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California Community Colleges Funding and Enrollment Management

This article discusses the goals and initiatives of the California Community Colleges to increase student success, improve access, and enhance equity through a new student-centered funding formula. It also explores the traditional allocation of apportionment revenue and the factors considered in the new formula.

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California Community Colleges Funding and Enrollment Management

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

  2. Goal 1: Vision for Success 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.

  3. Goal 4: Guided Pathways Vision for Success 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: 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.

  4. 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.

  5. 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-320 Report three times each year.

  6. Full-Time Equivalent Student 1 FTES = 1 student 15 hours per week 2 semesters of 17.5 weeks (3 quarters of 11.75 weeks) = 525 contact hours

  7. 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

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

  9. New Student Centered Funding Formula

  10. 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

  11. 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.

  12. 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).

  13. 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.

  14. 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.

  15. 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.

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

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

  18. 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.

  19. 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.

  20. 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

  21. 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)

  22. 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

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

  24. 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

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

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

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

  28. 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

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

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

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

  32. Student Centered Funding Formula

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

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

  35. 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.

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

  37. 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.

  38. 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.

  39. 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.

  40. 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.

  41. 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

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

  43. Contact Hours Computation Table

  44. 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

  45. 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

  46. 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

  47. 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

  48. 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

  49. 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

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