How can short-term programs be evaluated to ensure they provide a quality experience and positive outcomes for students? A recent paper from the Workforce Data Quality Campaign (WDQC) describes the existing processes for evaluating quality for postsecondary education and workforce training, and analyzes how well these quality assurance processes apply to short-term programs.
The paper assesses how well quality assurance mechanisms such as accreditation, gainful employment regulations, Registered Apprenticeship requirements, eligible training provider (ETP) lists and state-developed industry credential lists work when applied to short-term programs, based on seven criteria:
- easy to use
- includes industry approval
- quick to adjust
- federally recognized
- incentivizes provider participation
- offers program-level approval
- considers student outcomes
The paper concludes that no current quality assurance processes are ideal for short-term occupational programs, and recommends that federal financial aid policies support short-term programs that:
- are offered by Title IV-eligible institutions for credit or as non-credit programs
- comply with relevant state or federal regulations, such as ETP reporting requirements
- lead to a credential or prepare students to pass exams for industry certifications or occupational licenses
- demonstrate alignment with employer needs
- demonstrate that program completers who have earned the intended credential make at least 200 percent of the federal poverty guidelines for a one-person household and/or receive academic credit toward a credential that will lead to wages that meet this threshold
In addition, WDQC recommends that federal Pell Grants be expanded to short-term programs that meet the criteria above and include 150 to 600 clock hours of instruction over a period of at least eight weeks. The U.S. Department of Education should certify eligibility every three years.
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