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Forbes

Work-Based Learning: Addressing Scaling Challenges

Bellwether and American Student Assistance's (ASA) report, Making It Work: Ten Stories of Promise and Progress in High School Work-Based Learning, identifies nine key themes around state efforts to expand work-based learning (WBL) programs. The report is a follow-up to a 2021 study of WBL programs in all 50 states and DC, and profiles 10 states which are making progress with their efforts. In this third and final article on the report, we'll highlight some challenges that states face when implementing WBL programs at scale and how states are addressing them. Expanding business partnerships A major barrier to bringing WBL programs to scale is the lack of participating employers; there simply aren't enough work opportunities to meet demand. All 10 of the states profiled in this report expressed a desire to develop more and deeper relationships with local businesses interested in participating in work-based learning programs. In fact, many states use the number of partnerships as a metric to track WBL progress. But finding the time and resources to expand and nurture relationships is a common pain point. Some states who have succeeded in these efforts include: Building a data system High-quality data and a strong data infrastructure are key components for bringing a successful work-based learning program to scale. But due to limited funding and disparate systems, data collection and analysis remain a challenge for most states. Here's how some of them are addressing this issue: Evaluating the impact through formal assessments Without a robust data system, it's challenging to measure the impact of work-based learning initiatives or identify areas for improvement. Two states have found ways to implement formal assessments using partnerships and federal grants. In Maine, the Department of Education, site-based Extended Learning Opportunity (ELO) staff, and researchers from the University of Southern Maine are working together to collect and analyze WBL data. Over the past two years, they found that 3,374 students completed a total of 1,861 paid work experiences, that they had 6,667 engagements with business partners, and that ELO programs developed 1,992 new community and business partnerships. And in Maryland a formal evaluation of Way2Work, a federally funded work-based learning support services for students with disabilities, uncovered successes and gaps in the state's WBL program. Participating students engaged more with the Maryland Division of Rehabilitation Services and were more likely to complete high school within two years of enrolling in the program. Tackling transportation challenges Like most states, the 10 profiled in this report include urban, suburban, and rural areas. Students living in cities have access to public transportation, making it easier for them to get to WBL job sites. But students in other areas of the state have limited transportation options. To address this, Maine considered providing school bus transportation but struggled with a shortage of bus drivers. It also experimented with grant funding to pay for driver's education classes but was unable to solve the larger challenge of how to provide vehicles for students to drive. Maryland, too, cited transportation as a challenge. Many students don't have access to vehicles and for those that do, their parents expressed concern about their kids driving long distances to get to a job site. And while public transportation systems are available in urban areas like Baltimore and Metro D.C., many students live in remote areas of the state where trains and buses aren't an option. Virtual work-based learning programs can help, but many have difficulty replicating hands-on activities, team meetings, or networking opportunities. To extend high-quality work-based learning experiences to all students, including those in rural areas, states will need to find a way to solve the transportation issue. Making WBL work Based on the progress of the 10 states profiled in the report, the future is bright for work-based learning. These states have found ways to get stakeholders on the same page, grow WBL programs despite limited resources, and scale promising initiatives. And while every state is unique, this report provides valuable insights that can help bring high-quality work-based learning experiences to more students across the country. Trainees watching carpenter cutting with electric saw in workshop