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The liberal arts and practices that promote transfer can be at the heart of a college even while it remains open to all (Cohen and Brawer, 1987, xiv).

However, the community college faces a number of challenges that will test the structure under which they operate today, with the primary challenges stemming from a more restrictive budgetary environment, the need to upgrade technology for teaching, and the challenge of various groups in society that are being given too little attention by the educational system.

The public junior college started as a logical extension of free public high school, with the aim of providing high school graduates in a given district with two more years of free education before they either took a job or entered a four-year college. The community college was modeled on the comprehensive high school and was intended to serve everyone in the district, regardless of previous academic performance. College-style academic courses would be offered for those who intended to transfer to a four-year institution, terminal education programs for those who wanted only the two added years after high school, and vocational and semiprofessional programs for those needing a salable skill. There were only a handful of these types of school prior to World War I, and more than 100 opened in the 1920s. T

 
 
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    Jencks Riesman | Community College | City College | Cohen Brawer | Pasadena City | CHALLENGES OPPORTUNITIES | War II | COLLEGE SYSTEM | | University University | community college | community colleges | college system | community college system | four-year college | vocational education | cohen brawer 1987 | cohen brawer | angeles times | rosow 1994 | brawer 1987 | educational system | los angeles times | rosow 1994 notes | pasadena city college |  
   
 
 
 
   
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