The landscape of postsecondary enrollment includes a large, often-overlooked group: roughly 43.1 million Americans who have attended college but never earned a degree or certificate. A comprehensive study by Trellis Strategies, conducted in spring 2026, surveyed 3,182 former undergraduates who had been enrolled across 58 institutions (including 33 community colleges) to better understand this population commonly labeled SCNC — Some College, No Credential. The research explores who these learners are, why they stopped out, and what would encourage them to return, offering data that institutions can turn into actionable retention and re-enrollment strategies.
The people who make up the SCNC cohort are diverse in background and responsibilities. About 36% of respondents were first-generation college students, and a quarter identified as parenting students, reflecting caregiving roles that compete with school obligations. A significant majority — 72% — reported working while enrolled, illustrating the practical economic realities students face. Despite their interrupted pathways, many remain convinced of the value of higher education: a majority believe completing a credential would boost their career prospects and earnings.
Table of Contents:
Why students stop out
Financial and life pressures top the list of reasons learners pause their studies. Survey participants cited personal finances (35%), family or personal responsibilities (32%), and employment demands (27%) as primary drivers of their decision to leave. Another notable factor was the cost of attendance (25%). The report emphasizes that these are often pragmatic challenges rather than reflections of academic readiness: many students left for reasons institutions could address through policy changes and targeted supports. Importantly, students at four-year colleges were more likely to name cost of attendance as a reason for stopping out than those at two-year colleges (35% vs. 20%).
How learners experienced their institutions
Perceptions of administrative and academic services were mixed. Respondents rated the mechanics of enrollment favorably: an overwhelming 91% said they were satisfied or very satisfied with their school’s registration process. In contrast, services tied to student success received lower marks. Among former two-year college students, only 55% were satisfied with financial advising and 58% with academic advising. When students decided to leave, most did not consult institutional staff about it — 71% of respondents said they did not speak with a faculty or staff member, a rate higher at two-year institutions (75%) than at four-year schools (62%).
Interest in returning and what would help
Despite stopping out, many learners plan to resume their education. About 63% reported intentions to re-enroll at some point, and among that group 59% aim to return within the next year. However, loyalty to previous institutions is limited: only 28% indicated they would likely return to the same college or university. When asked what would make re-enrollment easier, top requests included clearer information about financial aid, transparency about course offerings and majors, and improved academic advising. These preferences point to practical interventions institutions can offer to lower the hurdles for returning students.
Recommended institutional responses
The report urges campuses to adopt a coordinated, systems-based approach to re-engagement. That could mean investing in targeted research to identify and track SCNC students, establishing an ongoing outreach cadence to invite them back, and redesigning administrative systems to remove friction — from simplified re-enrollment pathways to more accessible financial aid guidance. Practical tools are already available: Trellis Strategies provides an SCNC Data Explorer and an SCNC Toolkit to help institutions map former students, prioritize outreach, and implement support strategies tailored to the needs of those balancing work, family, and school.
Conclusion: turning insight into action
For policymakers and higher education leaders, the message is clear: millions of Americans have unfinished college experience that could translate into greater economic mobility if institutions address the nonacademic barriers that drive stopouts. By focusing on targeted financial information, flexible programming, and stronger advising and outreach, colleges can reconnect with former students who already see the value in completing a credential. The Trellis Strategies findings offer both a precise diagnosis and practical tools to begin that work, helping campuses convert paused aspirations into completed degrees.
