Refers to a range of adult education and literacy programs including Adult Basic Education, Adult Secondary Education, English for Speakers of Other Languages, Family Literacy, Skills Development, Workforce Development, and other programs which assist undereducated and/or disadvantaged adults to function effectively. Adult education programs typically focus on numeracy, literacy, high school equivalency, digital literacy, workplace readiness training, and wraparound services. Programs are often set up to help adults with particular needs; e.g., workforce readiness to get a new job, learning how to use a computer, or learning to speak English.

There are an estimated 44 million adults with low basic skills in the U.S.; federally funded adult education assists about 1.5 million annually to earn a high school equivalency, increase basic and employability skills, or improve their English language proficiency (Adult Education and Family Literacy Act, Title II of the Workforce Innovation and Opportunity Act).

A fast-growing sector of adult education is English for speakers of other languages (ESOL), also referred to as English as a second language (ESL) or English language learners (ELL). These courses assist immigrants in acquiring English language skills and acclimating to the culture of English-speaking countries like the U.S., Canada, Australia, and New Zealand.

An Application Programming Interface (API) is the set of instructions (rules) and protocols that enable software programs to talk with one another and share data. API codes are written in computer programming languages that allow software components to communicate with one another.

Refers to educational programs or skills-based teaching that provide hands-on, realistic experience where students learn technical and employable skills required for specific jobs or fields of work and often specialize in the skilled trades, applied sciences, modern technologies, and career preparation. CTE programs are typically developed with input from industry partners to be responsive to workforce needs.  CTE is also referred to as work-based learning (WBL) or career-connected learning (CCL). CTE is often called vocational education, though CTE is the preferred term more recently in the U.S.

CTE is often offered in middle schools, high schools, community colleges, and other postsecondary institutions and industry certification programs. At the secondary level, CTE is frequently provided by regional centers that serve students from multiple schools or school districts. Many states have regional centers or statewide networks that operate as part of the public-school system.

CTE programs typically offer both academic and career-oriented courses. Many provide students with the opportunity to gain work experience through internships, job shadowing, on-the-job training, and industry-certification opportunities. Depending on their size, configuration, location, and mission, CTE provides a wide range of learning experiences spanning many career tracks, fields, and industries (e.g., automotive technology, construction, plumbing, electrical contracting, agriculture, architecture, culinary arts, fashion design, filmmaking, forestry, engineering, healthcare, personal training, robotics, and veterinary medicine).

Career counselors work mostly with college students and recent graduates. They are frequently found in community colleges, universities, nonprofit organizations, and high schools.

College Assistance Migrant Programs (CAMP) are federally funded through the U.S. Department of Education, Office of Migrant Education. The CAMP program was established to identify, recruit, admit, and enroll migrant and seasonal farm worker students and provide them with academic, social, and financial support to enable the completion of their first year of college. Programs are supported at higher education institutions in the U.S. through a grant competition. Typically, CAMP programs:

• Help students transition from secondary school to postsecondary school.
• Fosters the knowledge, skills, and attitudes necessary to succeed in postsecondary school.
• Facilitates students’ development of the academic skills, personal self-confidence, and financial resources necessary to continue in an undergraduate program.
• After their first year of participation, students often have the opportunity to receive ongoing academic support services that facilitate CAMP students’ retention in higher education through graduation and beyond.

According to EDUCASE, refers to the measures and controls taken to deny unauthorized persons information derived from telecommunications, and to ensure the authenticity of such telecommunications; includes cryptographic security, transmission security, and emissions security.

Higher education institutions require revenues to operate and these typically come from sources such as student enrollments (tuition/fees), grants, subsidies, and government support. In the face of inconsistent revenue sources, increasing financial pressures, and enrollment declines, some higher education institutions turn to mergers and acquisitions (M&A) to prevent school closure.  M & A arrangements can keep campus doors open, preventing calamitous academic and financial situations for students —who without the option of their campus remaining open, trap many with student debt, nowhere to transfer their college credits, and no pathway to a credential.

Mergers and acquisitions include consolidations and integrations. These are situations in which public regional higher education institutions within a state system of higher education (e.g., Georgia, Texas, Wisconsin, Pennsylvania) are consolidated to be a branch campus or outreach center of another public institution in the system, or to become a newly integrated university.

Depending on the size and goals of the institutions involved, these processes may be as simple as a larger university absorbing a smaller college. These arrangements may require many stages of negotiations. Typical stages (can occur over months to years) include:

• Planning by administration and governing boards around risk-benefit analysis, a consolidation timeline, creation of needed communication channels and guidelines for stakeholders.
• Selection by governing boards of personnel to lead the merger process, clarify the vision for the merger, and outline required resources.
• Crafting the new governance plan with multiple regulatory bodies; e.g., governing boards of the merging colleges, accreditors, and representatives from the government including the U.S. Department of Education and sometimes state government.
• Implementing the plan to include identifying the name and brand, the oversight and administrative services, and the new college or university’s leadership and governance structure.
• Once operational, the new institution addresses opportunities and issues related to the new identity and culture, and often develops needed new services and programs.

When the Pennsylvania State Systen of Higher Education (PASSHE) conducted its university integration effort through structural change (constructing co-equal partnerships), it moved from 14 universities in 2018 to 10 in 2022. There were four non-negotiable guides:

• Maintain the partner universities’ distinctive identities and brands (e.g.,  logos, colors, name parts) in order to retain the partner universities’ history, regional cultures and economies, and dedicated employees and alumni.
• Maintain sports teams and related organizations (athletes, band members, fans, students in associated educational programs such as sports management)to maintain the universities’ identities which has proven to be critical to preserving student enrollments,  improved student outcomes, and donor funding.
• Minimize reliance on fully online education since PASSHE universities attract undergraduates seeking residential higher education’s academic and co-curricular advantages
• Maintain viable instructional activity at each campus, recognizing that closure was not an option politically and there were potential impacts on local communities where campuses were lead employers (often the only four-year educational option for place-bound students not interested in fully online education).

Enabling state statute was required to authorize the PASSHE Board to change its corporate structure (though not to close universities). The Board established parameters for the planning process:

• Defined an integrated university as one bringing two or more independently accredited institutions together into a new accredited entity with a single leadership team, faculty, staff, academic program, enrollment management strategy, budget, and a reporting relationship through the Chancellor to the Board.
• Required the process to be rigorously analytical, data-driven, and time-limited in recognition of the system’s financial exigency and applicable industry averages. Anty resulting new integrated university would enroll its first cohort of students in Fall 2022.
• Established high-level design principles requiring plans to improve student outcomes and ensure sustainable university operations.
• Focus initial attention on three regionally proximate candidate combinations.

See: Chain Buying among Higher Education Institutions

Credit pathways are ways for learners to earn reputable or transferable credits for proven skills or work completed. Credit pathways include but are not limited to: credit/course articulation, credit for prior learning, and noncredit-to-credit bridges. Course articulation is the process of comparing the content of courses that are transferred between postsecondary institutions – one institution matches its courses or requirements to coursework completed at another institution. Noncredit education includes any course or program that did not go through the process to be approved for-credit at a community college or university. Many higher education institutions develop noncredit-to-credit bridge pathways to enable learners to earn credit for learning acquired through noncredit courses and programs.

Refers to efforts within the philanthropic sector to promote inclusion, rights, and justice for people with disabilities.

Examples of direct service organizations:

• The Arc is a community-based organization that serves people in the U.S. with disabilities.  They work with over 100 diagnosed disabilities, provide residential housing and support, family support, education and individual advocacy, and employment and referral services.
• Parents Helping Parents is a nonprofit agency that provides information, support, and training for families with special needs children. They specialize in children with special needs and different disabilities, including children with disabilities and children diagnosed with cancer and other major illnesses.
• Friendship Circle serves children with disabilities and specializes in cultivating volunteerism among teenagers with disabilities.
• Special Olympics helps people with disabilities discover new skills, abilities, strengths and success through sports.
• United Cerebral Palsy works with people who have different disabilities. They use an affiliate network throughout the U.S.  to connect families and individuals for empowerment. Services include employment support, family support, advocacies, health and wellness education, housing support, and financial assistance.
• Birth Injury Justice Center is an online resource for those affected by birth injuries, cerebral palsy, brain injuries, Erb’s palsy or other disabilities. Services include guidance to help families and children get the assistance needed to help improve their overall quality of life. 

Examples of foundations that support disability-related initiatives through grants:

• Abilis Foundation
• Disability Rights Fund and Disability Rights Advocacy Fund
• Ford Foundation
• National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR)

Refer to high schools where students can simultaneously work toward both a high school diploma and associate degree or other college credential, at no cost, through an organized course of study. Federal law specifies that students at these schools, which are partnerships between a local educational agency and at least one higher education institution, earn “no less than 12 credits” that are transferrable to the college or university partner. Similar to dual (concurrent) enrollment programs, early college high schools typically provide additional support services to students and intentionally recruit students who are underrepresented in higher education.

The model especially grew after the Gates Foundation launched its Early College High School Initiative in 2002, helping to support the development of public early college high schools. Programs developed through the initiative often offered more college credits than the federal definition requires, resulting in many students earning an associate degree.

There are about 400 early colleges in the U.S., although this is a modest number compared to the some 23,500 public secondary and high schools in the U.S.

Some states regulate which programs qualify as early colleges while other states allow the term to be used more loosely.

In some states, Early College programs operate under statewide designation frameworks that establish quality standards, integrated pathways, and equity-focused access goals.

Eligible Training Provider programs are job training programs eligible for funding under United States workforce development law, the Workforce Innovation and Opportunity Act (WIOA). Under the law, each state and territory must maintain a list of pre-approved programs from which eligible individuals may select. Programs are pre=-approved on lists known as Eligible Training Provider lists.

Refers to the income a family needs to cover minimum necessary expenses such as food, childcare, medical care, housing, and transportation, in a given geographical area.  The related term, living wage, generally refers to the income for a single individual to live on, but not necessarily sufficient to support a family.

Two federal consumer protection safeguards against unaffordable debt or insufficient earnings for postsecondary students took effect July 1, 2024. The Federal Financial Value Transparency Regulations, along with a revamped set of gainful-employment rules require that by the beginning of 2026, students will have to acknowledge having read information about the debt burden associated with a certificate or graduate program before enrolling. The aim of these regulations is to ensure that postsecondary education remains an engine for equal opportunity, upward mobility, and global competitiveness.

The Financial Value Transparency (FVT) Framework will give students in all programs detailed information about the net costs of postsecondary programs, and the financial outcomes they can expect. It will help prospective students understand the potential risks involved in their program choices by requiring them to acknowledge viewing this information before enrolling in certificate or graduate programs whose graduates have been determined to face unaffordable debt levels.  The framework estimates acknowledgments for an estimated 400 graduate programs that enroll about 120,000 students. The framework applies to all programs in all sectors but doesn’t affect financial-aid eligibility.  The Department of Education will post every program’s results on a pair of debt-to-earnings tests which compare graduates’ annual income as well as their discretionary income. If a program’s rates fail, incoming students will need to sign a disclosure before enrolling, acknowledging they’re aware of their prospective return. This new accountability mechanism will remain in play until the program’s rates return to a passing level, or if three years pass since the program was last notified of a failing score, whichever comes first.

The Gainful Employment Program Accountability Framework (Gainful Employment – GE) rule will protect approximately 700,000 students a year from career training programs that leave graduates with unaffordable loan payments or earnings no better than what someone who did not pursue postsecondary education earns in their state. Under the rule, the Department assesses whether programs offered by private for-profit institutions and certificate programs at all types of colleges meet the statutory requirement to prepare students for gainful employment in a recognized occupation using two separate measures:

• Share of annual earnings typical graduates need to devote to paying their debt (i.e., “debt-to-earnings ratio”) must be less than or equal to 8% or less than or equal to 20% of their discretionary earnings (defined as annual earnings minus 150% of federal poverty guideline). This metric captures whether a program’s debt is affordable.
• At least half of graduates have higher earnings than a typical high school graduate in their state’s labor force who never enrolled in postsecondary education. This “earnings premium” assesses whether the program enhances its students’ earnings potential.

For-profit postsecondary institutions (also known as proprietary institutions) rely on investors and students who pay the costs of educational and training programs. The institution makes a profit in the delivery of its services. Many vocational and technical schools, career colleges, and online universities are for-profit institutions; they typically offer career-oriented programs such as business, technology and coding boot camps, culinary arts, health care, and visual arts. The growth of for-profit education has been fueled by government funding as well as corporate investment, including private equity.

Programs in states and local “promise programs” that are designed to make college more affordable and accessible. They typically cover the cost of tuition and fees for eligible students, with the goal of ensuring that higher education is attainable without the burden of unmanageable debt. Programs vary in their design. Some have merit or income requirements; others provide additional support for stipend for books and other expenses. There are currently more than 400 state and local “promise programs” across the nation.

The College Promise movement has gained momentum across the U.S. in the past decade. These programs typically commit to fund a college education and provide student supports for eligible students on their path to earning a college degree, postsecondary certificate, credits that transfer to a 4-year university, or competencies needed for success in college, career, and community. There are intermediaries such as the non-profit College Promise that supports programs like these. The Catalog of Local and State College Promise Programs outlines  key features of these programs, including eligibility requirements, the colleges involved, support services provided, and whether fulltime attendance is required to receive the Promise.

Each state or local Promise Program has different features; for example:

• Since 2015, Tennessee has covered full tuition and fees for any high school graduate who wishes to attend a state-funded two-year college under its Tennessee Promise initiative.
• The New Mexico Opportunity Scholarship Act (2020, 2021) makes college tuition-free for most New Mexicans. The program includes both recent high school graduates and returning adult learners; accommodates part-time students; includes career training certificates, associate degrees and bachelor’s degrees; and covers summer courses. In addition to covering full tuition and fees at in-state public colleges and universities, the scholarship lets students stack federal aid such as Pell Grants, local scholarships, and private scholarships so that they can use these funds to pay for books, materials, housing, food, transportation, childcare and other college costs.
• Vermont launched the 802 Opportunity grant in 2021. The program initially offered free tuition at the Community College of Vermont for students from families with an annual household income under $50,000. In 2023, legislators voted to expand eligibility for the scholarship, to cover those with incomes up to $75,000.
• Michigan established The Michigan Reconnect program in 2021 to offer free community college tuition for adults 25 and older with no college credentials.
• Connecticut offers the Pledge to Advance Connecticut, or PACT, that applies to first-time community college students taking at least 6 college credits.
• In 2024, Pikes Peak State College (Colorado) launched First Nations Promise, for Native students who attend Pikes Peak State. The program is designed for members of federally recognized American Indian tribes residing in El Paso, Teller, or Elbert counties. The funding can be applied to direct costs like tuition and student fees. Academic coaches will work closely with First Nations Promise scholars to offer resources that support students in their time at the college.

Intensive tutoring is a targeted, structured, and frequent academic support strategy. Key characteristics:

• Typically occurs at least 3-5 times per week, with sessions lasting 30-60 minutes.
• Often provided in small groups (1:1 to 1:3 ratios), allowing for personalized attention.
• Directly tied to the school or course curriculum to reinforce classroom instruction.
• Delivered by well-trained educators, paraprofessionals, or other skilled individuals, ensuring expertise in the subject matter.
• Regular assessment and feedback guide instruction, ensuring progress monitoring and adjustment to individual needs.

 While intensive tutoring is often highlighted as a K-12 intervention, it is also relevant in higher education:

• K-12 Focus: Frequently employed to close achievement gaps, support struggling students, or provide equitable learning opportunities. Programs such as those supported by federal funds focus on foundational skills in literacy and math.
• Higher Education Context: Colleges and universities use intensive tutoring to support underprepared students, particularly in entry-level or gateway courses (e.g., math, science). Programs like Supplemental Instruction (SI) or intensive academic support initiatives target specific at-risk populations such as first-generation students and those from underserved communities. Higher education institutions also use intensive tutoring for retention strategies, ensuring students stay on track for graduation.

The aims of intensive tutoring:

• For K-12 Students: Closing learning gaps, improving test scores, building foundational skills in critical subjects.
• For Higher Education: Enhancing retention, improving course completion rates, supporting underrepresented students in STEM and other challenging disciplines.

Alternative names for intensive tutoring:

• High-Dosage Tutoring
• High-Impact Tutoring
• Targeted Tutoring
• Acceleration Academies (when part of larger school-day or summer programming)
• Tutoring Interventions (in research contexts)

 Regular tutoring is generally less frequent and less structured. Key differences:

• Often ad-hoc or scheduled once or twice a week.
• May involve larger groups, making individual attention less feasible.
• Typically reactive, addressing immediate academic struggles or specific assignments rather than preemptively targeting learning gaps.
• May include peers, volunteers, or less specialized instructors.
• While personalized, it may not be as systematically aligned with curriculum goals or informed by ongoing assessment.

Refer to interest-free (zero-interest) working capital loans for training providers that enable support for wraparound services and other services. An example is the Colorado Pay It Forward Fund, operated by the nonprofit Social Finance with funds from a collection of philanthropies. The fund also offers interest-free loans for learners to cover living expenses so they can work fewer hours and spend that time on training.

See Outcomes-based Loans

Intermediary organizations are often viewed as a distinct class of third-party entities. They tend to support the provision of services by another organization rather than providing direct services. They tend to be technical assistance providers or capacity-building organizations. They include nonprofit and for-profit entities, governmental and quasi-governmental entities, and membership organizations. Some are global in focus; others focus within nations, states, or cities. Some focus on the research and policy arena while others are subject- or discipline-specific. An intermediary organization can function in one or many capacities: It can be both a think tank and advocacy organization or both a technology company and consultancy. Intermediaries can also be networks or coalitions of organizations working toward a similar goal.

Microschools are small, personalized learning environments that have emerged as an alternative to traditional K–12 schooling. Typically serving fewer than 15 students, although some may be larger, microschools often bring together learners of different ages and emphasize individualized instruction, flexible scheduling, project-based learning, and learner-centered educational approaches.

Microschooling has grown significantly since the COVID-19 pandemic as families seek educational models that offer greater flexibility, personalization, and responsiveness to individual learner needs. Recent estimates suggest that approximately 95,000 microschools and learning pods operate across the United States, serving roughly one million to 1.5 million learners. Microschooling is now considered one of the fastest-growing alternative education sectors in the country

Depending on state and local policy frameworks, microschools may operate under a variety of governance structures. Some function within homeschooling frameworks, while others operate as private schools (accredited or non-accredited), public charter schools, or programs affiliated with traditional public school systems.

Hybrid learning models are also becoming more common. Hybrid schools allow learners to attend a formal educational setting for fewer than five days per week while combining learning experiences from multiple sources, such as microschools, online programs, tutors, community-based learning opportunities, dual enrollment programs, or extracurricular activities.

Microschools may be located in storefronts, adapted residential spaces, office buildings, houses of worship, community centers, places of business, or other nontraditional educational settings.

According to the National Microschooling Center, three common microschool models include:

• Independent Microschools – Small learning environments that resemble modern one-room schoolhouses and are often created by an individual educator, a team of educators, or a group of families.
• Partnership Microschools – Microschools established through collaboration between a host organization (such as an employer, local government, nonprofit organization, or house of worship) and an educational partner that oversees teaching and learning.
• Provider Network Microschools – Microschools operating within a larger network that provides varying levels of instructional support, curriculum resources, professional development, technology, and operational services.

Some microschools place particular emphasis on entrepreneurship, career exploration, workforce skills, competency-based learning, and individualized pathways that connect education with future college and career opportunities.

See Topic Brief: K–12 Learning Models & School Options | Learn & Work Ecosystem Library

A standalone website or single web page. These sites are typically used to promote a company’s products, services, campaigns, events, or brand. Microsites often have a different domain or subdomain from the company’s main website.

In postsecondary education, microsites are increasingly being used to house information (course offerings, payment, shopping cart experience, etc.) for specific audiences such as those seeking continuing studies and professional development offerings.

Example:  In Ontario, Canada, Western University’s Continuing Studies microsite houses non-credit and credit-bearing certificates and professional education offerings. The site recognizes that a distinct web experience designed to attract and engage customers seeking continuing studies programs and courses is needed—that customers for the microsite are different than visitors the main campus website is set up to serve.

Refers to a broad category of types of institutions that serve minority populations. This includes Hispanic-serving institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander-serving Institutions (AANAPISIs). Each of these institutions serves a particular minority population.  There are approximately 700 MSIs in the U.S.

As described by the Education Strategy Group, refers to an approach that improves access to high-quality college and career planning support in high schools.  Programs (1) enlist students who are further along in their educational journey as guides and mentors to support newer students, and (2) provide targeted resources and guidance to improve learner persistence. Various models are used to structure near-peer mentoring programs: some employ recent college graduates, some use current college students to support high school students. Examples include:

• College Advising Corps (CAC) – Places fulltime college advisors in under-resourced high schools across the country. As of 2022, CAC reached over 200,000 high school seniors and 71% of seniors submitted one or more college applications.
• AdviseMI – Hosted by the Michigan College Access Network, advises MI partners with 16 higher education institutions statewide to place recent college graduates in high schools with low college-going rates and provide near-peer advising to support students as they transition into postsecondary.
• College Access and Research (CARA)‘s peer-to-peer advising programs (New York-based) resulted in a 19% increase in postsecondary enrollment in schools that offer year-round advising. Since college student mentors have recent experience navigating the complex college admissions process, they are often well equipped to talk students through both the logistical components and emotional barriers that come up when applying to and enrolling in a postsecondary institution.

Refer to specialized higher education programs that are typically designed to cater to specific high-demand industries or unique interests. These programs are generally not widely available elsewhere.

Examples of nearly 30 niche programs offered by higher education institutions:

1. Automotive Restoration—Combining business and management skills, preparing students for careers in the automotive industry.
2. Esports Management—Electronic sports equip students with skills for jobs in game design, team management, and broadcasting areas.
3. Ceramic Engineering—Materials science with a focus on the artistic techniques of ceramics, preparing students for industries such as manufacturing, tech, and healthcare.
4. Industrial and Labor Relations—Blends economics, law, and social sciences to prepare students for human resources management, labor and industrial relations, and other careers.
5. Environmental Studies & Sustainability—Emphasizes sustainability and environmental studies that combine ecological science with social justice initiatives.
6. Human Ecology—Interdisciplinary field that blends social science, humanities, and natural science to prepare students for sustainability, conservation, and policymaking job roles.
7. Sustainable Agriculture—Regenerative farming practices and renewable energy program that prepare students with hands-on experience in wind, solar, and hydroelectric power generation.
8. Aerospace Engineering—Pathways to careers in aviation and space exploration.
9. Creative Writing for Entertainment—Tailored for students who want to write for film, television, video games, and other media, with a focus on blending storytelling with technical skills.
10. Optical Sciences and Engineering—Focuses on the science of light, optics, and photonics, equipping students with the skills to work in cutting-edge industries such as telecommunications, defense, and biomedical technology.
11. Game Design—Focus on programming and narrative design, providing students with the tools to work in the gaming industry.
12. Industrial Archaeology—Combines archaeology, history, anthropology, and engineering elements to preserve and interpret America’s industrial heritage such as the physical remains of industrial and technological activities (e.g., former mining sites and industrial complexes).
13. Craft Programs—Students learn techniques combined with contemporary applications and business skills in traditional crafts such as blacksmithing, fiber arts, and woodworking programs
14. Electric Vehicle Technology—EV systems, battery technology, and specialized diagnostics.
15. Therapeutic Recreation—Using recreational activities to improve the physical and mental health of individuals with disabilities or illnesses.
16. Packaging Science—The design, development, and sustainability of packaging materials, to prepare students for jobs in industries ranging from food to pharmaceuticals.
17. Adventure Education—Preparing students to lead outdoor expeditions and teach leadership skills through activities like rock climbing, kayaking, and wilderness survival.
18. Turfgrass Science—Combining agronomy, biology, and business to prepare for careers in golf course management, sports field maintenance, and lawn care.
19. Comic Art—For aspiring comic book artists, storytelling, illustration, and graphic novel creation.
20. Fermentation Science—Combining chemistry, biology, and entrepreneurship, with a focus on the science behind brewing beer, fermenting foods, and producing biofuels.
21. Viticulture & Oenology—The science of grape growing and winemaking, preparing students for careers in the wine industry.
22. Luthiery — String instrument repair and construction program.
23. Theme Park Engineering—Designing and engineering attractions for the entertainment industry, combining mechanical engineering with creative design.
24. Ecotourism—Focused on sustainable travel and outdoor recreation management.
25. Puppetry—Training in performance, design, and construction of puppets for theater, film, and television.
26. Citrus Science—Preparing for jobs in cultivation, management, and the business of citrus production.
27. Nautical Archaeology—Underwater archaeology, training students to explore and preserve shipwrecks and submerged cultural sites.
28. Space Law—Courses on space exploration and commercialization’s legal and regulatory aspects.
29. Mortuary Science—Combining science, ethics, and business management, preparing student for careers in mortuary science.

Non-credit education includes any course or program that did not go through the process to be for-credit at a community college or university. They typically include personal enrichment classes, customized training for employers, English as a second language classes, and adult basic education. Many higher education institutions develop noncredit to credit bridge pathways to enable learners to earn credit for learning acquired through noncredit courses and programs.

Refers to companies that help higher education institutions set up virtual programs in exchange for a large slice of the tuition revenue. A more specific definition: For-profit, third-party companies that enter into a contract with an institution of higher education to provide bundled products and services to develop, deliver, or provide managed programs, when the services provided include recruitment and marketing.

OPMs have increased over the last decade. Through contracts with higher education institutions, OPMs are often in charge of recruiting students into online programs and paid only if those students enroll. This factor has led to situations in which OPMs pressure students into signing up, sometimes using deceitful practices (some represent themselves as institution, not company officials). Students, therefore, are unaware that an outside party is recruiting them into what could be a potentially poor-quality program.

In response to growing concern about OPMs, beginning in the fall of 2023, the U.S. Department of Education expanded its interpretation of federal regulations to place OPMs under closer scrutiny. Under this guidance, many OPMs are considered “third-party servicers,” subjecting them to a new set of rules.

Some states are also considering barring such contracts through legislation. In May 2024, Minnesota became the first state to ban its public colleges and universities from tuition-share contracting with OPMs, effective January 2025. Many lessons learned from Minnesota’s policy work can inform other states wishing to pursue legislation that restricts tuition-sharing arrangements:

• Faculty unions which represent educators at the state’s public institutions must be engaged in these considerations.
• Barring OPM tuition-sharing raises related concerns such as barring OPMs from the rights to faculty members’ intellectual property and from having governance power at institutions.
• Legislation must address the role of institution governing boards in the review of OPM contracts.
• Legislative language must consider implications that could apply to other vendors/contractors that institutions work with, such as ed tech companies that offer online platforms where students can access course materials, submit assignments, and receive grades.

Refers to interest-free loans to students to cover tuition and sometimes living expenses. Learners are required to pay back the loans only if they complete their program and hit a certain income threshold. These loans are more commonly used for short-term training programs that are offered by higher education institutions or alternative providers that are not eligible for federal financial aid.

An example is the State of New Jersey’s fund established to offer outcomes-based loans to learners in certificate and other non-degree programs in high-demand fields. The program is called a “Pay it Forward Fund,” which is a reference to the fact that graduates’ loan payments are recycled back into the fund and used to support the next round of learners.

The nonprofit Social Finance has used this form of lending as part of its mix of investments since launching in 2011. The organization’s investment approach is dependent on improving measurable outcomes in education, economic mobility, health, and housing.

See Interest-free Loans

Some private and public sector employers are adopting internal Pay for Skills programs. A key element of these programs is to incentivize skill development among employees through internal training. Such systems typically provide pay raises for mastering new skills which are determined based on the needs of the company.  Employees are often required to pass a series of written and hands-on tests that cover a set of skills and training related to quality, safety, company policy, and technical aspects of their job. If an employee scores above a specified level established by the company, they may earn a designated pay raise and move to the next level. Many companies develop their internal training and promotion systems and partner with local educational institutions.

Refers to a wide range of learning opportunities available to individuals after they complete high school. These include for-credit degree, certificate, diploma, microcredential, and badging programs; non-degree or non-credit credentials; customized training; workforce development programs; and apprenticeships (in-person, online, or hybrid —whether provided by a college or university, nonprofit or for-profit provider, or employer).

A related term is higher education which typically refers to colleges, universities, and any education beyond high school that leads to a certificate or a college degree.

The terms, higher education and postsecondary education are often used as equivalent terms; however, postsecondary is understood by many as a broader term for post-high school learning since it often encompasses learning acquired through work as well.

Prison education refers to educational programs provided to individuals incarcerated in correctional facilities. These programs aim to equip those who are justice-impacted with knowledge, skills, and qualifications that can help them during their incarceration and after their release. Prison education is seen as a critical component of rehabilitation and a means to support the successful re-entry of formerly incarcerated individuals back into society.

See:  Free College / Free Community College / Promise Programs

Refers to higher education institutions that demonstrate a commitment to supporting military students and their families.

The Florida Collegiate Purple Star Campus Program was established by the Florida Legislature in 2023 to highlight institutions that provide priority course registration, a designated military liaison, professional development and training opportunities, student-led transition programs and resources for military students and families. The following institutions have received the designation (good for a three-year period):  Florida State University, Florida A & M University, Florida Atlantic University, Florida International University, the University of Central Florida, the University of Florida, the University of North Florida, the University of South Florida and the University of West Florida.

To support active-duty members and their families, the system has initiatives in place that include the Free Seat Program, where veterans and service members can enroll in online bachelor’s degree programs with a tuition waiver for their program’s first term. The university system also waives out-of-state fees for honorably discharged veterans who live in Florida and for active-duty members who reside or are stationed out of the state.

Refers to programs that offer services for refugees and approved asylees. An example is the Refugee Training Center at Montgomery Community College (Maryland) that provide vocationally-focused English language instruction and assessment and scholarship opportunities to facilitate successful integration and full participation in the community;  provide a supportive learning environment; and promote the development of inter-cultural competence. The program serves: Refugees; Political asylees; Cuban and Haitian parolees; Victims of human trafficking; and Special Immigrant Visa (SIV) holders. Individuals are eligible for services within 5 years of arrival in the U.S. or for asylees, 5 years from the date asylum was granted.

Coordination among the many partners in apprenticeship programs (e.g., sponsors, employers, providers of related technical instruction) is an important feature of successful apprenticeship programs.

For youth apprenticeship programs specifically, employers and high schools must work together to design flexible schedules so students can complete their high school diploma requirements and required on-the-job training (OJT) hours for participating in Registered Apprenticeships. When related technical instruction is delivered at a community or technical college, the colleges and high schools may need to work to provide dual (concurrent) credit opportunities. Parents too may need additional information on apprenticeships.

For all apprenticeship programs (youth and older populations), coordination among program partners is often the role of a Registered Apprenticeship Intermediary. The intermediary communicates among the partners and helps partners successfully create, launch, and expand apprenticeship programs. Key tasks typically include student and employer matching, participant and employer recruitment, managing registration, and reporting outcomes (from data tracking).

This role is provided by various types of organizations: high schools, industry associations and business organizations, community and technical colleges, nonprofit and community-based organizations, labor management partnerships, state agencies, and workforce development councils.

See Glossary Term: Apprenticeship Sponsor | Learn & Work Ecosystem Library

In higher education, refers to the ability of learners to continue their academic journey and remain enrolled in their chosen program during their second year of study. It involves overcoming challenges, maintaining motivation, and staying on track toward completing their degree.  Examples of efforts that promote second-year persistence:

• Sophomore Success Programs: Some institutions offer support programs (e.g., courses, workshops) to help learners complete the general education core and recognize completion of this learning (some institutions offer a certificate or microcredential for completion of the gen core). Support services often include advising services, peer mentoring, academic workshops, and career exploration activities tailored to the needs of second-year students.
• Academic Support Centers: Some institutions provide academic support centers where students can access tutoring, writing assistance, study skills workshops, and other resources to help them succeed academically.

Programs designed to prepare workers for a particular industry or sector in demand by employers. Sectors commonly served by sector-oriented training programs include healthcare, information technology, manufacturing, and transportation. These programs typically:

• Involve a partnership between employers, training providers, workforce boards, credential providers, and intermediaries
• Include on-the-job training and technical instruction that lead to an industry-recognized credential in demand by local employers, job search assistance and placement supports, and post-employment job retention services.
• Offer flexible, affordable, and accessible pathways to upward mobility and career advancement for learners from low-income backgrounds.

Examples:

The WorkAdvance Model – Towards Employment includes sector-specific recruitment and screening; career readiness training, work experience and career planning; wraparound supports, in-house legal services; in-demand technical training; job placement; and post-employment coaching for advancement. These are components critical to individuals’ success and long-term increased wages in different industry sectors.

The Wisconsin Regional Training Partnership (WRTP) was created in the 1990s to renew Milwaukee’s traditional industrial base after the recovery of manufacturing, retirement of an aging workforce, and diversification of the regional economy created a growing skills shortage. Since combining with the Building Industry Group Skilled Trades Employment Program (BIG STEP) to form WRTP | BIG STEP, the entity is a 501(c)3 nonprofit workforce intermediary dedicated to connecting people to family-sustaining jobs. Its sectoral employment program provides training of 2-8 weeks, along with case management and job placement assistance. Results have been increased earnings by employers following participation in the training program.

Refer to state-funded loan forgiveness and conditional grant programs that are designed to alleviate student loan debt and address workforce shortages in high-need fields. Service-contingent programs incentivize college graduates to work in targeted occupations or underserved areas in exchange for debt relief.

According to the Midwestern Higher Education Compact (MHEC), these programs are effective in recruiting professionals to underserved areas and retaining them beyond the required service period. Conditional grants tend to have a greater impact potentially due to reduced debt aversion and the positive labeling effect associated with grants.

Policy options for developing and improving service-contingent programs include:

• aligning funding priorities to complement need-based financial aid
• setting award amounts to reflect education costs and projected wages
• simplifying and clearly communicating service criteria (e.g., eligibility obligations)
• strengthening program evaluation to guide improvement
• coordinating state and federal initiatives to maximize efficiency and reduce redundancy.

Consist of free-standing body of knowledge with organized, graded higher education courses, and are often offered in an interdisciplinary manner. Generally, learners are certificate-seeking students although some may choose to apply to be degree-seeking learners and enroll subsequently into academic degree programs.

Refers to the processes when states provide significant funding directly to students through state financial aid programs.  These programs are often separate line items from appropriations and they result in a significant source of revenue for state institutions.  Additionally, some states provide funding for promise programs, vouchers, differential funding, and public-private partnerships.

The acronym was introduced in 2001 by scientific administrators at the U.S. National Science Foundation (NSF) to refer to Science, Technology, Engineering, and Mathematics. STEM is critical for many reasons, including problem-solving and critical thinking, innovation, career opportunities, and equality and diversity.

The NSF has emphasized the need for students to immerse in these areas at a young age, setting them up for success in STEM-related careers. The federal government further emphasizes the importance of STEM education in grades K-12, investing significant funds each year to improve these programs and prepare students for critical careers in STEM fields.

Refers to significant change to the educational mission, program, or programs of a higher education institution after an approved quality assurance agency has accredited or pre-accredited an institution.

Many high school graduates are admitted to college and indicate intention to matriculate in the fall term, but do not show up on campus—this is known as “summer melt.”  One approach to addressing summer melt and boosting matriculation are summer bridge programs offered by higher education institutions. These programs vary among institutions but typically offer the opportunity for learners to enhance their academic skills, foster a sense of belonging among peers (social networking), and navigate the array of resources on campus—before the start of the academic year. The aim of bridge programs is to improve learners’ access and success.

As explained by the Tax Policy Center operated by the Urban Institute and Brookings Institution:

• Colleges and Universities
  • Most private nonprofit colleges and universities are exempt from taxes due to their status as 501(c)(3) organizations and their educational mission. Institutions typically accumulate endowments to generate income used to supplements tuition and fees, state appropriations, and other funding sources to support the education of undergraduate and graduate students, as well as research, public service, and other institutional activities. Endowments provide a cushion that protects institutional budgets from cyclical pressures, unanticipated changes in enrollments, and other temporary revenue disruptions.
  • The 2017 Tax Cuts and Jobs Act (TCJA) imposed a new tax on a small group of private nonprofit colleges and universities. Institutions that enroll at least 500 students and that have endowment assets exceeding $500,000 per student (other than assets used directly in carrying out the institution’s exempt purpose) pay a tax of 1.4% on their net investment income. The $500,000 threshold is not indexed for inflation. In 2022, the tax raised $244 million from 58 institutions.
  • The some 1,600 private nonprofit and more than 700 public four-year institutions in the U.S. collectively hold over $500 billion in endowment wealth—but 23 of these institutions hold approximately 50% of the assets.
• Private Foundations
  • Private foundations are tax-exempt organizations established by an individual, family, or company for charitable purposes. Unlike higher education institution endowments, which accrue from multiple sources over time (e.g., multiple donors), foundations are required to pay an excise tax on their net investment income (generally 2%).
  • Nonoperating foundations funded by a single or small group of donors which distribute money to others rather than engage themselves in charitable activities, are required to pay out at least 5% of their funds each year. In contrast, operating foundations can receive donations from many donors and primarily operate charitable activities themselves rather than distribute grants. Like higher education institution endowments, they do not have payout requirements.

Refers to undergraduate college degrees that typically can be completed in 3 years instead of the traditional 4 years. They are also referred to as accelerated or fast-track programs. They often combine Advanced Placement, International Baccalaureate, and/or dual-credit college courses in high school; attending classes in the summer or during inter-semester (winter) sessions; and completing more than 15 credits per semester.

See Topic: Three-year degree programs (Accelerated or Fast Track Degree Programs) – Finance

Refers to approaches that support both children and their parents or caregivers at the same time, rather than focusing on only children or adults.  2Gen programs work with the whole family to connect services like education, job training, childcare, health, and financial support to meet the needs of both generations, bringing together different programs and organizations to work as a team for families. 2Gen programs typically involve families in designing programs that affect them.

Examples of programs:

• CAP Tulsa (Oklahoma)
  • A Head Start program that serves children from low-income families while also supporting parents.
  • Children receive high-quality early childhood education.
  • Parents are offered GED classes, job training, career coaching, and parenting support.
  • Services are coordinated so that while children are in school, parents can pursue education or employment goals.
• Jeremiah Program (in multiple U.S. cities)
  • A national nonprofit that supports single mothers and their children through education and career pathways.
  • Mothers receive support for college education, career readiness, life skills, and housing.
  • Children receive early childhood education in the same building where moms attend classes.
  • The program builds social capital through peer support and mentorship.
• Garrett County Community Action Committee (Maryland)
  • A rural community action agency that uses a 2Gen model to deliver services across family needs.
  • Families work with a navigator to develop a whole-family success plan.
  • Services include childcare, housing, transportation, employment training, and financial education.
  • Parents and children have shared goals and milestones that guide their support journey.

While there is no single federal 2Gen policy, multiple federal programs provide funding and flexibility to support 2Gen approaches:

• Temporary Assistance for Needy Families (TANF) – gives states flexibility to design programs that can incorporate 2Gen models—supporting both workforce development for adults and early education or childcare for children. Some states have used TANF funds to pilot 2Gen demonstration projects (e.g., Colorado and Connecticut).
• Head Start / Early Head Start – While focused on child development, these programs also support parental involvement, family goal setting, and access to job training, which aligns with 2Gen principles.
• Workforce Innovation and Opportunity Act (WIOA) – Supports career pathways and wraparound services that can be adapted to support parents while coordinating with services for their children. Some local workforce boards have also adopted 2Gen-informed planning and service delivery.
• Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) – Uses a family-centered model that provides services to both parents and young children, aligning closely with 2Gen goals.

A growing number of states are adopting formal 2Gen frameworks, passing legislation, and running pilot projects. Efforts often include cross-agency coordination, shared family goals, and a focus on equity and systems change:

• Colorado – In 2015, the Colorado Office of Economic Security adopted a formal 2Gen framework across its human services agencies. The state issued a 2Gen Policy Framework to guide state and local implementation.
• Connecticut – Created a Two-Generational Interagency Working Group and pilot programs in several communities with legislative support. Also passed Public Act 15-142, which established the state’s 2Gen initiative focused on integrating education, workforce, and family services.
• Utah – The Intergenerational Poverty Initiative, launched in 2012, applies a 2Gen lens to reduce poverty through cross-agency collaboration. This requires annual reporting to track outcomes for both children and parents.

See Topic: Two-Generation Approach (2Gen Approach) | Learn & Work Ecosystem Library

See Glossary Term: Students Who Are Parents | Learn & Work Ecosystem Library

According to EDUCAUSE, refers to a set of technologies and commercial products and services that enable transmission of voice and multimedia sessions over Internet Protocol (IP) networks. VoIP usually refers to replacement of traditional telephone sets and their associated cabling and user charges with either a dedicated VoIP phone set or an appropriately configured computer. VoIP can also be deployed within the telephone-switching infrastructure, even if users retain their traditional sets.

Refer to a higher education institution approved by the U.S. Department of Education that meets the federal regulatory requirements to integrate work experience into their academic programs, fostering a unique and holistic approach to education. Guided by statute, Work Colleges must meet the requirement that all their resident students participate in a comprehensive work-learning-service program for all years of enrollment.