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Budget Cuts to Community Colleges Limit Opportunities
By Cathy A. Felice
As a Learning Specialist at Tunxis Community College in Farmington and an educator for the past 26 years, I have witnessed firsthand the federal, state and community advances in providing equal educational opportunities for children and adults with disabilities and special needs. From the onset of Federal Law 94-142 (1971) to the passage of the Americans with Disabilities Act (1990) and the Individuals with Disabilities Education Act (1997), administrators, educators, health-care support specialists, agency personnel, and parents have created limitless avenues for students with disabilities to experience individual growth and opportunities to succeed. In fact, as a society, this search for self-respect and self-fulfillment is a driving force that has motivated progress throughout history. To this end, I am writing to encourage all involved to consider the implications for students with disabilities and for all students if state funding is reduced at the community college level.
For many traditional students (high school graduates) and non-traditional adult learners, the transition to college is a critical benchmark in their lives. Whether the goal is for individual growth, to earn a certificate or an associate's degree, to transfer to another college, and/or to upgrade and remain competitive in the job market, the significant point is that a community college provides the link toward self-fulfillment.
How is this so? Our state community colleges provide an affordable and open-door policy for students to experience college. Along with this opportunity come support programs, credit and non-credit course offerings, and a gestalt approach to assist students in learning about the world of higher education and the lifelong skills of adult life (decision-making, working cooperatively with others, time management, goal planning, and putting thoughts into action). As noted by author lyanla Vanzant (One Day My Soul Just Opened Up), her life choices changed following her community college experience. (And for those who have seen My Big Fat Greek Wedding, I continue to smile at the brother's decision to study drawing at a community college … his life choices were about to change.) However, my intent is not to review community college "success stories," but to remind all readers of the inherent value and resources available to Connecticut citizens through our community college system.
For some students, however, additional challenges may be faced when starting college. Some challenges are due to transportation arrangements, lack of access to adaptive technology, and/or adjustment to the college pace and standards. Many are also working part- or full-time. Therefore, the variety of course offerings, as well as classroom size and the scheduling of time options, are all part of the whole picture in a successful college transition. The risk of failure or non-access to college increases, across all backgrounds and ethnicity, when community colleges are forced to reduce course and scheduling options and increase class sizes due to budget constraints. I am concerned.
I urge those who have experienced college and those who have future college plans to voice concern about what programs and services the Connecticut community college system may have to discontinue due to state budget reductions. I am concerned about the harmful implications to citizens if access and community college opportunities are compromised.
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