A Narrative History

INTRODUCTION

Founded more than a century ago, Citrus College stands among California's oldest and most respected community colleges. From its origins as Citrus Union High School, established in 1891, to its transformation into the Citrus Community College District, the institution has grown in step with the communities it serves. Its history reflects a spirit of innovation, resilience and public service that continues to define its mission today.

What began as a single high school serving the small towns of the Azusa Valley evolved into a dynamic center of higher learning — one that has prepared generations of students for university transfer, professional advancement and civic leadership. Across every era, the college has remained guided by its founding principle: that access to quality education empowers both individuals and communities to achieve their highest potential.

DATE RANGES: 1891–1902 | 1902–1915 | 1915–1925 | 1920s | 1930s | 1940–1950 | 1950–1960 | 1960–1970 | 1970–1989 | 1990–1999 | 2000–2009 | 2010–2019 | 2020–Present

For additional insight into the history of Citrus College, a curated list of recommended readings and resources can be found in the accordion tab below.

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THE FOUNDING YEARS: 1891–1902

On July 14, 1891, voters from the communities of Azusa, Glendora and Covina approved the formation of a new high school district, giving rise to Citrus Union High School. This marked the establishment of the first secondary school in the region then known as the Azusa Valley. Classes began on September 28, 1891, and the school awarded diplomas to its inaugural graduating class three years later, in 1894.

The fledgling high school first occupied the vacant Barnes Hotel in Gladstone, a short-lived land-boom settlement located about two miles north of Covina. The site stood at the southwest corner of Citrus Avenue and Broadway, now known as Gladstone Street. Just months after opening, a severe storm on December 11, 1891, destroyed the building, forcing the school to relocate across the intersection to a former general store on the northeast corner. This modest facility served as the school's home for the next twelve years, until December 1903.

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THE MOVE TO DALTON HILL: 1902–1915

By the early 1900s, the steady growth of Citrus Union High School made it clear that a larger and more permanent campus was needed. In 1902, the board of trustees determined that the existing facilities in Gladstone could no longer accommodate the expanding student body and resolved to build a modern high school of greater capacity. A new site was selected on Dalton Hill in Azusa, located at what is now Cerritos Avenue between Sixth Street and Foothill Boulevard.

Construction began soon after, and by 1905 a new Spanish-style building accented with Victorian elements stood proudly on the hillside. The structure, built at a cost of $12,990, reflected both the community's optimism and its investment in the future of education. For more than fifty years, the building served as a symbol of progress and civic pride until its demolition in 1959.

Over the following decade, the campus continued to grow. In 1911, a second building was constructed to support art and industrial education, expanding the range of academic and vocational programs available to students. A third facility followed in 1914, funded through a local bond measure, to house courses in commercial studies, music and the newly envisioned junior college division. By 1915, the Dalton Hill campus also included an athletic field, reflecting both the expansion of student life and the school's evolution into a fully developed educational community.

The relocation to Dalton Hill signaled a defining moment in the school's development. Its modern facilities and scenic setting overlooking the San Gabriel Valley reflected the region's growing prosperity and educational ambition. What began as a modest high school in temporary quarters had, by this time, become a pillar of public education in the eastern San Gabriel Valley — and the birthplace of what would soon become Citrus Junior College.

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A VISION FOR HIGHER LEARNING: 1910–1915

As the population increased and the demand for advanced education rose, the idea of extending learning beyond the traditional high school years began to take hold. Among the leading advocates for this vision was Principal Floyd S. Hayden, whose strong belief in education as a foundation of democracy inspired the community to consider establishing a junior college. Drawing on his experience and the progressive ideas he encountered during graduate study at the University of Chicago, Hayden championed the creation of a postsecondary program that would allow local students to pursue college-level coursework close to home.

Hayden's efforts came to fruition on the evening of June 5, 1915, when the board of trustees voted to create Citrus Junior College on the Dalton Hill campus. This decision placed Citrus among the earliest junior colleges in California and laid the foundation for what would become one of the state's most enduring and respected community colleges.

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THE FOUNDING OF CITRUS JUNIOR COLLEGE: 1915–1925

The establishment of Citrus Junior College in 1915 marked a new chapter in the educational development of the Azusa Valley. Conceived as an extension of Citrus Union High School, the junior college opened on the Dalton Hill campus with the goal of providing students two years of college-level instruction equivalent to the freshman and sophomore years at a university.

In its first year, Citrus Junior College opened with 27 students and six faculty members. Women outnumbered men by nearly two to one, many of them housewives pursuing new opportunities. As noted in Citrus Speaks, there was no athletic program, no full-time junior college teachers, no separate facilities, no vocational curriculum and no night classes. The original 1915 course list included mathematics, French, English, physics, German, Spanish and economics.

Enrollment expanded steadily during the college's first decade as its reputation grew throughout the San Gabriel Valley. Many faculty members taught at both the junior college and high school levels, fostering a strong sense of collaboration and mentorship. Graduates emerged well prepared for university study and public service, laying the foundation for Citrus College's enduring commitment to academic excellence and community leadership.

Citrus Junior College's first graduating class in 1917 included four students. Evening courses were added by the 1920s — in practical, hands-on subjects such as bookkeeping, typing, millinery and cabinetmaking — thus providing new opportunities for students whose work hours limited daytime study. By 1925, enrollment had increased to about 100 students, though only 11 had earned degrees during the college's first decade.

PLANNING AND CONSTRUCTION OF THE NEW CAMPUS: 1920–1922
By the early 1920s, it was clear that the Dalton Hill facilities could no longer accommodate the district's growing student population. In 1920, local voters approved a $300,000 bond to construct a new, larger school complex that would serve both Citrus Union High School and Citrus Junior College. The project reflected the community's continued confidence in education as a foundation of civic progress.

On June 15, 1922, members of the Masonic Lodge laid the cornerstone — designed in the Spanish Renaissance style by architects John C. Austin and W. Horace Austin — for the new campus at Foothill Boulevard and Ben Lomond Avenue (later renamed Barranca Avenue), near the border of Azusa and Glendora, which would become Citrus Union High School and Junior College.

RELOCATION TO FOOTHILL AND BEN LOMOND: 1922–1923
In late 1922, both Citrus Junior College and Citrus Union High School moved from the Dalton Hill site to their new 16-acre campus at Foothill and Ben Lomond. The relocation provided a modern setting for the expanding curriculum and growing student body, while establishing the physical and symbolic center of the district that endures to this day. Over the ensuing decades, additional land acquisitions and facilities development expanded the campus footprint to its present 104 acres in Glendora.

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TRANSITION: GROWTH THROUGH THE 1920s

The hardships of World War I and the 1918 influenza pandemic had slowed enrollment and disrupted instruction during Citrus Junior College's earliest years. Yet by the 1920s, as the region recovered and optimism returned, the college entered a period of steady progress and renewal. As the surrounding communities grew, so did the college's enrollment, academic offerings and local reputation. New courses in the arts, sciences and technical fields reflected the changing needs of society in the postwar era. Athletics, student organizations and cultural activities flourished, reinforcing Citrus's identity as both an educational and community center. By the decade's end, the college had firmly established itself as a model of accessible, high-quality education in the San Gabriel Valley.

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EXPANSION AND DISTINCTION: THE 1930s

The 1930s brought both challenges and opportunities for Citrus Junior College. Despite the economic strain of the Great Depression, the college continued to expand its programs and strengthen its academic standing. Faculty and administrators worked tirelessly to maintain high standards of instruction, ensuring that students received an education equal in quality to that of larger, more established institutions.

During this period, Citrus earned distinction for its strong transfer record to four-year universities and for the diversity of its curriculum, which balanced academic, vocational and cultural studies. The college also became a vital resource for the community, offering evening and extension courses for adults seeking new skills during difficult economic times.

The decade also saw the rise of a strong campus culture. Student clubs, music ensembles and athletics helped foster a sense of belonging and pride, even amid national uncertainty. The spirit of resilience and innovation that defined the 1930s would become a hallmark of Citrus College, shaping its identity for generations to come.

Hayden Hall, dedicated in January 1935, remains the last original campus building still standing. Originally serving as a multipurpose study space for women students, it has, over the decades, accommodated many uses, including employee offices, the Student Health Center and a student-veterans' venue.

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THE WAR YEARS AND POST WAR GROWTH: 1940–1950

The 1940s marked a period of profound change for Citrus Junior College as the effects of World War II reached every corner of the nation. Enrollment declined sharply after the United States entered the war in 1941, as many students, faculty and staff enlisted or were called into military service. Classrooms once filled with young scholars were repurposed to support the war effort and academic priorities shifted to meet national needs.

During the war years, Citrus contributed to home-front initiatives by offering specialized training courses in technical and defense-related fields. These programs equipped both men and women with practical skills vital to wartime industries and local communities. The campus also became a gathering place for civic engagement, where students and residents alike participated in drives to support troops overseas and assist families affected by the conflict.

When peace returned in 1945, the college experienced a dramatic resurgence in enrollment as veterans came home and took advantage of educational benefits provided by the G.I. Bill. The postwar years ushered in an era of renewal and optimism, as classrooms filled once again with students eager to build new futures. This influx of veterans brought diversity, maturity and determination to campus life, reshaping the college culture and reinforcing its mission of opportunity and upward mobility.

By the close of the decade, Citrus Junior College stood ready to enter a new age of expansion. The foundation laid during these challenging yet transformative years positioned the college for the sustained growth and innovation that would define the decades to come.

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MODERNIZATION AND DISTRICT INDEPENDENCE: 1950–1960

The decade following World War II brought continued growth and a renewed sense of purpose to Citrus Junior College. As the population of the San Gabriel Valley expanded rapidly, so did the demand for higher education. Citrus responded with an ambitious program of modernization, expanding academic offerings, upgrading facilities and strengthening ties with neighboring communities.

During the 1950s, new buildings and improved instructional spaces transformed the Foothill and Barranca campus. Modern classrooms and laboratories replaced older structures, while enhanced libraries and student areas reflected a growing commitment to both academic excellence and campus life. These improvements paralleled statewide developments in community college education, as California increasingly recognized the importance of accessible, affordable postsecondary learning.

By the end of the decade, it had become clear that Citrus Junior College had outgrown its administrative structure as part of the Citrus Union High School District. The community's educational needs had evolved beyond the capacity of a single district to oversee both secondary and Stadium instruction. Responding to this reality, local voters approved the creation of a new, independent governing body.

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EXPANSION AND REDEFINITION: 1960–1970

By the dawn of the 1960s, the postwar population boom and rising demand for higher education placed new pressures on Citrus Junior College to expand its reach and capacity. The district's service area had grown steadily since its founding, and the time had come to reorganize its governance to better reflect the communities it served.

The passage of the 1960 Master Plan for Higher Education expanded the mission of California's community colleges to include remedial instruction, English as a Second Language, adult noncredit education, community courses and workforce training.

On July 1, 1961, the long-standing Citrus Union High School structure was formally reorganized, and the Citrus Junior College District was established as an independent governing body serving the Azusa and Glendora Unified School Districts. This transition marked a defining moment in the college's history — transforming it from a joint secondary and postsecondary institution into a fully autonomous college district. The reorganization ushered in a new era of growth and self-governance, reinforcing Citrus College's mission to serve the region through academic excellence, innovation and community partnership.

After the Vocational Education Act of 1963 strengthened federal support for technical education, the college broadened its curriculum to include vocational programs in data processing, automotive technology, cosmetology and machine tool technology.

In 1967, the district's boundaries were expanded to include the Claremont, Duarte and Monrovia unified school districts, joining the existing areas of Azusa and Glendora. This enlargement extended the college's service population and further solidified its role as a regional leader in community-based higher education.

To meet the demands of its growing student body, the district proposed a major facilities expansion program. On June 5, 1962, local voters approved a $6 million bond measure, supplemented by state and federal funds, to modernize and expand the campus. The plan included new academic buildings, the Citrus Stadium, the Student Center, the Lecture Hall, an addition to the gymnasium and a performing arts complex with classroom wings for music, speech and drama. Constructed in phases from September 1964 through June 1971, the facilities project culminated in the completion of the Haugh Performing Arts Center, transforming the campus and enriching opportunities for learning and creativity.

By 1970, the college and its governing board adopted a new name to better represent its broadened mission and constituency. The Citrus Junior College District was officially renamed the Citrus Community College District, reaffirming the institution's commitment to accessible, community-centered education.

The college underwent a period of remarkable growth and transformation throughout the late 1960s and into the 1970s. The changing demographics were reflected with a student body that became increasingly diverse and a notable rise in female enrollment. By 1975, the college served more than 11,000 students and awarded nearly 700 degrees, solidifying its reputation as one of California's top community colleges with one of the strongest transfer records in the state.

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GROWTH AND INNOVATION: 1970–1989

Building on the progress of the previous decade, Citrus College entered the 1970s and 1980s with renewed momentum, embracing innovation in instruction, technology and student services. The college's growing reputation for academic excellence and transfer success continued to attract students from across the San Gabriel Valley, while new programs reflected the region's changing educational and workforce needs.

Throughout the 1970s, Citrus expanded its academic offerings, integrating emerging disciplines in computer science, business and communications alongside established programs in the arts and sciences. Strengthened partnerships with local industries and universities helped align the curriculum with the expanding technological and professional landscape of Southern California.

The late 1970s and early 1980s brought further development to the physical campus. New instructional facilities, laboratories and student support spaces were added to accommodate increasing enrollment and to provide specialized environments for learning and applied study. Athletics and performing arts flourished during this period, reinforcing Citrus College's identity as a comprehensive community institution committed to both academic and cultural excellence.

Proposition 13, approved in 1978, reshaped the financial framework for California's public education system and brought significant uncertainty to community colleges statewide. At Citrus, the new fiscal reality led to targeted reductions in courses, programs and services. The campus community responded with resolve, organizing fundraisers and the widely noted "Sweat Equity Days" to support the institution. Amid these challenges, Citrus also advanced new initiatives to strengthen its educational mission. Enrollment dipped slightly to about 10,000 students, with nearly one quarter identifying an associate degree and transfer to a four-year university as their primary goal. At the same time, vocational education surged in popularity. To sustain quality through this period, Citrus emphasized resource efficiency, pursued grants and strengthened partnerships. That same year, the college opened the Child Development Center at the heart of campus, creating hands-on learning opportunities for students in child development and offering a vital resource for campus families.

Despite the constraints of the era, the 1980s became a decade of technological advancement and institutional renewal. The college introduced computer-assisted instruction and expanded the use of digital systems in both administration and classroom learning. Building on the momentum of the previous decade, Citrus strengthened its career and technical offerings, and by 1988 the college provided more than 30 distinct programs serving the region's growing workforce needs. Guided by its enduring mission of access and excellence, Citrus continued to evolve — broadening student support, enhancing transfer pathways and solidifying its reputation as one of California's most respected community colleges.

Effective January 10, 1985, concluding a year-long annexation process, Citrus College was formally incorporated into the city limits of Glendora. Previously located in unincorporated Los Angeles County between Azusa and Glendora, the college's inclusion within the city did not affect Glendora's population count, tax structure or public service expenditures. At the time, Citrus College had an enrollment of approximately 10,000 students and employed about 400 faculty members, serving the surrounding communities of Duarte, Monrovia, Azusa and Claremont. A significant number of faculty, staff and students already resided in Glendora, further strengthening the college's longstanding connection with the city.

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ADVANCEMENT AND RENEWAL: 1990–1999

As Citrus College entered the 1990s, the institution stood on a foundation strengthened by decades of steady growth, innovation and community support. The new decade brought a renewed emphasis on advancement, accountability and student-centered learning, reflecting both statewide educational reforms and the evolving needs of the region it served.

Technological progress accelerated rapidly during this period, transforming classroom instruction, campus communication and administrative operations. The college invested in computer labs, multimedia classrooms and expanded library resources, integrating digital tools across academic disciplines to prepare students for an increasingly technology-driven world. Faculty development initiatives supported instructional innovation, while new systems of assessment and planning reinforced academic quality and institutional effectiveness.

Throughout the decade, Citrus College also undertook one of the most ambitious campus improvement efforts in its history. Administrators actively pursued state funding for capital projects, securing more than $60 million to construct new facilities, modernize existing buildings and upgrade campus infrastructure. These investments enhanced the learning environment, increased accessibility for students with disabilities, improved safety measures and expanded technological capabilities across instructional spaces. Notable developments included the addition of an adapted physical education facility and the expansion of computer laboratories, both of which greatly strengthened the college's educational resources. Renovations further modernized older buildings, enhanced energy efficiency and improved campus accessibility, ensuring the physical environment matched the institution's academic progress.

Enrollment grew steadily throughout the 1990s, driven by regional population increases and strong public confidence in community colleges as affordable gateways to higher education. Citrus strengthened partnerships with four-year universities, refining transfer agreements and broadening opportunities for students to continue their studies beyond the associate degree. Expanded counseling, tutoring and financial aid programs reflected a deepening commitment to student success and equity.

By the close of the decade, Citrus College had emerged as a forward-looking institution — technologically advanced, academically vibrant and deeply rooted in community service. Poised to enter the twenty-first century, the college carried forward its enduring mission of opportunity, excellence and access for all learners.

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THE NEW CENTURY: 2000–2009

The early 2000s marked a decade of renewed growth and development for Citrus College. After several years of steady enrollment, the student population began to rise significantly, reaching 13,541 by 2005 — a 23 percent increase from the previous decade. Degree completion followed a similar trend, with 816 associate degrees awarded in 2005 compared to 560 ten years earlier.

A major milestone occurred in March 2004, when district voters approved Measure G, a $121 million general obligation bond to fund extensive construction and modernization projects across the campus. Beginning in 2006, bond funding supported the creation of the Central Plant, the Louis E. Zellers Center for Innovation, the Field House and Concession Building, the Vocational Technology Building, the Campus Safety Building and the Student Services Building. Additional upgrades included new stadium lighting, renovation of the Main Gym and Administration Building, adoption of the Banner Enterprise System and numerous infrastructure improvements designed to enhance safety, efficiency and accessibility.

During this same period, Citrus College's student body became increasingly diverse. By the end of the decade, Hispanic/Latine students represented the majority of the college's enrollment, earning Citrus its designation as a Hispanic-Serving Institution (HSI) by the U.S. Department of Education. This recognition made the college eligible for federal grants designed to expand opportunities for students from Hispanic/Latine communities and other student groups historically excluded from higher education.

In 2005, a $3 million HSI cooperative grant supported the creation of the Center for Teacher Excellence, a teacher-preparation partnership with the University of La Verne. Three years later, the college received its first STEM grant to expand participation and success among first-generation, low-income and underrepresented students in science, technology, engineering and mathematics. In 2009, a $2.1 million HSI grant established the College Success program, which provides academic support for students performing at the pre-collegiate level in math, English and reading.

By the close of the 2000s, Citrus College had entered a period of steady growth and rising recognition. Expanding facilities, strengthening diversity and advancing instructional excellence set the stage for a new decade of achievement.

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A DECADE OF DISTINCTION: 2010–2019

The 2010s marked a period of national recognition, strategic innovation and continued academic excellence for Citrus College. Building on the momentum of the previous decade, the institution deepened its commitment to student achievement, workforce development and community engagement, earning statewide and national honors for its programs and outcomes.

In 2010, Citrus College was one of only four California community colleges featured in a video presentation at the White House Summit on Community Colleges. That same year, the institution received a federal Center of Excellence for Veteran Student Success (CEVSS) grant from the U.S. Department of Education in recognition of its leadership in supporting student veterans. The college's Veterans Success Center continued to earn national praise as the first in the nation to offer a transitional counseling course for veterans returning to academic life.

Both the STEM program and the Center for Teacher Excellence received renewed funding in 2011. The STEM initiative secured $4.3 million in additional grants that launched the college's RACE to STEM program, while the Center for Teacher Excellence received a $3.7 million cooperative grant with the University of La Verne to strengthen the education career pathway and integrate technology into teacher training.

In 2012, Citrus College launched its College of Completion initiative in response to a national call to increase graduation rates. The initiative encouraged students to set clear academic goals—to earn degrees, transfer to four-year institutions and enter professional careers — while providing expanded programs and services to support their success. Since its inception, the initiative has led to record numbers of graduates at every Commencement.

Following the success of Measure G, the college continued to modernize its facilities throughout the 2010s. Major projects included the Fine Arts Complex, which opened in 2016 as a state-of-the-art instructional and performance space, and the expansion of energy-efficient systems across campus. These projects reflected the college's long-term commitment to sustainability, accessibility and innovation.

Throughout the decade, Citrus College earned repeated state and national distinctions for student achievement, transfer success and degree completion. The college was recognized by the Aspen Institute among the top community colleges in the nation and was consistently named one of the country's leading producers of associate degrees for students from Hispanic/Latine communities.

By the close of the 2010s, Citrus College had solidified its standing as a nationally recognized institution — innovative in instruction, inclusive in spirit and steadfast in its commitment to student success and community service. As the college prepared to enter a new decade, its strong foundation in academic excellence, equity and innovation would soon be tested and strengthened by unforeseen global challenges.

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RESILIENCE AND RENEWAL: 2020–PRESENT

The decade beginning in 2020 opened amid extraordinary global challenges that reshaped higher education in unprecedented ways. When the COVID-19 pandemic forced campuses across the nation to close, Citrus College responded with determination, flexibility and innovation. Within weeks, the college transitioned nearly all instruction and student services to remote formats, ensuring that learning continued without interruption. Faculty and staff adapted courses, counseling, tutoring and support programs for online delivery, demonstrating the institution's deep commitment to its students and its capacity to lead through crisis.

Citrus College expanded digital access by providing loaner laptops, Wi-Fi connectivity and emergency financial aid to students facing economic and technological barriers. Faculty received professional development to strengthen online instruction, and new virtual engagement platforms helped preserve the sense of connection and community that defines the college experience.

As in-person instruction gradually resumed, the college adopted a hybrid model that blended online flexibility with traditional classroom learning. This approach expanded access for working adults, parents and returning learners while maintaining academic rigor and support. The lessons learned during the pandemic deepened the college's adaptability and reinforced its mission of equitable education for all.

In November 2020, district voters approved Measure Y, a $298 million general obligation bond that launched the next era of campus modernization and long-term planning for Citrus College. The measure — officially titled the Citrus College Career Education, Repair, Affordable Higher Education Measure — received nearly 58 percent voter approval across the district's service area. Designed to address the priorities outlined in the college's 2020–2030 Educational and Facilities Master Plan, Measure Y provides funding to upgrade classrooms, laboratories and career-training facilities; improve safety and accessibility; replace aging infrastructure; and expand resources for veterans, transfer students and workforce preparation. The initiative also carries strict taxpayer safeguards, including independent financial audits, public oversight and a legal prohibition against the use of bond funds for administrative salaries or pensions. Building on the success of Measure G, Measure Y reaffirmed the community's confidence in Citrus College and its century-long mission to deliver high-quality, affordable education while preparing students to meet the evolving needs of the region and the state.

Beyond its pandemic response and capital planning efforts, Citrus College continued to advance its long-term goals in sustainability, workforce preparation and student achievement. Expanded programs in science, technology, engineering and mathematics (STEM), health sciences and career education aligned the curriculum with regional and statewide economic needs. Ongoing facility enhancements improved safety, accessibility and environmental efficiency, reflecting the college's vision for a sustainable and forward-looking campus.

Institutional planning during this period emphasized equity, innovation and accountability. Guided by its Strategic Plan, Citrus College strengthened student retention, completion and transfer outcomes while continuing to receive statewide and national recognition for excellence. The college remained committed to transparency in governance and to fostering a culture of inclusion and continuous improvement.

Now well into its second century, Citrus College stands as a model of resilience and renewal — an institution shaped by history yet defined by innovation, service and opportunity. Through its enduring dedication to access, excellence and community partnership, Citrus College continues to empower students, enrich communities and prepare future generations to lead in a rapidly changing world.

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