Page 38 |
Save page Remove page | Previous | 38 of 137 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
30
year, the funding for California K-12 schools based on average daily attendance was
$6,600 while UC and CSU funding was $22,634 per FTES and $10,191 per FTES,
respectively.
State funding equation.
The base funding equation for the CCC by the state is the sum of Foundation
funding plus FTES in the prior year plus COLA shown in Figure 1. COLA is defined
as the cost of living adjustment to salaries and pension and is derived by using the
Consumer Price Index (CPI). Additional funding is determined by growth in
enrollment and the restoration of funding due to previous years decrease in funding
(EdSource, 2010). These funds are “unrestricted” and can be used for various costs
within districts. Restricted funding will be subsequently discussed.
Figure 1: The Bulk of CCC Funding as determined by the State Funding
Equation
Base Allocation = Foundation funding + FTES count (prior year) + COLA
The level of funding that each districts receives is based on “full-time
equivalent students” (FTES) mandated by AB 1725. One FTES is equivalent to one
student enrolled in 15 units of course work per term or semester. The total hours of
student contact with instructors is approximately 17.5 per week. Over the course of
two terms, the resulting total hours are 525, or 1 FTES; this calculation is generally
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 38 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 30 year, the funding for California K-12 schools based on average daily attendance was $6,600 while UC and CSU funding was $22,634 per FTES and $10,191 per FTES, respectively. State funding equation. The base funding equation for the CCC by the state is the sum of Foundation funding plus FTES in the prior year plus COLA shown in Figure 1. COLA is defined as the cost of living adjustment to salaries and pension and is derived by using the Consumer Price Index (CPI). Additional funding is determined by growth in enrollment and the restoration of funding due to previous years decrease in funding (EdSource, 2010). These funds are “unrestricted” and can be used for various costs within districts. Restricted funding will be subsequently discussed. Figure 1: The Bulk of CCC Funding as determined by the State Funding Equation Base Allocation = Foundation funding + FTES count (prior year) + COLA The level of funding that each districts receives is based on “full-time equivalent students” (FTES) mandated by AB 1725. One FTES is equivalent to one student enrolled in 15 units of course work per term or semester. The total hours of student contact with instructors is approximately 17.5 per week. Over the course of two terms, the resulting total hours are 525, or 1 FTES; this calculation is generally |
