Institutional Improvement Objectives

May 9, 2019

Educational Master Plan – Enrollment Planning

BP 3250 Institutional Planning

The President/Superintendent shall ensure that the District has and implements a broad-based comprehensive, systematic and integrated system of planning that involves appropriate segments of the college community and is supported by institutional effectiveness research. The planning system shall include plans required by law, including, but not limited to,

• Long range educational or academic master plan, which shall be updated periodically as deemed necessary by the Governing Board

… ….

The President/Superintendent shall ensure the Board has an opportunity to assist in developing the general institutional mission and goals for the comprehensive plans.

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AP 3250 Institutional Planning and ProgramReview

The major plans of the college include the Strategic Plan, Educational Master Plan, District Facilities Master Plan, Information Technology Plan, Staffing Plan and the District's Annual Budget. Each of these planning processes is born of the college mission, vision and values statements and integrates with the goals and objectives set forth in the Strategic Plan. Each planning process also looks to the findings of the environmental scan and to other relevant data, as well as to the program and services reviews. All are linked into the Annual Budget planning process.

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College Mission Statement

Ohlone College responds to the educational and workforce needs of our diverse community by offering high quality instruction supporting basic skills, career development, university transfer, and personal enrichment, and by awarding associate degrees and certificates to eligible students. Ohlone is a safe, innovative, multicultural, and inclusive environment where successful learning and achievement are highly valued, supported, and continually assessed.

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Estimating the Impact of Enrollment Efforts Educational Master Planning Discussions

Noncredit Academic Core / New Students Retention Increase in Online Enrollment

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Growth Assumptions Used in Funding Formula Estimates

18/19 19/20 20/21 21/22

Base Allocation: -3.75% 0% 3% 2%

Total Resident FTES 7,252* 7,303 7,527 7,682

Average Credit FTES 7,512 7,018 7,061 6,941

Supplemental -20% 0% 3% 2%

Student Success All Students 5-10% 0% 3% 2%

Student Success Bonus 0% 0% 3%

*Does not Include Summer shift from prior year (702 FTES)

2%

Estimates based on: increased marketing

helping students complete degrees and certificates through implementing Guided Pathways

assisting new students with financial aid paperwork

rearranging the class schedule to better meet students’ needs

recruiting prospective students through the Promise program and identifying other financial resources for which they may be eligible

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Institutional Initiatives Impacting Enrollment

Equity Multicultural Center

First Year Experience -Persistence

Honors

Summer Bridge

QFE Program Mapping / Scheduling (GP)

First Year Experience Programming (Equity)

Guided Pathways Meta Majors

Program Mapping / Scheduling

Data Coaches

Other Block Scheduling

College Hour

Noncredit

Career Education

IIO’s

First Year Student

Experience

Noncredit Programs

Integrated Professional

Development Planning

Developing More User

Friendly Data Systems for

Program Analysis

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Factors to Consider • Resident and Nonresident, noncredit,

online, CE, Newark, basic skills

• Application to enrollment

• Opening day to census (drops)

• June high school graduates to enrollment at the college

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Questions to Consider 1. How many students did we have last fall? 2. How many seats are we scheduling? 3. How many high school graduates are graduating from local high

schools? 4. What is the persistence rate from spring / summer to fall (for last

year)? How many in the spring enrolled in the fall (summer too)? 5. How many students have applied for fall? Of those that applied last

year how many enrolled at the college? 6. How many new students did we get last fall? 7. Do we have new programs we are marketing? 8. Do we have new student groups that may enroll?

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Resident FTES Trends-Simulated Data

Ohlone College Resident FTES Trend Summer - Fall - Spring Academic Year

Residents Estimated P2 2014-15 2015-16 2016-17 2017-18 2018-19

Summer 613 591 730 724 716 Fall 3,537 3,412 3,302 3,219 3,279 Spring 3,755 3,649 3,650 3,448 3,106 Noncredit 1 Academic Core / New Students Retention Increase Online Increase Career Education Increase Newark Center Increase Total 7,905 7,652 7,682 7,391 7,102 Source: 320 Reports

ch to 19

17% -7%

-17%

-10%

Estimated 2019-20

750 3,279 3,106

7,135

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Application to Enrollment – About 50%

Applicants Enrolled at Census

Enrollment Rate

Hispanic 1809 763 42.2% African American 320 107 33.4% Asian 1920 962 50.1% Filipino 584 305 52.2% Native American 33 14 42.4% Pacific Islander 56 20 35.7% White 1180 536 45.4% Multi racial 366 199 54.4% Unknown 556 262 47.1%

6824 3168 46.4%

Ohlone Draws About 20% of June High School Grads

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69% of Fall Students Continuing from Spring

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Persistence Fall to Spring About 70%

Fall to Spring Persistence Persistence 2014FA to 2015SP 2015FA to 2016SP 2016FA to 2017SP 2017FA to 2018SP

Enrolled Persisted Rate Enrolled Persisted Rate Enrolled Persisted Rate Enrolled Persisted Rate All College 8684 6244 71.9% 8524 6186 72.6% 8443 6130 72.6% 8307 6001 72.2%

African American 425 291 68.5% 376 248 66.0% 339 214 63.1% 314 202 64.3% Asian 2777 1999 72.0% 2749 1989 72.4% 2752 2060 74.9% 2853 2066 72.4% Filipino 860 630 73.3% 880 667 75.8% 898 675 75.2% 895 682 76.2% Hispanic 1998 1450 72.6% 2088 1542 73.9% 2159 1567 72.6% 2095 1526 72.8% Native American 13 11 84.6% 13 9 69.2% 14 11 78.6% 16 10 62.5% Pacific Islander 76 59 77.6% 68 52 76.5% 64 46 71.9% 62 45 72.6% White 1735 1226 70.7% 1610 1143 71.0% 1528 1050 68.7% 1401 1006 71.8% Multi-Racial 628 451 71.8% 576 421 73.1% 551 409 74.2% 560 402 71.8%

Low Income 3725 2895 77.7% 3513 2793 79.5% 3322 2604 78.4% 3161 2466 78.0% Disabled 692 556 80.3% 737 597 81.0% 758 617 81.4% 735 571 77.7% Veteran 127 97 76.4% 123 93 75.6% 131 90 68.7% 126 94 74.6%

Red = Disproportionate impact using percentage point gap method

Other Persistence Data

•About 60% of spring students persist to the fall term. •About 60% of summer students persist to the fall term.

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60% of Students are Part-time

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20% of Enrollment in CE (Fall 2017)

FTES Fall 2017 Course Enrollment Sections Offered

695.3 2

3459. 04

CE FTES Non-CE FTES

4783

2286 8

CE Courses Non-CE Courses

286

1098

CE Sections Non-CE Sections

21% CE 26% CE 20% CE

28% of Students Online

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Loss Basic Skills FTES = 262 +

•Fall 2018 – Drops from Opening Day to Census totaled 426 FTES

•Over the last two years we have lost approximately 250 FTES on Basic Skills Enrollment due to changes in placement. • 2016FA

• ENGL – 66 basic skills sections, 1694 enrollments, 363.24 FTES generated • MATH – 34 basic skills sections, 753 enrollments, 294.32 FTES generated

• 2018FA • ENGL – 33 basic skills sections (-50%), 837 enrollments (-51%), 158.44 FTES (-56%) • MATH – 26 sections (-24%), 594 enrollments (-27%), 236.87 FTES (-20%)

• Total lost FTES from basic skills classes = 262.25

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Student Drop Activity

Shows drops only (does not include adds).

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Online Growth Proposal In fall 2018 an estimated 14% (527 of 3754) of total college FTES is from fully online courses.

For 2017-18 (summer, fall, spring) about 1,277 FTES were generated from fully online courses.

It is estimated that the college could grow in online FTES (250+ FTES)over the next five years.

Demand for online sections has been growing, for example, additional late start classes were added in fall 2018 to meet student interest. Our involvement in the Online Education Exchange will provide us the opportunity to further market our courses to students in need of courses to complete their program of study.

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Possible Noncredit Programs

• English Basic Skills • Math Basic Skills • ESL • EXCEL for the Sciences • Job Search Fundamentals • Developing Your Business Plan • Accounting for Small

Businesses • Basic Business Math • Entrepreneurial Basics • Word Processing

• Basics of Business Presentation Software

• Home Health Aide • Project Management • Leadership Skills • Distance Education Offerings • Year Round Offerings • Child Care LAB/ECS • Hospitality Management • CMP Prep Class

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Growth at Newark?

•The programs to include primary dedicated include Nursing, Physical Therapy Assistant, Respiratory Thearapy, Environment Science, Computer Science, Computers, Networks, and Emerging Technology, Geology, Geography and Bio-Technology.

•Some additional programs that provide key pre-requisite coursework for transfer requirements will continue to be offered at both campuses such as CHEM, BIOL, and ANTH.

•There will also be GE coursework that supports the programs and degrees housed at the Newark Center (e.g., math, English, communications, psychology, sociology, etc.)

•Urban Outdoor Research Laboratory

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Time to Degree-1/3 Graduated in 3 years

17-18 Ohlone Associate Degree Graduates (n=653)

•66 took four semesters or less to complete their degree- 10% of grads finish in 2 years. •An additional 155 finished in six semesters, •In total a third (34%) of graduates finish in three years (two-thirds take more than three years).

•For students who got ADTs—10% finished in four semesters, 34% in six semesters.

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Impact of Guided Pathways Guiding Principles

Ohlone College’s goal is to put students first by: • Facilitating a supportive and inclusive campus culture that recognizes

diversity, encourages student expression and participation, and fosters a sense of belonging.

• Inviting student exploration across the curriculum to ensure effective citizenship.

• Offering clear, inclusive pathways designed to support students' interests, academic pursuits, and/or career goals, regardless of educational readiness or part-time/full-time status.

• Promoting the use of technology that is accessible, user-friendly, adaptable, and convenient.

• Supporting equity through robust, disaggregated, thoughtful, and contextualized data analysis to ensure student success.

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An Idea: Guided PathwaysApproach to Revenue Estimates?

The cost of educating a full time equivalent student to degree

FTES - students per class (assuming each student takes 30 units per year) 30 Number of classes in a program 20

Revenue for Year 1 (2019-2020) at $3849 per FTES 3,849 $ $115,470 35% Revenue for Year 2 (2020-2021) at $3240 per FTES 3,240 $ $97,200 29% Supplemental - Pell Grant, Promise, and AB540 Recipients for 25% of students for Year 1 (2019-2020) at $949 per year

25% 949$ $13,785 4%

Supplemental - Pell Grant, Promise, and AB540 Recipients for 25% of students for Year 2 (2020-2021) at $977 per year

25% 977$ $13,785 4%

Student Success Metric (All Students) - ADT degree earned for 50% of students at $3744 per student

50% 3,744 $ $56,160 17%

Student Success Metric (All Students) - Transfer for 50% of students at $ 1404 per transfer student in 2020-2021

50% 1,404 $ $21,060 6%

Student Success Metric (Pell Students) - Transfer for 25% of transfer students at $ 1417per transfer student in 2020-2021

25% 1,417 $ $10,628 3%

Student Success Metric (Pell Students) - Transfer for 25% supplemental students with ADT degree earned at $ 531per student in 2020-2021

25% 531$ $3,983 1%

Total Revenue $332,070 100%

Cost Number of classes 20 Average direct / instructor cost per class $14,380 $9,947.67 20 Classes at average direct cost per class $198,953 Cost of college serves at 100% of direct costs $198,953

Total Estimated Costs to Serve a Student for 2 Years $397,907

Difference between revenue and cost -$65,837

Andrew LaManque Chris Dela Rosa

????

Revenue Item Rate Revenue % of Revenue

Need to look at the data

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Questions?

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