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Indicator: Industry-recognized credential

Definition

Individuals complete at least one industry-recognized credential, as defined by each state.

RECOMMENDED METRIC(S)

K–12: Percentage of 12th-grade students enrolled in CTE who earn at least one industry-recognized credential

Postsecondary: Percentage of students enrolled in a credit or non-credit CTE program who earn at least one industry-recognized credential

Workforce: Percentage of program participants who have completed at least one industry-recognized credential

Type(s) of Data Needed

Administrative data

Why it matters

About 30 million “good jobs” in the United States are held by workers with less than a four-year degree and more than a high school diploma.xii In response to industry demand for qualified “middle skill” workers, at least 26 states have included industry-recognized credentials as part of their Every Students Succeeds Act (ESSA) accountability or reporting plans. (A similar number also include career and technical education [CTE] concentration, and about half of these states include work-based learning.) An industry-recognized credential is typically defined as being exam-based, administered by third parties, supplemental to traditional postsecondary credentials, and sought or accepted by employers in an industry. Examples of industry-recognized credentials include Certified Information Systems Security Professional, Certified Welder, Certified Medical Laboratory Assistant, and Certified Foodservice Management Professional. Individuals can receive these nationally recognized verifications of skill independent of being enrolled in a degree-granting institution. Research suggests that earning an industry-recognized credential can increase the earnings of low-income job seekers by more than $10,000 over the first two years after enrollment in a training program. However, it is worth noting that credentials can vary widely in value. For example, an analysis of credentials earned by K–12 students found that only 19 percent of those credentials were in demand by employers.


xii This analysis, conducted by the Georgetown University Center on Education and the Workforce in 2017, defined a “good job” as one paying at least $35,000 per year for workers under age 45 and at least $45,000 per year for workers age 45 and older.

What to know about measurement

Just over half of states collect data on industry credential attainment, and most rely on self-reported data, given the larger number of credentialing bodies that exist outside of state purview. Furthermore, secondary, postsecondary, and workforce systems in the same state often use inconsistent data collection processes and fail to link individual-level credential attainment data across systems. Recognizing these challenges, a 2018 report by Education Strategy Group, Advance CTE, and Council of Chief State School Officers (CCSSO) provides detailed recommendations for creating more standardized reporting systems to track high-value industry credential attainment and points to promising developments. For example, the National Manufacturing Institute and National Student Clearinghouse (NSC) have partnered to pilot a process for collecting industry credential attainment data for postsecondary students by matching individual-level records from community colleges and third-party credentialing bodies.


With more than 4,000 credentialing bodies offering thousands of different credentials across sectors, credentialing requirements can differ widely and, in many cases, state education agencies count exams and credentials not valued by employers. Some states are working to apply standard definitions. In Texas, for example, recent legislation requires the Texas Workforce Commission, the Texas Higher Education Coordinating Board, and the Texas Education Agency to jointly develop a validated list of industry-recognized credentials. Care should be taken in comparing rates across localities.

Source frameworks

This indicator appeared in two source frameworks reviewed for this report. Our definition and suggested metrics draw from the Workforce Innovation and Opportunity Act (WIOA) Performance Indicators and Measures which includes secondary students enrolled in CTE, as well as postsecondary credential earners, in its definition of industry-recognized credential.

References

The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.