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SBCTC Policy Manual
Chapter 5: Enrollment Reporting and Tuition and Fees

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This chapter contains policies related to enrollment reporting and tuition and fees in the state's two-year college system. Links are provided in the respective policy statements to RCWs, WACs, and procedures and guidelines that are relative to that specific policy.

Definitions of terms used in Chapter 5

Adds

A student initiated addition of a class(es) registration that occurs prior to the census date.

Census date

The census date of a class represents the time frame within which students must register and tuition and fees have been paid, waived, or have a payment plan established in order to count for enrollment reporting. 

Class (vs. Course)

A class is a specific section or modality offering of a course that is listed and described in the course catalog. Students enroll in classes and enrollments are reported on a per-class basis. 

Computer system transaction log

This is an electronic record of all enrollment transactions. 

Continuous classes*

Continuous enrollment classes are open-entry permitting students to begin instruction at any time during a quarter. The enrollment census date for a continuous enrollment class is the last day of the quarter or the last day of the class, whichever comes first.

  1. Code all continuous classes as “continuous”.
  2. Set up all continuous classes as variable credit, enrolling students on a prorated basis. For example, a 1-5 variable credit class in a 10-week quarter would be as follows:
    • Register week 1 or 2 = 5 credits
    • Register week 3 or 4 = 4 credits
    • Register week 5 or 6 = 3 credits
    • Register week 7 or 8 = 2 credits
    • Register week 9 or 10 = 1 credit

Direct instructional costs (vs. indirect costs)

Direct instructional costs are costs that can be directly identified with a particular class, such as faculty salary. Indirect costs cannot be identified specifically with a particular class, such as general and departmental administration, staff support, operations and maintenance, library, etc. 

Drops

  • Student Drop: Withdrawal request originated by the student that occurs prior to the census date. Credits are not reportable. 
  • Administrative Drop: A student may be administratively dropped for never attending a class(es) or ceasing to attend any class in which the student is enrolled upon recommendation of the faculty instructor. Administrative drops made prior to the census date are not reportable as credits toward enrollment counts. 

Enrollment activity

Enrollment transactions that affect credit reporting and enrollment totals; e.g. “student adds”, “student withdrawals”, and “student drops” from classes. 

Fee in lieu of tuition

Refers to the class fee paid on enrollments reported as contract (including International Contract) and self-support.  Colleges retain all of the revenue from these fees. 

Instructional calendar

Each college has an instructional calendar that indicates the college’s official quarterly start and end dates for the current academic year. 

Net enrollment

Net enrollment is the number of registered students and their associated class data as prescribed by the counting methodology less enrollments that did not meet the counting intent. 

Non-typical classes

Any class is considered non-typical if it is not sequential or does not start in the first five days of a quarter or does not have a 10th instructional day. Examples: (1) One and/or two-day classes, workshops, and seminars; (2) Classes that begin prior to the first day of the next quarter; (3) Classes that occur in-between quarters; (4) Continuous open entry/open exit classes. 

Quarterly reporting date

This is the date when enrollment information is recorded in the Student Information System. This process constitutes the college’s official quarterly enrollment report to the SBCTC. The SBCTC will notify colleges of the quarterly reporting periods prior to the beginning of the academic year. 

Sequential classes*

Sequential classes are classes in which instruction begins and ends on specific days within a quarter. Enrollments are generally added at the beginning of the class. The majority of sequential classes begin within the first five instructional days of a quarter and share the same census date. Note: Sequential classes that begin before or after the first five instructional days of a quarter are referred to as non-typical and have their own census date.

  1. Code all sequential classes as “sequential.”
  2. Set up all classes with multiple sections prorated based on the number of weeks in a quarter. Each section will have its own start day. The counting method will be the tenth instructional day of each section. For example,an ABE five credit Basic Education class in a 10-week quarter would be set up as follows:
    • Register week 1 or 2 = 5 credits
    • Register week 3 or 4 = 4 credits
    • Register week 5 or 6 = 3 credits
    • Register week 7 or 8 = 2 credits
    • Register week 9 or 10 = 1 credit

Short sequential classes are classes in which instruction begins and ends on specific days within a quarter. Short sequential classes use a census date based on the length of the class. The census date is determined by calculating 20 percent of the instructional days of the class. For example, if a class runs five weeks spanning 25 instructional days, 20 percent of the instructional days equals five. The census date of the class would be the fifth instructional day after the beginning of the class. 

*Continuous and Sequential Class Scheduling and Enrollment.  A clear distinction should be made between “sequential” and “continuous” classes. Colleges will use one of the two methods (as defined above) for reporting purposes for each class offered.

State funds

Funds appropriated to the SBCTC and allocated to college districts and revenues/expenditures from the operating fee portion of tuition. 

Tuition

Tuition, as used in Chapter 5 of the Policy Manual, refers to the operating, building, and services and activities (S&A) fees charged to each state funded enrollment (though some students may qualify for a waiver). The State Board adopts the tuition schedule each year for all state-funded students

  • Operating Fee revenues are deposited into the college’s local Operating Fee and Institutional Financial Aid accounts.
  • Building Fee revenues are deposited into the statewide Building Fee account.
  • S&A Fee revenues are deposited into the college’s local S&A account. 

Withdrawals

Withdrawals from a class or classes are requests originated by the student that occur after the census date and credits are reportable for enrollment. A student also may be withdrawn from a class by administrative action as a result of emergency or disciplinary procedures. 

The enrollment rules are established as a method to ensure legislative targets are met and that state appropriations are deployed strategically within the community and technical college system.

  1. The rules identify the types of enrollments to be distributed during the coming fiscal year.
  2. The rules list the methods used to determine district share of the District Enrollment Allocation Base (DEAB) target, to be used in the allocation model being implemented in FY 2017 (“New Model”)
  3. The rules list the methods used to identify Priority Enrollments for weighting in the “New Model”.
  4. The rules identify state enrollment counting limits. This includes limitations on counting non-resident international students toward state enrollment target attainment.
  5. The rules establish methods for allocating program enrollments that are held in Safe Harbor (SH) as a proviso or earmark, including:
    1. Under what conditions a district will experience increases or decreases in the program
    2. How often adjustments to program targets will occur.

Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

Enrollments can be counted as state-funded only if they are in state-funded classes.

State-funded classes are those funded wholly or in part with state funds. Students in state-funded classes might be recorded as state enrollments or as contract enrollments (e.g. Running Start, High School Re-engagement, and International Contract). Tuition must be charged on all enrollments recorded as state. (Note that some students charged tuition will qualify for waivers)

Contract classes are funded solely through grants or through contracts with a separate entity. All students in classes fully funded by grants or contracts are reported as contract enrollments, EXCEPT in the case of Basic Education for Adults classes funded with federal Workforce Innovation and Opportunity Act (WIOA) funds (these students are reported as state enrollments). Revenues from grants and contracts are recorded in Fund 145 (Grants and Contracts).

Self-support classes are funded solely through fees paid by students in the class. All students in self-support classes are recorded as self-support enrollments. Students in self-support classes pay a fee in lieu of tuition (as defined above), and the college retains all of the revenue from the fee in Fund 148 (Dedicated Local).

In addition to contract and self-support classes, the following types of classes are not eligible for state funding:

  • Intercollegiate, intramural sports participation classes.
  • Personal enrichment, entertainment or recreational classes.
  • Seminars or classes promoting commercial products or advocating conformance to a particular dogma, group affiliation, or religious, social, or political point of view.
  • Classes designed to provide personal or group therapy.
  • ROTC classes.

5.30.10 State-Funded Classes and Enrollment

In order to be recorded as a state-funded student, the student must be enrolled in a class funded in whole or in part with state funds. However, not all students in state-funded classes can be recorded as state-funded students.

Determining whether a class is state-funded:

  1. Classes totally or partially supported by state funds must meet all of the following criteria:
    1. The class must be part of a course approved through the college’s formal curriculum process. A class syllabus must be on file by the census date of the class.
    2. The class must be taught by instructors with appropriate academic background and training who have been appointed by the college (whether paid or volunteer) and are officially assigned to the class. Instructors must meet the minimum personnel standards established by the local college and these standards must meet or exceed those set by the SBCTC (RCW 28B.50.090(7)(a); WAC 131-16-080).
    3. The class must be part of a course with a descriptive title to reflect the course content and support transferability (where applicable).
    4. The class must be open to the public for those who meet any program and/or course conditions.
    5. Tuition must be charged or waived under an existing statute and in accordance with the college’s board –approved policies. (See exceptions below under “Type of Student”).

If the above conditions are met, the class funding source can be one of the following types:

  1. State-funded: A class is considered state funded if the above conditions are met and direct instructional costs are paid with state funds only.
  2. If direct and indirect costs of the class are funded with both state funds and grant funds, some or all of the enrollments in the class might be considered state-funded enrollments as follows:
    • Supplemental funding: If the college spends at least as much state funding on the direct and indirect costs of the class as the college spends on other state-funded classes on average, all of the enrollments (except certain international enrollments and Running Start enrollments) in the class can be recorded as state. The class funding type is called “supplemental funding”. (RCW 28B.50.140(17), WAC 131-32-010)
    • Shared funding: If the college spends less state funding on the direct and indirect costs of the class than the college spends on other state-funded classes on average, enrollments in the class can be recorded as state in the same proportion as state funds are to total funds spent on the direct and indirect costs of the class. The class funding type is called “shared funding”. (RCW 28B.50.140(17), WAC 131-32-020) As in other classes funded in whole or part with state funds, Running Start students and certain international students in such courses must be recorded as contract.

Determining the type of student FTE/headcount in state-funded classes:

State Enrollments: Most students in state-funded classes will be recorded as state enrollments and all students recorded as state enrollments must be charged tuition (some may be eligible for a waiver).

  1. The following types of students in state-funded classes cannot be reported as state enrollments:
    1. International Contract: International students in state-funded classes can be recorded as state enrollments within certain limits established by the State Board. (See Policy Manual 5.30.40 for limits) All other international students in state-funded classes, except those qualifying for residency, must be recorded as International Contract. Students recorded as International Contract pay a fee in lieu of tuition at the non-resident rate, and the fee is deposited into Fund 145 (Grants and Contracts). “International Contract” is a type of contract enrollment.
    2. Running Start: Running Start students must be recorded as contract enrollments even though they enroll in state-funded classes. State funding for Running Start students is not provided directly in the community and technical college state budget. Instead, the Legislature funds Running Start students through the K-12 appropriation: Local K-12 districts receive the funding from the state and reimburse colleges for each Running Start student based on the student’s college credit load. The reimbursement is deposited into Fund 145 (Grants and Contracts). NOTE: A portion of a Running Start student’s credits may be recorded as state if the student’s credit load exceeds the limits described in Policy Manual 5.90.30. The Running Start student must pay tuition for the credits recorded as state-funded unless qualifying for a waiver.
    3. High School Re-engagement: Similar to Running Start students, students enrolled in high school re-engagement programs (OSPI funded high school programs, Open Doors, Gateway to College, Drop Out Retrieval) must be recorded as contract enrollments even though they may be enrolled in state-funded classes. Funding for the students in high school re-engagement programs is provided to colleges from the K-12 district high schools. Students using any one of these three waivers:

Specific conditions exist for the following state-funded classes:

  1. Short classes must adhere to contact hours and credit equivalent standards as set forth in SBCTC Policy Manual, Chapter 5.40.10 Class Effort: Credit Values and Credit Equivalents. For example, in a ten-week quarter, a one-credit class must be at least ten lecture hours long. If eight lecture hours, credit reported would be .8, if six lecture hours .6, etc. An exception to this rule is granted for refresher classes in Industrial First Aid where one credit has been set for eight hours of instruction and two credits for 18 hours of instruction.
  2. Vocational homemaking classes must be designed to support basic homemaking skills. Specific CIP codes must be used for the groups of classes comprising the vocational home economics series (see CIP codes and CIP descriptions).
  3. Applied Psychology classes must be drawn from a theoretical framework based on recognized research in psychology and related fields, have a written syllabus containing class goals and measurable objectives available to students, and utilize textbooks and/or written materials that supplement class lectures and discussions.
  4. Visual arts classes must cover theory as well as practice, be designed to foster originality, creativity, and an understanding of the visual arts in general as well as specific mediums, and have appropriate intellectual content.
  5. Independent study is a mode of instruction whereby a student enrolls for a class with a regular faculty member and the time for the class is arranged. Classes must be approved by the appropriate academic officer, assigned a CIP code and be based on a learning contract between the student and the instructor that is filed with the appropriate administrative office on or before the last instructional day of the class or quarter. The contract must include a statement of the subject content, objectives to be achieved, learning tasks to be completed, and effort to be expended by the student, and recommended credit. Note: If the subject matter of an independent study is the same as an already established course, credit will be assigned accordingly. If the subject matter or study activity is unique, credits awarded must correspond to credit ratio standards used to calculate equivalent credit values.
  6. High school completion classes are offered for students 19 years of age and older, seeking to complete a high school diploma at a community college. The State Board of Education sets graduation requirements (see WAC 180-51). Note: Credits earned in college-level classes that apply toward high school diploma completion may also be used to satisfy requirements for associate degrees or other completion certificates.

An ungraded classis designed to meet the unique educational needs of a specific category or group of students (see WAC 131-28-026).  They have special codes, fees, and/or credit restrictions assigned to them.  Hobby, recreational, and craft classes do not meet the guidelines for ungraded classes. Ungraded class offerings include:

  1. Retirement classes specifically designed to provide skills and understandings particularly related to the problems of retirement and advanced age. These classes must meet the cultural and intellectual needs of older adults desiring to become knowledgeable in the areas of financial, health maintenance and sociological issues related to retirement, psychology of aging and the historical recollection of people of advanced age. Retirement ungraded classes are limited to three percent of the district’s annual full-time equivalent student enrollment allocation.
  2. Apprenticeship classes offered for the purpose of satisfying related or supplemental educational requirements for apprentices while indentured with the Washington State Apprenticeship Council or Federal Bureau of Apprenticeship and Training.
  3. Industrial first aid classes are offered to satisfy WISHA first aid certification requirements. They must be Department of Labor and Industries approved.
  4. Parenting Education classes help prepare individuals to create supportive and caring environments and acquire the skills needed to foster children’s physical, mental, emotional, and social development.
  5. Adult Basic Education (ABE), English-as-a-Second Language (ESL), and High School Equivalent Certificate (HSE)classes are partially supported by federal funds. Because federal dollars augment state funding, tuition and fee revenue related to ABE/ESL/HSE enrollments is considered program income by federal regulation. Therefore, such income is to be directed toward support or expansion of ABE/ESL/HSE programs. ABE classes are designed to develop competencies for students who are at or below the eighth grade level.
  6. ESL classes are designed for students who need to improve their English language skills. ESL may also be offered as college level classes or on the basis of contracts, in which case they would not fall under the provisions for ungraded classes.
  7. HSE classes are designed to assist students 16 years of age and older to prepare for the HSE test.
    Restrictions that apply to reporting enrollments in ABE classes are:
    1. Credit values assigned or credit equivalents computed, must be based on the actual mix of contact hours by instructional method (see SBCTC Policy Manual, Chapter 5.40.10 Class Effort: Credit Value and Credit Equivalents).
    2. ABE class offerings must be reported in the same manner as non-ABE class offerings.
  8. Farm management and small business management classes can be either ungraded or graded. They are designed to meet the educational service needs of individual small businesses and farms. The education plan is identified jointly by the small business or farm owner and the college instructor-coordinator.
    1. If ungraded, classes are considered supplemental vocational instruction offered to enable small business and farm owners to stay in business. This allows colleges to offer classes, workshops, and seminars for less than two credits when it is determined that this is the best method of instructional delivery.
    2. If graded, classes are taught for the purpose of preparing individuals to enter the job market as small business or farm operators.
  9. Emergency Medical Technician (EMT) and paramedic continuing education classes. If 81 clock hours in length, the credit value is 6 credits. If 110 clock hours in length, the credit value is 8. If 132 hours, the credit value is 9. The decision on which of the classes should be offered rests with the local Emergency Medical Service Council.
  10. Journeypersons classes providing advanced training and skill maintenance for journeypersons in cooperation with joint apprenticeship and training committees.
    If ungraded, classes are considered supplemental vocational instruction offered to enable small business and farm owners to stay in business. This allows colleges to offer classes, workshops, and seminars for less than two credits when it is determined that this is the best method of instructional delivery.

5.30.20 Contract Classes and Enrollments

All enrollments in classes funded wholly by grants or contracts are reported as contract funded enrollments. The grant or contract must cover the direct and indirect costs of the class. (RCW 28B.50.140(16); WAC 131-28-027)

Classes created for high school students and funded through grants from the K-12 system, such as College in the High School and some Gateway to College classes, are contract classes and the enrollments are recorded as contract.

Enrollments in classes funded in part by grants/contracts and in part with state funds might qualify to be counted as state-funded enrollments (see Policy Manual 5.30.10 under A.2.b.)

Additionally, certain enrollments in state-funded classes must be recorded as contract enrollments.

 

5.30.30 Self-Support Classes and Enrollments

All enrollments in self-support classes are counted as self-support. Students counted as self-support pay a fee in lieu of tuition, and the fee must be sufficient to cover the direct and indirect costs of the class. All revenues from the fee are retained by the college and deposited into Fund 148 (Dedicated Local Account). (WAC 131-28-029)

Leisure and hobby classes must be provided as self-support. Leisure and hobby classes do not meet the criteria for state-funded classes as defined in Policy Manual 5.30.10 under A.1.

Additionally, colleges may offer for-credit classes and degree programs as self-support if the college determines it could not otherwise offer the class or program within state funds.

5.30.40 International Student Enrollment Reporting

International students in state-funded classes may be coded as state-funded or as International Contract within the limits and requirements set out below and in 4.70.30 International Contract Students. Students in International Contract programs are reported as contract enrollments and are excluded from calculations of enrollment target attainment and state allocations.

Effective Fall Quarter 2016, the number of international students a district can record as state-funded is limited to the lesser of 2 percent of the district’s enrollment target or the full-time-equivalent students (FTES) needed to reach 100 percent of the district’s enrollment target. Any international students counted as state-funded in excess of these limits will not be recognized for purposes of calculating target attainment or allocating state funding. International students meeting residency requirements are excluded from the 2 percent limit.


Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

To meet state and federal reporting requirements and to support state policy initiatives, the SBCTC requires that colleges:

  1. At a minimum, provide specific class and student data. (see RCW 28B.50.020; Policy Manual 5.10; Required Data Elements)
  2. Establish written procedures that are uniformly applied. (see Policy Manual 5.60)
  3. Accurately code and report required data and not overstate enrollments. (see Policy Manual 5.40.50)

Periodic enrollment reviews will be conducted to assess procedures, enrollment practices, and data that affect how enrollment is reported and credits are counted

 

5.40.10 Class Effort: Credit Values and Credit Equivalents

The policies in this section are based on U.S. Department of Education credit hour definitions and referenced by the Northwest Commission on Colleges and Universities:

A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than:

  1. One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter of credit, or the equivalent amount of work over a different amount of time; or
  2. At least an equivalent amount of work as required in the above paragraph for other academic activities as established by the institution, including laboratory work, internships, practicals, studio work, and other academic work leading to the award of credit hours.

The following definitions have been established to guide instructional practice, with each definition equating to a minimum of three weekly hours of students effort per credit.

Theory

Students are engaged with faculty and class members in learning theoretical material and/or engaging in activities to apply the theory leading to mastery of course outcomes. Modes of instructional delivery could include but are not limited to: lecture, small group discussion, guided conversation, demonstration, case studies, role playing, problem based inquiry, and collaborative activities. Instruction may be a mix of presentation, facilitation, and guided activities evidenced by frequent ongoing communication between instructor and students. Such activities could take place in a variety of instructional modalities. One credit is generated by one weekly contact hour of instruction or the equivalent amount of work over a different amount of time. Generally requires out-of-class student effort, typically two hours per class hour.

Guided Practice

Students are actively engaged in practicing and mastering skills under the supervision of the instructor. This category of instruction could include but are not limited to labs, studios, shops, clinical experiences, computer-mediated learning, hands-on projects, or other skill building activities. Instruction may be individualized or group-focused and include skills assessment. Such activities could take place in a variety of instructional modalities. One credit is generated by two weekly contact hours of instruction or the equivalent amount of work over a different amount of time. May also include out-of-class student effort, typically one hour per two class hours.

Field-Based Experience

Students are engaged in autonomous study or related work activity under the intermittent supervision of the instructor. This mode includes working with or under the direction of professional practitioners and may include preceptorships, co-ops, internships, or service learning activities. Verification of learning outcomes is documented by college faculty in collaboration with professional practitioners. One credit is generated by a minimum of three weekly contact hours of supervised learning experience. Programs may determine that additional hours are needed for the student learning needs. However, only one credit will be generated for enrollment counting purposes.

5.40.20 Reporting Student Enrollments - College Responsibility

All colleges are required to develop and adopt campus procedures to ensure that internal access and control, monitoring of enrollment activity, and documentation of operational enrollment practices are maintained as described in the policies.

5.40.30 Enrollment Reporting Methodology

The enrollment reporting methodology used by the community and technical college system shall be consistent with other public higher educational institutions in the state. The State Board for Community & Technical Colleges, the Student Achievement Council, the Office of Financial Management, and the Washington State Legislature rely on this methodology and the State Auditor’s office monitors for compliance. This reporting methodology has an enrollment census date that is intended to allow colleges to count enrollments for funding on a predetermined date even if the student does not complete the course (see SBCTC Policy Manual, Section 5.40).

5.40.40 Students Reportable for Enrollment

Students who register for a class prior to the census date and do not subsequently drop prior to the census date count for enrollment reporting. Note:

  1. Students who have not paid, waived, have a payment plan established, or a guarantee from a third-party payer (L&I, DVR, VA, state or federal aid, or similar) for tuition and/or fees by the census date are not reportable for enrollment reporting. An exception to this is a student, including but not limited to registered apprentices, who attends a class prior to the census date and registers prior to the completion of the class, may count for enrollment reporting if special provisions for post census date registrations as defined in Policy Manual 5.60.10 have been followed.
  2. Some student specific provisions can affect the reporting of students in classes funded by state dollars as defined in Policy Manual 5.30.10.
  3. Colleges must follow the guidelines for scheduling and reporting enrollments in Basic Skills classes.
  4. Colleges must follow the guidelines for coding and reporting Applied Baccalaureate classes

5.40.50 Quarterly Reportable Enrollment

Student enrollments must be counted and reported only for the quarter in which they were registered and transcripted.

5.40.60 Enrollment Reporting Discrepancies

Enrollment information is a fundamental element in budget allocations. Therefore, it is necessary that the information reported by community and technical colleges is accurate and consistent. To ensure accuracy and consistency, the following progressive actions may be taken when enrollment reporting does not comply with the RCW, WAC and/or SBCTC policies, procedures, or reporting requirements.

  1. A district will be notified in writing of a reporting discrepancy. The notice will indicate that reporting practices will continue to be examined at specified intervals until verification of compliance with the appropriate procedures.
  2. If subsequent examination does not reflect compliance it will be the discretion of the Executive Director of the State Board to take any one or combination of the following actions:
  3. Continued in-depth examination of district reporting practices until further notice.
  4. Appoint a team composed of State Board staff and/or system representatives to assist the district in complying with the reporting procedures.
  5. A retroactive adjustment to the improperly reported enrollment and funding to reflect proper enrollment reporting.
  6. Permanent or temporary reduction or redistribution of student FTES.

Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The census date of a course represents the time frame within which students must register or attend with intent to register for a course, in order to count for enrollment reporting. The intent of this policy is to recognize that there is a base cost in providing a course that is constant after a period of time regardless of the number of students that withdraw from a course or continue to completion of that course.

5.50.10 Determining the quarter census date for sequential courses

Non-summer quarters are typically 10 or 11 weeks in length. The quarter census date is the 10th instructional day after the quarter begins. For sequential courses that begin within the first few days of the start of the quarter and run for the duration of the quarter, the 10th instructional day of the quarter is the census date. Summer quarter typically is shorter than 10 or 11 weeks. The quarter census date is based on the number of weeks in the quarter. If the quarter is 9 weeks, the census date is the ninth instructional day. If the quarter is 8 weeks, the census date is the eighth instructional day, etc. For sequential courses that begin within the first few days of the start of summer quarter and run for the duration of the quarter the number of weeks in the quarter determines their census date.

5.50.20 Determining the course census date for short sequential courses

Sequential courses that do not meet the criteria described in “Determining the Quarter Census Date for Sequential Courses” (above) use a census date based on the length of the course. The census date is determined by calculating 20 percent of the instructional days of the course. For example, if a course runs 5 weeks spanning 25 instructional days, 20 percent of the instructional days are five. The census date of this course would be the fifth instructional day after the beginning of the course. If a course runs 7 weeks spanning 35 instructional days, 20 percent of the instructional days are seven. The census date of this course would be the seventh instructional day after the beginning of the course, etc. Standard rounding rules apply if applicable.

5.50.30 Determining the census date for continuous courses

Continuous enrollment courses are open-entry classes permitting students to begin instruction at any time during a quarter. For continuous courses the census date occurs either on the last day of the course or the last day of the quarter in which that course began whichever comes first. This census date is the same for all students enrolled in this course.

5.50.40 Determining instructional days

Instructional days are the weekdays available for instruction, Monday through Friday, excluding weekends and official college holidays, for each quarter of the academic year. Courses that begin on a Saturday or Sunday use the following Monday as the first day of the course for enrollment counting purposes.


Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The registrar is responsible for and must approve changes to student records that affect enrollment counting. The registration office of each college shall maintain documentation pursuant to adopted college procedures to support these changes. Upon request, the registration office shall produce both specific enrollment documentation and associated college procedures.

5.60.10 Post census date registrations – extenuating circumstances

A registrar may allow a Post Census Date Registration for enrollment counting purposes if the registrar deems extenuating circumstances exist and the associated documentation is maintained as per college procedures. An extenuating circumstance should not be inconsistent with the policies outlined in 5.40.40 and 5.40.50. The registration dates in the computer system should be adjusted to reflect the actual student attendance dates as reflected in the associated documentation. The registrar may be requested to produce this documentation in the event of an enrollment audit.

5.60.20 Post census date registrations – logistical circumstances

A registrar may allow Post Census Date Registrations for enrollment counting purposes if the registrar deems it necessary to accommodate geographical or logistical circumstances such as associated with off-campus operations. The registration dates in the computer system should be adjusted to reflect the actual student registration dates on the forms. The registrar may be requested to produce these forms as documentation in the event of an enrollment audit.

5.60.30 Post census date registrations – administrative circumstances

A registrar may allow Post Census Date Registrations for enrollment counting purposes if the registrar deems it necessary to correct an error or errors associated with a student’s enrollment. The registrar may be requested to explain excessive corrections in the event of an enrollment audit. 


Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The registrar is considered the college official responsible for determining, implementing, and monitoring the college’s registration procedures, and reporting accurate enrollment data to the SBCTC. Each registrar may delegate responsibility to appropriately trained staff.

5.70.10 Enrollment data quality and completeness

Colleges shall ensure the accuracy, completeness, consistency, and timeliness of enrollment data.

5.70.20 Confidentiality of Student Records and Data

The Management Information System (MIS) of the State Board shall be designed in such a way that any identification code numbers accompanying student data or personal information provided for the MIS shall not enable State Board personnel to identify individual students by name, except for the purpose of research. Each college is encouraged to adopt policies to assure the confidentiality of all student records and to develop procedures for allowing each interested student to have access to his or her student records.


Policy history

Action Description Revision Date
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The State Board requires that all tuition and fees be  charged on a uniform and equitable basis and that as a condition of enrollment, all state-funded students must pay tuition and fees, unless tuition and fees have been  reduced or waived by other rules or statutory provisions (see RCW 28B.15; WAC 131-28; Community College Tuition and Fee Waivers and Residency Classifications).

  1. Community college tuition and fees are governed by RCW 28B.15.
  2. Technical college tuition and fees are not governed by RCW 28B.15, but generally are subject to the same increase limits as the community colleges under standard language in the biennial operating budget act.
  3. Applied Baccalaureate  tuition and fees are governed by RCW 28B.15 and the following policies:
    1. Each year, the State Board adopts the tuition and fee schedule that must be used for all upper division Applied Baccalaureate courses.
      • The tuition and fees adopted by the State Board must not exceed tuition and fees at the comprehensive regional universities (RCW 28B.15.069). 
      • Additionally, under State Board policy, the per credit rates must be comparable to the rates at the comprehensive regional universities, except that the building and S&A fees included in the upper division tuition schedule must be the same as those on the lower division tuition schedule.
      • One tuition and fee schedule applies year round with no separate schedule for summer quarter.
    2. Community and technical colleges offering Applied Baccalaureate programs must charge tuition and fees as follows: 
      • Upper division tuition and fees will be charged for upper division courses.
      • For students taking both upper and lower division courses in the same quarter:
        • Generally, colleges must charge lower division tuition and fees for lower division courses and upper division tuition and fees for upper division courses.
        • However, in those instances where the upper and lower division credit combination would result in the student paying more than he or she would if paying for all credits based on the upper division schedule, the college must charge tuition and fees for both upper and lower division credits based on the upper division tuition and fee schedule.

5.80.10 Residency Status

Community colleges must determine the residency status of  students enrolled in all state supported courses for which the standard tuition is charged (see RCW 28B.15.011 through RCW 28B.15.015).

For students enrolled exclusively in "ungraded," contract, and/or student funded courses Washington State residency determination is not required.

 

5.80.20 Running Start Student Funding and Fees

Running Start is a dual enrollment program that allows 11th and 12th grade students to earn both high school and college credit for completing community and technical college courses.  The program is governed by RCW 28A.600.300 through 28A.600.320, by provisions in the biennial operating budget act, by policies of the Office of the Superintendent of Public Instruction (OSPI) and by State Board policies. (Policy Manual 4.60.20)  Fee pay status codes for Running Start students can be found in Policy Manual Chapter 5 Appendix C: Running Start Fee Pay Status Coding.

  1. Funding:School districts receive funding from the state for Running Start students based on the statewide average Basic Education funding rate for high school students as calculated annually by the OSPI. The school district retains seven percent of this funding and sends the other 93 percent to the enrolling college. This state-funded reimbursement is prorated based on the number of college credits a Running Start student takes.
  2. Funding Limitation:There are two limitations on the amount of reimbursement the state provides. 
    1. Some Running Start students enroll in courses at the college and the high school simultaneously. Under the provisions of the biennial operating budget act, the state limits the amount it will pay for a Running Start student to 1.2 full-time equivalent (FTE) enrollment in high school and college courses combined. If a student's high school and college credit load exceeds the 1.2 FTE state-funding limit, the funding provided to the college is capped. 
    2. Under no circumstances will the state reimburse the college for more than 1 FTE, or 15 college credits in one quarter.
  3. Local Fees and Tuition and Fees:Running Start students must pay the following fees and tuition and fees (operating, building, and services and activities (S&A) fees) unless qualifying for a waiver under section D below. 
    1. All mandatory local fees (RCW 28A.600.310).
    2. Running Start students who choose to take more college credits than covered by state reimbursement (see limitations on state funding in section B above) must pay tuition and fees on those unreimbursed credits. These include: 
      • Any college credits above the 1.2 combined high school/college credit load.
      • Any college credits in excess of 15 in one quarter, including vocational program credits.
    3. The following waivers are available for Running Start students.
      • Students enrolled for 10 college credits and three high school credits exceed the 1.2 FTE limit by one credit. Tuition and fees on the one credit are waived. 
      • A low income waiver is available for students who qualify. The waiver applies to: all mandatory local fees (RCW 28A.600.310) and tuition and fees due on credits taken above those reimbursed by the state.
      • Each institution must establish a written policy for the determination of low-income students before offering the fee waiver. A student shall be considered low income and eligible for a fee waiver upon proof that the student is currently qualified to receive free or reduced-price lunch. Acceptable documentation of low-income status may also include, but is not limited to, documentation that a student has been deemed eligible for free or reduced-price lunches in the last five years, or other criteria established in the institution's policy (RCW 28A.600.310).

5.80.30 International Student Tuition and Fees

International students in state-funded classes who do not qualify for a residency classification or a waiver pay at the nonresident tuition rate.

  1. Students coded as International Contract pay a fee-in-lieu of tuition, the revenues from which are deposited into the district’s Grants and Contracts Account (Fund 145).
    1. The rate for these students shall be no less than the equivalent of nonresident tuition and fees.
    2. The district may reduce its annual revenue from these contracts by an amount not to exceed 5 percent of annual international student contract revenues calculated at the full contract rate.
  2. International students recorded as state-funded pay according to the statewide nonresident tuition and fees schedule adopted by the State Board, unless qualifying for a waiver or residency classification. Revenues from the tuition and fees collected from students recorded as state-funded must be distributed to state and local accounts as described in Chapter 40.50.10 of the SBCTC Fiscal Affairs Manual.

For requirements of an International Contract program, see 4.70.30 International Contract Students.

5.80.40 Interdistrict Enrollments

Students may enroll concurrently at more than one community college district and pay no more tuition and fees than if the student were enrolled at a single college, if the colleges involved have a specific agreement allowing interdistrict registrations (see WAC 131-12-041).

Interdistrict enrollments are intended to accommodate students when courses will not be offered in a manner that will enable the timely completion of the students’ program of study.

5.80.50 Operating Fees Charged for Ungraded Class Offerings

Ungraded classes are designed to meet the unique educational needs of a specific category of students (see WAC 131-28-026).

For some ungraded classes a specific fee is required to be  charged. For others, colleges have discretion in setting the rates (see WAC 131-28-026). All ungraded course fees are operating fees (see RCW 28B.15.031).

Tuition and fee charges for enrollment in a combination of  graded and ungraded courses is the sum of the standard tuition for the graded courses and/plus the rate(s) specified for the ungraded  courses.

Action Description Revision Date
SBCTC Resolution 02-09-17 amending WAC 131-12-041 5.80.00 added to address interdistrict enrollments. 03/10/2005
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

Student-specific and program-specific provisions

The following student-specific provisions can affect the reporting of students in courses funded by state dollars:

Running Start

Students may enroll simultaneously in high school and college classes or solely in college classes and receive high school credit towards graduation for those classes. Classes taken at the college as part of the Running Start Program are limited to college level courses numbered 100 or above. Note: Credits earned in college-level courses by Running Start students may also be used to satisfy requirements for associate degrees or other completion certificates (WAC 131.46).

Repeat Course Rule

Students cannot be reported for a course in which they have already earned credit except when such a repeat is necessary to satisfy a requirement for improving academic or skill progress (grades). In no circumstance will a student be reported more than three times for the same course – this is defined as two repeats in addition to the original enrollment.

Restrictions on Reporting Credits

Transcript credits based on course challenges, transfer, or prior experience cannot be reported for enrollment purposes. However, credits for courses in which a student enrolls to develop a portfolio of evidence to support the awarding of transcript credit are reportable.

Reporting Students in some Fee-Waiver Programs

Students enrolled under some legislatively directed fee waiver programs cannot be reported for state funding purposes. These programs include Senior Citizens, State Employees and Unemployed/Underemployed. (RCW 28B.15.540RCW 28B.15.558RCW 28B.15.522)

Basic skills

A clear distinction should be made between “sequential” and “continuous” basic skills classes. Colleges will use one of the two following methods defined in Policy Manual 5.10 for reporting purposes for every class.

Applied baccalaureate

matriculated students

All applied baccalaureate programs include lower division coursework to be completed in the junior and senior years, consistent with the typical 60/40 ratio of lower division to upper division work in baccalaureate programs offered at traditional baccalaureate institutions.

For matriculated student coding and reporting purposes:

  1. All enrolled credits shall apply to the total FTE count for the applied baccalaureate program regardless of the course level.
  2. Students are coded with the “I” Program Intent Code to allow for appropriate counting of these credits.

Non-matriculated students

Non-matriculated students the college will consider for enrollment in 300/400 level courses include:

  1. Community members employed in the occupation who could benefit from the course as education or skills up-grade.
  2. Students with deferred admission status.
  3. Students seeking future admission interested in trying an upper division course(s) before applying to the program.
  4. Students in related lower division programs who use the 300 or 400 level courses as electives or substitutes for required courses in their applied associate degree.

Students who enroll with non-matriculated status must:

  1. Enroll on a space available basis.
  2. Pay the full per credit tuition rate at the baccalaureate tuition level.
  3. Be counted toward the applied baccalaureate program aggregate FTE total for 300 and 400 level courses.

College responsibilities

  1. Each college must develop a space available enrollment policy for upper division courses.
  2. Limit the number of non-matriculated students in each course to one third of the total FTEs.
  3. Non-matriculated students will be identified by the Fee Pay Status code assigned to the upper division course, not the “I” Program Intent Code.
  4. Only colleges accredited at the applied baccalaureate level, or who have informal candidacy at the applied baccalaureate level, can offer 300 and 400 level courses.
  5. College course offerings at the 300 and 400 level are limited to those required for the accredited degree.

Revision and amendment history

Description Revision Date
Applied baccalaureate coding and reporting section revised 08/15/2008
Applied baccalaureate coding and reporting section revised 03/15/2007

The system total enrollment target is based on the state legislative target (established in the biennial appropriations act). It also includes enrollment targets established beyond legislative requirements. Within the overall system target are enrollments considered in Safe Harbor status. This status is determined either by legislative proviso or system earmark. Safe Harbor is provided for the two years beyond the expiration of a legislative proviso or for four years total if identified as an earmark.

District Enrollment Allocation Base (DEAB)

The portion of the overall system target outside of Safe Harbor is referred to as the District Enrollment Allocation Base (DEAB). A district’s share of DEAB will determine the allocation of state appropriations for unweighted enrollments. The DEAB for each district is established using the following method:

  1. The DEAB target will use a comparison of the district’s three year average DEAB target to the district’s actual DEAB enrollments. The data used for the comparison will be the last three full academic years of available data. (e.g. FY2017 will use 2013, 2014, and 2015 data).
  2. When comparing three year averages, districts are grouped into two categories: under-enrolled and over-enrolled
    1. When the three year average actual enrollment is below the three year average target enrollment, the district is under-enrolled.
      1. The difference between the three year averages of actual and target enrollments is calculated for each under-enrolled school. The amount calculated is then subtracted from the district’s current DEAB target to establish the district’s new DEAB target.
      2. Subtracted enrollments are pooled for redistribution to over-enrolled districts.
    2. When three year average actual enrollment is above the three year average target enrollment, the district is over-enrolled.
      1. The difference between the three year averages of actual and target enrollments is calculated for each over-enrolled school. The amount calculated is converted into a “percentage share” of the total district over-enrollments calculated.
      2. Over-enrolled districts receive their calculated “percentage share” of enrollments pooled for redistribution (see 1.b. above) that is added to the current DEAB to establish the new DEAB target.
  3. The DEAB target value (after performing the redistribution calculations outlined in 1. or 2. above) is added to any enrollments in Safe Harbor status to establish the enrollment total used to measure annual enrollment target attainment and calculate excess tuition (for over-enrolled districts).

The need of the State Board to obtain essential data on students must be reconciled with the right of students to be protected against invasions of their personal privacy and to be secure in their persons.

The Management Information System (MIS) of the State Board shall be designed in such a way that any identification code numbers accompanying student data or personal information provided for the MIS shall not enable State Board personnel to identify individual students by name, except for the purpose of research. In accordance with the federal Family Rights and Privacy Act (FERPA), each college is encouraged to adopt policies to assure the confidentiality of all student records and to develop procedures for allowing each interested student to have access to his or her student records.

Information of a personal nature shall be limited to only essential information in the following categories:

  1. Student Identification Number (SID)
  2. Social Security Number
  3. Quarter of attendance
  4. Institutional code number
  5. Birth date
  6. Race and Ethnic classification
  7. Residency and Citizenship status
  8. Veteran status
  9. Disability categorization
  10. Gender
  11. Attendance information related to other institutions in prior years
  12. Courses enrolled during current quarter
  13. Purpose for attending college
  14. Family status
  15. Planned coursework in relation to current or future employment
  16. Prior level of education
  17. Work status while attending college
  18. Planned length of attendance
  19. Foster Care reports
  20. Last High School attended

Proposed changes in the type of personal information collected on students shall be subject to a review process involving the recognized system organizations.

 

Because of the inclusion of a 1.2 FTE reimbursement limit in the biennial operating budget act, the SBCTC established fee pay status codes to correspond with the share of time students are enrolled in both high school and college courses. Below is the crosswalk from student time to the coding structure used for dually enrolled students.

Enrolled High School Tuition-Free College Credit Regular FPS  Low-Income
Waiver FPS  
Weekly
Minutes **
Full-Time
Enrollment
Max Full-Time
Enrollment
Max Credits
0-307 0.00-0.20 1.00 15 R5 M5
308-412 0.21-0.27 0.93 14 R4 M4
412-502 0.28-0.33 0.87  13 R3 M3 
503-607 0.34-0.40 0.80 12   R2 M2 
608-712 0.41-0.47 0.73 11 R1    M1 
713-802 0.48-0.53  0.67  10  R0  M0 
803-907  0.54-0.60  0.60 10* S9   N9 
908-1012 0.61-0.67  0.53 8 S8 N8
1013-1102 0.68-0.73 0.47 7 S7 N7
1208-1311 0.81-0.87 0.33   S5  N5
1312-1402 0.88-0.93 0.27 4 S4 N4
1403-1500 0.94-1.00 0.20 3 S3 N3

 

* Students qualifying for 0.60 FTE college enrollment and registering for exactly 10 college credits will be granted a 1-credit waiver for the 10th credit.

Chapter 5 Appendix Enrollment Rules** Weekly Minutes based on high school bell schedule.

Page Manager: bgordon@sbctc.edu
Last Modified: 10/9/17 11:49 AM