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[[Merritt College]], a junior college (and now a community college) in Oakland, California, was the site for organizing and educating members of the [[Black Panthers]] in the mid- to late-1960s.<ref>{{cite book|url=https://books.google.com/books?id=CKFlirjb2EAC&q=merritt+college+black+panthers&pg=PP1|title=Black Against Empire|isbn=9780520271852|last1=Bloom|first1=Joshua|author2=Waldo E Martin JR|last3=Martin|first3=Waldo E.|date=2013-01-14}}</ref><ref>{{cite journal|url=http://scholarship.law.marquette.edu/facpub/479/|title="The Black Panther Party's Narratives of Resistance" by David Ray Papke|journal=Marquette.edu|date=January 1994|last1=Papke|first1=David}}</ref><ref>{{cite journal|url=http://muse.jhu.edu/journals/jsh/summary/v042/42.1.rogers.html|title=Project MUSE – The Marginalization of the Black Campus Movement|journal=Jhu.edu|year=2008|volume=42|issue=1|pages=175–182|doi=10.1353/jsh.0.0068|last1=Rogers|first1=Ibram|s2cid=145581971}}</ref>
In the 1970s, growth continued when many enrolled to escape the [[Vietnam War|Vietnam era draft]]. The 1970s also marked a shift to faculty development, including more instructional training for the unique student body and mission of community colleges. In 1976, Coastline Community College was launched as the first "college without walls", using television, a precursor today's online programs as well as using community facilities. As a result of budget struggles, community colleges relied more on part-time instructors, which made up 50 to 60 percent of the faculty by 1980.<ref>{{cite book |last1=Beach |first1=J.M. |title=Gateway to Opportunity?: A History of the Community College in the United States |date=2011 |publisher=Stylus Publishing |location=Sterling, VA |isbn=978-1-57922-452-3 |page=34 |edition=1st}}</ref> During the 1980s, community colleges began to work more closely with high schools to prepare students for vocational and technical two-year programs.
By the end of the 20th century, two-year community colleges were playing important roles in higher education as access mechanisms. They became an integral feature for those persons who were attending higher education for the first time or as non-traditional students. Brint and Karabel<ref>Stephen Brint and Jerome Karabel, ''The Diverted Dream: Community Colleges and the Promise of Educational Opportunity in America, 1900–1985''.</ref> have recognized the change that transpired from 1920 when fewer than 2 percent of all college freshmen were enrolled in a two-year college to the late 1980s when over 50 percent were matriculated. Junior colleges once located in high schools had left their origins to develop their own campuses and were called community colleges and still retained the transfer access mission. High school normal schools matured into teacher colleges or colleges of education within universities offering bachelor and graduate degrees. Industrial institutes integrated with local junior colleges to make these campus's programs more comprehensive community colleges. Along with this growth and legitimization of two-year mechanisms for the delivery of higher education, the emergence of two-year institutions provided an epistemological debate that divided the river of education flowing into the early 20th century into three streams of educational natures. "In the process of this struggle and adjustment some colleges will grow stronger, some will become academies, some junior colleges; the high schools will be elevated to a still more important position than that which they now occupy. The general result will be the growth of a system in the higher educational work of the United States, where now no system exists."<ref>William Rainey Harper, ''The Prospects of the Small College''. (Chicago, IL: University of Chicago Press, 1900), 45–46.</ref>
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