Invest in data sharing systems to track work-based learning participation and outcomesand inform student and employer decision-makingWhen designed well, integrated data systems — such as state longitudinal data systems orP-20W data systems — can connect information across education, workforce, and employersystems (e.g., adding a job type field to UI wage records or tracking WBL experiences on collegetranscripts), helping leaders, employers, and learners understand who is participating, wheregaps exist, and which programs are delivering strong outcomes.

supporting K-12 schools to implement coherent instruction and colleges and universities to holistically meet the needs of their students is among the hardest, most necessary work in education

This model gives both learners and employers clarity and confidence around competencies without having to interpret them from college transcripts or job descriptions.

It enables states to document whether programs are producing graduates with the skills and competencies that regional economies need. Better than the first-job earnings metrics in place today, a quality assurance model can confirm whether credentials are truly delivering verified skills that matter and are producing measurable mobility for learners, employers, and communities.

these programs lead to credentials that deliver value because skills and learning outcomes are transparent, credible, and comparable.

We should applaud the new federal “do no harm” standards and other accountability measures that raise the bar. But our nation’s colleges and universities must aim higher by seeking to do good throughout the lives of their learners.