Authorization for Alternative Educational Credentials: Evidence from Five States
Authorization for Alternative Educational Credentials: Evidence from Five States
Project Summary
While career and technical schools have offered short-term credential programs for more than a century, a proliferation of new digital badges, bootcamps, and other so-called micro-credentials have emerged in the past decade. A 2021 Credential Engine report identified approximately 550,000 short-term credentials offered by non-academic organizations. These new programs target adults seeking a streamlined path to in-demand jobs. How states envision their regulatory role in this authorization space remains largely understudied.
Approach
Using a qualitative, multiple-case design, we provide an overview of how California, Georgia, Illinois, New York, and Washington regulate these entities. Our study combines analysis of key legislative and policy documents and semistructured interviews with 22 leaders from 14 distinct agencies/organizations, including representatives from authorization agencies, other public higher education system offices, and private organizations (e.g., boot camp providers, a digital badge platform provider).
Measurement & Metrics
While we identify challenges with the adoption and implementation of statelevel regulatory policy for the short-term credential industry, we also suggest ways to leverage state policy to address these challenges. We offer recommendations for state authorizing agencies, including: collecting and publishing outcome data on all postsecondary offerings in the state; developing a registry of quality non-degree credentials; identifying the organizational bottlenecks causing delays in the authorization process; and encouraging accredited postsecondary institutions to explore the application of stackable credentials toward an associate or bachelor’s degree.
Key Findings
Shared challenges in the state authorization process including budget and resources; inter-agency communications; institutions’ responsiveness and knowledge of the authorization process; verifying self-reported data; and current systems and infrastructure. We highlight the data needed to evaluate credential quality; the balance between providers’ autonomy and state regulation; the tension between viewing short-term credentials as businesses versus educational institutions; and the disruption and opportunities the COVID-19 pandemic presents to the industry.
Publication
Project Support
State Higher Educaton Executive Officers Association (SHEEO)
Arnold Ventures
Project Timeline
April 2020-June 2021