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The high levels of non-completion in community colleges have generated different interpretations. One is that non-completion reflects some way in which the college has failed to meet the educational needs of a studentthough in the case of community colleges external pressures (like the lack of financial support, the demands of employment and family life) are surely responsible for a great deal of dropping out.
Advocates
of community colleges often insist that students leave when they have completed
enough coursework to advance in their jobs, or to qualify for an improved job;
in this view, what appear to be dropouts are really
completers who have finished just enough coursework for their purposes. For example, Texas developed the concept of the "marketable achiever" when it found many older students who left after a year because employers were hiring the best of the first-year class. In addition, some of these "dropouts" may have passed licensing exams necessary for occupations ranging from aircraft mechanic to cosmetology. Over the past decade credentials offered by private groups industry associations like the American Welding Society or the National Automotive Technicians Education Foundation (NATEF), and individual firms like Microsoft and Novellhave proliferated," and students earning such "private" credentials may appear to be dropouts because they have not completed publicly recognized credentials.
A different perspective is that of Manski (1989), who notes that the community college is a low-cost way of finding out about postsecondary education; these "experimenters" may drop out if they find college not to their advantage. This perspective also indicates that many students in postsecondary educationand certainly many non-traditional and older students attending community collegesare not the well-informed consumers often assumed in state and federal policy, but are searching for information through the very process of attending college.
There are, then, several ways to understand non-completion, and many potential benefits of short periods in postsecondary education, but the reasons for non-completion are complex and difficult to disentangle.
Another complication
is that the types of institutions providing subbaccalaureate education vary
substantially. Four-year colleges and two-year community colleges are well
known, of course, though their quality varies in ways that are understood
(incompletely) only for four-year colleges. Some states have two-year technical
institutes (or technical colleges) that offer credentials in occupational
subjects only, though enrollments in these institutions are relatively low and
probably declining." Many area vocational schools provide short
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