Adult Basic EducationAnnual Report
Program Name: Adult Basic Education
Institution or Organization: Eastern New Mexico University-Roswell
Fiscal Year: July1, 2013-June 30, 2014
Submission Date: August 27, 2014
Program Director: Hilda Pacheco-Peeples (Interim)
Assistant Director: Vacant
Contact Information
Hilda Pacheco-Peeples, Interim Director
PO Box 6000
Roswell NM 88202-6000
Phone 505-624-7260
FAX 505-624-7377
Annual Report Narrative
The Eastern New Mexico University (ENMU) – Roswell Adult Basic Education Program helps adults to acquire the basic skills necessary to function in today's society so that they can benefit from the completion of secondary school, enhanced family life, attaining citizenship, and participating in job training and retraining programs. The ENMU-Roswell ABE Program is located in rural southeastern Chaves County. Geographically, Chaves County, with a land area of approximately 6,100 square miles, is one of the largest counties in New Mexico. ENMU-Roswell serves a population of 65,645 residents. In addition to the rural isolation of the community, Chaves County has one of the highest poverty rates in New Mexico. Income data from the 2010 Census report reflects the per capita income in Chaves County at $18,366 compared to the State of New Mexico per capita income of $22,461 and the US rate at $27,041. The extremely low income levels are coupled with equally dismal educational levels and high crime rates.
According to the American FactFinder Survey 2005-2009 Data Set, 50.5% of all adults in Chaves County age 18 years or older lack a high-school diploma. Twenty-five thousand people older than the age of 5 in Chaves and Roosevelt Counties, the two main counties served by the ENMU-Roswell ABE program, speak a language other than English at home. [1] The crime rate in New Mexico is about 20% higher than the national average rate.[2] In 2008, Chaves County had the highest juvenile arrest rate in state—not by percentage, but by actual arrest numbers. “State data shows that Roswell and Chaves County have the state’s highest "firearm injury emergency department visit rate," largely due to gang violence. The latest data showed that the county's rate was 44.8 per 100,000 residents from 2008 to 2010, compared with the state average of 18.”[3] We have operated within the Chaves County Detention Center for more than five years. We have had solid success there and Roosevelt County officials approached us to duplicate these services in their facility in Portales. We added the Roosevelt County Detention Center as a site in May 2014. Inmates will attend classes to prepare them for success on release like their counterpart in Roswell.
ENMU-Roswell Adult Education Program is excited to embark on a new EL/Civics Grant in 2014. We will be locating this program at St. John’s Catholic Church, an easily accessible site at the center of town. The building contains multiple classrooms and a computer lab. The program will emphasize contextualized instruction to help students acquire the skills and knowledge they will need to become active and informed parents, workers, and community members. English literacy and civics education classes introduce students to civics-related content and provide them with opportunities to apply that knowledge in their daily lives while building their English language and literacy skills.
The Roswell ABE program has established links with the Roswell, Dexter and the Portales Independent School Districts. Eighty percent of all ABE students go through a formal eight hour orientation process available in English and Spanish. During orientation we explain the educational program, discuss college, learning styles, transportation, and childcare assistance and much more. We then evaluate each student and help them set realistic goals. Classes are offered at different times during the day and evening at numerous locations in Roswell, Dexter, Hagerman, and in Portales. We provide a full service computer lab in Portales and offer GED® and ESL instruction along with online TABE testing. The Portales site is visited weekly by a specialist from Roswell who helps us keep informed on Portales activities. Roswell has open and managed enrollment courses dedicated to many learning topics. Schedules are available online, at the ABE office, and are published in the college schedule.
The Roswell ABE program views its ability to transition students to the workplace and postsecondary education as one of its strengths. This strength is built upon mentoring students to choose a career pathway that integrates adult education and service programs that connect with employers’ workforce needs. ENMU-Roswell’s I-BEST courses in Pharmacy Tech, Emergency Medical Technician Services, and Certified Nursing Assistant supports have been highly successful. In the 2013 spring semester, 392 GED® graduates were enrolled in college courses at ENMU-Roswell.[4]
The Roswell ABE program is immersed in a labyrinth of support agencies. Cooperative efforts have been established with several agencies, and their input is considered in the development of class schedules and locations. Cross referrals are in place and are reviewed and revised regularly. The Roswell ABE program has MOUs with the following agencies: Workforce Solutions, Roswell Independent School District, Dexter Independent School District, Head-Start, the Roswell Job Corps Center, Chaves County Adult and Juvenile Correctional facilities, Roosevelt County One-Stop, Chaves County Literacy Council, NM Rehabilitation Center, and the New Mexico Youth Challenge Academy. This list while long is not exhaustive.
We strive to fulfill our duty as adult educators to inform students about the benefits of education. We plant seeds that are harvested later. This year’s successes were often last year’s drop-outs. From formalized and well-utilized college transitional services to career linked pathways, the ENMU-Roswell ABE program does whatever it can to promote lifelong learning for its students.
Section I. Student Data
This section collects information related to student participation.
1. Please indicate total student count (active enrolled)
2. Please indicate the number of instructional hours.
3. Please enter the total number of students on waitlist
(Please breakdown by community)
Section I. Student Data (continued)
Please enter the following information regarding student count/hours.
Students with 12 hours or moreTotal count of students with 12 + hours / 1106
Total contact hours for students with 12 + hours / 99,668
Average contact hours for students with 12 + hours / 90.2
Average contact hours for students experiencing level gains / 31.7
Count of all HSE graduates with 12 + hours / 195
Count of HSE en Español graduates with 12 + hours / 49
Retention Rate (Divide Column B of Table 4b/Column B of Table 4) / 48.7
Students with less than 12 hours
Total count of students with less than 12 hours / 325
Total contact hours for students with less than 12 hours / 2250
Count of all HSE graduates with less than 12 hours / 2
Count of HSE en Español graduates with less than 12 hours / 0
All Students (regardless of hours)
Total student count / 1431
Number of total instructional hours / 101918
II. Fiscal and Budget Activities
This section collects program information related to fiscal management.
1. Please enter the frequency with which you monitor your budget
Semi-annually
Quarterly
Monthly
Other
2. Please indicate your relationship with the State ABE Division Business Office
5 = Strong, Responsive
4 = Very Good
3 = Fair
2 = Inconsistent
1 = Weak, Unresponsive
Please enter any comments/requests related to fiscal services
II. Fiscal and Budget Activities (continued)
Initial State Allocation Amount and Expenditures
Please indicate the amount of your program’s initial STATE ALLOCATION.
Please indicate the amount that has been expended from the initial STATE ALLOCATION (to date).
Please indicate the OUTSTANDING BALANCE of STATE FUNDS
Initial Federal Allocation Amount and Expenditures
Please indicate the amount of your program’s initial federal allocation.
Please indicate the amount that has been expended from the initial FEDERAL ALLOCATION (to date).
Please indicate the OUTSTANDING BALANCE of FEDERAL FUNDS
EL Civics Allocation Amount and Expenditures
Please indicate the amount of your program’s initial EL CIVICS ALLOCATION
Please indicate the amount that has been expended from the initial EL CIVICS ALLOCATION
Please indicate the OUTSTANDING BALANCE of EL CIVICS FUNDS
II. Fiscal and Budget Activities (continued)
Instructional Materials Allocation
Please indicate the amount of your program’s INSTRUCTIONAL MATERIALS ALLOCATION
Please indicate the amount of your program’s INSTRUCTIONAL MATERIALS CARRY-OVER from previous year
Please indicate the INTEREST EARNED on INSTRUCTIONAL MATERIALS funds
Please indicate the amount of RECOVERIES from LOST/DAMAGED/DESTROYED INSTRUCTIONAL MATERIALS
Please indicate the OUTSTANDING ENCUMBRANCES related to INSTRUCTIONAL MATERIALS
Please indicate the EXPENDITURES related to INSTRUCTIONAL MATERIALS
Please indicate the CASH BALANCE related to INSTRUCTIONAL MATERIALS
Program Income Activities
Please indicate the amount of PROGRAM INCOME generated from your program (this program year)
Please list the PROGRAM INCOME EXPENDITURES below:
II. Fiscal and Budget Activities (continued)
Total Program Expenditures
1. Please indicate the TOTAL EXPENDITURES
Cost per Student/Contact Hour
1. Please indicate the Cost per Student (ABE/ESL/EL Civics)
(Add State dollars + Federal Dollars spent / Total Number of Students with 12+ hours)
2. Please indicate the Cost per Contact Hour
(ABE/ESL EL Civics)
(Divide Total Expenditures / Total Number of Contact Hours)
III. Evaluation of Program Effectiveness
This section collects program information related to program performance and demonstrated effectiveness.
Program Standards
1. Please indicate your total NRS enrollment (from Table 4)
2. Please indicate your program’s overall level gains rate
(Column H from Table 4)
3. Please indicate your program’s attrition rate
(Column F/B on Table 4)
4. Please indicate your program’s retention rate (number of students from Column B on Table 4 that are reported on Column B on Table 4B)
5. Please indicate your program’s post-test rate
(Column H from Table 4B)
6. Please indicate the number of annual goals met (to date)
Of NRS Goals
7. Please indicate if you are submitting this program performance report by the deadline
Yes No
III. Evaluation of Program Effectiveness (continued)
Program Effectiveness
1. Describe progress toward meeting 70% of annual goals 40% of overall level gains, and reducing attrition. Use data, graphs, or charts to highlight points. (1 page).
ENMU-Roswell is making great strides toward these goals. We are working toward ensuring that by end of 2014/2015, the ENMU-Roswell program will exceed these high state standards. This year we met 63% of our goals. We’re very pleased to see a level gain increase of more than 10%. We attribute this gain to not only incredible teachers and strong curriculum, but also new data tracking and entry procedural processes recommended by the state office.
As you can deduce from the above chart, ENMU-Roswell’s performance in the 2013-2014 year, denoted in blue, surpassed most goals and missed a few by a very slim margin.
Our HSE levels have steadily grown since 2009-10 with only a slight decline this year in passing percentage.
Our Entered Employment (EE) also are experiencing a gradual increase. If the 2011-2012 anomoly is ignored, increase is even more evident.
Looking at our ABE levels over the last three years, we are trending upward especially in the ABE2/3 regions. Since we have so many students who enter our program with very low TABE score, growth in this area is particularly good.
2. Describe challenges and plans to correct program performance deficiencies, and any professional development used to improve program performance. Provide a short description and analysis of the trends or patterns based on the student data. For example, compare data across years, types of curricula, student demographics, and list the sites where the services were provided. (1 page).
Our biggest challenge in the 2013-2014 program year was the switch to the new GED® 2014. Of note, we tested 72 New Mexico Youth Challenge Cadets on the new test and had a pass rate of only 46%. We were discouraged because we usually always pass the 50% mark. However, we discovered that the average pass rate for all other Youth Challenge Programs nationwide was only 26%.
We feel very fortunate that that we were able to send two people to the COABE in Pittsburg, PA. As soon as they came back, they headed up a professional development training for all the instructors, staff, and our work-study students.
3. Describe program successes. Compare program performance between fiscal years, and provide explanations for differences in data, training received, student characteristics, retention, or administrative changes. Use data, graphs or charts to highlight points. (1 page).
We attribute much of our success to ensuring that once we send someone to training that the person is obligated to pass along what they learned to everyone else. Our teacher that attended COABE attended with notebook and pen in hand prepared to take notes. She came back to us with a multitude of best-practices and new information about the new test. COABE also posted all of their workshops online after the conference and it was available to attendees and members.
Despite lower funding than the previous year, we are very happy to have improved our outcomes with a smaller and leaner instruction pool. Our learning gains improved overall by more than 9% plus our cost per contact hour declined.
Section IV WIA Activities
For this section, please describe how the program has provided or supported services in the workplace development, career, employment and training arena. If there is no relationship, please explain.
1. Please indicate the number of students (12+ hours) served
2. Please indicate the number of contact hours provided
3. Please provide an estimate of FEDERAL FUNDS used to support WIA related activities and services.
4. Is the program is represented on the Local Workforce Development Board LWIB)?
Yes No
5. If your program is not represented on the LWIB, please explain.
We are very connected with our local workforce investment board. John Hemphill keeps us informed and up-to-date on all related activities. We also have had the opportunity to meet and discuss educational and work-related challenges with DWS Secretary Bussey and Economic Development Secretary Jon Barela.
6. Describe the kind of services that are provided in collaboration with or through the local One-Stop.
We now have the WIA Youth Services Coordinator located on our campus. We believe the changes coming with WIOA will probably make this happen anyway. With this person on campus, we now have another resource to help our students transition to higher education and careers. The ENMU-Roswell ABE program also works with individuals needing to update or learn skills that will help them find and secure employment. We work with students to improve the basic reading, math, writing skills or English language proficiency of current or prospective employees.