Given the chaotic nature of higher education news these days, it’s refreshing to start this week’s issue with some genuinely positive news. Overwhelmingly, students still believe in the value of their degrees! They just need more support in connecting their degree outcomes to future career paths. Speaking of connection, we examine a recent budget proposal that, if passed, could severely impact many institutions’ ability to reach and support underserved student populations. We close with a look at how some community colleges are stepping in to fill the gap in rural higher education deserts.
After reading today’s issue, share in the comments whether TRIO programs are an important part of your campus.
Students See Value in Degrees
From College students — and those not enrolled — see the value in higher education | Higher Ed Dive
According to recent research by Gallup and the Lumina Foundation, nearly all college students (current and former) view a higher education credential as very valuable.
Our Thoughts
Finally, some research that presents a counternarrative to the prevailing skepticism about the value of college. Amid relentless media attention on rising tuition, student debt, and a perceived disconnect between degrees and jobs, the Gallup and Lumina Foundation data tell a more optimistic story. Students, including those who have stopped out or never enrolled, overwhelmingly continue to believe in the power of higher education to improve their economic futures.
This confidence isn’t abstract. Students link the value of their credentials to concrete goals like financial stability and career readiness. These findings suggest that students are not dismissing higher education, but rather carefully weighing its benefits and searching for evidence that it will pay off. The responsibility now falls on institutions to not only provide meaningful, high-quality programs but also to clearly communicate how those programs lead to real-world success.
As mental health, stress, and affordability remain top reasons students leave college, this report also reinforces the need for holistic student support systems. Students still want what higher education promises. They just need a little more assistance than past cohorts to help bring their aspirations to life. It’s our job to ensure that the promise of higher education remains accessible and achievable to all students who seek it.
The Importance of TRIO
From TRIO on the Chopping Block | Inside Higher Ed
The Trump administration’s proposal to eliminate the federally funded student support program could significantly impact low-income students and the institutions that support them.
Our Thoughts
Normally, I try not to share and discuss articles about pending legislation since the legislative process is long and complex. However, in this instance, I felt it was important to make an exception because TRIO programs are often overlooked on campus, despite being essential for promoting equity, access, and student success, especially for first-generation, low-income, rural, and underrepresented students.
For many colleges, particularly community colleges and small regional publics, TRIO is not just an add-on; it is the backbone of their student success infrastructure. Losing this funding would strip away critical advising, mentoring, and academic support services that make college completion possible for some of the nation’s most vulnerable learners.
It’s important for you to consider TRIO’s impact on your campus, not just in terms of numbers but in the real-life outcomes of both students and colleagues employed by these programs. TRIO likely serves as a bridge between your institution and student populations that might otherwise be underserved. If that funding were lost, that bridge could collapse, and it’s unlikely that other external sources would be able to fully fill that gap. If your institution relies on TRIO programs, the time for advocacy is now.
Overcoming Education Deserts
Jon Marcus looks at the growing interest in allowing community colleges to offer four-year degrees, especially in rural higher education deserts.
Our Thoughts
One of my favorite things about The Hechinger Report is its emphasis on storytelling to help readers engage with and better understand complex issues. This piece stands out in the way it centers the authentic voices of rural students who are eager to pursue four-year degrees but face geographic, economic, and logistical hurdles. These students don’t just want credentials – they want them close to home and on terms that make sense for their lives.
From working parents to aspiring engineers and psychologists, these students are telling us that access is about more than Wi-Fi and asynchronous lectures. It’s about personalized support, familiar environments, and continuity of community. Their aspirations are no less ambitious than those at flagship institutions. What differs is the scaffolding available to help them achieve their goals. For many, asking them to commute for hours, navigate complex university systems, or cobble together degrees one class at a time while working and caregiving is simply asking too much.
The idea of community colleges offering four-year degrees often provokes political and institutional friction, especially from nearby four-year universities concerned about enrollment and program duplication. Still, our sector must consider how best to serve the people who want access to higher education. In high-demand fields like teaching, nursing, and engineering, it’s vital that our sector works to respond to regional labor shortages and expand access for place-bound, working adults. Maybe that means allowing two-year institutions to offer four-year degrees. Maybe that means four-year institutions doing a better job of collaborating with community college partners to offer programs beyond their main campus.
Either way, our sector must continue the conversation around expanding access in rural higher education deserts or risk leaving behind a population that is eager, capable, and in need of opportunity.
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