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…
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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
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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
Attendance Hours
# FTE Students
2001 - 2002
209,820 Attendance Hours
400 # FTE Students
271,164
517
Attended less
than 15 hours
Attended less
23% than 15 hours
<1%
Retention Rate
<50% Retention Rate
80%
Promotion Rate
8% Promotion Rate
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)
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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
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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 !!
 Phil Anderson
 philip.anderson@fldoe.org
 Steve Osthoff
 stephen.osthoff@polk-fl.net
 Tony Lagos
 effecttrain@aol.com
 Claire Valier
 cvalh@aol.com