[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588023-105":59,"doc-detail-588023-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-researchers-can-help-advance-understanding-of-apprenticeship-degrees-action-items-for-researchers","How Researchers Can Help Advance Understanding of Apprenticeship Degrees - Action Items for Researchers","","Apprenticeship degrees can improve career development by combining paid earn-and-learn experiences with the college degree required in many occupations. Research in the U.S. remains early, with mostly landscape analyses and case studies. The document proposes a research agenda developed through stakeholder consultation, outlining nine action areas from standard definitions and interoperable data infrastructure to cost-benefit studies, accreditation expectations, and causal impact research on education and employment outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-researchers-can-help-advance-understanding-of-apprenticeship-degrees-action-items-for-researchers/588023/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-researchers-can-help-advance-understanding-of-apprenticeship-degrees-action-items-for-researchers/588023.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the proposed definition of apprenticeship degrees?","Question",{"text":112,"@type":113},"The document recommends adopting a definition that matches Registered Apprenticeship features: industry-led paid work with wage progression, on-the-job learning, and supplemental education, culminating in a journeyworker credential and an accredited associate’s, bachelor’s, or master’s degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document emphasize standardized data collection and analysis?",{"text":117,"@type":113},"Standardized infrastructure is needed to measure participant outcomes, employer return on investment, and implementation approaches. It notes current barriers to linking data across Registered Apprenticeship, higher education, and workforce systems, which are not consistent across states.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of studies does the agenda call for to strengthen evidence?",{"text":121,"@type":113},"It calls for outcomes and causal impact studies comparing apprentice-degree participants with typical apprentices and college students, plus analysis of which learners are most likely to enroll and additional implementation, process, and design-variation studies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588023,1792919926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","How Researchers Can Help Advance Understanding of Apprenticeship Degrees  \nAction Items for Researchers  \nJulia Payne, Deborah Kobes, and John Marotta  \nApprenticeship degrees show promise in helping both workers and employers by combining a rigorous earn-and-learn approach to career development with the college degree still expected in many occupations. But research and evidence building on apprenticeship degrees in the US is at an early stage, primarily consisting of landscape analyses and case studies.  \nHere we outline which areas of research could help advance the field. We developed this agenda through extensive stakeholder consultation and refined it through a consensus-driven engagement process.  \n1. Establish a shared definition of apprenticeship degrees across practice, policy, and research.  \n» We recommend the field adopt the following definition:  \n» Apprenticeship degrees possess all the hallmarks of any Registered Apprenticeship: they are industry-led programs that offer paid work experience with wage progression, on-the-job learning, and supplemental education. Upon completion, apprentices earn both a nationally recognized journeyworker credential and an accredited associate’s, bachelor’s, or master’s degree.  \n2. Create infrastructure at the program-, state-, and national-levels for standardized data collection and analysis.  \n» Data collection is an essential step to understanding participant outcomes, employer return on investment, and implementation approaches. Currently, there are barriers to linking data between Registered Apprenticeship, higher education, and the workforce systems. While some states may have this data available, they aren’t standardized across states.  \n3. Incorporate the additional costs and benefits of degree attainment within apprenticeship programs to existing research tools that measure employer return on investment.  \n» Apprenticeship degrees are employer-driven: employers hire apprentices, supervise on-the-job learning, and create career opportunities beyond the program. Return on investment and cost–benefit studies for apprenticeship degrees can help employers better understand what it takes to make an apprenticeship program viable and generate interest.  \n4. Document and disseminate the expectations and requirements of accrediting and licensing bodies regarding apprenticeship degrees.  \n» Stakeholders we interviewed expressed mixed views on whether accrediting bodies present obstacles to establishing and operating apprenticeship degree programs. Understanding the perspectives and needs of accrediting bodies for apprenticeship degrees could help reduce this real or perceived barrier to implementation.  \n5. Launch outcomes and causal impact studies of apprenticeship degrees, comparing educational and career  \noutcomes of apprentice degree participants to typical groups of apprentices and college students, coupled with analysis of the characteristics of students most likely to enroll in these programs.  \n» Causal studies that measure participant outcomes—such as program retention, wages, retention with employers, degree attainment, attainment of other credentials, and continued education—could show the efficacy of the apprenticeship degree model compared to traditional apprenticeship or degree programs.  \n“[For someone earning a degree,] does having the apprenticeship improve the employment outcome and improve the timeline to employment? [For apprentices,] does the degree benefit people’s earnings over their lifetime versus people that didn’t get an apprenticeship degree? Does the program help them while they are on the job market get a job quicker?”  \n—Annelies Goger, director of Upskill America at the Aspen Institute  \n» Scaling apprenticeship degree programs requires apprentices who want to participate in these programs. To raise awareness among potential apprentices, researchers can study who is considering entering these programs and how recruitment varies by sector and occupa","cbCaieBcQM1ciUEw","https://ap.wps.com/l/cbCaieBcQM1ciUEw","pdf",245431,"English","# Action Items for Researchers\n## Establish a shared definition\n## Create standardized data infrastructure\n## Measure costs and benefits for employer ROI\n## Document accrediting and licensing expectations\n## Launch outcomes and causal impact studies\n## Develop implementation and process studies\n## Document program design variation\n## Evidence on who pays and affordability impacts\n## Refine priorities for educational effectiveness","[{\"question\":\"What is the proposed definition of apprenticeship degrees?\",\"answer\":\"The document recommends adopting a definition that matches Registered Apprenticeship features: industry-led paid work with wage progression, on-the-job learning, and supplemental education, culminating in a journeyworker credential and an accredited associate’s, bachelor’s, or master’s degree.\"},{\"question\":\"Why does the document emphasize standardized data collection and analysis?\",\"answer\":\"Standardized infrastructure is needed to measure participant outcomes, employer return on investment, and implementation approaches. It notes current barriers to linking data across Registered Apprenticeship, higher education, and workforce systems, which are not consistent across states.\"},{\"question\":\"What kinds of studies does the agenda call for to strengthen evidence?\",\"answer\":\"It calls for outcomes and causal impact studies comparing apprentice-degree participants with typical apprentices and college students, plus analysis of which learners are most likely to enroll and additional implementation, process, and design-variation studies.\"}]","How Researchers Can Help Advance Understanding of Apprenticeship Degrees - Action Items for Researchers | PDF",1792064058]