This study extends prior work on questions related to the academic performance of community college students enrolled in online coursework. Using data from the entire community college system of the State University of New York the study employs structural equation modeling to compare course and program level outcomes. Specifically, we compared GPA and degree attainment for classroom-only students and students with online coursework. Results indicate that online students had lower GPAs but were significantly more likely to attain a credential than classroom-only students. This analysis confirms prior large-scale investigations suggesting an online paradox whereby community college students who take online courses under-perform at the course level and over perform at the program level, attaining college credentials at higher rates.