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3
and the development of cost benchmarks can be developed to better develop in order
to better gauge the expenditures of community colleges, and help administrators
prioritize the allocation of resources to programs that will lead to improved student
performance regardless of how it is measured.
California’s difficult economic situation has increased pressure on the state’s
community college system by simultaneously increasing the demand for the colleges’
services and reducing their funding; colleges have been forced to cut back on class
offerings and reduce student support services just as more Californians want to attend
(Community College Funding, 2010). Cuts to higher education budgets combined with
significant enrollment pressures and fee increases are reducing access for students in
community college students, who are often from lower income families and from
underrepresented minority groups. These students’ primary gate to the baccalaureate is
frequently through the community college transfer process (Shulock & Moore, 2005).
Nationwide, the lack of adequate funding for community colleges has emerged
as a major policy concern (Education Commission of the States, 2000). The lack of
adequate funding limits districts’ ability to serve the students those community
colleges admit (Murphy, 2004). Districts require a level of resources that will allow
them to deliver course offerings, provide student services, and maintain safe physical
facilities. Inadequate revenue apportionment at the state level puts the critical
functions of community colleges in jeopardy. The issue is compounded due to the
difficulty of quantifying expenditures and the lack of adequate benchmarks that can be
Object Description
| Title | Finance in the California community college: Comparative analysis and benchmarking of instructional expenditures |
| Author | Karamian, Martin |
| Author email | martinsfsu@netzero.com; karamim@piercecollege.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-17 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Melguizo, Tatiana Vega, William |
| Abstract | The goals of this empirical study of community colleges are to 1) create a benchmark for per student instructional expenditures; and 2) account for variations in instructional expenditures among a peer group of community colleges in Southern California. The peer group sample included 22 single campus community college districts in the Los Angeles area. Using data for three fiscal years a refined mean benchmark value for instructional expenditures of $2,676.71 per full-time equivalent student (FTES) was estimated with a standard deviation of $326.54. Using Pearson product-moment correlation coefficient, 11 variables were correlated with instructional costs per FTES. The largest and only statistically significant determinant included the number of part-time instructors (-0.424). While other variables were correlated, none were statistically significant at the 95% confidence interval. The results from the sample suggest that larger colleges have lower instructional costs per FTES despite higher faculty pay. Expanding credit student enrollment within the funding growth limits set by the State, along with additional part-time instruction within the limits set by the State will likely result in lower instructional costs per FTES and an economy of scale effect. The effect of increased institutional size on quality of education was not assessed. |
| Keyword | finance; California; community college; comparative analysis; benchmarking; instructional expenditures; economics; higher education; spending; instruction; education; economy of scale |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1990/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3775 |
| Contributing entity | University of Southern California |
| Rights | Karamian, Martin |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Karamian-4454 |
| Archival file | uscthesesreloadpub_Volume23/etd-Karamian-4454.pdf |
Description
| Title | Page 11 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 3 and the development of cost benchmarks can be developed to better develop in order to better gauge the expenditures of community colleges, and help administrators prioritize the allocation of resources to programs that will lead to improved student performance regardless of how it is measured. California’s difficult economic situation has increased pressure on the state’s community college system by simultaneously increasing the demand for the colleges’ services and reducing their funding; colleges have been forced to cut back on class offerings and reduce student support services just as more Californians want to attend (Community College Funding, 2010). Cuts to higher education budgets combined with significant enrollment pressures and fee increases are reducing access for students in community college students, who are often from lower income families and from underrepresented minority groups. These students’ primary gate to the baccalaureate is frequently through the community college transfer process (Shulock & Moore, 2005). Nationwide, the lack of adequate funding for community colleges has emerged as a major policy concern (Education Commission of the States, 2000). The lack of adequate funding limits districts’ ability to serve the students those community colleges admit (Murphy, 2004). Districts require a level of resources that will allow them to deliver course offerings, provide student services, and maintain safe physical facilities. Inadequate revenue apportionment at the state level puts the critical functions of community colleges in jeopardy. The issue is compounded due to the difficulty of quantifying expenditures and the lack of adequate benchmarks that can be |
