This paper discusses two important movements in higher education during the last decade: empirical analysis of educational outcomes and expansion of postsecondary educational opportunities for adults. Evidence is presented that indicates that many of the findings relating educational outcomes to background factors may not be important for adult open-learning programs. A discussion of the correlations that were significant is included as well as possible reasons why more significant findings did not arise. The paper then argues for a wider view of outcomes and a broader conception of success. Categories other than achievement, completion, interest, and satisfaction are presented. Among the student and institutional outcome measures discussed are educational and career development, personal development, community impact, and development of new knowledge.