Redefining College Completion Through Partnership and Persistence

Redefining College Completion Through Partnership and Persistence

Redefining College Completion Through Partnership and Persistence

The big picture

Higher education has a completion problem—and a completion opportunity. Only 62% of students finish a four-year degree within six years. Another 43 million Americans have college credit but no credential.

Why it matters

Degrees change lives—but only if students finish. Colleges must own completion as part of their mission, removing institutional barriers and making it easier for students who pause to return and finish.

What Empire is doing

  • Accepts up to 93 transfer credits and awards credit for prior learning
  • Pairs every student with both a success coach and an academic advisor
  • Uses predictive analytics to identify when students need help
  • Offers completion scholarships, emergency aid, and open textbooks that have saved students over $5 million
  • Provides a virtual food pantry connecting students to local resources

The bottom line

Completion is equity. Completion is accountability. Completion is the promise higher education must keep.

Reducing Friction in Higher Ed

Reducing Friction in Higher Ed

Reducing Friction in Higher Ed

The big picture:

Higher education was built for a different era. Today’s students expect the same simplicity they find everywhere else—but too often, they get roadblocks instead.

Why it matters:

When institutions cling to outdated processes, students lose time, money, and momentum. Small barriers—like registration holds or delayed financial aid—can decide whether someone stays in school or drops out.

What works:

At the University of Texas at Arlington, leaders reviewed every student hold and eliminated most. The result: faster registration and fewer administrative detours. The message is simple—make it easy for students to keep learning.

The takeaway:

Rigor should measure learning, not how much friction a student can endure. If we enroll them, we owe them a clear path to completion.

Bottom line:

Student success depends on removing barriers, rethinking rules, and matching the pace of today’s learners. It’s time to make higher education as seamless as the world students already live in.

Comments on IPEDS Reporting Requirements

Comments on Docket ID ED-2025-SCC-0382 — Integrated Postsecondary Education Data System (IPEDS) 2024-25 through 2026-27.

Dear Acting Chief Data Officer Fu:

The Presidents Forum is a coalition of 19 nonprofit, accredited institutions serving more than one million learners nationwide. Our members share a deep commitment to expanding access, advancing workforce opportunity, and achieving measurable student outcomes through a focus on innovation. Together, we represent the full spectrum of today’s learners—including working adults, military-connected students, and others historically overlooked in the design of higher education policy and regulation. Each of our institutions serves as a laboratory for student-centered innovation, testing and scaling models that make education more affordable, attainable, and aligned with the needs of learners and employers alike.

Open-Access Institutions

We respectfully recommend that institutions meeting the Department’s definition of open admission be exempt from ACTS admissions and scholarship reporting. These institutions do not employ selective admissions practices and therefore present minimal risk of noncompliance with Title VI. Requiring reporting from open-admission institutions would yield data of limited analytical value while diverting effort from the core mission of providing opportunity to all learners.

Highly Inclusive Institutions

If the Department determines that additional data elements beyond race-sex reporting should be collected, any such new requirements should not apply to institutions that accept a high percentage of applicants, such as over 85 percent. This threshold would maintain transparency while recognizing the inclusive mission of access-oriented colleges and universities. For institutions with high acceptance rates, the additional data would not offer meaningful differentiation but would pose substantial feasibility challenges. 

Feasibility and Data Quality

The proposal to require retrospective reporting of five years of admissions and scholarship data presents significant feasibility and data-quality concerns. Most access-oriented institutions do not maintain historical data in the structure or granularity contemplated by ACTS. Reconstructing these data would be technically impractical, and any partial information obtained would likely be incomplete or inconsistent across years. For these reasons, the Department should limit ACTS implementation to prospective data collection only, ensuring that future reporting is accurate, standardized, and aligned with common definitions.

Privately Funded Scholarships

We further recommend that privately funded institutional scholarships—those supported entirely through non-federal and non-state resources—be excluded from ACTS reporting requirements.

Conclusion

The Presidents Forum and its member institutions remain committed to advancing transparency and accountability in ways that genuinely serve students. We urge the Department to ground ACTS implementation in feasibility, data quality, and institutional context—exempting open-admission institutions, limiting additional requirements to those with less than 85 percent selectivity, excluding privately funded scholarships, and applying new reporting prospectively. These adjustments will strengthen the quality and utility of ACTS while supporting institutions’ shared mission to expand educational opportunity.

Sincerely,

Wesley Smith

Executive Director
Presidents Forum

Workforce Pell Panel

Workforce Pell Panel

Workforce Pell Panel

The big picture:

Rosemary Lahasky, Vice President of U.S. Government Relations at Pearson, and Mary Jane (MJ) Michalak, Vice President of Government Relations at Ivy Tech Community College, discussed the new Workforce Pell expansion—an historic change allowing Pell Grants to fund short-term, workforce-driven programs beginning next year.

Why it matters:

This expansion modernizes federal financial aid to match the pace of the labor market. By funding 8–15 week credentials in high-demand fields, Workforce Pell can open doors to opportunity for working learners, accelerate completion, and help close critical talent gaps.

Key points:

  • Expanded access: Pell funding will now include short-term programs that lead to industry-recognized credentials in areas like healthcare, IT, and advanced manufacturing.
  • Affordability and speed: Students who once paid out of pocket or took loans can now complete faster and with less debt.
  • Employer alignment: Employers are shifting to skills-based hiring; Workforce Pell connects learning more directly to those needs.
  • Implementation challenge: Colleges and policymakers must get the rulemaking details right for a smooth rollout by July 1, 2026.
  • Bipartisan success: Decades in the making, the policy won broad support across party lines—proof that workforce policy can still unite Congress.

The bottom line:

Leaders expect Workforce Pell to reshape how the U.S. connects education, skills, and opportunity—if implementation maintains speed, quality, and accountability.

October Executive Director Update

October Executive Director Update

October Executive Director Update

The big picture

Presidents Forum members convene in Boston on Oct. 23–24 for in-person, strategic discussions on AI and institutional strategy, upcoming Negotiated Rulemaking, national enrollment and funding trends, and Executive Branch priorities for 2025.

Why it matters

Leaders need space to cut through noise and align on student-first action. This meeting is built for direct, president-level problem-solving that translates into campus moves and policy clarity.

What’s new

We’re expanding our collaboration network introduced earlier this year. Partners will be embedded in several Boston sessions to stress-test solutions on technology adoption and workforce readiness.

What’s next

  • Post-Boston brief with actionable takeaways and model practices members can adapt on campus.
  • Continued policy tracking and member input shaping the PF 2025 Policy Agenda.

The bottom line

Boston is a catalyst—not the finish line. The Forum is aligning presidents around bold, student-centered execution that moves from conversation to measurable results.