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Comparative financial information derived from a national sample of 427 two-year colleges is presented in this report for fiscal year 1993-94, including data for the national sample and 6 groups of peer institutions. The first section provides introductory information on the annual study, reviewing the objectives of the study and potential uses of findings, while the second describes limitations of the study with respect to data extrapolation and institutional comparability and explains calculations and definitions. The next sections provide a table of institutional participation by state and region and guidelines for developing comparative analyses regarding institutional revenues, expenditures, staffing, outcomes ratios, and student characteristics. The next two sections provide data on revenues by source and expenditures by function for the national sample, multi-campus districts, and single-college districts by peer group, presenting tables for credit full-time equivalent (FTE) students and credit and noncredit FTE students. Staffing is then addressed, presenting data on credit FTE students per FTE staff, unduplicated student headcount per FTE staff, and FTE staff and part-time staff as a percentage of FTE staff. Next, selected ratios showing staffing patterns, service areas, appropriations, space and scholarships per student, and budgetary and physical plant information are provided. Finally, data are provided on student characteristics for the national sample, multi-college districts, and the peer groups. Appendixes provide additional information on methodology, the questionnaire, a list of participating colleges/peer groups, and a user's survey for rating the report. (BCY)

Based on responses by 427 public two-year colleges in the United States to two surveys, this report provides comparative financial information for fiscal year 1993-94. The report provides space for colleges to compare their institutional statistics with national sample medians, quartile data for the national sample, and tables and graphs of findings. The first section presents background information on the annual study of two-year college finances, discussing objectives of the study and the potential uses of findings. The second section reviews limitations of the study and explains the study methodology, including a section attempting to dispel the myth of the "typical" institution and sections on calculations; interpretation of proportions, medians, and quartiles; means; and definitions of terms. Following a table showing participation by state and region, the next sections present national data on revenues per credit full-time equivalent (FTE) student and expenditures per credit FTE student, including selected expenditure ratios. Finally, data are provided on the numbers of credit FTE students per FTE staff and part-time FTE staff; student characteristics (i.e., credit units enrolled, hours attended, and class level); and mean class size. Appendixes include a list of participating colleges and their peer group classification and a user's survey for rating the report. (HAA)

Comparative financial information derived from a national sample of 516 two-year colleges is presented in this report for fiscal year 1992-93, including statistics for the national sample and for six peer groups. The report's nine sections focus on: (1) introductory information about the study's background, objectives, and sample; the National Association of College and University Business Officers' Special Analysis Service; and ordering, using, and responding to the reports; (2) study limitations and methods, including a section dispelling the myth of the "typical" college, and explanations of calculations and definitions; (3) participation by state and region; (4) guidelines for developing comparative analyses; (5) information on median revenues by source for the national sample, multi-campus districts, and single-college districts by size; (6) expenditures per credit full-time equivalent (FTE) student, per credit plus noncredit FTE student, and as a percentage of educational and general expenditures; (7) credit FTE students per FTE staff, headcount student per FTE staff, instructional faculty and part-time staff as a percentage of FTE staff; (8) selected ratios showing staffing patterns, service areas, appropriations, space and scholarships per student, and budgetary and physical plant information; and (9) student characteristics including ethnicity, age, gender, units taken, hours attended, and class levels. Appendixes provide additional information on methodology, a copy of the questionnaire, a list of participating colleges/peer groups, and a user's survey for rating the report. (KP)

Comparative financial information, derived from two national surveys of 503 public two-year colleges, is presented in this report for fiscal year (FY) 1990-91. The report includes statistics for the national sample and six peer groups, space for colleges to compare their institutional statistics with national and peer groups, and tables, bar graphs, and pie charts. The nine sections of the report focus on: (1) an introduction to the background, objectives, and national sample of the financial study, including information on ordering reports, obtaining specialized data analyses, and responding to and using the report; (2) limitations of the study and explanations of study methods, including a section that attempts to dispel the myth of the "typical college," explanations of calculations, and definitions; (3) participation by state and region; (4) guidelines for developing comparative analyses; (5) information on median revenues by source for the national sample, multi-campus districts, and single college districts by size; (6) expenditures by object for the sample college groups; (7) credit full-time equivalent (FTE) and headcount students per FTE staff, instructional faculty as a percentage of total FTE staff, and part-time staff as a percentage of FTE staff; (8) selected ratios showing staffing patterns, service area participation, appropriations per student, space per student, and scholarships per student, and other budgetary and physical plant information; and (9) student characteristics, such as ethnicity, age, gender, units taken, hours attended, and class level. Appendixes provide additional information on study methodology, a copy of the data collection survey form, a list of participating colleges and peer groups composition, and a user's survey. (JMC)

This report provides comparative financial information derived from a national sample of 503 public two-year colleges. The report includes space for colleges to compare their institutional statistics with data provided on national sample medians; quartile data for the national sample; and statistics presented in various formats, including tables, bar graphs, and pie charts. The eight sections of the report focus on: (1) an introduction to the background, objectives, and peer groups of the financial study, including information on ordering reports, obtaining specialized data analyses, and responding to and using the report; (2) limitations of the study and explanations of study methods, including a section that attempts to dispel the myth of the "typical college," explanations of calculations, and definitions; (3) placement of the participating colleges by state and region; (4) information on quartile and median revenues by source; (5) expenditures by function and selected expenditure ratios; (6) credit full-time equivalent (FTE) and headcount students per FTE staff; selected staffing, participation, space utilization, and financial aid ratios; part-time staff; and (7) student characteristics, such as class size, ethnicity, age, gender, units taken, hours attended, and class level. Appendixes provide a list of participating colleges and their peer group composition and a user's survey. (JMC)

Comparative financial information, derived from two national surveys of 531 public community and junior colleges, is presented in this report for fiscal year 1989-90. Chapter 1 provides guidance on using the report to compare institutional statistics with national and peer group norms, and discusses limitations of the data. Chapter 2 summarizes findings in the areas of expenditures, revenues, service area, and staffing. Chapters 3 and 4 present data on the medians and quartiles for the full sample of 531 colleges, offering information on expenditures by major and detailed categories, computer-related expenditures, revenues, course enrollment distributions, salaries, and student/staff ratios. These chapters also include worksheets to facilitate comparative analyses. Chapter 5 contains medians and quartiles for five college peer groups classified by enrollment size and vocational/technical designation. Report findings include the following: (1) between fiscal year (FY) 1989 and FY90, per-student appropriations decreased by 1.5%, from $2,863 to $2,821; (2) academic expenditures increased by 1%, from $2,480 in FY89 to $2,504 in FY90, while administrative expenditures dropped by almost 3%; (3) the median college spent $5,129 per credit full-time equivalent student in FY90, an increase of 103% from the previous year; (4) for FY90, academic expenditures accounted for approximately 60% of the colleges' budgets; and (5) in FY90, student services accounted for 9% of expenditures at the median college, while less than 2% of resources were dedicated to scholarships. A description of the study methodology, sample surveys, and a list of participating colleges and the peer group composition, are appended. (JMC)

Designed to assist individual two-year institutions in analyzing their financial performance in relation to regional and statewide norms, this report presents comparative financial statistics for the 1989-90 fiscal year derived from a sample of 531 public community and junior colleges. The three main sections of the report present, respectively, sample findings from two nationwide surveys, median and quartile statistics for regional samples, and median and quartile statistics for state samples. Following the first chapter's introduction and discussion of study limitations, chapter 2 presents selected statewide statistics for states with 6 or more participating institutions (including 5 states with fewer than 6 institutions but with 100% participation). Tables in chapter 2 provide information on total expenditure per credit full-time equivalent (FTE) student; academic, administrative, scholarship; plant and maintenance expenditures per credit FTE student; total revenues per credit FTE student; tuition and fees, total appropriations, and state and local appropriations per credit FTE student; and data on credit and part-time faculty and staff. Chapter 3 presents median and first and third quartile statistics for four regional samples (central, eastern, southern, and western). Chapter 4 presents medians and quartiles for 36 state samples. Both chapters 3 and 4 examine quartiles for all expenditure categories, and expenditures by major institutional functions (e.g., academic, support services, credit instruction, and utilities). A description of the study methodology, the survey instruments, and a list of participating institutions by state are appended. (JMC)

The questions "How much does it cost this institution to provide an education?" and "How much should students pay for that education?" are difficult to answer. In virtually all private institutions, and most public ones, today's students actually are paying a variety of prices, depending on the aid they receive and the financing methods they choose. So when board members ask questions about the cost of education, the queries really are about the effectiveness of institutional tuition pricing, discounting, and financial-aid policies. This article presents ten questions trustees and administrators can ask in order to better gauge the appropriate price for tuition and the right approach to financial aid at their institutions.

Based on an examination of financial data collected from a nationwide sample of 184 two-year colleges, this five-part report facilitates the comparison of an individual institution's financial status with national averages and with averages for other colleges of the same size. Part I discusses the use of the report as an aid in comparative analysis, examines the representativeness of the sample, and summarizes major findings. Part II presents explanations, possible interpretations, and the limitations of median findings as they relate to: (1) expenditures for academic programs, support services, scholarships, credit and non-credit instruction, utilities, and plant maintenance; (2) revenues from tuition and fees; government appropriations; and gifts, grants, and contracts; (3) the proportion of full-time equivalent staff utilized for credit and non-credit instruction, public services, academic support, student services, instructional support, and plant operation; and (4) the average size of classes offered for credit. For comparison purposes, Part III examines findings for each of the above categories in terms of upper and lower quartiles, and Part IV presents a breakdown of median and quartile findings for colleges with enrollments less than 1,000, less than 5,000, between 5,000 and 15,000, and over 15,000. Finally, Part V presents scattergrams illustrating the relationship of selected findings, such as the ratio of enrollment to expenditures per student. (JP)

In order to assist college and university officials evaluating their institution's financial condition, a simplified workbook approach is presented. The approach encourages administrators to systematically examine the financial condition of their colleges with a tested and specified set of data-gathering and computational steps. The workbook approach also explains the relationships among the statistics and how those relationships can be used to develop a financial profile. The workbook contains median values that allow statistical comparisons among institutions. After describing the basis for assessing institutional strategies, data sources within the institution and procedures to be used in the financial self-assessment are examined. Worksheets to be used for recording data from institutional sources are presented. These data are the bases of the calculations in the workbook. Each worksheet covers one statistic and includes a discussion of the statistic's significance, median values for similar institutions, explanation of the calculation, interpretation and limitations of the statistics, and suggestions for further analysis. Four classes of indicators for financial self-assessment, on which the worksheets are based, are as follows: financial resources, flexibility, nonfinancial resources, and changes affecting financial resources. These four categories are further subdivided. Appended materials include calculations for the indicators, a glossary, and information on the steps of developing and testing the workbook. (SW)

Comparative financial information for fiscal year 1986-87 is presented in this report, derived from two surveys of 535 public community and junior colleges. Chapter 1 provides guidance on the use of the report to compare institutional statistics with national and peer group medians; points out limitations of the data; and summarizes findings in the areas of expenditures, revenues, service area, and staffing. Chapters 2, 3 and 4 present data on the medians and quartiles for the full sample, offering information on expenditures, revenues, course enrollment distributions, salaries, and student/staff ratios. Chapter 5 contains medians and quartiles for peer groups classified by enrollment size and vocational/technical designation. Report highlights indicate that: (1) 50% of the institutions surveyed spent more than 61% of their operating budgets on instruction, research, public service, and academic support; (2) 50% spent more than 37% of their operating budgets on student services, institutional support, and plant operation and maintenance; (3) 50% spent more than 3% of their operating budget on computer-related expenses; (4) 50% received more than 68% of their revenues from state and local appropriation; and (5) 50% had student-to-faculty ratios for credit instruction of less than 17:1. Appendixes contain information on study methodology, sample surveys, and definitions of terms; a list of participating colleges showing peer group composition for each is also provided. (EJV)

A workbook for financial self-assessment of small, private colleges is presented, along with information on the field testing stage. Eight small private colleges helped develop the workbook, which is intended to assist trustees, presidents, and business officers evaluate financial strengths and weaknesses of the school. Included is a checklist of necessary evaluations and a guide for interpreting the evaluations. The theory and framework of the evaluation process are described, and attention is focused on the first step of the evaluation: examination of easily calculated statistics. The statistical calculations are explained step-by-step, and definitions are provided to facilitate data gathering. The format also covers the value of the statistics and provides space for the eventual presentation of data on peer group institutions for comparison purposes. The statistics provide information on financial strength, estimated risk, changes affecting financial resources, and changes in nonfinancial resources. Financial strength for the long-term involves calculations on endowment market value and operating expenses, while the intermediate-term calculations involve available fund balances and operating expenses, and short-term calculations concern current fund assets and liabilities. (SW)

This report provides comparative information derived from a national sample of 516 public two-year colleges, highlighting financial statistics for fiscal year, 1992-93. This report provides space for colleges to compare their institutional statistics with national sample medians, quartile data for the national sample, and statistics presented in a variety of formats including tables, bar graphs, and pie charts. The seven sections of the report discuss the following topics: (1) background, objectives, peer groups, ordering reports, obtaining specialized data analyses, and responding to and using the report; (2) limitations of the study and explanations of methods, which includes a section attempting to dispel the myth of the "typical" institution, and sections on calculations; interpretation of proportions, medians, and quartiles; means; and definitions of terms; (3) participation by state and region; (4) revenues per credit full-time equivalent (FTE) student; (5) expenditures per credit FTE student and selected expenditure ratios; (6) credit FTE students per FTE staff and part-time FTE staff; (7) student characteristics (i.e., credit units enrolled, hours attended, and class level); and (8) class size. Appendixes include a list of participating colleges and their peer group classification, and a user's survey for rating the report. (KP)

This report, the 15th in an annual series, provides comparative information derived from a national sample of 544 public two-year colleges, highlighting financial statistics for fiscal year 1991-92. The report offers space for colleges to compare their institutional statistics with data provided on national sample medians; quartile data for the national sample; and statistics presented in various formats, including tables, bar graphs, and pie charts. Sections of the report discuss the following topics: (1) the background, objectives, and peer groups participating in the study, and methods for ordering reports, obtaining specialized data analyses, and responding to and using the report; (2) limitations of the study and explanations of study methods, including a consideration of the myth of the "typical" institution, and subsections on calculations, interpretation of proportions, medians and quartiles, means, and definitions; (3) categorization of the participating colleges by state and region; (4) revenues per credit full-time equivalent (FTE) student, and by revenue source; (5) expenditures per FTE student, and by academic and support function; (6) staffing data, including credit FTE student per FTE staff (grouped by staff function), and full-time to part-time staffing ratios; and (7) student characteristics, including credit classes distribution by class size, racial/ethnic status, age, gender, credit units enrolled, hours attended, and class level. Appendixes provide a list of participating colleges and their peer group classification and a user's survey for rating different aspects of the report. (PAA)

A relatively simple method for self-assessment of the financial condition of small independent colleges is presented. The workbook is intended to assist trustees, presidents, and business officers in small independent colleges in evaluating their institution's financial condition. A check list of necessary evaluations and a guide for interpreting the evaluations are provided. The approach is analytic and diagnostic, promoting an assessment of the institution's financial strengths and weaknesses rather than a single overall "financial health" indicator. The theory and framework of the evaluation process are composed of three separate analytic steps or tiers, of which only the first, which involves examination of a limited number of easily calculated statistics, is considered in this preliminary version of the workbook. If the statistics suggest a sound financial condition, no further analysis is required. The worksheets used for calculating the statistics of the first tier are presented, and each statistic's purpose and significance are explained, with a step-by-step method for the calculation. A set of definitions is also provided to facilitate data gathering. Once the statistic has been calculated, the significance of the value of the statistic is also explained. (SC)

Developed to assist community college educators in analyzing their institution's financial performance in relationship to regional and statewide norms, this report presents financial data for fiscal year 1987-88 derived from a sample of 559 public community and junior colleges. Chapter 1 provides introductory information on the potential uses of the report and its limitations. Chapter 2 presents state and regional averages for: (1) total expenditures per credit full-time equivalent (FTE) student; (2) academic, administrative, and scholarship expenditures per credit FTE student; (3) expenditures for plant operation/maintenance and utilities; (4) total revenues, tuition, and fees per credit FTE student; (5) total state, and local appropriations per credit FTE student; (6) credit instructional faculty as a percentage of total staff; (7) percentage of faculty and staff employed part time; and (8) percentage of classes offered for credit by size of class. Chapters 3 and 4 break these sets of data down further into medians and quartiles for four regional samples and for each state. Appendixes explain the study methodology, provide sample surveys, and list the participating colleges. (AJL)