By Thomas Bailey, Vanessa Smith Morest
Neighborhood schools join nearly half all undergraduates within the usa. those two-year schools happen the yank dedication to obtainable and cheap larger schooling. With approximately 1,200 associations national, group schools have made major growth over the last decade in starting entry and became the severe access aspect to better schooling for plenty of americans who generally were passed over of academic and monetary chance. but monetary, political, and social advancements have elevated the demanding situations group faculties face in pursuing an "equity agenda." a few of these contain falling country budgets mixed with starting to be enrollments, a better emphasis on outcome-based responsibility, festival from for-profit associations, and transforming into immigrant scholar populations. those trials come at a time whilst neighborhood faculties confront the most important monetary and team improvement pressures which could effect their challenge. How can neighborhood faculties proceed to keep up their open-door guidelines, aid underprepared scholars, and fight to assist enrolled scholars entire levels and certificate that arrange them for achievement within the office? construction on case reports of faculties in six states—New York, Texas, Florida, California, Washington, and Illinois—this quantity bargains a clean exam of the problems at present dealing with American group faculties. Drawing on their fieldwork supplemented by way of nationwide info, the authors learn how those demanding situations influence the neighborhood collage project of academic opportunity—especially for low-income scholars, scholars of colour, and different underserved groups—and how faculties are responding to a vastly diverse setting. They then suggest a suite of recommendations to reinforce the position of neighborhood faculties in offering either entry and possibilities for fulfillment for all scholars.
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Additional resources for Defending the Community College Equity Agenda
There are two important parts to this controversy. First is the potential problem of o√ering so many educational services that it is impossible to do any of them well. Although this has been a concern of a number of authors, the comprehensive model is now widespread (Bailey and Averianova, 2001; Bailey and Morest, 2004). At least as an organizational strategy, comprehensiveness has been highly resilient. The second part of the controversy is an underlying problem of the ﬁrst: how much emphasis should community colleges put on vocational as opposed to academic transfer-oriented education?
Access to computers, or the so-called digital divide, was another potential problem for low-income students. Many households still do not have computers, and certainly the poorest would be the least likely. Finally, the text-heavy on-line teaching modalities and the need for a higher level of organization and self-motivation for students might be most challenging for those students who were already facing academic problems. Thus, introducing on-line courses into the basic curriculum of community colleges may pose a threat to students who beneﬁt from the support and structure enabled by frequent face-to-face contact with professors and peers.
The chapter concludes with a discussion about how these conﬂicting trends can be occurring simultaneously within the institutions and the implications for the future of community colleges. Social and Economic Pressures Shaping Community College Missions The controversies about the missions of community colleges have focused particularly on the role and purposes of vocational education. The concurrent democratization of postsecondary education and emergence of the vocational mission of community colleges occurring during the 1960s is reminiscent of the Progressive Era expansion of comprehensive high schools.
Defending the Community College Equity Agenda by Thomas Bailey, Vanessa Smith Morest