A meta-analysis from the CTE Research Network 2.0 found that work-based learning (WBL) programs lead to positive outcomes for students. However, few WBL programs are structured to support causal research.
Through a comprehensive literature scan, the researchers identified more than 7,000 potentially relevant reports. However, only 21 quantitative studies met the study criteria of aligning with the Perkins V definition for WBL, reporting adequate data and comparing a treatment group (WBL participants) to a control group (non-participants).
The researchers examined the following set of student outcomes for these 21 studies:
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The analysis found that WBL programs yield positive and statistically significant benefits for secondary and postsecondary students. These impacts were clearest for internships, which were the most common delivery method among the studies analyzed:
- Internships (9 studies)
- Occupational simulations (4)
- Research projects (3)
- Service learning (2)
- Apprenticeships (2)
- Medical practicums (1)
Furthermore, both employer-driven (e.g., internships) and educator-driven approaches (e.g., simulations, research projects) lead to positive and statistically significant benefits when they include student interaction with employers and hands-on, career-related tasks.
When examining each type of outcome, only academic achievement and socioemotional health were found to be both positive and statistically significant. The remaining outcomes demonstrated positive but not statistically significant effects.
In addition, the evidence was limited in several other areas, including impacts for adults, impacts of apprenticeship models, and WBL’s effects on longer-term employment and earnings outcomes.
To help close gaps in the WBL research landscape, the researchers recommend that policymakers and CTE leaders support linked data systems, develop clear criteria for WBL programs, and fund educator-driven WBL when direct access to employers and workplace training is difficult.
ACTE is a lead partner in the CTE Research Network 2.0, alongside the American Institutes for Research, Boston College and the Georgia Policy Labs. Readers with any questions may reach out to ACTE’s Research and Policy Coordinator Jesus Galvan (jgalvan@acteonline.org).
