Work-Based Learning for All: Changes in Internship and Cooperative Education Participation Over Time

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.