Stackable credential pipelines and equity for low-income individuals : evidence from Colorado and Ohio /
Lindsay Daugherty (Rand Corporation), Peter Riley Bahr (University of Michigan), Peter Nguyen (Rand Corporation) Jennifer May-Trifiletti (University of Michigan), Rooney Columbus (University of Michigan), Jonah Kushner (Rand Corporation)
Bok Engelsk 2023
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| Medvirkende | Bahr, Peter Riley, (author.)
Columbus, Rooney, (author.) Kushner, Jonah, (author.) May-Trifiletti, Jennifer, (author.) Nguyen, Peter, (author.) |
| Utgitt | RAND Corporation , 2023
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| Opplysninger | Chapter One: Introduction -- Chapter Two: Background and Study Aims -- Chapter Three: Our Study Approach -- Chapter Four: Evidence on Credential-Stacking and Labor Market Outcomes by Income -- Chapter Six: Takeaways for States, Systems, and Institutions on Stackable Credentials and Equity -- Chapter Seven: Conclusion -- Appendix: Detailed Description of Data and Methods.. - Federal, state, and local initiatives have encouraged education and training providers to build stackable credentials, a series of postsecondary credentials that can be earned over time and that build on each other to prepare individuals for different needs for knowledge and skills throughout a career. By offering flexible pathways that allow individuals to earn credentials incrementally and work as they earn credentials, stackable credentials can advance economic and educational opportunity for low-income individuals and other groups that have not been well served in traditional degree programs. However, there is limited evidence on whether low-income individuals are benefiting from stacking credentials and whether low-income individuals face systemic barriers to equity within stackable credential pipelines. In this report, the authors take a mixed methods approach to examining stackable credential equity in Colorado and Ohio, two states pursuing stackable credential initiatives. The authors analyzed administrative data to describe patterns in credential-stacking and in earnings for low-income individuals relative to middle- and high-income individuals. They identify four potential systemic barriers to equity within stackable credential pipelines and interview key stakeholders to learn more about factors contributing to these barriers and discuss options to ensure equitable opportunities to stack credentials across fields of study and institutions.
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