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15
system has evolved to determine the level of funding based on the “test”, or
calculation in determining the level of funding. Three separate tests currently exist and
the fiscal health of the state budget dictates which is used for apportionment
(California Department of Education, 2010). Further compounding the complexity are
the various levels of funding based upon the type on instruction such as, credit
courses, noncredit courses, and vocational courses. In addition to state funding, the
CCC also receives funds from the Federal government, California lottery revenues,
and enrollment fees. AB 1725 also includes a provision that 75% of instruction be
taught by full-time faculty, with the remainder being taught by part-time faculty.
While not a requirement, districts are required to show progress towards this ratio.
History of Community Colleges in the United States
As a gateway of opportunity, the Community Colleges in the United States
have provided a cost efficient method of serving students who would otherwise be
denied access to higher education (Murphy, 2004). A key component of these
institutions is the accessibility they provide to a diverse population of students in
terms of gender, race, socioeconomic status, age, and so on. However, the American
higher education system did not offer such opportunities at its inception. In fact, the
origin of higher education is rooted in serving the privileged class and was held
exclusive of the average person (Lucas, 2006). In order to understand the current state
of the community colleges, it is important to understand the historical context of the
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 23 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 15 system has evolved to determine the level of funding based on the “test”, or calculation in determining the level of funding. Three separate tests currently exist and the fiscal health of the state budget dictates which is used for apportionment (California Department of Education, 2010). Further compounding the complexity are the various levels of funding based upon the type on instruction such as, credit courses, noncredit courses, and vocational courses. In addition to state funding, the CCC also receives funds from the Federal government, California lottery revenues, and enrollment fees. AB 1725 also includes a provision that 75% of instruction be taught by full-time faculty, with the remainder being taught by part-time faculty. While not a requirement, districts are required to show progress towards this ratio. History of Community Colleges in the United States As a gateway of opportunity, the Community Colleges in the United States have provided a cost efficient method of serving students who would otherwise be denied access to higher education (Murphy, 2004). A key component of these institutions is the accessibility they provide to a diverse population of students in terms of gender, race, socioeconomic status, age, and so on. However, the American higher education system did not offer such opportunities at its inception. In fact, the origin of higher education is rooted in serving the privileged class and was held exclusive of the average person (Lucas, 2006). In order to understand the current state of the community colleges, it is important to understand the historical context of the |
