Table of Contents
Section I: The Deceptively Simple Question
To ask how many community colleges exist in the United States is to pose a deceptively simple question.
The inquiry seems to call for a straightforward numerical answer, a single figure that can be neatly recorded and cited.
Yet, attempting to provide one is akin to trying to count the number of “hometowns” in America; the answer depends entirely on the definition one uses and the perspective of the one doing the counting.
The pursuit of this number does not lead to a simple tally but instead opens a door to understanding the very soul of a uniquely American institution.
The core of the issue lies in the discrepancy between the figures provided by the nation’s most authoritative sources on education.
The National Center for Education Statistics (NCES), the primary federal entity for collecting and analyzing education data, presents one set of numbers, suggesting there were 1,294 2-year colleges among Title IV degree-granting institutions in the 2020–21 academic year.1
In contrast, the American Association of Community Colleges (AACC), the sector’s primary advocacy organization, consistently reports a figure closer to 1,000 to 1,200 institutions serving nearly 12 million students.2
In its 2024 “Fast Facts,” the AACC identified 1,026 member-eligible colleges.5
This numerical variance is not a sign of flawed data collection.
Rather, it is a reflection of the dynamic, evolving identity of the institutions themselves.
It forces a more fundamental and far more interesting question: What, precisely, is a community college? Answering this requires more than a simple count; it demands a journey through the institution’s historical origins, its ever-adapting mission, and the diverse population of students it serves.
To truly comprehend the number, one must first comprehend the narrative.
This report will embark on that journey, moving from quantitative analysis to qualitative understanding.
It will first dissect the definitional complexities that lead to differing counts, then trace the historical arc that shaped these “people’s colleges,” explore their multifaceted modern mission, and give voice to the students whose lives they transform.
Ultimately, the goal is not merely to count the colleges, but to understand what makes them count.
Section II: Counting What Counts: A Definitional Deep Dive
The ambiguity surrounding the total number of community colleges in the United States stems directly from the different lenses through which they are viewed.
Federal data collectors, sector advocates, and academic researchers each employ distinct criteria, leading to varied but equally valid counts.
Understanding these definitions is the first step toward building a complete picture of the community college landscape.
The Government’s Lens: The National Center for Education Statistics (NCES)
As the principal statistical agency of the U.S. Department of Education, the NCES relies on a rigorous and specific classification system to categorize postsecondary institutions.
Its Integrated Postsecondary Education Data System (IPEDS) is the nation’s primary source for data on colleges, universities, and technical and vocational institutions.6
Within this system, institutions are categorized by their level (4-year, 2-year, less-than-2-year) and control (public, private not-for-profit, private for-profit).7
The most common proxy for “community college” in NCES data is the “Public, 2-year” institution.
This category is defined by two key characteristics: the institution is primarily supported by public funds, and it is authorized to award associate degrees or certificates that require at least two years of study but generally not bachelor’s degrees.7
According to the most recent comprehensive data from the 2020–21 academic year, there were 1,294 “2-year colleges” among the 3,931 Title IV degree-granting institutions in the United States.1
This figure is part of a larger landscape of 5,916 total postsecondary institutions, a number that has seen a decline from over 7,000 a decade prior.1
The critical constraint in the NCES definition, and the primary reason its count is often lower than others, is its strict treatment of bachelor’s degree-granting authority.
As a growing number of institutions that traditionally operated as community colleges have begun to offer a limited number of four-year degrees, the NCES has reclassified them as “4-year” institutions, thus removing them from the “2-year” tally.8
This methodological rigidity, while necessary for consistent federal data collection, creates a gap between the government’s statistical portrait and the functional reality on the ground.
The Advocate’s View: The American Association of Community Colleges (AACC)
The AACC, as the leading advocacy voice for the sector, adopts a broader and more functional definition.
Founded in 1920 as the American Association of Junior Colleges, its mission is to represent and support these institutions nationally.10
Consequently, its count is based on institutional mission rather than solely on the highest degree awarded.
The AACC generally defines a community college as a “2-year, associate degree-granting institution,” a definition that is more inclusive of colleges that may have recently added baccalaureate programs but whose primary mission remains focused on associate degrees and community service.2
This is why AACC figures often appear as approximations like “more than 1,000” or “nearly 1,200” colleges.2
These numbers reflect a dynamic landscape where the count can change due to institutional closures, mergers or consolidations between districts, or, most significantly, reclassification when a college begins to grant more bachelor’s degrees.5
The AACC’s 2024 report of 1,026 member-eligible colleges reflects these ongoing shifts.5
By including branch campuses, the number can swell to as many as 1,600 locations.13
This more expansive view captures a wider swath of institutions that self-identify and operate as community colleges, even if they fall outside the strict federal definition.
Reconciling the Numbers: The Community College Research Center (CCRC) Perspective
The Community College Research Center (CCRC) at Columbia University’s Teachers College provides the crucial analysis that bridges the gap between the NCES and AACC counts.
CCRC’s research explicitly addresses the definitional discrepancy.
It clarifies that the strict NCES definition of “public two-year colleges”—which numbered around 900 institutions in its analysis—excludes “another 100 or so colleges that primarily offer associate degrees but also offer some bachelor’s degrees”.8
By adding these institutions back into the count, the CCRC arrives at a figure of approximately 1,000 community colleges, which aligns closely with the AACC’s numbers.8
This reconciled figure is associated with a total enrollment of about 10 million students annually, representing a staggering 40-44% of all undergraduates in the United States.8
This clarification is essential: the difference in numbers is not an error but a direct consequence of how one treats community colleges that are expanding their mission.
| Table 1: Defining and Counting U.S. Community Colleges (Recent Data) | ||||
| Data Source | Core Definition | Key Inclusion/Exclusion Criteria | Resulting Institution Count | Associated Student Enrollment |
| National Center for Education Statistics (NCES) | Primarily “Public, 2-year” institutions | Excludes institutions that grant bachelor’s degrees, reclassifying them as “4-year.” | 1,294 “2-year colleges” (2020-21) 1 | 4.6 million at “Public, 2-year” institutions (Fall 2023) 9 |
| American Association of Community Colleges (AACC) | “2-year, associate degree-granting institutions” | Includes colleges whose primary mission is associate degrees, even if they offer some bachelor’s degrees. | 1,026 member-eligible colleges (2024) 5 | Nearly 12 million students 2 |
| Community College Research Center (CCRC) | Public two-year colleges plus those offering some bachelor’s degrees | Explicitly adds back the ~100 community colleges excluded by NCES for offering bachelor’s degrees. | Approx. 1,000 colleges 8 | Approx. 10 million students (44% of all undergraduates) 8 |
This definitional divergence is more than a bureaucratic detail; it is a tangible symptom of a fundamental identity evolution within the community college sector.
The very act of counting reveals an entire segment of higher education in flux.
The decision by some community colleges to offer bachelor’s degrees is not arbitrary.
It is a strategic response to a complex set of pressures, including the need to meet regional workforce demands for more highly skilled employees and a desire to enhance institutional prestige to combat the pervasive, damaging stigma that they are “lesser” institutions.15
As these colleges adapt to survive, serve their communities, and fight for legitimacy in America’s hierarchical system of higher education, they inherently challenge the classification systems designed to define them.
The simple question of “how many” thus becomes a powerful proxy for measuring the scale and velocity of this transformation.
Section III: An American Invention: The Historical Tapestry of the People’s College
The community college is not a diminished version of a four-year university; it is a fundamentally different entity with a unique philosophical and historical D.A. Its story is woven from threads of university pragmatism, populist democratic ideals, and pressing economic necessity.
To understand the institution’s modern form and function, one must first trace its century-long evolution from a niche idea to a cornerstone of American higher education.
The Genesis of an Idea
The roots of the community college can be traced to the late 19th and early 20th centuries, a period of significant expansion and rethinking in American education.
University presidents, grappling with growing enrollments and a desire to focus on advanced research, began to seek ways to streamline their operations.
A key figure in this movement was William Rainey Harper, the first president of the University of Chicago.
In 1892, Harper proposed a radical restructuring of his university, dividing it into a “junior college” for the first two years of general study and a “senior college” for specialized, upper-level work.11
He believed the foundational, collegiate-level courses could be effectively taught at local high schools, freeing universities to concentrate on their research missions.17
This idea found its first practical application in 1901.
J.
Stanley Brown, a colleague of Harper’s and the principal of Joliet High School in Illinois, established what is widely considered the nation’s first public junior college by adding a fifth and sixth year of college-level courses to his high school’s curriculum.11
Joliet Junior College was born, creating a new model for postsecondary access.
The Formative Years
The junior college movement grew steadily through the early 20th century, driven by a confluence of societal forces.
These included the need to train a more skilled workforce for the nation’s expanding industries, a lengthened period of adolescence that kept young people out of the labor market longer, and a powerful national drive toward greater social equality.11
In 1920, leaders from this burgeoning sector gathered to form the American Association of Junior Colleges (AAJC), today’s AACC, providing the movement with a national voice and organizational structure.11
From the beginning, these institutions wrestled with a dual identity.
On one hand, they served the “collegiate function,” preparing students for transfer to four-year universities.
On the other, they embraced a “terminal vocational education” mission, providing job-specific training for students who would enter the workforce directly after two years.11
The Great Depression of the 1930s dramatically accelerated the growth of the vocational function.
With widespread unemployment, young adults flocked to junior colleges to gain practical job skills, causing enrollment to nearly triple from 56,000 in 1929 to 150,000 by 1939.11
It was during this period that the term “community college” was first coined by A.
J.
Cloud of San Francisco Junior College, reflecting a mission oriented toward serving the broad needs of the local community.11
The Post-War Transformation and the Truman Commission
The end of World War II marked the most pivotal moment in the history of the community college.
The Servicemen’s Readjustment Act of 1944, better known as the GI Bill, provided unprecedented financial assistance for returning veterans to pursue a college education.19
This immensely popular and transformative legislation suddenly opened the doors of higher education to millions, overwhelming the nation’s colleges and universities with a massive influx of new students.19
In response to this system-wide strain, President Harry S.
Truman convened a special Commission on Higher Education in 1946.
In 1947, the commission delivered its landmark six-volume report, “Higher Education for American Democracy”.22
This document was revolutionary, articulating a new vision for postsecondary education in the United States.
It forcefully argued that education should be attuned to the needs of a democracy and called for a dramatic expansion of educational opportunity for all Americans, regardless of race, religion, or economic status.23
Central to this vision was the call for the establishment of a vast network of public, locally controlled “community colleges.” The Truman Commission recommended that these institutions should charge little or no tuition, effectively extending free public education through the 14th grade.11
It envisioned them as comprehensive institutions that would serve as local cultural centers, offer a curriculum that integrated liberal arts and vocational education, and provide robust programs for adult learners.11
The commission’s report did not invent the dual mission of transfer and vocational training, but rather legitimized and scaled it, framing this comprehensive approach as a democratic imperative.
It popularized the term “community college” and provided the philosophical and political blueprint for the system we know today.11
The Boom Years and Modern Era
The Truman Commission’s report catalyzed an era of explosive growth.
Throughout the 1960s and 1970s, new public community colleges were built at a breathtaking pace to accommodate the baby boomer generation reaching college age.18
Enrollment soared, nearly doubling from 2.2 million in 1970 to 4.3 million by 1980, cementing the community college as a major pillar of the American educational system.18
The term “community college,” championed by AAJC leaders like Jesse R.
Bogue, officially supplanted “junior college,” signifying a permanent shift toward a broader, more community-focused mission.11
This historical trajectory reveals that the modern community college’s multifaceted nature is not a sign of a confused identity, but the direct fulfillment of its founding, democratic vision—a vision of being all things to all people in the communities they serve.
Section IV: The Modern Mission: A Nexus of Pathways
The contemporary community college functions as a vital nexus, a central hub from which multiple educational and career pathways diverge.
Its mission is not singular but comprehensive, designed to meet the sprawling needs of a diverse populace.
This mission can be understood through three primary, and increasingly interconnected, functions: providing a gateway to the university, acting as an engine for the economy, and holding the door open for all learners.
The University Gateway: The Transfer Pathway
For a large portion of its students, the community college is the primary on-ramp to a bachelor’s degree.
This “collegiate function,” envisioned by the institution’s earliest proponents, remains a cornerstone of its mission, offering an affordable and accessible start to a four-year education.8
In the 2022-23 academic year alone, community colleges enrolled 40% of all undergraduate students in the nation.9
This pathway is formalized through a complex web of “articulation agreements” and “transfer pathways” between two- and four-year institutions.26
These agreements are designed to create a seamless transition, ensuring that the credits a student earns at a community college will be accepted at a partner university.
Prominent examples include the Comprehensive Articulation Agreement (CAA) in North Carolina, the Minnesota Transfer Curriculum (MnTC), and the University of California (UC) Transfer Pathways program.26
A student who completes a designated associate degree through one of these pathways is often guaranteed admission and junior-year status at a participating state university, saving them significant time and money.26
However, the transfer path is often more challenging than it appears.
Research from the CCRC shows that of every 100 students who enter a community college intending to earn a degree, only about 31 successfully transfer to a four-year institution, and a mere 15 will complete a bachelor’s degree within six years.8
A major obstacle is the problem of “excess credits”—credits that are accepted by the university but do not apply toward the student’s specific major requirements, forcing them to retake courses and spend more time and money.29
This reality underscores the critical importance of well-designed, structured transfer pathways and proactive, individualized advising to keep students on the most direct route to their goal.29
The Economic Engine: Workforce Development and Career and Technical Education (CTE)
Community colleges are indispensable partners in regional economic development, functioning as nimble and responsive engines of workforce training.12
They are uniquely positioned to bridge the “skills gap” by aligning their programs with the immediate needs of local employers, preparing students for high-demand jobs in sectors from healthcare and IT to advanced manufacturing and public safety.8
This mission manifests in a wide array of programs.
Many colleges offer registered apprenticeships, integrating classroom study with paid, on-the-job training.32
They provide customized training programs for corporate partners; for example, North Shore Community College collaborated with General Electric to train machinists, and the AACC has spearheaded partnerships with industry giants like Amazon and Microsoft.13
Across the country, community colleges offer certificate and degree programs in specific, high-demand careers such as HVAC/R technology, welding, nursing, cybersecurity, and automotive technology.35
This ability to rapidly develop and adapt curricula to meet the evolving demands of the 21st-century economy is a hallmark of the community college system.15
The Open Door: Adult and Continuing Education
Perhaps the function that most fully embodies the “community” in community college is its role in adult and continuing education.
These institutions serve as a true “open door,” providing a second chance and lifelong learning opportunities to the most diverse segments of the population.8
This includes offering free or low-cost programs for adults who wish to earn a high school equivalency (HSE) diploma, such as the GED.40
It also encompasses a vast range of non-credit courses designed for personal enrichment, professional upskilling, or simply learning a new hobby.40
Crucially, community colleges are often the primary local providers of English as a Second Language (ESL) programs, which are vital for integrating immigrant populations into the community and the workforce.37
This commitment to serving every member of the community, regardless of their prior educational attainment or life circumstances, is a defining characteristic of their public service mission.43
These three missions—transfer, workforce, and adult education—are not siloed functions.
They are increasingly interconnected, creating blended educational pathways that reflect the non-linear lives of modern students.
The rise of “stackable credentials” and “micro-credentials” represents a powerful evolution of the community college mission, effectively dissolving the traditional boundaries between these roles.34
A student is no longer confined to a single track.
For instance, a working adult may earn a short-term workforce certificate to secure a promotion.
Those certificate credits can then be “stacked” and applied toward an associate degree, which can, in turn, be transferred to a university.
This modular, flexible system, with multiple entry and exit points, provides value at every stage.
It is the community college’s unique competitive advantage and a direct, effective response to the critique that they are merely a “cafeteria college” offering a confusing array of disconnected options.8
This structure is perfectly adapted to the economic realities and diverse life circumstances of 21st-century learners.
Section V: The Human Element: Voices from Campus and Beyond
Beyond the statistics, policies, and historical trends lies the true measure of the community college: the people it serves.
The institution’s character is defined by its students—their diversity, their ambitions, and their stories of transformation.
To understand the community college is to understand the human element at its core.
A Portrait of the Modern Student
The student body of America’s community colleges is a microcosm of the nation itself, reflecting a remarkable breadth of backgrounds, ages, and life experiences.
Far from the stereotypical image of a recent high school graduate, the typical community college student is often juggling multiple adult responsibilities.
Statistically, the portrait is striking.
Community colleges serve about 40% of all undergraduates in the United States.9
This population is exceptionally diverse, providing a crucial entry point to higher education for students from historically underserved groups.
In 2018, 41% of students at public two-year colleges were Black or Hispanic, compared to just 30% at four-year institutions.8
These colleges are also a vital resource for first-generation and low-income students.8
The demographics extend beyond race and ethnicity.
Nearly half of all community college students are 24 years of age or older, and a significant portion are financially independent adults.8
About 28% are parents with dependent children.8
This reality means that work is not an option but a necessity.
About two-thirds of community college students attend part-time, and of those, 81% work while enrolled; even among full-time students, nearly half are also employed.8
This data paints a clear picture: the community college student is resilient, determined, and navigating a complex balance of education, work, and family.
It is for this student that the flexibility of the community college model—with its evening classes, online options, and part-time schedules—is not just a convenience but an absolute necessity.
Stories of Transformation
The impact of these institutions is best measured not in enrollment figures but in individual lives changed.
Campuses across the country are filled with stories of personal and professional transformation.
At Waubonsee Community College in Illinois, three first-generation siblings found that attending together not only helped them academically but also forged a new, deeper bond between them.46
At Wake Tech Community College in North Carolina, a student named Huascar Sena found a new direction, stating, “Every day, I get to use the skills I gained at Wake Tech. It’s not just a job.
It’s a career I’m proud of”.47
Another Wake Tech graduate, Katarina Drosnes, found a fresh start that inspired a career in hospitality, noting, “Wake Tech helped me believe that I could succeed and create a good life for my family”.47
These narratives, and countless others like them, provide the qualitative evidence of the profound, life-altering impact of a community college education.
The Springboard to Fame: Notable Alumni
While the stories of everyday students form the bedrock of the community college’s legacy, the journeys of its most famous alumni serve as powerful, high-profile testaments to its potential.
These individuals are not outliers but rather prominent examples of the institution’s core value: providing a low-risk, high-potential environment for exploration and growth.48
A common thread runs through many of their stories: community college provided a crucial opportunity for individuals who, by their own admission, were not star students in high school.
Academy Award-winning actor Tom Hanks, a self-proclaimed “underachieving high school student with low SAT scores,” attended Chabot College.
In a New York Times op-ed titled, “I Owe It All to Community College,” he wrote that the classes he took there—from public speaking to drama—sparked his passions and made him the person he is today.49
Filmmaker
George Lucas, whose dreams of being a race car driver were dashed by a car wreck, enrolled at Modesto College.
It was there, while taking classes in literature and anthropology, that he began filming with his 8mm camera, setting him on the path to creating Star Wars.49
The list of luminaries is long and varied.
Apple co-founder Steve Jobs attended De Anza College after dropping out of a four-year institution.49
Actress
Halle Berry studied broadcast journalism at Cuyahoga Community College before launching her storied film career.49
Retired NASA astronaut
Eileen Collins, the first female pilot and commander of a Space Shuttle, was an “unremarkable student with limited funds” before earning her associate degree at Corning Community College, an experience she credits for igniting her passion to become an astronaut.49
These stories reveal the community college’s critical societal role as an “opportunity incubator.” It is a system designed to find and nurture potential wherever it exists, especially in those who might be overlooked by more selective, high-cost universities.
By lowering the barrier to entry, the community college allows individuals to experiment, to fail, to discover their calling, and to build the foundational skills and confidence necessary for future success.
It acts as a talent-development platform that maximizes the nation’s human capital, providing both a safety net for late bloomers and a launchpad for those who do not fit the traditional mold of a “university-bound” high school senior.
Section VI: Breaking the Stigma: Confronting the “13th Grade” Myth
Despite its vital role and proven record of success, the community college in America is plagued by a persistent and damaging stigma.
It is often unfairly characterized as “13th Grade,” a dismissive term that implies it is merely a remedial extension of high school.45
This perception is rooted in a culture of educational elitism and classism, which assumes that community colleges are academically inferior—a “last resort” for students who “couldn’t get into a real college”.16
This stigma is not only factually incorrect but also has tangible, negative consequences for students and the institutions themselves.
Debunking the Myths, One by One
A direct examination of the facts systematically dismantles the common myths that fuel the community college stigma.
- Myth 1: The Classes are Easy.
Fact: Community college courses, particularly those designed for transfer, are required to be just as challenging and rigorous as their four-year university counterparts. Institutions must meet the same high standards of accreditation to ensure educational quality.50 Many students find that the primary difference is not a lack of rigor, but a more supportive learning environment. Smaller class sizes allow for more personalized attention from professors, a stark contrast to the large, impersonal lecture halls common in the first two years at many universities.54 - Myth 2: The Professors are Less Qualified.
Fact: Community college faculty are highly qualified professionals, typically required to hold at least a master’s degree, with many possessing doctorates.50 Furthermore, a significant portion of the faculty are adjunct professors who often teach the exact same course at both a local community college and a nearby four-year university.50 Their expertise and commitment to teaching are on par with faculty at any higher education institution. - Myth 3: Credits Don’t Transfer.
Fact: While navigating the transfer process can be complex, the system is fundamentally built on the principle of credit transferability. As detailed previously, states and institutions have created extensive articulation agreements and transfer pathways precisely to ensure that students do not lose credits.26 Students who work with an advisor and follow a designated transfer plan can move seamlessly from an associate degree to a bachelor’s program.34 - Myth 4: An Associate Degree Isn’t Valuable.
Fact: An associate degree provides a significant and measurable return on investment. In 2023, workers with an associate degree had median weekly earnings of $1,058, compared to $899 for those with only a high school diploma.59 The unemployment rate for associate degree holders is also consistently lower.60 For many high-demand technical and healthcare fields—such as radiation therapists, dental hygienists, and web developers—an associate degree is the required and preferred credential for entry into a well-paying career.34
The Real-World Consequences of Stigma
The stigma surrounding community colleges is not a harmless prejudice.
It actively harms students by discouraging them from making what is often the most financially and academically sound choice for their circumstances.16
It can instill a sense of shame or failure in students who do enroll, making them feel as though their accomplishments are lesser than those of their peers at four-year schools.45
This pervasive negative perception also contributes to the chronic underfunding of these vital public institutions.
Viewing community colleges as “lesser” institutions leads to a lack of investment, which in turn stretches resources thin and makes it more difficult for them to provide the comprehensive academic and personal support that their diverse student populations need.45
This creates a vicious cycle: the perception of inferiority leads to underfunding, which can hinder student outcomes, thereby reinforcing the original negative perception.
Ultimately, the fight to end the community college stigma is a fight for educational equity.
These institutions disproportionately serve as the primary entry point to higher education for low-income students, first-generation students, and students of color.8
The stigma, therefore, is not just an abstract opinion about institutions; it is a powerful mechanism of social stratification.
By devaluing the most accessible and affordable pathway to upward mobility for the nation’s most underserved populations, the stigma implicitly devalues the students themselves and works to reinforce existing social and economic hierarchies.52
To champion the community college and to actively dismantle the myths that surround it is not merely a matter of correcting the record; it is a moral and ethical imperative in the pursuit of a more just and equitable society.
Section VII: Conclusion: The Indispensable Springboard
The journey to answer a simple question—”How many community colleges are there in the US?”—has led through a complex landscape of definitions, history, and human experience.
The final tally, while statistically hovering around 1,000 to 1,200 institutions depending on the criteria used, pales in significance to a far more important number: the nearly 12 million students whose lives they touch each year.2
The true measure of these institutions is not in their quantity, but in their profound and multifaceted impact on individuals, communities, and the nation.
Throughout this exploration, a series of powerful metaphors have emerged that capture the essence of the community college mission far better than any single statistic could.
They are:
- Bridges: They are bridges to opportunity, connecting high school to higher education, academic learning to meaningful employment, and individual aspiration to tangible reality.30 They span the divides of economic status and prior educational attainment, offering a path forward for all who wish to cross.
- Springboards: They are springboards for life and career, launching students toward four-year degrees, new professions, and upward economic mobility.48 For countless individuals, from celebrated actors to pioneering astronauts, the community college was the platform that gave them the momentum to reach unforeseen heights.
- Engines: They are the engines of local economies, driving workforce development by training the skilled technicians, healthcare professionals, and entrepreneurs that communities need to thrive.30 They are nimble and responsive, able to retool quickly to meet the demands of a changing world.
- Gateways: They are the great democratic gateways to postsecondary education, holding the door open for everyone: the recent high school graduate, the working parent, the veteran transitioning to civilian life, the immigrant learning a new language, and the adult learner seeking a second chance.18
In an era marked by the soaring cost of university education, widening economic inequality, and the relentless pace of technological change, the American community college is not a historical artifact or a lesser alternative.
It is more essential than ever.
In all its flexible, responsive, and democratic glory, it stands as the living fulfillment of the Truman Commission’s visionary report—the embodiment of the uniquely American ideal of accessible, high-quality education for all.
It is, and will continue to be, the people’s college.
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