Impacts of Work-Based Learning Programs on Student Outcomes - A Systematic Review and Synthesis - June 2026

Oct 15, 2026

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Systematic review and synthesis examining how work-based learning programs affect student outcomes. The study summarizes evidence across included research, detailing variables and definitions, search and screening procedures, and the characteristics of eligible studies. It presents meta-analysis results, estimated impacts by program participants and program types, and identifies evidence gaps. The report concludes with overall findings, limitations, and implications for practice and future research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages56

Reading Time2 h 21 min

AccessFree to download

Introduction: What Is Work-Based Learning?

Our Study

Key Findings

Our Approach

Variables and Definitions

Searching and Screening

Findings

Characteristics of Included Studies

Meta-Analysis on the Impacts of Work-Based Learning

Evidence Gaps

Conclusions

Limitations

Implications

References

Appendix

Impacts of Work-Based Learning Programs on Student Outcomes A Systematic Review and Synthesis JUNE 2026 Laura E. Michaelson | Kelly Reese | Kristin Kelley | Megan O. Iacocca | Rebecca R. Steingut | Susan Bowles Therriault American Institutes for Research® Shaun Dougherty Boston College | [CTEResearchNetwork.org | CTEResearchNetwork@air.org](CTEResearchNetwork.org | CTEResearchNetwork@air.org) The work of the CTE Research Network 2.0 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 R305N230016 to the American Institutes for Research (AIR) . The work of the Network member projects is supported by the Institute. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education. Acknowledgments We would like to express our appreciation to members of the screening and coding team, along with other team members who substantively contributed to one or more phases of this review: Chelsi Campbell, Katelyn Caton, Emma Cohen, Charlie Ebersole, Amy Feygin, Rebecca Fil, Katherine Hughes, and Reanin McRoberts. We would also like to thank our former IES program officer, Corrine Alfeld, for support and guidance in the early stages of this work. Contents Page Acknowledgments ...................................................................................................................... ii Introduction: What Is Work-Based Learning? ............................................................................. 1 Our Study ................................................................................................................................2 Key Findings ...........................................................................................................................3 Our Approach .............................................................................................................................4 Variables and Definitions ........................................................................................................4 Searching and Screening........................................................................................................7 Findings ......................................................................................................................................9 Characteristics of Included Studies .........................................................................................9 Meta-Analysis on the Impacts of Work-Based Learning ....................................................... 11 Evidence Gaps...................................................................................................................... 16 Conclusions .............................................................................................................................. 19 Limitations ................................................................................................................................20 Implications...............................................................................................................................21 References ...............................................................................................................................24 Appendix...................................................................................................................................27 Exhibits Page Exhibit 1. Typical continuum of work-based learning .................................................................. 1 Exhibit 2. Defining key variables, categories, and designations .................................................5 Exhibit 3. Study identification review process .............................................................................7 Exhibit 4. Numbe

FAQs

What is the main purpose of this report?

To examine the impacts of work-based learning programs on student outcomes through a systematic review and synthesis, including meta-analysis of eligible studies.

How does the report define and operationalize key concepts?

It specifies variables and definitions and presents them in an exhibit, supporting consistent classification across included research.

What kinds of evidence gaps does the report address?

It highlights areas where research coverage is limited, such as differences in measured outcomes, study design frequency, and how often outcomes are assessed across program types.

Oct 15, 2026

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