Expanding Opportunities: - PowerPoint Presentation

Expanding Opportunities: Defining Quality Non-Degree Credentials for States Amy Ellen Duke-Benfield November 5, 2019

Project: Defining Quality for StatesGoal: Develop a consensus definition of quality non-degree credentials for statesExplored how states are using employment, earnings, and competencies to set quality standardsDeveloped initial definition with AL, IA, NJ, TN, VA, WAVetted definition with CO, FL, LA, OR, RI, WV Sought feedback from research and advocacy organizations with expertise in higher education and workforce policy, including those with a racial equity mission

General PrinciplesDefinition should be student-focusedDefinition should support equitable credential attainmentInformation about credentials should be valid, reliable, and transparentThere should be flexibility in operationalizing the definition, while still safeguarding qualityStates/localities should have a public process

DefinitionA quality non-degree credential is one that provides individuals with the means to equitably achieve their informed employment and education goals. There must be valid, reliable, and transparent evidence that the credential satisfies the criteria that constitute quality. This Photo by Unknown Author is licensed under CC BY-NC-ND

Required CriteriaEvidence of substantial job opportunitiesQuantitative dataDirect communication with employers

Required CriteriaTransparent evidence of the competencies mastered by credential holdersNot based on clock hours, seat time, or credit hourEnsure methods for demonstrating competencies do not result in racial or other biases

Required CriteriaEvidence of the employment and earnings outcomes of individuals after obtaining the credentialOptional: Earnings threshold

Strongly Preferred CriteriaStackable to additional education and training

State Examples

Alabama’s Committee on Credentialing and Career PathwaysResponsibilities include creating a list of in-demand occupations (regional & statewide) and developing the annual compendium of valuable credentialsMembership includes range of workforce, education, and higher education officials Co-Chaired by chancellor of community college system and state superintendent of educationWill appoint a Technical Advisory Committee for each of 16 career clusters

Alabama: Analyzing LMI to Determine In-Demand OccupationsFive-Star Rubric for Identifying In-Demand OccupationsOccupation must be at least 70% of mean regional wageOccupation belongs within a career cluster that is ranked in the top 8 for the annual regional Success Plus attainment goalPositive annual growth and positive projected growth over decadeOccupation is on the Regional Top 40 In-Demand list or is at least in 75th percentile of the average regional wageOccupation requires a postsecondary degree, certificate, or credential for initial employment

Alabama: Creating the Compendium of Valuable CredentialsThe TAC shall classify the underlying credential referenced in the application as either: required by law; mandated by industry; or preferred by industry2. The TAC shall determine whether the credential is: Required to obtain a job; Part of a stackable sequence; or Complementary, but not directly aligned, to an occupation or career pathwayAccredited or recognized by a statewide or national industry-recognized accrediting body;

Alabama: Creating the Compendium of Valuable Credentials (continued)Credential is aligned to an occupation on a regional or statewide list of in-demand occupations; Achievable by students in a secondary and/or postsecondary level of study;Earned after a minimum number of hours of instructional time;Stackable in a sequence of aligned competencies;Valuable as determined by leading to at least a 20% wage premium over a high school diploma;Traceable and trackable by the ATLAS on Career Pathways;Portable across or within an industry sector.

Iowa’s Gap Tuition Assistance ProgramPrograms that meet the following criteria are eligible for this need-based aid for non-credit postsecondary credentials:1. Aligned with for-credit certificates, diplomas, or degrees;2. Offers training in an in-demand occupation; and3. Either results in a state, national, or locally recognized credential; prepares students for professional exams or licensure; provides endorsement for existing credentials or licenses; represents the achievement of skills defined by industry; or offers similar credentials or training as a for-credit program

State Policy RecommendationsCodify or regulate quality criteriaProvide adequate resources for implementationRequire periodic review of how the definition is implementedWhich programs or policies will be covered?What entities are responsible for developing and implementing the criteria?What is the process by which criteria will be established?

State Policy RecommendationsExpand state financial aid and other training funds Expand non-tuition supportive services Expand career counseling capacity Support development of industry partnershipsExpand apprenticeship and other work-based learning modelsSupport stackable credentialsInvest in integrated education and training programs

Data ConsiderationsCollect broad data about all postsecondary programsCollect and use demographic dataMatch education and employment data across state linesDevelop and/or utilize a state longitudinal data systemProduce a consumer education tool

Questions and Answers

Questions and AnswersFor more information: Amy Ellen Duke-Benfieldamyellendb@nationalskillscoalition.orgExpanding Opportunities: Defining Quality Non-Degree Credentials for States