Enrollment Trends in Classes and Programs
It is probably impossible to enumerate all the factors that directly or
indirectly affect student choices in class or program selection.
However, it is possible to identify some factors that may limit their
choices. These factors may include eligibility criteria, or course
descriptions or content that fail to attract students. Other factors
may include the type of counseling students receive, whether the
teacher is welcoming and supportive, whether information is
provided to all parents/guardians, whether only certain groups are
actively encouraged, and even peer pressure.
This section asks the district to review enrollment trends in classes
and programs and to reflect upon any contributing factors, which
may include those mentioned above. In order to accurately detect
any trends or patterns based on protected group status, data from
at least the past three years should be reviewed. Furthermore, as a
reminder, the data should only be disaggregated and reviewed on
the basis of race, sex, national origin (including students with
limited-English proficiency) and disability.
The district, in reviewing this data, should consider whether some
groups are over-or underrepresented in certain classes or
programs. Class and program data should be compared with
overall enrollment data to determine if there is proportionate
representation. The department suggests that any disparity greater
than 5% be considered significant. Courses or programs that merit
particular attention include advanced and/or college preparatory
classes, talented and gifted programs, internship programs,
vocational education classes and programs, individualized study
classes, and special education programs.
Finally, the district should review factors that may contribute to any
enrollment trends. For example, eligibility criteria should be
evaluated, as well as how students and parents are informed of
course or program opportunities. The district should also attempt to
identify and consider any other factors that may appear to affect
class and program enrollment.
By evaluating this area, school districts will have an
opportunity to:
- Determine whether some groups are underrepresented in certain
courses or programs.
- Evaluate the effect of current practices on course selection and
student achievement.
- Develop strategies to increase class and program participation by
underrepresented groups.
SUGGESTED QUESTIONS
Patterns or Trends
- In responding to the following questions, disaggregate class and
program data from the last three years on the basis of race, sex,
disability and national origin, and compare with overall student
enrollment data. Identify trends and patterns.
- Are some groups under-or overrepresented in the special
education programs?
- Are some groups underrepresented in the gifted and talented
programs?
- Are some groups underrepresented in advanced and/or college
preparatory classes?
- Are some groups underrepresented in vocational education
classes and programs?
- Are some groups under-or overrepresented in any other class
or program?
- What types of data or information would improve the district's ability
to evaluate trends and patterns in course and program enrollment?
- What conclusions has the district reached regarding enrollment
trends in courses and programs?
Contributing Factors
- In responding to the following questions, review the selection
processes used in selecting or enrolling students for participation in
programs and courses.
- What is the selection process for placement in talented and
gifted programs?
- What is the selection process for placement in advanced and/or
college preparatory classes?
- What is the selection process for placement in vocational
education classes and programs?
- Is there any other criterion or prerequisite that is used that may
contribute to the trends identified?
- Do the courses offered lead all students to proficient and above
performance on state tests?
- How might the selection processes described above affect the
participation and achievement of certain groups? How could they
be more inclusive for all?
- In responding to the following questions, review course descriptions
or other forms of information about educational planning.
- Would any description make a certain type of student feel
unwelcome?
- Does each description reflect a curriculum that is relevant and
of interest to all types of students?
- Do guidance counselors demonstrate high expectations for all
students and assist students in acquiring the resources and
opportunities they need to succeed? If so, how is this
demonstrated?
- Do teachers demonstrate high expectations for all students and
assist student in acquiring the resources and opportunities they
need to succeed? If so, how is this demonstrated?
- Are all students encouraged, welcomed into, and supported in
advanced and/or college preparatory courses? Are
accommodations available for students with special needs?
- Are all students encouraged to take courses leading to proficient
and above performance in the core academic areas?
- How does the district involve and support parents in their child's
learning? How does the district involve all parents?
- Is information regarding course and program opportunities provided
to parents/guardians? Is the information translated and provided in
languages other than English? Is the information available in
Braille or audio versions?
- Are all areas of the school accessible to those with physical
disabilities?
- What factors has the district identified that may affect course and
program participation?
- What conclusions has the district reached regarding the
effectiveness of current practices in meeting established class and
program enrollment goals?
Recommendations
- What are your recommendations for increasing class and program
enrollment and achievement by underrepresented groups? How will
these recommendations be implemented?
Reporting
Prepare a summary of your evaluation of status of pupil
nondiscrimination and equality of educational opportunity with regard to
enrollment trends in classes and programs. Include in the summary
your findings, analysis, supporting data, and recommendations for
improvement. Also include information on how your recommendations
might be implemented. Include this summary as part of your report.
For questions about this information, contact Paul Sherman (608) 267-9157
Last updated on 2/22/2008 1:35:55 PM
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