The latest data shows that one in three students never obtains a diploma

The latest national data on college completion paints a grim picture: of the cohort of students who started college in fall 2019, only 61.1% earned a degree or certificate within six years. That figure has fluctuated between 61.1% and 61.4% since the 2016 cohort.

Although the stability pattern shows a trend, it is also a reminder that one in three students never complete their studies.

The slight decrease of 0.3% compared to the previous year was not caused by an increase in the number of students leaving university altogether. Instead, more students remained enrolled after six years (9% of the cohort, up 0.4%), suggesting some may still be completed in later years.

The findings come from the latter Annual progress and completion reportwhich tracks all new students (full-time and part-time) who entered a U.S. degree-granting institution in fall 2019. Completions at each institution count even after transfer, providing one of the most comprehensive national insights into student outcomes.

College completion and enrollment patterns

The report’s findings extend beyond six years’ results. The The eight-year completion rate for the Fall 2017 cohort remained at 64.8%which matches last year’s high.

More students complete their studies in the first six years, and fewer students complete their studies in the seventh or eighth year. Compared to the 2008 cohort, the share of students graduating in groups seven and eight has decreased by 1.6%.

At the same time, the plateau in both six- and eight-year completion indicates that underlying challenges (academic preparation, affordability, and unstable enrollment patterns) continue to shape students’ trajectories.

Full-time vs. part-time

While the national figure appears stable, breaking down the data reveals more pronounced differences.

The gap between full-time and part-time students remains striking. Of students who started full-time in 2019, 67.1% obtained a degree within six years. Of the part-time students, only 34.1% completed it, while more than half (51.7%) dropped out.

These differences reflect not only the obvious benefit of taking more credits per semester, but also the financial and living constraints that often lead students to enroll part-time. Students who balance work and family responsibilities have longer paths to completion and are more likely to experience interruptions that could cause them to drop out of school altogether.

For families assessing college choice, these numbers highlight a practical consideration: Even a modest increase in course load, if possible, can significantly increase the likelihood of obtaining a degree.

Students with dual enrollment achieve the best results

One of the strongest predictors of completion remains prior dual enrollment.

Among first-time students in 2019, 71.1% of college-educated students completed high school within six years – far more than the 57.2% among those without dual enrollment experience. Attrition patterns reinforce this gap: One in three non-dual enrollment students dropped out by the sixth year, compared to one in five dual enrollment students.

These differences may reflect both academic readiness and credit momentum gained from completing college-level coursework before graduation.

What these numbers mean for students and families

For families making college decisions, the data offers several practical signals:

• Expect slow national changes. Completion rates have remained virtually unchanged for four consecutive cohorts, suggesting that individual institutional outcomes, program choices, and personal circumstances are often more important than national averages.
• Full enrollment, when possible, remains a strong predictor of completion. Many colleges now offer structured schedules, block schedules, or financial incentives designed to help students earn more credits.
• Dual enrollment can provide a meaningful benefit. Earning college credits in high school not only shortens the time to earn a degree, but is also associated with stronger long-term persistence.
• Age and income differences persist. Support systems – academic advising, financial aid, access to child care – remain critical for older and lower-income students.

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