By Kimba Rund
In a recent blog, we broke down what Credentials of Value are and why they matter under Indiana’s new graduation requirements. For many schools, that’s where the conversation starts, but it’s not where the real challenge lies. The more complex question is this: how do students actually earn these credentials in practice?
There isn’t a single answer. Credentials of Value are not tied to one program, one course, or one experience. Instead, they exist across a range of pathways, some embedded in the school day, others happening after hours, and many requiring coordination between schools, employers, and external providers.
Understanding these pathways, and how they fit together, is what allows schools to move from awareness to implementation.
CTE Programs: The Built-In Pathway
For many schools, Career and Technical Education (CTE) programs are the most familiar route to earning Credentials of Value. These programs are designed with industry alignment in mind, and in many cases, credentials are already embedded into the curriculum.
Students progress through a sequence of courses within a specific career pathway, building technical knowledge and, ultimately, working toward a credential tied to that field. Because of this structure, CTE often aligns naturally with Graduation Seals and other state requirements.
However, while CTE provides a strong foundation, it is not always a complete solution. Not every school offers every pathway, and not every student enters a program early enough to complete the full sequence. In some cases, the pacing of a course or program may not align with a student’s timeline, especially for those discovering career interests later in high school.
CTE works best as a core component of a broader strategy, not the only pathway available.
Career Scholarship Accounts (CSA): A Flexible Accelerator
Career Scholarship Accounts (CSA) expand what’s possible by giving students access to credentials beyond what their school can offer internally. With up to $5,000 in state funding per year in grades 10-12, CSA allows students to pursue approved programs through external providers, often with significantly more flexibility.
Unlike traditional coursework, CSA-funded programs can be completed in a variety of formats. Students may work on credentials after school, online, or even over the summer. This flexibility is especially valuable for students who need to accelerate their progress or who are pursuing career interests not supported by local CTE offerings.
CSA also plays a critical role in equity and access. Schools are no longer limited by staffing, scheduling, or program availability. Instead, students can connect to opportunities that align with their goals, regardless of what exists within their building.
At the same time, CSA requires intentional coordination. Families must apply through the state, funding is distributed on a first-come, first-served basis, and successful completion often depends on how well the experience is integrated with Work-Based Learning and school support systems.
When implemented well, CSA shifts credentials from something that is limited by access to something that is expanded through design.
Apprenticeships: The Earn-and-Learn Model
Pre-apprenticeships and modern youth apprenticeships offer a different kind of pathway, one that blends classroom learning with real-world experience. In these models, students gain hands-on training while working alongside employers, often earning wages and industry-recognized credentials at the same time.
Pre-apprenticeships typically focus on exposure and foundational skill-building. They help students understand workplace expectations and build the baseline competencies needed to move into more advanced training. Modern youth apprenticeships, on the other hand, are more structured and long-term. They involve deeper employer engagement and are often tied directly to workforce pipelines in high-demand industries.
These experiences are particularly impactful for students who thrive in applied, hands-on environments. They also create a direct connection between education and employment, making them one of the most effective ways to align student outcomes with regional workforce needs.
The challenge, however, is scalability. Apprenticeships depend heavily on strong employer partnerships, scheduling alignment, and local infrastructure. Not every school has immediate access to these opportunities, and building them takes time.
Even so, when available, apprenticeships represent one of the most direct and meaningful ways for students to earn a Credential of Value.
Indiana College Core (ICC): A Postsecondary-Aligned Pathway
Another key pathway for earning a Credential of Value is through the Indiana College Core (ICC). Unlike the other options, ICC is not tied to a single career field or training program; instead, it represents a broad, postsecondary-aligned credential that signals college readiness.
The Indiana College Core is a block of 30 general education college credits that students can complete during high school. These credits are transferable across Indiana public colleges and universities, making ICC one of the most widely recognized and portable credentials available to students.
For schools, ICC offers a structured way to support students pursuing enrollment-focused outcomes. It aligns directly with the Enrollment Honors Plus Seal and provides a clear benchmark for academic readiness beyond high school.
From a student perspective, ICC can be earned through a combination of dual credit courses, Advanced Placement (AP), or other approved coursework. This flexibility allows schools to embed the pathway into existing academic schedules, rather than requiring students to participate in external programs.
At the same time, ICC requires early planning and consistent academic performance. Because students must accumulate 30 college credits, they typically need to begin the process by their sophomore or junior year to complete it successfully. This makes awareness and advising critical especially for students who may benefit from a college-aligned pathway but are not initially on track to pursue it.
As part of a broader Credentials of Value strategy, ICC plays a unique role. While other pathways are often career- or skill-specific, ICC provides a postsecondary foundation, helping students build momentum toward college completion while still in high school.
Why This Matters: Moving from Options to Strategy
Each of these pathways CTE, CSA, apprenticeships, and service-based programs offers a different way for students to earn Credentials of Value. But the most important takeaway is this:
No single pathway will work for every student.
Schools that rely on just one approach often run into the same challenges: limited access, scheduling conflicts, or students falling behind due to late starts. On the other hand, schools that think strategically about how these pathways work together are better positioned to ensure all students have a viable route to completion.
This requires a shift in mindset. Instead of asking, “Do we offer credentials?” the question becomes, “How are we ensuring every student has access to a pathway that works for them?”
That shift is especially important as Graduation Seal requirements become more central to student outcomes. Timing, flexibility, and coordination all play a role and the earlier schools begin designing with these factors in mind, the more successful their students will be.
As Indiana continues to emphasize Credentials of Value as part of graduation requirements, the schools that stand out will be those that move beyond simply understanding the list and begin intentionally designing systems around it.
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.
