The State ofHigher Education
2024

A valuable, but obstructed pathto great jobs and lives

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Table of Contents
1

Introduction and Key Findings

3

Value and Intention to Enroll

9

Enrollment and Persistence Considerations

19

The Enrolled Experience

25

Conclusion

26

Methodology

27

Appendix

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The State of Higher Education 2024﻿

Introduction and Key Findings
Since 2020, Lumina Foundation and Gallup have partnered to produce the State of Higher
Education study, an annual survey of thousands of U.S. adults without a college degree.
Each year, Lumina and Gallup measure their attitudes toward education beyond high school,interest in pursuing a degree or credential, the barriers they face to enrolling or completion,and the experiences currently enrolled students report having in their programs.
The 2024 State of Higher Education study includes responses from over 14,000 U.S. adults
aged 18 to 59 who do not have a college degree and fall into one of the following groups:
Currently enrolled students: Includes 6,015 adults currently enrolled in a certificate,certification, associate degree or bachelor’s degree program.
Stopped-out adults: Includes 5,012 adults previously enrolled in a certificate,certification, associate degree or bachelor’s degree program but stopped out of theirprogram before completing it.
Never-enrolled adults: Includes 3,005 adults who never enrolled in any type of
education after high school.
As colleges and universities report the first increase in undergraduate enrollment since
the onset of the COVID-19 pandemic,1 the State of Higher Education 2024 results
demonstrate that Americans still overwhelmingly agree that education beyond highschool — particularly a four-year college degree — is valuable and important to having agood career.

Meanwhile, adults’ interest in pursuing someform of higher education is at the highest
level Lumina and Gallup have recorded.
This heightened interest is partially driven by an increasing openness to alternative
pathways, such as industry certifications and certificates, and a continued belief thata degree or credential will increase an individual’s salary, chances of promotion andcompetitiveness in the job market. Many prospective students are also searching forflexible programs in the form of remote instruction, schedules more conducive to working
learners or expedited time to complete.

1

Current term enrollment estimates: Fall 2023. (2024, January 24). National Student Clearinghouse Research Center.
https://nscresearchcenter.org/current-term-enrollment-estimates/

1

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The State of Higher Education 2024﻿

But while interest is high, significant barriers to enrollment and completion remain, withcost leading the way as it has in previous years, and emotional stress and mental healthissues posing a rising threat to completion.
Critical findings from the 2024 State of Higher Education study include:

1

Nearly all adults without a college degree say at least one type of credential
is “extremely” or “very” valuable, and 59% of unenrolled adults have considered
enrolling in additional education in the past two years, an increase of 15 percentage
points from the 44% who said the same in 2021.

2

Career outcomes — such as earning a raise, promotion or a more fulfilling role
— are the primary motivators for pursuing higher education. Eighty-four percent
of current or prospective students cite at least one employment-related factor as
why they are enrolled or considering pursuing a degree or credential.

3

Meanwhile, the primary barriers to enrollment are cost and a lack of financial aid.
However, flexibility in course delivery is also an important factor, especially among
non-traditional learners and those who were previously enrolled but stopped out of
their program before completing it.

4More than one in three currently enrolled students have considered stoppingout of their degree or credential program within the last six months. Among
those considering stopping out, 64% say emotional stress or mental healthconcerns are significant reasons — more than twice the percentage who say thecost of their program is what may cause them to stop out.

5

About one in six currently enrolled students say they have at least occasionallyfelt disrespected, discriminated against or unsafe in their program. Those
who report these negative experiences are notably less likely to say the quality ofeducation they receive in their program is “good” or “excellent.”

Building off the key findings from prior administrations of the State of Higher Education
study, Lumina and Gallup also dedicated two separate reports to the following topics:• Policies and Laws: How They’re Impacting College Enrollment summarizes
the implications of recent public policy decisions — such as those regarding
reproductive healthcare, gun legislation and affirmative action — and their effect oncollege enrollment decisions.
• Cost of College: The Price Tag of Higher Education and Its Effect on Enrollment
addresses the cost of college education, exploring issues such as tuitiontransparency and how student loan debt forces many adults to delay major life
events like getting married or purchasing a home.

2

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The State of Higher Education 2024﻿

Value and Intention to Enroll
More than nine in 10 adults say at least one credential is valuable; half ofunenrolled adults are likely to pursue one in the next five years.
Despite ongoing concerns related to college costs, loan debt, enrollment rates and otherchallenges facing students and institutions of higher education, nearly all adults without acollege degree say at least one type of credential is “extremely” (74%) or “very” valuable(20%). As discussed more fully in the Cost of College: The Price Tag of Higher Education
and Its Effect on Enrollment report, Americans are most likely to say graduate degrees andbachelor’s degrees are extremely or very valuable, though industry certifications are also
highly regarded by 74% of adults without a degree.
CHART 1

Americans’ Views on the Value of Degrees and Credentials
Among adults without a college degree

In general, how valuable are each of the following types of degrees/credentials?
% Extremely valuable% Not too valuable% Very valuable% Not valuable at all% Somewhat valuable

37

Industry certification

Certificate

24

Associate degree

23

40

30

37

34

53

Graduate degree

0

20

6

29

41

Bachelor's degree

3

21

38

8

19

15

27

40

60

Note: Due to rounding, percentages may not sum to 100% or may sum to ±1%.

3

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80

5

4

100

The State of Higher Education 2024﻿

While those who have never enrolled in higher education place less value on degrees andcredentials than currently or previously enrolled students, adults across all enrollment
backgrounds see the greatest value in industry certifications, bachelor’s degrees
and graduate degrees. However, stopped-out adults are most likely to say industry
certifications are valuable, while currently enrolled adults see the greatest value inbachelor’s and graduate degrees.
CHART 2

Americans’ Views on the Value of Degrees and Credentials by
Enrollment Status
Among adults without a college degree

In general, how valuable are each of the following types of degrees/credentials?
(% Extremely valuable + % Very valuable)
Currently enrolled students

Stopped out

Never enrolled

78
82

Industry certification

65
67
70

Certificate

57
62
63

Associate degree

55
87
77

Bachelor's degree

69
89
83

Graduate degree

73

4

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While about one million fewer students were enrolled inundergraduate degree and certificate programs in 2023
than in 2018 — an 8% decline over that five-year span
— interest in pursuing additional education remains
high: Nearly six in 10 unenrolled adults say they haveconsidered pursuing at least one credential within
the past two years.

The most frequently considered programs — certificates and associate degrees — aretypically offered by community colleges and, notably, are rated as less valuable thanindustry certifications and bachelor’s degrees. This finding may reflect prospective
students prioritizing the lower cost associated with certificates and associate degrees.
CHART 3

Unenrolled Adults’ Interest in Pursuing Higher Education byDegree/Certification TypeAmong adults not enrolled in a certificate, certification, associate or bachelor’s degree program
Which of the following, if any, have you considered pursuing in the past two years?
(% Selected)

Industry certification

19
23

Certificate

22

Associate degree
Bachelor's degree

1741None of the above

5

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The State of Higher Education 2024﻿

Interest levels in all four program types were the highest
recorded throughout the Lumina-Gallup study; however,interest in industry certifications saw this biggest
rise in interest — by nine points since 2021.
CHART 4

Interest in Higher Education, 2021-2023
Among adults not enrolled in a certificate, certification, associate or bachelor’s degree program% Who considered pursuing at least one degree or credential in the past two years
59

60

45

30

44

2021

47

2022

2023

6

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The State of Higher Education 2024﻿

Most of the 59% of adults who have considered pursuing further higher education intend
to do so: 86% say they are likely to enroll in the next five years. This means just over halfof all unenrolled adults are “likely” (26%) or “very likely” (25%) to enroll in higher educationin the next five years. Adults who were previously enrolled are 26 percentage points more
likely to enroll in the next five years than those who have never been enrolled. Prospectiveenrollment is especially high among adults 25 or younger, as well as Asian adults and men.
CHART 5

Likelihood of Pursuing at Least One Certificate, Certification or Degree in
the Next Five Years Across Demographic Groups and Enrollment Status
Among adults not enrolled in a certificate, certification, associate or bachelor’s degree program% Very likely% Likely

Enrollment Status

Age

Gender35

Stopped out
Never enrolled

14

28
23

36

18-25

29

26-35

25

36-59

21

23

Female18

25

American Indian, Alaska Native,
Native Hawaiian or Pacific Islander

30

26

30

Male

Race

26

25

Overall

17

16

24

38

Asian
Black or African American25

27

Hispanic

21

32

White

25

24

7

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Career outcomes are the primary motivation for
pursuing higher education.

“

Is [a college degree] worth
what you get? Realistically,
probably not. But do you
have to have it? Yes … Most
jobs out there require acollege degree. 50 years
ago, a high school diploma
was about the same as acollege degree now.”

Previous Lumina-Gallup research has demonstrated that additional
education after high school positively affects physical and mental
health, community relations and pro-social behaviors. Moreover,most Americans agree that a more educated populace leads to more
prosperous, innovative and civically engaged societies. But while U.S.
adults acknowledge higher education’s many benefits, one aspect stands
out as the primary motivation for adults considering pursuing a degree or
credential: improved career outcomes.
Since 2021, about three-quarters of adults without a college degree
have said a two- or four-year college degree is at least as important— if not more so — to having a successful career as it was 20 years ago.
Eighty-four percent of current or prospective students cite at least one
employment-related factor — such as getting a job that pays more or ismore fulfilling, improving their competitiveness in the job market, or getting
a salary increase or promotion — as the reason they are pursuing or
considering additional education.

- White Male, 19,Currently Enrolled

CHART 6

Reasons Current and Prospective Students Consider
Pursuing Higher Education
Among currently enrolled students and those considering enrolling in a certificate, certification,
associate or bachelor’s degree program% Which of the following are important reasons why you are considering enrolling andobtaining a degree or credential?
(% Selected)

To obtain knowledge or skills

59

To help you get a higher-paying job

57

To allow you to pursue a more fulfilling career50

For your personal sense of achievement47

To make you a more competitive job candidate

36

To help get a salary increase or promotion in your current job

27

0

25

Note: Top responses only are shown; please see the appendix for a complete list of response options.

50

This employment-centric motive applies to more than three-quarters of adults, irrespectiveof their gender, age, race, whether they are currently enrolled or considering enrolling, or
the type of credential they are pursuing.
8

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Enrollment and Persistence
Considerations
Values, finances and flexibility drive enrollment decisions, though
priorities differ among enrolled and unenrolled adults.
When making enrollment decisions, currently or
previously enrolled students cite several factors that
help them differentiate between individual programs
and institutions. Thematically, the most prominentconsiderations remain in line with previous layers of theenrollment evaluation: Career outcomes and cost leadthe way, followed by flexibility in program delivery.
CHART 7

Importance of Various Characteristics in Deciding Where to Enroll
Among adults without a college degree

How important [are/would] each of the following characteristics of [your/a] college [be] inyour decision to [stay enrolled/enroll]?
%7 - Extremely important%6

Opportunities for good paying jobs
in your chosen field of study

48

20

68

Cost of college, including tuition and room and board

47

19

66

Having control over the days and times
that you need to take classes

38

Ability to take classes and complete
your program remotely

33

19

52

Distance between the campus and your home

33

19

52

The academic reputation of the college
Campus policies regarding guns on campus

28
33

59

21

21

49

15

48

Note: Due to rounding, percentages may sum to ±1%. Top responses only are shown; please see the appendix for
a complete list of response options.

9

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Nearly three-quarters of stopped-out college students say cost is highly important to theirdecision, compared with about two-thirds of currently enrolled college students. Overall,location and flexibility are less important than cost in adults’ college selection decisions.
However, stopped-out students are notably more likely than enrolled students to say online
or remote courses are highly important to their decision, and they are also more sensitive
to the distance between the campus and their home.
CHART 8

Importance of Various Characteristics in Deciding Where to
Enroll by Enrollment Status
Among adults without a college degree

How important [are/would] each of the following characteristics of [your/a]college [be] in your decision to [stay enrolled/enroll]?
(%7 - Extremely important + %6)
Currently enrolled students

Stopped out

Never enrolled

Opportunities for good paying jobs
in your chosen field of study

66 72 68

Cost of college, including tuition
and room and board

63 72 65

Having control over the days and times
that you need to take classes

59 65 57

The academic reputation of the college

52 52 47

Campus policies regarding
guns on campus

50 46 48

Distance between thecampus and your home

45 54 52

Ability to take classes and complete
your program remotely

41 55 52

Laws in the state on access to
reproductive health services

40 29 33

Laws in the state on the teaching ofcertain viewpoints on divisive topics

40 35 36

The college is competitive in
its admissions decisions

32 25 31

The political views of students
are similar to your own

25 17 23

The racial or ethnic background ofother students is similar to your own

25 17 23
10

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The State of Higher Education 2024﻿

Though public policy factors — including those related to firearms, reproductive healthcare
and topics that can be discussed on campuses — are generally less important to students’
enrollment decisions than the foundational characteristics of a school, at least one inthree adults say these policies are highly important to their decision. This is especiallytrue of firearm policies: About half of adults say these policies would be highly influential inselecting or remaining enrolled in a college. The Policies and Laws: How they’re impacting
college enrollment report provides a fuller analysis of the implications of these policies.
Just as cost and flexibility are important factors in how students differentiate between
programs or institutions, they are also highly influential in students’ decisions to pursue
higher education at all. Cost and finances are among the most important factors in whether
adults decide to enroll. While the value of a degree is the most important factor to enrollingor remaining enrolled, at least half of adults without a degree say financial aid or theirpersonal income are “very” important factors in their potential or continued enrollment.
Black and Hispanic adults are especially likely to say these are very important factors.
CHART 9

Factors That Influence Enrollment Decisions
Among current, former and prospective students

How important [are/were/would] each of the following [be] in [being able to remain enrolled/
your decision to enroll/getting you to enroll]?
(% Very important)Confidence in the value of the degree or credential

53

Financial aid or scholarships you received

53

Enjoyment of the program, including course
content and social interactions

50

Increase in personal income

50

Greater flexibility in work or personal schedule48

Location of the college or school

48
45

Desire/Ability to finish program quickly[Change in] College, program or major

43

Greater flexibility in course delivery

42

Note: Top responses only are shown; please see the appendix for a complete list of response options.

11

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Income is an especially relevant factor among the unenrolled: More than half of unenrolled
adults (52%) say an increase in personal income would be very important to enrolling,
compared with 40% of current students who say the same of their ability to remain enrolled.
As with enrolled students’ preferences for differentiating between institutions and programs,
stopped-out and prospective students prioritize factors that allow higher education to fit into
their overall lives, including greater flexibility in course delivery, accommodating work andpersonal schedules, and completing the program as quickly as possible.
Conversely, currently enrolled students are more likely to focus on the support
infrastructure they need to succeed in their program, such as support from family andfriends, cost mitigation opportunities like work-study jobs, reduced-cost meal plans andaffordable housing, and community resources like public transportation.
C H A R T 10

Factors That Influence Enrollment Decisions by Enrollment Status
Among current, former and prospective students

How important [are/were/would] each of the following [be] in [being able to remain enrolled/
your decision to enroll/getting you to enroll]?
(% Very important + % Moderately important)
Currently enrolled students

Stopped out

Never enrolled, but has considered enrolling

Increase in personal income

74 86 88

Greater flexibility in course delivery

72 82 80

Desire/Ability to finish program quickly

73 86 82

Student loan forgiveness programs

65 71 70

Greater flexibility in workor personal schedule

81 88 89

Encouragement and support
from family and friends

83 74 73

Work study jobs

69 60 62

Buses or other forms of
local transportation

59 48 49

Affordable student housing

70 44 50

Reduced-cost meal plans

62 50 60
12

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Cost is the greatest barrier to enrollment,with work conflicts close behind.

“I knew it was going to be
expensive. I didn’t realize that the
study material was as expensive
as it is … they update the books,
they get new books, and not only
do you have to buy the books,
whether it’s digital or physical,
you have to pay for the labs, aswell, and I didn’t realize it wasgoing to be that expensive, on

U.S. adults’ clear focus on affordable schools that allow them tofit education into their lives extends beyond mere preference,
especially for those not currently enrolled. These factors are notjust nice-to-haves; for more than three-quarters of unenrolled
adults, cost and the need to work prevent them from pursuingfurther education.
C H A R T 11

Barriers to Enrolling in Higher Education

top of the class.”

Among adults unenrolled in a certificate, certification, associate orbachelor’s degree program- White Male, 45,
Currently Enrolled

How important are each of the following reasons why you are notcurrently enrolled?
% Very important% Moderately important

The cost of the degree or
credential program

56

77

34

43

Work conflicts or need to work85

29

Emotional stress

37

35

72

Would take too long to geta degree or certificate

33

39

72

Favorable job market/
Easy to find a good job

33

38

71

Lack of remote learning
options/Requirements forin-person meetings

31

37

68

Personal mental health reasons33

31

A degree or credential is notneeded for your job or career

25

Child care or care foran adult family member

26

37
21

64
62

47

Note: Due to rounding, percentages may sum to ±1%. Top responses only are shown; please see the appendix for a complete listof response options.

13

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While cost is the predominant barrier for
unenrolled adults of all ages, genders andraces, certain subpopulations of unenrolled
adults face unique barriers.
The most notable examples include:
1

CO ST

Nearly two-thirds of women say cost is a very
important barrier to enrollment, compared with less thanhalf of men.
2

L AC K O F VA LU E O R I N TE R E ST

Nearly half of men (48%) say additional education not
being needed for their job, not being valuable or not
being of interest are important reasons for not enrolling,
compared to 39% of women.

å

3

CA RE TA K I N GFour in 10 unenrolled adults who care for a child or an
adult family member say their caretaking responsibilities
are a very important reason they remain unenrolled.
5– I didn’t get any of that.”- White Male, 32,
Stopped Out

M E NTAL H E A LTH A N D E M OTI O N A L STR ES S

Fifty-five percent of 18- to 25-year-olds and half of
26- to 35-year-old unenrolled adults say mental healthor emotional stress are very important reasons they are
not enrolled, compared with 46% of 36- to 59-year-olds.
4“

It’s just drilled into their head:‘Go to college. Go to college. Go
to college.’ But that’s as far as
anybody goes. It’s never just, ‘Go
to college, and this is why you
should go to college. This is what
happens in college. These are thedifferent kinds of degrees thatyou get in college. This is the job
market. These are the degrees
that can get you these jobs.’
Because everything that I just said

T I M E C O M M I TM E N T

About one-third of 26- to 59-year-olds sayearning a degree or credential would take too muchtime, compared with about one-quarter of 18- to
25-year-olds.

“

I probably became resentful of
my education. It took away fromtime with my new baby. It was
just a lot. At one point, I did takemy one-month-old to my nursingclass with me and my teacher
held him the entire time while
she was teaching, she had him
on her shoulder. She loved it, but
I’m sure it was a distraction to
everybody, and I don’t remember
what I learned that day. It was justa whole new world when he cameinto the picture.”- Black or African
American Female, 39,
Stopped Out

14

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The State of Higher Education 2024﻿

Several barriers have increased in importance overjust the past year. Most notably, flexibility in course
delivery — including remote learning options, avoiding
work conflicts and increasing the pace of attainment— has become a more prominent barrier. So, too, havethe mounting belief that credentials are not needed toachieve positive career outcomes, either because thejobs these adults are pursuing do not require a degree
or because a favorable economy has made it lessimportant to finding a job.

C H A R T 12

Changes in Barriers to Enrolling in Higher Education, 2022-2023
Among adults unenrolled in a certificate, certification, associate or bachelor’s degree program
How important are each of the following reasons why you are not currently enrolled?
(% Very important + % Moderately important)
2022

2023

78

71

Work conflicts or the need to work

72

62

Emotional stress
Would take too long to get a degree or certificate

5971

Favorable job market/Easy to find a good job

59

71

Lack of remote learning options/Requirements
for in-person meetings

52

Personal mental health reasons

54

63

A degree or credential is notneeded for your job or career

53

61

68

Note: Barriers shown are those that changed significantly from 2022-2023.

15

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About one in three enrolled adults find it difficult to remain enrolled
or have considered stopping out, largely due to mental health andcost concerns.
For many students who overcome the preceding barriers to pursuing higher education,
remaining enrolled can be just as daunting. Across all degree and credential programs, atleast 37% of students find it difficult to remain enrolled.
C H A R T 13

Difficulty in Remaining Enrolled Across Degree or Credential Programs
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree
Taking all factors into account, how difficult is it for you to remain enrolled in your program?
% Very difficult% Difficult

Overall7% Not too difficult

31

Industry certification

13

26

Certificate

11

32

Associate degree

7

Bachelor's degree5% Not at all difficult

49

12

48

13
47

33
32

48

13

51

12

Note: Due to rounding, percentages may not sum to 100%.

16

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A similar percentage (35%) of enrolled students say they have considered stopping outof their program in the past six months. This figure is slightly elevated among students
not in a bachelor’s degree program, though 32% of bachelor’s students have consideredstopping out. Caretakers, those struggling to pay their monthly bills, and Black andHispanic students are particularly likely to be at risk of stopping out.
C H A R T 14

Percentage Who Have Considered Stopping Out in the Past Six Months
Across Demographic and Income Groups
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree
In the past six months, have you considered stopping your coursework?
(% Yes)35

Overall

Program39

Industry certification

37

Certificate
Associate degree

32

Bachelor's degree

GenderRace

FemaleMale

31

American Indian, Alaska Native,
Native Hawaiian or Pacific Islander

31Black or African American
Hispanic

31

White

40

42

50

Caretaker

29

Not a caretaker

Income

38

34

Asian

Caretaker Status

37

Earning more than enoughto live comfortably

Living comfortably

Sometimes struggles to pay monthly bills

19

26

Struggling to pay monthly bills

17

42

54

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The State of Higher Education 2024﻿

As with the decision whether to enroll, many students considering stopping out say
cost is a significant factor.

However, nearly two-thirds of those considering stopping out
cite mental health or emotional stress as the reason — twice thepercentage as those who cite cost.
C H A R T 15

Reasons Students Consider Stopping Out
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree
who have considered stopping out of their program in the past six months
Which of the following describes why you considered stopping your coursework?
Select all that apply.
(% Selected)

54

Emotional stress

43

Personal mental health reasons

31

Cost of the degree or credential program
The coursework was too difficult

24

Don't feel I belong

24

Note: Top responses only are shown; please see the appendix
for a complete list of response options.

Scaling this number across the entire student
population suggests that more than one in five
students (22%) have considered stopping out
due to mental health challenges or emotional
stress. Moreover, 28% of all female students
have considered stopping out due tomental health or emotional stress— nearly twice the percentage ofmale students (15%).

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The Enrolled Experience
About three-quarters of enrolled students report that thequality of their education is excellent or very good.
Despite disparities in the perceived value of different types of credentials, there isnoticeably less variance in the actual quality of education students report in theirprograms. Across currently enrolled students, nearly three-quarters say the quality of theeducation they receive is “excellent” or “very” good. However, modality is an importantfactor: More than eight in 10 students completing their programs entirely in-person say thequality of their program is excellent or very good, while students in hybrid and fully online
programs are slightly less positive about the quality of their program. Still, nearly two-thirdsof students in the programs with the lowest reported quality — mostly, but not exclusively
online — rate their program quality as excellent or very good.
C H A R T 16

Quality of Education by Degree or Credential Program and Modality
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree

Which of the following best describes the quality of the education you are currently receiving
in your program?
% Excellent% Very good
Overall

24

50

74

Industry certification

27

46

73

Certificate

24

55

Associate degree

22

Bachelor's degree

26Completely in-person

49

71

50

33

Mostly in-person

53

21Completely online

027

Note: Due to rounding, percentages may sum to ±1%.

81

55

14

Mostly online

76

48

21

Equal time spent in-person and online

79

67

43

64

41

25

50

19

76

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68

75

100

The State of Higher Education 2024﻿

The comparable quality of hybrid programs versus fully in-person programs may be
encouraging for adults who indicate flexibility and opportunities for remote learning would
be important to their ability to enroll in higher education, as they are able to more easily fit
education into their lives while making only minimal sacrifices in the quality of their program.
In addition to the quality of the education they are receiving, more than six in 10 students
report that the faculty and instructors in their program care about them as a person andthat they have at least one mentor who encourages them to pursue their goals. However,there are some differential experiences across races and genders: Women and students ofcolor are less likely than their White and male peers to feel cared for, mentored, respected
and like they belong.
C H A R T 17

Perceptions of Support, Respect and Belonging by Gender and RaceAmong currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree(% Strongly agree + % Agree)
Gender:Females

Males Race:

Asian adults

Black adults

Hispanic adults

White adults

69
Your professors at [Institution]
care about you as a person.

78

71
68
70
55

You have a mentor at [Institution] who encourages
you to pursue your goals and dreams.

76

68

54
57
59

65
78
82

You are treated with respect byfaculty members at [Institution].

74

67
You feel like you belong at [Institution].

62

20

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69
71

80
79
82

77

76

The State of Higher Education 2024﻿

Importantly, feelings of support, respect and belonging are closely tied to students’assessment of the quality of their program. Students who say their program quality
is excellent or very good are about twice as likely to agree that they feel like they
belong and are supported and respected by faculty.
C H A R T 18

Perceptions of Support, Respect and Belonging by Program Quality
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree(% Strongly agree)

Excellent or very good quality education

40

37

50

43

Less than very good quality education

Your professors at [Institution]
care about you as a person.

15

You have a mentor at [Institution]
who encourages you to pursue
your goals and dreams.

17

You are treated with respect byfaculty members at [Institution].

24

You feel like you belong
at [Institution].

16“

I feel like especially like my firstyear, with COVID, and not knowing
anyone and moving to a new place,and just all those feelings on topof like, academic stress … I felt
really guilty that I wasn’t having fun.
Because I knew how much money it
was and that I was privileged to havethis opportunity to go to school,and neither of my parents did. So I
felt really bad whenever I had like acomplaint, or they would call me andbe like, ‘Are you having like the best
time of your life?’ And I just wasn’t.
And I felt really guilty for feeling thatway because I knew that I was theone that wanted to go there, andhow expensive and how much of asacrifice it was for my family to do it.
So, like any negative feelings, I justfelt like embarrassed or like upset atmyself for feeling them.”- Hispanic Female, 21,Currently Enrolled

21

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The State of Higher Education 2024﻿

About one in six students at least occasionally feeldisrespected, discriminated against or unsafe intheir program.
Unfortunately for some students, the absence of respect and belonging in their program
can lead to outright disrespect, discrimination and, in some cases, feeling unsafe.
Eighteen percent of currently enrolled students report being disrespected at leastoccasionally during their program, and 16% report being discriminated against. Younger
students and men are most likely to report these experiences, with fewer differences
observed based on race and ethnicity.
Additionally, 17% of students report frequently oroccasionally feeling physically unsafe at their institution,and 18% at least occasionally feel psychologicallyunsafe. These percentages are noticeably higher
among 18- to 25-year-old students.

“

I go to a public university, so thatmeans anyone can go on campus ...
There was a time where a student
was assaulted ... and she ended
up in the hospital, and everyone
was pushing her story because
a random man had gone onto
campus and had attacked her while
she was walking to her dorm ... That
was kind of a big worry for a lot of
the students where it’s like, when aclass ends ... and the sun has set,
you’re walking by yourself back toyour dorm. Nobody wants to deal
with the uneasiness of that.”- Hispanic Female, 21,Currently Enrolled

22

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C H A R T 19

Experiences of Disrespect, Discrimination and Feeling Unsafe During Their
Program Across Demographic Groups
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree
How often, if ever, do you ever feel any of the following at [Institution]?
(% Frequently + % Occasionally)

Disrespected
Age

Gender

26-35

13

36-59

11

11

12

15

Asian
Black
Hispanic
White

20

9

12

14
20

19
21

19
16

13

15

13

14

19

12

21

23

Psychologicallyunsafe

19

15

Male
Race

Physicallyunsafe

16

20

18-25

FemaleDiscriminatedagainst

18

14

15

15

17

23

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21

14
19
16
19

The State of Higher Education 2024﻿

Some of these negative experiences may stem from student interactions during
discussions or debates about race, politics or religion.

More than three-quarters of currently enrolled students agree theycan express their opinions freely on campus, suggesting that about
one in four students do not feel comfortable speaking freely.
Notably, this concern is not centered within students of any particular gender, race,
ethnicity or political party. When asked whether their institution is a place where students
can share opinions on specific topics, such as race, religion, politics and sexual orientation,
between 60% and 69% of students agree that these topics can be freely discussed
on their campuses and in their classrooms. Moreover, students’ belief that a topic canbe discussed does not vary significantly based on subgroups related to it; for example,
students of all races are generally aligned on whether their campus is a place where race
can be freely discussed.
CHART 20

Perceptions That Students Can Speak Freely on Campus
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree[Institution] is a place where students can freely express all opinions on issues like …
% Strongly agree% Agree

Race

Politics

Gender Identity

Asian

Democrat

Female37

38

Black or African American

43

25

34

42

Independent

28

28

Male

28

35

29

Republican

Hispanic

45

30

24

27

34

White

38

31

24

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The State of Higher Education 2024﻿

Conclusion
Since the launch of the Lumina-Gallup State of Higher
Education study, U.S. adults have never been more likely
to consider enrolling in a degree or credential program.
This surge has been primarily driven by rising interest in industry certification programs,
but at least 17% of unenrolled adults without a degree also say they are considering abachelor’s degree, associate degree or certification program.
The driving force behind this interest is clear: Americans still see higher education — andparticularly a four-year degree — as the most reliable path to a good career. More than
80% of those considering a degree or credential program say a better or higher-paying
job drives their decision. But without intentional efforts to remove historical and emerging
barriers, many who want to reap the benefits of higher education will not be able to do so.
While cost remains a persistent hurdle for 85% of unenrolled adults, more than 90% say
additional flexibility in program delivery would be moderately important to their decision toenroll. This may take the form of remote learning opportunities, more scheduling options
that allow working learners to integrate school into their work schedule, and finding ways toaccelerate the pace at which learners can earn their degree or credential.
For those aspiring learners who manage to overcome these barriers and enroll in a higher
education program, the work is not done: About one in three currently enrolled students
say they are considering stopping out of their program before completing it. While manyof these students cite cost or difficulty with the program material, nearly two-thirds say it
is due to emotional stress or struggles with their mental health, with women being nearly
twice as likely as men to consider stopping out due to mental health challenges.
Ensuring these educational pathways are accessible to as many Americans as possible is
not just a boon to those individuals’ careers and finances; the future of the U.S. economy
depends on it. The Georgetown Center on Education and the Workforce projects that by
2031, 72% of jobs will require some kind of education beyond high school. Meanwhile,
Lumina estimates that 54% of U.S. adults aged 25 to 64 have met that education threshold.
Closing that gap will rely on helping those who are considering higher education overcome
the barriers currently preventing them from enrolling, persisting and completing a degree
or credential.

25

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Methodology
Results for the Lumina-Gallup Study are based on web surveys conducted from
Oct. 9-Nov.16, 2023, with samples of 6,015 students who are currently enrolled in a
post-secondary education program (certificate, associate, or bachelor’s degree), 5,012
adults who were previously enrolled in a post-secondary education program but had notcompleted an associate or bachelor’s degree, and 3,005 adults who had never enrolled ina post-secondary education program.
All respondents were between the ages of 18 and 59 and had a high school diploma or
equivalent but not an associate or bachelor’s degree.
Of the currently enrolled students, 2,532 say they are pursuing a bachelor’s degree, 1,468
are pursuing an associate degree, 1,373 are pursuing a certificate and 642 are pursuing an
industry certification.
Respondents were interviewed via Dynata’s non-probability web-based panel.
The data are weighted to match national demographics of gender, age, race,
Hispanic ethnicity, education and region for the population of U.S. adults
aged 18 to 59 with a high school diploma but without a college degree.
Demographic weighting targets are based on the most recent
American Community Survey figures.

26

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AppendixC H A R T 21

Reasons Current and Prospective Students Consider Pursuing Higher Education
Among currently enrolled students and those considering enrolling in a certificate, certification,
associate or bachelor’s degree program

Which of the following are important reasons why you are considering enrolling and obtaining a
degree or credential?
(% Selected)

To obtain knowledge or skills

59

To help you get a higher-paying job

57
50

To allow you to pursue a more fulfilling career47

For your personal sense of achievement36

To make you a more competitive job candidate
To help get a salary increase or promotion in your current job

27

To have a more fulfilling life outside of work27

To make a difference in your community

21

To learn from people who have different experiences than you

20

To meet your family or society's expectations

20
17

To become a more informed citizen

14

Your employer would help you pay for the degree or credential

10

You have recently lost your job
Other

1

27

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CHART 22

Importance of Various Characteristics in Deciding Where to Enroll
Among adults without a college degree

How important [are/would] each of the following characteristics of [your/a] college [be] in your decision to[stay enrolled/enroll]?
%7 - Extremely important%6

Opportunities for good paying jobs in your chosen field of study

48

20

Cost of college, including tuition and room and board

47

19

38

Having control over the days and times that you need to take classes

21

Campus policies regarding guns on campus

33

15

Ability to take classes and complete your program remotely

33

19

Distance between the campus and your home

33

19
21

28

The academic reputation of the college

Laws in the state on the teaching of certain viewpoints on divisive topics

21

15

Laws in the state on access to reproductive health services

19

15

The college is competitive in its admissions decisions

16

The racial or ethnic background of other students is similar to your own

1211

The political views of other students are similar to your own

10

12

28

14

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CHART 23

Factors That Influence Enrollment Decisions
Among current, former and prospective students

How important [are/were/would] each of the following [be] in [being able to remain enrolled/your decision
to enroll/getting you to enroll]?
(% Very important)Confidence in the value of the degree or credential

53

Financial aid or scholarships you received

53

Enjoyment of the program, including course content and social interactions

50

Increase in personal income

50

Greater flexibility in work or personal schedule48

Location of the college or school

48

Desire/Ability to finish program quickly

45[Change in] College, program, or major

43

Greater flexibility in course delivery

42

Encouragement and support from family and friends

40

Student loan forgiveness programs

40

Emergency aid

38

Student loans

38

Support from a school counselor or mental health professional

30

Work study jobs

29

Affordable student housing

29

Reduced-cost meal plans

28

Buses or other forms of local transportation

26

Child care needs worked out

23

Food banks

22

29

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CHART 24

Barriers to Enrolling in Higher Education
Among adults unenrolled in a certificate, certification, associate or bachelor’s degree program
How important are each of the following reasons why you are not currently enrolled?
% Very important% Moderately important

56

The cost of the degree or credential program

29

43

Work conflicts or need to work

34

Emotional stress

37

35

Would take too long to get a degree or certificate

33

39

Favorable job market/Easy to find a good job

33

38

Lack of remote learning options/Requirements for in-person meetings

31

37

Personal mental health reasons

33

31

Lack of interest in getting further education

26

36

A degree or credential is not needed for your job or career

25

37

Don't feel prior schoolwork prepared you well for further education

24

34

You don't think you would get accepted to your school of choice24

32

Personal physical health reasons

27

28

You don't see value in getting further education

21

31

Child care or care for an adult family member

26

21

20

27

Degree or credential doesn't fit with your personal beliefs, values

30

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CHART 25

Reasons Students Consider Stopping Out
Among currently enrolled adults pursuing a certificate, certification, associate or bachelor’s degree who have consideredstopping out of their program in the past six months
Which of the following describes why you considered stopping your coursework?
(% Selected)

54

Emotional stress

43

Personal mental health reasons

31

Cost of the degree or credential program
The coursework was too difficult

24

Don't feel I belong

24
16

Personal physical health reasons
Don't feel prior schoolwork prepared you well for further education

14

You got a new job

13

You did not believe the degree or credential
would help you achieve your personal goals

13

The courses you took were not relevant to your future career

13

Completing the degree or credential was taking longer than you expected

13

No longer interested

13

You did not believe the degree or credential
would help you achieve your career goals

12

Lack of remote learning options

12

Child care, or care for an adult family member or friend

10

You lost your job

9Favorable job market

8Felt discriminated against or harassed

7

The education you were receiving was low quality

5

Other

3

31

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