How to Work with Instruction to Maximize Enrollment Revenue -- Revisited

1. How to Work with Instruction to Maximize Enrollment Revenue -- Revisited CCIA Conference May 6, 2010 Kathy Blackwood, SMCCCD

2. San Mateo County CCD • Three colleges: College of San Mateo, Cañada College, Skyline College • 38,000 headcount; over 23,000 FTES

3. Enrollment and Productivity • Measuring • Projecting • Communicating • Changing

4. Measuring Enrollment Data • 320 Report • P-1 – January 15 • P-2 – April 3020 • Annual – July 15 • Who prepares? • Who reviews?

5. Projecting Enrollment • Historical data • Trends • What makes this year unique?

6. Historical Data

7. Actual Data

8. Budgeting FTES Goals • Timing of setting goals • Early enough to plan • Not so early that they are set on inaccurate data • 2009/10 FTES Goals were based on 2008/09 P2 less 3.4% state workload reduction • One college was significantly off in its projections from P2 to P-Annual • 10/11 FTES Goals are based on 2008/09 P-Annual (since SMCCCD is over cap)

9. Budget Incentives and Rules • SMCCCD’s budget allocation allocates for growth in FTES • Smoothes the allocation over 3 years using a rolling 3 year average • Promotes growth and efficiency • Colleges who are more efficient have more flexibility in their budgets • Colleges who are less efficient have to put more of their budget into adjunct faculty

10. Budget Incentives and Rules • Skyline College figured this out and put a lot of energy into educating their faculty • Their productivity, already high, skyrocketed • Some of this was due to the economy, but much is due to their faculty and appropriate scheduling

11. Budget Incentives and Rules • Allocation does not account for over-cap FTES • CSM 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

13. Side Bar • Who owns the data? • Who reports? • When do you freeze and capture the data? • 320 Report determines funding

14. Banner Upgrade • Moved to Banner 8 in March • Banner reports 200 fewer FTES for Spring • Task force reviewing • Deadline is P-Annual

17. Calendar • Compressed schedule • 15-5-15 • Multiple short sessions in summer • 2 5-week sessions • 1 10-week session • 1 12-week session • Can increase FTES considerably

18. Calendar • New addendum to Attendance Accounting Manual • www.cccco.edu • System Office » Divisions » Finance & Facilities » Fiscal Services » Allocation Section» Student Attendance Accounting Manual

19. Measuring WSCH • How you schedule your classes makes a difference • Clock hours • Contact Hours • Credit Hours • Carnegie units • Faculty pay

20. Meaning of an Hour • Clock Hours: • Any 60 minute increment, usually measured in 5 minute blocks such as 9:10 to 10:25 • Contact Hours: • 50 minutes for state attendance accounting purposes • No session can be less than one contact hour • No more than one contact hour per clock hour • The 10 minute difference is used for passing time or breaks in a longer class

21. Meaning of an Hour • Credit Hour • Basis of earning units by a student • Generally, 16 lecture contact hours equals 1 unit • The assumption is there are 2 hours outside of class for every hour in class • Lab courses have 48 contact hours per unit

22. Meaning of an Hour • Carnegie Unit • Title 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.

23. Meaning of an Hour • Faculty pay • May be based on a salary, regardless of assignment • May be based on percentage of a defined full-time load • May be based on contact hours • May be based on clock hours

24. Measuring Productivity • WSCH per FTEF • How do you measure faculty? • Load while in the classroom • FTEF in total • Differences in measuring full and part-time • What about released/reassigned time? • What about faculty that are underloaded? • What about counselors/librarians who teach?

25. Measuring Productivity • Compare 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.

26. Productivity

27. Productivity

28. Projecting Costs

29. Scenario Assume 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.

30. Marginal Revenue for a class of 20 • 20 students meeting 3 hours per week = • 60 WSCH for 17.5 weeks = • 1050 SCH ÷ 525 hrs/FTES = • 2 FTES times $4,596 per FTES = • $9,192

31. Cost for a Class of 20 • Full load for English is 10 classes/year • One class is 10% of full load • Average cost per FT faculty with benefits = $7,700 • Average cost per PT faculty with benefits = $5,335 • Direct Overhead = 10%

32. Break-Even Points

33. Break-Even Points

34. Other Considerations • Apportionment (Base) revenue is typically 90% of total unrestricted GF revenue • Instruction is typically 50% of total unrestricted GF costs

35. Break Even Points with All Costs

36. Communicating • Revenue per credit FTES: $4,596 • Average cost per PT FTEF: $44,000 • Assume 20,000 FTES and 525 productivity and 400 regular faculty • Adjunct cost $7,542,857 • At 535 productivity • Adjunct cost $7,072,897 • Savings of ≈ $480,000 in adjunct costs OR • Additional revenue of over $1.7 million

38. Communicating = Changing • What 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 ⅔. • Take 1 more student -- NO!!

39. Communicating = Changing SIMPLY KEEP EVERY STUDENT THAT SHOWS UP ON THE FIRST DAY OF CLASSES!