Abstract
This chapter discusses the historic struggle to extend geographic access from before World War II to the end of the Baby Boom era (1965–1973), when states created/expanded community college systems to accommodate record numbers of new students. The significant differences in state-assigned missions, functions, organization and financing across rural, suburban, and urban community colleges today dates to this period. These differences impact rural colleges’ capacity to extend access and build sustainable regional innovation, with dramatic negative effect. The 2005 Basic Classification of Associate’s Colleges of the Carnegie Foundation for the Advancement of Teaching (CFAT) quantitatively analyzes National Center for Education Statistics (NCES)/Integrated Postsecondary Education Data System (IPEDS) data on students, faculty, financial aid, and finances, disaggregating rural, suburban, and urban Associate’s Colleges. The relative invisibility of rural community colleges in national and state policymaking circles challenges these institutions perhaps as never before to find sufficient funding to fulfill their missions to provide postsecondary access, economic skill building, and cultural enrichment.
For millions of students, the choice is not between a community college and another institution, it’s between a community college and nothing. (Arthur M. Cohen and Florence B. Brawer, The American Community College, 5th Edition, 2008)
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Notes
- 1.
Selected data presented in this chapter were funded, at least in part, with federal funds from the U.S. Department of Education under contract number ED-05-CO-0061. This contract had as its purpose to update the U.S. Department of Education’s publication, The Condition of Education in Rural Schools, published in 1994. The new edition was to be retitled The Condition of Education in Rural America, to acknowledge a broader scope, to cover not only rural elementary and secondary education, but postsecondary education as well. This unpublished work was to have been Chap. 9, with the working title of “Access, Economic Development, and Sustainable Communities: The Role of Rural Community Colleges.” The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the US Government.
- 2.
The authors of this chapter coauthored, with Vincent A. Lacey, the two-year college classification system used as the basis for classifying associate’s degree-granting institutions within the new 2005 Carnegie Basic Classification.
- 3.
One of the authors of this chapter worked in a consultative capacity with Brewton-Parker College in the mid 1980s. Its private boarding school was established in 1905 and accredited by the Southern Association of Colleges and Schools in 1917. BPC founded its junior college in 1922; however, it did not gain SACS accreditation until 1962. In 1986, BPC’s conversion to a 4-year institution was recognized by SACS (Brewton-Parker College 2010, 2010–2011 Catalog, p. 10).
- 4.
Sadly, while the 1996 Texas law assigned all of the state’s 254 counties to an existing community college district, it did not enable those colleges to conduct district-wide elections to raise ad valorem taxes. Thus, Southwest Texas Junior College, a rural community college created in 1947 with a 3 county-taxing district, added 8 additional counties, however, cannot have a single 11 county-wide vote.
- 5.
The late S.V. “Marty” Martorana assisted Governor Nelson Rockefeller in launching the State University of New York’s community colleges. In Florida, Governor LeRoy Collins hired James L. Wattenbarger to implement his forward-thinking master plan for junior colleges. Martorana also worked in the U.S. Office of Education providing assistance to institutions and states to establish community colleges. The success of pioneers like Martorana, Wattenbarger, and Young in establishing regional approaches to address geographic access, including rural areas, is demonstrated by the higher adult educational attainment rates in the Land of Lincoln, which today rank a close second behind only California (Katsinas et al. 1999).
- 6.
The megastates with local funding in 2004 were California, Illinois, Michigan, New York, North Carolina, Ohio, Pennsylvania, and Texas; the sole megastate without local funding was Florida (in 2008 for the first time Georgia, which has no local funding, replaced Michigan as a megastate).
- 7.
Cohen and Brawer offer five functions of community colleges in the four editions of The American Community College: (1) general education for transfer, (2) technical/occupational/vocational education, (3) continuing education, (4) developmental education, and (5) community services. We agree on the first two functions, as well as developmental education, and term the other three functions noncredit workforce training, extension to elementary and secondary education, and community and cultural enrichment, which we describe in the section following.
- 8.
An extensive set of tool packages based upon MDC’s work with 24 pilot colleges is available from MDC, Inc., for those interested in learning more about the efforts of this program of the Ford Foundation, which grew out of a study by the Community Colleges of Appalachia under the leadership of Eldon Miller and Robert Pedersen of West Virginia University-Parkersburg.
- 9.
In their analysis of the state summaries contained in Tollefson et al.’s 1999 edition of Fifty State Systems of Community Colleges: Mission, Governance, Funding and Accountability, Katsinas et al. (2003) found that economic development justified the establishment of community college systems in virtually every state.
- 10.
We note that Florida Chancellor Willis D. Holcombe in a presentation at the 2008 AACC Convention reported that baccalaureate degrees did not count for more than 3% of the total degrees for any of Florida’s 8 Baccalaureate/Associate’s colleges.
- 11.
These three contract and grant categories are combined in both tables. The revenue categories “Educational Activities,” “Independent Operations,” and “Federal Operations” were too small to be rounded up to 1%, and are not included. Auxiliary enterprises made up 4% of total revenues; and revenue from other sources accounted for 11%.
- 12.
The authors are the principal investigators of 1 of the 10 $ 1 million demonstration programs funded by the Jack Kent Cooke Foundation to assist academically talented, low-income students in access and succeed in college, and of the 10 poverty areas. Our experience with this program strongly suggests the presence of a serious information gap about not only federal student aid, but state and privately funded scholarship aid as well for rural community college students, a reality we believe likely exists in low-income urban areas as well.
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Katsinas, S.G., Hardy, D.E. (2012). Rural Community Colleges. In: Smart, J., Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2950-6_10
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