Expanding Opportunities: Defining Quality Non-Degree Credentials for States

In this paper, the researcher 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, the researchers offer a range of policy recommendations for states to consider supporting the increased attainment of quality NDCs.

This report provides:
1. An overview of NDCs and the future of work;
2. A definition of non-degree credentials, credentials and programs, and types of non-degree credentials;
3. An answer to why quality assurance systems matter;
4. An overview of developing the criteria;
5. A summary of state quality assurance processes;
6. Steps for setting performance standards for earnings; and
7. A list of state policy recommendations.

The report offers several recommendations to consider including the following:

• It is essential that states have criteria to assess the quality of non-degree credentials to make sensible budget and policy decisions, advance equity, and put students on a path to success.
• While NDCs can and should be an important element of any state’s credential attainment goals, it is important for states to have clear processes and criteria in place for determining which NDCs provide value to workers, businesses, and other stakeholders.
• A consistent nationwide definition would make it easier for workers and jobseekers to find and sustain employment, by ensuring that credentials of value in one state are also recognized in other states.
• States may want to set performance standards for the earnings level associated with quality credentials.

Underlying the definition and criteria for a quality NDC are five general principles.

1. The definition should be student focused.
2. The definition should support equitable credential attainment.
3. Information about credentials should be valid, reliable, and transparent.
4. States should have flexibility in operationalizing the definition, while still safeguarding quality.
5. States should have a public process to determine which credentials are quality credentials, a process that ensures integrity, and includes input from key stakeholders, and the ability for credential providers to appeal decisions.

A quality non-degree credential is one that provides individuals with the means to equitably achieve their informed employment and educational goals. There must be valid, reliable, and transparent evidence that the credential satisfies the criteria that constitute quality. There are four criteria that should be considered for a credential to be identified as a quality credential.

1. Substantial job opportunities.
2. Transparent evidence of the competencies mastered by credential holders.
3. Evidence of the employment and earnings outcomes of individuals after obtaining the credential.
4. Stackability to additional education or training.

The quality NDC attainment state policy recommendations include:

1. Codifying or regulating quality criteria.
2. Adjusting state policies to support quality NDC attainment.
3. Establishing state policies to improve data, determine quality, and measure credential attainment.

• Last Updated:
• Created:
• Resource Publication Date: 2019
• Author(s): Duke-Benfield, Amy Ellen; Wilson, Bryan; Kaleba, Kermit; and Laventoff, Jenna
• Funding Source: Lumina Foundation
• Resource Availability: Publicly available
• Posted by: Wesley Peterson
• Posted in: Workforce System Strategies