Work-based learning provides a continuum of activities — from career exploration and job shadowing to internships and apprenticeships — that help students develop technical and professional skills in an authentic work environment. While many work-based learning programs are designed and operated at the local level, several states have begun building a data collection and evaluation strategy to ensure program quality, identify and scale successful programs, and share promising practices. To support state efforts in this work, Advance CTE today released a brief that explores strategies for measuring work-based learning.

The brief is the latest installment in the “Connecting the Classroom to Careers” series, which examines the state’s role in expanding work-based learning opportunities for K-12 students. This issue highlights examples from three states that demonstrate either a systems-level or student-level approach to measuring work-based learning activities.

• In West Virginia, the Department of Education partners with industry leaders to evaluate the quality of Simulated Workplaces, student-run programs that create an authentic work environment in the classroom. Programs that fail to meet industry standards receive technical assistance from the state.

• In 2014 Tennessee adopted a new framework to improve the quality of work-based learning. Under this framework, local districts conduct their own program evaluations and strive for continuous program improvement. The state supports local efforts through a toolbox of surveys, rubrics and other resources.  

• And in Massachusetts, the Department of Elementary and Secondary Education uses a work-based learning plan to evaluate skill gain for students participating in the School to Career Connecting Activities Initiative. Worksite supervisors assess students on technical and professional skills at least twice during the course of the program, allowing the state to measure skill gain against a baseline.

The brief, Measuring Work-based Learning for Continuous Improvement, is available on the Learning that Works Resource Center. Other titles in the series explore Setting a Statewide Vision, Removing Legal Barriers, and Leveraging Intermediaries to Expand Work-based Learning.

To learn more about work-based learning, be sure to sign up for Advance CTE’s fall meeting, which will take place in Baltimore, MD between October 17 and 19. The convening will feature a session on state strategies for measuring and scaling work-based learning. Register by August 31 to receive the early bird discount.

Austin Estes, Policy Associate

Tags: Connecting Activities, Data Collection, Massachusetts, Measuring Work-based Learning, Program Evaluation, Simulated Workplace, tennessee, West Virginia, work-based learning

This entry was posted on Thursday, August 25th, 2016 at 11:43 am and is filed under Public Policy, Publications, Research. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.