, from the statewide average of 60%
to 69%--the average among the top 5th of colleges showing the
strongest performance on this measure.
Goal 5:
Reduce equity gaps by 40% across all of the previous measures through faster improvements among traditionally underrepresented students, closing the gap within 10 years.
Goal 6:
Mention the CORE commitments
Focus relentlessly on students’ end goals
Always design and decide with the student in mind
Pair high expectations with high support
Foster the use of data, inquiry, and evidence
Take ownership of goals and performance
Enable action and thoughtful innovation
Lead the work of partnering across systems
Reduce regional achievement gaps across the previous measures through faster improvements among colleges located in regions with the lowest educational attainment of adults, with the goal of closing the gap within 10 years.

5. IEPI Goals
Advance the California Community Colleges as the most effective and innovative system of higher education in the world.
Help colleges enhance student access, success, and equity.
Help colleges avoid accreditation sanctions and audit findings.
Support colleges in implementing emerging initiatives.
“Many California community colleges are seeking guidance on how to implement new approaches designed to increase institutional effectiveness. To support these efforts, the California Community Colleges Chancellor’s Office (CCCCO), the Institutional Effectiveness Partnership Initiative and the Research and Planning Group for California Community Colleges (RP Group) are teaming up to create a series of Applied Solution Kits (ASKs) on key approaches. Current topics include integrated planning, data disaggregation, and strategic enrollment management, with new ASKs to be added as additional topic areas are developed.
Each individual ASK offers a standalone compilation of concrete resources, tools, and effective practices—including case studies and vetted examples currently used on campuses—for pursuing that approach on campus and weaving it into your college operations. At the same time, we have designed these ASKs as a coherent and interdependent set that we recommend implementing together to optimize their effectiveness and maximize their impact on your college’s culture and student success. To promote this integration, we have linked each ASK to the others so that as you work with one kit, you are prompted to use tools and resources from its companion kits.”

6. Q: How has Apportionment Revenue traditionally been allocated?
A: On the basis of Full-time Equivalent Students (FTES) in attendance, as reported to the Chancellor’s Office on the CCFS Report three times each year.

7. Full-Time Equivalent Student
1 FTES =
1 student
15 hours per week
2 semesters of 17.5 weeks
(3 quarters of weeks)
= 525 contact hours

8. Full-Time Equivalent Student
A unit of measure based on hours of student attendance
Not a head count of students
Not based on the total number of units of credit in which students are enrolled

9. An Hour is An Hour No, it’s actually 50 minutes
All hours of instruction are counted equally
Lecture
Laboratory
Activity

10. New Student Centered Funding Formula

11. Student Centered Funding Formula
“…California’s state leaders have truly delivered on a promise to put students first and set an example for the rest of the nation by adopting a new funding formula that incentivizes student success…”
–Chancellor Eloy Ortiz Oakley

12. Student Centered Funding Formula
While the system has made significant strides in improving student success, serious challenges remain.
Most students who enter a community college never complete a degree or certificate or transfer.

13. Student Centered Funding Formula
Students who do reach an educational goal take a long time to do so.
Achievement gaps persist (across student groups and across regions).

14. Student Centered Funding Formula
Discussions about a new funding formula began more than a year ago, given concerns among system stakeholders that enrollment—the traditional driver of funding—has been stagnant in many districts.

15. Student Centered Funding Formula
In reforming funding for community college districts, the aim is to do the following:
Encourage progress toward the Vision for Success adopted by the Board of Governors.

16. Student Centered Funding Formula
Provide groups of students that have faced barriers to success with additional support to meet our goals.
Make resources most useful to community college districts by making them stable, predictable, and flexible.

17. Student Centered Funding Formula
Community college finance should further the activities the Chancellor’s Office is undertaking through the Guided Pathways framework.

18. Student Centered Funding Formula
The new formula calculates apportionments generally using three allocations:
Base Allocation
Supplemental Allocation
Student Success Allocation

19. Student Centered Funding Formula
Base Allocation—Current factors (primarily credit FTES).
Supplemental Allocation—Counts of low-income students.
Student Success Allocation—Counts of outcomes related to the Vision for Success, with “premiums” for outcomes of low-income students.

20. Student Centered Funding Formula
Noncredit FTES (and some other FTES) will be funded at current rates.
The rates are calculated to provide a three-year transition.

21. Student Centered Funding Formula
For the Supplemental Allocation, a district will receive one “point” based on the counts of all of the following in the prior year:
Pell Grant recipients
California College Promise Grant recipients
AB 540 students

22. Student Centered Funding Formula
For the Student Success Allocation, points are assigned on the basis of eight measures:
Associate degrees for transfer granted
Associate degrees granted (excluding ADTs)

23. Student Centered Funding Formula
Baccalaureate degrees granted
Credit certificates (16 units or more) granted
Completions of transfer-level mathematics and English courses within first academic year of enrollment

24. Student Centered Funding Formula
Successful transfers to four-year university
Completions of nine or more CTE units
Attainments of regional living wage

25. Student Centered Funding Formula
Points assigned for each measure will be weighted as follows:
Associate degrees for transfer granted
All students 4
Pell Grant Premium 4
Promise Grant Premium 6

26. Student Centered Funding Formula
Associate degrees granted (excluding ADTs)
All students 3
Pell Grant Premium 3
Promise Grant Premium 4.5

27. Student Centered Funding Formula
Baccalaureate degrees granted
All students 3
Pell Grant Premium 3
Promise Grant Premium 4.5

28. Student Centered Funding Formula
Credit certificates (16 units or more) granted
All students 2
Pell Grant Premium 2
Promise Grant Premium 3

29. Student Centered Funding Formula
Completions of transfer-level mathematics and English courses within first academic year of enrollment
All students 2
Pell Grant Premium 2
Promise Grant Premium 3

30. Student Centered Funding Formula
Successful transfers to four-year university
All students 1.5
Pell Grant Premium 1.5
Promise Grant Premium 2.25

31. Student Centered Funding Formula
Completions of nine or more CTE units
All students 1
Pell Grant Premium 1
Promise Grant Premium 1.5

32. Student Centered Funding Formula
Attainments of regional living wage
All students 1
Pell Grant Premium 1
Promise Grant Premium 1.5

33. Student Centered Funding Formula
Point Values
Base Allocation
Dollars per Credit FTES
$ 3,727
Basic Allocation
TBD
Supplemental Allocation - Dollars per point $
Student Success Allocation - Dollars per point $
Student Success Equity Allocation – Dollars per point $

34. FTES Calculation Clock Hour Class Hour Passing time/break
Partial class hour
Multiple hour class

35. Clock Hour A 60-minute time frame that may begin at any time.
Examples: 0800 to 0900
0810 to 0910
0820 to 0920

36. Class Hour
A period of not less than 50 minutes of scheduled instruction or examination
There can be only one “class hour” in each “clock hour,” except as provided for multiple hour classes.

37. Class Hour
A “class hour” is commonly called a “contact hour” or “Student Contact Hour.”

38. Passing Time/Break
Each clock hour is composed of one class hour segment and a segment referred to as “passing time” or a “break.”
No additional attendance may be claimed for the 10-minute segment, except for multiple-hour classes.

39. Multiple Hour Class
A multiple hour class is defined as a class scheduled for more than one clock hour.
The fractional part of a class hour at the end of a multiple hour class is called a partial class hour.

40. Multiple Hour Class
Each 50 minutes exclusive of breaks is a class hour.
A partial class hour beyond the last full clock hour is counted from the 51st minute of the last full clock hour.

41. Multiple Hour Class
No break is allowed in the last full clock hour or the partial class hour.
The divisor for the partial class hour is 50.

42. Multiple Hour Class Example: 7:00 p.m. to 10:05 p.m.
PCH: 9:51 – 10:05 = 15 min.
15/50 = 0.3
Total Contact Hours: 3.3

43. Calculate the contact hours:
Class meets from
0900 to 0950
0900 to 1000
0900 to 1005
0900 to 1050
0900 to 1100
0900 to 1105
0900 to 1130
Contact hours
1.0
1.3
2.0
2.3
2.8

44. Contact Hours Computation Table

45. Attendance Accounting Methods
Weekly Student Contact Hour
Daily Student Contact Hour
Actual Hours of Attendance
(Positive Attendance)
Alternative Attendance Accounting Method
(Independent Study/Work Experience)
Noncredit Distance Education

46. Weekly Student Contact Hour
Primary terms only
Course coterminous with primary term
Must meet regularly every week of the term
Same number of contact hours each week including TBA hours
No deductions for holidays

47. Census Week
The week nearest to 20% of the number of weeks in the primary term
Census date is Monday of census week
If that Monday is a holiday, census date is the following day

48. Term Length Multiplier
Number of weeks in primary term with at least three days of instruction and/or examination
The term length multiplier for each college is set by the CCC Chancellor’s Office based on the college’s academic calendar
Maximum TLM: 17.5 for semesters
11.67 for quarters

49. FTES Calculation (WSCH)
Multiply Census Week WSCH by the TLM and divide by 525
FTES = (CWSCH x TLM) / 525
Example: Class meets 3 hours/week
30 students enrolled on Census Day
TLM = 17.5
FTES = (3 x 30 x 17.5) / 525 = 3.00

50. Daily Student Contact Hour
Course meets five or more days
Meets the same number of hours on each scheduled day, including any TBA hours
NOT coterminous with primary term
No hours counted for holidays

51. Census Day
The day of the class meeting that is nearest 20% of the number of days the course is scheduled to meet
When the census day falls on the first day the class meets, census is taken on the second day.

52. Course Length Multiplier
Number of days the course is scheduled to meet (CLM)

53. FTES Calculation (DSCH)
Multiply Census Day DSCH by the Course Length Multiplier and divide by 525
FTES = (CDSCH x CLM) / 525
Example: Course meets 2 hours per day
30 students enrolled on Census Day
Course meets on 24 days
FTES = (2 x 30 x 24) / 525 = 2.74

54. Positive Attendance
Based on actual count of enrolled students present at each class meeting
Courses meeting fewer than five days
Courses irregularly scheduled with respect to the number of days per week or the number of hours on scheduled days
All noncredit courses

55. FTES Calculation (PA) Divide total hours of actual attendance by 525
FTES = PAH / 525

56. Maximizing FTES Yield for Traditional (Face-to-Face) Classes
Best: Weekly Census
Second Best: Daily Census
Worst: Positive Attendance

57. Scheduling Exercise ENGL-107 Six Week Summer Session
Proposed Schedule:
Lecture MTWTh 8:00 – ????
Catalog calls for 3 lecture hours per week, or 3*18 = 54 total contact hours.
Class has 23 MTWTh meeting days.
54/23 = 2.3 contact hours per day
Correct schedule: MTWTh 8:00 – 10:05

58. Scheduling Exercise BIOL-103A Six Week Summer Session
Proposed Schedule:
Lecture MTWTh 8:45 – 11:00
Lab MTW 11:00 – 14:00
This configuration does not qualify for Daily Census since the meeting times vary on different days. Would have to be Positive Attendance, and that is undesirable.

59. Scheduling Exercise BIOL-103A Six Week Summer Session
Catalog: 54 hours lecture, 54 hours lab
Total hours: Meeting days: 23
108/23 = 4.7 or 4 hours, 25 minutes
Solution: MTWTh 8:00 – 12:25
23 * 4.7 = contact hours, distributed between lecture and lab

60. Working Together An Important Partnership
Instruction Office/Divisions/Departments
Develop Schedule of Classes
Build Sections in Computer
Admissions & Records
Manage Admissions and Registration
Attendance Reporting by Faculty

61. The Role of IT Essential Technical Support
Maintain Hardware and ERP Software
Ensure Data Integrity and Security
Control Access to Data
Support Users
Assist Users in Understanding System
Troubleshoot Problems

62. Curriculum Alignment
CONSISTENCY is the magic word:
Catalog
Course Outlines of Record
Schedule of Classes – Printed Version
Online Class Listings
Class Syllabi

63. Alternative Attendance Accounting Method (Independent Study/Work Experience)
WSCH method for courses coterminous with primary term
DSCH method for all other courses

64. Alternative Attendance Accounting Method (Independent Study/Work Experience)
One weekly student contact hours is counted for each unit of credit for which the student is enrolled as of the census date or day.
Lab hours, when appropriate, can be added to the contact hours derived from units of credit

65. FTES Calculation (ISWE)
Until 2002, all distance education courses had to be assigned to the Independent Study/Work Experience attendance accounting method.
Current regulations allow any appropriate accounting method to be used for distance education courses.

66. Distance Education (Credit)
Multiply number of students enrolled as of census by the number of “weekly contact hours”; multiply by the Term Length Multiplier; divide by 525.
FTES = (# Students x “WCH” x TLM) / 525

67. Full-Time Equivalent Student (FTES) Reporting Periods
First Period: July 1 – December 31
Second Period: January 1 – April 15
Third Period: April 16 – June 30
Reports due: January 15
April 20
July 15

68. When to Report a Section
Attendance for weekly and daily census sections is reported in the period in which the census date falls.
Attendance for positive attendance sections is reported in the period in which the last class meeting occurs.

69. When to Report a Section
Summer Shift Exception: Attendance for daily census sections with census date before July 1 and ending date after July 1 may be reported in either fiscal year.

70. Frequently Observed Errors
Hybrid courses inappropriately assigned to the Weekly Census or Daily Census method
Daily Census courses with “weekly” lab hours
Summer courses assigned to Weekly Census
Summer courses reported in the wrong year, or reported in both years
Catalog hours reported rather than Schedule hours
TBA hours irregularities

71. Questions? John Mullen Senior Consultant, Fiscal Services
California Community Colleges Chancellor’s Office
Mobile: (650)