Two recent opinion pieces discuss the challenges associated with short-term, non-credit credentials in the United States. In The Chronicle of Higher Ed, Lee Gardner writes that students often take non-credit credentials so that they can start their career quickly and at a low cost. Gardner cautions that, since few states collect non-credit enrolment data, there is little information available on the program outcomes or career impact. Employers may additionally find it challenging to determine whether the non-credit programming prepares employees to fill a role. In a response published in Inside Higher Ed, Matt Reed highlights the importance of Gardner’s observation that second-level data, such as data around how long graduates lasted in their new roles, often goes unreported. Reed writes that this is particularly important because it can help to clarify whether a labour shortage stems from an absence of trained individuals or is the result of poor working conditions and pay. Chronicle of Higher Ed (Acct. Req.)| Inside Higher Ed (Acct. Req.) Note: Archived stories may contain dead links or be missing source links.