Objective: Community college baccalaureate (CCB) programs are expanding across the nation, particularly in California—home of the largest and most ethnically/racially diverse community college system in the nation. CCB programs provide many benefits, two of which include providing an accessible and affordable pathway towards baccalaureate attainment, and also meeting economic and workforce development (EWD) goals, particularly for students from historically minoritized communities. While the community colleges of the United States have historically provided accessible education that aligns with EWD, more can be learned about the strategies these institutions use to do so. Methods: Using a content analysis methodology, we examined the application proposals of the first 15 approved CCB programs in California to understand how these community colleges as aligned with EWD. Results: The findings we generated suggest that the first 15 approved California CCB colleges (1) utilized varied information and sources to understand their labor market conditions, (2) rarely acknowledged how their CCB programs would address student inequities in the labor market, and (3) were limited in articulating the specific practices, structures, and systems they would implement to be EWD-aligned. Conclusion: Policymakers, practitioners, and researchers can help ensure successful EWD alignment and equity by improving data systems to better understand labor market conditions, conducting more quantitative and qualitative research to capture students’ labor market experiences and outcomes, and comprehensively aligning college- and career-related practices, programs, structures, and systems. © The Author(s) 2024.
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