Across the United States, millions of adults between the ages of 25 and 64 have attended college but never completed their degree. According to the National Student Clearinghouse Research Center, as of July 2022, approximately 36.8 million Americans are in this category—a 2.9 percent increase from the previous year. This growing number of "stop-outs," those who left college before earning a credential, represents a significant challenge for the higher education system, and it could have profound consequences for the country’s workforce and economy.
The reasons for not completing college are varied and complex. Many are working full-time, caring for children or aging parents, or struggling with the bureaucratic hurdles of reenrollment. These individuals have often moved on with their lives, filling their time with various commitments, making them, in some ways, "time-poor."
Compounding the problem for finishing is the bureaucratic processes required to reenroll. Many universities – including FAMU-- do not make it easy for former students to return and complete their degrees. FAMU like most colleges and universities operates with a traditional "one-size-fits-all" model, which does not cater to the unique needs of adult learners.
Flexible Solutions for a Diverse Student Body
The most impactful institutions focus on creating equitable outcomes by understanding the specific needs of each student and building supportive pathways to graduation and offer support or clear guidance to succeed.
Adult learners, as well as traditional students, need wraparound support services. These services take into account the multifaceted realities of students’ lives—helping with everything from childcare to health care to career counseling. By providing personalized assistance, universities can reduce stop-outs or make it easier for stop-outs to re-enter the educational system and finish their degrees.
The issue is particularly pronounced among underserved communities, including first-generation college students and Black, and Latino learners. These groups are disproportionately represented among stop-outs, underscoring systemic barriers that prevent many from completing their degrees and achieving greater economic mobility.
The Lumina Foundation, in partnership with the American Institutes for Research (AIR), has explored how colleges can better serve adult learners. Their findings emphasize the importance of flexibility, support, and clear communication. Adult learners need to feel confident that they can integrate college into their busy lives.
“Re-enrollment is a complex decision for adults,” said Dr. Janie Williams, a senior researcher with AIR. “It’s not just about getting back into a classroom; it’s about knowing you can balance your commitments and still succeed. Colleges need to offer flexible class schedules, online courses, and robust support systems that make the decision easier.”
The Impact of Not Finishing College
For many, the decision to leave school is not taken lightly. But the consequences of not finishing are significant. Data consistently shows that adults with a bachelor’s degree earn significantly more than those with only a high school diploma—an 84% increase in lifetime earnings, according to recent studies. College graduates also benefit from greater job security, improved health outcomes, and higher levels of social mobility.
Yet, the U.S. is facing a growing crisis. As the number of high school graduates begins to decline after 2025, higher education institutions will increasingly rely on adults to meet enrollment targets. This demographic shift is already underway, and universities must adapt if they hope to remain competitive and maintain enrollment numbers.
“There’s no way forward but to find ways to bring back those adults who have left and to recruit those who never went to college,” said Dr. Charles Ansell, VP of Research, Policy and Advocacy at Complete College America. “That’s how you keep your enrollment numbers up in the coming years.”
Higher education isn’t just a personal benefit—it’s an economic driver. Educated workers tend to be more productive, stimulate entrepreneurship, and contribute to technological innovations that increase national competitiveness. The broader societal benefits of higher education are clear, but to fully realize them, universities must tackle the barriers that prevent adults from completing their degrees.
Education is a key driver of economic growth. Educated workers are more productive and earn higher wages, contributing to overall economic growth. Higher education also enhances the global competitiveness of the United States, stimulates entrepreneurship, and leads to technological breakthroughs. Additionally, higher education improves cognitive abilities such as problem-solving and decision-making, which help society run more smoothly.
Would make Florida more competitive
Florida faces a significant workforce development challenge, with 6.63 million stop-outs, or 16.5 percent of the national total. This translates to fewer degrees earned and a less well-educated workforce, potentially diminishing Florida’s role as an economic heavyweight and a global engine of innovation. Moreover, a disproportionate number of stop-outs come from underserved populations, including first-generation, low-income, Indigenous, Black, and Latinx students.
For these individuals, the value of a bachelor’s degree is profound. College graduates in Florida benefit from significant social mobility and higher lifetime earnings—84 percent higher than those with only a high school diploma. A degree opens the door to the middle class for many lower-income students, who quickly go on to earn more than their parents. Degree holders also enjoy increased job security, lower rates of unemployment and poverty, and are more likely to have health insurance, be married, own a home or small business, and vote. They have longer life expectancies and report higher levels of happiness.
FAMU’s not quite there
FAMU now offers seven fully online bachelor’s degree programs, enabling current students and adults with prior college credits to finish their degrees. However, as an institution FAMU still needs to work on ways to create a more accessible pathway for working adults to complete their degrees perhaps by offering a catch-all interdisciplinary studies degree option fully online, along with the requisite supportive services for adult learners.
FAMU should join the growing ranks of higher educational institution that offer flexible programs, clear communications, and holistic support systems to help the millions of Americans who have some college but no credential, the opportunity to finish their degree.
At the same time, FAMU must reach out to underserved communities and address the unique barriers they face.
“If we want to grow our economy and ensure that all Americans have access to the opportunities a degree offers, we have to invest in adults who stopped out,” Dr. Ansell emphasized. “It’s about making sure that higher education fits their lives, not the other way around.”