Governmental Policies Affecting Community Colleges.

Autor/in	Cohen, Arthur M.
Titel	Governmental Policies Affecting Community Colleges.
Quelle	(1999), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Community Colleges; Curriculum Development; Educational Finance; Educational History; Enrollment; Governance; Government School Relationship; Postsecondary Education; Public Policy; Two Year Colleges + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsfonds; History of education; Bildungsgeschichte; Einschulung; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung
Abstract	This document traces the influence of governmental policies on American community colleges, focusing on how different levels of government have affected the colleges at various stages of their development with respect to college organization and governance, finance, enrollment, and curriculum. The community college's main contribution has been to expand access to postsecondary studies for the millions of students who would otherwise not have an opportunity to participate. The question of why states did not simply expand their universities to accommodate the rising tide of student demands is posed; several interpretations are discussed that attribute the organization and growth of community colleges to broad social forces. The paper tracks the emergence of two-year colleges in the nineteenth and twentieth centuries, describes early state legislation, and highlights community college policies that contribute to their similarity to the K-12 system from which they grew, including: admission of all students who apply, funding on the basis of student status, the qualifications and working life of the faculty, and the generality of the curriculum. A review of developments in several states reveals patterns of conversion to state-funded operation, including Maryland, Oregon, North Carolina, New Jersey, Washington, Michigan, Pennsylvania, California, Illinois, Kansas, Virginia, Georgia, and Mississippi. Also covered are state plans regarding responsibilities, funding, and management issues shared by state and local authorities. Contains 14 references. (AS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01