Measuring Effectiveness in Alabama's Community Colleges as a Function of Institutional Expenditures
Type of DegreePhD Dissertation
Education Foundation, Leadership, and Technology
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With state resources for higher education under constant pressure, it is critical to understand how to maximize institutional performance while being economical with resource allocation. Future workforce demands will call for an increasing number of those entering the workforce to have some form of higher education instruction, beyond their primary education. In particular, community colleges will almost certainly play a central role in this process. This study explored the relationship between institutional expenditures in Alabama’s community colleges and several outcomes: graduation rates, retention rates, and the number of certificates granted between one and two years and less than one year. Data were gathered from the Integrated Postsecondary Education Data System (IPEDS) and examined with stepwise multiple regression analysis in SPSS. Results of this study indicated that several of the institutional expenditures analyzed were predictive of outcomes in Alabama’s community colleges. In particular, this research indicated institutional support expenditures were predictive of graduation rates, student services expenditures were predictive of certificates granted between one and two years in duration for completion and, instructional support expenditures were predictive of certificates granted of less than one year in duration for completion. The aim of this research was to provide original analysis of community college expenditures in Alabama in relation to various outcomes in order to provide pertinent material for stakeholders and policymakers.