Many states include non-degree credentials (such as certificates, industry certifications, or licenses) within their statewide educational attainment goal. These goals set targets for the percentage of residents with a postsecondary credential. In order to measure progress towards educational attainment goals, states must collect data about each student's non-degree credential attainment. States should also incorporate data on non-degree credentials into their state longitudinal data systems (SLDS), which match data across the education and workforce spectrum, so that states can answer questions including "Are education and training programs preparing students to earn a credential?" and "Are persons with credentials able to find good jobs?" Moreover, states should use data about demographic characteristics to better understand the attainment rates of subpopulations of interest, such as adult learners or racial and ethnic minorities. The Workforce Data Quality Campaign (WDQC) has surveyed all fifty states, and the District of Columbia, to learn whether states are collecting individual-level data about non-degree credentials, incorporating that data into their SLDS, evaluating attainment by subpopulation, and identifying credentials of value. This scan finds that no state has comprehensive data about all types of non-degree credentials. States are the most likely to have data about public for-credit certificate programs, registered apprenticeship certificates, and licenses. Thirty-six states report having most or all individual-level data on for-credit certificates from public two-year institutions in their state. Twenty-seven states report having most or all data about registered apprenticeship certificates, and twenty-two states report having most or all licensing data.