By: Justin Lonon
America’s economic future hinges on a simple truth: postsecondary credentials are becoming increasingly more relevant. Yet tens of millions of adults remain stranded — without degrees, without pathways and without support.
By 2031, 72% of jobs will require education beyond high school, according to the Georgetown University Center on Education and the Workforce. Meanwhile, 43.1 million Americans have left college without a credential.
The consequences of this national completion crisis are profound. Students invest in tuition, books and housing, only to leave without the degree that unlocks higher wages and career mobility.
Employers are feeling this pain as well. Workforce Solutions Greater Dallas states that as industries evolve and technology reshapes the workforce, employers increasingly seek workers with verified, up-to-date skills. For adult learners, earning postsecondary credentials or certifications translates directly into higher wages, stronger job security and clearer career advancement pathways.
The lifetime earnings of a full-time, full-year worker with a high school diploma are $1.6 million, while workers with an associate degree earn $2 million, according to the Georgetown University Center on Education and the Workforce. This highlights the significant return on investment in accessible, two-year higher education — and there are additional support and advancement benefits that a community college has to offer.
Breaking Barriers, Building Futures
At Dallas College, we see adult learners as the key to unlocking economic mobility and solving the national completion crisis. They are balancing jobs, families and financial pressures. They’re reinvesting in their future, and we must meet them with systems that reflect their reality.
Cost remains a critical barrier. In a Gallup–Lumina Foundation study, 87% of the Some College, No Credential (SCNC) population cited affordability as a top reason for leaving. Others pointed to work conflicts, stress and limited learning modalities.
These are real-world problems that adults face. And in order to get adult learners back into the classroom, we must address them head-on. Some of the most persistent barriers include child care, transportation and access to flexible learning options.
Take Adamaris, for example. After earning dual credit in high school through Dallas College, she returned to pursue her dream of becoming an educator — this time as a mother. Her journey was made possible through Dallas College’s child care program, which provided a safe, supportive space for her son while she attended classes and studied. Now, Adamaris is on track to graduate next spring with her son cheering her on.
A New Ecosystem
Adaptability is the most important thing to consider regarding how to support adult learners, according to Katy Lanius, chief strategy officer at Lumina Foundation.
“I think what is best is when community colleges can think about how to really build an adult learner ecosystem. And that’s one where they’re creating an environment that is intentionally adaptable — so they’re finding ways to bring services to where adult learners are. They’re embracing flexibility in the delivery of courses and services. They’re thinking about how to intentionally provide for students’ basic needs and support.”
Dallas College is doing just that. Through Career-Connected Learning, we offer flexible, low-cost training programs that meet learners where they are — whether pursuing a GED, ESL instruction, job training or a degree. We’re also launching our fourth bachelor’s degree in management with a competency-based model, allowing students to accelerate their studies based on prior experience.
We’re busting those life barriers too. Our Learner Care Model provides affordable tuition and wraparound support: transportation, child care, coaching and access to basic needs. These aren’t extras — they’re essentials.
This work is not just about enrollment. It’s about equity and economic mobility. By building adaptable ecosystems and removing barriers, we’re showing what’s possible when institutions commit to supporting adult learners.
We invite educators, employers and policymakers to join us — not just in adapting to change, but in reimagining what postsecondary education must become.
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