Work-Based Learning | Career and Technical Education
AIR focuses on designing and implementing robust work-based learning systems, supporting states and districts in coordinating policies and processes, sharing innovative practices, and reviewing evidence to improve outcomes.
Work-based learning is a core practice of career and technical education (CTE). We are supporting states, districts, and postsecondary institutions in better coordinating work-based learning opportunities, lifting up and sharing innovative practices in work-based learning tracking and measurement, and reviewing the evidence on work-based learning.
Our Projects
Bolstering Workforce Pathways at City Colleges of Chicago
Through collaboration with district leadership from the City Colleges of Chicago, AIR supported the development of the City Colleges of Chicago Work-Based Learning Implementation Guidance. District leaders recognize that work-based learning (WBL) offers a unique opportunity for students to develop critical knowledge and skills related to their chosen career pathway; apply classroom academic content with real-world, hands-on learning; and establish a foundational professional network. The purpose of this guidebook is to articulate the minimum expectations that promote rigor and consistency in how WBL opportunities are offered to students across the seven institutions comprising City Colleges of Chicago.
Building Robust District Work-Based Learning Data Collection Systems
This project documented promising practices and innovations in six school districts for work-based learning data collection and use. The report provides examples from the districts of different approaches to staff involvement and training, technology needs and platforms, varying means of capturing the data, and best use of the data. The findings can help state and district leaders improve work-based learning data collection and programming at the secondary level.
New Hampshire Work-Based Learning Measures
AIR collaborated with the New Hampshire Department of Education to establish a unified definition of work-based learning. AIR developed tools to help educators, employers, and students in evaluating whether their experiential learning aligned with this unified definition. In addition, AIR provided support in developing New Hampshire's capacity to use the tool and apply its insights.
From Classroom to Career: Work-Based Learning for Indiana’s Students
Educators in Indiana are using innovative approaches to work-based learning to help prepare students for the careers of tomorrow. This documentary from REL Midwest, led by AIR, and Ball State PBS, spotlights three models of work-based learning in Indiana high schools—an internship, an apprenticeship, and a school-based enterprise—as well as practices the schools are using to strengthen their programs and the benefits for students. AIR work-based learning expert Katherine Hughes is featured in the documentary.
Implementing Lean Process Management for Aurora School District Work-Based Learning Policies
The Aurora Public Schools (APS) District and AIR are collaborating to create a cohesive work-based learning ecosystem involving district and school-based stakeholders and external partners and employers. AIR’s experienced team worked with APS leadership to visualize and document the current state of their work-based learning internal processes. AIR analyzed these processes to identify key strengths, gaps, redundancies, and opportunities. Additionally, AIR synthesized strengths and best practices from various central office departments to develop a unified implementation method for the 2023-2024 school year.
Work-Based Learning: Evidence Review and Synthesis
In 2023, the CTE Research Network published a systematic evidence review and meta-analysis of the rigorous research on high school CTE spanning the last twenty years. The report highlights the many positive impacts of CTE on student outcomes, as well as gaps in the research literature. For the CTE Research Network 2.0, AIR is conducting a new systematic evidence review focused on a key component of many students’ CTE experiences: work-based learning.
Evaluation of the Efficacy of the Virtual Enterprises Program
School-based enterprises, where students operate a business that produces and sells goods or services, represent a type of work-based learning. This study aims to provide the first causal evidence on the effectiveness and cost-efficiency of Virtual Enterprises, a year-long course where students operate a virtual company.
