In a previous post, I discussed the ways that the American Families Plan would build on the original purpose of community colleges. That got me reflecting on how these institutions serve a public good, which is defined as a commodity or service that all members of a society can enjoy. Other examples of public goods are law enforcement, national defense, and drinking water.
My passion for community colleges stems from my being a product of one — the very one at which I am now a vice chancellor. I hold a master’s and doctorate degrees, yet I never took the SATs or a placement test. I consider myself a living, breathing testament to how community colleges serve a public good.
Here are the three main ways that they did for me — and how they continue to do so for millions of others.
1. Equity
I grew up on a plantation camp right here on Maui, in Spreckelsville. The community consisted of two rows of homes holding fewer than one hundred people. It was a tight-knit, idyllic place to grow up, even if I was the only female child among the plantation’s mostly older residents, the majority of who had come from Japan or the Philippines to work for the town’s namesake sugar plantation.
Given my location and the backgrounds of those around me, I stood little chance of learning of the opportunities available to me beyond my community. But when I first noticed the nearby buildings that comprised what would later be known as the University of Hawai’i Maui College, I asked around and learned that the institution could help me pursue my dream of working in education. Not only was the school open to learners of all backgrounds, I could afford it — by working part-time and taking out loans at a local credit union. (I didn’t know a thing about financial aid.)
Today, community colleges offer the chance for a post-secondary education to diverse learners — as well as to those who might not otherwise be able to afford a four-year university. And while only about 20% of community college students end up transferring to a four-year institution, those that finish their associates earn on average 33% more than those who only graduate from high school.
What’s more, the average age of a community college student is 28, as compared to 21.8 across the board for all full-time undergraduates. That’s a testament to community colleges’ openness and diversity, as well as flexibility for those not on a traditional timeline.
2. Open Access
Not only did I never take the SATs, I never took a college entrance exam of any kind. I’ve already written about how standardized testing is not a fair way to assess a student’s potential, particularly because those from affluent backgrounds have more resources to help them score higher.
Because community colleges have no entry requirements other than a high school diploma or its equivalent, they allow far more students the opportunity to attend a higher education institution. They also provide more support systems for their students, such as help with tutoring or navigating the financial aid path, services that are particularly helpful for students who are the first in their families to attend college and so have no one to turn to ask for help with the process, as was my situation.
3. Responsiveness
In the context of community colleges, “responsiveness” most often refers to how these institutions adapt to the needs of the local workforce. UHMC was founded in 1931 as a vocational school and became Maui Technical School in 1958. As the island evolved, so did the school, changing its curriculum to prepare students for jobs in the local economy. Today, UHMC offers three different baccalaureate degrees, a reflection of the island’s ever-changing needs and demands. The school continues to offer a wide range of associate degrees and certificates that reflect the island’s career options, including marine studies and hospitality.
In that respect, community colleges give back to their communities in more ways than just educating individuals: Communities improve and even thrive because their residents are better equipped to navigate the local economies. In addition to location-specific needs such as marine sciences and tourism, universal needs such as educating educators are also addressed. When a community finds its educators within its own population, everyone benefits: the students, who see one of the community’s own attaining an aspirational position, and the teachers, whose relationship to the community is strengthened by their long-standing ties. That’s one of the reasons I’m so passionate about the Teach STEM in Hawai’i initiative that I initiated.
I am proud to be a product of open-access education, but I am even prouder of the efforts I’ve made throughout my career to continue that tradition for Hawai’i’s next generation.