Community College Bachelor’s Degrees and Traditional-Age Students

A growing body of research points to the considerable benefits of community college baccalaureate (CCB) programs for adult learners, both in the form of higher earnings and career advancement opportunities. Community college bachelor’s degrees fill a critical gap in the supply of affordable and accessible baccalaureate education for adult learners, as evidenced by the fact that CCB students do tend to be older than traditional students. Indeed, our 2020 analysis of data from Florida’s community college system found that the majority of graduates were 30 or older and saw an average wage increase of around $10,000 after graduation.

While we know that CCBs are meeting some specific needs of adult learners, we know a lot less about their impact on traditional age students - those between the ages of 18-24. Do younger students secure the same earnings and employment benefits as older students? How do their education and labor market outcomes compare to their peers who earn bachelor’s degrees at four-year institutions?

There are good reasons for the lack of focus on traditional age populations in the advocacy for and research on these programs. As already mentioned, the average age of the populations CCB programs serve is older than the traditional bachelor’s population at four-year colleges and most programs are built on top of an associate degree and, thus, not designed to enroll students right out of high school.

Just as important, though, is the fact that many four-year colleges and universities strongly oppose allowing community colleges in their state to deliver bachelor’s degree programs, in part due to concerns around losing enrollments to their two-year counterparts.

One way that advocates have assuaged those worries is by pointing to the fact that CCB programs primarily enroll a different student population than programs at universities - older students. The focus on older students, in turn, has made the question of how CCB programs serve traditional age students a bit taboo, which, in turn, helps explain the gap in the research on the outcomes of traditional-age students.

But as a growing share of traditional students begin their higher education journey at a community college, it is critically important to understand whether and how CCB programs fit into the picture. We know that most current state college affordability efforts are focused on increasing enrollments among traditional age students at community colleges, generally by making it free or almost free. We also know that the majority of community college students enroll with the goal of ultimately earning a bachelor’s degree. How does the presence or absence of CCB options impact the decisions of traditional-age students at community colleges? Do they impact a student’s decision to transfer? Or their choice of major? Do they increase the rates at which students earn a bachelor’s degree?

Answers to these questions are more important than ever as state policymakers continue to rely on community colleges as the entry point to higher education and the educational requirements of jobs continue to rise. Historically, an associate degree served as both a speedy route into a career and the end of the educational road in many applied and technical professions. Associate degrees are still a great way to enter a litany of professions, but education expectations are shifting. In professions where associate degrees were historically considered terminal, like nursing, dental hygienist, and radiology technician, bachelor’s degrees are increasingly becoming available–and in some cases–expected.

But those with technical associate degrees, many of them young people, often struggle to transfer to other institutions for a bachelor’s degree, losing hard-earned credits in the process. Community college bachelor’s (CCB) programs are designed specifically for students with existing applied and technical associate degrees to expand their education and career pathways.

At the same time, young adults who have technical associate degrees may already be laying down roots, or maintaining roots in their longtime home community. Moving away or commuting long distances while working may not be feasible for them. Or they may just want to stay close to home. They deserve to be able to prioritize their existing community ties and further their education.

The expanse of research on CCBs is growing along with the states and institutions offering them. Currently, 25 states authorize at least one predominantly associate-granting public college to offer at least one bachelor’s degree program, with over 150 active programs nationwide, typically closely connected to local careers and economic development. The most common areas of study include allied health professions–like nursing and respiratory therapy, business, teacher preparation, and information technology.

However, the pathways, experiences, and outcomes of younger CCB students have not yet been well studied. New America is grateful to embark on research funded by the Gates Foundation to explore how young students pursuing technical careers use CCB programs to advance their education after the associate degree.

Over the next several months, we will publish a series of blog posts exploring the experiences of young adult CCB graduates and examine how pathways with a CCB option can create opportunities for these students with a passion for applied and technical professions.

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