This paper examines the debate over whether community colleges should be authorized to offer bachelor's degree programs. It presents arguments supporting expansion—including increased access for low-income students, cost savings, and meeting employer demand for specialized technical education—alongside concerns that community college degrees might be perceived as inferior to traditional four-year degrees. The paper analyzes the role of affordability in higher education access, considers partnership models between institutions, and concludes that policymakers must develop comprehensive solutions to meet growing demand for undergraduate education while maintaining educational quality and institutional mission.
Should everyone be required to hold a bachelor's degree to be successful? Should community colleges offer bachelor's degrees? President Obama's proposal to spend $12 billion over the coming years to strengthen the nation's education system through its 1,200 community colleges aims at a larger goal: restoring the United States as the global leader in college graduates by 2020. In the coming years, competitive jobs will increasingly require a BA and are projected to grow twice as fast as jobs requiring no college experience. In 2007, employees entering the workforce with a BA earned an average of 63 percent more than those who had completed only an associate's degree.
A strong argument for offering BA degrees at community colleges centers on demographics. The median population and poverty-level families in America make up the mainstream of community college students. These low-income families face financial stress and remain committed to attending the more economical community college to improve their situation—or they pursue no education at all. For most, overwhelming student fees and tuition are perceived as beyond their grasp. As Cohn explains, "UCLA had 37,000 applicants for only 4,200 freshman slots this fall" (Wright). This fact accurately demonstrates that community college enrollments are rising, putting increased pressure on two-year colleges to support these numbers and maintain the standard of education desired by students wanting to seamlessly transfer into a BA program at their local university.
The desire for nontraditional students—single mothers, older adults, all members of the household—to pursue an education has boosted a boom in nontraditional institutions offering undergraduate degrees through distance learning and other means. In this new environment, the community college has evolved with demand and now offers programs at a more economical cost to those pursuing specialized bachelor degrees. Employers in today's highly technical global workforce are seeking "specialists who have the skills to perform in an emerging electronic knowledge age. Community colleges are equipped to educate these new professionals" (Wright). Supporters for this change are adamant that it would help with programs aimed at emerging technical jobs while giving students the leadership and administrative background currently available only at four-year institutions. Employers increasingly seek that management experience and administrative background that two-year institution advocates guarantee they can provide.
Despite the obvious benefits of obtaining a BA from a community college, some educators argue that such degrees would be viewed as second-class credentials. Wattenbarger explains, "It would be difficult if not impossible to convince anyone that the bachelors offered by a community college are as important as one obtained at a four year college or university" (Wright). This prestige concern reflects deeper anxieties about labor market signaling and employer perception.
Some educators propose an alternative approach: partnership arrangements between community colleges and nearby four-year institutions. If a legitimate need exists for a particular BA program in a region, community colleges could broker agreements to offer degrees "grandfathered" by the larger institution. This model would support student choice and surge capacity while maintaining the legitimacy associated with the sponsoring university. As former university president John V. Lombardi wrote, "We know that we don't have enough room for all applicants and that many universities have entrance standards or tuition prices too high for some capable students" (Billitteri). Partnership models preserve both access and prestige.
Cost remains the central advantage of community college expansion. Statistics show that more than 80 percent of the nation's approximately 1,200 community colleges are publicly supported by federal loans and grants that help make higher education possible for most students. The average annual tuition at public two-year colleges stood at approximately $1,800–$2,200 in the 2012–2013 academic year, compared with $4,600–$25,000 at four-year colleges, universities, and private four-year institutions (Billitteri). Community colleges have remained a reasonably priced alternative to increasingly expensive four-year universities, offering the most affordable path to earning a degree without accumulating excessive debt.
This affordability gap directly addresses barriers facing low-income students. For millions of Americans, the difference between $2,000 and $20,000 per year is not marginal—it is the difference between opportunity and exclusion. Community colleges serve as the economic gateway to higher education for families without the resources to attend residential universities.
"Historical precedent and mission drift in expanded institutions"
"Coordinated planning and global economic competition strategy"
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