In the introduction of the Inside Higher Ed Special Report Some College No Degree to Success: Postsecondary Pathways for the 40 Million, I ask readers to take the total population of five of America’s largest metropolitan areas—New York, LA, Chicago, Houston, and Phoenix—and then double it.
We’re talking about roughly forty million people. For the college football fans among us, that’s the entire Michigan Stadium (the Western hemisphere’s largest) filled over 371 times.
That’s approximately how many people across the U.S. have earned some college credit but have no credential or degree to show for it.
The figure hits close to home for me: My mom grew up in an impoverished family and stopped out of nursing school in order to raise my older siblings. She returned years later to finish her program and become a registered nurse, which remained an accomplishment and lifelong point of pride. But it was much harder to do after a pause and with young children at home.
Why should you care? These 40 million would-be grads who have "stopped out” are more than a goldmine of untapped potential for the labor market: they could be part of a massive shift toward building job security and generational wealth across families and communities, along with all of the tangible and intangible benefits those convey. That’s a net positive for society.
They could be your employee, your colleague, perhaps even you or someone you love.
I gained deeper insight into the stark reality for these folks, and a look at a promising future ahead—if key changes are made.
This isn’t just about a systemic failure in higher education, but a staggering opportunity for economic and societal transformation. It’s also not just about equity, but survival. By 2025, more than six out of every 10 jobs will require postsecondary credentials. Yet degree attainment rates remain stagnant.
Those serving at the helm of colleges and universities, for-profit companies and nonprofit organizations, and in the legislature can reverse this continuing trend.
How’d We Get Here? A Legacy of Broken Systems
No single persona fits the "some college, no degree" crowd. Many institutions have made the mistake of trying to put them into a single box.
In reality, there is the parent who struggles to balance childcare and jobs; the veteran in the process of transitioning to a civilian role; the mid-career professional who has hit a job ceiling, desperate to advance; and they are the first-gen student who faces a series of roadblocks in affording and navigating higher ed.
While they aren’t a monolith, this group shares a set of obstacles. Conversations with nine experts across academia, public policy and the nonprofit sphere revealed that they often face:
Financial Burdens: Tuition spikes, stagnant wages, and student debt force many to prioritize earning immediate income over achieving their long-term goals.
Planned and Unforeseen Life Interruptions: Caregiving responsibilities, health issues, work obligations or military service frequently derail their academic progress.
Institutional Rigidity: Inflexible course schedules, lack of credit transfer policies, and one-size-fits-all curricula continue to leave non-traditional students with few options.
Psychological Barriers: Many "stopouts" internalize a sense of failure, assuming they’ve aged out, are too behind, or otherwise unwelcome on campus—and institutions’ efforts to build a culture of belonging for would-be students fall woefully short.
The result is a self-perpetuating cycle of “lose-lose-lose:”
Would-be graduates lose earning potential, employers face costly, inefficient skills gaps and communities miss out on significant economic growth.
Strategies for Success: Re-engaging Students Who Stop Out
None of those developments are especially encouraging. But there’s a way forward.
In the report, you’ll find actionable recommendations from researchers and analysts to fix this. (It'll require changes on three fronts, including innovation in places historically known for adhering to the status quo, collaboration across sectors, and people-centered policy shifts.)
Here’s a high-level view:
1. Meet learners where they are using more flexible learning models. (Yes, in 2025, it’s a little unsettling that this may be revelatory to some.)
For example, investing in hybrid and asynchronous programs, competency-based education (CBE), and microcredentials like Southern New Hampshire University’s online CBE programs, where students advance by mastering skills instead of accruing seat time.
2. Validate extensive real-world experience via Credit for Prior Learning (CPL) programs. (The vast majority of these folks have acquired skills that simply aren’t recognized by higher ed. It’s time to change that.)
One strategy could involve expanding CPL policies to grant credits for a broader swath of work experience, military service, and industry certifications. (The Council for Adult and Experiential Learning (CAEL) found CPL earners are 2.5x more likely to graduate.)
3. Build employer-educator partnerships that align skills with market needs.
Co-designing stackable credentials for in-demand fields could benefit employers, institutions, and perhaps most importantly, graduates themselves.
When students gain in-demand skills, it reduces the risk of unemployment and underemployment post-graduation.
4. Financial Incentives and Policy Advocacy: Remove Cost Barriers
States and institutions have an opportunity to expand need-based aid, debt forgiveness, and “second-chance” scholarships. The report highlights several such programs that enable students who have stopped out to continue progressing toward a degree via debt forgiveness. On the policy front, revised federal aid eligibility standards for shorter term programs could unlock higher degree attainment as well.
5. Rebuild Confidence: Create a Culture of Belonging
Launch re-enrollment campaigns with tailored support—academic coaching, childcare subsidies, and mental health resources. Some institutions are addressing student attrituion by using predictive analytics to identify stopouts and assigning success coaches. Personalized outreach such as a text message that clearly states how institutions can support a student’s return reduces stigma and logistical hurdles.
By redesigning systems around increased flexibility, recognition of experience, and greater empathy, we can shift higher education away from being a ladder for the privileged into a launchpad for the masses.
We can start by building pathways that honor the complexity of adult learners’ lives and the U.S.’s need for their skills.
To learn more, download the free report, watch the webinar recording and follow the experts I spoke with (and their respective organizations):
· Drew Koch, CEO of the Gardner Institute
· Jhenai Chandler, VP of research and policy at NASPA (prev of The Institute for College Access and Success)
· Matt Bergman, associate professor of educational leadership, evaluation and organizational development, University of Louisville
· Kelly Leon, VP of communications and government affairs at the Institute for Higher Education Policy
· Justin Ortagus, associate professor of higher education administration and policy, University of Florida
· Courtney Brown, VP of strategy at Lumina Foundation
· Bridgett Strickler, VP of strategic partnerships at the Council for Adult and Experiential Learning (CAEL)
· Frank Dooley, chancellor emertius, Purdue Global
· Betheny Gross, research director, WGU Labs
Share your perspective: What strategies are you seeing for re-engaging learners who stop out? What advice do you have for those looking to return to college?
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