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NPEC Paper Presented at the IPEDS State Data Conference

May 3, 2017

Abby MillerCoffey Consulting, LLC

Bethesda, Maryland

COLLECTING AND DISSEMINATING DATA ON CERTIFICATE AWARDS

For questions, please contact: amiller@coffeyconsultingllc.com

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Overview About Coffey Background

– Research questions– Methodology

Findings– Literature review– Data analysis– Informational interviews– Program-level review

Recommendations Q&A

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About Coffey Consulting Independent, small, minority-owned business serving federal and

state agencies, foundations, associations, and institutions with research, evaluation, and technical assistance services focusing on postsecondary education and the workforce.

Acquired JBL Associates in 2014. Founded in 1986.

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Research Questions

What is the current landscape of postsecondary certificate programs?

How well does the IPEDS Completions survey capture the current landscape of eligible postsecondary certificate programs?

If the IPEDS Completions survey does not reflect the current postsecondary landscape, how can it be improved?

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Methodology

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National Postsecondary Education Cooperative (NPEC)-IPEDS Commissioned research– Exploratory in nature – Background information for technical review panel

(TRP)– Sets the stage for further investigation.– Aids in future decisions about changes to survey

instruments.

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Methodology

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Quantitative and Qualitative sources:– Scan of recent literature– Analysis of IPEDS Completions data: longitudinal

and by CIP code– Informational interviews: limit of 9;

representatives of higher education organizations, institutions, and state agencies

– Program scan: obtained institution-specific information corresponding to data.

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Findings from the Literature

Emerging Alternative Pathways

Portable and stackable credentials

Microdegrees and competency badges

EQUIP Partnerships

Federal Data Collections

IPEDS (ED)

NLSY (BLS)

SIPP (Census)

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Findings from the Literature

Challenges for Data Collection• NPEC 2012: Differing institutional interpretations of

minimum credits and “formal” awards (Sykes, 2012)• State data on noncredit programs unreliable (NCICTE)• Independent Guidelines

• CCA/NGA Common college Metrics Guide (2014)• NRCCTE Common data dictionary

Emerging Datasets• GEMEnA• Credential Transparency Initiative: Credential registry

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IPEDS Data Analysis

Figure 1. Total Number of Certificates Awarded by Institutional Sector and Level, 2013-14

Source: IPEDS Completions survey component, 2013-14, n = 5,928 institutions

32,901

204,276

8,641

483,647

155,979

10,16589,343

35,280 44,629

0

100,000

200,000

300,000

400,000

500,000

600,000

Public For-profit Private, nfp

Less-than-two year Two year Four year

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IPEDS Data Analysis

Sub-baccalaureate <1 year

46%

Sub-baccalaureate 1-2 year

45%

Sub-baccalaureate 2-4 year

3%

Post-baccalaureate4%

Post-master2%

Figure 2. Total Number of Certificates Awarded by Certificate Level, 2013‐14

Source: IPEDS Completions survey component, 2013-14

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IPEDS Data Analysis

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1998‐99 2013‐14Percent Change

Total 565,860 1,064,861 88.2%

Subbaccalaureate 546,749 1,007,649 84.3%

<1 year 260,766 490,422 88.1%

1‐2 year 255,305 479,758 87.9%

2‐4 year 30,678 37,469 22.1%

Post‐Baccalaureate 10,795 37,849 250.6%

Post‐Master 8,316 19,363 132.8%

Table 3. Total Number of Certificates and Percentage Change, 1998-99 to 2013-14, by Certificate Level

Source: IPEDS Completions survey component, 1998-99, 2013-14

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IPEDS Data Analysis

1998‐99 2013‐14Percent Change

Total 565,860 1,064,861 88.2%

Public 275,482 605,891 119.9%<2 year 42,863 32,901 ‐23.2%2 year 208,654 483,647 131.8%4 year 23,965 89,343 272.8%

Private, not‐for‐profit 37,225 63,435 70.4%<2 year 5,785 8,641 49.4%2 year 8,567 10,165 18.7%4 year 22,873 44,629 95.1%

For‐profit 171,479 395,535 130.7%<2 year 94,397 204,276 116.4%2 year 65,294 155,979 138.9%4 year 11,788 35,280 199.3%

Table 4. Total Number of Certificates and Percentage Change, 1998-99 to 2013-14, by Institution Type

Source: IPEDS Completions survey component, 1998-99, 2013-14

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IPEDS Data Analysis

SubbaccalaureateCertificate Level

Top Five Programs

Less‐than‐one year programs

Nurse/Nursing Assistant/Aide and Patient Care Assistant Medical/Clinical Assistant Truck and Bus Driver/Commercial Vehicle Operation Emergency Medical Technology/Technician (EMT Paramedic) Automobile/Automotive Mechanics Technology/Technician

One‐to‐two‐year  Cosmetology/Cosmetologist, General Medical/Clinical Assistant Licensed Practical/Vocational Nurse Training (LPN, LVN, Cert., Dipl, AAS) Liberal Arts and Sciences/Liberal Studies Dental Assisting/Assistant

Two‐to‐four‐year Cosmetology/Cosmetologist, General Automobile/Automotive Mechanics Technology/Technician Nursing/Registered Nurse (RN, ASN, BSN, MSN) Airframe Mechanics and Aircraft Maintenance Technology/Technician Motorcycle Maintenance and Repair Technology/Technician

Table 1. Top Five Programs by Subbaccalaureate Certificate Level

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IPEDS Data Analysis

CIP Code Certificate ProgramNumber awarded

Percent of Total

Two‐digit CIP codes51 Health Professions and Related Clinical Sciences 379,343 35.6%12 Personal and Culinary Services 147,299 13.8%52 Business, Management, Marketing, and Related Support Services 87,144 8.2%47 Mechanic and Repair Technologies/Technicians 85,933 8.1%24 Liberal Arts and Sciences/Liberal Studies 39,996 3.8%

Four‐digit CIP codes12.04 Cosmetology and Related Personal Grooming Arts 121,142 11.4%51.39 Practical Nursing, Vocational Nursing and Nursing Assistants 106,585 10.0%51.08 Allied Health and Medical Assisting Services 99,792 9.4%47.06 Vehicle Maintenance and Repair Technologies 57,091 5.4%51.07 Health and Medical Administrative Services 49,092 4.6%

Six‐digit CIP codes12.0401 Cosmetology/Cosmetologist, General 81,549 7.7%51.0801 Medical/Clinical Assistant 74,063 7.0%51.3901 Licensed Practical/Vocational Nurse Training 51,237 4.8%51.3902 Nursing Assistant/Aide and Patient Care Assistant/Aide 48,633 4.6%47.0604 Automobile/Automotive Mechanics Technology/Technician 31,919 3.0%

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IPEDS Data Analysis

Health Professions and Related Clinical

Sciences

Health Professions and Related Clinical

Sciences

Practical Nursing, Vocational

Nursing/Nursing Assistants

Practical Nursing, Vocational

Nursing/Nursing Assistants

Licensed Practical/Vocational Nurse Training

Licensed Practical/Vocational Nurse Training

Nursing Assistant/Aide and Patient Care Assistant/AideNursing Assistant/Aide and Patient Care Assistant/Aide

Allied Health/Medical Assisting Services

Allied Health/Medical Assisting Services Medical/Clinical AssistantMedical/Clinical Assistant

Health/Medical Administrative Services

Health/Medical Administrative Services

Allied Health Diagnostic, Intervention, and

Treatment Professions

Allied Health Diagnostic, Intervention, and

Treatment Professions

Emergency Medical Technology/Technician (EMT

Paramedic)

Emergency Medical Technology/Technician (EMT

Paramedic)

OtherOtherDental Assisting/AssistantDental Assisting/Assistant

Massage Therapy/Therapeutic Massage

Massage Therapy/Therapeutic Massage

Figure 3. Relationship of Health Professions CIP Codes by Two-, Four-, and Six-digit Categoriesin the top ten

Source: IPEDS Completions survey component, 2013-14

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IPEDS Data Analysis

Two‐Digit CIP Program 1998‐99 2013‐1415‐Year Percentage 

Change

TOTAL 565,8601,064,86

1 88.2%Military Technologies and Applied Sciences 3 581 19,266.7%Liberal Arts and Sciences/Liberal Studies 1,328 39,996 2,911.7%Architecture 58 523 801.7%Science Technologies/Technicians 276 1,691 512.7%Biology/Biological Sciences 339 1,705 402.9%Parks, Recreation and Leisure Studies 749 3,366 349.4%Social Sciences 767 3,134 308.6%Mathematics 128 490 282.8%Engineering 760 2,814 270.3%English Language and Literature 687 2,506 264.8%

Table 5. Percentage Change in Certificates by Two-Digit CIP code, Top Ten Increases, 1998-99 to 2013-14

Source: IPEDS Completions survey component, 1998-99, 2013-14

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IPEDS Data Analysis

CIP Code Program Name 1998‐99 2013‐14

Percentage Change, 1998‐99 to 2013‐14

24.0101 Liberal Arts and Sciences/Liberal Studies 324 25,746 7,846%12.0401 Cosmetology/Cosmetologist, General 1,560 81,549 5,128%43.0104 Criminal Justice/Safety Studies 197 3,997 1,929%49.0309 Marine Science/Merchant Marine Officer 364 6,136 1,586%24.0199 Liberal Arts and Sciences, General Studies and Humanities, 

Other547 7,947 1,353%

24.0102 General Studies 442 6,221 1,307%12.0501 Baking and Pastry Arts/Baker/Pastry Chef 495 5,463 1,004%12.0505 Food Preparation/Professional Cooking/Kitchen Assistant 152 1,546 917%13.0301 Curriculum and Instruction 217 2,040 840%49.0202 Construction/Heavy Equipment/Earthmoving Equipment 

Operation187 1,575 742%

Table 6. Number of Certificates Awarded, and Percentage Change in Awards, 10 Programs with Percentage Largest Increase*, by Six‐Digit CIP Code: 1998‐99 and 2013‐14

*Programs with a minimum of 100 certificates awarded during 1998‐99. Source: IPEDS Completions survey component, 1998‐99, 2013‐14

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State/Institution Trends

• Short-term certificate increases

• Stacked certificates

• Industry micro-credentials

• Duplications

• Transfer certificates

• Retroactive certificates

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Program-level Analysis

• Liberal Arts certificates =

General studies/transfer certificates

• General/other academic certificates =

misclassifications, ESL

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Recommendations

Current Limitations & Considerations:• Definition• Title IV Eligibility• CIP Codes• Short-Term Classifications• Typology:

By certificate type or structure

By certificate content, function or purpose

Traditional Diploma Career Academic

Stacked Non-credit Basic Skills Transfer

Industry credential

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Conclusions IPEDS Completions data generally reflect well traditionally

structured career-oriented certificate programs. Several areas for potential improvement in Certificate

classification identified to better reflect emerging certificate programs.

Note exploratory nature of findings; further research recommended.

Note: it is not recommended or possible that all the changes be made. Suggestions should be considered within the context, limitations, and implications of institutional, state, and federal-level policy and programming.