definitions to know - emap

Definitions to Know - EMAP

• Enrollment Management – the process used to develop and maintain the optimum student body which meets the school’s needs (and optimum parent body).

• Marketing – the process used to acquire students to meet the enrollment management goals and objectives.

• Admissions – the process used to select students to meet the enrollment management goals and objectives.

• P.S. Financial Aid – part of the process used to acquire students to meet the enrollment management goals and objectives.

The EMAP Quiz• _____ Advertising in the newspaper • _____ Meeting with families to talk about the school • _____ Determining the family need for scholarship • _____ The types of athletes needed to strengthen the program • _____ Does the student body match the program • _____ To be a school which focuses on learning disabilities • _____ The institutions educational objectives • _____ Testing materials • _____ Class size • _____ Recommendations to be used in the evaluation process • _____ How to treat divorced parents in assessing need • _____ The cost of the program • _____ Quality of communications with current families • _____ Interviews • _____ The quality of the faculty • _____ To become a non-secular school

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Chapter 1Chapter 1Defining AffordabilityDefining Affordability

Which of these programs is affordable?

• Two-day music camp for $600• Five-day music camp for $500• Thirty-day music camp for $1000

Affordabilty• Afford – to manage to bear or bear

the cost of without serious harm or loss – Merriam Webster Dictonary

Defining Affordability• The customer’s ability to and

willingness to pay the cost.

Able to pay and willing to pay

Able to pay, not willing to pay Not able to pay, not willing to pay

Not able to pay, willing to pay

What are the costs of independent schools?

What creates the willingness to pay?

Chapter 2Chapter 2School TypeSchool Type

Who are we trying to enroll?Who are we trying to enroll?

School TypesLevel IV• Have at least 4:1 full

pay and funded applications

• Denies and counsels out at lease ½ of its pool.

• Gets many of the top picks out of the crossover pool.

Level I• Have slightly over 1:1

full pay and funded applications. Denies only a small portion of applicants and may wait list marginal students.

• Doesn’t usually get the top picks of the cross over pool.

The institution fills each seat and quality factors are becoming a more important part of the decisions.

The institution must fill the necessary seats to reach the budget.

The institution needs to expand its student types beyond the standard of athlete, artist, soc and is looking for religious preference, political attitudes, sexual orientation, learning styles, geographical areas.

The institution needs a particular type of student – athlete, artist, leader, national merit, soc, etc

Needs Hierarchy

A

B

C

D

School Type and Hierarchy

HierarchySchool Type

A B C D

Level IVLevel III

Level IILevel I

Not probable0

Not probable

Not probable

Not probable

Not probable

Not probable

Table Chat: Assignment 2a

• Move to a table with a school of a similar level – I to IV.

• Describe and discuss the issues that may be related to moving up the needs hierarchy or to the next Level rating. (Be specific.)

• How do they relate to affordability?

What is an Enrollment Map?

The enrollment map is the guide for selecting students and parents who will ensure the achievement of the mission and the excellence in the education program.

Enrollment Map Objectives

• Base Expectations– Maintain the number of students necessary to meet the budgetary requirements established by the Moses Brown Board of

Overseers– Maintain a student body that will excel in all aspects of academics, based on results of grades and standardized testing– Maintain a student body that will excel in all aspects of character, based on demonstration of service to both the Moses

Brown and outside communities– Maintain the balance of match between the student body and the educational program

• Diversity – Although enrollment management may consider other areas of diversity, five (5) objectives take priority (not listed in order of importance).

– Maintain a student body that includes a population that practices the Quaker religion– Maintain a student body that excels in all aspects of the visual and performing arts programs, as determined by local, state,

and national awards– Maintain a student body that excels in all aspects of athletics, as measured by winning seasons, championships, and awards– Maintain a student background – religious, racial, ethnic, socio-economic, sexual orientation, language, abilities/disabilities.– Maintain a student body that is gender balanced

• Constituency relationship– Maintain a student body that includes the enrollment of legacies– Maintain a student body that includes the enrollment of siblings– Maintain a student body that supports the enrollment of children of Moses Brown employees

• College placement objectives– Maintain a student body that can choose to attend the most selective colleges

• Parent Participation– Maintain a diverse family background and structure – religious, racial, ethnic, socio-economic, gender, sexual orientation,

language, abilities/disabilities.– Maintain a parent body which supports the educational philosophy of the school– Maintain a parent body that supports the financial goals of the institution– Maintain a parent body that supports the volunteer and philosophical needs of the institution


• Base Expectations– Maintain the number of students necessary to meet

the budgetary requirements established by the Moses Brown Board of Overseers

– Maintain a student body that will excel in all aspects of academics, based on results of grades and standardized testing

– Maintain a student body that will excel in all aspects of character, based on demonstration of service to both the Moses Brown and outside communities

– Maintain the balance of match between the student body and the educational program


• Diversity – Although enrollment management may consider other areas of diversity, five (5) objectives take priority (not listed in order of importance).– Maintain a student body that includes a

population that practices the Quaker religion– Maintain a student body that excels in all

aspects of the visual and performing arts programs, as determined by local, state, and national awards

– Maintain a student body that excels in all aspects of athletics, as measured by winning seasons, championships, and awards

– Maintain a diverse student background – religious, racial, ethnic, socio-economic, sexual orientation, language, abilities/disabilities

– Maintain a student body that is gender balanced


• Constituency relationship– Maintain a student body that includes

the enrollment of legacies– Maintain a student body that includes

the enrollment of siblings– Maintain a student body that supports

the enrollment of children of Moses Brown employees


• College placement objectives– Maintain a student body that can

choose to attend the most selective colleges


• Parent Participation– Maintain a diverse family background and

structure – religious, racial, ethnic, socio-economic, gender, sexual orientation, language, abilities/disabilities

– Maintain a parent body which supports the educational philosophy of the school

– Maintain a parent body that supports the financial goals of the institution

– Maintain a parent body that supports the volunteer and philosophical needs of the institution

What are the Enrollment Map Priorities?

The enrollment map priorities define the types of students and parents who will be a priority in the selection process.

Enrollment Map Priorities

• Quaker• National Merit finalists• Student rated top 5% fit by kindergarten teachers• Soccer goalie• Football running back• French horn player• Leader• Student of Color• 1st grade boy• 2nd and 3rd born children• Philanthropist

Quality• The types of students and families

who can thrive with your service and improve the quality of your service.

Quality of student body effects the quality of the program!!!

Table Chat: Assignment 2b

• List 4 or 5 enrollment map priorities that you might have for next year.

• What are the opportunities for achieving them?

• What are the barriers to achieving them?• Share and discuss the information.• How does it pertain to affordability?

Chapter 3 – Chapter 3 – Affordability Is About Affordability Is About

MarketingMarketingTrue or False?True or False?

Marketing Four Ps – Which Areas Are Controlled by the Admissions Office?

• Program• Price• Place• Promotion

Program• Evaluates and ensures the match between

the needs of the students and the programs being offered by the school with the objective of achieving the mission.

• Evaluates and ensures the match between the needs of the parents and the program being offered by the school with the objective of achieving the mission.

Place• Evaluates and ensures the most

efficient exchange of services with the customer.

Promotion• Determines and implements the

appropriate activities to achieve the enrollment management objectives through the completion of the acquisition stages.

Price• Evaluates the costs for families.

Defining Affordability• The customer’s ability to pay the

cost and the willingness to pay the cost.

Table Chat: Assignment 1

• Who is responsible for ensuring the quality of each of the 4Ps?

• On a 1(low) to 10(high) scale, evaluate how well the responsible groups are doing with each category?

• How does the implementation of the 4Ps help your affordability work?

• How can a stronger implementation of the 4Ps help your affordability work?

Affordability is affected• By the 4Ps• By the goals of your enrollment

map

Chapter 3 – In Chapter 3 – In Search of BuyersSearch of Buyers

Consumer Spending

Housing, 32.4

Reading, 0.4

Tobacco & Supplies, 0.8

Food, 13.6

Alcoholic Beverages, 1.0

Insur & Pensions, 8.8

Pers. Care & Serv, 1.5

Health Care, 5.4

Education, 1.7

Entertainment, 4.9

Miscellaneous, 2.0

Apparel, 4.9

Cash Contributions, 3.1

Transportation, 19.4

U.S. Department of Labor 2002 Report

Percent of Families in the Income Categories with Children Under 18

50%

25%

8%17%

0%10%20%30%40%50%60%70%80%90%

100%

<52,000 52,500-84,900 85,000-99,999 <100,000

www.census.govIncomes

1. Wealthier people are requesting aid.

2. Most of the people requesting financial aid are wealthier than the general population.

3. Tuition increases versus cost of living increases will place more people in the eligible-for-aid group.

4. Fewer people are thinking about paying our tuitions than ever before.

18%

12%

6%

29%

23%

16%

26%

23%

21%

15%

18%

20%

7%

11%

16%

5%

14%

22%

0%

5%

10%

15%

20%

25%

30%

0 to20,000

20,001 to40,000

40,001-60,000

60,001 to80,000

80,001 to100,000

over100,000

1993-941999-002005-06

Family IncomeFamily IncomePrepared by Scott Looney

Families Applying for Aid

Households, Income over $150,000 (2002) by ZIP Code8,570 to 10,000

7,140 to 8,569

5,710 to 7,139

4,290 to 5,709

2,860 to 4,289

1,430 to 2,859

0 to 1,429

Demographic Movement2911 2905 2892 2871 2845 2816 2790 2769 2753

0

500

1000

1500

2000

2500

3000

2003 2004 2005 2006 2007 2008 2009 2010 2011

New YorkNew JerseyConnecticut

The Givens• Most people don’t think about spending much on

education.• Most people can’t afford our educational price tag.• Many people who we thought could afford it are

seeking financial assistance.• Our geographical area may or may not have the

average number of people who can afford our educational price tag.

• The student population which is trending downward may or may not affect us significantly.

• The group most important to us is the group willing and able to pay.

Table Chat: Assignment 3

• How are The Givens an affordability issue for your school?

• How does your board examine these types of numbers to make inform decision about enrollment and tuition costs?

• What type of research is being done?• What could be done better?• Share the information with the members

of your table.

Chapter 4 – Do We Chapter 4 – Do We Really Care About Really Care About

Affordability?Affordability?A Philosophical Discourse?A Philosophical Discourse?

Affordability Issues

• Maintaining the lowest cost to ensure that there is the largest pool of applicants with the ability to pay

• Providing the greatest educational advantages to ensure that the largest percentage of people who are able to pay are willing to pay.

(While maintaining our institution’s values as the primary objective!)

Is the concept of affordability in Independent Schools an Oxymoron?

Who really cares about affordability?

Hackley School, founded in 1899 by Mrs. Caleb Brewster Hackley, is a non-sectarian co-educational, college-preparatory school enrolling day students in kindergarten through grade twelve, and five-day boarding students in grades nine through twelve. The School believes in a diverse student body and assigns a significant percentage of its budget to scholarships.

Mission

• Who cares about independent school education being more affordable?

• Current Student _____

• Current Parent _____

• Faculty _____

• Staff _____

• Alumni _____

• Board Members _____

• Head of School _____

• Senior Administration _____

• Admissions Office _____

• How important is affordability compared to other priority needs?

(1-10)

• Current Student _____

• Current Parent _____

• Faculty _____

• Staff _____

• Alumni _____

• Board Members _____

• Head of School _____

• Senior Administration _____

• Admissions Office _____

Table Chat – Assignment 4a

• Why make our educational service more affordable to a larger population?

• Who believes in “the reason” for making our educational service more affordable?

• If our educational service isn’t affordable for enough people, whose problem is it?

• Does the institution with the affordability problem see that they have a problem or the potential for a problem?

• Share experiences and thinking

Affordability Solutions - Cost

1. Offer more financial aid2. Raise tuition to what it costs and use the additional

funds for financial aid.3. Change the student to teacher ratio.4. Hold on the increase of employees’ salaries.5. Raise more money in the development office.6. Increase revenues through auxiliary programs.7. Improve parent fundraising programs.8. Improve the marketing program.9. Scour the earth for grants offered by other groups.10. Have each faculty member teach 5 classes instead of 4.11. Offer merit awards.

Affordability Solutions - Value

• Quality of students• Quality of faculty• Quality of program• Quality of individual attention

Also:

Table Chat – Assignment 4b

• Affordability solutions which work or might work – Cost?

• Affordability solutions which work or might work – Value?

Affordability is affected• By the 4Ps• By the goals of your enrollment map• By the availability of potential

buyers• By the perceptions of it as a

problem

Chapter 5 – Financial Chapter 5 – Financial AidAid

An Acquisition ToolAn Acquisition Tool

Affordability is more about acquisition of students with talents and attributes other than economic diversity.

Test: Is affordability more about economic diversity• Do we have an assessment of our

current level of economic diversity?• Do we adjust our operating budgets

based on a desire to have economic diversity?

• Do we choose which families will receive financial aid based on economic diversity?

Is Financial Aid’s Goal Economic Diversity?

Is economic diversity a good way to get a board thinking about increasing the financial aid budget?

• Affordability is about allowing us to acquire students.

• Financial aid is a component of affordability which allow us to acquire students.

Financial Aid – An Acquisition Tool

• Students to fill the desks and/or beds

• Racial/ethnic diversity• Athletes• Faculty/staff children• Exceptionally bright children• Gender balance

The institution fills each seat and quality factors are becoming a more important part of the decisions.

The institution must fill the necessary seats to reach the budget.

The institution needs to expand its student types beyond the standard of athlete, artist, soc and is looking for religious preference, political attitudes, sexual orientation, learning styles, geographical areas.

The institution needs a particular type of student – athlete, artist, leader, national merit, soc, etc

Needs Hierarchy

A

B

C

D


• Base Expectations– Maintain the number of students necessary to meet the budgetary requirements established by the Moses Brown Board of

Overseers– Maintain a student body that will excel in all aspects of academics, based on results of grades and standardized testing– Maintain a student body that will excel in all aspects of character, based on demonstration of service to both the Moses Brown

and outside communities– Maintain the balance of match between the student body and the educational program

• Diversity – Although enrollment management may consider other areas of diversity, five (5) objectives take priority (not listed in order of importance).

– Maintain a student body that includes a population that practices the Quaker religion– Maintain a student body that excels in all aspects of the visual and performing arts programs, as determined by local, state, and

national awards– Maintain a student body that excels in all aspects of athletics, as measured by winning seasons, championships, and awards– Maintain a student background – religious, racial, ethnic, socio-economic, gender, sexual orientation, language,

abilities/disabilities.– Maintain a student body that is gender balanced

• Constituency relationship– Maintain a student body that includes the enrollment of legacies– Maintain a student body that includes the enrollment of siblings– Maintain a student body that supports the enrollment of children of Moses Brown employees

• College placement objectives– Maintain a student body that can choose to attend the most selective colleges

• Parent Participation– Maintain a diverse family background and structure – religious, racial, ethnic, socio-economic, gender, sexual orientation,

language, abilities/disabilities.– Maintain a parent body which supports the educational philosophy of the school– Maintain a parent body that supports the financial goals of the institution– Maintain a parent body that supports the volunteer and philosophical needs of the institution

Table Chat – Assignment 5

• What are the perceptions from stakeholder about the purpose of financial aid?

• Is financial aid being used as an acquisition tool?

• Is there another overarching purpose for financial aid dollars?

Chapter 6 – Bringing Chapter 6 – Bringing It HomeIt Home

Head, Senior Administration, Head, Senior Administration, Board, Steering CommitteeBoard, Steering Committee

Affordability…1. Equals qualifying cost with qualifying

value2. Is subject to demographic position3. Effects marketing – 4Ps- which

determines enrollment management success: needs hierarchy

4. Is not synonymous with financial aid, but financial aid is a component of affordability

5. Must be shaped and managed.

A Program that Solves the Problem

“If you are providing the program that parents want, there is an infinite amount of capacity to pay the cost.” ISM

What is the major reason to care about affordability?

Sustainability of our independent schools without value to the world provides for a poor educational mission.

• We must have value – mission• We must demonstrate the worth of our value to families

– marketing.• We must know which students will help us to achieve

our mission – enrollment map.• We must offer a cost benefit ratio which is

advantageous – affordability.• We must select the students who will help us to achieve

our mission – admissions• We implement strategies to maintain our existence and

influence the world - sustainability

Sustainability is essential because we provide value to the world.

Addendum – Addendum – Financial AidFinancial Aid

The PolicyThe Policy

Elements to Consider in Developing your Financial Aid Policy• What is the purpose of the financial aid funds being

distributed?• Which types of financial aid will be part of the program?• From where will the financial aid budget be derived?• Who will administer the financial aid program –

calculate amount and choose recipients?• Who ensures consistency?• Who is eligible to apply for financial aid?• How will you market the program?

Table Chat – Addendum Assignment

A• What are the school’s policies and procedures in

determining and reviewing financial need of families and how and by whom are the actual grants determined?

• Are the school’s policies and procedures in accordance with the Principles of Good Practice for Financial Aid Administration?

• What statistical information would provide an accurate picture of the school’s financial aid program? In what way is this information shared with the Trustees?


B• Which persons comprise the financial aid committee?• Who will calculate the numbers?• How will financial aid increase or decrease?• Can families who requested scholarship, didn’t get it,

but matriculated anyway, apply for scholarship for their second year?

• Are employees eligible to apply?• What is the order of distributing funds? – siblings,

alumni, currently funded families, etc.


C• Which documentation will be necessary

to evaluate and validate families need?• How will you complete the calculations?• How will special family structures play a

role – divorced, same sex parents, step-parents, stay at home parent?


D• Will you use supplemental forms to get

additional information from families, e.g., monthly expense breakdown?

• Will you require an official tax form from the IRS – Form 4506?

• Will you use the housing index multiplier?• Will the child’s particular talents and

attributes affect the award amount?• Will the child not meeting the higher end of

the school’s expectation factor into the amount?


E• Which items will be counted as educational

expenses for the purpose of determining financial need – books, transportation, trips, athletic gear?

• Who will know which families are receiving aid?

• What adjustments to the contract procedures will need to be made for financial aid recipients – deposit, payment plans, full contract initially, etc.?


F• Will the donor have any contact with

students receiving special awards?• Is non-tuition funds available for students

receiving financial aid or students who could qualify with additional expenses of books, trips and athletic gear?

• Do financial aid recipients need to participate in Tuition Refund Plan?

• Will credit checks be required?


G• How are tax deductions calculated that are not cash

“expenses” such as depreciation?• What are the considerations for voluntary 401(k),

403(b) or IRA contribution?• What type of consideration is afforded subsidies or

non-cash transactions such as housing allowances for clergy, military or independent school faculty?

• If estimated year varies from base year, what level of variance will trigger a recalculation of need?

• How is non-taxable income considered e.g., social security, child support, gifts of cash, inheritances?

Information from Independent School Management


H• How will outside awards figure into

the process?• Which exceptions to your

calculations are the most difficult to handle? What have you tried to equalize the problem?


I• What role does the board play in

establishing policies for the financial aid program?

• Does the board audit financial aid decisions?

• What can we do to create an informed Boards?

The Board: Holding the Purse Strings

• The board sets the budget, usually without any consideration on the financial situation of your target market.

• The board determines the amount of tuition increase needed to cover what expenses the school should expend.

• The board reduces or maintains the gap between actual cost of educating a child and the amount of revenue generated.

• The board determines the value it sees on utilizing financial aid dollars to meet a particular objective.

• The board stipulates guidelines for awards – US, but not LS.

• The board doesn’t or shouldn’t implement the program.

definitions to know - emap

Documents

enrollment management

school typewho

optimum student body

student types

evaluation process

number of students necessary

list marginal students

school typeslevel ivhave