School-to-Work Revisited: Did Work-Based Learning Experiences Improve Prospects for Students in Career and Technical Education?

Abstract

Using nationally representative data from the Education Longitudinal Study of 2002, this study examined the relationship between work-based learning experiences and outcomes related to income and educational attainment. The sample consisted of 588 participants self-identified as students in career and technical education. Work-based learning experiences were categorized as the variables: participation in skills competition, co-operative education, internships, job shadowing, and mentoring. The researchers analyzed data using ordinary least squares regression. Contextualized in the aftermath of the School-to-Work Opportunities Act of 1994, this study includes descriptive information on CTE students’ work-based learning participation and recommendations for future research.