orrect belief that it costs parents less to educate their children at home than far away (Jencks and Riesman, 1968, 482).
The governing boards of these institutions have usually been locally elected or appointed citizens, and their vision of education is usually less mystical and more mechanical than professional educators or college administrators. The orientation has been more toward the consumer. The origin of community colleges in local school districts also limited their growth. They have been dependent on local property taxes, which make budget increases unusually difficult to obtain, and they are organized under the aegis of school boards, which has limited them to more populous districts because small districts did not have enough high school graduates to run a college of efficient size. Some legislatures in the 1960s moved away from local initiative and control and divided their states into larger and more inclusive community college districts, shifting the burden of support largely or entirely on
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