Most students enrolling in community college noncredit workforce programs have already attempted traditional higher education—often multiple times—before finding their way to short-term credential programs, according to a new study that sheds light on a largely hidden sector of postsecondary education.
"Most of our interviewees had previously enrolled in college but experienced 'interrupted' and nonlinear higher education enrollment patterns," the researchers wrote. Seventy-one percent of participants had prior college experience, with nearly two-thirds having been enrolled in credit-bearing courses before turning to noncredit options.
The study examined students at LaGuardia Community College in New York, Mt. San Antonio College in California, and Northern Virginia Community College—institutions serving predominantly nonwhite, Hispanic, and female students between ages 25 and 49. Healthcare programs attracted 61% of participants, with others pursuing credentials in information technology, business, trades, and other fields.
Cost emerged as the dominant factor in students' decisions to enroll. The majority paid nothing for their programs, made possible by state funding mechanisms that varied dramatically across the three locations.
California provides higher funding for certain noncredit Career Development and College Preparation programs than for credit courses, making them tuition-free. Virginia's FastForward program uses a pay-for-performance model covering most costs for students pursuing credentials in high-demand fields. In contrast, New York provides no steady noncredit funding, requiring LaGuardia to rely on grants and philanthropy—leaving most students there paying full tuition.
"I'm low-income, I couldn't actually afford to go to school, but I just needed something to get out of what I was doing," explained one NOVA student enrolled in a medical assistant program, describing how the FastForward program made enrollment possible.
A 55-year-old NOVA student pursuing commercial driver's license certification described cost as decisive: "I think I was presented now with a way where I didn't have to pay out of pocket or get reimbursed, or anything like that ... this grant that was offered through the state of Virginia really opened up a way for me to be able to do that."
Students described varied reasons for not completing earlier degree programs. The COVID-19 pandemic derailed several, particularly those who struggled with online learning. Others cited lack of motivation or maturity, disinterest in general education requirements, financial pressures, and personal challenges.
"I tend to start things and then give up halfway," said a 32-year-old LaGuardia student who had previously attended three different colleges. "I was doing good, and then halfway, you know, I kind of fell off."
One young woman pursuing a nursing career explained how financial necessity repeatedly interrupted her education: "With life and rent, I was in and out of jobs, sometimes I lost jobs, which made me drop out of school entirely to focus on getting a job and paying rent."
Students enrolled with different objectives. Many needed immediate employment and had no plans for further education beyond their noncredit credential. Others viewed these programs as stepping stones toward degrees, with some simultaneously enrolled in credit courses.
A 24-year-old emergency medical technician student at LaGuardia explained: "EMT was just a stepping stone for me to become either a nurse or a respiratory therapist."
Beyond affordability, students prioritized program features that fit their lives: convenient schedules, immediate start dates, short duration, and proximity to home. Some chose programs simply because they were free and available, even when those programs differed from their original interests.
Students gathered information through online searches, college websites, family encouragement, and sometimes chance encounters. One Mt. SAC student discovered her program through a flyer at a workforce center, while another learned about options from a SNAP case manager.
"The decision to enroll in their noncredit program involved various considerations, including intended outcomes, affordability and other feasibility aspects, as well as information sources and personal relationships," the researchers concluded.
The findings raise questions about assumptions that noncredit students should progress toward degrees, suggesting instead that "a student may not wish to make another attempt or cannot do so for personal reasons."
