Fair Oaks • San Francisco
Data Exhibits Explained
Narrative on
the Data Exhibits for Rudolf Steiner College
This narrative has been created to update WASC of the factual corrections of the data submitted, to give the data its contextual framework and explicit explanations as needed, to offer the insights gained from gathering the data and reviewing it critically, as well as actions to be taken. In this area of institutional research the college has not, until recently, formalized a policy and procedure for maximizing the benefits of such annual studies. This has clearly become an area for improvement as we craft our process and follow the indicators for over all institutional development indicated by our data exhibits.
Data Exhibit Edits from
Patrick Wakeford-Evans, Academic Dean and William Bento, Associate Academic
Dean
The charts referred
to in the following section are found at the end of this document
Chart 1.4: In year I, 2005 under section titled graduated for Consciousness Studies the number should read 10, not 1-.
Chart 1.5: Asterisks designate the numbers enrolled thus far with expectation of further enrollment by summer 2010. See attached data exhibit.
Chart 1.7: The last two rows designating single subject were reversed in original submission. Row of language is actually handwork and handwork is actually language. This was simply a clerical error in recording the data. There are no number changes on this chart.
Chart 1.9: Cohort 4 graduated 1 student.
Chart 2.0: The chart was inadequately constructed. It has been recreated to show the actual numbers of Full-Time Faculty, Part-Time Faculty, and Total Faculty (see revised chart included in appendix). In year 2 it showed a decrease of 2 male full time faculty members, but did not show the increase of 2 male part-time faculty member. A data entry error was placing a full-time faculty in the row of Hispanic when it belonged in Black, Non-Hispanic. In Year 3 the number for full-time faculty is 6 not 5. In Year 4 a female full-time faculty was added. These changes explain the new totals listed in the revised chart.
Data Exhibits –
Context, Explanations, Insights & Actions To Be Taken:
Chart 1.1: Admissions activities by matriculated program
Context & Explanation
The total numbers increase of 26 from Year 1 to Year 2 is attributed to the first influx of matriculated students from the “Community Learning Centers” programs – programs providing the pre-requisite foundational courses for Waldorf Teacher Training. The loss of 11 students from Year 2 to Year 3 is due to the withdrawal of the “CLC” in Anchorage, Alaska. Reasons given for their withdrawal were the amount of time and work needed to fulfill the program requirements for a fledgling new school, and the fact that many of its teachers did not recognize the value of a Waldorf Teacher’s certificate. There was a normal attrition of 5 students from the Year 3 to Year 4.
In the Data Exhibits on the website the PDF form did not retain the hyperlinks that explained the asterisks. The asterisks identify the incompleteness of the data due to the fact that the summer enrollment has not been included in the data set.
Insights from Data
Enrollment numbers have decreased from Year 2 (2006-2007). The insight gleaned from this data leads to two concerning issues:
1. The continual economic hardship students are experiencing
2. The need for the college to offer more scholarship funding
Actions To Be Taken
It should be noted that in regards to the first concern listed above the college can only take into consideration the economic times we are going through in this nation and attempt to price our programs within comparable range of other small teacher’s colleges. As to the second and third concern actions have been taken in the Phase IV of the Strategic Plan, also submitted in the CPR documents.
The Academic Dean has made a resolve to instruct all Program Directors to write a narrative describing the reasons for attrition and/or decrease of enrollment in their prospective programs.
Chart 1.2: Admission by gender
Insight from Data
There has been a steady increase in male student applicants since Year 2 (2006-2007). Although reasons for this cannot be fully determined, it is a good sign for the state of Waldorf Education. The college faculty has also experienced an increase in male faculty. This may well be an influencing factor in the increase of male student applicants.
Chart 1.3: Admissions by race and ethnicity
Context and Explanation
In year 2 (2006-2007) the increase of 14 Hispanic students can be attributed to the one-year Spanish Life Ways Program’s commencement. The decrease of 12 Hispanic students in the following year (2007-2008) can be partially attributed to the closing down of the foreign language program.
Insight from Data
The data confirms the continual draw the college has to international students who do not have Waldorf Teacher Trainings in their country. The lack of Black, Non-Hispanic students is quite reflective of the Waldorf School Movement as a whole.
Actions To Be Taken
Both above insights will be taken up as marketing/enrollment concerns in the Academic Affairs Committee and the Executive Committee for generative discussions that may inform and encourage the marketing/enrollment department to adopt strategies that can capitalize on the international prospects and seek out venues to introduce Waldorf Education to the African-American sector of our society.
Chart 1.4: Enrollment, retention, graduation by cohort group…certification
Context and Explanation
Designations of NA in Year 1 and 2 refer to the fact that the program was not offered in that year. In Year 3 and 4 of the Consciousness Studies program the graduated section of NA refers to the fact that no certificates were offered due to the overall consensus that it held no value for students in their professional status.
Insight from Data
The Consciousness Studies program attracts students who wish to undergo self-development and gain ways to deepen their own interests. This is the rationale for why the certificates were not requested by students.
The Foundations in Anthroposophy program shows high retention, but low graduation rates. The reasons for this are that many students in the program are primarily concerned with attaining the core 18 credits needed for entry into the Waldorf Teacher’s Training program and not invested in the full 32 credits; and secondly, many students are satisfied with the completion of the courses but not inclined to finish the key assignments necessary for graduation.
Retention and graduation is consistently high in the full-time Waldorf Teacher Training (Preparation). It is a testament to the value and quality of this program.
Actions To Be Taken
In the coming academic year the Consciousness Studies program director, Dennis Klocek, will be invited to attend an Academic Affairs Committee to discuss the future of the program and the possibilities of returning to awarding certificates according to syllabi standards and completion of key assignments.
The Academic Affairs Committee is continuing to discuss a proper strategy for articulating the core credit and the specific courses in the Foundations in Anthroposophy program for admittance into the Waldorf Teacher Training program. Currently the 18-credit value has been agreed upon, but the necessity to complete the whole 32-credit course work and key assignments is still under discussion.
Chart 1.5: Enrollment, retention, graduation by cohort…MA in Waldorf Education
Context and Explanation
This chart did not place asterisks by Year 4 Focus HS enrolled numbers, nor by Year 5 Waldorf Teacher Prep and Focus HS enrolled numbers. The asterisks identify status of enrollment current or anticipated.
Chart 1.6: Certification programs – 2 Year Cohorts
Insights from Data
The 2 Year cohort groups show the highest retention and graduation rates. This is primarily due to the fact that the time period is manageable for most demographic groups, particularly the mature students who have families and jobs. The other contributing factor is the Program Director is present at every session and is constantly in a role of mentoring closely all students’ work.
Actions To Be Taken
The Academic Dean has instituted an on-line communication system between sessions to help retain students’ learning, as well as retaining their status in the program.
Chart 1.7: Certification programs – 3 Year Cohorts
Context and Explanations
In the year of 2007 the program directorship of the Waldorf Teacher Prep program in San Francisco changed. This had quite an impact on the decreased numbers in retention and graduation. This has translated into a rebuilding effort of the San Francisco program, an effort that continues into the present under the new program director.
Under the year 2009 for the Waldorf Teacher Prep program for Los Altos cohort there are 8 retained students, but no graduates. The fact is that all of them are either finishing up key assignments to course work or completing their field experience.
With regard to the foreign languages program the college experienced that many of the students have their schools pay the tuition. Once a student loses their job or transfers schools the funding is put in jeopardy, and thus results in an inability to continue the program. The program was abandoned and in its place a professional development week was offered for foreign language teachers in German, Japanese, and Spanish in the summer of 2008. 32 students attended this event.
Insight from Data
The lack of formal documentation of exit interviews of students is not only a loss of an opportunity for institutional learning; it leaves a record that does not necessarily tally with the quality of the program. The absence of a clear marker of expectation for students to finish all assignments to graduate has left the door open for students to leave without graduation. This problem is compounded by the fact that many students are hired to teach in schools before the end of the academic year, and few schools insisted on their completing the program with certificate in hand.
Actions To Be Taken
The Academic Affairs Committee is working on a procedure for program directors to follow up on completion of assignments, field experience, and capstone projects. There is also a strategy being formed to assist students in the completion of their work.
The Academic Dean and the President of the college are composing a “White Paper” to present to the Association of Waldorf Schools in North America (AWSNA). It will express the necessity to require Waldorf teachers to fulfill all aspects of their Waldorf Teacher Training (prep) programs and insist upon a certificate as part of the qualifications for employment in an AWSNA sponsored school.
Chart 1.8: Certification-Granting 4 Year Cohort
Context and Explanations
In the Eurythmy program under the cohort 08/09 8 had enrolled. Last year one student was informed that did not have the capacity needed to continue the artistic training, two students transferred to another school, and one student had to withdraw due t health factors. At the start of the year one new student transferred into the cohort and in the beginning of this 2010 semester another student entered the cohort. This brings the total students to 6 and not the 5 that was the number when this data exhibit was requested.
Chart 1.9: 4 Year Cohort Group – Rolling Enrollment
Context and Explanations
In cohort 4 and 5 many of the student loss can be attributed to 3 students who lost their jobs due to the Katrina hurricane in New Orleans, 4 students lost positions in schools in Alabama, 1 student died, 3 transferred to other local schools (Portland, Oregon and Austin, Texas), and 4 students to economic hardship.
Although in cohort 6 there are 19 students retained and only 9 graduates, there are 5 students finishing their course work and 5 students finishing their fieldwork.
Insights
Within a 4-year period there are potentially many factors that can cause pre-mature and unexpected withdrawals from students.
Actions To Be Taken
Many of the strategies previously discussed for retention will also be applied to this issue as well.
* With regard to success rates of the college graduates, 65% of the full-time program graduates from 2006 – 2009 are currently in the classroom teaching and more than 80% of the summer program students are already employed in the Waldorf Schools. The college has sponsored annual February conferences intended to serve as professional development for Waldorf teachers. Approximately 400 teachers attend this conference - 200 are graduates of the college. The college has also offered the Art of Teaching courses in the summer, which draws a similar number of participants and graduates. The majority of Waldorf Teachers on the west coast of the United States, and to some beyond, Rudolf Steiner College is referred to as the “mothership”.
**All other charts 2.0 – 3.1 are in order and needing no narrative.
Fiscal Data Exhibits
report narrative on chart 6.3
|
|
Year 1
8/31/06 |
Year 2
8/31/07 |
Year 3
8/31/08 |
Year 4
8/31/09 |
|
Return on net assets
(Net income/total assets at
start of year)
|
(1.1%) |
7.1% |
0 |
(2.9%) |
|
Net Income Ratio
(Net income/total revenue)
|
2.5% |
16.1% |
11.8% |
(2.4%) |
|
Operating Income Ratio
Income/Expense
|
97.0% |
119.3% |
101.1% |
92.9% |
|
Viability ratio
Net assets/long-term debt
|
No long-term debt |
No long-term debt |
No long-term debt |
No long-term debt |
|
Instructional Expense per
Student
Instructional
expense/enrolled students per Table 1.1 |
$3,770.01
($1,078,225 / 286)
|
$3,504.82
($1,093,504 / 312) |
$4,147.06
($1,248,625 / 301) |
$4,707.39
($1,393,390 / 296) |
|
Net Tuition per Student
Tuition income/enrolled
students per Table 1.1 |
$4,644.35
($1,328,285 / 286)
|
$4,239.62
($1,322,762 / 312) |
$4,281.41
($1,288,703 / 301) |
$3,919.83
($1,160,290 / 296) |
1. In the previous version I made an error in year 1 – the dollars are fine, and I used the correct enrollment number of 286 to do the math, but I then showed enrollment of 377. My apologies – it made the news seem worse.
2. We are certainly seeing the effects of the recession in enrollment and tuition revenue, with lower enrollment in the last two years and heavier reliance on scholarships. From Year 2 (when the recession began) to year 4, enrollment is down 5% and tuition is down 15% -- perhaps that is to be expected in the worst recession of the last seventy years, and in fact we may be outperforming other schools in this regard.
3. Instructional expenses have increased from year 2 to year 4 by $300,000, or 27%. Upon examination I discovered that about 100K, starting in Year 4 was largely for accreditation expenses, including the ALO salary. This should not have been included as an instructional expense. Also in Year 4 we spent over 100K for additional expenses related to consulting and researching various accreditation options. Approximately $40,000 was spent on Early Childhood Community Service projects which were not instructional and which were supported by grant funding. We have not yet updated the data exhibit chart to reflect these.
4. This is a good example of the use of this data for surfacing
improvements that need to be made for reporting purposes. This indicates the
possible need for a change in the chart of accounts or class entries in service
of this kind of reporting.
Enrollment, Retention and Graduation
*Enrolling in 2010
**Taking Applications
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Single Year Residential |
Year 1 2005 |
Year 2 2006 |
Year 3 2007 |
Year 4 2008 |
Year 5 (current) |
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MA Degree-granting |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
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Waldorf Teacher
Prep—Full-time FO Campus |
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4 |
4 |
4 |
7 |
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Waldorf Teacher Prep—Part-time SF Campus |
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2 |
2 |
2 |
14** |
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Waldorf Teacher Prep—Eur FO |
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7 |
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Waldorf Teacher
Prep—pt Los Altos |
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2 |
2 |
2 |
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Waldorf Teacher
Prep—Summer |
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Focus: Grades |
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** |
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Focus: ECE |
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** |
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Focus: HS |
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12* |
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16** |
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Waldorf Teacher Prep—Hybrid |
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** |
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Waldorf Hybrid Advanced Studies |
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** |
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Chart 1.7 3 year rolling enrollment
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Cohort Type = 3 year rolling enrollment |
Cohort 03/04 Graduated 2006 |
Cohort 04/05 Graduated 2007 |
Cohort 05/06 Graduated 2008 |
Cohort 06/07 Graduated 2009 |
Cohort 07/08 will graduate 2010 |
Cohort 08/09 will graduate 2011 |
Cohort 09/10 will graduate 2012 |
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Matriculated Certificate-granting |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
Enrolled |
Retention |
Graduated |
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Waldorf Teacher Prep
Part-time
San Francisco
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15 |
10 |
8 |
19 |
9 |
5 |
18 |
11 |
1 |
18 |
9 |
2 |
8 |
5 |
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13 |
13 |
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15 |
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Waldorf Teacher Prep
Part-time
Los Altos
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6 |
4 |
3 |
6 |
3 |
1 |
9 |
5 |
2 |
13 |
8 |
0 |
* |
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5 |
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Waldorf Teacher Prep
High School |
ND |
ND |
ND |
ND |
ND |
ND |
5 |
2 |
1 |
23 |
8 |
8 |
13 |
12 |
2 |
20 |
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Single Subject
Teacher—
Handwork
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ND |
ND |
ND |
ND |
ND |
ND |
11** |
7 |
4 |
7 |
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13 |
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16 |
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16 |
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Single Subject
Teacher—
Language |
ND |
ND |
ND |
ND |
ND |
ND |
12** |
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4 |
6 |
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2 |
4 |
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2 |
* |
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* Program closed—poor enrollment
**New program
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FACULTY BY GENDER AND
ETHNICITY
( ) = ADJUNCT TOTALS |
Year 1
2005-2006 |
Year 2
2006-2007 |
Year 3
2007-2008 |
Year 4
2008-2009 |
Year 5*
2009-2010 |
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N (%) |
N (%) |
N (%) |
N (%) |
N (%) |
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Full-Time Faculty Total |
18 |
14 |
15 |
16 |
16 |
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Male |
7 |
5
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6 |
6 |
7 |
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Female |
10 |
9 |
9 |
10 |
10 |
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White Non-Hispanic |
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Black, Non-Hispanic |
1 |
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American Indian /
Alaskan Native |
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Asian / Pacific Islander |
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Hispanic |
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Other
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Part-Time Faculty
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Male |
2 |
4 |
2 |
3 (38) |
2 |
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Female |
1 |
1 |
1 |
1 (65) |
2 |
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White, Non-Hispanic |
3 |
5 |
3 |
3(93) |
2 |
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Black, Non-Hispanic |
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(1) |
N/A |
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American Indian / Alaskan Native |
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N/A |
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Asian / Pacific Islander |
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(2) |
N/A |
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Hispanic |
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(3) |
N/A |
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Other |
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(1) |
N/A |
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Total (All Faculty) |
21 |
19 |
18 |
20 |
21 |
Chart 2.0