What IPEDS Fall 2024 Data Says About Enrollment and Online Learning

by Presidents Forum | Jan 27, 2026 | Outcomes and Accountability, Video

What IPEDS Fall 2024 Data Says About Enrollment and Online Learning

Why it matters:

IPEDS is the most reliable national snapshot of higher education enrollment. Unlike survey-based estimates, it is reported by institutions tied to Title IV, consistent over time, and detailed enough to analyze market structure and trends.

The big picture:

Phil Hill says the Fall 2024 IPEDS release confirms modest enrollment growth, but at a lower rate than earlier estimates suggested. It also reinforces that distance education is no longer a side channel, it is a core part of how higher education operates in the US.

What stands out:

Total enrollment growth looks positive, but smaller than earlier survey estimates (2.7% vs. 4.4%).
A meaningful share of community college growth appears tied to dual enrollment, which changes the story behind the increase.
Distance education remains elevated above pre-COVID trends and is now deeply embedded in the system.

Bottom line:

IPEDS confirms that online education is durable and structurally important. The next strategic advantage comes from understanding which market you are actually in, and building for learner value in an increasingly competitive environment.

Jonathan Woods Joins the Presidents Forum as Military and Workforce Education Policy Fellow

by Presidents Forum | Jan 23, 2026 | Policy

Dr. Jonathan Woods has joined the Presidents Forum as the Military and Workforce Education Policy Fellow. He brings more than 25 years of experience across military service, federal education systems, and workforce-aligned learning, with deep expertise in voluntary education programs serving servicemembers and working adults.

Jonathan previously directed the Department of Defense’s Off-Duty and Voluntary Education programs across all military services, overseeing large-scale education benefits and quality assurance systems serving hundreds of thousands of learners annually. His background includes leading the development of national data systems, credentialing and workforce alignment strategies, and institutional engagement models designed to improve participation, outcomes, and system accountability. Earlier in his career, he worked extensively in adult and workforce education, curriculum design, and learning systems analysis, including advising military schoolhouses on instructional effectiveness and return on investment.

In his fellowship role, Jonathan will work with the Presidents Forum team to support research, analysis, and institutional learning related to military and workforce education. His work will include helping the Forum learn from institutions serving military-connected learners, identifying shared challenges and strengths across institutions, and strengthening processes for gathering and sharing insight across the Forum’s membership. He will also support the Forum’s efforts to connect learner demand, institutional capacity, and workforce alignment in ways that reflect both operational realities and learner experience.

Through this fellowship, Jonathan will help the Presidents Forum build durable structures for understanding how education benefits, counseling systems, and data insights can better inform institutional practice and support service members and working adults as they navigate education and career pathways.

Amy Glynn Joins the Presidents Forum as Policy & Innovation Fellow

by Presidents Forum | Jan 21, 2026 | Outcomes and Accountability

Amy Glynn has joined the Presidents Forum as a Policy & Innovation Fellow, a role designed to expand the Forum’s policy capacity and strengthen connections between institutional practice and national higher education conversations. She brings nearly 20 years of experience across higher education policy, institutional operations, and technology, with a focus on student financial success and large-scale system design.

Amy currently works at National University, where her experience includes supporting nontraditional student populations and engaging with the operational realities institutions face when implementing policy and regulatory requirements. Her background spans institutional, policy, and technology environments, providing a foundation for translating complex systems into clearer, more navigable processes for institutions and students.

In her fellowship role, Amy will work under the direction of the Executive Director and in collaboration with the Policy Director to support the Forum’s policy research, analysis, and communications infrastructure. Her work will include contributing to research and drafting efforts, tracking federal and regulatory developments, synthesizing information for member audiences, and supporting structured opportunities for institutional input and knowledge-sharing across the Forum’s membership.

Amy will also support the Forum’s efforts to strengthen internal processes for gathering, organizing, and communicating insights from member institutions, with attention to how policies and administrative systems affect institutional operations and student progress. Her work will help reinforce the Forum’s role as a hub for institutional learning, coordination, and shared understanding across innovative colleges and universities.

Rooted and Relevant: Rebuilding the Adult Learner Ecosystem

by Presidents Forum | Jan 20, 2026 | Working Learners

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 Launius, Ph.D, strategy officer for student success 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.

How AI is Changing Public Comment Analysis

by Presidents Forum | Jan 16, 2026 | Innovation, Video

How AI is Changing Public Comment Analysis

Why it matters:

Public comments play a real role in shaping federal regulations, but the volume and complexity of those comments make them difficult for institutions to engage with effectively. Thousands of submissions can overwhelm even experienced policy teams.

The big picture:

AI is changing what is possible. By analyzing large sets of public comments at once, institutions can identify patterns, stakeholder priorities, and direct links between comments and changes in proposed regulations. What once took weeks of manual review can now be done in hours.

What stands out:

Kelly Karki of Purdue Global describes how AI turns public comments from an overwhelming obligation into a strategic tool. Instead of reading submissions one by one, AI can surface a small number of core concerns and show how those concerns align with regulatory changes.

Bottom line:

AI does not replace judgment or expertise, but it levels the playing field. It allows more institutions to engage meaningfully in the regulatory process and to see clearly how public input can shape policy.