ONLY USE THE DOCUMENT ATTACHED TO ANSWER THE 6 QUESTIONS. NO OUTSIDE SOURCES TO BE USED. EXAMPLES AND EXPLANATIONS AT THE BOTTOM.
1.- What was the NYPD’s total budget in the Fiscal 2015 Preliminary Plan (discoverable in the article). Write the amount 3 ways, as presented in the document; as it’s true value (see note in the budget as to the true value of the numbers; and as we would present this number in words—ok to round off to one or two decimals (i.e. $ 5.5 thousand, or $4.76 billion)………… ………………Note—for those who want to check their format—for 2012, the amounts are: $4, 867,892; $4,867,892,000; and $4.87 billion
2.- What were the top three programs in appropriations as a percentage of the total budget? This is a form of financial analysis where the program budget is presented as a percentage of the total budget (see handouts on Vertical and Horizontal Analysis)
3.- In light of the recent trends in major felony crimes (FY ’11 to FY ’14) has the Plan adequately addressed this trend? Explain
4.- Where does the NYPD obtain most of its funding? Express this funding source as a percentage of total annual funding from actual FY ’12 to FY ’15 of the Plan. Identify the line items, and the percentages (and reference the page where this info is obtained).
5.- In the Preliminary FY 2015, how many full time positions are anticipated? (page 3) What are the totals for the 3 categories, and what % of the total positions are either Civilian, Uniform, or FTE? Can we compare the number of positions relative to the total budget? What is the cost per position?
6.- What is the population of NYC? If the department costs were allocated equally to all NYC residents–what is the dollar amount? This is an annual amount. What would it be per day? Per week? Why would one want to think about these numbers in this way?
EXPLANATION AND EXAMPLES
Here is some clarification and commentary on using a percentage—which is a great way to compare financial change. However–it requires not just the percentage of change–but also the amounts of money involved–so we know what that % really means–See below.
If something goes up 10%–from $100 to $110–very easy for everyone to do in their head. But if we are just told that something went up 10%–what is the scale? It is missing. Very different 10% of $1,000 and 10% of $100,000.
1. When discussing question #2– What were the top three programs in appropriations as a percentage of the total budget? —good idea to identify the program (i.e. patrol), and then the show the math and write a complete sentence—The patrol division in FY 2015 represented 31% of the total budget (costing $1.438 billion out of the total budget of $4.677 billion). These type of statements let people understand the numbers being used in the analysis and also to understand the scope or size of the amount (since 31% could just as easily be the same numbers in millions, thousands, or hundreds.
NOTE: THIS IS ONE OF THE GOALS OF THIS CLASS—FOR EVERYONE TO UNDERSTAND THE SENTENCE; BE ABLE TO WRITE IT; BE ABLE TO INTEPRET FOR OTHERS—AND BE ABLE TO PERFROM THE CALCULATIONS
Commentary on NYPD Budget Assignment
Here are some thoughts that may help clarify the work that needs to be done
Essentially the work this work is to begin to “read” budgets and analyze. This is a form of a line-item budget–with columns and rows. The document shows the NYPD budget summary–and each column shows a value for a different year (or the same FY, but at a different stage). The rows are in effect the line items—and in this case, they represent summaries of all of the calculations that go into that line.
Here is Questions#4
In the Preliminary FY 2015, how many full-time positions are anticipated? (page 3) What are the totals for the 3 categories, and what % of the total positions are either Civilian, Uniform, or FTE? Can we compare the number of positions relative to the total budget? What is the cost per position?
On page 3 we are looking at a summary of all the line items—and what I am hoping people can do some comparisons of the numbers (I know we have not discussed this). The assignment requires people to look at the chart line by line–and differentiate between the line items that involve money; and the line items at the bottom that include numbers of employees.
Although one could get into the details of all the line lines –this question is looking for the aggregate number of employees that were projected for FY 2015. Then I was interested to see if people could figure out the ratios (%) (and then in question 5 am interested in seeing if people can figure out ratios using demographics)
So for example:
For FY 2013–the Actual Total budget is $4,892,568,000 (notice the budget is in thousands) so it is actually $4.9 billion rather than the $4.9 million that shows up.
In FY2013–there were a total of 50,549 total positions, of which 14,204 were civilian or 28% of the total workforce (the math is 14204/50549).
For Preliminary FY 2015, this data is found in the 2nd to the last column—-Total positions is 50,297–slightly less than in FY2013. The total number of Uniforms is 34483 which means the percentage of the total workforce in uniform is 34483/50297=x% or 68.6% Pretty good—more than half–or actually better stated just about 2/3 of the NYPD positions are held by uninformed people.
The second part of the question asks something different–it asks the analysis to compare the total budget to the total amount of employees—we are not taking into account that some of the other line items are for other functions other than operations. Just that there is a budget for $4.7 billion and a workforce of 50.3 thousand positions of which slightly more than 2/3 are held by uniformed personnel. That means the cost per position is $4677071000/50297=$92,989.
These are all averages –so not as meaningful as true costs of service—it is more an exercise in practicing data analysis and budget analysis—
And then interpreting what this is saying about the budget.
One could be more precise using better numbers–but I want everyone to at least try to read a budget—and assess some line items to say what it means
The following questions (#5) asks people to find other data with which one can make a comparison.
What is the population of NYC? If the department costs were allocated equally to all NYC residents–what is the dollar amount? This is an annual amount. What would it be per day? Per week? Why would one want to think about these numbers in this way? what is interesting here is to understand what services cost the citizens who pay for it—and to examine which number might be more meaningful to people–i.e. if it costs them $1 per day per police office–or $10 per day for the entire police department—is that “worth” it? What is meaningful to the public since it is their tax dollars essentially paying for the service.
What other questioned might we want to ask? Would we want to know what % of the time the police are focused on issues related to individuals and what % of their time they are working on projects related to businesses? And if these are corporations vs small business? Would we want to know how much it is costing the NYPD to deal with international or national security (i.e. when the President comes to NYC, or in the case now of Trump it is a full-time affair guarding his properties; when the UN is in session)? And would we then be interested in knowing to what extent other governments or private businesses reimburse the NYPD for their services (i.e. the Federal government for national security; the UN etc). These are all issues to consider—but first we need to know the expenses in the budget–and then we need to understand how these expenses are paid for.
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