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32
majority of unrestricted CCC financing is provided by the state formula, additional
funds originate from lottery proceeds, non-resident tuition, and part-time faculty
compensation. Local sources of funding include interest income and dedicated local
revenues. While the vast majority of colleges receive their funding mainly from the
State, three colleges in the state are “Basic Aid Schools”. These districts entail local
property tax collections that equal of exceed the revenue limits for the districts
(EdSource, 2011).
Restricted funding.
The state and federal government separately fund 22 categorical programs.
These restricted funds can only be used for their respective programs (EdSource,
2010). The largest recipients of these restricted funds include Disabled Student
Services and Extended Opportunity Programs and Services (EOPS), which aims to
improve student success among culturally or financially challenged students. Student
Financial Aid is another large recipient of categorical funding. Other significant
programs include Basic Skills, which provided remedial Math and English courses,
and CalWorks, which provides supportive services including child care during class
hours and reimbursement for school-related costs for low-income students.
Overall Funding Picture
Major sources of CCC funding, including categorical programs is provided in
Table 1 as reported in EdSource (2010). In the last two fiscal years, half of CCC
funding was derived from the state general fund, a third from local property taxes, and
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 40 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 32 majority of unrestricted CCC financing is provided by the state formula, additional funds originate from lottery proceeds, non-resident tuition, and part-time faculty compensation. Local sources of funding include interest income and dedicated local revenues. While the vast majority of colleges receive their funding mainly from the State, three colleges in the state are “Basic Aid Schools”. These districts entail local property tax collections that equal of exceed the revenue limits for the districts (EdSource, 2011). Restricted funding. The state and federal government separately fund 22 categorical programs. These restricted funds can only be used for their respective programs (EdSource, 2010). The largest recipients of these restricted funds include Disabled Student Services and Extended Opportunity Programs and Services (EOPS), which aims to improve student success among culturally or financially challenged students. Student Financial Aid is another large recipient of categorical funding. Other significant programs include Basic Skills, which provided remedial Math and English courses, and CalWorks, which provides supportive services including child care during class hours and reimbursement for school-related costs for low-income students. Overall Funding Picture Major sources of CCC funding, including categorical programs is provided in Table 1 as reported in EdSource (2010). In the last two fiscal years, half of CCC funding was derived from the state general fund, a third from local property taxes, and |
