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81
Table 7 displays the z-scores for all 22 colleges. The z-scores measures the
distance of each college’s instructional expenditures from the refined mean (not the
mean), since the goal of this study is to analyze the variation from the benchmark. The
furthest point from the mean included Mira Costa (a Basic Aid District) and Copper
Mountain, at z-values of 2.87 and 1.77 respectively. The level of instructional
expenditure for both of these colleges was above the refined mean. Figure 4 visually
represents the z-scores for the 22 colleges. The coefficient of variation for the entire
sample of 22 colleges is 0.121. The value was derived by dividing the standard
deviation for all college by the mean of all colleges. The coefficient of variation for
the sample omitting the two outliers and using the refined mean is 0.097; this value
was derived by dividing the standard deviation for only 20 of the colleges in the
sample and dividing the figure by the refined mean, which is also derived from 20
colleges. The small variation in the instructional expenditures per FTES, as well as the
small sample size, support the establishment of a single benchmark. Dividing the
sample into separate groups based on size, each with a respective benchmark will
diminish the validity of the results do the size of each groups being less than 20.
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 89 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 Table 7 displays the z-scores for all 22 colleges. The z-scores measures the distance of each college’s instructional expenditures from the refined mean (not the mean), since the goal of this study is to analyze the variation from the benchmark. The furthest point from the mean included Mira Costa (a Basic Aid District) and Copper Mountain, at z-values of 2.87 and 1.77 respectively. The level of instructional expenditure for both of these colleges was above the refined mean. Figure 4 visually represents the z-scores for the 22 colleges. The coefficient of variation for the entire sample of 22 colleges is 0.121. The value was derived by dividing the standard deviation for all college by the mean of all colleges. The coefficient of variation for the sample omitting the two outliers and using the refined mean is 0.097; this value was derived by dividing the standard deviation for only 20 of the colleges in the sample and dividing the figure by the refined mean, which is also derived from 20 colleges. The small variation in the instructional expenditures per FTES, as well as the small sample size, support the establishment of a single benchmark. Dividing the sample into separate groups based on size, each with a respective benchmark will diminish the validity of the results do the size of each groups being less than 20. |
