A new report from Qualtrics and Buro Happold examining what students find valuable in their college experiences reveals a more complex picture than traditional metrics suggest. Based on a spring 2026 survey of over 1,000 U.S. college students, the research found that 74.2 percent of respondents reported receiving high or exceptional value from personal growth and sense of purpose gained through college, while economic return ranked lowest at 66.2 percent among nine measured dimensions. This finding suggests students evaluate college worth through multiple lenses beyond career preparation and earnings potential.
For adults who previously attended college without completing a degree, the financial benefits of returning and graduating vary considerably depending on individual circumstances and location. California Competes researchers interviewed 27 adult learners who completed degrees after stopping out and found that roughly half saw earnings increase within three years of graduation, particularly those with clear career objectives. However, graduates in rural areas reported more limited financial gains due to fewer local employment opportunities, underscoring the importance of regional labor market information and career guidance.
Another challenge in evaluating college affordability involves inconsistencies in how institutions calculate and report living expenses. A Hildreth Institute analysis comparing published cost-of-attendance estimates at over 5,200 colleges against external benchmarks found significant variations among schools serving the same geographic markets. These discrepancies can affect students’ financial aid eligibility and ability to cover essential expenses while pursuing their degrees.
In response to growing scrutiny over higher education value, five major education associations recently launched the National Student Success Project, which has recruited over 50 participating institutions. The initiative centers on five commitments: delivering strong investment returns for students, creating clear and affordable credential pathways, advancing academic excellence, strengthening career preparation, and building supportive campus communities. According to project leadership, the effort represents an action plan addressing systemic barriers to student success rather than imposing a single definition of what success means across diverse campuses.
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