Expenditures & Outcomes Edward R. Karpp Director of Institutional Research Glendale Community College

Expenditures&

Outcomes

Edward R. KarppDirector of Institutional Research

Glendale Community College

Expenditures&

Outcomes

(Including ARCC)

Edward R. KarppDirector of Institutional Research

Glendale Community College

The Relationship Between Expenditures by Category and Student Outcomes

• Is there a relationship?

• Do districts spending proportionately more on instruction have stronger student outcomes?

• Do districts spending proportionately more on student services have stronger student outcomes?

• Do districts spending proportionately more on technology have stronger student outcomes?

Pike, Smart, Kuh, Hayek (2006). Educational expenditures and student

engagement: When does money matter?

• Expenditures data from IPEDS

• Engagement data from NSSE

• Conclusions

– Relationships between expenditures and engagement are complex

– Expenditures on instruction related to student engagement

Pike, Smart, Kuh, Hayek (2006). Educational expenditures and student

engagement: When does money matter?

• What if the data came from a more homogeneous set of institutions?

• What if the outcome measures were more directly defined?

• Would the relationships still be as complex?

The Variables

• Dependent Variable: ARCC Indicators of Student Outcomes

– Source: ARCC 2007 Final Report (most recent years)

– Problems

• Possible inconsistencies in MIS reporting (particularly in indicators tracking progress in ESL and basic skills)

• Missing data

The Variables• Independent Variables: Percentage of Expenditures in

Particular Categories– Source: Fiscal Data Abstract (2005-2006 Data)– Expenditure Categories

• Certificated Salaries & Instructor Salaries; Classified Salaries

• Benefits

• Current Expense of Education

• Instructional Administration

• Instructional Support Services (Libraries, Learning Centers)

• Admissions & Records; Counseling; Other Student Services (EOPS, DSPS, Health Services, Financial Aid Administration, etc.)

• Planning & Policymaking

• General Institutional Support Services (including technology, HR)

– Other Measures• Noncredit Percentage of FTES

• Percentage FTES Growth

• Full-Time Faculty FTE Percentage

• Average Full-Time Faculty Salary

Dependent Variables:

ARCC Indicators

Dependent Variables: ARCC Indicators

• ARCC Indicators are college-level measures

• Expenditures are district-level measures

• District-level ARCC indicators, weighted by college FTES


• Indicator A: Student Progress & Achievement (2000-2001 to 2005-2006)

– Percentage of first-time students who showed intent to complete and achieved any of the following outcomes within six years: transferred to a four-year institution, earned an AA/AS or certificate of at least 18 units, achieved “transfer directed” status, or achieved “transfer prepared” status


ARCC A: Student Progress & Achievement

0

5

10

15

20

25

29.9% 34.9% 39.9% 44.9% 49.9% 54.9% 59.9% 64.9% 69.9%

ARCC A

Number of Colleges

Range: 30.3% to 65.9%Mean: 50.9%Mean: 51.1%


• Indicator B: Students Earning 30+ Units (2000-2001 to 2005-2006)

– Percentage of first-time students who showed intent to complete and earned at least 30 units in the California community college system


ARCC B: Students Earning 30+ Units

0

5

10

15

20

25

30

35

50.0% 55.0% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0%

ARCC B

Number of Colleges



• Indicator C: Persistence Rate (Fall 2004 to Fall 2005)

– Percentage of first-time students with a minimum of six units earned in a Fall term who enrolled in the subsequent Fall term anywhere in the California community college system

Dependent Variables: ARCC Indicator

ARCC C: Persistence Rate

0

5

10

15

20

25

40.0% 45.0% 50.0% 55.0% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0%

ARCC C

Number of Colleges



• Indicator D: Vocational Course Completion (2005-2006)

– Percentage of vocational course enrollments that were passed with a grade of A, B, C, or CR


ARCC D: Vocational Course Success

0

5

10

15

20

25

30

65.0% 70.0% 75.0% 80.0% 85.0% 90.0% 95.0% 100.0%

ARCC D

Number of Colleges



• Indicator E: Basic Skills Course Completion (2005-2006)

– Percentage of basic skills course enrollments that were passed with a grade of A, B, C, or CR


ARCC E: Basic Skills Course Success

0

5

10

15

20

25

30

40.0% 45.0% 50.0% 55.0% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0% 90.0%

ARCC E

Number of Colleges


Independent Variables:

Expenditures

Independent Variables: Expenditures

• Fiscal Data Abstract (2005-2006)

– Total expenditures in 2005-2006 by district

• Including or excluding capital outlay?

• Results reported here include capital outlay in total; the relationships were exactly the same whether capital outlay was included or not

Independent Variables: Expenditures

• Percentage of total expenditures in following areas:– Certificated salaries– Instructional salaries– Classified salaries– Benefits– Instructional administration– Instructional support services– Admissions & Records– Counseling & guidance– Other student services– Planning & policymaking– General institutional support services (incl. technology)– Vocational education (by TOP code, flawed due to overlaps)

Description&

Analysis

ARCC A: Student Progress & Achievement

• Positive Predictors– Total expenditures (r = 0.39)– % of expenditures on Admissions & Records

(r = 0.25)

• Negative Predictors– % of instructional expenditures on vocational education

(r = -0.52)– % of instructional expenditures on other student services

(r = -0.27)

Total Expenditures vs. ARCC A

0%

10%

20%

30%

40%

50%

60%

70%

$0 $50,000,000 $100,000,000 $150,000,000 $200,000,000 $250,000,000

Total Expenditures

ARCC A

ARCC A and Total Expenditures

ARCC A: Student Progress & Achievement Rate

54%52%51%

46%47%

0%

10%

20%

30%

40%

50%

60%

20,000 or More13,000 - 19,9997,000 - 12,9994,000 - 6,999Under 4,000

FTES Group

Student Progress & Achievement

ARCC A and FTES

ARCC A and Expenditures on Vocational Programs

ARCC A: Student Progress & Achievement Rate

55% 54%

48% 47%

0%

10%

20%

30%

40%

50%

60%

70%

Under 26% 26.0% to 30% 30.1% to 35% Over 35.0%

% of Expenditures on Vocational Programs

Student Progress & Achievement

ARCC B: Students Completing 30+ Units

• Positive Predictors– Total expenditures (r = 0.36)– % of expenditures on instructional salaries (r = 0.37)

• Negative Predictors– % of expenditures on “other” student services (r = -0.39)– % of instructional expenditures on vocational education

(r = -0.27)– % of instructional expenditures on planning & policymaking

(r = -0.25)

ARCC B and Total Expenditures


72%70%69%68%64%

0%

10%

20%

30%

40%

50%

60%

70%

80%

20,000 or More13,000 - 19,9997,000 - 12,9994,000 - 6,999Under 4,000

FTES Group

Students Completing 30+ Units

ARCC B and Instructional Salaries


66%69% 71% 71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Under 38% 38% to 40.9% 41% to 42.9% 43% or more

% of Expenditures on Instructional Salaries


ARCC B and Other Student Services


70% 71% 69%66%

0%

10%

20%

30%

40%

50%

60%

70%

80%


% of Expenditures on Other Student Services



• Positive Predictors– Total expenditures (r = 0.54)– % of expenditures on instructional salaries (r = 0.46)– Average full-time instructor’s salary (r = 0.26)– Growth (r = 0.24)

• Negative Predictors– % of expenditures on “other” student services (r = -0.43)– % of instructional expenditures on vocational education (r = -0.33)– % of instructional expenditures on planning & policymaking

(r = -0.26)

ARCC C and Total Expenditures


70%70%65%63%

54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

20,000 or More13,000 - 19,9997,000 - 12,9994,000 - 6,999Under 4,000

FTES Group

Persistence

ARCC C and Instructional Salaries


60%66%

68% 70%

0%

10%

20%

30%

40%

50%

60%

70%

80%



Persistence

ARCC C and Other Student Services


69% 69%64%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%


% of Expenditures on Other Student Services

Persistence


• Positive Predictors– % of instructional expenditures on vocational education

(r = 0.29)– Growth (r = 0.26)

• Negative Predictor– % of expenditures on instructional salaries (r = -0.25)

ARCC D and Vocational Instruction


75% 76% 75%80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Under 26% 26.0% to 30% 30.1% to 35% Over 35.0%

% of Instructional Expenditures on Vocational Courses

Persistence

ARCC D and Growth


76% 76% 77%80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Declined by 5% ormore

Declined by less than5%

Grew by 5% or less Grew by more than 5%

FTES Growth from 2004-2005 to 2005-2006

Persistence

ARCC D and Instructional Salaries


78% 79%76%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%



Persistence

ARCC E: Basic Skills Course Success

• No strong positive or negative predictors

Conclusions&

Further Research

Summary of Correlations

ARCC A

ARCC B

ARCC C

ARCC D

ARCC E

Total Expenditures

0.39 0.38 0.54 -0.13 0.23

Vocational % -0.52 -0.27 -0.33 0.29 -0.17

Admissions % 0.25 0.17 0.10 -0.19 0.10

Counseling % -0.25 -0.004 -0.07 0.13 -0.10

Other services % -0.27 -0.39 -0.43 -0.09 -0.13

Instructional salaries %

0.08 0.37 0.46 -0.25 -0.16

Planning & policy %

-0.09 -0.25 -0.27 -0.11 -0.16

Growth 0.18 0.10 0.24 0.26 0.06

Mean faculty salary

0.07 0.22 0.30 -0.25 0.01

Relationships• District size (total expenditures, FTES) is a predictor of progress

& achievement, completing 30+ units, and persistence

• Expenditures on instructional salaries is a positive predictor of completing 30+ units and persistence, but a negative predictor of vocational course success

• Expenditures on vocational instruction is a negative predictor of progress & achievement, completing 30+ units, and persistence, but a positive predictor of vocational course success

• Expenditures on other student services is a negative predictor of progress & achievement, completing 30+ units, and persistence

District Size/Total Expenditures

• Is there a “third variable” that influences both size and outcomes?

– Urban location?

– Quality?

– Centralized district functions in multi-college districts?

• For single-college districts, size/total expenditures is not a strong predictor of progress & achievement, but is a strong predictor of persistence and completing 30+ units

Other Student Services

• Does the negative correlation between other student services and the ARCC indicators imply a bias in the indicators against open access?

– Do districts spending proportionately more on EOPS, DSPS, etc. serve more nontraditional students?

– Are these districts be “penalized” by weaker ARCC indicators?

Documents

Expenditures & Outcomes Edward R. Karpp Director of Institutional Research Glendale Community College