Indicator: Participation in work-based learning Home Indicators Participation In Work-based Learning Definition Credential seekers participate in an internship, work study, cooperative education, apprenticeship program, or other meaningful work-based learning opportunity. Recommended Metric(s) K–12 and postsecondary: Percentage of students who participate in a work-based learning opportunity before graduationView CEDS ConnectionsStudents who Participate in a Work-Based Learning Opportunity Before Graduation CEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics.Workforce: Percentage of workforce training program participants who participate in a work-based learning opportunity before program completionView CEDS ConnectionsWorkforce Training Program Participants in a Work-Based Learning Opportunity Before Program Completion CEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics. Type(s) of Data Needed Administrative data; student transcripts; surveys Why it matters Work-based learning (WBL) opportunities are a key component of effective career pathways, offering individuals practical experiences to develop the skills they need to be successful in the workplace.1 WBL can also provide critical motivation for individuals to stay engaged and complete high school, pursue and persist in postsecondary education, and connect to a career with a pathway and high-skilled jobs.8 In particular, youth apprenticeship includes credentials and credit as an "options multiplier" that opens several pathways to individuals who complete it.9 Internship and cooperative education programs have been identified as a high-impact practice for bolstering college students’ success.2 In addition, work-based learning programs that provide occupational skills training aligned to industry demands can lead to improved employment and earnings outcomes for individuals from low-income households.3 For example, a 2012 study of the Registered Apprenticeship program, which offers structured on-the-job training combined with technical instruction tailored to meet industry needs, found significant positive impacts on lifetime earnings.4 For participants who completed the program, average career earnings were estimated to be $240,037 higher than for similar nonparticipants.There are disparities in who benefits from work-based learning programs. Black and Latino workers are proportionally represented in Registered Apprenticeship programs, but Black workers typically make significantly less than other groups upon completing the program (approximately $14 per hour compared to $26 for White workers and $31 for Latino and Asian workers).5 Among college students, Black, Latino, and first-generation students, and those from low-income households, are less likely to participate in internships; if participating, they also are less likely to be paid relative to their peers.6 The 2021 National Survey of College Internships found that 16 percent of first-generation college students participated in an internship, compared to 23 percent of other college students. Among those who participated, 54 percent of first-generation college students received compensation, compared to 62 percent of their peers. What to know about measurement Perkins V defines WBL as sustained interactions with industry or community professionals that foster in-depth engagement with career-related tasks and align with curriculum and instruction.1 To determine whether a WBL opportunity is high-quality and meaningful to individuals, policy and program leaders might consider assessing whether the opportunity: 1) has been validated by a relevant employer, 2) aligned with relevant standards, curriculum, and students' educational or career goals, and 3) offers a meaningful number of hours to support participant engagement with industry professionals.2While research is currently limited on the amount of WBL that yields better participant outcomes, one study evaluating summer youth employment programs found that the benefits to individuals increased as they increased time spent beyond the [minimum] 180 hours.3 Three of the 31 States that report WBL participation as their program quality indicator include thresholds, with the highest threshold currently set at 250 hours.4Some states and experts in the field have also developed continuums for disaggregating different types of WBL opportunities by type and intensity. Many of these frameworks outline similar four-stage continuums that align to career awareness, career exploration, career preparation, and career experience/participation.5, 6, 7 When feasible, data systems might consider disaggregating by type of WBL opportunity to better understand participant outcomes.Registered Apprenticeships are often considered a gold-standard, evidence-based WBL model. Federal data on participation in registered apprenticeships is gathered and reported annually by the U.S. Department of Labor. Federal Student Aid also records data on participation in the federal work-study program. Data on unregistered apprenticeships, internships, and other work-based learning opportunities are not currently reported systematically, making measurement at scale more challenging. Some K–12 schools and postsecondary institutions may track participation in for-credit work-based learning in their administrative and course data systems, whereas others may rely on self-reported student surveys to track participation in work-based learning more broadly. E-W Case Studies Image California's Cradle-to-Career Data System California is developing a data system that connects data from early learning, education, workforce, financial aid, and social services. View Case Study Source frameworks This indicator appeared in four source frameworks reviewed for this report. Our proposed definition draws from work from the Center for Postsecondary and Economic Success’ Framework for Measuring Career Pathways Innovation and the Bill & Melinda Gates Foundation. References 1Cotner, H., Bragg, D., Goold, G., Heiser, E., Miller, D. G., & Van Noy, M. (2021). Designing and delivering career pathways at community colleges. A practice guide for educators. What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/27 2American Association of Colleges and Universities. (2022b). High-impact practices. https://www.aacu.org/trending-topics/high-impact 3Deutsch, J. Allison-Clark, K., & Yanez, A. (2021). A research evidence scan of key strategies related to WIOA. Mathematica Policy Research. https://eric.ed.gov/?id=ED614830 4Reed, D., Yung-Hsu Liu, A., & Kleinman, R. (2012). An effectiveness assessment and cost-benefit analysis of registered apprenticeship in 10 states. Mathematica. https://www.mathematica.org/publications/an-effectiveness-assessment-and-costbenefit-analysis-of-registered-apprenticeship-in-10-states 5Hanks, A., McGrew, A., Zessoules, D. (2018). The apprenticeship wage and participation gap. Center for American Progress. https://www.americanprogress.org/article/apprenticeship-wage-participation-gap/ 6Hora, M., Colston, J., Chen, Z., & Pasqualone, A. (2021). National survey of college internships (NSCI) 2021 report. University of Wisconsin. https://ccwt.wceruw.org/the-national-survey-of-college-internships-nsci/ 7Maryland State Department of Education. (n.d.). Work-based learning continuum.https://marylandpublicschools.org/programs/pages/cte/work-based_learning.aspx 8Cahill, C. (2016). Making work-based learning work. Jobs for the Future. https://www.jff.org/wp-content/uploads/2023/09/WBL_Principles_Paper_062416.pdf 9Fuller, J., Lipson, R., Mallah, F., Pendse, G., & Snyder, R. (2022). The Options Multiplier: Decoding the CareerWise Youth Apprentice Journey.https://www.hbs.edu/ris/Publication%20Files/The%20Options%20Multiplier%20Report%2011-10-22%20Final_3258c64d-1d7b-46cf-aee1-1b3d392d8d05.pdf