Community college leaders don't have dance team moms or the eligibility of future D-1 recruits to distract from the education process. The hierarchy is diminished at community colleges because the social foo-foo doesn't drive the agenda; as a result; kids (and their teachers) are treated more equitably.
The CC system offers promise in helping Oregon (and the nation's) taxpayers circumnavigate the "teachers" unions and regain control of their poorly-performing public high schools. We could make places like PCC a working-man's Harvard with a little PDX-cellence.
Students in their 3rd and 4th years of high school can (should) do vocational training, apprenticeships, community college or remediation. Everyone can learn to participate in our democracy and to earn a living. Many can be taught to contribute and some can be taught to lead. A lot of the time, we teachers just need to get out of the way.
But the taxpayer should quit paying grown-ups with M.A. degrees to babysit study halls while veteran staff avoid the teaching rotation by supervising proms, coaching sports teams, and overseeing all the glamorous excesses of graduation. Eventually, the taxpayers will pay them all for life--but, meanwhile, administrators will pay the prom person and the sports coach much more than the algebra teacher. It just works that way; those jobs, tellingly, are viewed as more important in our current education culture (just look at who ends up running things). School employees (often unintentionally) let a lot of good kids fall through the cracks while one All-American quarterback or one American Idol contestant gets media coverage. It just is.
So ramped-up funding for community colleges is a good idea for Oregon education and for Oregon taxpayers, but not without establishing accountability for the use of any public money (federal or state) earmarked for education. Worth noting is that the current director of Oregon's public schools is a former lobbyist for a corrupt "teachers" union.* It follows that state leaders continue to oversee education expenditures in much the same way they oversee the proficiency of public school administrators: