DOCUMENT RESUME JC 020 058 ED 459 867 Strickland, Susanne Fischer AUTHOR Office of Institutional Research Research Brief, 2000-2001. TITLE Saint Petersburg Junior Coll., FL. Office of Institutional INSTITUTION Research. 2001-00-00 PUB DATE 12p.; St. Petersburg Junior College became St. Petersburg NOTE College. Numerical/Quantitative Collected Works - Serials (022) PUB TYPE Data (110) Office of Institutional.Research Research Brief; v10 n1-5 JOURNAL CIT Sep 2000-May 2001 MF01/PC01 Plus Postage. EDRS PRICE Associate Degrees; *Budgeting; Budgets; College Faculty; DESCRIPTORS *College Outcomes Assessment; Community Colleges; Degrees (Academic); Educational Finance; Enrollment; *Financial Support; Full State Funding; Graduate Study; Graduates; Learning Readiness; School Readiness; *Teacher Salaries; Two Year Colleges *Saint Petersburg Junior College FL IDENTIFIERS ABSTRACT This document contains volume 10 (2000-2001) of St. Petersburg College's (formerly St. Petersburg Junior College) (Florida) Research Brief. Issue 1 addresses performance-based program funding, stating that programs have been established to reward high performing colleges, rather than simply funding according to FTE (full-time equivalent) enrollment. This brief outlines the measures that make up the Performance As of 2000, the program is limited to Based Program Budgeting (PBB) . associate degree students, and measures completers, success of graduates, and placements, state university transfers, and partial completers. Issue 2 discusses factors related to high school graduates' readiness to enroll in college-level courses. Issue 3 is an employer survey of 1998-99 St. Petersburg College (SPC) graduates, which reveals that 97% of employers indicated they would hire another SPC graduate, while no employer indicated they would not hire another SPC graduate. Issue 4 is a comparison of faculty adjunct salaries in Florida Community Colleges. This study found that salaries range from a low of $300 per credit hour for an adjunct with an associate's degree, to a high of $642 per credit hour for an adjunct with a doctorate. Finally, Issue 5 compares degrees and certificates with credit FTE earned. Among college-level completions, the associate's degree is awarded most frequently: 58% of degrees awarded at SPJC, and a system total of 67%. (NB) Reproductions supplied by EDRS are the best that can be made from the original document. Office of Institutional Research Research Brief, 2000-2001 Susanne Fischer Strickland Volume 10, Numbers 1-5 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY U This document has been reproduced as received from the person or organization S. Strickland originating it. U Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. AVAILABLE BEST COPY OFFOCE OF MSTBMInONAL RESEARCH VOLUME 10 NUMBER 1 SEPTEMBER 2000 PERFORMANCE BASED PROGRAM BUDGETING Operating funds for the Florida public community colleges historically were based on student FTE (full-time equivalent) enrollment. Colleges with high FTE enrollment got more dollars than those with low student FTE,enrollment. Recently the Florida Legislature has emphasized college accountability over FTE enrollment in its quest to improve postsecondary education. Although enrollment is still important, new dollars have accumulated through the college's performance with respect to student achievement rather than through increases in student FTE enrollment. Programs have been established to reward high performing colleges with incentive dollars based on student outcomes. Performance Based Program Budgeting (PBB), one such incentive program, was established in 1996. At its inception, the program focused on three (3) measures awarding colleges points for each type of outcome. These measures are briefly described below. Measure 1 - Compl eters: A.A. and A. S. degree (1 point) Vocational Certificate programs (1/2 point) Measure 2 - Special Categories: (1 point) Remediation (Students were tracked for 5 years. The student was counted if the student enrolled and successfully completed remedial classes during this trackingperiod.) Economically Disadvantaged (Pell recipients, JTPA, etc.) Disabled Limited English Proficiency (Students were tracked for 5 years and counted there was successful completion.) Passed Licensure Exam (if applicable) Placed in a job related to the student major Measure 3 - A.A. Degree Excess Hours (Number of A. A. completers who graduated with fewer than 72 total attempted hours, including college preparatory courses.) (I point) Changes in the program measures themselves and the percentage of total available funds attributed to each measure have occurred annually to enhance the effectiveness in rewarding colleges for various types of student outcomes. The system-wide performance measures have been expanded to include some additional measures and/or standards. As of 2000, the program is limited to A. A. degree students only. The funds appropriated by the Legislature ($8,318,834) were distributed based on four measures designed to reward the colleges for outputs, special categories, outcomes and efficiency, plus college preparatory student success. They are described below. Part I AA Degree Programs ($7,593,174) Measure 1 - Completers Forty percent (40%) of the funds ($3,037,270) was distributed based on the 1998-99 reporting year.outputs: A. A. degree graduates (1 point) The number of dual enrollment credit hours generated divided by sixty (60), the credit hour requirements for the A. A. degree (1 point). Measure 2 - Success of graduates Special Categories Twenty percent (20%) of the funds ($1,518,635) was distributed based on the 1998-99 reporting year special categories: Remediation based on College Placement Test results (1 point for each subject area requiring remediation) Economically Disadvantaged under federal guidelines (Pell recipients, JTPA, etc.) (1 point) Disabled under federal guidelines (1 point) Limited English Proficiency (I point) Black Males (1 point). Measure 3 - Placements, State University Systems Transfers(SUS), and Partial Completers Thirty percent (30%) of the funds ($2,277,952) was distributed based on the 1998-99 reporting year outcomes: A. A. degree completers who were placed in jobs earning at least $10/hour (I point) AA degree completers who transferred to the State University System ( I point) Each student who transferred to the State University System with 60 or more hours of college credit Each student who transferred to the State University System with 45 to 59 hours of college credit (0.75 point) Measure 4 - AA Efficiency (AA graduates who completed their degree with 72 hours or less) Ten percent (10%) of the funds ($759,317) was distributed based on the number of 1998-99 A. A. degree graduates who completed the degree with 72 credit hours or less. Part II College Preparatory Programs ($725,660) College preparatory performances were distributed based on the number of students passing the highest level college preparatory course in each subject area. Students were tracked for three years (Fall 1995 cohort tracked through Sumner 1998). Colleges received one point for students completing reading and writing requirements and two points for mathematics requirements. In fiscal years 1996-97 and 1997-98, the Legislature allocated $12 million to the PBB incentive fund for system-wide distribution; thereafter, approximately $8 million was allocated. The funds are distributed among the colleges based upon each college's pro-rata share of the measures. Table 1 shows the state-wide allocation of funds through this incentive program since the 1997-98 reporting year. Detailed is the amount allocated for each measure in effect plus the system-wide total of available funds. TABLE 1 Performance Based Program Budgeting Allocations Measure III Placements, SUS Transfers, Measure II Partial Measure IV College System-wide. Funding Data Measure I Special Completers AA Efficiency Preparatory Total Year Year Completers Categories Excess Hrs Program Funds . 2000-01 1998-99 $3,037,270 $1,518,635 $2,277,952 $759,317 725,660 $8,318,834 199,9-00 1997-98 $3,229,613 $1,614,806 $3,229,613 N/A N/A $8,074,032 1998-99 1996-97 $5,000,000 $5,000,000 N/A $2,000,000 N/A $12,000,000 1997-98 1995-96 $5,000,000 $5,000,000 N/A $2,000,000 N/A $12,000,000 Table 2 shows SPJC's earnings in each measure since 1997-98, the total earnings and the College's percent of the statewide availab e funds earned. As shown in Table 2, the amount of funds earned by SPJC has varied based on .the total statewide funds available for distribution and the mix of student outcomes. Except for the 1999-2000 funding year, SPJC's allocation has been about 7% of the total statewide funds. A comparison of the percentage of funds earned from the original three measures provides some insight into the differences earned each year. The College haS earned between 5.9% (funding year 1998-1999) and 7.0% (funding years 1999-2000 and 2000-2001) of the state-wide funds available based on the number of program completers (Measure I). On Measure 11 (Special Categories of students), SPJC earned between 7.0% (1998-1999) and 7.6% (1997-98). In 1999-2000, the earnings from this measure was 7.5% of the available dollars. The earnings from.Measure IV (A.A. Excess Hours) were 10.1% (1997-1998), 8.1% (1998-1999) and 6.9% (2000-2001) of the statewide funds. This measure was not funded in 1999-2000. In the year the College received its smallest percentage of statewide funds, the percentages of dollars earned based on completers and student special categories was consistent with other years. However, funds earned through job placements, State University System transfers and partial completers were only 5.7% of the statewide dollars in 1999-2000 compared to 6.5% of the statewide dollars in 2000-20001. TABLE 2 SP.It's Performance Based Program Budgeting Earnings Measure III Placements, SUS Measure IV Measure II Transfers, AA Efficiency College Total Funds Percent of Funding Data Measure I Partial Special Excess Hrs Preparatory Earned by System-wide Year Year Completers Categories Completers Program SPJC Allocation 2000-01 1998-99 $211,814 $109,206 $148,095 $52,229 $50,228 $571,392 6.87% 1999-00 1997-98 $225,303 $121,127 $185,425 N/A N/A $395,970 4.90% 1998-99 1996-97 $296,199 $350,004 N/A $162,716 N/A $808,920 6.74% 1997-98 1995-96 $340,500 $378,661 N/A $202,076 N/A $921,238 7.68% In summary, the program has been beneficial to the College in earning new incentives dollars and, has contributed to the improvement of accountability, the collection of quality data and the enhancement of program performance state-wide. How can the College increase its share of state-wide incentive dollars related to A. A. degree students? In order to maintain or increase the number of A. A. degree students, student enrollment must be maintained and/or increased. Students should be encouraged to cOmplete their degree programs. When students with special needs are provided increased opportunities for success, the unique efforts of the College will be recognized and rewarded. Through improved student academic guidance and increased mentoring and tutoring, the number of credit hours attempted by students may be reduced. Finally, when faculty keeps track and maintains contact with students after graduation, the College's ability to survey them and to report on their activities improves. OFFOCE OF NSTOMTHOMAL RESEARCH Number 2 Volume 10 November 2000 FACTORS RELATED TO HIGH SCHOOL GRADUATES READINESS TO ENROLL IN COLLEGE LEVEL COURSES The purpose of this study is to describe Florida public high school graduates attending St. Petersburg Junior College (SPJC) the next year, and Pinellas County public high school graduates attending Florida public community colleges the next year, with regard to the need for and enrollment in college preparatory courses. Students were grouped on the basis of three criteria: (1) completed the 19 credits required by the State University System, (2) were in the top 20% of their high school class, and (3) met both requirements. The data were selected from a file, developed by the Florida Board of Regents and shared with the Florida Community College System (FCCS), showing high school rank and courses taken in high school for 1997-98 graduates plus the 1998-99 Student Data Base submitted by the colleges. As a rule, the Division of Community Colleges (DCC) does not have any data on high school rank or courses taken, since the FCCS does not have admission standards beyond the requirement of a high school diploma. Colleges do recommend, however, that students planning on attending a community college complete the same 19 credits in high school required by the SUS. The analyses, based upon an unduplicated list of social security numbers, reduced the original group of graduating students resulting in only 19.88% of the remaining students being classified as belonging to the top 20% of their graduating class statewide. For Pinellas County, this number was 19.94% (Table 1). When the requirement of being in the top 20% was combined with completing the required 19 credits, about 18% of Pinellas County graduates and about 16% of the graduates statewide met the criteria. Table I With 19 Required In Top 20% of 19 Credits + Credits H. S. Class In Top 20% Number Percent Number Percent Number Percent Pinellas County Public H. S. Grads 3404 73.20% 927 857 19.94% 18.43% All Florida High School Graduates 57,586 57.67% 19,855 19.88% 16,160 16.18% About one third of the 1997-98 Florida public high school graduates enrolled in at least one course in the FCCS. A higher percentage of these students had taken the 19 credits than the class as a whole (63% vs. 58%). While more had taken the required courses, fewer were in the top 20% (16% vs. 20%) and thus, fewer met both requirements (12% vs. 16% of the entire class). This was the pattern followed for Pinellas County graduates enrolled in the FCCS and for Florida public high school graduates enrolled at SPJC. Over 78% of students in both groups had taken the required 19 credits, about 13% were in the top 20% of their high school class, and about 12% met both criteria (Table 2). Thus, students entering the FCCS were more likely to have taken the 19 credits required by the SUS, but less likely to be in the top 20% of their class. Table 2 With 19 Required In Top 20% of 19 Credits + Credits H. S. Class In Top 20% Number Percent Number Number Percent Percent Pinellas County Grads at any Fl. CC 1,408 78.97% 232 13.01% 215 12.06% Florida Public H.S. Grads at SPJC 78.29% 227 1,385 210 12.83% 11.87% Florida H. S. Grads at any Fl CC 21,344 63.09% 5,345 4,133 15.80% 12.22% Placement test scores of the students enrolled in Florida Public Community Colleges were obtained from the 1998-99 Student Data Base files. Students with all sections of the CPT, SAT or ACT were selected to determine readiness to enroll in college level courses. This requirement reduced the number of students in each group; however, the percent of students meeting the various criteria was similar for Pinellas County graduates and SPJC students. More than 78% had the required 19 credits, over 12% were in the top 20% of their class, and over 11% met both criteria. Students who had sufficiently high scores to place *them in college level courses were deemed College Ready. College Ready students were compared to those needing college preparatory courses. About 40% of Pinellas County graduates in the FCCS and SPJC enrollees were classified College Ready (Table 3). Over 96% of the College Ready students in these groups had taken the required 19 credits. However, over 66% of the students needing college preparatory courses from these groups, also, had taken the required 19 credits. While there is a definite advantage of taking the 19 credits, their completion does not guarantee that the student will be College Ready. Table 3 Total With 19 Required In Top 20% of 19 Credits + College Ready Credits H. S. Class In Top 20% Percent Number Number Percent Number Number Percent Percent Pinellas County Grads at any Fl. CC 39.78% 96.09% 588 24.49% 565 23.81% 144 140 Florida Public H.S. Grads at SPJC 40.14% 96.21% 609 633 24.17% 23.54% 149 153 Florida H. S. Grads at any Fl CC 38.67% 10,277 82.70% 28.46% 24.73% 8,499 2,925 2,541 The effect of making high grades in high school courses is apparent by comparing the percentage of students in the top 20% of their class who had all placement scores to that in the College Ready group of students. About 13% of the Pinellas County graduates and SPJC students with all scores were in the top 20% of their class. In comparison, almost 25% of College Ready Pinellas County graduates and SPJC students were in the top 20% of their high school class. Additionally, less than 5% of those in need of a college preparatory course were in the top 20%. Almost all students in the top 20% of their class, also, had the required 19 credits (Table 2). Students enrolled in college preparatory courses were examined regarding the completion of the 19 credits required by the SUS. While 78% of Pinellas County graduates and SPJC students met this requirement (Table 2), the percentage enrolled in college preparatory courses meeting this requirement varied from a low of 57% in English college preparatory courses to a high of 65% for mathematics courses (Table 4). Grades earned while in high school appeared to substantially impact enrollment of students in college preparatory courses. Enrollment of students who were in the top 20% of their high school class in college preparatory courses varied from a low of about 3% in English and mathematics to a high of about 4% in Reading for SPJC students (5% in Reading for Pinellas County). For students meeting both criteria (that is, having the required 19 credits and being in the top 20% of their class), the percentages enrolled in college preparatory courses were even less. The percentages varied from a low of 2.6% in English to a high of 4.2% in reading for Pinellas County students enrolled in a Florida public community college. The percentages were lower in all subject areas for SPJC students ranging from a low of 2.0% in English to a high of 3.3% in reading. Table 4 With 19 Required In Top 20% of 19 Credits + I Credits H. S. Class In Top 20% Number Number Percent Percent Number Percent English Prey Courses Pinellas County Grads at any Fl. CC 220 57.44% 3.13% 2.61% 12 10 Florida Public H.S. Grads at SPJC 230 56.93% 2.72% 1.98% 11 8 Florida H. S. Grads at any Fl CC 430 45.23% 3,542 5.49% 2.67% 209 Math Prep Courses Pinellas County Grads at any Fl. CC 516 65.48% 3.30% 26 2.54% 20 Florida Public H.S. Grads at SPJC 522 64.84% 2.48% 3.35% 27 20 Florida H. S. Grads at any Fl CC 6,207 51.72% 679 5.66% 392 3.27% Reading Prep Courses Pinellas County Grads at any Fl. CC 60.88% 5.23% 4.18% 291 25 20 Florida Public H.S. Grads at SPJC 297 61.11% 4.32% 3.29% 21 16 Florida H. S. Grads at any Fl CC 4,387 46.86% 617 6.59% 3.23% 302 The purpose of the Dual Credit Program is to provide high achieving high school students the opportunity to earn college credit prior to completing high school. The social security numbers of students graduating in 1997-98 were matched against dual enrollment course records for 1997-98 and 1996-97 to determine those participating in the Dual Credit Program. By the time they had graduated, about 93% of the Pinellas County graduates and SPJC students enrolled in dual credit courses had completed the required 19 credits. Over 27% of these dual enrolled students were in the top 20% of their classes and over 26% met both criteria. Additionally, about 51% of the students meeting both criteria from Pinellas County and those attending SPJC had enrolled in dual credit courses. Based upon this data, the program is serving the more talented high school students. In conclusion, prior public high school graduates enrolled in SPJC were more 'likely to have taken the 19 credits required by the SUS than the high school graduating class as a whole. Two fifths of the SPJC enrollees were College Ready. Almost all had completed the 19 required credits. There was a definite advantage of taking the 19 credits, however, their completion does not guarantee that the student will be College Ready. On the other hand, grades earned while in high school appeared to substantially impact the need for college preparatory courses. About one fourth of the College Ready SPJC enrollees were in the top 20% of their high school class. Almost all students in the top 20% had the required 19 credits. Over three fourths of the SPJC students enrolled in college preparatory courses also had completed the 19 credits. For these students as well as the College Ready students, grades earned in high school appeared to substantially impact enrollment in college preparatory courses. For a copy of the full report, please contact Dr. Susanne Fischer, , Director of Institutional Research. 6 OFFOCIE OF ONSTOTU700MALL RESEMCH VOLUME 10 NUMBER 3 February 2001 EMPLOYER SURVEY FOR 1998-99 WORKING GRADUATES Employer satisfaction with St. Petersburg Junior College (SPJC) graduates is a critical component of the strategic planning process at the institution. Accordingly, the Institutional Assessment Group developed an Employer Survey designed to measure employer satisfaction with graduates' preparation for work. 'Specifically, the purposes of the survey were: to attain insight into employer perceptions regarding technical and performance skills of SPJC graduates, to gain information to supplement college data for Performance Based Incentive Funding, and to identify_ employers who might be available to participate with the college program activities or to provide opportunities for student training or placement. Working students who graduated in the 1998-99 reporting year and who completed the Recent Alumni Survey identified the employers who would receive the Employer Survey form by (1) indicating that their work was related to their studies, (2) agreeing that their employer could be contacled, and (3) giving the name and address of the employer. Two hundred eighty businesses were contacted. There were 143 surveys returned for a response rate of 51.0%. The findings of the Employer Survey of 1998-99 graduates are summarized below: Employers indicated high levels of satisfaction with SPJC graduates' technical and performance skills. Eight of the 10 skills received a mean score of 6 or higher on a 7-point scale where 7 equals excellent: possesses necessary reading skills, 1) uses written communication skills effectively, 2) participates as a team player 3) 4) uses oral communication skills effectively, chooses ethical courses of action, 5) 6) works well with individuals from diverse backgrounds, 7) acquires, interprets and uses information effectively, and exhibits an appropriate level of responsibility and self-management. 8) For these skills, the percentage of employers responding with a rate of 6 or higher ranged between 73.5% and 87.4%. The remaining skill areas received a mean score of 5.3 to 5.5. These areas were:. (1) possesses necessary mathematics skills, and (2) possesses effective computer skills For these skills, the percentage .of employers responding with a rate of 5 or higher ranged between 58.1% and 62.5%. Ninety-seven percent (97%) of the employers indicated they would hire another SPJC graduate. No employer indicated they would not hire another SPJC graduate. In order for the College to qualify for Performance Based Incentive Funding, its graduates must either be working in a field related to their SPJC degree program or earning $9.00 per hour. The majority of the employers (85.5%) reported that SPJC graduates earned $9.00 or more per hour. Fifty percent or more of the employers of 1998-99 graduates expressed an interest in participating in two of the college's activities: 52.4% (75) were interested in providing input about the educational and training needs for their workforce; 51.0% (73) expressed a willingness to assist in job placement of graduates. Employer responses with respect to technical and performance skills of 1998-99 SPJC graduates were compared to responses of employers who were questioned about 1.997-98 SPJC graduates. In the preceding year, 137 of the 287 employers who were surveyed responded for a response rate of 47.7%. Employers were asked about the performance in the same skill areas each year. Table 1 shows each skill and the mean of the responses and the percentage of employers responding 5, 6, or 7 on the 7-point scale. Two skill area has shown improvement and four remained the same as the previous year. The skills that demonstrated a slight improvement in 1998-99 compared to 1997-98 for a rating of 6 or higher were: Exhibits an appropriate level of responsibility and self-management (74.2% 1998-99; 72% 1997-98) a difference of 2.2% Acquires, interprets and uses information effectively (73.5% 1998-99; 71.6% 1997-98) a difference of 1.9% Table 1. 1998-99 Employer Responses Compared to 1997-98 Employer Responses 1997-98 1998-99 Employer Rating Employer Rating Competencies and Foundation Skills Mean N Mean 5 6 N 7 5. 6 7 Possesses necessary readking skills 6.6% 6:5 137 25.5% 61.3% 6.4 9.8% 26.6% 143 60.8% Uses written communication skills effectively 6.2 29.9% 13.1% 137 47.4% 6.2 15.4% 34.3% 143 46.2% Uses oral communiction skills effectively 6.0 30.3% 15.2% 132 43.2% 16.8% 143 30.8% 6.1 41.3% Possesses effective computer skills (e.g. computing, Word proc.) 5.6 20.7% 135 23.7% 25.2% 20.3% 5.3 23.8% 143 34.3% Possesses necessary mathematics skills 5.8 136 36.8% 19.1% 25.7% 5.5 19.1% .36.8% 25.7% 143 Exhibits an appropriate level of responsibility and self-management 5.9 15.3% 137 28.5% 43.5% 6.0 29.4% 15.4% 143 44.8% Chooses ethical courses of action 28.6% 17.3% .133 6.1 46.6% 10.5% 36.4% 143 6.1 44.8% Participates as a team player 6.2 11.9% 134 26.1% 52.2% 6.2 9.1% 31.5% 49.7% 143 Works with individuals from diverse backgrounds 135 25.9% 12.6% 6.1 50.4% 9.8% 34.9% 47.6% 143 6.1 Acquires, interprets and uses information effectively 5.9 12.7% 134 30.6% 41.0% 6.0 18.1% 33.6% 143 39.9% Improvements are continually being shown for SPJC graduates. Over ninety-six percent (96.0%) of the employers indicated they would hire another 1997-98 SPJC graduate compared to 97.0% of the employers of 1998-99 graduates. Earnings of $9.00 or more decreased slightly for 1998-99 graduates by 5.2 % as compared with the previous year graduates' of (90.7%). In addition, a decrease in employer's willingness to participate in college activities was noticed (see Table 2.). Table 2. 1996-97 1997-98 Total Willingness to Total , Willingness to College Activity Respondents Participate Respondents Participate Serve on Advisery Committee 42.9% 103 30.7% 103 Placement of student in co-op internship 67.6% 102 48.2% 102 Job placement of graduates 70.9% 103 103 51.0% Participation in job fairs/other community events 48.3% 89 89 30.1% Provide input educational/training for their workforce 94 79.8% 94 52.4% In conclusion, employers have indicated moderate levels of satisfaction with SPJC programs and training for some time. Results indicate that A.S. degree and Postsecondary Vocational Certificate programs are achieving their intended objective of preparing students for work. If you have any additional questions or comments, please contact Dr. Susanne Fischer via [email protected] or extension 3374. OFFICE OF INSTOTRMONAL, HIESEZI\NCH VOLUME 10 NUMBER 4 MARCH 2001 COMPARISON OF FACULTY ADJUNCT SALARIES IN FLORIDA COMMUNITY COLLEGES Annually since 1995-96, the Office of Institutional Research has surveyed the twenty-eight (28) Florida Community Colleges to determine adjunct faculty salaries per credit hour for college level credit and college preparatory courses. Adjunct salaries are based on the degree of the adjunct and the number of credits of college level or college preparatory courses taught by the individual at all colleges except Miami Dade and Lake City. At Miami Dade rank is not recognized for salary purposes; at Lake City adjuncts are paid based on class enrollment. Table 1 shows the salary range (from lowest to highest amount) for the system by adjunct degree and year and the five (5) highest ranked colleges in terms of dollars paid per credit hour. In all cases, for all );ears, St. Petersburg Junior College (SPJC) has ranked among the top five in salaries paid to adjunct faculty. It should be noted that not all colleges hire adjuncts at the A. A. level nor recognize the M.A./M.S. + 30 classification for salary purposes. TABLE 1 Top Five Florida Community Colleges in Faculty Adjunct Salaries 1995-96 to 2000-01 Adjunct Salary Rank Based on Salary Year Degree Range*, 3 1 2 A.A. 00-01 $300-$530 Hillsborough Santa Fe Tallahassee Manatee St. Petersburg 99-00 $300-$530 Hillsborough Santa Fe Manatee Tallahassee St. Petersburg $3004530 98-99 Hillsborough Santa Fe St. Petersburg - Tallahassee Broward 97-98 $285-$530 St. Petersburg Hillsborough Santa-Fe Tallahassee Valencia $2704530 . 96-97 St. Petersburg Hillsborough Santa Fe Tallahassee Chipola 95-96 St. Petersburg $244-$500 Hillsborough Tallahassee Santa Fe Chipola B.A./B.S. $276-$600 00-01 Miami-Dade Hillsborough St. Petersburg Indian River Santa Fe $2764600 99-00 Miami-Dade St. Petersburg Hillsborough Santa Fe Manatee 98-99 $276-$600 Miami-Dade St. Petersburg Hillsborough Santa Fe Tallahassee , 97-98 $264-$530 St. Petersburg Hillsborough Santa Fe Tallahassee Valencia 96-97 $264-$530 St. Petersburg Hillsborough Santa Fe Tallahassee Chipola 95-96 $244-$500 St. Petersburg Hillsborough Tallahassee Santa Fe Chipola M.A./M.S. $328-$600 00-01 Miami-Dade St. Petersburg . Indian River Hillsborough Tallahassee 99-00 $328-$600 St. Petersburg Miami-Dade Hillsborough Tallahassee Santa Fe 98-99 $328-$600 St. Petersburg Miami-Dade Hillsborough Broward Tallahassee St. Petersburg 97-98 $317-$544 Hillsborough Tallahassee Broward Valencia St. Petersburg 96-97 $315-$544 Hillsborough Tallahassee Palm Beach Valencia . St. Petersburg 95-96 $300-$524 Hillsborough Tallahassee Broward Palm Beach M.A./M.S.+30 St. Petersburg 00-01 $350-$604 Miami-Dade Hillsborough Palm Beach Santa Fe 99-00 $335-$600 St. Petersburg Miami-Dade HillsbOrough Santa Fe Okaloosa-Walton / Seminole . 98-99 $335-$600 Miami-Dade St. Petersburg Broward Hillsborough Tallahassee 97-98 St. Petersburg $317-$581 Hillsborough Valencia Indian River , Santa Fe St. Petersburg 96-97 Hillsborough $317-$581 Palm Beach Valencia Broward St. Petersburg 95-96 $300-$559 Hillsborough Broward Palm Beach. Valencia Ph.D./Ed.D. St. Petersburg $375-$642 00-01 Indian River Miami-Dade Tallahassee Broward St. Petersburg 99-00 $355-$617 Miami-Dade Broward- TallahasSee Hillsborough / North Florida 98-99 St. Petersburg $355-$617 Miami-Dade Broward Hillsborough/ Tallahassee North Florida St. Petersburg 97-98 $344-$617 Broward Hillsborough Tallahassee Valencia 96-97 St. Petersburg $320-$617 Broward/ Palm Beach Tallahassee Valencia Hillsborough 95-96 St. Petersburg $320-$594 Broward Hillsborough Tallahassee Palm Beach *Salanes lowest to highest for all 28 Florida Community Colleges. (over) In 2000-01, SPJC ranked fifth in the A. A. degree category, fourth in the B. A. degree category, second in the M.A./M.S. category, first in the M.A./M.S. + 30 degree and the Ph.D./Ed.D. categories. Note SPJC is the only college using the system of Equated Credit Hours (ECH) for the hiring of faculty. Thus, for the purposes of this comparison 1 ECH = 1 Credit Hour. Table 2 shows the salary amount paid per credit hour in each degree category in 2000-01 by college for all Florida public community colleges. TABLE 2 Faculty Adjunct Salary Amount Per Credit Hour and Degree in Florida Community Colleges 2000-2001 Aaosmuls ASERIS 021114EE BACHELOR'S MAELMIL.X IXICEDIMIE &jitc Rank Rank Amount Rank Amount &gp_L_tm Zmoj_mt Amount Bmk Brevard $375 20 $375 15 $425 $425 17 $475 16 14 Broward $401 $401 12 16 $451 $451 13 $552 13 5 Centtal Florida $375 14 $375 20 $400 19 $400 18 22 $415 Clipola N/A $400 $400 $400 17 19 24 $400 17 Daytona Beach $317 , 18 $317 25 22 $393 $393 20 $436 17 N/A Edison $427 $447 14 $471 13 9 $530 9 Fla. CC @Jax 6 $462 $462 8 $462 $462 12 $462 16 11 $345 Florida Keys 16 $369 $396 21 21 $396 $435 19 18 Gulf Coast $425 10 $425 14 $425 $425 16 15 $425 21 Hillsborough 4 $530 2 $530 $530 $530 8 $530 3 1 Indian River $440 $510 8 N/A $550 3 3 2 $630 Lake City * * * * * Lake Sumter $300 $348 19 24 23 $380 $380 22 $410 23 4 Manatee $467 $467 7 $467 $467 $467 10 11 15 N/A IVfiami-Dade $600 $600 $600 2 $600 3 1 1 N/A North Florida .22 $350 $400 $460 18 12 7 $530 Okaloosa-Walton $414 $414 $474 15 $478 11 7 10 $510 12 Palm Beach $446 $446 7 $497 9 4 6 $497 $549 6 Pasco-Hemando $432 9 $432 $432 12 $432 15 $432 14 19 N/A Pensacola 27 $276 N/A 27 $328 $380 26 Polk $384 $384 18 $384 $384 13 23 21 $384 25 Santa Fe $490 2 $490 $490 5 7 $490 $490 5 13 N/A Seminole $436 $474 $474 9 8 $511 11 11 South Florida $330 24 $330 17 26 $350 $350 23 27 $375 N/A St. Johns River $306 26 N/A 25 $367 20 $428 St. Petersburg $462 5 $508 4 $566 2 $604 $642 1 1 Tallahassee 3 $471 $471 N/A 6 $521 5 4 $564 Valencia N/A $439 $479 6 10 $479 8 $525 10 N/A - Rank not recognized for salary imposes at this college SPJC Office of Institution-al Research Lake (Sty Contninity College no longer pays adjunct faculty on a per credit hour based cn degree held therefore Sour= Survey =ducted by SPJC they are not included in the ranking. They pay !wed on stud= auollzrent at the end of dmp/add. 1-6 sax:lents Date 3/22/01 receive $100; 7-10 receive $1,000; 11-16 receive $ L150; 17-23 receive $1,390; 24+ receive $1,550.