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

Expenditures & Outcomes (Including ARCC) Edward R. Karpp Director 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 ( 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

ARCC Indicators are college-level measures Expenditures are district-level measures District-level ARCC indicators, weighted by college FTES

Dependent Variables: ARCC Indicators Indicator A: Student Progress & Achievement ( to ) –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

Dependent Variables: ARCC Indicators

Indicator B: Students Earning 30+ Units ( to ) –Percentage of first-time students who showed intent to complete and earned at least 30 units in the California community college system

Dependent Variables: ARCC Indicators

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

Dependent Variables: ARCC Indicators Indicator D: Vocational Course Completion ( ) –Percentage of vocational course enrollments that were passed with a grade of A, B, C, or CR

Dependent Variables: ARCC Indicators

Indicator E: Basic Skills Course Completion ( ) –Percentage of basic skills course enrollments that were passed with a grade of A, B, C, or CR

Dependent Variables: ARCC Indicators

Independent Variables: Expenditures

Fiscal Data Abstract ( ) –Total expenditures in 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)

ARCC A and Total Expenditures

ARCC A and FTES

ARCC A and Expenditures on Vocational Programs

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

ARCC B and Instructional Salaries

ARCC B and Other Student Services

ARCC C: Persistence Rate 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

ARCC C and Instructional Salaries

ARCC C and Other Student Services

ARCC D: Vocational Course Success 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

ARCC D and Growth

ARCC D and Instructional Salaries

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 Vocational % Admissions % Counseling % Other services % Instructional salaries % Planning & policy % Growth Mean faculty salary

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?