The concept of impact, as it is treated in this report, is based on the notion of "expected changes in student behavior and attitudes as contrasted to "actual" changes. Following a review of the literature on college impact and a discussion of its relevance to the two-year college, this document presents an empirical model for analysis of impact in the community college, isolates and identifies key variables that account for such impact, and presents guidelines for maximizing the positive impact of community colleges. The model for assessing impact is designed as an input-output model. The eight characteristics identified as factors related to community college impact are described as "input characteristics"; an "expected output" based on these factors can be determined through observation and analysis of behavioral and attitudinal changes shown by matriculated students. The major conclusion is that the impact of a two-year college on its students is proportional to the degree of continuity between the college and the community; at present, community colleges have minimal impact on students because student and institutional value orientations are often nonintersecting and sometimes even conflict. The guidelines for maximizing positive impact detail methods of coordinating these disparate value orientations. A model for the assessment of community and institutional goals and a list of selected instruments to be used in such assessments are included. (Author/DC)