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23
originates in the state with no support from local taxes (Community College Central,
2007).
History of Funding for California Community Colleges
The funding mechanism of the CCC has evolved due to various legislative and
voter implemented actions. A driving force in the legislative system of California has
been ballot measures, which have provided Californians with a unique method of
direct legislative power. These measures have been paramount in shaping not just the
funding system of the CCC, but overall state governmental polices as well.
The most significant changes to CCC funding are based on California
Propositions 13 and 98, which were passed by voter in 1978 and 1989 respectively.
However, the path leading to these milestones stretch further back. Shaping of CCC
finance began with the authorization of post-secondary courses by high school in 1907
(Office of the Chancellor, 1999) and later the establishment of Junior Colleges by
larger high school districts.
By 1921, district taxes along with the backing of federal funds amounted to an
annual budget of $2,000 per college and $100 per average daily attendance (ADA). In
calculating ADA, total hours of instruction received by students is divided by 15
hours, later modified to the total hours of instruction in a year divided by 525, and
further refined to account for adult students and traditional students differently. In
1931, community college programs required the approval of the State Board of
Education, followed by the establishment of a 35-cent local foundation tax to fund 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 31 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 23 originates in the state with no support from local taxes (Community College Central, 2007). History of Funding for California Community Colleges The funding mechanism of the CCC has evolved due to various legislative and voter implemented actions. A driving force in the legislative system of California has been ballot measures, which have provided Californians with a unique method of direct legislative power. These measures have been paramount in shaping not just the funding system of the CCC, but overall state governmental polices as well. The most significant changes to CCC funding are based on California Propositions 13 and 98, which were passed by voter in 1978 and 1989 respectively. However, the path leading to these milestones stretch further back. Shaping of CCC finance began with the authorization of post-secondary courses by high school in 1907 (Office of the Chancellor, 1999) and later the establishment of Junior Colleges by larger high school districts. By 1921, district taxes along with the backing of federal funds amounted to an annual budget of $2,000 per college and $100 per average daily attendance (ADA). In calculating ADA, total hours of instruction received by students is divided by 15 hours, later modified to the total hours of instruction in a year divided by 525, and further refined to account for adult students and traditional students differently. In 1931, community college programs required the approval of the State Board of Education, followed by the establishment of a 35-cent local foundation tax to fund the |
