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Strategic Enrollment for Fall 2006

This report outlines the critical importance of scheduling in enrollment management for Fall 2006 at Los Angeles Trade-Technical College. A well-planned class schedule is essential for maximizing revenue through Full-Time Equivalent Students (FTES). The college targets 5,970.28 FTES from various academic programs, emphasizing the need for strategic scheduling to enhance enrollment. Understanding the trends in student persistence and dropout rates is vital for effective planning and resource allocation. This strategy aims to boost both revenue and student success.

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Strategic Enrollment for Fall 2006

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  1. Strategic Enrollment for Fall 2006 Los Angeles Trade-Technical CollegeAcademic Affairs

  2. Understanding the Importance of Scheduling in Enrollment Management

  3. A well-planned schedule of classes results in MORE or LESS REVENUE to the college. California Community Colleges generate revenue from student enrollment in a given fiscal year (July 1- June 30). Revenue earned is used to operate the college, offer an instructional program and pay salaries for the next year.

  4. Generally, revenue to the college comes as a result of the FTES generated by the college each year – $3,900 per FTES

  5. Student enrollment is measured in terms of FTES (Full-time Equivalent Students) 1 FTES = 1 Student               * 3 hours per week                * 5 courses per semester (15 hr. load)               * 17.5 weeks per semester (TLM)                * 2 semesters per year                = 525 hours

  6. FTES Targets for Fall, 2006 • 5,970.28 FTES • Apprenticeship – 213.57 • Art Trades/Cosmetology/Fashion – 652.61 • Automotive – 278.69 • Behavioral/Social Sciences – 337.65 • Business – 397.21 • Child Development – 160.00 • Community Planning – 49.79 • Construction Technologies – 870.75 • NonCredit – 151.86 • Counseling – 20.00 • Culinary Arts – 282.27 • Electronics – 97.47 • Labor Studies – 48.35 • Language Arts/Humanities – 741.60 • Learning Skills – 222.00 • Nursing – 193.51 • Mathematics – 441.65 • Evening/Weekend – 72.44 • Physical Education – 262.02 • Science – 421.76 • 1,751 Course Sections (Average Yield per Section is 3.41 FTES) • 14,561 Headcount (Average Yield Per Student (HC) is .41 FTES)

  7. Fall FTES History

  8. Fall Section History

  9. Why is the Fall Target So Important? • If 12,561 Students Enroll in Fall, 2006 then… • 6,771 Students Persist to Spring • 7,880 Stop- or Drop-Out

  10. Today’s Strategy – Schedule to Meet FTES Targets and Increase Average Yield per Section • 5,970.28 FTES • 1,751 Course Sections(Average Yield per Section is 3.41 FTES)

  11. Key Scheduling - Enrollment Management Activities • Maximizing FTES Through Strategic Scheduling • Maximizing Hours • Schedule to Maximum Hours • Schedule within Time Patterns • Lecture and Lab Hours • WSCH, DSCH, PA • Schedule for Demand • Discipline/Department Worksheets • Evening Weekend

  12. Key Scheduling - Enrollment Management Activities • Maximizing FTES Through Strategic Scheduling • Maximizing Hours • Schedule to Maximum Hours

  13. For scheduling purposes, course hours are defined: . In course outlines on file in Academic Affairs . DEC General Course Display screen (S420, in Protocol, and on District Website in Curriculum pages. (All hours being discussed are in terms of hours per week on a traditional 18 week academic calendar and must be kept current through Curriculum Committee and collective bargaining as appropriate.)

  14. Schedule to Maximize Hours

  15. Key Scheduling - Enrollment Management Activities • Maximizing FTES Through Strategic Scheduling • Maximizing Hours • Schedule within Time Patterns

  16. Schedule with Time Patterns

  17. Key Scheduling - Enrollment Management Activities • Maximizing FTES Through Strategic Scheduling • Maximizing Hours • Lecture and Lab Hours

  18. Key Scheduling - Enrollment Management Activities • Maximizing FTES Through Strategic Scheduling • WSCH, DSCH, PA

  19. WSCH, DSCH, PA

  20. WSCH • Credit Courses • Full-Term • Scheduled to meet same number of hours each week

  21. DSCH • Short-Term • Must meet 5 or more days • Scheduled same number of hours each day • Cannot be scheduled more than 50% TBA

  22. PA • Short-Term • Less than 5 days • Open Entry/Open Exit • DSCH classes with more than 50% TBA

  23. Converting PA to DSCH 8 Week Course that meets Tuesday night and all day Saturday Tuesday Night – 2.3 hours Saturday – 2.3 hours TBA – 2.3 hours

  24. Key Scheduling - Enrollment Management Activities • Schedule for Demand • Discipline/Department Worksheets

  25. Scheduling Worksheets

  26. Key Scheduling - Enrollment Management Activities • Schedule for Demand • Evening – Weekend College

  27. 16% Decline in Evening Students What happened between 1990 and 1993?

  28. Key Scheduling - Enrollment Management Activities • Schedule for Demand • Evening – Weekend College • Targets • Percent Both Day and Evening Students = 17% • Percent Evening Only – 43% (1990; highest evening only was 46.4% in 1976)

  29. Key Scheduling - Enrollment Management Activities • Schedule for Demand • Evening – Weekend College • Strategies – • Both Day and Evening Students • GE Courses • Supplemental Preparation Courses (Learning Skills, Personal Development, Basic Skills, Study Skills) • Others?

  30. Key Scheduling - Enrollment Management Activities • Schedule for Demand • Evening – Weekend College • Strategies – • Evening and/or Weekend Only Students • If I only come on the Evening and/or Weekend what Certificate, Degree, or Transfer Readiness can I obtain? • Pre-Collegiate Preparation Courses (Learning Skills, Personal Development, Basic Skills, Study Skills) • NonCredit • Personal Interest Classes (Culinary, Fashion, Home Improvement, Car Repair, Etc.) • Specific Certifications (Notary Public, Etc.) • Test Preparation (CAHSEE, SAT, Accuplacer, GED, CBEST) • Online and Hybrid Courses • Downtown? • Others?

  31. Course Flagging (Not Printed, But Important): 1. Start and End Dates, Start and End Times 2. Lecture or Lab (Block Grant $$$) 3. Shared Classes (and/or indicator) 4. Regular Fund or Special Fund (SFP’s) 5. Credit or Noncredit 6. On Campus or Off Campus (Facility Use)

  32. 10 Steps for Accurate Scheduling: • 1. Begin with FTES Targets • 2. Compare with benchmark term • Strategize About Student Demand (early morning, day, evening, weekend, online, hybrid) – Think in Terms of “Target Markets” • Adhere to Academic Calendar & Schedule Grid • Flag courses correctly (Combined, paid/unpaid, regular fund/SFP, CR/NCR, on/off campus, etc.) • TBA hours must be defined as hourly or regular – cannot exceed 24 hours per week or must be scheduled in multiple sessions • For new/trial classes use approved 99 courses • Submit in a timely manner

  33. Fall Schedule – Key Dates • Preliminary Schedule Distribution – May 12 • Priority Registration – May 22-23 • Expanded / Additional Courses for Fall Due to Deans – April 28 (turn in Scheduling Worksheets with Galleys) • Target Date for Fall Final Schedule – June 30 • Fall Semester Begins – Sept 4

  34. What Else? • Admissions Yield • Joint Academic Affairs / Student Services Strategy Session • April 27th, 1:00-3:00 pm • Location TBA • Rooms – Facilities • Faculty – Adjuncts • Recruitment • Interview Day(s) • Marketing

  35. Future Discussions • Academic Calendar • Student Persistence • Yield Per Section • Yield Per Student • Course Development – Summer Stipends

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