Latest Study Sheds Light on Community College Noncredit Education
Researchers from the University of Michigan's Center for the Study of Higher and Postsecondary Education present their latest findings in reports titled “Who Transitions from Noncredit Education to Credit Education?” and "What are the Most Common Enrollment Patterns in Noncredit Education and Credit Education?” These studies, the first and second in the ongoing Community College Noncredit Education Research-in-Brief Series funded by Lumina Foundation, delve into the intricate landscape of community college education, offering valuable insights into enrollment patterns and their implications for student outcomes. Led by Dr. Peter Bahr, associate professor at the University of Michigan, the reports draw on detailed data from Iowa and California community colleges to uncover significant trends in community college enrollment patterns.
Key Findings for Brief #1:
Distribution of students across noncredit and credit programs
A majority of community college entrants in Iowa enroll exclusively in noncredit education in their first term, while only a small minority of community college entrants in California begin exclusively in noncredit coursework.
Demographics of noncredit students
In both Iowa and California, noncredit entrants tend to be older than credit entrants.
Transitioning from noncredit programs to credit programs
Transitioning from noncredit to credit is the exception, not the rule. Comparatively, few community college entrants combine noncredit and credit education during their time in community college.
Among students who begin in noncredit coursework, younger students under 25 years old, are more likely to transition to credit coursework than older students.
Key Findings for Brief #2:
Common Enrollment Patterns
Whether students begin in credit courses, noncredit courses, or both, the most prevalent enrollment pattern among community college students in Iowa and California is a single term of enrollment followed by departure.
Noncredit Entrants
Noncredit entrants in Iowa tend to follow intermittent enrollment patterns, moving in and out of college over time. In California, noncredit entrants tend to enroll continuously before departing.
Noncredit-to-Credit Transitioners
Students in noncredit programs rarely transition to credit programs. Of those who do, many depart after a single term of credit.
The reports underscore the historical focus on credit education in community colleges, neglecting the millions of students who enroll in noncredit education every year. In shedding light on these patterns, the studies advocate for bridging gaps between noncredit and credit programs and offer valuable insights to inform policies and practices to close these gaps.
Dr. Bahr explained, “We need this foundational knowledge about how students navigate educational opportunities in community colleges to ensure that they are getting the launchpad into employment or the on-ramp into further education that they need and not finding themselves in an educational dead-end.”
The research was supported by a Lumina Foundation grant to the University of Michigan.
"Understanding enrollment patterns is critical in how we think about increasing access to and success in education beyond high school,” said Lumina Strategy Director Wendy Sedlak. “By addressing disparities between noncredit and credit education, we can better serve the diverse needs of today's learners."
