Expanding efforts to provide access to higher education made post-secondary education more available to students of color, first generation students, and those from low-income households. However, as enrollment numbers increased, particularly among these traditionally underrepresented groups, graduation rates remained the same.
This gap underscored widespread failure by higher education institutions to support students’ post-secondary academic journeys, leaving many individuals without a degree, without the knowledge and training to pursue quality work, and ultimately, in debt. Over time, it became clear that new measurements of success were needed–measurements that centered on factors that were directly related to long-term student success, economic mobility, and the future workforce demands of the nation.
The proportion of adults with recognized, formal quality education or training after high school went from 37.9 percent in 2008 to 53.8 percent by 2021. Many of these adults are Black and brown adults who have long experienced inadequate access to education
The increase of 16% over a decade and a half isn’t just a data point. It represents millions of individuals who are building brighter futures through attaining the knowledge and skills that support their hopes, dreams, and aspirations.
During a fractured, disruptive time in our nation’s history the goal of 60% united individuals, organizations, and communities who came together to help make those hopes a reality.
Progress toward the attainment goal was built through the repetition and iteration of these central ideas. In essence, these themes paved the way to the Road to 60
Establish data and evidence base for Goal 2025; identify / develop promising models, solutions, tools, and frameworks to drive next steps: i.e. increasing awareness, alignment and implementation.
Build public awareness of and alignment to Goal 2025; establish key partners and networks; and support partners to align their goals and strategies with Goal 2025.
Equip partners with necessary capacity and readiness; and support the implementation of evidence-informed solutions aimed at advancing equitable outcomes and experiences for learners.
The United States, once a global leader in postsecondary attainment, saw its rank slip to 12th worldwide, highlighting the growing gap between the demands of the modern economy and the country’s ability to produce a workforce equipped with the necessary skills and education.
As industries increasingly demand more specialized skills and higher levels of education, the current system of higher education was struggling to keep pace, particularly in terms of degree completion and workforce readiness. The challenges became even more pronounced following the Great Recession, which not only strained the economy but also exacerbated existing inequalities in educational access and success. As a result, many students, especially those from low-income and minority backgrounds, found it increasingly difficult to navigate the rising costs of higher education, let alone complete their degrees.
In response to these challenges, emerging partnerships began to focus on attainment goals with a stronger emphasis on completion rather than just enrollment. The conversation in higher education shifted toward ensuring that students who start college are supported through to graduation, recognizing that simply enrolling more students is insufficient if they are not finishing their programs. As a result, policy increasingly focused on metrics that measure completion rates and student success. This shift is supported by both advocacy and a stronger emphasis on data to drive decision-making and measure impact. With a heightened understanding of the importance of quality education, there is a renewed effort to create policies that support completion, ensure equitable outcomes, and ultimately prepare the next generation of workers for the challenges of a rapidly evolving economy.
Lumina Foundation’s initial “Big Goal” aimed to increase the proportion of working-age Americans holding high-quality degrees and credentials to 60 percent by 2025. This ambitious target was set in response to the growing need for a more educated workforce in a changing global economy and the recognition that the U.S. was falling behind other nations in educational attainment. Lumina’s focus included associate degrees and higher, with a particular emphasis on reaching 21st-century students such as low-income individuals, students of color, first-generation students, and adult learners. While the nation reached 55 percent attainment by March 2025, this goal drove Lumina to develop strategies like the “Four Steps to Finishing First” to enhance college productivity, and underscored the critical need to address systemic barriers and promote racial justice and equity in educational outcomes
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Lumina Foundation grounds its initiatives in research and data analysis to effectively address challenges in higher education and promote equitable outcomes. This approach is evident in the creation of the Degree Qualifications Profile, which is informed by extensive prior work and aims to provide clear learning outcomes and reference points for accountability. Lumina’s commitment to data is further demonstrated through its Four Steps to Finishing First agenda, which highlights productivity enhancements based on research and practical experience, and the operation of Strategy Labs that offer nonpartisan research and analyses to policymakers. Moreover, Lumina’s state policy agenda emphasizes the critical role of data in identifying and rectifying inequities in state funding, prioritizing financial aid for high-need students, and ensuring accountability in transfer credit policies. By leveraging research and data, Lumina seeks to develop targeted strategies and solutions that lead to increased educational attainment and the dismantling of systemic barriers.
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In response to the growing recognition that access alone is not enough, more institutions, employers, and policy makers partnered to improve not just access, but the quality of education.
These partnerships focused on creating models that support equitable access to higher education while ensuring that the education students receive is relevant, rigorous, and aligned with the needs of today’s economy. By collaborating, these stakeholders were able to create pathways that provide students with both the necessary skills for the workforce and the credentials that have clear value in the job market. For example, partnerships between higher education institutions and employers helped to shape credentials that directly respond to labor market demands, ensuring that students are equipped with both technical skills and soft skills that employers prioritize.
As these partnerships evolved, the focus on attainment expanded to include the ability to measure the quality of credentials students earn.The focus was no longer just about obtaining a degree; it was about ensuring that the degrees and alternative credentials students receive are of high quality and workforce-relevant. Metrics that evaluate the impact of education on career success, such as job placement rates, earnings potential, and skills acquisition, are helping to raise the bar for both traditional degrees and newer credentials like certificates, micro-credentials, and digital badges. These data-driven approaches ensured that attainment was tied not only to the quantity of graduates but also to the quality of the education and the skills that those graduates bring to the workforce. As the ability to measure quality improved, it led to more targeted interventions and policies that helped students succeed and achieve their educational and professional goals, ultimately contributing to an increased attainment rate across diverse populations.
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The Adult College Completion (ACC) Network unites organizations and agencies working to increase college completion by adults with prior college credits but no degree in a collaborative learning network. Any organizations, agencies, individuals, and other entities working in the field are invited to join this network and share information about their work. This includes submitting projects to the “Project Warehouse,” which is a collection of efforts to boost adult college completion. The ACC Network shares promising ideas and proven practices that help identify adults with some prior credit who aren’t enrolled in postsecondary education and build pathways to help them re-enroll and complete a certificate or degree. This collaboration helps members to expand their knowledge, engage with one another, and explore new ideas and promising practices to better serve this population. Managed by the Adult College Completion Network and funded by WICHE & the Lumina Foundation.
As students became more diverse and often juggled work, family, and school, it became critical to provide not only increased access but also the necessary support for success, especially for low-income, first-generation, and students of color.
Students had become more diverse than ever, with many juggling multiple responsibilities—work, family, and school—while navigating an education system that had not always been designed to meet their needs. As a result, it became critical to increase access, but also ensure that all students, particularly those from low-income backgrounds, first-generation students, and students of color, had the support they needed to succeed. Students often faced barriers such as financial instability, competing priorities, and institutional bias, making their paths to graduation more difficult. As a result, student success was no longer defined solely by enrollment but by providing the right kind of wraparound services, mentoring, and academic support that enabled students to persist and graduate. A growing recognition emerged that student-centered solutions had to be implemented to meet the specific needs of learners, who required more flexibility, accessibility, and tailored resources to thrive in higher education.
To support the success of students, partnerships between higher education institutions, employers, and policymakers became increasingly essential in developing models that were responsive to the needs of learners. These partnerships were crucial in improving access to quality education and expanding pathways that allowed students to gain both degrees and industry-recognized certifications. The rise of alternative credentials, such as micro-credentials and certificates, was a direct response to the needs of working students, adult learners, and others who may not have followed the traditional college route. By integrating these industry certifications into attainment frameworks, a more comprehensive picture of student success emerged—one that reflected not just degree completion but also the acquisition of skills and credentials that were directly relevant to the needs of employers. This shift not only supported students but also equipped them with the tools to thrive in an evolving economy where education and training pathways were becoming more diverse and flexible.
The COVID-19 pandemic highlighted and worsened the inequities in the U.S. higher education system, especially for low-income and marginalized students.
The COVID-19 pandemic underscored and exacerbated the inequities that have long existed in the U.S. higher education system. As schools closed their doors and shifted to remote learning, the challenges facing today’s students—especially those from low-income and marginalized backgrounds—became even more apparent. As the pandemic continues to impact educational systems, it has only heightened the need for a deeper commitment to equity, with a stronger focus on support systems that ensure all students, regardless of their circumstances, can succeed. The pandemic not only revealed these inequities but also created a sense of urgency for higher education to adapt, innovate, and respond to the evolving needs of today’s learners.
Community colleges play a critical role in addressing the challenges highlighted by the COVID-19 pandemic and the broader push for equitable access and student success in higher education. As institutions that traditionally serve low-income, first-generation, and students of color, community colleges have been at the forefront of responding to the shifting needs of today’s student population. These colleges are uniquely positioned to provide accessible, affordable education, offering a more flexible entry point to higher education. Many students who face barriers to attending four-year institutions, such as financial strain, family responsibilities, or the need to work while studying, find a pathway through community colleges, which offer smaller tuition costs, local access, and varied program formats like part-time and online options. Supporting community colleges is essential to the expansion and scaling of exemplary models for education.
