This study provides a detailed description of revenue and expenditure patterns of the United States community college by state and by institutional type (rural-, suburban-serving, and urban-serving) for each five-year period from 1980-81 to 2000-01. The Katsinas, Lacey, and Hardy classification schema for community colleges is used to analyze data from the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS) and Higher Education General Information Surveys (HEGIS). Further analysis clusters states into the following groupings: states with/without substantial local funding, large "mega-states" versus all other states (employing the methodology developed by Grapevine at Illinois State University), and the structure of state coordination (as developed by Tollefson and others in their studies of state community college systems). The analysis showed wide differences in the various funding patterns for community colleges as related to revenue streams. As late as 1980-91, 16 states contributed 60% or more of the total budgets for their community colleges; by 2000-01, no state did so. By college type, rural-serving community colleges saw the greatest net negative change in their operating budget margins, from 3.2% to 0.4%, although it should be noted that every one of the community college types also experienced a significant decline in this margin. By type of governance, the statewide coordinating board type experienced the sharpest decrease in the percent of total revenue from state appropriations; revenue fell 18.6%. Yet this governance type, which includes California's community colleges, was the only one to benefit from a positive change in the net margin ratio over the 20-year period covered by this study. States with local funding saw a 2.9% increase in the percent of total revenues from tuition and fees, compared to the 5.9% increase in those states that did not have some form of local funding. State-by-state analyses are included in the appendices.

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This national study developed a descriptive data base for the characteristics, functions, leader behaviors, and effectiveness ratings of development officers who belong to the National Council for Resource Development. These data were examined with respect to their relationship to institutional size, community wealth, size of staff, and age of the foundations. Twelve percent of these development officers were minorities and 43 percent were female. The mean age of the development officers was 44 years and more than 30 percent held doctoral degrees. Their graduate majors clustered in four disciplines, while their graduate degrees were overwhelmingly in education. They reported little previous experience in development work, though most prior work experience had been in the field of education. Nearly 70 percent reported directly to the presidents of their institutions. Almost 92 percent of these institutions were found to have foundations and more than half of these foundations were less than five years old. Development officers indicated that the functional area of greatest importance and the one for which they had the greatest responsibility was that of program planning. Two of the most important program planning functions were those of: (a) identifying funding sources, and (b) cultivating potential funding sources. Yet, the functional area of least importance and the one for which development officers reported the least responsibility, was that of fund raising. This finding was partially explained by the artificial grouping of the functions and by the fact that most development officers reported sharing rather than carrying primary responsibility for the fund raising functions. Development officers rated high on both the task-oriented and on the person-oriented dimensions of the leadership scale. They were rated by their supervisors as high in overall effectiveness. They were also rated as effective in both fund raising and in "friend raising." Younger development officers were perceived as more effective than their older counterparts. No other relationships were found between characteristics, leader behaviors, functions, effectiveness, and situational differences among institutions. lmplications for these findings include pre-service and in-service education as well as use in the selection and the evaluation of development officers. / Ed. D.

This study was designed to contribute to the development of internal allocation models by selecting basic concepts from external allocation models and examining for the presence of these concepts in the actual internal allocation activity of public two-year colleges. First, this study examined whether there was a significant difference in the way that public two-year colleges with declining, steady, or increasing budgets apportioned their funds in each of six major expenditure categories during the period of 1977-78 through 1985-86. The six major expenditure categories are instruction, academic support, libraries, student services, institutional support, and operation and maintenance of plant. The source of institutional data was the Higher Education General Information Survey conducted by the National Center for Education Statistics. The 460 colleges in the sample were assigned to groups according to budget change: growth, stasis, or decline. The following dependent variables were identified for each of the six major expenditure categories: (a) category expenditures (b) percentage of educational and general (E&G) expenditures apportioned to the category, and (c) category expenditures per full-time-equivalent student (FTES). A two-factor analysis of variance (ANOVA) with repeated measures on one factor was used to test for differences in the mean expenditure measures among budget groups, across years, and for the interaction of group and year. Concepts derived from external allocation models then were used to explore the results of the data analysis. Application of these concepts suggested that, regardless of budget group, funds were allocated to both instruction and academic support through use of a model incorporating a percentage of E&G expenditures for variable cost. Student services and operation and maintenance of plant appeared to be operating under a model with a per-FTES component for variable cost. Libraries and institutional support, however, appeared to be operating under models that were not examined in this study or for which techniques used herein were not adequate. / Ed. D.

This national study developed a descriptive data base of the profile, functions, leader behaviors and effectiveness of American community college deans of occupational education. These data were examined with respect to their relationship to institutional size, type of governance and source of funds. The study focused on the following questions: What were the profile characteristics of the deans? What were the functions of the deans? Did the deans exhibit the leader behaviors of"consideration" and"initiating structure" in their work? Were there differences between effective and ineffective deans for the profile characteristics, functions and leader behaviors? How did the profile characteristics, functions and leader behaviors of the deans differ with respect to the institutional size, type of governance and source of funds. The deans of occupational education can be characterized as white, male, average age 47. Females and racial minorities were under represented. The master's degree was apparently the minimum educational requirement for filling the position however, increasing numbers of deans had obtained the doctorate. The principal area of experience for the deans was in education, and a majority of the deans had some experience outside the field of education. However, this position was the first position at this level of administration for most of the deans, and the turn over rate was moderate with deans averaging six years in the position. The deans indicated their highest level of importance and responsibility was for the function categories of Program Planning, Development & Evaluation and Personnel Management. The deans rated the function category Student Services as not a responsibility. They also rated Professional & Staff Development and Program Improvement the lowest of the nine categories in importance. The deans received similar ratings for the leader behavior scales of consideration and initiating structure and were also rated as effective by their immediate supervisors. The effective deans rated Program Planning, Development & Evaluation higher for importance than ineffective deans. The profile characteristics, functions and leader behaviors were examined to determine if differences existed for the situational factors, institutional size, institutional governance and sources of financial support. No significant differences were indicated. Some of the implications of the conclusions of this study for preand in-service education, selection and evaluation for the position of dean of occupational education were discussed. / Doctor of Education

The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant predictors were identified for two of the six activities. The percent spent on instruction variable was statistically significant for financial support for attending professional conferences (p = .02; alpha = .05). The NCA affiliation and student FTE variables were statistically significant for orientation for new faculty (p = .007; alpha = .05 and p = .027; alpha = .05 respectively). The analysis of the evaluation methods was conducted using descriptive statistics and frequencies. The most frequently used evaluation methods were questionnaire and verbal feedback. NCA was identified as having the greatest number of institutions using the most frequently used evaluation methods for four of the activities. SACS was identified as having the largest number of institutions using the greatest number of evaluation methods for five of the activities. It was discovered that accrediting agencies with policies regarding faculty development program evaluation practices were not more likely to have higher evaluation utilization scores or utilize evaluation methods more frequently than accrediting agencies without such policies. The study revealed that among community college faculty development programs evaluation practice similarities were more prevalent than differences regardless of accrediting agency affiliation. As a result of this discovery, future research should extend beyond the accrediting agency affiliation emphasis and explore additional influences on institutional decision making processes regarding community college faculty development program evaluation practices.

This dissertation explores the topic of intercollegiate athletics at public community colleges in the United States. This study is national in scope and includes members of the three major community college athletic associations: the National Junior College Athletic Association (NJCAA), Commission on Athletics (COA), and the Northwest Athletic Association for Community Colleges (NWAACC). Community colleges that were not members of any of these organizations are also included. The sources of data are the Institutional Postsecondary Educational Data System (IPEDS) surveys as well as Equity in Athletic Disclosure Act (EADA) survey data and the Katsinas Community College Classification Scheme. The population for this study was the 567 public community colleges which submitted IPEDS data in 2001 and 2002 and EADA data in 2002. The geographic classification scheme for public community colleges used in this study revealed differences in the role of athletics in rural, suburban, and urban colleges. Rural community colleges place a larger emphasis on intercollegiate athletics. Urban colleges had a lesser emphasis on intercollegiate athletics. Topics that are examined include the extent of college sponsorship of athletics, athletic associations, student participation, sport sponsorship, athletically-related aid, divisions of competition, athletic revenues and expenses, state reimbursement, recruitment expenses, and staffing requirements. The dissertation includes six findings and four conclusions. There are fifteen recommendations for further research and eight recommendations for practice. Maps showing the locations of teams for each men's and women's sport played in the NJCAA, COA, and NWAACC are included in an appendix.

This study has two purposes. First is to dispel myths that there are no residence halls at community colleges. Second is to discuss the ways in which these residence halls are administered, the amenities offered to students, the benefits of residence halls, and their future in community colleges. The study is based upon the Katsinas, Lacey and Hardy 2004 classifications and divides community colleges into 7 categories: Urban multi campus, Urban single campus, Suburban multi campus, Suburban single campus, and Rural small, medium and large. Included in the study are tables of data received from an original survey sent to 232 community college CEOs who reported to the US Department of Education that they had residence halls at their campus. The results indicate that a significant number of community colleges with residence halls exist, particularly at rural community colleges, that they bring significant financial gain to the colleges, and they append numerous benefits to students and to student life at these colleges. Residence halls are housed in divisions of student services and directed by experienced student affairs professionals. The study concludes with recommendations for policy as well as practice, the most important of which calls for more accurate data collection regarding on-campus residence housing by the US Department of Education's National Center for Education Statistics.

This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college. / First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion. / by Veronica Woodward Pino. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.

In this thesis a prediction model using graduation rate as the performance indicator is obtained for community colleges for three cohort years, 2003, 2004, and 2005 in the states of California, Florida, and Michigan. Multiple Regression analysis, using an aggregate of seven predictor variables, was employed in determining this prediction model. From this prediction model, a predicted graduation rate was obtained for each of the 142 institutions in this study. Using this predicted graduation rate, an Institutional Performance Ratio (IPR), was then calculated for each institution, by dividing the actual graduation rate for each institution by its predicted graduation rate. These IPR values were then used to classify the performance of each institution as meeting expectation, exceeding expectation or falling below expectation. Inter institutional comparisons were also made using these IPR values. / by Susan Moosai. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography.