In 2018, the Lumina Foundation appointed and convened a Quality Credentials Task Force comprising 22 leaders in education, policy, and workforce development. The task force had two charges. First, it was to explore new ways to assure the quality of a college education and other forms of learning beyond high school. Second, it was asked to develop a broad, conceptual model of credential quality that could lead to the greater equity and quality learning that society needs and students deserve. The group met three times over the course of one year to develop this report and the new conceptual model of credentialing quality at its core. The task force identified three closely related priorities. First, the task force believes that quality and equity are inextricably linked and that new reform efforts must integrate these priorities. Without improved quality, there can be no meaningful equity. Without improved equity, claims for quality ring hollow. Second, the task force determined that effective reform must link institution-based curricular reform with systems and regulatory reforms from federal and state policymakers, consumer protection agencies, employers, accreditors, and associations; this differs from past, sector-specific approaches. Finally, the task force calls for genuine collaboration among leaders from all of these relevant sectors -- the type of engaged cooperation that is essential for any meaningful reform to take root and blossom. The need to expand access to high-quality credentials -- traditional college degrees, certificates, certifications, and other non-degree credentials -- has become increasingly urgent. Unfortunately, the US systems and structures for learning beyond high school and for assuring the quality of credentials were built for a different time and a different student population. The current system has served black, Latino, and American Indian students particularly poorly. Aggressive and intentional efforts to build a more fair and just system -- one that prioritizes students, quality learning, and equity -- are a must. This report offers a new framework for improving equity and quality in learning beyond high school.