From the earliest days of their freshman year, college students imagine graduation regalia, a diploma and a dream job. Community college students, 83 percent of whom plan to earn a four-year degree, are no exception. And yet, as a new report from the Community College Research Center (CCRC) points out, nearly 40 percent of students in two-year colleges do not return for their second year of study.
“Given the gap between students’ initial goals and actual attainment rates, understanding why students depart college is a critical step in helping to prevent attrition and its negative implications,” write the study’s authors, Estefanie Aguilar Padilla, Rachel Baker, Hana Lahr (Ph.D. ’18) & Veronica Minaya (Ph.D. ’16).
“Why Did They Leave? Learning From the Experiences of Former Community College Students,” part of a CCRC study to better understand how community colleges students choose programs of study and consider different careers, offers evidence to support educational leaders in the development of policies to support student pathways to degree completion and job placement.
In a survey of former students at four community colleges, 45 percent of students cited financial hardship as their primary reason for departure, while academic challenges (39 percent) and stress (33 percent) followed as the most common reasons for leaving school. However, “stopping out” is nuanced and multifaceted, with students selecting more than three reasons on average.
Since students often cited external variables (like money or time) in addition to institutional barriers, the researchers point out that college leaders may have opportunities to mitigate challenges and reduce attrition with additional support, such as financial planning assistance, academic resources and counseling, and community building.
The need for these resources is further underscored in the stark differences in outlook that the study’s participants had at the outset of their time at community college compared to their outlook at the time of departure.
“By the time they left, many students reported low confidence in their academic abilities—a shift from the high expectations and optimism they expressed at college entry—and a diminished sense of connection to their college,” the researchers write. “Community college students face many struggles in completing a credential and meeting other educational goals…The strategies we have outlined are intended to provide guidance to colleges on how to address the multiple reasons that students leave.”
For students who do continue their studies at two-year institutions, many change majors — and while this is common for students across higher education, program choice plays a more critical role for community college students who often face additional barriers to graduation like under-resourced institutions, cost and time. These challenges are further compounded by the prevalence of more general programs at two-year institutions that absorb many undecided students but have weaker outcomes
“Program choice — and the strength and certainty of that decision — can have lasting effects on students’ educational progress, career path and financial security,” write Serena C. Klempin, Estefanie Aguilar Padilla, Akilah H. Thompson and Hana Lahr in their new report, “Selecting a Program of Study: How Certain Are Community College Students About Their Choice and Does It Change?”
Researchers interviewed 42 students nearly two years after their initial enrollment to understand the factors that contributed to their decision to change their program or not. While academic journeys evolve based on numerous variables, researchers found that education leaders can improve student outcomes by helping students solidify their interests, and offering more comprehensive advising about career options and transfer requirements.
Program and career exploration should be “part of every new student’s college experience,” the researchers write, noting that resources that are optional may not capture students who would benefit from additional support. In selecting a program of study, students need to be able to “imagine their future,” which is often more difficult without deep conversations around professional pathways.
In addition to incorporating program and career exploration into every student’s pathway, community college leaders should also offer more opportunities for students to explore their interests beyond the core curriculum, researchers advise.