Community colleges occupy a distinct place in American higher education, shaped by their relatively recent growth, limited endowments and strong connection to local communities. The author notes that about half of U.S. community colleges were founded in the 1960s, while Westmoreland, where he works, was established in 1970. Many began as small institutions serving primarily lower-income students, leaving them with fewer alumni donors and less accumulated wealth than older universities.
That history has influenced their financial structure. Although the Truman Commission recommended a nationwide network of free community colleges after World War II, most of the country did not adopt that model. Even systems that initially offered free tuition, including CUNY and California’s, faced budget pressures in the 1970s. As public funding failed to keep pace with costs, tuition became an increasingly important source of revenue, despite community colleges not being designed around that model.
Governance and funding also vary widely. Some colleges are overseen through local school districts, while others are organized around counties or operate with different levels of state involvement. Their role in workforce development adds employers and other local organizations to the group of stakeholders. Funding may come through local property-tax mechanisms, state appropriations or local support, with many of these sources lagging behind institutional needs.
The author identifies focus as the most important difference between community colleges and other types of higher education. Most have no dormitories, or provide them for only a small share of students. Athletics and student activities are generally more limited than at residential four-year institutions, with basketball more common than football. While universities combine teaching with research, prominent athletics and a broader residential experience, community colleges are primarily centered on teaching.
That focus is expanding as colleges increasingly convene local employers and provide workforce training. Their instructional mission includes both credit and noncredit programs, such as emergency medical technician training, which may not lead to academic credit but remains important to the communities served.
The author cautions, however, that increased attention to workforce education should not obscure the traditional transfer mission. Community colleges provide a path to advanced degrees and better-paying careers for students constrained by financial or family responsibilities. They also offer an opportunity for students whose high school records were uneven but who later develop academically.
This emphasis on access and instruction also shapes campus priorities. The author says that during years of community college administration in several states, he never heard anyone suggest easing academic expectations for a student because of athletic status. High-profile sports and elite-campus debates are not central to the institutions’ priorities.
The author argues that media coverage of higher education often relies too heavily on the experiences of prominent universities, focusing on issues such as faculty politics, student activism and very high attendance costs. Those concerns do not represent the main challenges facing community colleges, which enroll more students than the Ivy League combined. Despite the sector’s financial difficulties, its clear mission and focused role merit greater attention.
Sources: Inside Higher Ed.