This document is part of the series, "New Expeditions: Charting the Second Century of Community Colleges," sponsored by the W.K. Kellogg Foundation Initiative. This paper addresses the issues related to access at community colleges. Increases in high school completion rates have generated an enormous demand for higher education, much of which is absorbed at the community college level. Community colleges provide greater access and flexibility to students than any other sector of higher education. Universal accessibility, however, has created challenges for community colleges as they find themselves in the position of defending their identity as college-level institutions. Admission, which requires no minimum grade point average or college admission tests, is part of the flexibility that draws students to community colleges. However, the lack of such requirements means that there is very little data about the different levels of preparation and achievement by students when they enter community colleges. Critics maintain that much community college instruction is conducted at a high school level. The authors argue that providing more information about the personal, academic and work backgrounds of their students will help community colleges to better understand the degree to which they are fulfilling their mission. Five tables include statistics, broken down by race, about enrollment rates, part-time and full-time, at both two-year and four year institutions. (AF)