Budget Information

Budget Information

Glossary


Below is a list of frequently used budget terms.

 
A Budgets
Automatic Budget Reallocation (ABR)
B Budgets
Educational Trust Fund
Budget Transfers
Campus Center Use Fee  - Fund 28
Bond (Capital Projects)  - Fund 76
Categorical - Fund 21
Census
Child Development - Fund 26
De Anza Associated Student Body (DASB)  - Fund 148
Enterprise  - Fund 148
Expenses Transfers

Financial Aid  - Fund 37, 38, 39
Float
Full Time Equivalent Faculty (FTEF)
Full Time Equivalent Student (FTES) Computation

Full Time Faculty Obligation (FTFO)
General Fund - Fund 14
Load & Productivity
Lottery
Parking  - Fund 25
Productivity
Professional Development Leaves (PDL) Backfill
Revenue & Cap
Self-Sustaining - Fund 15
Special Education - Fund 22
Work Study - Fund 23
WSCH Definition
WSCH Computation


A Budgets

This is the cost of the full-time contracted salaries and benefits, and certain other items such as leases, utilities, etc.

 

Automatic Budget Reallocation (ABR)

This in an acronym for 'automatic budget reallocation'. The theory is that you can budget in a broad category like a 4000 ABR and when money is spent from a specific object code i.e. 4010, it will first deduct from that code. If there is no money available in 4010 it will pull money automatically from the 4000 ABR pool. The financial reports show a negative budget amount if the ABR does not have enough money. ABR's are used for all major budget categories such as 1100, 2000, 4000, etc.

 

B Budgets

This represents discretionary funding for the college. It is used for supplies, casual hourly and all other operating expenses such as repairs, postage, etc., that are the college�s obligation. It is distinguished from 'A budgets' which represent the contracted salaries of faculty and classified staff and other agreed upon expenses such as facilities rental, utilities, negotiated release time, etc. The amount of the 'B budget' is set through an historic formula that allocates money to the campus. This amount is then augmented by the income that the campus generates. This campus' generated income includes instructional materials, parking fines, sale of catalogues and schedules, registration enrollment fees, transcript fees and a host of other minor fees/revenues. We have used another term for the capital outlay budgets, the 'C budgets, but the 'C budget' has become the same as the 'B budget' in fund 14 since there is no separate allocation for fund 14 capital budgets. Other parts of the capital budget get a little confusing because the state allocates restricted money to the district for 'instructional equipment' and 'scheduled maintenance'. The amount of money varies year to year as determined by the state budget process. These instructional equipment funds and scheduled maintenance funds are recorded and spent in fund 21 and fund 76 respectively, because they are restricted by the state for specific purposes.

 

Educational Trust Fund

A District fund established which rewards the college's productivity.


Budget Transfers

Are for transferring money from one account to another. The appropriate budgeter must sign off on it. You cannot transfer from 'A' budget to 'B' budget or between funds (i.e. categorical project to the general fund 14).

 

Campus Center Use Fee Fund 28

Revenue for this fund is generated by a mandatory fee for use of the campus center. The proceeds are used for payment of the bonds and COPS, which financed the construction of the building.

 

Capital Projects Fund 76

This fund is used for state money directed toward major building projects, instructional equipment allocations, and state scheduled maintenance projects.

 

Categorical Fund 21

This fund handles all the local, state, and federal grants that are received by the college. Large grant programs would include Matriculation, NASA, EOPS, VTEA, health services, and many other smaller programs.


Census

Students are counted about the third week of the quarter. This is known as 'census week'. Full-Time Equivalent Student (FTES) is defined as 12 hours/week = 525 weekly student contact hours (WSCH).

 

Child Development Fund 26

This fund is established for the operation of the Child Development Center. The revenue comes from parent fees, as well as Local, State and Federal grants.


De Anza Associated Student Body (DASB) Fund 148

This fund records all the student body revenue from card sales, fund-raisers and flea markets, the revenues are used for the operations of the DASB, the clubs, and support of the college.

 

Enterprise Fund 148

This fund is established for the Bookstore, Food Services and maintenance of the Campus Center Building. It is designed to be self sufficient so that revenues from the operations cover the costs of sales, labor and maintenance.

 

Expenses Transfers

This is used to transfer the expense for a specific transaction from one account to another. Specific detail of the expense must accompany the transfer (i.e. a copy of the MER). The budgeter of the account where the expense will be charged must sign the transfer.

 

Financial Aid Fund 37, 38, 39

These funds are used for federal and state financial aid programs, such as Pell Grants, SEOG, Perkins, etc.

 

Float

When a regular full-time employee resigns or retires from a position, the dollars freed up while the position is vacant are called float dollars. The district has an automatic procedure in place where those dollars are moved from the budget account to a campus-wide salary lapse account as 'B' budget.

Classified float is the equivalent of the actual rate the incumbent was being paid at the time he or she left the position. These float dollars can normally be used to hire casual hourly replacements while the position in vacant.

Certificated non-teaching positions also generate float in the same manner. In these cases, float dollars are converted into hourly teaching dollars until the position is refilled). Float can also be used for other discretionary purposes within the college besides salary backfilling.

 

Full Time Equivalent Faculty (FTEF)

Full Time Equivalent Faculty, a load of 100% (range of 95% to 105%) taught by one instructor (full-time) or several instructors (part-time).

 

Full Time Equivalent Student (FTES) Computation

In a quarter environment, during census week, to compute FTES, you would do the following calculation:
  1. There are 175 days of instruction in an academic year (The state defines this). This results in 35 weeks of instruction in an academic year (excluding summer quarter). 175/5 days per week = 35 weeks per year. There are 11.67 weeks in a quarter (35 weeks per year / 3 quarters)
  2. Multiply the number of hours a class meets per week (WSCH) for that quarter by 11.67 to project for the year.
  3. Divide this by 525 to obtain the FTES.

 

Full Time Faculty Obligation (FTFO)

There is a state regulation that requires community college districts to hire a minimum number of full time (FT) faculty each year. The district's FTFO is currently 516.

 

General Fund - Fund 14

This is the general operating fund of the district. Basically everything happens here unless the State designates a fund to be set up for a special purpose. This is the fund that receives the state apportionment and property taxes for income and pays most of the expenses of the teaching and support staff in addition to all the operating expenses like the 'B' budget and utilities etc.

 

Load

The class 'productivity' would be calculated as follows:
  1. Assume that an Accounting 1A load factor equals .0830 for 1 quarter or .25 for the year (three quarters). (That is, the instructor would have to teach 4 of these classes per quarter, for three quarters to make up his or her full load for the year.)
  2. If there were 140 hours of enrollment for that class for that quarter, / by .25 (quarter load factor of .0830 x 3 quarters) load factor for that class, the productivity = 560 WSCH/FTEF

The financial impact on the district for changes in WSCH/FTE is enormous. For example, if the WSCH/FTE drops by 10 points from 530 to 520, the district revenue would be reduced by $600,000.

 

Lottery

This is the most misunderstood aspect of school finance. The bottom line is that we receive about $3.1 million dollars each year from lottery revenues. This represents about 2.8% of our total income. The funds are discretionary and become part of the general fund 14 revenue sources.

 

Parking - Fund 25

This fund is established to receive revenue from the sale of parking decals and permits. The fees are then used to make payments on the loan that was used to build the parking garage at De Anza, for the parking security officers and for other parking lot maintenance costs.

 

Productivity

The efficiency with which we use our resources. It is figured by dividing the quarterly WSCH by the quarterly FTEF. Because FTEF is also an annualized term, productivity can also be figured by dividing the WSCH by 3 times the Load Factor. District budgets for a productivity of 530.

 

Professional Development Leaves (PDL) Backfill

We also receive funds to backfill Professional Development Leaves (PDL) granted to certificated staff, and Staff Development Leaves (SDL) granted to classified staff. In these cases, the calculation on PDL and SDL backfill is slightly different than float.

Classified SDL backfill is calculated at the part-time hourly rate equivalent to step A of the salary range of the incumbent. This amount of money would be enough to hire casual hourly replacements.

Certificated non-teaching and teaching PDL backfill is calculated at the part-time hourly rate (about 70% of the full-time rate).

 

Revenue & Cap

The base revenue we receive from the state is based on the FTES we generate. Generally, the more FTES we generate the more money we receive from the state. However, the state limits the growth in community colleges by a variety of formulas. In our case, we are generally limited to (capped at) a 1% growth rate. We are at cap now, so any funding for growth above the 1% allocated growth cannot be guaranteed from year to year. It is through this method that we receive over 85% of our annual revenue each year (over $93 million dollars district-wide).

 

 

Self Support - Fund 15

This is technically a sub fund of the general fund, but programs are set up here to be self-sustaining. That is, they generally have a source of revenue like the Community Development Program and are expected to pay for all their own expenses. The reprographics department is another example of a self-sustaining department that relies primarily on chargebacks from the college to operate.

 

Special Education - Fund 22

This fund is set up for the special education programs of the college. It receives restricted income from the state for the programs as well as general apportionment funding generated by special education students in regular classes.

 

Work Study Fund 23

This fund is used to channel federal financial aid dollars to qualified students on financial aid.

 

WSCH Definition

WSCH is an acronym for weekly student contact hours. These types of calculations on an individual class roll up to the college wide totals, where we convert to FTES and report to the state. We are paid on the basis of FTES by the state, so you will hear many references to 'WSCH producing classes', because it drives so much of our district income.

 

WSCH Computation

For an Accounting 1A class that meets 4 hours per week (4 unit class), and there are 35 enrollees at census date, the FTES would be computed as follows:
  1. 35 enrollees multiplied by 4 hours per week = 140 hours of enrollment in the census week, which computes to 140 WSCH.

 


 












Budget Information
email Email:
Pippa Gibson
Phone: 408.864.8936
sizeplaceholder


Last Updated: 3/10/09