Learning Connection
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Academic Learning Support
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other – Tutor/Learning Assistants
TOTAL
2011-12
Budget
Requested
20 hours
$2,400
$100,000
2011-12
Budget
Received
0
$2,400
2012-13
Budget
Requested
20 hours
$2,400
2012-13
Budget
Received
0
$900
$45,000
$110,000
$42,000
Instructional Support Services
Since the CTL and the LAC office have been supported using grant funding, we can only report
the costs that have been billed to the Title III and BSI grants and the amounts originally
allocated:
Category
Conference travel
Supplies & Services
Professional Development
Activities
CTL Coordinator
LA Coordinator/Data
Coordinator
FIG Coordinators
New Faculty Learning Comm
Coord
FIG projects
2011-12
Budget
Allocated
$5,000
$4,000
$6,000
2011-12
Budget
Expenditures
$20,798
$5,000
$30,000
2012-13
Budget
Allocated
$5,000
$4,000
$6,000
0.5 FTEF
0.7 FTEF
0.5 FTEF
0.7 FTEF
1.0 FTEF
0 FTEF
1.0 FTEF
0 FTEF
2012-13
Budget
Expenditures
TOTAL
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
All monies received directly increase success rates across campus. All our data verifies that student who
participate in our programs pass their courses as higher rates than those who don’t. For instance,
students who use the Communications lab pass their communications courses at a rate of 94% while
those who don’t pass at a rate of 71%. Please see previous sections, Program Review Yr 1 and Yr 2, and
the LC website’s “Assessment and Outcomes” for further data and narrative explanations.
Staffing History:
 In 2009, The Learning Connection lost one of its only two full time positions. Requests for a
replacement were not met.
 In 2011, our remaining administrative assistant moved to another program and was replaced by
a part time assistant already in the program. A temporary employee filled the part-time vacancy
left behind.
 In 2012, we requested a permanent replacement for the vacated part time position as well as an
additional 20 hrs. Neither were met.
Supplies History:
 Without notification, our supply budget was cut; thus, we are unable to purchase basis supplies
needed to run ALL the labs across campus (whiteboards and easels to pilot study groups, drop
cams to provide supervision for pilot study groups, paper, ink cartridges, etc…. )
Tutors/Learning Assistants:
 In 2012, our general busge was cut 50% with an additional cut the following year. At the same
time, allocations from Title 3 were significantly reduced. We anticipate reduced funding from
BSI. If this occurs without increased funding from general, we will need to close labs.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
Services cut, reduced or denied that directly impact course pass rates:





Reduced hours of service: labs/centers opening later and closing earlier now, none open on
Friday
Reduced drop-in hours for Chemistry
Waitlist for students requesting tutoring appointments in many subjects, particularly Math
EOPS, Aspire, and DSPS no longer receive additional support
We are no longer able to fund the LA program, a successful program serving Learning
Communities such as Daraja; courses not served by traditional tutors (fire tech etc…), and large
GE courses.






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Altercations between students in the hallways over who is in line to receive service
No longer able to send Tutor Reports to inform instructors that their student go to the labs
Unable to offer requested conversation groups for World Language
Unable to offer study groups for courses as requested (high volume, low cost)
No bathroom or lunch breaks for staff—no staff time or lab/center supervision
Unable to answer emails from faculty, i.e. support them in the development of their programs—
no staff time
Unable to maintain basic communication lines, for instance, providing lists of tutors by subject
on website and in labs and centers.