This study, a synthesis of 51 published prescriptive essays and program reports from 1978 to 1997, follows the development of honors programs in comprehensive community colleges. Despite arguments that programs of this sort betray the institution's democratic imperative by implying academic elitism, diverting needed funds from developmental/remedial programs, and isolating the best students from the rest of the student body, the community college must serve the academic needs of the intellectually talented as well as those less so. Community colleges are now emphasizing quality education and providing preparation for transfer to four-year institutions, a trend that supports offering college honors programs. A large number of schools have adopted these programs since the early 1980s despite resistance, and the number is increasing. Schools are blending together different ranges of honors credit options, with most programs focusing on general education and liberal arts. Evaluations of honors programs have yielded positive student and teacher attitudes, and uniformly high student grades, but have not yet determined whether there is a positive correlation with future educational success and outcomes. Appendix includes community colleges and districts specified in works cited. (Contains 51 references.) (EMH)