Work-Based Learning for All: Changes in Internship and Cooperative Education Participation over Time
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| Title: | Work-Based Learning for All: Changes in Internship and Cooperative Education Participation over Time |
|---|---|
| Language: | English |
| Authors: | Jay Plasman, Noemi Linares Ramirez |
| Source: | Journal of Career and Technical Education. 2025 40(2). |
| Availability: | Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: https://journalcte.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Work Based Learning, Educational Policy, Public Policy, Federal Government, Government Role, Educational Legislation, Career and Technical Education, Federal Legislation, Internship Programs, Cooperative Programs, Student Characteristics, Institutional Characteristics, High School Students, Longitudinal Studies, Access to Education, Disproportionate Representation |
| Laws, Policies and Program Identifiers: | Carl D Perkins Career and Technical Education Improvement Act 2006 |
| Assessment and Survey Identifiers: | Education Longitudinal Study of 2002 (NCES), High School Longitudinal Study of 2009 (NCES) |
| ISSN: | 1531-4952 1533-1830 |
| Abstract: | Over the past two decades, there has been an increasing focus on encouraging high schools to promote both college and career readiness in the United States. Through federal legislation, one particular area of emphasis has been a renewed interest in promoting work-based learning (WBL) and improving access and opportunity for traditionally underrepresented student populations. Using two nationally representative datasets, we explore how changes to the federal policy governing WBL and associated educational programming (the Perkins IV legislation) may relate to changes in WBL participation over time for key subpopulations of students. Our main results suggest there was a significant increase in WBL participation over time with female students showing a particular increase relative to male students, and students with disabilities becoming less likely over time to participate relative to non-disabled students. Given the benefits associated with WBL in general, we suggest this growth is a positive trend, and call on states and districts to continue to grow partnerships with local industry to continue to open access to such opportunities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494518 |
| Database: | ERIC |
| Abstract: | Over the past two decades, there has been an increasing focus on encouraging high schools to promote both college and career readiness in the United States. Through federal legislation, one particular area of emphasis has been a renewed interest in promoting work-based learning (WBL) and improving access and opportunity for traditionally underrepresented student populations. Using two nationally representative datasets, we explore how changes to the federal policy governing WBL and associated educational programming (the Perkins IV legislation) may relate to changes in WBL participation over time for key subpopulations of students. Our main results suggest there was a significant increase in WBL participation over time with female students showing a particular increase relative to male students, and students with disabilities becoming less likely over time to participate relative to non-disabled students. Given the benefits associated with WBL in general, we suggest this growth is a positive trend, and call on states and districts to continue to grow partnerships with local industry to continue to open access to such opportunities. |
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| ISSN: | 1531-4952 1533-1830 |
