This was the ürst of a series of papers presented February 20, 2001 at a national conference sponsored by North Texas State University held in the Omni Hotel Dallas, TX. The author relates the 1950 status of two-year college development, numbers and locations of university professors specializing in the üeld, and the need to persuade citizens they should have a public two-year college in their midst. Events are traced which led up to the overwhelming demand by the public in the late 1960s and early 1970s to have their own two-year college. This condition precipitated the untiring work of university faculty specialized in this üeld to accommodate the need for assistance at both the state level planning and for local college establishment. The citizens participatory comprehensive study involvement developed initially as a way of overcoming resistance and persuading citizens they needed a college is a viable approach today for periodically evaluating and future planning to meet changing societal manpower needs. The author urges continued use of action research tools to accommodate evolving local area educational needs.

This chapter discusses the interplay between developments in the field and the emergence of graduate and continuing education programsfor community college leaders in the thirty yearsfollowing World War rr.It concludes with a critical analysis of the legacy of those programs. Legacy of the P o s t -W I I Growth Years for Community College Leadership ProgramsRaymond J. YoungIn the first three decades following World War 11, a primary focus of public education policymakers was the proper establishment of publicly controlled community colleges. It was in this era of rapid institutional growth and attendant uncertainty that university-based graduate programs for community college leaders emerged, taking the form with which we are familiar today. This chapter provides an overview of the key factors and circumstances that led to the development of these programs. The intent is to provide the reader with a sense of the interplay between developments in the field and the initial development and emergence of graduate and continuing education programs for community college leaders. The chapter covers events from 1945 through 1975 and concludes with an interpretive analysis of the legacy of those years, focusing especially on the impact of philanthropic foundations (such as the W K. Kellogg Foundation) that supported the development of graduate programs in community college leadership. The Early P o s t -W I I Years to 1960Up until the mid-1950s, the development of public two-year colleges had been erratic, haphazard, and largely without plan. College establishment was subject to the special economic and altruistic motives of local communities, the political whims of legislators, and the missionary work of a few public university personnel. Most of the new colleges were upward extensions of high schools and some, particularly in California, Texas, and Mississippi, were

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The potential for improvement in ed ucational quality by converting to a year-round school operation must in volve far more than the simple con version of the school calendar, say these writers, who report the re sults of a study of one district that did convert.

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