Webinar Recap: Unveiling the Richmond Fed's 2024 Survey of Community College Outcomes

On Tuesday, Nov. 19, 2024, the Richmond Fed hosted a webinar showcasing the results of the 2024 Survey of Community College Outcomes. This event, aimed at community college leaders, workforce development professionals, policymakers, and other stakeholders, highlighted the importance of community colleges in driving local workforce and economic development.

A Critical Need for Comprehensive Data

Community colleges play a vital role in the education and workforce development for millions of students across the United States. However, one of the major challenges faced by these institutions is the lack of consistent and comprehensive data to measure their success and long-term impact. Traditional metrics that are available nationally fail to acknowledge the full range of students and programs at community colleges. Some states and institutions have developed more comprehensive metrics, but the wide variation in approaches makes it difficult to assess outcomes consistently across geographies.

The Richmond Fed has recognized this gap and introduced the Survey of Community College Outcomes (SCCO) as a solution. This quantitative system aims to provide a more accurate and detailed view of community college success, incorporating a diverse range of student populations including part-time students, non-first-time students, and those enrolled in nontraditional workforce-oriented programs.

Insights From the Field: A Panel Discussion With Two Community College Presidents

During the webinar, Laura Ullrich, senior regional economist and director of the Community College Initiative at the Richmond Fed, spoke with two community college presidents who reflected on the evolving landscape of higher education and the impacts dual enrollment, technical, and transfer programs can have on developing our workforce. Clifford Coppersmith, president of Chesapeake College in Maryland, and Galen DeHay, president of Tri-County Technical College in South Carolina, discussed how dual enrollment programs and transfer pathways are reshaping the traditional metrics of success.

One of the key insights from the discussion came from Coppersmith, who pointed out a striking discrepancy between national data and real-world outcomes at Chesapeake College. According to the Richmond Fed's Survey of Community College Outcomes, success rates at Chesapeake College are more than double those reported by the Integrated Postsecondary Education Data System, or IPEDS (24.8 percent vs. 59 percent¹), a gap that speaks to the broader limitations of standard success metrics, which typically focus on degree completion.

This led to a broader discussion about the need to redefine what success means for community colleges. DeHay stressed that traditional success measures — completion rates and degrees earned — may not fully capture the diverse outcomes students seek. "That is a very limiting view of who our two-year colleges serve across the nation," he remarked. "It challenges us to redefine what success means, because these numbers are really based on measuring the success of the institution and getting individuals completing degrees at their institutions. But, if that's not the student's goal, if the student's goal is to transfer, I think we need to redefine success through the student and their desired outcomes, not our desired outcomes."

The discussion also highlighted the significant role of dual enrollment programs in shaping student success. Coppersmith shared that Chesapeake's dual enrollment initiative, where 35 percent of their students are enrolled in college courses while still in high school, has seen impressive results, with 93 percent of dual enrollment students earning a C or better in their classes. "Dual enrollment is really a game changer," he said. "It helps our families save money, it helps them prepare for college, and they're doing very well."

DeHay also spoke about Tri-County Technical College's highly successful "Bridge to Clemson" transfer program, which allows students to seamlessly transition to Clemson University after attending Tri-County for one year. He highlighted how such programs not only provide a clear pathway to higher education, but also provide students with extra support and wraparound services as they prepare for the next step on their educational path.

As the panel wrapped up, Ullrich emphasized the need for continued innovation in how community colleges define and measure success, especially as they adapt to the diverse goals of their students. Both Coppersmith and DeHay stressed that institutions should focus on the outcomes that matter most to students, whether that be transferring to a four-year school, earning a degree, or gaining technical skills for immediate employment.

Key Findings From the 2024 Survey

After the panel discussion, Ullrich and Stephanie Norris, associate director of the Community College Initiative at the Richmond Fed, gave a first look of the SCCO data. One of the key findings from this year's survey emphasizes the variability inherent in community colleges' approach to student success. Whether through transfer programs, workforce credentials, or dual enrollment, the success pathways are varied across institutions, reflecting the distinct needs of local communities. Schools like Tri-County Technical College, with its strong transfer programs, and Chesapeake College, known for its technical and dual enrollment offerings, are prime examples of how schools use different strategies to meet the evolving demands of students.

Comparing full-time to part-time students showed the greatest variation in success rates, 57.1 percent to 38.8 percent, respectively. However, excluding degree attainment, the percentage of students who transferred prior to award attainment, persisted in good standing, and received certificates, diplomas, or workforce credentials were nearly identical.

The survey also highlighted the growing prominence of dual enrollment programs, which allow high school students to earn college credits while still in secondary school. However, the structure of these programs varies widely by state and locality, influenced by local education policies, funding models, and K-12 partnerships. What doesn't vary, however, is the importance of dual enrollment students at institutions across the district. They make up a sizable percentage of total student enrollment, and at many colleges, they represent the fastest growing student segment.

A notable gender trend also emerged from the data, particularly in the non-credit enrollment segment. Among the 121 community colleges surveyed, male students made up a larger share of non-credit enrollment (54.3 percent), which is typically geared toward workforce credentials, compared to females, who accounted for 41.3 percent. This shift suggests that men may be more apt to pursue shorter-term vocational training, while women continue to dominate in more traditional academic pathways.

Finally, the survey underscored the critical role of wraparound services in supporting student success. As community colleges work to address barriers such as financial instability, mental health issues, and lack of academic guidance, they are expanding services to meet students' holistic needs. However, the survey revealed that funding remains a significant obstacle to fully implementing these services. Despite this challenge, the demand for comprehensive support systems continues to grow as colleges strive to provide a more inclusive and supportive educational environment.

The Future of the Survey

The webinar ended with an exciting announcement about the survey's future. In 2025, the Richmond Fed will expand the survey to include between five and 10 new states with the eventual goal of going national. Interested state systems are encouraged to fill out this form.

Beginning next fall, data will be available at the institution level via a public dashboard that can be used by a wide range of community college stakeholders and the institutions themselves. The hope is that the data will provide useful insights into the role community colleges play in their unique service areas and that providing data on outcomes across a range of states, using consistent definitions, will allow for richer research on the ways in which outcomes may be improved, benefitting both students and employers.

As we work toward growing the survey, the community college team will continue to analyze the 2024 data and provide comprehensive written analysis in the coming months.

Views expressed are those of the author(s) and do not necessarily reflect those of the Federal Reserve Bank of Richmond or the Federal Reserve System.