Building Robust District Work-Based Learning Data Collection Systems - March 2024

Oct 15, 2026

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Building robust district work-based learning data collection systems addresses how Career and Technical Education (CTE) districts can design evidence-ready processes for gathering, validating, and using work-based learning (WBL) data. The report outlines the need for rigorous causal research, the policy and district roles driving data work, and a structured methodology. It profiles featured districts and practices, specifies resources and required data elements, describes data entry and quality-monitoring workflows, and discusses data use, experience quality, and cross-cutting findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages39

Reading Time1 h 38 min

AccessFree to download

Introduction

Purpose of This Report

Background

Need for Rigorous Evidence

The Challenge of Data Collection

The Policy Imperative

The Role of Districts

WBL Data Needed for Causal Research

Methodology

Profiled Districts

Featured Practices

Resources Required for Robust Data Systems

State Accountability Context

Data Elements Collected

Data Collection Systems: Data Entry and Quality-Monitoring Processes

Data Use

Quality of WBL Experiences

Cross-Cutting Findings

What practices show promise for generating more robust WBL data?

Building Robust District Work-Based Learning Data Collection Systems MARCH 2024 Katherine A. Shields | Bryan C. Hutchins | Kelly Reese Edward C. Fletcher | Katherine Hughes American Institutes for Research® March 2024 Authors: Katherine A. Shields, Education Development Center; Bryan C. Hutchins, University of North Carolina at Greensboro; Kelly Reese and Katherine Hughes, American Institutes for Research; and Edward C. Fletcher, The Ohio State University The work of the Career and Technical Education (CTE) Research Network lead is supported by the Institute of Education Sciences (IES) at the U.S. Department of Education, with funds provided under the Carl D. Perkins Career and Technical Education Act through Grant R305N180005 to the American Institutes for Research (AIR) . The content of this publication and the opinions expressed are those of the authors and do not represent the views of the Institute orthe U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. Project Officer: Corinne Alfeld, Institute of Education Sciences CTE Research Network Principal Investigator: Katherine Hughes, American Institutes for Research CTE Research Network Co-Principal Investigator: Shaun Dougherty, Boston College This report is in the public domain. While permission to reprint this publication is not necessary, it should be cited as: Shields, K. A. , Hutchins, B. C. , Reese, K. , Fletcher, E. C. , & Hughes, K. (2024) . Building robust district work-based learning data collection systems. American Institutes for Research, Career and Technical Education Research Network. [https://cteresearchnetwork.org/resources/district-work-based-learning-data-collection](https://cteresearchnetwork.org/resources/district-work-based-learning-data-collection) Acknowledgments The team would like to thank the many individuals who contributed advice and contextual information to this report, including the research team members and Work-Based Learning Advisory Committee of the Career & Technical Education (CTE) Research Network; members of the Work-Based Learning Division within the Association for Career & Technical Education (ACTE); Svetlana Darche, from WestEd; Roger Hanagriff, from the Agricultural Experience Tracker; and Brooke Rice and Stephanie Lapera, from NAF (National Academy Foundation) . We would also like to extend our deep gratitude to the school district staff members who gave their time to participate in interviews for this report: Mike Trego, Debbie Kirk, Jeffrey Billings, Ashley LoCasto, Antoinette Latch, and Ann Terranova from the Appoquinimink School District in Delaware; Nicole Litchko and Courtney Stahlman from Collier County Schools, and Alex Breault at FutureMakers Coalition in Florida; Kristen Boroski, Jeff DeLong, Amber Neulinger, and Brad Berrett from Fresno Unified School District, in California; Jason Van Nus, Lowndes County Schools, Georgia; James Michlig, Muskego-Norway Schools, Wisconsin; and Tanya Alcaraz, Wendy Tomaschow, Kathy Mackay, Robert Papp, Emily Breese , and Stephanie Merrell (Fort Collins Area Chamber of Commerce) , from Poudre School District, in Colorado. Finally, we would like to thank Caleb Thompson, from The Ohio State University, and Madelyn Johnson, from the Education Development Center, for their assistance in developing the report; and Colleen McLelland, from AIR, for her general support of the research team. Contents Page Introduction ................................................................................................................................. 1 Purpose of This Report ........................................................................................................... 1 Background ................................................................................................................................2 Need for Rigorous Evidence .....................

FAQs

What problem does the report target regarding work-based learning (WBL) data?

The report focuses on the challenge districts face when collecting WBL data in ways that support rigorous evidence, including causal research needs.

How does the report describe district roles in building data collection systems?

It explains the policy imperative and the role of districts, emphasizing what WBL data districts must gather and how systems should be organized to enable reliable use.

What components of the data system are covered in the report?

The report covers required data elements, data entry and quality-monitoring processes, data use, and how to evaluate the quality of WBL experiences.

Oct 15, 2026

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