efending the Community College Equity Agenda (2006) promotes educational equity for students attending two year community colleges. The book is based on findings from a multi-site study of 15 community colleges in 6 states consisting of California, Florida, Illinois, New York, Texas, and Washington. The authors provide an analysis of contemporary challenges and reforms facing community colleges consisting of, but not limited to curriculum and instruction, vocational training, and accountability. The framework expands the concept of equity beyond access to incorporate equity in college preparation, access to college, and success on reaching college goals. Editors Thomas Bailey and Vanessa Smith Morest articulate that while community colleges may promote equity through open access, they can also serve to exacerbate inequity through educational outcomes. "Access through an open-admission policy is.only one step toward educational equity, which is achieved when low-income students have the same chance of graduation as more privileged students" (Perin & Charron, p. 155-156). The author's examine challenges and features of community college through this educational equity framework.

The book is based on findings from a national field study of data collected from 2000 to 2002 conducted under the auspices of the Community College Research Center at Teachers College, Columbia University (CCRC). In collaboration with various researchers, the study implements a multiple case study design spanning across six states. The criterion used to select the sample consists of states with large community college enrollment and a balance of colleges governed by state or local control. The sample was designed to purposefully include a representation of geographic communities (urban, rural, and suburban). The authors utilize literature, national statistics, statistics focused on the sample, and interviews. Group and individual interviews from 658 key stakeholders included administrators, faculty and counselors, and students and clients. The authors weave literature, statistics, research findings, and rich case studies throughout the book.

The book focuses on eight topics which are seen in chapters 2-9, consisting of the community college dual vision, accountability, for-profit institutions, distance education, training, certification, remediation, dual enrollment, and student services. The table to the right provides the title of each chapter and lists the author/s. These topics were selected because they may be perceived as a challenge to educational equity, or are viewed as an integral feature of conserving and enhancing the equity agenda. The book is organized into two parts. The first section focuses on challenges to the community college equity agenda. The second section focuses on integral features of promoting and enhancing educational equity. All of the eight topics were categorized as challenges or integral features, except for distance education, which can be perceived as a possible challenge or method for increasing equity depending on implementation and context.

Possible Challenges to the Equity Agenda
Accountability, For-Profit Institutions, Vocationalization, and Certification

Challenges facing community colleges are characterized by contemporary pressures for accountability measures and transformations in the higher education landscape through for-profit institutions, vocational education, and certification. First, with current federal legislation of No Child Left Behind in American K-12 schools accountability proposals have been aimed at select states. States, such as Tennessee and South Carolina implement versions of accountability measures at the community college level. Second, with the growth of for-profit institutions, competition about attracting students has increased. What does this mean for the community college equity agenda? Bailey found that minorities and younger students are found at for-profit institutions at higher rates. For example, for-profit two year institutions represent a 20% Black and 14% Hispanic student population compared to 13% Black and 13 % Hispanic public two year colleges. While the for-profits represent of 4% of all higher education institutions, they are attracting a significant percentage of minority students at a more expensive cost than community colleges. Third, community colleges are charged with balancing distinct missions. Community colleges typically offer a variety of courses and programs either as credit or non-credit. "[T]hose involved with community colleges today see the vocational/academic dichotomy as an oversimplification of the programs offered by community colleges" (Smith Morest, p. 46). Throughout their analysis the authors keep in mind the various missions of community colleges in their efforts to promote educational equity. Fourth, with increasing educational standards in the American workforce, how are community colleges providing training? Each chapter seeks to understand these challenges, their impact, and what they translate as for the community college educational equity agenda.

Crucial Features of the Equity Agenda
Remediation, Dual Enrollment, and Student Services

Aimed at protecting and enhancing the educational opportunities at the community college level, the authors analyze the importance of remediation, dual enrollment, and student services in promoting equity. First, more often than not, students enter community college with the skills and training from their K-12 education. While some students are well prepared for college-level work, many students are under-prepared. "Today's community college remedial student is often yesterday's second-grade 'struggling reader" (Perin & Charron, p. 154). As a result, problems in the educational pipeline at an early age intensify at the community college level. Second, a variety of dual enrollment programs have emerged and aimed at increasing access and opportunities at community colleges and high schools. Third, as community colleges enroll a diverse group of students' community colleges need to assess how they are serving distinct groups within their campus. As opposed to four-year colleges and universities, community colleges enroll greater numbers of first generation, low income, ethnic, and age diverse students. Counseling and programs should increasingly be tailored to the needs of all students. This section of the book seeks to examine issues, such as the status of these features, organizational models, and strategies employed. These chapters provide suggestions for the future based on research findings.

The book's content and style are written to appeal to multiple audiences, including administrators, practitioners, researchers, policy makers, etc. Administrators and practitioners can utilize this book to learn about best practices, impact of reforms on community colleges across the country, and utilize research to inform practice. Researchers can use this as a reference for contemporary issues facing community colleges. Policy makers can gain a further understanding of the role, which community colleges play in promoting educational equity and how governance and policy affect this agenda. In my opinion, this book serves as a constructive tool for examining current educational reforms and practices through a lens that promotes educational equity for our students. As limited research on community colleges exists in comparison to four year colleges and universities, the book serves a valuable purpose and strengthens the research agenda on this important segment of the educational pipeline.

Melba M. Schneider is a Ph.D. student in Educational Policy Studies at the University of Illinois at Urbana-Champaign. She is a University of Illinois Graduate College Fellow. Melba's research interest is on access to higher education for underrepresented students. She can be reached at mschnei7@uiuc.edu