Fall CIO Conference
Pam Deegan
Randy Lawson
Peter Morrison
October 23, 2009
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
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FTES Calculations and
Definitions
Understanding Apportionment
Scenarios
Summary and Questions
Impact on Schedule Development
to FTES Collection
FTES, for apportionment purposes, shall be
computed for courses based on the type of
course, the way the course is scheduled,
and the length of the courses.
Need to have an intimate understanding of
attendance accounting to maximize FTES
generation.
1 Full-time Equivalent Student
(FTES) is equal to 1 student
enrolled in 15 semester hours
for two semesters.
This has nothing to do with units !
What is the
difference
between
headcount and
FTES?
What is FTES ? What is Headcount?
In the following example, Meagan, Debbie, and Carlos are each students at MiraCosta
College. In headcount, we count each student as an individual regardless of the number
of classes or hours they are taking. With our example below, we have 3 people,
therefore our headcount is three. This is different than FTES (Full-time Equivalent
Student). One FTES is equal to enrollment in 15 semester hours (not units) each week
for two semesters. For those students who attend less than 15 hours each week, we
piece their hours together. In our example, Meagan’s nine hours, Debbie’s three hours,
and Carlos’ three hours equal 15 hours and are therefore equal to one FTES, if they
took the same hours Fall and Spring. Three people, but only one FTES.
Carlos
Debbie
Meagan
9 hours
Microbiology
Lecture & lab
+
3 hours
Creative Writing
+
3 hours = 15 hours
Chorale
The
50-Minute Hour
CCC “Alternative Math” for calculating
contact hours
Basic Concept—That each clock hour
consists of 50 minutes of instruction
and 10 minutes of passing time
(between classes) or break time (within
multi-hour classes)
Class Hour
The
“class hour” is the basic unit of
attendance for computing FTES. It can
never be less than 50 minutes and cannot
be scheduled in less than 5 minute
increments. It is scheduled according to
hours allotted via the curriculum process.
 There can only be one class hour in each
clock hour.
 Don’t include break time in scheduled
time placed in Schedule of Classes.
Basic
Concept—That each clock hour
consists of 50 minutes of instruction and
10 minutes of passing time (between
classes) or break time (within multi-hour
classes).
Only the 50 minutes counts, not the
break or passing time.
 When classes extend beyond the hour by a
fractional amount
Beginning with 0.3 hours— representing 5
minutes beyond the hour—contact hours
increased by 0.1 for each 5-minute
increment
Daily Contact Hours (DCH):
Meeting time per day
Meeting Time
DCH
50 minutes
1.0
55 minutes
1.0
60 minutes
1.0
65 minutes
1.3
70 minutes
1.4
75 minutes
1.5
80 minutes
1.6
85 minutes
1.7
90 minutes
1.8
95 minutes
1.9
100 minutes
1.9
105 minutes
1.9
110 minutes
2.0
115 minutes
2.0
120 minutes
2.0
DSCH
Daily Student Contact Hours
(DSCH):
Daily Contact Hours × Number of Students
Peter’s Calculator
Weekly Contact Hours
 This

tells us how many hours the class meets each week.
(Not to be confused with units!!)
Weekly Contact Hours (WCH):
Daily Contact Hours × Class Meeting Days/Week
 Many
people use either WCH or FTEF to measure the size
of their schedule.
 Enrollment = the number of students in the class
 Until we know what the actual enrollments are, it
is
handy to use estimates. We utilize estimates so that
we can project what our total enrollments will be as
soon as we plan the schedule. The time of day, number
of sections, the individual teaching the class all come
into play.
 Why is this important?
WSCH

WSCH
= Weekly Student Contact Hours
This tells us how many student hours we have and is the
intermediate step in calculating FTES.
WSCH is calculated by the following:
WFCH X Enrollment = WSCH
 Example
– If we have a history class of 3 WFCH with 45
students enrolled, we multiply 3 x 45 = 135 WSCH
 These
enrollments always fluctuate. For
purposes of funding, the state takes a
“snapshot” in time at the first 20% of the
course. This is called Census. For a full 18
week semester, this occurs Monday of the 4th
week. It is the 3rd week for 16 weeks.
 Daily Census is class by class.
Full-time Equivalent Faculty
Usually expressed in percentage
of load
 Example – If a full-time load (1 FTEF) is 15
LHE (or other load system), then a history
class of
3 LHE
.20 of 1 FTEF
15 LHE
Term Length Multiplier
(TLM)
 Number
of weeks of instruction in regular
fall/spring semesters
Inclusive of all days of instruction, final
exam days, and approved flexible calendar
days
Standard Term Length Multiplier—17.5
Compressed Calendars—range from 16.0 to
17.0
Quarter System Calendars—11.67
Efficiency
Are We Efficient?
or
The Cost of Generating FTES
 Statewide,
a measure of efficiency is
WSCH/FTEF where WSCH is divided
by the Full-time Equivalent Faculty
(FTEF). This tells us how much of a
faculty load it takes to generate a
given WSCH.
Notice a recurrence of the
number 525??

In formulas for attendance
accounting?

In WSCH/FTEF
It comes from . . .


1 FTES = 15 WCH
17.5 Weeks/Semester = 35
weeks (maximum TLM)
or
15 WCH x 35 Weeks = 525
How the State of
California Calculates FTES
FTES, for apportionment purposes, shall be
computed for courses based on the type of
course, the way the course is scheduled, and
the length of the courses.
 Weekly Census - Regular term length
 Daily Census- Short term classes
 Positive Attendance -Classes that do not
meet
on a regular basis
 Alternative Attendance Accounting Method
Census Week
These
are classes that meet on a regular
basis each week for the full semester.
Students are counted on enrollment, not
attendance, during census.
FTES – Weekly Census
Formula

Full Term—Calculated at Census (20% of Term
Length)
Formula WSCH (WCH X Number of students) X Term Length Multiplier
525
FTES—CENSUS WEEKLY
EXAMPLE

Class of 30 students meeting 75 minutes per
day twice a week (equals 3.0 WCH) for 17.5
weeks (Standard Term Length Multiplier):

Formula 90 WSCH (3 WCH x 30 Students) X 17.5
525
3 FTES
 This
DSCH
includes classes that meet on a regular
basis for at least 5 days, but do not meet the
full semester.
 Enrollment is counted on each course’s individual
census day (20% of course).
 Summer and short-term courses are included
here
 The formula =
DSCH (DCH X Number of Students) X Class Meetings
525
FTES—CENSUS DAILY
EXAMPLE

Class of 30 students meeting 90 minutes per
day (1.8 DCH) with 29 class meetings (6 weeks,
5 days per week, 1 holiday):
 Formula 54 DSCH (3 DCH x 30 Students) X 29 Class Meetings
525
2.98 FTES
Special Considerations with
Summer

Can count in either year (class
by class) IF
 Census day is in one year and end
date in another.
 Give yourself flexibility by
scheduling this way.
FTES—POSITIVE
ATTENDANCE FORMULA
 Actual
hours of attendance are counted.
Every 525 hours counts as one FTES.







Included are:
Irregularly scheduled credit courses
Open entry/open exit
In-service academy classes
Non-credit classes
Apprenticeship classes
Tutoring courses
FTES—POSITIVE
ATTENDANCE FORMULA
Total Actual Attendance Hours
525
FTES – Positive Attendance
Class of 30 students meeting a total of 3
hours per week (3.0 WCH) for 17.5 weeks),
with reported attendance hours at 90% of
“Perfect Attendance:”
1575 “perfect Attendance” Hours (30 X 3.0 X 17.5) X 90%
525
2.7 FTES

Positive Attendance (PA) is counted in the
semester of the last class meeting, even if a
majority of the class met during a previous
semester.
Independent Study Formula

Number of Students X Units X Term Length Multiplier
525
2.7 FTES
FTES—INDEPENDENT STUDY
EXAMPLE
3-Unit
Class with 30 Students Meeting for
17.5 weeks (Standard Term Length
Multiplier):
30 Students X 3 Units X 17.5
525
3.0 FTES
FTES—Alternative Attendance
Accounting Method Formula
WSCH (WCH X Number of Students) X Term Length Multiplier
525
FTES—Alternative Attendance
Accounting Method Example

Class of 30 online lab students meeting
3 hours per week (equals 3.0 WCH) for
17.5 weeks (Standard Term Length
Multiplier):
90 WSCH (3.0 WCH X 30 Students) X 17.5
525
3.0 FTES
Scenarios
REPORTING

AND
COMPLIANCE
CCFS-320 Report
 Primary basis for college funding
 Needs to be cooperative effort among Fiscal,
Instruction, and Enrollment Services staff
 Reporting of Total WSCH for each
attendance type and for each
semester/intersession to arrive at total
FTES number
Weekly Census
Daily Census
Positive Attendance
Independent Study/Work Experience
 CCFS-320
Report
 Three regular reporting periods (the first two
requiring use of annualizers)
 P1 (First Principal Apportionment)—January 15
Gives Chancellor’s Office initial idea of
total system enrollment
In turn, Chancellor’s Office gives districts
initial take on how various funding streams
(growth, etc.) may be allocated.
 P2 (Second Principal Apportionment)—April 20
Although still an estimate, used as the
basis for initial funding allocation (subject
to Recalculation/Prior Year Adjustments in
February of the following year)
CCFS-320
Report
Annual Report—July 15
Any changes from P2 submittal
reflected in Recalculation of
Apportionment in February of
following year
Recal Report—November 1
Opportunity to submit
amended/corrected report prior to
Recalculation of Apportionment in
February of following year
TBA

“TBA” now has legal status
Enrollment Management
Systems
ONLINE REFERENCES
RESOURCES


AND
Student Attendance Accounting Manual:
http://www.cccco.edu/divisions/cffp/fiscal/allocations/
links/manuals/saa_manual.htm
Student Attendance Accounting Manual Addendum:
http://www.cccco.edu/Portals/4/CFFP/Fiscal/Allocations/
manuals/SAAM_Compressed_Calendar_and_Course
Scheduling_Addendum_FINAL_9-18-08.pdf
[Divisions/Fiscal Services Unit/Manuals and Publications]

CCCCIO website