Community college leaders are calling for structural changes to help students finish bachelor’s degrees they started, arguing that transfer credit loss and program interruption keep too many students from completing. The opinion piece targets policymakers debating whether community colleges should offer bachelor’s degrees, saying the argument often ignores student costs and life constraints. It points to a pattern in which students lose nearly half their credits when transferring, creating costly delays that can push students to stop out. The author describes an example bachelor of applied science in elementary education built around partnerships with local school districts, paid employment pathways, and concurrency models that can reduce out-of-pocket costs. The approach is designed to cover early coursework through state concurrent enrollment programs and to use Pell Grants for remaining courses. The central claim is “Let community colleges finish what they start,” positioning completion pathways as both workforce-aligned and affordability-focused.