Setting the Stage for Scaling Apprenticeship Degrees: Priorities for Research, Policy, and Practice. Research Report
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| Title: | Setting the Stage for Scaling Apprenticeship Degrees: Priorities for Research, Policy, and Practice. Research Report |
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| Language: | English |
| Authors: | Deborah Kobes, John Marotta, Julia Payne, Urban Institute |
| Source: | Urban Institute. 2026. |
| Availability: | Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org |
| Peer Reviewed: | N |
| Page Count: | 47 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Arnold Ventures Strada Education Foundation |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Apprenticeships, Academic Degrees, Associate Degrees, Bachelors Degrees, Masters Degrees, Definitions, Educational Policy, Educational Practices, Educational Research, Stakeholders, Mentors, Communities of Practice, Educational Finance, Accreditation (Institutions), Certification, Educational Benefits |
| Abstract: | Apprenticeship degrees are relatively new but they have the potential to benefit both apprentices and employers, as well as harmonize the workforce and postsecondary education systems. As interest in apprenticeship degrees grows from the field, it will be important for key stakeholders to coalesce around priorities for practice, policy, and research to scale the model while also advancing impact. This report explores the current definitions of apprenticeship degrees and proposes a shared national definition. It lays out the potential value and risks of the apprenticeship degree model and explores the current state of practice, as well as several key areas of need related to institutions, employers, and partnerships that practitioners identify as essential to effectively advancing quality programs. It also considers examples of policy that currently facilitate the adoption of apprenticeship degrees and potential areas of state and federal policy innovation. The report describes existing research about apprenticeship degrees and outlines interest in research priorities that span outcome and impact studies as well as interest and viability in apprenticeship among higher educational institutions, employers, and apprentices. Across practice, policy, and research, the authors set forth an agenda developed through a review of literature and extensive stakeholder consultation and revised through a consensus-driven engagement process. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED681291 |
| Database: | ERIC |
| Abstract: | Apprenticeship degrees are relatively new but they have the potential to benefit both apprentices and employers, as well as harmonize the workforce and postsecondary education systems. As interest in apprenticeship degrees grows from the field, it will be important for key stakeholders to coalesce around priorities for practice, policy, and research to scale the model while also advancing impact. This report explores the current definitions of apprenticeship degrees and proposes a shared national definition. It lays out the potential value and risks of the apprenticeship degree model and explores the current state of practice, as well as several key areas of need related to institutions, employers, and partnerships that practitioners identify as essential to effectively advancing quality programs. It also considers examples of policy that currently facilitate the adoption of apprenticeship degrees and potential areas of state and federal policy innovation. The report describes existing research about apprenticeship degrees and outlines interest in research priorities that span outcome and impact studies as well as interest and viability in apprenticeship among higher educational institutions, employers, and apprentices. Across practice, policy, and research, the authors set forth an agenda developed through a review of literature and extensive stakeholder consultation and revised through a consensus-driven engagement process. |
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