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comparable peer districts consisting of a single campus within the Los Angeles
Metropolitan Area (LA MSA); multi-campus districts and districts outside of the Los
Angeles MSA were not considered. Costs per FTES were calculated by dividing the
three-year average of instructional costs by full-time equivalent students, also
averaged over the same three-year span. The data for instructional expenditures was
collected from Fiscal Data Abstracts provided by the State’s Chancellors Office. The
FTES data was collected from enrollment reports also provided by the Chancellor’s
Office. The use of a refined mean was based on studies presented in the literature
review. This method has been established by previous studies as a valid benchmark
measure. The subsequent benchmark value derived in this study was approximately
$2,677 per FTES. This value covers fiscal years 2005-2006, 2006-2007, and 2007-
2008. Three years were used to account for single year anomalies. Fiscal years after
2008 were not considered due to the recession and the resulting extraordinary fiscal
cuts to the CCC system.
In answering the second research question, 11 variables were selected as the
basis of determining the cause of variation in instructional expenditures. The studies
presented in the literature review point to the following variables as factors in
instructional expenditures. The data were collected from the States Chancellor’s office
and averaged over the established three-year period.
1. Total FTES per district in the sample measured as Full Time
Equivalent Students or FTES (Enrollment Reports)
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 112 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 104 comparable peer districts consisting of a single campus within the Los Angeles Metropolitan Area (LA MSA); multi-campus districts and districts outside of the Los Angeles MSA were not considered. Costs per FTES were calculated by dividing the three-year average of instructional costs by full-time equivalent students, also averaged over the same three-year span. The data for instructional expenditures was collected from Fiscal Data Abstracts provided by the State’s Chancellors Office. The FTES data was collected from enrollment reports also provided by the Chancellor’s Office. The use of a refined mean was based on studies presented in the literature review. This method has been established by previous studies as a valid benchmark measure. The subsequent benchmark value derived in this study was approximately $2,677 per FTES. This value covers fiscal years 2005-2006, 2006-2007, and 2007- 2008. Three years were used to account for single year anomalies. Fiscal years after 2008 were not considered due to the recession and the resulting extraordinary fiscal cuts to the CCC system. In answering the second research question, 11 variables were selected as the basis of determining the cause of variation in instructional expenditures. The studies presented in the literature review point to the following variables as factors in instructional expenditures. The data were collected from the States Chancellor’s office and averaged over the established three-year period. 1. Total FTES per district in the sample measured as Full Time Equivalent Students or FTES (Enrollment Reports) |
