COLLINS’ Post

New Post: Continuous Enrollment: The Pros and Cons - The continuously high re-enrollment numbers at Donna Klein Jewish Academy (DKJA) reflect our efforts to provide the best possible experience for students and families. Yet, until recently, they also meant our staff spent extensive time and energy calling families to track down re-enrollment contracts each year. We would start calling in March—the beginning of our enrollment season—and, sometimes, were still calling and emailing until the first day of school in August. We knew there had to be a better way. After doing our research and speaking with other schools that had made the switch, we decided to move to continuous enrollment for the 2022–2023 school year. What is continuous enrollment? Rather than opt-in re-enrollment, where all parents/guardians must sign new contracts to enroll their children each school year, continuous enrollment is an opt-out process that higher education institutions have used for decades. With continuous enrollment, students are automatically re-enrolled for the following school year unless they notify the school otherwise. With this approach, families now sign one continuous enrollment contract that remains in effect for the duration of their child(ren)’s enrollment at DKJA. What are the benefits of continuous enrollment? More and more private and independent K–12 schools are adopting continuous enrollment and experiencing benefits like these: Reduced paperwork and legwork Increased student retention Earlier confidence in re-enrollment numbers Simplified re-enrollment process for families At DKJA, we communicated our plans to families well ahead of time, and in the spring of 2022, they signed their first continuous enrollment contracts. Due to this transformational process—which we call “Re-Enrollment Re-Imagined”—we not only had contracts for the 2022–2023 school year, but we also knew our projected enrollment numbers for the 2023–2024 school year much earlier than usual. Thus, our business office could budget further in advance and our administrative team spent less time tracking down contracts. It was a significant improvement over previous years. What are the challenges of continuous enrollment? While continuous enrollment has simplified things for families and helped us with budgeting and forecasting, the transition had its challenges.   Admissions had to create a new process to keep track of student withdrawals during the withdrawal period. Families sometimes think everything rolls over, including optional items like lunches, trips, etc. We have to be crystal clear that only enrollment is continuous. Our registrar must issue addendums when families add, remove, or change support services. A student will not be re-enrolled until the addendum is signed. Our business office has to re-enroll students in the tuition management system.  DKJA uses Blackb

A deep dive into the Florida Economic Consortium's findings on service utilization In educational services, it is essential to understand the fluctuations in demand. FEC analyzed these patterns, showing how social, economic, and behavioral factors affect youth service use. Here's a closer look at their findings: 1. Academic Calendar Influence: At the end of the school year, students and families shift focus to final exams and graduation, reducing the use of external services. As textbooks are closed, tutoring centers' doors are also closed. Summer Recess: In the summer, the freedom of vacation often outweighs structured learning. Families focus on fun activities, pausing tutoring and education programs for the eight-week break. 2. Holiday Priorities and Traditions: Christmas and New Year's: During festive seasons, family traditions are a priority. Homes are filled with joy, and tutoring takes a backseat as families gather around the tree. Thanksgiving: Thanksgiving, a time of gratitude and family reunions, follows a similar trend. The focus is on the feast, not fractions. External services take a back seat to the celebrations. 3. Socio-Economic Factors: Travel Expenses: The cost of holiday travel can strain budgets, leaving less room for educational expenditures. When it's a choice between plane tickets and tutoring, the former often takes precedence. Gift Spending: During the holidays, the financial demands of gift-giving can lead to budget constraints in other areas. Educational services may be seen as less essential compared to the joy of giving and receiving gifts. 4. Behavioral Aspects: Routine Disruption: Vacations and holidays disrupt the daily routines that encourage service participation. Without the school's structure, students are more likely to prioritize leisure over learning. Alternative Programs: Holiday-specific events and programs provide appealing alternatives to regular services. Summer camps and holiday fairs offer new experiences that often attract youth away from their usual educational routines. 5. Service Provider Adjustments: Anticipating these seasonal trends, some service providers scale back their offerings. Reduced hours or program pauses are common as they adapt to the lower demand. Introducing CPAS: Amidst these predictable cycles, CSG Tech Solutions presents the Contract Performance Analysis System (CPAS), which is integrated by FEC. This sophisticated software portal is a powerhouse of functionality. It's not just about tracking numbers; it's about understanding stories. CPAS empowers providers to make data-driven decisions, ensuring services are utilized efficiently and effectively. It's a tool that doesn't just measure performance; it enhances it. Embrace the power of CPAS and chart a course for success in the ever-changing tides of educational services. DM me for more details! Rod Love, CEO, CSG Tech Solutions President, Florida Economic Consortium

My upcoming book, "Lifting the Veil on Enrollment Management: How a Powerful Industry is Limiting Social Mobility in American Higher Education," includes essays not just from journalists and researchers but also former campus enrollment managers. Don Hossler, who has spent more than 40 years studying enrollment management and spent eight of them serving as the enrollment manager at Indiana University at Bloomington, wrote the 3rd chapter of the book, which Harvard Education Press is publishing on May 14. https://lnkd.in/eeGsme26 In his chapter, “A View from the Inside: Reflections of an Enrollment Manager," Hossler writes about the ethical dilemmas he faced while serving as the vice chancellor for enrollment services at Indiana University Bloomington in the late 1990s and early 2000s. With marching orders to substantially increase tuition revenue, he worked with an enrollment management consultant to design financial aid packages to attract “pretty good non-resident students,” who paid more than in-state students. In putting the policy in place, he made sure to protect the lowest-income in-state students. But after several years, he was horrified to find that the policy was starting to price out working-class students. “A review of our data convincingly showed that unmet need—financial aid gapping—was becoming a substantial problem for lower-middle-income, in-state students, forcing them to accrue large amounts of debt,” he writes. “To my dismay, I realized that my strategies had become part of the equitable access problem.” Overall, Hossler doesn’t believe there is anything “inherently wrong with enrollment management.” Colleges need to be strategic and achieve their enrollment “goals in informed, intentional, and integrated ways.” However, he agrees with critiques “about how enrollment management is too often being practiced—with colleges using enrollment management strategies that focus too much on increasing selectivity, optimizing net revenue, and pursuing prestige above all else.” He finds the practice of financial aid leveraging, in which colleges use their aid to attract the students they want most, to be especially pernicious. Giant enrollment management firms, such as EAB, aggressively market products to help colleges leverage all of their financial aid to attract the "right students." According to Hossler, “This desire for a quick pay off often leads to one of the most troubling practices: the use of financial aid to acquire students who have higher admissions test scores, who are more likely to graduate, and who are likely to bring more tuition revenue to their institutions.” “In an era when the majority of colleges cannot come close to meeting student demand for need-based financial aid,” he writes, “every dollar used to enroll students who do not require aid can diminish access for those who have moderate and high levels of financial need.”

Recent research from YouGov, commissioned by the Money and Pensions Service (MaPS) has shown that three in four UK teachers think most young people now leave school or college without the money skills they need. In its poll of 1,012 teachers, nearly all surveyed think children should be taught about money and most think it should happen in primary school, with less than one in ten (9%) believing it should only start in secondary school or later. But what does this mean for overworked and understaffed teachers, already struggling to cope with covering mental health, PSHE, sport, Forest School, music, and many other topics? 20% of teachers surveyed said that implementing new initiatives/curriculum/qualification change was one of six tasks reported as adding unnecessary burden to the general workload. Teachers might also ask how does this fit with the Secretary of State’s workload reduction taskforce which is working to support the government’s ambition to reduce teachers’ and leaders’ working hours by 5 hours a week within 3 years? The workload that teachers have, is clearly growing and something needs to be done to help make this more manageable while still delivering exceptional education and support for primary and secondary school children. Enter proactive planning for supply. Many schools are now working with Class People to have ‘floating teachers’ who can cover a couple of hours or even a day a week to help reduce the impact of extracurricular activities and requirements. Whilst this is not a situation that will work for every topic or school, it is worth being proactive and looking ahead to ‘weather the stress’. Get in touch with our expert team today and see how proactive planning for supply could help you and your school. https://lnkd.in/eDKAymXA   Another thing to consider is that the Class People Foundation offers grants to support extracurricular training to help address this issue.   Find out more and apply: https://lnkd.in/ednEw5TD

Funds benefiting the workforce development in the state: The U.S. Department of Education recently issued a memo to state governors urging them to prepare statewide plans for advancing career and technical education and workforce development. The plans are required in order for states to receive two types of federal funding: funds from the amended Carl D. Perkins Career and Technical Education Act of 2006, known as Perkins V, and the Workforce Innovation and Opportunity Act (WIOA). States distribute Perkins V funds to career and technical education (CTE) efforts at the postsecondary and college levels, while WIOA funds go toward a range of workforce development initiatives, including adult education programs.

#SmellTheCheeseOften So You Know When It's Getting Old. 𝗕𝗔𝗧𝗖𝗘 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 𝘄𝗼𝗿𝗿𝗶𝗲𝗱 𝗮𝗯𝗼𝘂𝘁 𝗷𝗼𝗯𝘀 𝗮𝘀 𝘀𝗰𝗵𝗼𝗼𝗹𝘀 𝗯𝗲𝗰𝗼𝗺𝗲 𝗴𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁-𝗮𝘀𝘀𝗶𝘀𝘁𝗲𝗱. There is fear among teaching and administrative staff at Bishop Anstey and Trinity College East (BATCE) that their jobs are no longer safe. This comes as negotiations continue between the Bishop Anstey Association (BAA) representing the school, the Ministry of Education (MoE) and the Teaching Service Commission (TSC), as the schools transition to a government-assisted model. In a release on Thursday, the MoE said the “complex negotiations” are at an advanced stage, with final recommendations to be presented to Cabinet in 30 to 60 days. After ending a 20-year contract between the BAA and the state, the Government now has complete ownership of the schools’ buildings and land in Trincity. Government continues to fund school operations and 100 per cent of student spaces during the negotiation phase but the TSC will have the authority to hire and fire staff when the transition is completed. 𝗦𝗲𝘃𝗲𝗿𝗮𝗹 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 𝘀𝗮𝗶𝗱 𝘆𝗲𝘀𝘁𝗲𝗿𝗱𝗮𝘆 𝘁𝗵𝗲𝗶𝗿 𝗹𝗶𝘀𝘁 𝗼𝗳 𝗰𝗼𝗻𝗰𝗲𝗿𝗻𝘀 𝗮𝗿𝗲 𝗹𝗼𝗻𝗴 𝗯𝘂𝘁 𝘁𝗵𝗲𝘆’𝗿𝗲 𝗺𝗼𝘀𝘁 𝘄𝗼𝗿𝗿𝗶𝗲𝗱 𝗮𝗯𝗼𝘂𝘁 𝘁𝗵𝗲𝗶𝗿 𝗮𝗴𝗲𝘀, 𝘀𝗮𝗹𝗮𝗿𝗶𝗲𝘀 𝗮𝗻𝗱 𝗽𝗲𝗻𝘀𝗶𝗼𝗻𝘀. A teacher at Trinity College East (TCE), who asked to remain anonymous, said the school does not accept teaching applications for persons over 45. This rules out almost half of the existing staff. “People have many varied concerns. For example, we’re transitioning to government-assisted which means we will now be under the Teaching Service Commission. One of their stipulations is that you can’t become a member of the teaching service once you are over the age of 45. “There are many teachers here who have given many years of service, if not the full 20-plus years, so they are concerned about what arrangement is going to be made for them when we transition. Is it that they are going to be told to go home? Will they be absorbed in the teaching service? We just don’t know,” the teacher said. A Bishop Anstey East teacher asked, “Teachers who may have chosen to not wait years and decades to receive a job through the government have spent years at BATCE, which made the school excel. So why are the teachers being punished when we are core to the schools’ success?” The teachers said they were also told their positions must be advertised and they must go through the MoE’s normal hiring process. If they are re-hired, they will be offered salaries as new teachers despite their years of service. Some teachers who were hired via contract and work permits, which are tied to the schools and not the Government, are also concerned about their future. They are asking who will be responsible for paying their pensions if the Government takes over all staff operations. Credits: KAY-MARIE FLETCHER Senior Reporter

This is a good way forward #HigherEd - for all the reasons: "While workforce partnerships are becoming more common, practitioners and policymakers need guidance to understand how these relationships should be structured to drive learner success and expand economic opportunity." #workforcepartnerships

Two longtime enrollment managers recently wrote a critique of my book, "Lifting the Veil on Enrollment Management," in Inside Higher Ed (IHE) that asked, in its headline, "Is Enrollment Management Really Ruining Higher Education?" Here is my response, which IHE ran on Monday. You'll notice I made a subtle distinction in my column, "Yes, the Enrollment Management Industry is Harming Higher Ed," by focusing on the industry specifically. That's because there are plenty of people who work in enrollment management offices on college campuses who are well motivated and genuinely would like to make their campuses more accessible and equitable. Robert Massa, one of the authors of the critique, is a prime example. As an enrollment manager at Dickinson College, he used the tools of enrollment management to make the campus more racially diverse. Rather than focusing on campus enrollment managers, my book and column are focused on the multibillion dollar enrollment management industry -- for-profit consulting firms that have convinced college presidents and boards that the schools' fortunes and even survival depend on using their products and strategies, which all too often disadvantage low-income students and many students of color. As Jerome Lucido of the USC CERPP (Center for Enrollment Research, Policy and Practice) wrote in his chapter, these corporate consultants generally care little about "the educational and social values that are almost invariable expressed in colleges' mission statements." Instead, they push colleges to focus almost exclusively on increasing their rankings and maximizing their revenue. As a result, many colleges, both public and private, are undermining rather than enhancing the government's efforts to make college more accessible for low- and and lower-middle-income students by leveraging their financial aid to get the students they want most -- who all too often come from privileged backgrounds. Instead of removing barriers, these colleges are adding hurdles, making it more difficult for low-incomes students to go to college and earn a degree.

2025 Budget Prioritizes New Pathways for High School and Beyond If you care about building pathways to good jobs, this post honors our friends at The Burning Glass Institute, XQ Institute, Strada Education Foundation, Carnegie Foundation for the Advancement of Teaching, ETS - Skills for the Future, Getting Smart, AASA, The School Superintendents Association, Project Lead The Way, Jobs for the Future (JFF), New Profit, The College Board, Annie E. Casey Foundation, @Opportunity@Work, and Whiteboard Advisors. Sobering News: A new National Center for Education Statistics (NCES) report tracked 23,000 students from 2009, revealing that 40% of high school graduates who pursued higher education in 2013 did not earn a degree or credential within eight years. The study shows a significant educational divide: 80% of students from high-income families completed their education, compared to only 49% from families earning under $35,000. Hopeful Direction: In part to address such disparities, and as a result of tireless field-building and advocacy, The White House -President Office’s 2025 budget introduces substantial investments in educational and workforce development initiatives: The U.S. Department of Education of Education aims to reimagine post-secondary pathways, including:  $1.47 billion for the Career and Technical Education (CTE) State Grants program to develop new workforce models starting from middle and high school. $57 million for Career-Connected High Schools, with $32 million in new awards within CTE National Programs. $90 billion in mandatory funding to provide two years of free community college for first-time students and reskilling workers. $12 billion to support free dual enrollment courses and promote cost-effective colleges. Increased funding for federal TRIO and GEAR UP programs, aiding underserved students in completing postsecondary education. The U.S. Department of Labor focuses on connecting people to in-demand jobs: $8 billion Career Training Fund to foster public-private partnerships for high-quality, evidence-based training in vital industries. $335 million to expand Registered Apprenticeship programs, a $50 million increase, focusing on sectors such as clean energy, construction, and health. These proposals are designed to create more accessible and effective pathways from high school to post-secondary education and into the workforce, aiming to close the educational gap and equip individuals with necessary skills for in-demand jobs. Please join me in recognizing the good work our colleagues: Matt Sigelman, Russlynn Ali, Michele Cahill, Maria Flynn, Marty J. Alvarado, Stephen Moret, Mark Rigdon, Evo Popoff, Anna Kimsey Edwards, Tom Vander Ark, Caroline Vander Ark, David L. Dimmett, Ed.D., David Coleman, Timothy Knowles, Amit Sevak, Laura Slover, Lisa Hamilton, Tulaine M., Byron Auguste, David Schuler, Eliza Greenberg, Shawn Dove Read the full NCES report - https://lnkd.in/gH_t8kMt

Thanks for highlighting this important report, Eric Tucker -- there's more momentum around high school transformation among federal and state policymakers and educators, and critical partners, than I've seen in 20 years of education policy. Now we get to work!