Yearly Analysis. ATB Program. Anthem College Orlando. Rebecca Brewer Student Support/ATB Advisor

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1 Yearly Analysis ATB Program Anthem College Orlando Rebecca Brewer Student Support/ATB Advisor

2 Table of Contents Executive Summary page 3 Section 1: ATB Program Overview page 4 Section 2: Enrollment and Retention page 5 Section 3: Graduates and Placement page 8 Section 4: Admissions Test Score Analysis page 9 Section 5: Current Student Enrollment Status page 13 Sections 6: Fiscal Year 2011 ATB Action Plans page 14 Conclusion page 16 2

3 Executive Summary The Ability to Benefit (ATB) program ended the fiscal year with a retention rate of =%, which is =% below the overall campus retention rate of =%. The ATB population accounted for =% of the overall campus enrollment population, =% of the total withdrawn or terminated students, and =% of the total graduates. The percentage of ATB graduates who were placed in their field was =%. This is =% below the overall campus graduate placement rate of =%. However, if the ATB graduates from July 1, through June 30 th, who were placed in their field between July 1, and August 6, are factored into these populations, it raises the ATB graduate placement rate to % - consistent with the overall graduate placement rate of =%. Analysis of the ATB-Wonderlic Basic Skills entrance exam scores and average score comparisons were completed for the ATB populations of withdrawn/terminated students, overall ATB graduates, ATB placed graduates, and ATB unplaced graduates. The comparisons of entrance exam scores of the withdrawn/terminated students to the graduates indicates that a Verbal score of 290 and a Quantitative score of 265 provides a greater likelihood of graduation from the ATB program. Further analysis would be beneficial to see how changes to the campus acceptable exam score for enrollment into the ATB program would affect the overall campus population and the ATB population. Average score comparison of the ATB placed graduates to the ATB unplaced graduates indicates that a Verbal score of 300 and a Quantitative score of 265 provides a greater likelihood of ATB graduate placement. As of August 13, 2010, there are ++ students enrolled in the ATB program. Their enrollment statuses are as follows: =% are active; =% are on Attendance Warning; =% are on Restricted Hours; =% are on Academic Probation; =% are on a Leave of Absence; and =% are on their extern site. In the first three quarters of the Fiscal Year, there was no assigned and regular ATB advisor for the program. A Student Support/ATB Advisor started full-time. This position not only monitors and supports the students in the ATB program, but also provides support and services to the general student populations and functions as a Student Services Department Advisor. Goals and action plans for the ATB program for the next fiscal year have been developed. These focus on increasing ATB student retention and improvement in the quality and consistency of GED tutoring and prep services. 3

4 Section 1: ATB Program Overview In the first three quarters of the fiscal year, the Ability to Benefit (ATB) program at Anthem College Orlando Campus (then under the name High Tech Institute) did not have an ATB Advisor. Despite this, students were being met with regularly and individual GED tutoring and testing information was provided by other staff members. Rebecca Brewer filled the position of ATB Advisor. It was decided that in order to maintain the confidentiality of ATB students as much as possible, her position title on campus for the students would be that of Student Support Advisor. In addition to weekly monitoring and support of ATB students, Rebecca s other job duties include: maintaining contact with and having information on campus regarding agencies in the community that can offer student assistance in areas such as financial and budgeting assistance, housing, daycare, counseling (individual and family), state funded insurance and support programs, and in-home parenting and caregiver support programs; coordinating community resource fairs at the campus; ensuring accurate GED testing information is available; setting up GED tutoring/prep; coordinating the Anthem Education Group s ATB Career Success Workshop series; providing success planning and guidance to the general school population; and participating in the functions and roles of the Student Services Department. Throughout the fiscal year, ATB students were able to enroll in either the Medical Assisting Program or the Medical Billing and Coding Program. This is a change from previous years when ATB students were also able to enroll in the Dental Assisting program and the Pharmacy Technician program. The decision to no longer allow ATB students to enroll in these programs was done voluntarily at the Orlando campus. It was determined that following the completion of their programs, Pharmacy Technician or Dental Assisting ATB students had a more difficult time achieving successful outcomes such as job placement and/or state certifications than non-atb students in these programs or ATB students in the Medical Assisting Program or the Medical Billing and Coding Program. 4

5 Section 2: Enrollment and Retention The Orlando campus began the year with a beginning population of ++ official ATB students on July 1, From July 1, until June 30, ++ students became official by either reentering or successfully completing the new start period. The total ATB enrollment in the fiscal year was ++ students. Over the year, ++ students either withdrew from school or were terminated, giving the ATB population a retention rate of =%. This retention rate is a =% increase over the previous fiscal year ATB retention rate of =%. FY 2010 ATB Enrollment and Retention Stats Enrolled Total Beginning Population Re-Entries New Starts Withdrawn/Terminated Graduates Total Enrolled into FY 2011 FY 2010 ATB Population FY 2010 ATB Retention New Starts Graduates 5

6 The Campus began with an overall beginning population of +++ official students on July 1. From July 1, until June 30, +++ students became official by either reentering or successfully completing the new start period. The total enrollment for the campus in the fiscal year was ++++ students. Over the year, +++ students either withdrew from school or were terminated, giving the campus a retention rate of =%. FY 2010 Campus Enrollment and Retention Stats Enrolled - Total Beginning Population Re-Entries New Starts Withdrawn/Terminated Graduates - Total Enrolled into FY 2011 FY 2010 Campus Population FY 2010 Campus Retention New Starts Graduates 6

7 Based on the number of students enrolled during the year, the percentage of ATB students in the campus population was 7=%. Of all of the students who either withdrew or were terminated during the fiscal year, =% were ATB students. Campus vs. ATB Enrollment Campus vs. ATB Withdrawal/Terminations 7

8 Section 3: Graduates and Placement This year, the campus had ++ ATB students graduate. Of those, ++ were placed at job sites in their field and ++ remained unplaced as of June 30. This translates into an ATB placement graduate rate of =%. In the overall campus population, 436 students graduated. Of those, 221 were placed at jobs in their field and 225 remained unplaced as of June 30, There were 17 graduates which were considered on a waiver. This has given the campus a placement rate of 48%. FY 2010 ATB Graduate and Placement Stats Enrolled - Total Graduates - Total Placed in field Not Placed FY 2010 Campus Graduate and Placement Stats Enrolled - Total Graduates - Total Placed in field Not Placed On a waiver FY 2010 ATB Graduate Placement FY 2010 Campus Graduate Placement NOTE: Between July 1, and August 6, + ATB graduates from FY were placed at jobs in their field. Adding in these + placements would increase the placement rate of ATB graduates from FY to =%. 8

9 Section 4: Admissions Test Score Analysis The Wonderlic Basic Skills Test (WBST) is an authorized assessment tool for students to qualify for the Ability to Benefit program. This is according to the United States Department of Education and Federal Registrar Volume 69, Number 91, effective May 11, The test is scored on a scale of and reported in increments of 5. Wonderlic provides a minimum passing score of 200 in the Verbal area of the test and 210 in the Quantitative area. The Orlando Campus has used these minimum passing scores as the acceptable minimum scores for entrance into the ATB program throughout the 2010 fiscal year. In order to identify a possible connection between the ATB admission exam scores and school program completion outcomes, the scores of ATB graduates were compared to those of ATB students who did not complete their program. Scores for Withdrawn/Terminated ATB Students Verbal Quantitative Scores for ATB Graduates Verbal Quantitative 9

10 The average scores were calculated in order to determine if there was a connection between test results on the Wonderlic ATB WBST admissions test and program complete outcomes. The initial average scores for students who were terminated or withdrew from school were determined to be: Verbal-290 and Quantitative-248. The initial average scores for graduates were determined to be: Verbal-295 and Quantitative-266. Adjusted average scores were calculated by removing a high and a low score per twelve students in each population. This was done in order to account for the students in both groups with exceptionally high or low scores and adjusted the group population to a closer score range. The two highest and lowest scores were removed from the Withdrawn/Terminated population and the three highest and lowest scores were removed from the Graduate population. The adjusted average scores for students who were terminated or withdrew from school were determined to be: Verbal-282 and Quantitative-246. The adjusted average scores for students who graduated were determined to be: Verbal-350 and Quantitative-274. Average Score Comparisons Withdrawn/Terminated All Graduates Group 1 Median Verbal Group 2 Median Quantitative Group 3 Adjusted Verbal Group 4 Adjusted Quantitative Based on the comparisons of median scores for withdrawn/terminated students to the average scores of graduates, it appears that a Verbal score of at least 290 and/or a Quantitative score of 265 indicate a greater likelihood that a student will complete their program. These scores were determined by taking the lowest of the initial and adjusted average scores in both testing areas and then rounding to the nearest 5 th place. Further analysis which examines the causation of a student s withdrawal or termination, ratio of voluntary withdrawals to terminations, length of time a student is enrolled before leaving school, and impact on both ATB program population and overall campus population, would be warranted before making a recommendation, based upon this data, to change the minimum accepted ATB-WBST exam score for the Orlando campus. 10

11 In order to identify a possible connection between the ATB program entrance exam and successful career placement outcomes, the ATB program scores of placed and unplaced graduates were compared. The initial average scores for placed graduates were determined to be: Verbal-308 and Quantitative-268. The initial average scores for unplaced graduates were determined to be: Verbal-296 and Quantitative Adjusted average scores were calculated by removing a high and a low score per twelve students in each population. This was done in order to account for the students in both groups with exceptionally high or low scores and adjusted the group population to a closer score range. The highest and lowest scores were removed from the Placed Graduate population and the two highest and lowest scores were removed from the Unplaced Graduate population. The adjusted average scores for students who were placed from school were determined to be: Verbal- 432 and Quantitative-373. The adjusted average scores for unplaced graduates were determined to be: Verbal-266 and Quantitative-266. Average Score Comparisons Placed Graduates Unplaced Graduates Group 1 Median Verbal Group 2 Median Quantitative Group 3 Adjusted Verbal Group 4 Adjusted Quantitative Based on the comparisons of unplaced graduates to placed graduates, it appears that a Verbal score of at least 310 and/or a Quantitative score of 270 indicates a greater likelihood that a graduate will be placed in their field. These scores were determined by taking the lowest of the initial and adjusted average scores in both testing areas and then rounding to the nearest 5 th place. Further analysis of the scores of placed graduates to unplaced gradates is warranted. However, due to the small size of these populations and the close range of their average Quantitative Scores, this data suggests that it may be in the best interest of the overall campus population, the ATB population, and individual student s best interest for the Orlando campus to require a minimum Quantitative score of 265 for entrance into the ATB program. 11

12 The comparisons of the ATB average scores show that most of the average scores, both unadjusted and adjusted, fall between 245 and 310 with no more than a 20 point gap between the average scores that fall within this range. Any changes to the Orlando campus ATB-WBST minimum acceptable entrance scores should factor this information to ensure that the majority of students entering the ATB program at the Orlando campus will have a score close to these average scores in the respective testing area. Average Score Comparisons of ATB Populations Withdrawn/Terminated All Graduates Placed Graduates Unplaced Graduates Group 1 Median Verbal Group 2 Median Quantitative Group 3 Adjusted Verbal Group 4 Adjusted Quantitative 12

13 Section 5: Current Student Enrollment Status ATB Program Analysis [Year] There are currently ++ students enrolled in the ATB program at Anthem College - Orlando Campus. For the students currently on a Leave of Absence: One is due to return on August 16, to complete ++ hours of externship. One is due to return to classes on August 30. Enrollment Status for Current Students Total Active Attendance Warning Restricted Hours Academic Probation/Attendance Warning Leave of Absence Extern - On Site Enrollment Status for Current ATB Students 13

14 Section 6: Fiscal Year ATB Action Plans ATB Program Analysis [Year] GOAL: Increase retention in the ATB program to be at or above 82% at the end of the fiscal year. Action Plans: While the total number of on-campus ATB students remain below 10 per session: A) Every student, regardless of their situation, will have contact with the ATB advisor at least every other week. B) Absent ATB students in Session 1, 2, or 3 will receive a call from the ATB advisor before the close of business on the day they were absent unless other arrangements have been communicated between the student and the advisor. C) Absent ATB students in Session 4 will receive a call before 3pm the following day. D) All contacts will be documented in CampusVue. E) Attendance and class participation will be discussed at least monthly with every ATB student. F) Outside situations that may impact a student s ability to continue in school will be discussed at least monthly and increased according to the student s attendance and reported circumstances. G) Success planning will be done with any student reporting possible issues with remaining in school. H) ATB advisor will maintain contact with the instructors and program managers, at least every other week, regarding concerns about any ATB students. If the total number of on-campus ATB students rises above 10 per session: A) The students in each session will be assessed and meetings will be prioritized to ensure that students not meeting academic goals, maintaining attendance, or excelling in their classes are met with weekly. Students who are succeeding more with maintaining attendance and academic excellence will be met with at least every two weeks in accordance with their situation. B) Absent ATB students in Session 1, 2, or 3 will receive a call from the ATB advisor before the close of business on the day they were absent unless other arrangements have been communicated between the student and the advisor. C) Absent ATB students in Session 4 will receive a call before 3pm the following day. D) All contacts will be documented in CampusVue. E) Attendance and class participation will be discussed at least monthly with every ATB student. F) Outside situations that may impact a student s ability to continue in school will be discussed at least monthly and increased according to the student s attendance and reported circumstances. G) Success planning will be done with any student reporting possible issues with remaining in school. H) ATB advisor will maintain contact with the instructors and program managers, at least every other week, regarding concerns about any ATB students. 14

15 Externs: A) Every ATB extern student will receive a call from the ATB advisor by the end of their second week on-site. B) ATB advisor will maintain contact with the extern coordinators for verification of the student s attendance and performance on-site. C) Extern students encountering issues in their externship will receive a weekly call from the ATB advisor. D) Extern students placed back on-campus for review will meet with the ATB advisor weekly until their review is completed. E) All contacts will be documented in CampusVue. Withdrawn/Terminated Students A) Students who have been terminated or withdrawn from school will receive a call by the end of the week following their LDA. B) Contact attempts will be made at least weekly for 6 weeks or until contact with the student is made. C) Successful contact with the students will occur at least bi-weekly unless the student communicates that they will not consider returning to school. D) The student s situation and planning for returning to school will be discussed at each successful contact. Re-entry procedures and the student s date of return to school will be reviewed in a positive manner in order to help keep the student motivated and focused on returning to school. E) All contacts will be documented in CampusVue. GED GOAL: By the end of fiscal year, Anthem College will be offering more support and options to ATB students to help them prepare for and obtain their GED. Action Plan: A) Director of Education will be consulted regarding availability of instructors who could tutor students with GED prep and when, in collaboration with their class schedules, GED prep classes could be scheduled. B) ATB advisor will continue contact attempts with the Florida Department of Education and Orange County Public Schools to ensure that we remain in compliance with offering GED prep classes and, if possible, becoming a testing site of either the T.A.B.E. test and/or the GED test. C) By the end of August 2010, regular math tutoring will be established even if a broader form of GED prep classes is still in development. 15

16 Conclusion The campus enrolled a total of ++ ATB students throughout the fiscal year. With a total number of ++ ATB graduates and ++ ATB students who were either terminated or withdrew from school, this gave the ATB program a retention rate of =%, which is =% below the campus retention rate of =%. Based on the data analysis of the ATB-WBST entrance exam scores, there seems to be a relationship between score exams and successful career outcomes. Further analysis is recommended and would show the impact of how changing the campus exam scores for acceptance into the ATB program would affect campus and ATB program populations. In the fiscal year, the ATB program at Anthem College - Orlando Campus made changes to promote the retention of ATB students and ensure their success throughout their program and in their career field. A regular advisor was hired and immediately began weekly advising and contacts with ATB students. GED prep and tutoring as well as current testing information will continue to be provided to the students. Career Workshops were begun and offered in order promote the individual development of each student s professional skills. The ATB advisor also began building relationships with community agencies in order to provide additional assistance to students so that they can remain focused on their academic success and school attendance. At the end of thefiscal year, goals and actions plans were establish to provide the ground work for continued development and success of the ATB program and quality of support offered to the students. 16