Uses of Credentials

Perkins V Reporting

Credential attainment is reported, in aggregate, to the U.S. Department of Education Office of Vocational and Adult Education (OVAE) to meet requirements under the Carl D. Perkins Act of 2006 as amended by the Strengthening Career and Technical Education for the 21st Century Act of 2018 (Perkins V). Perkins V requires states to report on one of three indicators of secondary CTE program quality as identified in the state’s Perkins V State Plan. Michigan’s indicator is the percentage of secondary CTE concentrators graduating from high school having attained a recognized postsecondary credential. Perkins V also requires states to report on the percentage of postsecondary CTE concentrators who receive a recognized postsecondary credential during participation in or within 1 year of program completion.

Employment and Postsecondary credit

Both Credentials of Value and Foundational Credentials may provide students with an advantage in obtaining or advancing in employment or increased wages. Students who earn a credential may be eligible for college credits (See Postsecondary Credit and Credentials section). Credentials may also provide students with a confidence boost as a tangible record of knowledge and skills.

Program Evaluation

Aggregate credential attainment percentages may be useful to teachers, districts, and schools as one element in evaluation of a CTE program when used in comparison to percentages for comparable CTE programs. Rates of credential attainment can provide one piece of information on how well a CTE program develops student skills that employers demand. Caution should be exercised when percentages represent small numbers of students, or a single year of results, as they may not be an accurate reflection of the CTE program. Additionally, credential attainment represents only one aspect of a high quality CTE program of study and credentials often assess a limited set of the knowledge and skills desired by employers. Credentials should not be the only factor considered when evaluating a CTE program. See Credential Policies section for more information on the limits of credentials in evaluation.

Assessing Equity and Access

Differences in credential attainment rates among groups of students within a CTE program can assist educators in identifying groups of students that may need additional support to attain the necessary knowledge and skills to succeed in their career. See Available Credential Reports section for reports that provide credential attainment percentages by race, gender, and special populations groups.