Work-Based Learning and Its Association With Postsecondary and Industry Credential Achievement in Pennsylvania (Poster 36)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: A Collection of Studies Covering Varied Topics of Applied Research in Schools

Abstract

Despite its increasing popularity, the academic benefits of work-based learning (WBL) opportunities are not well understood (Shields et al., 2024). Specifically, it is unclear if participation in WBL in Pennsylvania is associated with postsecondary enrollment and industry credential earning, two measures identified by the Pennsylvania Department of Education (PDE, 2024) as critical outcomes for historically underserved students. Logistic regression analyses modeled these outcomes for two graduate cohorts of Pennsylvania secondary students (N = 247,038). Results suggest that while WBL participants had slightly higher odds of postsecondary enrollment than non-participants (Exp(B) = 1.07), WBL participation was not significantly associated with industry credential earning, controlling for other factors. Findings offer mixed support for WBL as an effective intervention for academic outcomes.

Authors

• Rosemary Riccardo, Lancaster Lebanon IU13

• Brian Hutchison, Lancaster Lebanon IU13