Noncredit Education in Community College: Students, Course Enrollments, and Academic Outcomes

Abstract

Objective: This study examines the characteristics, course enrollment patterns, and academic outcomes of students who started their college careers in noncredit courses. Method: Drawing upon a rich dataset that includes transcript and demographic information on both for-credit and noncredit students in multiple institutions, this study explores the demographic and academic profiles of students enrolled in various fields of noncredit education, their course performance in noncredit programs, their educational intent upon initial enrollment, and their transition to the for-credit sector among degree-seeking students. Results: Our results support recent evidence from qualitative studies and studies from a single institution that students enrolled in noncredit programs tend to be adult learners and are typically from a lower socioeconomic background than credit students at community colleges. Yet, more than half of the noncredit students drop out of college after their initial term, even among students who expressed intent to transition to credit-bearing programs. The idiosyncratic patterns of course enrollment and transition to credential programs seem to suggest that there is no general structured pathway or institutional support for credential-seeking noncredit students. Contributions: This article is among one of the first attempts that use student transcript data from multiple institutions to provide a comprehensive understanding of noncredit students and their academic outcomes. Results from this study highlight the importance of future research in exploring institutional services and structures that may effectively facilitate the academic progression and success of noncredit students.

Connecting Noncredit and Credit Programs: Lessons From the Northeast Resiliency Consortium

“…The other notable difference between noncredit and credit students is in prior credential receipt: more than 50% of continuing education participants had earned only a GED or high school diploma prior to starting the NRC program; in contrast, 51% of credit participants had completed some college or received a certificate prior to starting their program. While nondegree programs often serve as on-ramps to employment and job mobility, existing evidence suggests that students enrolled in noncredit programs within two-year colleges are highly unlikely to ever transition to a for-credit program, let alone attain a credit-bearing credential or degree (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008;Xu & Ran, 2015). In contrast, the evidence from the NRC paints a compelling case for formalizing noncredit-to-credit pathways for both students and the college, as such pathways can increase credit accumulation for continuing education students and improve transitions into credit-bearing programs.…”

“…While nondegree programs often serve as on‐ramps to employment and job mobility, existing evidence suggests that students enrolled in noncredit programs within two‐year colleges are highly unlikely to ever transition to a for‐credit program, let alone attain a credit‐bearing credential or degree (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008; Xu & Ran, 2015). In contrast, the evidence from the NRC paints a compelling case for formalizing noncredit‐to‐credit pathways for both students and the college, as such pathways can increase credit accumulation for continuing education students and improve transitions into credit‐bearing programs.…”

“…Despite a lack of comprehensive national data on students enrolled in noncredit programs—coined by some as the “hidden college” (Voorhees & Milam, 2005, p. 1)—recent studies using community college data (including this study) suggest that noncredit students are demographically distinct from their for‐credit counterparts. Compared to students in credit programs, noncredit students are far more likely to be older adults, to be students of color, and to be from low‐income backgrounds (Xu & Ran, 2015). In addition to providing a pathway to economic opportunity, noncredit programs have been pointed to for their potential to serve as an important bridge to credit‐bearing programs and degrees for low‐income adults seeking to advance their education (Grubb, Badway, & Bell, 2003).…”

Adult Noncredit Students’ Priorities and Satisfaction

“…As reported in the Fast Facts-2019 of the American Association of Community Colleges (AACC), over 5 million noncredit students were enrolled in 1,051 community colleges in the United States as the fall of 2017, making up 42% of the total community college student body (AACC, 2019). Noncredit continuing education student enrollment has increased in the past two decades (Xu & Ran, 2015), and these students are outnumbered at many 2-year colleges (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008). According to the 2016 Adult Education and Training Survey from the U.S. Department of Education, 80% of adults who have a nondegree certificate reported that noncredit certificates were very helpful with getting a job, and staying marketable in the current job market (Cronen, McQuiggan, & Isenberg, 2018).…”

“…Van Noy et al (2008) noted that noncredit programs help colleges develop and pilot new programs and courses, and assist with marketing and engaging institutional donors. Additional studies report that many noncredit programs act as conduits to higher education when students transfer to credit-bearing programs (Grubb, Badway, & Bell, 2003; Price & Sedlak, 2018; Xu & Ran, 2015). Even though enrollment in noncredit programs has significantly increased the many benefits of the noncredit programs, information about the needs and satisfaction of noncredit students has not been exclusively studied.…”