I've been watching this discussion to see if anyone knows of a resource
that gives a good comparison of managed and open enrollment.  I know
there are plus and minus points for each view, and I'm looking for a
good reference that doesn't completely trash open enrollment (preferably
an online resource.)  Does anyone know of one?
Donna Brian
djgbrian at utk.edu 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Terri DeVito
Sent: Thursday, July 13, 2006 2:48 PM
To: alisa at caringhandsmt.com; specialtopics at nifl.gov
Subject: [SpecialTopics 136] Re: Does managed enrollment support
persistence?

Alisa and all:  Thank you so much for raising this issue as it pertains
to persistence.  I am a 9 year Director of an ESOL and ABE/GED program
in Mass.
and we have adopted a managed enrollment process based upon requests
from our students and on research/comments that I have read regarding
college cohorts. 
Our students have told us loud and clearly that they do not like
turbulance in the classroom and that new students coming in and out is
very turbulent.  Our teachers find it almost impossible to effectively
teach a class with open enrollment.  We've only worked with this model
for one year, but we met our attendance goal, our pre/post test goals,
and our meaningful gain goals this year for the first time.  We are
still a little short of our average attended hours and our goals met
goals for the year.  And, we feel more professional and that we are
offering far better education to our students.  We are looking at a
major system change for next year that we hope will further support this
management of enrollment by having new students attend a class (21 hours
for ABE/GED and 7 - 14 hours for ESOL students) prior to entering
classes.  We also are intending to enroll new ABE/GED students every two
months and ESOL students at the half year mark.  Our full staff is
spending 23 hours each this summer redesigning our curriculum based upon
the Massachusetts State Frameworks to determine what is truly possible
to teach 7 hours per week 36 weeks of the year so that teachers can
teach a skill, spiral back to check for mastery, and reteach the skills
again for new students who entered in a cohort.  We all agree that we
must have a clear and manageable curriculum in order to effectively
serve these students even on a managed basis.  

------ Original Message ------
Received: Thu, 13 Jul 2006 01:01:03 PM EDT
From: "Alisa Vlahakis Povenmire" <alisapovenmire at hotmail.com>
To: specialtopics at nifl.gov
Subject: [SpecialTopics 135]  Does managed enrollment support
persistence?


> Hello all,

>   

>  I am a few days late to join the list but have thoroughly enjoyed the

discussions.  In fair warning, I am submitting a somewhat long post.

>   

>  I am conducting somewhat informal research for the Massachusetts 

> Department

of Education on the topic of managed enrollment.  

>   

>  Meta Potts wrote in post # 119:

>   

>  "What is the difference between program supports to persistence and 

> the

nature of student persistence?"

>  My research addresses a small this question which regards the 

> enrollment

policies and practices of Adult Education Programs.  My quest is to
determine the pros and cons of managed enrollment, and how managed
enrollment affects the retention, persistence, and learning gains of
students.  I have corresponded with several practitioners around the
country who have forayed into managed enrollment in their programs, and
all seem VERY satisfied with the results.  Most, but not all, programs
that I have been in contact with do also have at least one open entry
classroom, and/or distance learning options for students who cannot
commit to the time and intensity required by the managed enrollment
classrooms.  

>  In John Comings' and Lisa Soricone's NCSALL Paper, "An Evidence-based

Adult Education Program Model Appropriate for Research", certain
scholars are quoted who feel that open enrollment practices are "not an
effective way to use limited resources"(p 66).  Other studies suggest
that managed enrollment, which allows students to enter a class during
specific times only, is not only easier and more productive for students
and teachers, but also promotes a higher rate of retention and
persistence.  However, the report is careful to recommend that programs
take their own mission and student population into account when making
enrollment decisions and formal policies.  Many programs I have had
contact 

>  with, echo this sentiment and have found enrollment policy-making an

ongoing and often slow process, but worth the effort.  Although there
hasn't, to my knowledge, been a formal assessment of the effects of
managed enrollment, it seems like a program design element which tends
to promote persistence.

>  So my questions to John and listers are:

>       1.   What do you think about Managed Enrollment? Do you have a

managed
enrollment policy at your program?  If so, for how long have you used
this policy and how is student persistence at your program affected by
this policy?

>  2.      There has been a lot of discussion on this list about

students who
need flexible attendance schedules.  What is your sense of the
percentage of these students compared to the whole population of
students? Do you think managed enrollment works against these students?

>  3.      Is managed enrollment more suitable in certain contexts?  If

so,
which?

>  4.      Many practitioners have only been able to cite (to me)

benefits of
managed enrollment.  Do you feel that there are any negative aspects of
this practice?

>  5.      Does it cost more to use a managed enrollment system?  Is the

return on investment (learning gains) greater?

>  6.   Finally, in the broad context of persistence and support for

learners,
how does the importance of enrollment policies compare to the importance
of supports like child care and transportation and teachers who really
connect with their learners? 

>  I thank you all, in advance, for what I know will be your thoughtful

comment on any of these questions.

>  Sincerely,

>  Alisa Povenmire, ABE Consultant, former SABES Coordinator

>  

>  

>  

>  From: "Holly Dilatush-Guthrie" <Holly.Dilatush-Guthrie at ccs.k12.va.us>

> Reply-To: specialtopics at nifl.gov

> To: <specialtopics at nifl.gov>

> Subject: [SpecialTopics 135] Re: Persistence Strategies

> Date: Wed, 12 Jul 2006 22:11:39 -0400

> >Hello all, a delayed response from Holly here --

> >This:

> > >>> cnaamh at rcn.com 7/10/2006 9:23 PM >>>

> >I agree with you, Bruce. High-quality instruction in a supportive

environment is key and has many components. We may have to re-define
success for funders but for students feeling successful NOW is a key
element of persistence. We evaluate every activity and every class. All
students should leave every class with a feeling of success. I try my
best to have students leave, even the first class, with something they
can use now.

> > Nicole B. Graves

> >South

>  Deerfield, MA>>

> >...reminded me of an experience I had teaching a workplace ESL (Hotel

employees) class a few years back -- after the third 2 hour class,
IMMEDIATELY after the class, as we were exiting the classroom space, the
employees'
supervisor asked the students/employees: "Well, what did you learn
today?"
(she asked this to the group, and then repeated her question
individually to each employee -- ). The first response, "Nothing." The
second response, "nothing." etc. etc. --- What I learned from this: a
new daily scheduled activity at the end of each class -- practicing
(verbally) "What did you learn today?" answers! <grins!>

> >

> >So, students left feeling success, KNOWING how to articulate that 

> >success

-- both in simple written format (like writing a memo to their
supervisor) and in simple spoken English format...

> >

> >and I learned to quiz

>  the supervisor before the following class, "Well, what DID they learn



> last

class?" --

> >it became a win-win-win --- and continued the contract!

> >[supervisors then added, based on the students/employees feedback, 5

minutes language exchange show & tell at monthly staff meetings -- where
everyone had to share what they'd learned -- in a language of their
choice!

> >Hooray for multilingualism -- hooray for feelings of success -- 

> >hooray for

articulated mini-goals.... etc.

> >persistence -- motivation -- and hooray for continued funding!

> >Holly

> >

> >

> >"No matter what our attempts to inform, it is our ability to inspire 

> >that

will turn the tides."

> >Holly Dilatush

> >ESL distance learning, Dialogue Cafe, Volunteer coordinator 

> >Charlottesville City Schools Adult Learning Center 1000 Preston Ave.,



> >Suite D Charlottesville VA

>  22903

> >(434) 245.2815 office

> >(434) 960.7177 cell/mobile

> >http://theHsmile.org ['home' to several Moodle CMS (course management

systems/virtual classrooms)]

> >http://www.Charlottesville-ESL.org

> >"Live with intention. Share inside~out smiles, inspire hope, seek awe



> >and

nurture in nature."

> >

> >-------------------------------

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