In this report, the authors use Integrated Postsecondary Education Data System (IPEDS) data to classify the 1.425 million degrees and certificates that community colleges awarded in academic year 2022-23 by intent (i.e., whether the program is designed to enable students to enter the workforce, transfer to a bachelor's degree program, or explore general education coursework), level (associate degree, bachelor's degree, long certificate, or short certificate), and field. The authors also use two-year post-completion median earnings data from the College Scorecard and other evidence to provide a rough assessment of which credentials by intent, level, and field are and are not likely to enable students to secure a living-wage job or transfer efficiently in a major. They also examine the gender and racial/ethnic characteristics of program completers to assess whether graduates of programs with stronger potential post-completion value are representative of graduates overall. Findings show over half (56%) of community college credentials awarded in 2022-23 are workforce or career-technical credentials designed to prepare students to secure jobs or develop job skills. While most of these credentials are associated with median earnings near or above a living wage two years after completion, 23% of workforce associate degrees are associated with median earnings well below a living wage, and women and students of color are underrepresented among associate and bachelor's graduates in some higher earning fields. This report provides a framework that college and state system leaders can use to analyze the potential value of their awards for employment and transfer.