Blogs

Michelle Van Noy and her co-authors explain that defining completion and success in nondegree workforce programs is much more complicated than in traditional degree programs because program lengths, stackable credentials, and student goals vary widely. They believe states and institutions should develop more nuanced definitions of progress and completion—especially in light of Workforce Pell requirements—that recognize meaningful milestones while supporting accurate measurement of student outcomes and labor market success.

Michelle Van Noy and Katherine Hughes state that with nearly two million nondegree credentials available, measuring quality requires a multidimensional framework that considers program design, demonstrated competencies, learner and employer outcomes, and the market systems that make credentials recognizable and valuable. They emphasize that quality information must be communicated clearly—through accessible, consumer-friendly metrics—to help learners, employers, and policymakers make informed decisions and strengthen accountability as Workforce Pell expands.

Nondegree credentials serve many different purposes—from preparing learners for entry into an occupation to helping incumbent workers build targeted skills or meet continuing education requirements—so they should not be treated as a single category. According to author Michelle Van Noy, because programs are designed with different goals in mind, policymakers and educators should evaluate them using expectations and outcome measures that align with each credential’s intended purpose rather than applying one standard to all.

The authors, including Michelle Van Noy, propose creating a standardized “nutrition label” for credentials that clearly communicates what learners gain from a credential—including skills, cost, duration, quality indicators, transferability, and employment outcomes—rather than focusing primarily on what the credential is called. It argues that greater transparency and consistent information would help learners, employers, and policymakers compare credentials, make informed decisions, and better understand their value in the labor marke

How are accreditors are adapting to the growing role of nondegree credentials as federal policy changes, including Workforce Pell, increase demand for quality assurance beyond traditional degree programs? Authors Michelle Van Noy and Thomas Hilliard argue that accreditors will likely play a larger role in evaluating the quality and effectiveness of nondegree offerings while balancing innovation, accountability, and the diverse purposes these credentials serve.

the authors argue that states and colleges lack critical data on whether learners actually earn many nondegree certifications and licenses because credential attainment is often held by third-party issuers rather than education providers or state agencies. They describe the CredLens initiative as a national data trust designed to securely connect credential attainment, education, and employment data, enabling policymakers and institutions to better evaluate program quality, student outcomes, and the labor market value of nondegree credentials.