In recent years, career and technical education (CTE) programs that include quality work-based learning (WBL) opportunities for students have gained significant traction among educators, policymakers, and stakeholders as an effective way to prepare students for the labor market. However, a lack of data on WBL—which many CTE students participate in—prevents the field from knowing what, if any, contribution WBL makes to student outcomes with CTE.

To inform and encourage expanded WBL data collection, a cross-Network research team documented promising practices and innovations in six school districts that have gone beyond typical data collection and use for work-based learning. Such data have great value not only for researchers, but also for practitioners in managing and improving their programs. District leaders may use this report to examine ways in which local policies and data collection efforts drive local WBL implementation, monitoring, and improvements. The findings also have implications for state leaders who are adding WBL to their longitudinal data systems and accountability models with local policies, practices, and constraints to consider.

For key takeaways, see the following companion resources:

• Innovation Through Data: Tracking and Measuring Work-Based Learning, reprinted from March 2024 Techniques magazine, a publication of the Association for Career and Technical Education (ACTE)
• Sharing Highlights from the Study of Work-Based Learning District Data Systems, Network Convening breakout presentation slides (March 20, 2024)