Comments (9)
In my experience: FTE stands for Full Time Employee
Just be careful to try and not cause confusion.
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Iowa collects Full Time Equivalency. It is used primarily for calculating days enrolled and days present for students who attend less than full-time.
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Missouri also uses full time equivalency to determine full- or part-time enrollment.
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Michigan also uses this. Is the definition/calculation consistent across states?
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I believe it will be a common concept across states but will it be identical, I'm not sure. If I was to bet, I'd say there will be differences in how the FTE denominator is determined across states. The best of my knowledge FTE is not required for any EdFacts reporting which often sets the standard definition of elements across states. Missouri collects the FTE and uses it in the funding formula to distribute money to schools. I would be in favor of adding it to CEDS as a student element possibly all the way down to the grade level most certainly to the school level.
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Question for anyone collecting Full Time Equivalency (or something similar) in your state - Does amount ever go over 1.0? I am seeing for the most part consistency in the range being 0 to 1, but I am seeing some anomalies where a state might have a full time equivalency that exceeds 1.0. If that is the case, then we can keep the meaning the same, but perhaps not restrict to a 0 to 1 range in the definition or usage notes.
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In my experience for students, FTE doesn't go above 1. I have seen an educator's FTE aggregate above 1 when you look across multiple contract segments but it shouldn't be above 1 in a particular segment.
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Proposed Solution for Issue 4
Full Time Equivalency Issue_4.docx
The attached document is the proposed solution for this use case. As a community, please review. If no objections exist for the proposed solution, it will be approved as part of the CEDS standard 60 days following the announcement of this proposal as outlined in the OSC Use Case Rubrics/Process (The OSC Use Case Rubrics/Process can be found here: https://github.com/CEDStandards/CEDS-Elements/tree/master/doc).
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Addressed in V9 release. See CEDS OSC Use Case Summary v9 Changes.xlsx for additional details.
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Related Issues (20)
- Add new element: Performance Measure Outcome
- Add new element Progress Status HOT 1
- Add new element: Progress Status
- Add new element: Progress Description
- Add new element: Executive Summary
- New location for Existing CEDS Element: Employment Status While Enrolled
- New elements related to Visual Impairment
- Add new option to existing CEDS element, Primary Disability Type
- Add new elements related to Indirect Cost Rate Agreements
- Add new elements related to Indirect Cost Rate
- Change the word "learner" to "person" in the element Person Relationship to Learner Lives With Indicator HOT 1
- Broaden the meaning of Emergency Contact Indicator HOT 1
- Add Licensure Distinction to Credential Type option set HOT 1
- Add N or D Long Term Status to CEDS
- Add new element Neglected or Delinquent Program Enrollment Subpart and change the definition of Neglected or Delinquent Status
- Increase length of Grade Value Qualifier HOT 1
- Add Moderate to Incident Injury Type and Concatenate Serious and Major
- Expand location of elements in the DES HOT 1
- Add new option to Additional Targeted Support and Improvement Status and remove option from Targeted Support and Improvement Status HOT 1
- Add a new element to capture State Appropriation Method for Charter Schools in support of FS207
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