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Pam Deegan Randy Lawson Peter Morrison

More Fun with Numbers: The Math Behind Attendance Accounting. Fall CIO Conference. Pam Deegan Randy Lawson Peter Morrison. October 23, 2009. Agenda. FTES Calculations and Definitions Understanding Apportionment Scenarios Summary and Questions.

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Pam Deegan Randy Lawson Peter Morrison

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  1. More Fun with Numbers: The Math Behind Attendance Accounting Fall CIO Conference Pam Deegan Randy Lawson Peter Morrison October 23, 2009

  2. Agenda • FTES Calculations and Definitions • Understanding Apportionment • Scenarios • Summary and Questions

  3. 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.

  4. Definitions

  5. FTES 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 !

  6. What is the difference between headcount and FTES?

  7. 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 Chorale 15 hours = + +

  8. What is an Apportionment Hour ? • 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)

  9. 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.

  10. 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.

  11. 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

  12. DCH • Daily Contact Hours (DCH): Meeting time per day

  13. DSCH • Daily Student Contact Hours (DSCH): Daily Contact Hours × Number of Students

  14. Peter’s Calculator

  15. WCH 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.

  16. Enrollment • 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?

  17. WSCH 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

  18. Census • 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.

  19. FTEF • 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 15 LHE .20 of 1 FTEF

  20. 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

  21. Efficiency

  22. 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.

  23. Notice a recurrence of the number 525?? • In formulas for attendance accounting? • In WSCH/FTEF

  24. It comes from . . . • 1 FTES = 15 WCH • 17.5 Weeks/Semester = 35 weeks (maximum TLM) or 15 WCH x 35 Weeks = 525

  25. 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

  26. 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.

  27. 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

  28. 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

  29. DSCH • This 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

  30. 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

  31. 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.

  32. 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

  33. FTES—Positive Attendance Formula Total Actual Attendance Hours 525

  34. 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

  35. 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.

  36. Independent Study Formula • Number of Students X Units X Term Length Multiplier 525 2.7 FTES

  37. 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

  38. FTES—Alternative Attendance Accounting Method Formula WSCH (WCH X Number of Students) X Term Length Multiplier 525

  39. 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

  40. Scenarios

  41. 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

  42. 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) P1, P2, 320

  43. 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

  44. TBA • “TBA” now has legal status

  45. Enrollment Management Systems

  46. Online References and Resources • 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

  47. Questions???

  48. The End

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