Noncredit Research Collaborative
Adults seeking further education have long shown keen interest in noncredit education. An estimated 4 million people enroll in noncredit programs annually, and surveys have found that at least half of adults interested in further postsecondary learning seek an alternative to college degree programs. Policymakers also recognize the potential value of noncredit and related programs. A 50-state scan identified state-led initiatives in 28 states, totaling at least $3.8 billion, in support for attainment of short-term credentials. Given the growing interest and public investment in short-term alternatives to college degree programs, policymakers and practitioners generally agree on the importance of a strong evidence base to inform decision-making. Yet state collection and analysis of noncredit data remains inconsistent and difficult to use for policymaking purposes, making direct comparisons across states dauntingly hard. Researchers, practitioners, and policymakers regularly encounter varying definitions, an absence of educational or labor market outcomes data, and overall data quality issues. At the most basic level, very little is known about the characteristics of noncredit programs, such as their instructional time, instructional format, requirements for entry, linkages to further education, awarding agencies, cost, and credential types awarded. Better data on noncredit offerings within states will help inform ongoing measurement efforts and ensure those efforts are more grounded in the realities of noncredit delivery, financing, and learner outcomes.