#USA #Boston #Work-Based Learning #American Student Assistance #Bellwether

Progress in High School Work-Based Learning

A recent report released by American Student Assistance® (ASA) and Bellwether shines a light on the impactful advancements made in high school work-based learning (WBL) programs across ten states. The paper, titled "Making It Work: Ten Stories of Promise and Progress in High School Work-Based Learning," serves as a follow-up to a prior analysis that assessed WBL policies across all 50 states and Washington, D.C.

The ten states featured in the report are Connecticut, Illinois, Kansas, Louisiana, Maine, Maryland, New Mexico, North Carolina, Washington, and West Virginia. Each state presents unique initiatives, addressing educational, political, and economic dynamics to enhance work-based learning and improve career readiness among high school students.

Key Findings

Common Themes

Despite the differing approaches taken by each state, several shared themes emerged from the initiatives outlined in the report. One major theme is the need for a coherent definition of work-based learning, which has prompted states like Louisiana, West Virginia, Connecticut, and Illinois to refine or expand their definitions. This need is often correlated with broader updates to standards related to college and career readiness.

Furthermore, effective data collection scored high on the list of advancements. West Virginia, for example, has established a new system to track various WBL metrics, including student participation hours, wage earnings, and the attainment of relevant certificates. Illinois introduced the Illinois Work-Based Learning Innovation Network (I-WIN), offering a free virtual professional development community for over 2,300 leaders in education and the community.

Overcoming Challenges

In addition to celebrating successes, the report does not shy away from addressing the areas still requiring innovation and support. Particularly, challenges related to transportation, limited funding, and the expansion of business partnerships pose barriers to effective youth engagement in work-based learning. Communities in Maine, for instance, have initiated the hiring of school-based coordinators tasked with the critical role of identifying and connecting students with suitable local business partners.

Maryland is also tackling these challenges by enhancing its employer outreach programs. The state is focused on ensuring that collaborating businesses are equipped to support students with disabilities and understand the additional resources available to these youths.

National Implications

Julie Lammers, Executive Vice President of ASA, expressed her enthusiasm regarding the efforts put forth by states, stating that these examples will act as models for others across the nation. Work-based learning opportunities are seen as vital pathways for students to gain critical skills and improve their employability upon graduation.

David Casalaspi, associate partner at Bellwether, echoed those sentiments, highlighting how the dedication and energy demonstrated by these exemplar states provide valuable insights into building partnerships and infrastructure necessary for robust WBL programs.

Conclusion

The ASA and Bellwether report on work-based learning represents a turning point in the way educational systems approach career readiness. By focusing on data-driven practices and strategic partnerships, these ten states are paving the way for a future where students are better equipped for the workforce. Such initiatives have the potential to reshape the landscape of career education, ensuring that many young people are prepared to thrive in their post-high school endeavors, ultimately contributing to a more competent and adaptable future workforce.