OVERVIEW OF COPIMUNITY COLLEGE FINANCE IN ARIZONA
CONTENTS
LIST OF TABLES AND GRAPHS
SECTION I,
SECTION 11,
COMMUNITY COLLEGE CERTI FI CATE AND DEGREE
PROGRAMS
SAMPLE OF SELECTED PROGRAMS
SECTION I 1 1 ,
GENERAL STUDENT CHARACTERI S TI cs
ENROLLMENTS BY PROGRAM
FULL- TI ME/ PART- TIME ENROLLMENT
OCCUPATIONS ON THE RISE
SECTION I V ,
HISTORICAL OVERVIEW OF STATE AID FOR
OPERATI ONS
HISTORICAL OVERVIEW FOR CAPITAL OUTLAY
HISTORICAL OVERVIEW OF STATE EQUALIZATION
AID
REVENUE SOURCES
RELATIONSHIP OF STATE AID TO COMMUNITY
COLLEGES WITHIN THE STATE'S BUDGET FOR
EDUCAT I ON
TOTAL REVENUE SOURCES, FY 1972- 73 THROUGH
1977- 78
EXPENDITURES
TOTAL EXPENDITURES, FY 1972- 73 THROUGH
1977- 78
SECTION I V , ( CONTINUED)
ACTUAL FTSE AND STATE AVERAGE OPERATIONAL
COST PER FTSE 33
AVERAGE OPERATIONAL STATE . AID PER FTSE
AND FROM DISTRICT LEVIES 34
AVERAGE CAPITAL OUTLAY 8 BOND REDEMPTION
COST PER FTSE, AND FUNDS ~ ECEIVED FROM
THE STATE AND DISTRICT LEVIES 35
OPERATIONAL COSTS PER FTSE INTE RMS OF
CURRENT DOLLARS vs CONSTANT DOLLARS 38
THE STATE OF ARIZONA YAP INDICATES THE
LOCATION WITHIN 10 COUNTIES * OF THE
VARIOUS COLLEGES AND CAMPUSES,
I . Evolution of the S t a t e Community College System
and I t s Educational Philosophy
Any discussion concerning the financing of s t a t e community
colleges should r e f l e c t an understanding of i t s educational
philosophy.
The evolution of the S t a t e Community College System was not
based on s p e c i f i c p r o v i s i o n s w i t h i n the S t a t e C o n s t i t u t i o n .
The enabling l e g i s l a t i o n was enacted on March 31, 1960, c r e a t i n g
the Arizona S t a t e Junior College System. The o r i g i n a l Senate
B i l l 43 s p e c i f i e d 100 % s t a t e funding f o r the c o l l e g e s , but
was modified by a Free J o i n t Conference Committee based on a
shared funding concept of 50 % s t a t e funds and 50 % l o c a l t a x
support.
During i t s e a r l y development in 1962- 63, the Junior College
System was comprised of three college d i s t r i c t s as follows:
Graham County - Eastern Arizona College
Maricopa County - Phoenix College
Yuma County - Arizona Western College
The colleges had a c o l l e c t i v e enrollment of 5,800 f u l l - t i m e
students and received a s t a t e appropriation of $ 3.3 m i l l i o n .
Throughout the 1 9 6 0 f s , Junior Colleges offered, p r i m a r i l y ,
programs f o r the freshman and sophomore years of a four- year
baccalaureate program. Students were f o r the most p a r t recent
high school graduates enrolled in a two- year t r a n s f e r program.
The average age was around 20 years.
- 6-
Beginning in the late sixties, Junior Colleges began expanding
their program offerings to include vocational and technical
programs. Programs designed to teach specific job skills over
one or two years of study, and prepare people for employment.
In 1971, the Legislature recognized the changing nature of the
junior college movement and passed legislation to call them
Community Colleges, a term far more descriptive of the programs
offered in the areas of baccalaureate parallel, vocational/
technical, and community services.
7 7 -
nlth the exparlsio~ lo r' the early L' ^ Y" I^ u' - s , concerning the wide
range of program offerings, Community Colleges adopted a
philosophy embracing a six- point statement of educational
objectives.
" The philosophy of the Arizona community college system is a
reflection of the purpose of a free democratic society: govern-ment
of, by and for the people. This can best be achieved by
an educated populace so that all may exercise intelligently
and morally the rights, privileges and duties of self- government.
This entails the affirmation that each individual has worth
and dignity, must be afforded an opportunity to develop skills
and talents, and must share the responsibilities of providing
educational services with the community. The philosophy also
recognizes that education is a vital lifelong process.
" Each community college is committed to the following general
objectives:
1. To offer the first two years of baccalaureate
parallel or preprofessional courses of the highest
quality, so that students enrolled in transfer
programs may complete study for the baccalaureate
in four- year colleges and universities.
2. To provide occupational programs in technical,
vocationai and paraprofessiurlai fieids leading to
an Associate's degree or a certificate, and to
provide retraining and upgrading of skills in
these fields, so that students enrolled in occupational
programs are qualified to meet current needs of the
labor market.
3 . To provide appropriate general education for all
citizens, so that they may perform their personal and
professional roles more effectively, and exercise
their obligations and privileges as citizens more
intelligently.
4 . To offer programs in continuing education for those
who wish to improve professional skills, acquire new
ones, or expand their fields of knowledge and general
interest.
" 5. To provide sound academic and occupational counseling,
include job placement services, so that students may
learn to define their goals clearly and pursue them
realistically.
6. To provide cultural and community service programs for
the enrichment of the community, and to encourage the
use of community college facilities and services by
all citizens of the community for educational and
cultural purposes.
Finally, a democratic society prizes and values individual
differences. The role of the community college is to encourage
men and women of all ages to develop their skills and talents
differently, each according to abilities and interests, so
that collectively they contribute to the continuum of democracy."
9 Cornunity College Districts
14 Colleges
10 Skill Centers
i
. 22. 3r" ych Campuses
,4 00 O f f Campus Locations ( Approximately)
* Rio Salado Cormunity College established Fall 1978.
( Centers throughout Wricopa Comty)
Ten S k i l l Centers
S k i l l centers o f f e r a very i n t e n s i v e program in
teaching s p e c i f i c job s k i l l s . Students enter
and leave programs according t o t h e i r own capacity
t o develop s k i l l s . The primary o b j e c t i v e of s k i l l
centers i s t o t r a i n people f o r s p e c i f i c jobs and
get them i n t o the job market.
State funds a r e n o t used t o support s k i l l c e n t e r s .
In some cases, minimal support i s p a i d o u t of d i s t r l c t
funds. The p r i n c i p a l source of funds is f e d e r a l i n
n a t u r e , i . e . , CETA, and p r i v a t e sources.
Off Campus Locations
Offering programs a t off campus l o c a t i o n s is a concept
wherein education is l i t e r a l l y taken t o the people.
Courses are offered throughout the s t a t e in school
b u i l d i n g s , rented commercial b u i l d i n g s , churches,
meeting h a l l s , i n d u s t r i a l and corporate o f f i c e s , e t c .
Course work i s offered day and evening with g r e a t e r
attendance a t evening sessions which accommodate
working s t u d e n t s .
COMPOSITION OF STATE COMMUNITY COLLEGE SYSTEM
Nine Community College Districts
Community college district boundaries are
coterminous with county boundaries.
Fourteen Colleges
Colleges are defined as totally comprehensive
facilities that offer the full range of academic
and vocational programs. They also include a
variety of student activity centers, and usually
have athletic facilities. Rural colleges also
have dormitory facilities, with the exception of
Mohave and Navajo Counties.
Twenty- two Branch Campuses
Branch campuses ordinarily are not as comprehensive as
colleges from the standpoint of offering the full
range of programs and in terms of traditional
buildings and facilities. The branch campus concept
can be defined as an educational delivery system
designed to serve smaller population centers without
a multimillion dollar investment in facilities. Due
to the smaller service area, the full range of aca-demic
and vocational programs cannot be offered
economically.
THE FOLLOWING TABLES LIST THE DEGREE
PROGRAMS AND CERTIFICATES OFFERED I N
THE COMMUNITY COLLEGES*
A SAMPLE L I S T OF COURSE OFFERINGS I S
ALSO GIVEN,
11. Program Offerings Throughout the Arizona State
Community College System
The Community Colleges offer four two- year degree
programs :
ASSOCIATE OF ARTS
ASSOCIATE OF APPLIED SCIENCE
ASSOCIATE OF SCIENCE
ASSOCIATE OF GENERAL STUDIES
In addition to the degree programs, course work is
offered leading to 18 certificated programs, indicating
a variety of accomplishments and skill proficiencies:
CERTIFICATE
BASIC CERTIFICATE
ADVANCED CERTIFICATE
TECHNICAL CERTIFICATE
VOCATIONAL CERTIFICATE
CERTIFICATE OF PROFICIENCY
CERTIFICATE OF COMPETENCY
CERTIFICATE OF COMPLETION
EMS OR EMT CERTIFICATE
RESPIRATORY TECHNICIAN TRAINING CERT
ESTIMATING CERTIFICATE
INSTALLATION CERTIFICATE
SERVICE CERTIFICATE
TRAINEE CERTIFICATE
DETAILER CERTIFICATE
UNDERWRITING CERTIFICATE
PROPERTY CASUALTY CERTIFICATE
ADJUSTING CERTIFICATE
The degree and certificate programs are comprised of
thousands of individual courses.
ARIZONA STATE COMYUN ITY COLLEGE SYSTEY
INSURANCE
MANAGEMENT
NAUTI CS
SUILDING 8 CON-STRUCTI
ON
CHEMICAL TECH,
DIESEL 8 HEAVY
Please refer to 1977- 78 Annual Re~ ort to the Governor.
for a comprehensive listing of academic and vocational
programs offered throughout the community college system.
These programs are detailed under ten major categories.
In addition to degree and certificated programs, the
community colleges offer a variety of non- credit courses
responding to community needs. These community service
non- credit course offerings are supported almost 100 %
by course fees. Direct costs are fully recovered by
course fees, as well as a majority of indirect costs.
These courses - are n- ot subsidized to any identifiable
degree by state aid monies or local tax revenues.
Several community colleges also have summer school
programs that are entirely self- supporting by student
fees.
Community college facilities are operated at or near
capacity day and night in responding to community
needs for educational opportunities.
THE FOLLOWING TABLES REFLECT THE
STUDENT CHARACTERISTICS AND OTHER
111. Student Characteristics and Program
Enrollment Trends
Enrollment figures for 1977- 78 revealed new
trends among community college students - -
they are older, most new students are female,
and a majority of students prefer part- time
enrollment to full- time attendance.
GENERAL STUDENT CHARACTER I ST I CS
OTHER DATA
PART- TI ME STUDENTS 70,42% I N- COUNTY STUDENTS 88,2X
FULL- TI ME STUDENTS 29 , 58% OUT- OF- COUNTY STUDENTS 6, ZX
FOREI GN , OUT- OF- STATE 5,6%
WHO WAS THE NEW STUDENT?
" The typical community college student had a new look,
and new, job- oriented goals in 1978. A brief composite
of that new student includes these characteristics: the
student was at least 30- years old, employed, enrolled on
a part- time basis for occupational training, and in most
cases, female. These general traits are based on enroll-ment
statistics from community colleges throughout the
state. The traits have obvious significance because of
their prevalence so we've analyzed them and their current
and future impact.
An important introductory topic is community college
enrollment itself. In 1978, more than 99,600 Arizonans
( headcount) enrolled in community colleges for postsecondary
education, compared to the 15,890 students who were enrolled
in community colleges in 1968. Arizona community college
enrollment has grown by a startling rate of more than 520
percent during the past decade!
During the same 10- year period, the growth rate for state
universities was 142 percent, which means that Arizona's
community college system has served more students than all
other public and private postsecondary institutions in the
state.
We've lived with our growth rate and we've provided the best
possible instruction and facilities for our students. Our
business is meeting educational needs and we've changed our
emphasis right along with the changing needs and goals of
our students."
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TOTALS
PERCENT
FULL- TIME/ PART- TI ME ENROLLMENT COMPARI SONS
I V , HISTORY OF ARIZONA COMMUNITY COLLEGE FINANCE --
1360 To PRESENT
COLLEGE SYSTEM FROM ITS INCEPTION TO THE
PRESENT
HISTORICAL OVERVIEW OF STATE AID FOR OPEZATIONS
THE FOLLOWING IS A RECAP OF LEGISLATIVE CHANGES TO
THE FUNDING FORMULA FOR OPERATIONS SINCE INCEPTION
OF THE STATE COMMUNITY COLLEGE SYSTEM IN 1962,
1962- 1971 BASIC GRANT $ 525 PER FTSE FOR
FIRST 1,000 FTSE
$ 350 PER FTSE ABOVE
1,000 FTSE
1972 - PRESENT BASIC GRANT $ 680 PER FTSE FOR
FIRST 1,000 FTSE
$ 440 PER FTSE ABOVE
1, CIOO FTSE
VOCATIONAL/
TECHNICAL GT $ 272 PER FTSE FOR
( IN ADDITION FIRST 1,000 FTSE
To BAslc $ 176 PER FTSE ABOVE
1, QC) O FTSE
HISTORICAL OVERVIE\ d OF STATE AID FOR CAPIT44L OUTLAY
CAPITAL OUTI AY
1961- 1971 $ 115 PER FTSE FOR ALL STUDENTS
AND ALL DISTRICTS
1972- 1977 $ 135 PER FTSE FOR ALL STUDENTS
AND ALL DISTRICTS
1977 - PRESENT $ 175 PER FTSE FOR DISTRICTS WITH
LESS THAN 5,000 FTSE
$ 135 PER FTSE FOR DISTRICTS WITH
5,003 FTSE OR MORE
HISTORICAL OVERVI El4 OF STATE EQUALIZATION AID
YEAR
1971- 1977 EQUALIZATION AID WAS GRANTED TO
ANY D I S T R I C T WITH AN ASSESSED
VALUATION OF LESS THAN $ 60
M I L L I O N AT A TAX RATE OF $ 0,75
PER $ 100,
1977 TO PRESENT EQUALIZATION AID GRANTED TO ANY
D I S T R I C T WITH AN ASSESSED VALUATION
OF LESS THAN $ 120 M I L L I O N AT A TAX
RATE OF $ 1,35 PER $ 100,
IFA D I S T R I C T HAS AN ASSESSED VALUATION OF LESS THAN
$ 120 M I L L I O N THE STATE PAYS AN AMOUNT EQUAL TO THE D I F F -
ERENCE BETWEEN THE AMOUNT WHICH A $ 1,35 TAX RATE ON THE
ASSESSED VALUATION OF $ 120 M I L L I O N WOULD RAISE AND WHAT
A $ 1,35 TAX RATE ON THE DISTRICT'S ASSESSED VALUATION
WOULD RAISE, GRAHAM COUNTY IS THE ONLY DISTRICT PRESENTLY
AFFECTED BY THI s PROVI s ION , THIS EQUALIZATION PROVISION
MAY ONLY BE USED I F THE LOCAL D I S T R I C T TAX RATE I S GREATER
THAN OR EQUAL TO $ l, 35 ,
REVENUE SOURCES
TABLE ILLUSTRATES THE TOTAL REVENUE SOURCES FOR
ALL ARIZONA COMMUNITY COLLEGES OVER THE PAST FIVE
YEARS
OVER THE FIVE- YEAR PERIOD, REVENUE WAS DERIVED FROM
THE FOLLOWING SOURCES I N THESE APPROXIMATE PERCENT-AGES
:
* THIS INCLUDES BOTH STATE AID FOR
OPERATION AND FOR CAPITAL OUTLAY,
RELAT IDNSH I P OF STATE AID TO COWMUN ITY COLLEGES
IkIITH IN THE STATE'S BUDGET FOR EDUCATION
1979- 80 STATE BUDGET FOR EDUCATION
$ 7 2 0 , 2 6 4 , 4 0 0
ommunity Colleges - $ 38,413,600
A l l Others - $ 6 , 5 8 1 , 3 0 0
TOTAL REVENUE SOURCES
FY 1973- 74 tllrough FY 1977- 78
TOTAL lNCOME
$ 109,874,947
TOTAL INCOME
$ 70,400,424
Cash Balance
$ 9,544,232 I
14%
District Levy
TOTAL INCOME
$ 95,784,610
TOTAL lNCOME I~ uitionF, ederal, Othei
TOTAL INCOME
$ 101,789,202
$ 85,255,836
$ 11,112,210
13%
Cash Balance
$ 13,074,398
15%
District Levy
$ 29,921,733
35%
State Aid
$ 31,147,495
37%
-
Tuition, Federal, Other
$ 7,387,112 7%
Cash Balance
$ 16,331,687
16%
District Levy
$ 43,056,932
42%
State Aid
$ 35,013,471
35%
$ 7,075,062 8%
Cash Balance
$ 15,677,025
16%
District Levy
$ 36,240,075
3 8%
State Aid
$ 36,792,448
3 8%
? uition, Federal, Other
$ 9,536,090 8%
Casli Balance
$ 16,000,742
15%
District Levy
$ 48,344,218
44%
State Aid
$ 35,993,897
33%
EXPEMD I TURES
OVER THE FIVE- YEAR PERIOD, EXPENDITURES WERE MADE IN
THE FOLLOWING AREAS IN THESE APPROXIMATE PERCENTAGES:
TOTAL EXPENDITURES
FY 1973- 74 tllrougll FY 1977- 78
TOTAL
TOTAL $ 92,465,082
Bond Redemption
$ 3,818,844 4%
Capital Outlay
$ 7,187,829
8%
Operat ions
$ 81,458,409
88%
$ 85,660,373
-
TOTAL Bond Redenlption
$ 78,656,098 $ 3,777,416 4%
Capital Outlay
$ 7,612,612
9%
TOTAL
$ 67,107,645
Bond Redemption
$ 3,642,550 5%
Capital Outlay
$ 7,360,898 9%
Operations
$ 67,652,650
86%
Bond Redemption
$ 4,414,385 6%
Capital Outlay
$ 6,612,082
10%
Operations
$ 56,081,178
84%
TOTAL
$ 55,875,570
Operations
$ 74,270,345
87%
v
Bond Redemption
$ 3,847,519 7%
Capital Outlay
$ 8,134,838
15%
Operations
$ 43,893,213
78%
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AVERAGE CAPITAL OUTLAY AND BOND REDEMPTION COST PER FTSE
AND FUNDS RECEIVED FROM THE STATE AND DISTRICT LEVIES
AVERAGE CAPI TAL OUTLAY AVERAGE CAPI TAL OUTLAY AVERAGE D I STR I CT LEVY
YEAR AND BOND REDEMPTION STATE AID PEQ FTSE FOR CAPITAL OUTLAY &
COST PER FTSE a PERCENT OF AVE, COST PERCENT OF AVE, COST
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OPERATIONAL COSTS PER FTSE
I N TERMS OF CURRENT DOLLARS vs CONSTANT DOLLARS
