Stackable Credential Pipelines and Equity for Low-Income Individuals: Evidence from Colorado and Ohio. Research Report. RR-A2484-1

Autor/inn/en	Daugherty, Lindsay; Bahr, Peter Riley; Nguyen, Peter; May-Trifiletti, Jennifer; Columbus, Rooney; Kushner, Jonah
Institution	RAND Education and Labor; University of Michigan, Center for the Study of Higher and Postsecondary Education (CSHPE)
Titel	Stackable Credential Pipelines and Equity for Low-Income Individuals: Evidence from Colorado and Ohio. Research Report. RR-A2484-1
Quelle	(2023), (80 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Credentials; Career Development; Low Income Groups; Barriers; Equal Education; State Programs; Salaries; Educational Opportunities; Information Sources; Certification; Community Colleges; College Credits; Vocational Schools; Noncredit Courses; Employment Potential; Comparative Analysis; Stakeholders; Disproportionate Representation; Minority Groups; Older Adults; Resource Allocation; Evidence; Labor Needs; Colorado; Ohio + Suchen Sie Ihr Suchwort? Studienbuch; Berufsentwicklung; Regierungsprogramm; Entlohnung; Gehalt; Bildungsangebot; Bildungschance; Information source; Informationsquelle; Abschlusszeugnis; Zertifizierung; Community college; Community College; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ethnische Minderheit; Älterer Erwachsener; Ressourcenallokation; Evidenz; Labour needs; Arbeitskräftebedarf
Abstract	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. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01