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Colleges and universities can work in three focus areas to re-enroll and better serve students who have stopped out.
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Over 40 million people in the U.S. have earned some college credit but have not completed a credential or degree, highlighting a gap in how higher education institutions serve and support learners.
While students share that there are a variety of factors that cause them to leave higher education, many still see a path to return. A summer 2023 survey from UPCEA and StraighterLine found that of Americans who had some college but no degree, 57 percent of respondents had completed half or more of their degree and 61 percent wanted to return to higher education to earn a degree.
Institutions can assist in closing the attainment gap, as highlighted in a recent guide from the Institute for Higher Education Policy, which identifies three themes to increase access and success for returning learners to higher education.
Methodology
IHEP’s report is based on comprehensive interviews with three students who left college and then re-enrolled at a later time, which was pieced together into the “College Completion Comebacks” film series.
Offer financial assistance: Affordability is one of the biggest concerns for learners across higher education, and that remains true with stopped-out learners. Sixty-eight percent of UPCEA survey respondents said they would prioritize cost when comparing programs to help them complete their degrees.
Staff affordability programs can make college re-engagement accessible and reduce inequities among low-income learners. A Massachusetts program, MassReconnect, which offers free community college for nondegree holders over 25, was recently expanded to all Massachusetts residents without a degree.
Discounted tuition rates and waivers can also reduce financial barriers. Sometimes, students move away from their institution, so offering in-state tuition rates for completing online can be one solution. Other students are only a few credits away from completing, so a limited-credit tuition waiver can bridge that final gap.
Provide tailored student supports: When students do enroll, college leaders should work to ensure their college experiences have improved. Wraparound services can also keep students on the path to success. Students say personal stress is one of the top reasons they leave college, so making sure they are aware of the resources available and providing timely and regular communication about processes can benefit their mental health and academic success.
A special orientation program for stopped-out students or adult learners can also build students’ confidence as they re-engage with the institution.
Credit for prior learning is one way to help students accelerate their time to degree. Jacksonville State University offers a course to credit students for their work experiences and offers an integrated studies major, an interdisciplinary degree, that allows students to apply diverse coursework toward a degree.
Personalized or case-load advising can help students identify what they need to complete and make them feel like they belong at the institution if they’re working with the same person over time.
Build an inclusive culture of access and success: How students navigate the institution and how they’re treated by staff and faculty members can impact retention and completion as well. Support staff and advisers should be prepared to address individuals’ needs and connect them with essential resources.
“With these systems in place, students can feel confident that their goals are attainable, and they have a support system propelling them towards reenrollment and completion with renewed determination,” according to the report.
Often, students who re-enroll have clear career paths and are set on what their next step after graduation will look like, so providing programming that allows them to personalize their academic journey according to their interests, prior credits and goals can help with their motivation. Flexible scheduling and course modalities can also address students’ diverse needs and the competing priorities these learners may hold.
Institutional buy-in is key to ensuring attainment gaps are closed for returning students. Priorities should include investment in resources, assessment of student-centered policies and alignment of goals to promote this work.
DIY: For campus leaders looking to implement degree reclamation work on campus, report authors offer five suggestions.
- Establish your team. This work requires cross-campus collaboration, so the best team will include a variety of department representatives, such as from the registrar’s office, academic and student affairs, institutional research, and information technology.
- Build an equity framework. Degree-reclamation work is equity work, helping support vulnerable students who can benefit most from attaining a credential. Leaders should consider ensuring personnel working in this space are familiar with key equity terms and concepts and policies and procedures are evaluated through an equity lens.
- Inventory policies and practices. Sometimes institutional procedures hinder students’ degree attainment. Administrators should analyze policies such as transcript feeds, graduation petitions and financial holds as well as coursework, degree and graduation requirements.
- Dig into data. Campus stakeholders should engage with former students with some credit but no degree to understand their experiences and then build processes to share their stories across the institution.
- Communicate with near-completers. Once systems have been created to support these students, institutions should locate and communicate with students who could benefit from re-enrollment to complete their degrees.
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