This is a good post and what you say is true. But there will be some adcoms who think that going to cc is a deal breaker. So going to CC can't help, but in some situations it will hurt.
You're probably right, but I'm not going to cry about rejections from schools that are so hung up on a CC bias that they don't look at the overall package. I've called a lot of schools to ask about this, and only two (of over twenty) made it clear that CC <<< ANY four-year school. One of them was my current school.
I personally worked MUCH harder for A's in bio and chem at my CC. Attendance counted. You didn't get credit for showing up, but missing classes (and being late twice) worked against us. There was no curve. A 94 exam average meant an A- in the class. Then again, physics there was such a joke that I didn't take it until I transferred. Other departments were pretty weak...history and sociology were a joke.
My transfer university is highly competitive, but there is a curve. I figured out in my first semester that I didn't actually need to show up for most classes. I download the power points the week before exams, and study the slides carefully. Usually, an 80-85% is enough for an A, and that includes PChem, physio, cell bio, and other tough upper-level science courses. Honestly, it's a much more relaxed environment than the honors program at my CC.
I went to a med school information session, and spoke to a professor on the ADCOM at the end. He was one of the two who scoffed at CC's...he told me the orgo here was much tougher than orgo elsewhere, especially at a CC. He was really condescending, and basically laughed me off. I didn't get upset. I asked him hypothetically what he'd think about a student with a 3.9 here vs. one with the same GPA at a CC (who maintained a 3.9 after transferring here)...the former with a 32 MCAT, the latter with a 36. He replied that all things being equal, the student with the higher MCAT should get the slot. He added that this NEVER happens, in his experience.
I went back to him later with my unofficial transcript, and he conceded that maybe his bias was unfair, but that I was an exception to the rule. He did say this: a CC student who transfers must maintain the same (or higher) GPA after transferring, and that there is less leeway (in his opinion) in choosing a major. I'm in one of the three toughest majors in my school, and definitely the most highly regarded science major. I've maintained the same GPA all along. An English major with a 3.9 for four years here has the same chance as a science major with the same GPA, but he thinks that a CC student MUST take upper-level science classes to prove that they're equally capable.
Who knows? And really, who cares? With the economy in the toilet and over 50% of college students nationwide, hopefully there will be enough serious students coming from CC's to squash the bias that still exists. My gen chem tutor from said CC is in her first year of the MD/PhD program at Weill-Cornell. Another classmate from my honors calc class is at MIT majoring in math, and just got into their PhD program. Quite a few others have been accepted into med/PA/law schools. I don't regret my decision to go there.
I hope to be in a position to help my kids become good students early on, and to support them (both financially and emotionally) in pursuing a competitive education, so that they have options. I was initially an academic snob, and I chose to take time off when I couldn't afford college rather than stooping low enough to attend a CC. Eventually I realized that I'd never be able to save enough for a "real" school and chose the best CC in my area. Maybe 80% of the students at most CC's have no business attending college, but 20% are smart and motivated. The professors in my honors program chose this school over more prestigious ones for the salary, pension, and better lifestyle. The chem department chair was tenured at Georgetown but took this position because he was more interested in teaching than research, and was bored with teaching smart rich kids. He wanted to mentor immigrants and disadvantaged students who were capable, but overlooked by the education system. So he took this position and started a research program. Now, 30-40 students do "real" research here and present at conferences, and 15-20 students have abstracts accepted for presentation at national American Chemical Society conferences.