Expanding Opportunities: Defining Quality Non-Degree Credentials for States

In order to build an inclusive economy State leaders have recognized the critical importance of postsecondary attainment in meeting economic and equity goals. Nearly every state has, or is considering a postsecondary education attainment goal, which sets a threshold for the number of people within that state who hold some type of postsecondary credential at 55 percent or higher. These goals can drive policies that help more individuals attain postsecondary degrees and credentials that attract business and lead residents to good jobs. States are increasingly recognizing that they will be unable to achieve these goals without focusing on student populations that have traditionally been underserved by higher education and other training strategies. Thirty states have set goals to close racial equity gaps or increase attainment for people of color, and a number of states have developed policies to expand access to degrees and credentials for adult learners and other non-traditional students. Non-degree credentials (NDCs), such as certificates, industry certifications, apprenticeship certificates, and occupational licenses are a key component of state credential attainment goals, helping workers obtain better jobs and serving to reconnect them to further postsecondary education and training opportunities. NDCs are already a significant part of the education and training landscape. Quality assurance is particularly important given the role that NDCs play in providing opportunities for people of color and other underrepresented groups who have been historically underserved by postsecondary education and training. In this paper, National Skills Coalition (NSC) lays out the importance of building robust quality assurance systems for NDCs. The paper proposes a consensus definition of quality NDCs and criteria developed in consultation with twelve leading states, that states can adopt for their own quality assurance systems. These criteria should allow policymakers to be comfortable supporting these programs with public funds, students to be confident about selecting high-quality training, and employers to understand which programs are effectively preparing students for careers. The quality NDC criteria can also help states address racial and other equity gaps by providing more pathways into quality postsecondary education and training and good jobs for people of color. In conclusion, NSC provides a range of policy recommendations for states to consider to support increased attainment of quality NDCs.