By Kimba Rund
Over the last couple of years, one thing has become very clear: implementing Credentials of Value is complex. Schools are working through a lot of moving pieces, and much of the clarity only emerges when building real student plans.
Part of that is because this is still relatively new. Indiana’s official Credential of Value lists were released in summer 2025, and they are now directly tied to the state’s updated graduation requirements. Starting with the Class of 2029, and for current students at schools that opted into early seal attainment, students will have the option to earn diploma seals that demonstrate readiness for enrollment, employment, or enlistment, and Credentials of Value play a key role in earning those seals.
At a high level, the concept sounds simple. Students need qualifying credentials to support diploma seals, and schools need to help them get there. But once you get into the details, there are multiple layers, different lists, scoring systems, and a lot of logistical questions that are not obvious just by looking at the document.
It is also important to note that this is different from the Graduation Pathways list that many schools are already familiar with. While there is some overlap in specific credentials, the Credential of Value lists are distinct and serve a different purpose.
Credentials of Value are industry-recognized credentials that demonstrate a student has gained skills that are directly transferable to college or the workforce. These credentials are vetted at the state level and are tied to outcomes like earning postsecondary credit, gaining employment in a high-demand field, or building toward a career pathway with strong wage potential. For example, a credential like the Indiana College Core (ICC) allows students to graduate high school with up to 30 transferable college credits, while industry certifications like Certified Nursing Assistant (CNA) or CompTIA A+ signal to employers that a student is prepared to step into a role with validated technical skills.
Graduation Pathways credentials were designed to give students multiple ways to demonstrate postsecondary readiness. Credentials of Value, on the other hand, are directly tied to diploma seals and are structured around measurable outcomes like postsecondary credit, industry recognition, and workforce alignment.
That distinction is part of what is creating confusion. Schools are not starting from scratch, but they are also not working from the same framework they have used in the past.
Understanding the Two Lists
The first thing to know is that there is not just one Credential of Value list. There is a list tied to Enrollment Honors Plus, and there is a separate list tied to Employment Honors and Employment Honors Plus. The Enrollment Honors Plus Seal is built around postsecondary credentials that include at least 30 college credit hours and meet the required score threshold. The Employment seals, on the other hand, are more flexible and often include shorter, industry-recognized credentials that can be stacked or completed individually.
How the Scoring Actually Works
The scoring system is another piece that schools have to understand early on, because it directly impacts how students qualify. The “score” referenced below is not a student’s grade or performance on an exam. It is a value assigned by the state to each Credential of Value based on factors like postsecondary alignment, wage potential, and workforce demand.
- Enrollment Honors Plus Seal
- Requires a postsecondary credential with at least 30 college credit hours and a credential score of 3.0 or higher
- Employment Honors Seal
Requires either:- One credential with a score of 3.0+, or
- Multiple credentials with scores of 2.0+ within the same career cluster
- Employment Honors Plus Seal
Requires either:- One credential with a score of 4.0+, or
- Multiple credentials with scores of 2.0+ within the same career cluster
On paper, this is straightforward. In practice, it means schools are tracking not just completion, but also score thresholds, combinations, and alignment within a pathway.
Where Schools Spend the Most Time
The biggest challenge is not just understanding the rules; it is finding credentials that actually work. Schools are constantly trying to answer questions like:
- Who is offering this credential?
- Is it online or in person?
- If it is through a college, which campus?
- What grade level does this realistically work for?
- Does the student have room in their schedule?
If a credential requires 30 college credits, that is not something you can just add to a senior’s schedule. That may require planning across multiple years or even using summer terms.
What Implementation Really Looks Like
Once you start trying to match credentials to students, the conversation shifts from “what’s available” to “what’s realistic.”
Schools have to think through things like:
- Does this credential require a teacher, or can it be completed independently?
- Can it fit into an existing class period?
- Does it require equipment, labs, or hands-on components?
- Is it self-paced, or does it follow a strict timeline?
A credential might check every box on the list, but if it does not fit into the student’s day-to-day reality, it is not going to be successful.
What We’ve Seen Work Well
After working through these issues with students across varying schools, interests, and academic positions, there are a few credentials and providers that consistently stand out as strong options:
- Indiana College Core (ICC) : a major option for Enrollment Honors Plus
- Certified Community Health Worker (ASPIN) : strong student support, offered 100% online
- CompTIA Certifications : flexible, fully online, and strong for IT pathways
What they all have in common is that they are not just approved, they are actually workable for high school students. There are also a number of Ivy Tech credentials that can be completed fully online. These options include programs such as, but not limited to:
- Early Childhood Education, AS
- Business Administration, TC
- Microsoft Office Specialist, CT
- Paralegal Studies, CT
- Criminal Justice, CT
- Professionalism in Policing, CT
- Professional Bookkeeping, CT
- Accounting, AAS
- Digital Marketing, CT
- Human Services, AAS
- Supply Chain Management & Logistics, CT, TC
- Information Technology: Help Desk, CT
- Cybercrime, CT
- Computer Science, AS
The Reality: It Takes Time to Sort Through
Even with strong options available, there is still a lot of upfront work involved.
Schools are reviewing lists, checking scores, researching providers, and trying to determine what will actually fit into their structure. That process can be time-consuming, especially for schools that are just getting started with Credentials of Value.
Making It Easier to Navigate
Because of that, we built a tool within the Career+™ Platform page to make this process more manageable.
Instead of working through static documents, schools can:
- Access the official Credential of Value lists and scoring information
- View credentials on a searchable dashboard
- Filter based on industry, seal, and score
The goal is to make it easier to move from: “What is on the list?” to “What actually works for our students?”
Final Thought
Credentials of Value are a really important part of Indiana’s diploma framework, but they are not simple to implement. The challenge for schools is not awareness; it is clarity and execution.
The lists are just the starting point. The real work is figuring out how those credentials fit into student schedules, school structures, and long-term plans. When that piece is done well, these credentials can be incredibly powerful.
Bio
Kimba Rund is a workforce training and career development specialist with a background in psychology and a focus on helping students connect education to real career opportunities. She holds a master’s in Industrial-Organizational Psychology, which informs her work designing programs that support student growth, skill development, and long-term success. Outside of work, she enjoys yoga, reading, and spending time with her family, husband, and two dogs
