Community colleges, in a quest for increased enrollments and expanded educational access, seem less concerned with quality than they were 15 years ago. This is evidenced by the move toward open enrollments, reduced academic requirements, promotion of sporadic course-taking patterns, and vocational, as opposed to general, education. Adjustments have been made to accommodate student preference for video instructional modes, to compensate for the deterioration of the secondary curriculum, and to give acceptable grades. While many factors are beyond the college's authority, standards, requirements, and grades are all within the college's control. Colleges have a responsibility to examine the effects of curricular shifts to pre-college-level course work, of allowing the level of transfer courses to deteriorate, and of promoting intermittent rather than sequential curricular structures and student attendance patterns. Data is available to help colleges focus on the effects of these kinds of policy decisions and to enable them to answer those who question whether these decisions are in the best interest of the community. An additional responsibility of the college is the promotion and maintenance of the liberal arts, not only within transfer programs, but also within vocational programs, and even as the basis for a liberal arts career major. The next decade will bring many changes and an increased demand for accountability that will force colleges to pay more attention to the business of education. (AYC)