| Career pathways utilizing stacked credentials, initially developed to target low-skilled adults to transition into jobs, have grown in popularity in the recent years as a method to increase college access and credential attainment. Although two-year colleges have been increasing the number of these models or offerings, very few studies have been conducted to examine the relationship between the stacked model and student outcomes, such as associate degree completion. Drawing upon student enrollment and transcript data from the client reporting system of the Wisconsin Technical College system, this study investigated the overall relationship between enrollment in stacked credential models and completion of associate degrees, as well as the relationship between different types of program pathways and the types of completed credential. Results indicated that there appears to be no positive or negative impact of enrollment in stacked credential models on associate degree completion. Further, there is some evidence showing that beginning in a technical diploma is positively related to completion of associate degree credentials. These findings suggest that there is no apparent disadvantage in utilizing stacked credential models in increasing access and student success. Implications also exist as more higher education institutions are funded through pay for performance models in ensuring colleges are incentivized to ensure credential attainment and job outcomes. |
