Slide 1

How to Work with Instruction to Maximize Enrollment Revenue -- RevisitedCCIA ConferenceMay 6, 2010Kathy Blackwood, SMCCCD

1San Mateo County CCDThree colleges: College of San Mateo, Caada College, Skyline College38,000 headcount; over 23,000 FTES07/08 FTES09/10 Est. FTESCSM9,0589,414Skyline7,3298,854Caada4,4525,187Total20,83923,45512.5% increase in 2 years while trying to hold down enrollment in 09/10. Now 1600 FTES over cap2Enrollment and ProductivityMeasuringProjectingCommunicatingChanging3Measuring Enrollment Data320 ReportP-1 January 15P-2 April 30 20Annual July 15Who prepares?Who reviews?Two colleges have someone in Student Services prepare the report registrar, etcOne college has instructionI require instruction and the college business officer to reviewThen I review as well4Projecting EnrollmentHistorical dataTrendsWhat makes this year unique?Historical Data Is the 9% growth goal for Skyline for 08/09 reasonable? How long can they keep up that rate of growth?6Actual Data Note change in the steepness of the lines prior to census. Also note Skyline creeping up into CSM territory.7Budgeting FTES GoalsTiming of setting goalsEarly enough to planNot so early that they are set on inaccurate data2009/10 FTES Goals were based on 2008/09 P2 less 3.4% state workload reductionOne college was significantly off in its projections from P2 to P-Annual10/11 FTES Goals are based on 2008/09 P-Annual (since SMCCCD is over cap)Summer and Fall schedules are put to bed in March and April, Spring in October. That means that the budget planning is half over before we set FTES goals.8Budget Incentives and RulesSMCCCDs budget allocation allocates for growth in FTESSmoothes the allocation over 3 years using a rolling 3 year averagePromotes growth and efficiencyColleges who are more efficient have more flexibility in their budgetsColleges who are less efficient have to put more of their budget into adjunct facultyBudget Incentives and RulesSkyline College figured this out and put a lot of energy into educating their facultyTheir productivity, already high, skyrocketedSome of this was due to the economy, but much is due to their faculty and appropriate schedulingBudget Incentives and RulesAllocation does not account for over-cap FTESCSM is closest to its goals and may benefit from that with more budget flexibility, however,Board wants the District to serve as many students as we can within the available resources

Skyline is following what the Board wants. CSM is following the budget allocation model. This is possible because of the differing productivities.11Official Census DayMonday, February 8, 2010 CaadaCSMSkylineSMCCCDOverviewCountChangeCountChangeCountChangeCountChangeCourse Enrollments17,78711.5%28,1812.9%26,3581.9%72,3264.5%College Headcounts7,4965.9%11,6792.4%10,1460.4%29,3212.6%FTES*2,2857.0%4,0442.8%3,7177.0%10,0465.3%Load**60710.5%5824.0%65112.8%6128.5%Sub-PopulationsCountChangeCountChangeCountChangeCountChangeFirst-Time430-14.9%405-15.6%292-16.6%1,127-15.6%First-Time Transfer4443.3%9590.8%715-15.7%2,118-5.0%Returning700-10.4%952-3.2%740-26.1%2,392-13.5%Returning Transfer37327.3%645-12.8%532-9.2%1,550-4.3%Concurrent K-124897.0%526-10.8%2780.0%1,293-2.4%12Side BarWho owns the data?Who reports?When do you freeze and capture the data?320 Report determines fundingStory about Henry VConflicts with changing data after reportingKeep re-running the report; keep getting different data13Banner UpgradeMoved to Banner 8 in MarchBanner reports 200 fewer FTES for SpringTask force reviewing Deadline is P-AnnualNot the way we wanted to reduce our FTES!14

CalendarCompressed schedule15-5-15Multiple short sessions in summer2 5-week sessions1 10-week session1 12-week sessionCan increase FTES considerablyCalendarNew addendum to Attendance Accounting Manualwww.cccco.eduSystem OfficeDivisionsFinance & FacilitiesFiscal ServicesAllocation Section Student Attendance Accounting ManualMeasuring WSCHHow you schedule your classes makes a differenceClock hoursContact HoursCredit HoursCarnegie unitsFaculty pay

Drawing upon a paper written by Dr. Robert Verzello Note written in 1997. Pg 3 2nd paragraph about distance ed classes no longer trueAlso, pg 4. bolded part about 60% of a FT load limit for adjunct no longer true as of next January19Meaning of an HourClock Hours: Any 60 minute increment, usually measured in 5 minute blocks such as 9:10 to 10:25Contact Hours: 50 minutes for state attendance accounting purposesNo session can be less than one contact hourNo more than one contact hour per clock hourThe 10 minute difference is used for passing time or breaks in a longer classMeaning of an HourCredit HourBasis of earning units by a studentGenerally, 16 lecture contact hours equals 1 unitThe assumption is there are 2 hours outside of class for every hour in classLab courses have 48 contact hours per unitNo outside of class work for a labPE and performing arts courses are different21Meaning of an HourCarnegie UnitTitle V 55002.5 One credit hour of community college work (one unit of credit) requires a minimum of 48 hours of lecture, study, or laboratory work at colleges operating on the semester system or 33 hours of lecture, study or laboratory work at colleges operating on the quarter system.

Carnegie Unit used by accreditation22Meaning of an HourFaculty payMay be based on a salary, regardless of assignmentMay be based on percentage of a defined full-time loadMay be based on contact hoursMay be based on clock hoursMeasuring ProductivityWSCH per FTEFHow do you measure faculty?Load while in the classroomFTEF in totalDifferences in measuring full and part-timeWhat about released/reassigned time?What about faculty that are underloaded?What about counselors/librarians who teach?Measuring ProductivityCompare what each full-time faculty member is assigned to do in HR/finance to what she or he actually does in the classroom.Review all released/reassigned time.Emphasize hiring teaching faculty.

Are all assignments the same in human resources and in the class schedule? Impact on the 50% law.Freeze number of non-teachers.Increasing non-teachers lowers productivity.25ProductivityNameFallSpringTotalHR AssignDifferenceJones, James.48.48.961.00-.04Smith, Mary.52.47.991.00-.01Total1.00.951.952.00-.05ProductivityFTESWSCHFTEFProductivity7010501.955387010502.0052570 FTES = 35 students in 15 hours of classes per week for 35 weeks times 2 instructors27Projecting CostsAFTES GoalBConvert to WSCHCWSCH/FTEFProd. GoalD# FTEF Full time Fac neededEFTEF Full time Fac AvailF# FTEF PT Fac NeededGAverage cost per PT FTEFH Total PT Fac Budget4,000

Given60,000

A*15525

Given114.29

B/C48.00

Given66.29

D-E$44,000

Given$2,916,571

F*GScenarioAssume that your chancellor asks you to tell her how much revenue is produced by an English 1A section which has an enrollment of 20 students, meeting 3 hours per week for the fall semester. Furthermore your chancellor asks you ..what is the break even point for this class in terms of revenue and expense. Marginal Revenue for a class of 2020 students meeting 3 hours per week =60 WSCH for 17.5 weeks =1050 SCH 525 hrs/FTES =2 FTES times $4,596 per FTES = $9,192Cost for a Class of 20Full load for English is 10 classes/yearOne class is 10% of full loadAverage cost per FT faculty with benefits = $7,700Average cost per PT faculty with benefits = $5,335Direct Overhead = 10%Break-Even Points# of StudentsRevenueAdjunct CostFull-time Cost1 $ 460 $ 5,637 $ 8,079 2 $ 919 $ 5,637 $ 8,079 3 $ 1,379 $ 5,637 $ 8,079 4 $ 1,838 $ 5,637 $ 8,079 5 $ 2,298 $ 5,637 $ 8,079 6 $ 2,758 $ 5,637 $ 8,079 7 $ 3,217 $ 5,637 $ 8,079 8 $ 3,677 $ 5,637 $ 8,079 9 $ 4,136 $ 5,637 $ 8,079 10 $ 4,596 $ 5,637 $ 8,079 11 $ 5,056 $ 5,637 $ 8,079 12 $ 5,515 $ 5,637 $ 8,079 13 $ 5,975 $ 5,637 $ 8,079 14 $ 6,434 $ 5,637 $ 8,079 15 $ 6,894 $ 5,637 $ 8,079 16 $ 7,354 $ 5,637 $ 8,079 17 $ 7,813 $ 5,637 $ 8,079 18 $ 8,273 $ 5,637 $ 8,079 19 $ 8,732 $ 5,637 $ 8,079 20 $ 9,192 $ 5,637 $ 8,079 Break-Even PointsOther ConsiderationsApportionment (Base) revenue is typically 90% of total unrestricted GF revenueInstruction is typically 50% of total unrestricted GF costsBreak Even Points with All CostsCommunicatingRevenue per credit FTES: $4,596Average cost per PT FTEF: $44,000Assume 20,000 FTES and 525 productivity and 400 regular facultyAdjunct cost $7,542,857At 535 productivityAdjunct cost $7,072,897Savings of $480,000 in adjunct costs ORAdditional revenue of over $1.7 million

ABCDEFGHWSCH/FTEF# FTEF Fac # FTEF# FTEFAverage Cost1310 BudgetFTES GoalConvert to WSCHProd GoalNeededFT Fac AvailPT Fac Neededper PT FTEFNeeded 20,000 300,000 525 571.43 400.00 171.43 $44,000 $7,542,857 20,000 300,000 535 560.75 400.00 160.75 $44,000 $7,072,897 Savings in adjunct costs $469,960 20,381 305,714 535 571.43 400.00 171.43 $44,000 $7,542,857 381 times $4596 per FTESAdditional revenue $1,750,857 Communicating = ChangingWhat is the difference between 525 and 535?525 WSCH per FTEF is a class size of 35.535 WSCH per FTEF is a class size of 35 .Take 1 more student -- NO!!

Communicating = ChangingSIMPLY KEEP EVERY STUDENT THAT SHOWS UP ON THE FIRST DAY OF CLASSES!