Policy and Research

Programs

The New England Learn and Earn Challenge

The Learn and Earn Internship Challenge by the Strada Education Foundation, is a multi-phase initiative designed to build a sustainable and scalable internship ecosystem across the six New England states. This project is a partnership between the Burning Glass Institute (BGI) and the New England Board of Higher Education (NEBHE), with a goal to create 10,000 new paid, high quality Learn-and-Earn (LAE) internships for postsecondary students over the next three years. The initiative will increase awareness of the economic value of internships, influence policy development, and foster equity in work-based learning experiences. Ultimately, it will contribute to national discourse on internships as a bridge between academic training and career readiness.
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Learn and Earn Challenge’s Resource Hub

The purpose of the Learn and Earn Challenge’s Resource Hub is to inform efforts by key stakeholder groups in working to notably expand and scale high-quality internship and work-based learning opportunities in New England. Such groups include leaders of postsecondary institutions, policy makers, employers, business and industry associations, and others.

Select one of the tabs below to learn more.

Impact: Research findings on the effects of internships and work-based learning on students, employers, and the barriers to access.

The Resource Hub dedicates this section to three categories influencing internship and workforce development: student benefits, employer benefits, and barriers (encompassing equity gaps). For each category, we provide report summaries featuring innovative, timely findings and actionable takeaways that underscore the various impacts on internships.

Benefits to Students

The 2022 report from Strada Education Network, “The Power of Work-based Learning” by Nicole Torpey-Saboe, Elaine W. Leigh, and Dave Clayton documents many of the benefits that students experience when they participate in internships or other work-based learning (WBL).

Higher Earnings

Paid internships are linked to higher earnings after graduation. Students who completed paid internships during their undergraduate education earn more in their first jobs compared to those who did not.
Other forms of work-based learning are not associated with an earnings premium a year after graduation.
The average increase in annual wages for students with paid internships is $3,096 one year after graduation.

Higher Career Satisfaction

Students who participated in work-based learning have higher levels of career satisfaction.
Students are more likely to report that their education helped them achieve their goals and was worth the investment.

Higher Career Confidence

Paid internships boost students' confidence in their career prospects and in the value of their education.
Students with paid internships feel more knowledgeable about career opportunities and more supported by their postsecondary institution—and are more likely to recommend their school to others.

Access Concerns

Disparities exist in access, however, with Black and Latino students, women, low-income, and first-generation students being less likely to experience paid internships. This remains true when controlling specific types of majors.

Data for the report are drawn from three primary sources:

U.S. Department of Education Baccalaureate and Beyond Longitudinal Survey: The survey provides data on the economic outcomes for alumni who had work-based learning experiences during their undergraduate education.
2021 Strada-Gallup Education Survey: This survey offers insights into economic mobility, employment stability, and social benefit economic and non-economic [1] differences between those who experienced work-based learning and those who did not.
2021 Strada-College Pulse Survey: This survey provides data on the experiences of current college students and the post-graduation outcomes of alumni.

Conclusion:

The Strada report underscores the powerful impact of paid internships on students’ post-graduation outcomes, linking them to higher earnings, greater career satisfaction, and increased confidence in navigating their professional paths. However, it also highlights persistent equity gaps in access to these opportunities, especially among students of color, women, low-income, and first-generation students—indicating a clear need for intentional strategies to broaden participation in paid work-based learning.

[1] Non-economic: Not relating to trade, industry, or money i.e., More positive perceptions about the value of education. Higher career satisfaction. Stronger feelings of goal achievement (p.10)

The “National Survey of College Internships (NSCI),” conducted by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin–Madison, provides comprehensive insights into internship experiences among U.S. college students. The 2021 pilot study surveyed 12,130 students across 17 institutions, focusing on three key areas: prevalence and purpose, quality, and equitable access to internships.

Prevalence and Purpose

Participation Rate: Only 21.5% of surveyed students had completed an internship, indicating limited engagement in such experiences.
Travel Distance: Students traveled an average of 315 miles from their home to an internship, suggesting potential geographic and financial barriers.
Intent vs. Participation: A significant number of respondents, 67.3% of non-interns (6,407 students) had expressed interest in internships but were unable to participate, highlighting a gap between desire and opportunity.

Quality of Internships

The NSCI utilized the Internship Scorecard to assess internship quality, focusing on:

Supervision: The level and effectiveness of guidance provided during internships.
Skill Development: Opportunities for interns to acquire and enhance relevant skills.
Alignment with Career Goals: The extent to which internships supported students' professional aspirations.

Findings indicated variability in these quality measures, emphasizing the need for standardized, high-quality internship experiences.

Equitable Access

The study revealed disparities in internship access based on demographics:

Barriers Identified: 67.3% of students faced obstacles such as heavy course loads, financial constraints, lack of childcare, and insufficient information about opportunities.
Demographic Disparities: Underrepresented groups, including first-generation students, students of color, and students with limited resources, encountered more significant challenges in securing internships.

Data Collection and Participant Profile

Methodology: An online survey was administered to 16,191 students, with a 23.5% response rate (3,809 students). After data cleaning, 3,579 complete responses were analyzed.
Participant Criteria: Students in the latter half of their degree programs (juniors and seniors at four-year institutions; second-year students at two-year institutions) were targeted.
Incentives: Participants received a $5 cash incentive to encourage survey completion.

Conclusion

The NSCI findings highlight significant gaps in internship participation, quality, and access, with many students—particularly from underrepresented backgrounds—facing structural and financial barriers. These insights point to the urgent need for more equitable, well-supported, and purposefully designed internship programs that align with students’ career goals and life circumstances.

Benefits to Employers

Researchers, educational and CTE program providers, and employers indicate that providing internships and work-based learning opportunities offers multiple potential benefits to the employer, including the below points. Resources such as “How Work-Based Learning Can Bring Employers and Students Together” (2019) from RAND, “13 Benefits of Work-Based Learning for Students, CTE Programs, & Employers” (2024) from iCEV, and “Benefits of internships for employers: Why project-based internships are a game-changer for your business” (2024) from Riipen expand upon these findings.

Talent Discovery and Recruitment: Internships are a cost-effective recruiting channel, allowing employers to scout and nurture potential full-time hires. Companies that retain interns as full-time employees often see higher retention rates compared to other hiring methods. 
Cost-Effective Recruitment: Internships serve as a cost-effective recruitment strategy. Employers can evaluate interns' performance and fit with the company before making full-time hiring decisions. 
Innovation and Fresh Perspectives: Interns bring new ideas and the latest knowledge from their academic experiences, which can drive innovation and provide a competitive edge.
Enhanced Productivity: Interns can contribute to ongoing projects, helping to increase overall productivity. They can take on tasks that free up full-time employees to focus on strategicon strategic initiatives. 
Diversity and Inclusion: Internship programs can promote diversity within the workplace by providing opportunities to a wide range of students from different backgrounds. 
Leadership Development: Mentoring interns helps build stronger leaders within the organization as employees develop their coaching and leadership skills. 
Talent Pipeline: Internships allow employers to identify and train potential future employees, creating a pipeline of skilled workers who are already familiar with the company’s culture and processes. 
Reduced Turnover: By integrating interns into the workforce, companies can reduce turnover rates as these individuals are more likely to be retained by the company long-term.
Flexibility in Project Management: Internships allow companies to explore new projects with minimal risk, offering flexibility in testing new market strategies.

Conclusion:

Internships and work-based learning programs offer employers a range of strategic advantages, from discovering and cultivating future talent, to enhancing diversity and innovation within their organizations. These programs serve as a cost-effective recruitment and retention tool, while also increasing productivity and providing opportunities for leadership development among existing staff. By engaging interns, companies gain fresh perspectives, support ongoing projects, and build a reliable talent pipeline aligned with their culture and goals.

The 2023 research publication by the Harvard Project on the Workforce, “The College-to-Jobs Playbook,” provides a comprehensive taxonomy of college-to-jobs programs and policies, utilizing a review of academic research to evaluate them using criteria such as:

The prevalence of research supporting the intervention
The strength of evidence for the intervention’s improvement of students’ economic outcomes
The prevalence in practice in the U.S.
The ease of implementation for postsecondary institutions and their ecosystem partners

It defines internships as: “Short-term work experiences that help students gain entry-level exposure and applied experience in a particular industry, field, or organization.”

In evaluating internships against the four criteria, the research found:

1 - Prevalence of Research Supporting Internships

Internships are well-studied, with a substantial body of research supporting their effectiveness. Internships have been extensively researched, with numerous studies examining their impacts on various student outcomes.

2 - Strength of Evidence for Internships’ Improvement of Students’ Economic Outcomes

There is strong college. Research shows internships can significantly improve students' economic outcomes, including higher wages and better employment prospects. However, the impact varies depending on whether the internship is paid or unpaid, and voluntary or mandatory.

3 - Prevalence of Internships in Practice in the U.S.

Internships are prevalent in practice across the U.S. They are commonly implemented in many postsecondary institutions and are a popular method for students to gain practical experience in their field of study. The report highlights that internships are widely adopted and facilitated through independent marketplaces.

4 - Ease of Implementation of Internships for Postsecondary Institutions and Their Ecosystem Partners

Internships are relatively easy to implement compared to other interventions. They tend to be lower-touch and lower-cost, often building on existing college structures or marketplaces. Ensuring internships are structured, with clear expectations and mentorship, can enhance effectiveness and accessibility.

Research Evidence of Internships’ Impact

According to the report’s analysis, the research evidence related to internships includes:

Strong Evidence - Higher Earnings: Internships contribute to higher earnings after college. The impact on earnings varies depending on whether the internship is paid or unpaid, or voluntary or mandatory
Strong Evidence - Academic Outcomes: Internships positively impact academic outcomes, including higher grade point average, higher college retention rates, higher likelihood of attending graduate school, and higher inclination for lifelong learning.
Mixed Evidence - Human Capital: Internships help increase human capital by providing students with entry-level exposure and applied experience in a particular industry, field, or organization.
Strong Evidence - Employer Benefits: Internships benefit employers by interns performing needed job tasks and saving recruitment and training costs.

Conclusion

The College-to-Jobs Playbook affirms that internships are a well-researched, widely implemented, and relatively low-cost intervention with strong evidence of positive impacts on students’ economic and academic outcomes. Internships consistently contribute to higher post-graduation earnings and improved academic performance, while also offering clear benefits to employers. However, the quality and effectiveness of internships can vary based on factors like compensation and program structure. Accordingly, intentional design and implementation remain key to maximizing their impact.

Barriers

The June 2024 "Building Better Internships: Understanding and Improving the Internship Experience" report from the Strada Education Foundation offers an in-depth analysis of the current state of internships in higher education. With data from the 2023 National Survey of College Internships, the report provides an in-depth analysis of the various factors related to student access to internships. Key factors from this report include the following:

Financial Barriers:

Unpaid Internships: A significant portion of internships are unpaid (31% for four-year students, 50% for two-year students), making them inaccessible for students who need income. Unpaid internships are disproportionately undertaken by low-income students, students of color, and female students.
Need to Work Existing Job: Many students who wanted an internship reported that needing to work at their current job prevented them (33% of four-year, 40% of two-year students). This was less likely to be a barrier for male and continuing-generation students [1].
Insufficient Pay: Even for paid roles, low pay was a barrier for many (25% of four-year, 20% of two-year students). This was also less likely to be cited by male and continuing-generation students.

Time Constraints: Carrying a heavy course load was reported as a major obstacle by a large percentage of students (58% of four-year, 40% of two-year students).

Lack of Information/Guidance: Many students reported being unsure how to find an internship. This was the most common barrier for two-year students (45%) compared to four-year students (28%). The report also mentions that students may lack access to networks or mentors to provide information.

Availability of Opportunities:

Students reported a lack of internship opportunities in their specific field of study (33% of four-year, 28% of two-year students).
Many students applied for internships but were not selected (38% of four-year, 18% of two-year students).

Logistical Issues: Lack of transportation was a barrier for 18% of four-year and 15% of two-year students, especially impacting Hispanic, Black, and students of other races/ethnicities.

Student Background: Access is not equitable across all populations. First-generation students were more likely to face financial barriers. Low-income and first-generation students often struggle due to lack of social capital.
Field of Study: Internship participation rates vary significantly depending on the student's major.

Conclusion

In essence, this report highlights that while many students desire internships, significant barriers related to finances, time, information, opportunity availability, and logistics prevent participation, with these challenges often impacting specific student populations more acutely.

[1] . Continuing-generation college students are defined as students who have at least one parent who had some postsecondary education experience. (https://nces.ed.gov/)

Equity in Internship Participation – Understanding Barriers Faced by Students

Research indicates that internships can have multiple positive effects on participating students. But access and participation across groups can vary. This summary includes multiple research sources that cite similar types of barriers that students face while pursuing an internship—and the impact that these barriers have on equitable participation, particularly for first-generation students.

Financial, Sociocultural and Institutional Barriers

This November 2019 research brief from the University of Wisconsin-Madison Center for Research on College-Workforce Transitions, titled “Closing the doors of opportunity: How financial, sociocultural and institutional barriers inhibit access to college internships" by Matthew T. Hora, Matthew Wolfgram, and Zi Chen investigates this. It identifies three different types of obstacles to equitable internship participation: financial, sociocultural, and institutional barriers. These include:

Financial

Barriers to working students
Unpaid or limited paid internships
Geographic variations in the availability of experiences, including relocation costs and higher living costs in cities where opportunities exist

Sociocultural

Limited social and professional networks and contacts
Limited alumni and institution networks
Lack of understanding of the value and benefit of internships

Institutional

Limited social and professional networks and contacts
Limited alumni and institution networks
Lack of understanding of the value and benefit of internships

The report’s survey data indicated that of students who had not participated in an internship, 64% desired to do so. They also cited specific barriers to their participation:

Need to work at a current paid job (60%)
Heavy course load (56%)
Lack of internships in students’ discipline or field (45%)
Insufficient pay (33%)
Lack of transportation (19%)
Lack of childcare (9%)

Many students face a combination of such barriers.

The report also analyzed the ways in which these obstacles to participation varied across different student characteristics. Of note:

43% of students working full-time reported the barrier of insufficient pay offered by internships and 85% noted the barrier of needing to work at their current jobs
68% of students who are part-time at their institutions reported the obstacle of working at their current jobs
65% of first-generation students reported the barrier of working at their current jobs
60% of full-time students reported the barrier of a heavy course load
21% of students reported access to transportation as a problem

The report notes that while research clearly demonstrates the significant benefit and high impact of internship participation, it often fails to acknowledge the sizeable barriers associated with scaling participation. Specifically:

“…Internships are more akin to study abroad programs (which are also a [high impact practice]) in that they are largely inaccessible to students who may not have sufficient financial capital, social networks, and especially free time outside of work or familial obligations” (p. 26).

Conclusion

The research brief demonstrates that internships offer valuable benefits, yet many students—especially those who are first-generation, working, or low-income—face substantial financial, sociocultural, and institutional barriers to participation. These include the need to maintain paid employment, lack of compensation or transportation, and limited advising or access to internship networks. Despite high interest in internships, access remains inequitable, showing the need for reform and for support structures to ensure all students can benefit from these experiences.

Intersectional Amplification of Barriers to College Internships

A May 2020 study from the University of Wisconsin’s Center for Research on College Workforce Transitions, “On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis” by Matthew Wolfgram, Brian Vivona, and Tamanna Akram, draws from literature identifying complex barriers to internship participation. These barriers are amplified for underrepresented groups and for students facing financial challenges. It also provides qualitative case studies to illustrate. It cites barriers and contextual factors that intersect to increase challenges that include:

Financial, including low or unpaid internships
Other work responsibilities and the inability to forgo such wages
Familial obligations
Geographic factors that impact time, travel, and relocation costs
Social and cultural factors including social networks, knowledge of how to access internships, and feelings of insecurity
Institutional factors, including limited resources to support internships and readiness

Conclusion

This study highlights how barriers to college internship participation are not only numerous but often compounded for students from underrepresented groups, particularly those who are low-income. Financial pressures, work and family responsibilities, limited social capital, and inadequate institutional support intersect and increase obstacles. These overlapping challenges emphasize the need for more inclusive internship models and support systems that account for students’ diverse lived experiences.

The 2017 report titled “What Do We Know About the Impact of Internships on Student Outcomes?" by Matthew T. Hora, Matthew Wolfgram, and Samantha Thompson from the Center for Research on College-Workforce Transitions identify best practices for designing impactful internship programs.

Purpose of the Report

The primary objectives of the report are to:

Evaluate the current empirical evidence on how internships influence student outcomes such as employability, academic performance, and career development.
Identify key design characteristics of internships that contribute to positive student experiences and outcomes.
Highlight gaps in the existing research and suggest areas for future study to inform policy and practice.

Key Findings on Student Outcomes

Positive Impacts with Caveats: Internships are generally associated with improved employability, enhanced academic outcomes, and clearer career goals. However, the evidence regarding long-term effects on employment and wages is mixed, and more rigorous studies are needed to establish these relationships conclusively.
Importance of Internship Design: Specific features of internships—such as effective job-site mentoring, opportunities for autonomy, appropriate compensation, and engagement in meaningful tasks—are crucial for maximizing student satisfaction and motivation to pursue related careers.
Need for Standardization: There is a lack of a universally accepted definition of what constitutes an "internship," leading to inconsistencies in program implementation and evaluation across different institutions and disciplines.
Institutional and Employer Roles: Successful internship programs often involve careful planning, robust institutional support systems, coordination between academic programs and job-site mentors, and a network of employers committed to hosting interns.
Scaling Challenges: Efforts to expand internship programs should ensure the availability of adequate staff, funding, and willing participants to maintain program quality and effectiveness.

Recommendations for Future Research and Practice

Conduct Rigorous Studies: There is a pressing need for mixed-methods longitudinal research to better understand the long-term impacts of internships on various student outcomes.
Develop Clear Definitions: Establishing standardized definitions and frameworks for internships can facilitate more consistent program design and evaluation.
Enhance Program Design: Institutions should focus on designing internships that incorporate key elements such as mentorship, meaningful work, and appropriate compensation to enhance student learning and development.
Strengthen Institutional Support: Colleges and universities should invest in support systems that facilitate effective coordination between academic programs and employers, ensuring that internships are integrated into the broader educational experience.

Conclusion:

The ECS policy brief shows the critical role of financial incentives in scaling high-quality work-based learning by reducing barriers for students, motivating employer participation, and strengthening institutional capacity. These targeted investments not only promote more equitable access to career-aligned experiences but also support broader workforce development and economic mobility.

The examples and case studies further illustrate how financial incentives can effectively expand access to WBL opportunities — benefiting students, employers, and educational institutions alike.

Handshake, a widely-used internship platform, released a 2025 report titled “Internships Index”. This survey of students identified a number of factors impacting students’ access to internships, particularly for first-generation students.

Factors:

Time Constraints:

Many students report being unable to pursue internships because they are already too busy with coursework and other commitments (like part-time or full-time jobs). First-generation students and those attending inclusive schools are more likely to face this barrier. Handshake uses the terms “inclusive” and “selective” based on the selectivity data field for four-year institutions from Carnegie Classification, which defines “inclusive” schools as those that are more inclusive with respect to admissions rates and first year test scores. 

Lack of Opportunity / High Competition:

Competition has significantly increased, with fewer internship postings and more applications per opening compared to previous years. Competition is particularly intense in industries like technology and professional services.

Financial Constraints:

A notable share of students cannot pursue internships due to financial limitations, including needing comparable pay to current jobs or being unable to afford relocation costs. Students at inclusive schools are more likely to cite finances as a primary barrier.

Geographic Limitations / Location:

Proximity to school or hometown is a key factor for many students, particularly first-generation students and those at inclusive schools. The need to remain in their location due to other commitments or the inability to afford relocation can limit options. Students at inclusive schools also show a stronger preference for fully remote internships.

Geographic Limitations / Location:

First-generation students and students attending inclusive schools participate in internships at lower rates than their peers.
These groups are more affected by time, financial, and geographic constraints.
Students at inclusive schools are also less likely to apply for internships compared to those at selective schools.

Complex Hiring Timelines:

The internship application process is complicated by varying hiring timelines across different employer sizes and industries, making it potentially challenging for students. Larger employers and certain industries (such as technology, finance, professional services) tend to recruit earlier and in concentrated periods (fall/winter), while smaller employers and other industries may recruit year-round or later into the spring.

Conclusion

The 2025 “Internships Index” draws attention to uneven internship access, with first-generation students and those at inclusive institutions facing increased barriers – including time constraints, financial limitations, geographic immobility, and heightened competition for fewer opportunities. These students are also less likely to apply for internships, partially due to complex hiring timelines and early recruitment cycles in high-demand industries. Addressing these systemic obstacles is essential to ensuring equitable access to career-building experiences.

Policies: Common state policy goals and strategies for expanding internships and work-based learning opportunities.

The Resource Hub dedicates this section to exploring state policies for Work-Based Learning, categorized by policy goals and policy strategies. This categorization clarifies the intended outcomes and the approaches to policy implementation in Work-Based Learning.

Policy Goals

Policy Strategies

The “Career Connected Campus Designation Checklist,” developed by the Colorado Department of Higher Education (CDHE), serves as a strategic tool to guide higher education institutions in integrating career development into their academic frameworks. The checklist functions as part of the Career Connected Campuses Designation, which launched in November 2024 and will recognize the current cohort of institutions with this designation until 2027.

The checklist aims to:

Align Academic Programs with Workforce Needs: Ensure that curricula are responsive to current labor market demands.
Enhance Career Readiness: Embed career exploration and preparation throughout the student experience.
Foster Industry Partnerships: Encourage collaboration between institutions and employers to provide practical learning opportunities.
Promote Equity in Career Development: Address disparities in access to career resources and opportunities among diverse student populations.

The checklist is designed to benefit:

Students: By providing clearer pathways from education to employment and ensuring access to career resources.
Higher Education Institutions: Through structured guidance to enhance career services and curricular offerings.
Employers: By facilitating a pipeline of graduates equipped with relevant skills and experience.
State Workforce and Economy: By aligning educational outcomes with economic development goals.

Other states can adapt the checklist by:

Customizing to Local Contexts: Modifying the checklist to reflect regional economic needs and institutional structures.
Engaging Stakeholders: Collaborating with educational institutions, employers, and policymakers to ensure relevance and buy-in.
Providing Resources and Support: Offering training and funding to assist institutions in implementing the checklist effectively.
Monitoring and Evaluation: Establishing metrics to assess the impact of the checklist on student outcomes and workforce alignment.

Conclusion:

The Career Connected Campus Checklist represents a promising model for embedding work-based learning and career development into higher education systems. Additionally, the Career Connected Campus Designation provides encouragement for institutions to continue or grow their WBL efforts. By aligning academic programs with workforce needs and fostering cross-sector collaboration, the checklist supports student success, institutional improvement, and broader economic development—offering a replicable framework for other states seeking to strengthen education-to-career pathways.

The “State Opportunity Index” (SOI), published by the Strada Education Foundation in October 2024, evaluates how effectively U.S. states connect postsecondary education to meaningful employment opportunities. It focuses on five priority areas: Clear Outcomes, Quality Coaching, Affordability, Work-Based Learning, and Employer Alignment. The report provides baseline data to help states identify strengths and areas for improvement in these domains.

The SOI offers a comprehensive assessment of state-level efforts to bridge education and employment. By analyzing data systems, student experiences, and policy initiatives, the index highlights how well states support students in achieving economic mobility through education.

Takeaways

Clear Outcomes

‍Objective: Ensure students have access to transparent data on education and employment outcomes to make informed decisions.
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‍Findings:

Over half of states are rated as "Leading" or "Advanced" in certain aspects of their education-to-employment data systems.
Few states have enhanced wage records1 to provide insights into occupational outcomes of postsecondary programs.
Less than half of states can effectively track outcomes from high school to employment or offer open data files.
The least common features among states are systems that allow students to access their own data or dedicated units for generating education-to-employment insights.

Quality Coaching

Objective: Provide students with personalized education-to-career guidance throughout their academic journey.

Findings:

Approximately 25% of two-year and 20% of four-year institution graduates received comprehensive education-to-career coaching.
Around two-thirds of recent graduates received support in setting education and career goals and overcoming barriers.
About half reported receiving personalized coaching or guidance.
Fewer than half received timely information on education-to-career pathways before the end of their first year.

Affordability

Objective: Make postsecondary education financially accessible to all students.

‍Findings:

Customizing to Local Contexts: Modifying the checklist to reflect regional economic needs and institutional structures.
Engaging Stakeholders: Collaborating with educational institutions, employers, and policymakers to ensure relevance and buy-in.
Providing Resources and Support: Offering training and funding to assist institutions in implementing the checklist effectively.
Monitoring and Evaluation: Establishing metrics to assess the impact of the checklist on student outcomes and workforce alignment.

Work-Based Learning

Objective: Integrate practical work experiences, such as internships and apprenticeships, into educational programs.

‍Findings:

Many states lack robust systems to provide widespread access to work-based learning opportunities.
There is a need for better integration of these experiences into curricula to enhance career readiness.

Employer Alignment

Objective: Align educational programs with current labor market demands to ensure graduates possess relevant skills.

‍Findings:

Most states are in the early stages of aligning education with employer needs.
There is a significant opportunity to improve collaboration between educational institutions and employers to address talent shortages.

Conclusion

The State Opportunity Index reveals that while some states have made progress in areas like data transparency and affordability, there is considerable room for improvement in providing quality coaching, integrating work-based learning, and aligning education with employer needs. By addressing these gaps, states can enhance the value of postsecondary education and better prepare students for successful careers.

New England has taken strides to develop and expand work-based learning initiatives, with various programs serving different purposes and audiences. Examples of significant themes within New England-based WBL initiatives are identified below:

Apprenticeships and Subsidized Training Programs

(CT) CT Step Up: Provides wage subsidies for small businesses and manufacturers to hire high school and college students as apprentices.
(NH) Apprenticeship NH: Provides apprenticeship opportunities in various sectors, including advanced manufacturing, automotive technology, and healthcare.
(RI) Work Immersion - Internship support program for RI employers; boosts employment prospects of new and returning workers through meaningful paid work experiences.

Career Exploration and Internships

(ME) ReMaine Clean Energy Internship program - Places entry-level candidates interested in the clean energy industry in paid, short-term roles with Maine employers, and subsidizes their wages 50 percent.
(MA) MA Internship Challenge: Creates internships in the life sciences sector for college students and recent graduates.

Workforce Development and Skills Training

(ME) ME Workforce Training: Provides no-cost vocational training to individuals in fields like healthcare, clean energy, and manufacturing.
- (MA) MassReconnect: Expands 2-year post-secondary pipeline by connecting with workforce partners to:
- Educate and train a diverse population, increasing awareness of the range of industries and workforce opportunities
- Connect graduates to high-demand occupations
- Connect MassHire and 15 community colleges through a partnership to enhance recruitment for MassReconnect enrollment and improve employment outcomes.
(RI) RI Reconnect - Supports RI adult students who want to earn a degree or credential, or enroll in training, by assisting with tuition and non-college expenses
(RI) The Road to RI 2030: Workforce Development and Postsecondary Education Goals - Create 5,000 new state-funded work-based-learning opportunities by 2030, expand registered apprenticeships and embed experiential learning across education and training programs.

Statewide Education and Career Pathways

(RI) RI P-TECH: A model program aligning high school, college, and workplace learning.
(VT) Advance Vermont - Partnership initiative to support postsecondary education attainment and employment.

Business and Community Partnerships

(ME) Jobs for Maine Graduates (JMG) - Partners with public education and businesses to offer results-driven solutions to ensure all Maine students graduate, attain post-secondary credentials, and pursue meaningful careers
(VT) VT Businesses for Social Responsibility - A statewide business association that matches students with internships through its job board.

Conclusion

New England has made notable progress in expanding work-based learning initiatives through a diverse range of programs tailored to regional needs and workforce demands. These efforts span apprenticeships, internships, vocational training, and career pathway alignment, with a strong emphasis on paid experiences, employer engagement, and access to various work sectors. By fostering cross-sector partnerships and investing in targeted supports, states in the region are building more inclusive and responsive education-to-career pipelines.

The 2021 Most Policy Initiative research paper “Federal & State Work-Study Programs” by Brittany Whitley discusses how state work-study programs are an employer incentive that subsidize the wages of students. They aim to:

Assist postsecondary students financially by providing them with part-time employment opportunities
Provide students with career-related work experience that can be beneficial for future employment
Incentivize postsecondary institutions to partner with external employers to provide students with jobs aligned with career interests and major

As with federal work-study programs, state work-study program participation is typically based on financial need.

Common eligibility criteria and participation requirements include:

Be enrolled at least part-time in a postsecondary institution
Demonstrate financial need, often determined by federal needs analysis
Find a job with an eligible/participating employer, in fields related to intended career

Many work-study positions are available on campus, providing students with convenient employment opportunities. They also include external employers, including nonprofit organizations, public agencies, and private companies, allowing students to gain experience in their field of study and build professional networks. Internships can be a part of work-study programs if they meet criteria set by the state and the educational institution.

Work-study programs function as an incentive to employers:

Reimbursement for a percentage of the student's gross wages (usually 50%), subsidizing payroll
Ability to hire skilled students seeking career-related experience and opportunity

As seen in the Supplementary Table 1: “State Work-Study Program Overview,” several states have created and funded programs, including:

California
Colorado
Florida
Idaho
Indiana
Kansas
Minnesota

Montana
Nevada
New Mexico
Pennsylvania
Texas
Washington

Illustrative examples include:

Minnesota State Work Study Program: Designed to assist students in meeting financial need and provide valuable work experiences, and in turn this low-cost student assistance supports non-profit service agencies, people with disabilities, and people over 65. 
Texas College Work-Study Program: Provides part-time jobs to eligible students with financial need, allowing them to earn money to help pay for college. 
Indiana EARN (Employment Aid Readiness Network) Indiana: Offers students the opportunity to work in paid internships while attending school, helping them gain work experience and financial support. Employers also receive financial assistance from the state.
Kansas Career Work-Study Program: Aims to provide students with career-related work experience while they are in school, with the employer being reimbursed for one half of the student’s gross wages.

Conclusion

State work-study programs serve as dual-purpose initiatives, offering financial support to students while providing them with career-relevant work experience. These programs incentivize employer participation by subsidizing student wages, and wages and promote partnerships between postsecondary institutions and a range of employers. Typically need-based, work-study helps students gain practical skills, expand professional networks, and prepare for future employment—making them a valuable component of the education-to-career pipeline.

The May 2024 policy brief by the Education Commission of the States (ECS), “State Financial Incentives for Work-Based Learning,” examines how states are employing financial mechanisms to expand access to high-quality work-based learning (WBL) opportunities. These initiatives aim to address workforce development goals and promote equitable access to career-connected experiences.

Financial Incentives for Students

Students often face financial barriers to participating in WBL programs, such as costs associated with coursework, equipment, housing, and/or childcare. To mitigate these challenges, states have implemented various financial aid programs:

Delaware's Elevate Delaware Program: Provides up to $10,000 for students enrolled in noncredit certificate programs, covering direct program costs or basic living expenses. Eligibility extends to individuals employed by small businesses in the state.
Indiana's Workforce Ready Grants: Covers tuition and mandatory fees for eligible high-value certificate programs, aligning with in-demand sectors such as advanced manufacturing and health sciences.

Financial Incentives for Employers

Employers are pivotal in providing WBL opportunities but may encounter costs related to training and supervision. States have introduced tax credits and reimbursement programs to encourage employer participation:

Illinois Apprenticeship Tax Credit: Offers up to $3,500 tax credit for qualified education expenses per apprentice, with an additional $1,500 tax credit for businesses or apprentices in underserved areas.
Montana Apprenticeship Tax Credit: Provides tax credits to employers for each new apprentice hired through the state's registered apprenticeship program, with no cap on the number of qualifying new hires.
Colorado's Work-Based Learning Incentive Program (WBLIP): Launched in 2022, this program offered up to $10,000 to employers to create or expand high-quality WBL programs, with additional incentives for small and rural businesses.

Financial Incentives for Education Institutions and Intermediaries

Educational institutions and intermediaries play a crucial role in facilitating WBL but may lack resources. States have implemented funding mechanisms to support these entities:

Colorado's Career Success Program: Provided up to $1,000 in bonus funding to schools for each student who earned an industry-recognized credential, completed a qualified internship or apprenticeship, or passed an Advanced Placement (AP) computer science course.
Washington's Career Connect Washington Intermediary Grant: Supports intermediaries that enable partnerships between industry and education, scaling successful WBL programs across the state.

Conclusion:

Virginia’s Innovative Internship Fund, also known as the Virginia Talent + Opportunity Partnership (V-TOP) was created in legislation for the purpose of expanding paid internship opportunities for postsecondary students in Virginia (VA) public and private institutions and to foster partnerships between higher education institutions and employers. The fund provides financial resources to develop and implement innovative internship programs that enhance students' career readiness and connect them with potential employers.

V-TOP’s goal is for every graduate of a Virginia two-year and four-year institution to participate in at least one paid or credit-bearing internship or work-based learning opportunity.

V-TOP is a partnership of:

State Council of Higher Education for Virginia (SCHEV), which provides staff and oversees the implementation and coordination of V-TOP initiatives.
Virginia Chamber Foundation, which collaborates with SCHEV and leverages its expertise in economic analysis and strategic planning.
Virginia Business Higher Education Council, which provides strategic guidance aligned with its efforts to maximize the impact of Virginia's public colleges, universities, and community colleges on the state's economy.
Department of Human Resource Management, which provides the "COVA Internship Connection" to create state agency internships for students.

Objectives

V-TOP aims to connect VA employers with postsecondary students seeking work-based learning opportunities. Its objectives are: 

Expanding paid and credit-bearing internships and other work-based learning opportunities.
Facilitating readiness among students, employers, and higher education institutions to participate in these opportunities.
Enhancing workforce readiness by providing students with real-world experience and skills needed for in-demand jobs.

Activities and Initiatives

Regional support services: Providing resources and support to employers, students, and higher education institutions across VA.
Online learning modules: Developing and offering free online courses to enhance career readiness skills.
Virginia Intern Day: Celebrating and recognizing the contributions of interns and employers who provide robust internship programs.
COVA Internship Connection: Partnering with the Department of Human Resource Management to enhance state agency internships.

Funding

V-TOP is funded through the Commonwealth Innovative Internship Fund, with allocations of $5 million in FY2023 and $12 million in FY2024.

Impact and Current Status 

Information related to V-TOP’s impact in expanding internship opportunities includes: 

Increased student participation: Over 23,000 students completed internships during the 2022-2023 academic year.
Engagement with employers: 149 employers participated, resulting in internships for 83 students across 20 Virginia institutions in the 2022-2023 academic year.
Support Resources: V-TOP has developed online learning modules for students and piloted the VA Internship Connection summer program.

Conclusion

Virginia’s Talent + Opportunity Partnership (V-TOP) exemplifies a comprehensive, statewide approach to expanding access to paid, high-quality internships. By combining legislative support, cross-sector partnerships, and targeted funding, V-TOP aims to ensure that every Virginia college graduate gains valuable work-based learning experience. Its initiatives—ranging from employer engagement and regional support to online career readiness tools—have already contributed to increased student participation and the development of scalable, impactful internship models across the state.

The report, "Report of the SB1280 Workgroup", published in June 2024 by the State Council of Higher Education for Virginia (SCHEV), addresses the implementation of Senate Bill 1280 (SB 1280). This legislation mandates that all public baccalaureate institutions in Virginia integrate internships or work-based learning experiences into undergraduate degree programs without extending the time required for degree completion.

Report Summary

SB 1280, enacted in 2023, added § 23.1-906.1 to the Code of Virginia. This statute requires that each public baccalaureate institution adopt policies ensuring that internships or work-based learning experiences are embedded within degree programs in a manner that does not prolong the time to graduation.

In response, SCHEV convened a workgroup comprising representatives from various public institutions to develop recommendations for implementing these policies. The report outlines the workgroup's findings, including principles, definitions, structural considerations for non-degree work-based learning experiences, credit applicability, exceptions to board policies, and assessments of logistical and fiscal viability across institutions.

Key Definitions

The report provides standardized definitions to ensure consistency across institutions:

Internship: A structured, supervised, and time-limited work experience related to a student's field of study, which may be credit-bearing or non-credit-bearing.
Work-Based Learning (WBL): Educational strategies that provide students with real-life work experiences where they can apply academic and technical skills and develop employability.
Credit Applicability: The extent to which internships or WBL experiences can be counted toward degree requirements without necessitating additional time for degree completion.

Implementation Considerations

The report discusses several factors critical to the successful integration of internships and WBL into degree programs:

Structural Integration: Developing frameworks that allow for the seamless incorporation of WBL experiences into existing curricula.
Credit Allocation: Determining how WBL experiences can fulfill credit requirements, ensuring they contribute to timely degree completion.
Policy Exceptions: Identifying circumstances under which deviations from standard policies may be necessary, such as for programs with accreditation constraints.
Institutional Viability: Assessing the logistical and fiscal feasibility for each institution to implement these requirements effectively.

Institutional Responses

Appendix E of the report includes responses from various public institutions in Virginia, detailing their assessments of the viability of implementing SB 1280's requirements. These responses highlight diverse challenges and strategies, reflecting the unique contexts of each institution.

Conclusion

The SB1280 Workgroup report highlights a significant statewide effort to embed internships and work-based learning into undergraduate education without delaying graduation, setting a precedent for policy-driven integration of experiential learning. By standardizing definitions, offering flexible implementation strategies, and addressing institutional capacity, Virginia’s approach provides a thoughtful model that other states can adapt to strengthen career readiness and align academic programs with workforce needs.

Effective Practices: Best practices in the design and facilitation of work-based learning and internship opportunities.

This portion of the Resource Hub presents effective Work-Based Learning practices tailored for two distinct groups: “By Employers,” which emphasizes internship quality, and “By Institutions,” which addresses their specific support needs to facilitate effective practices.

By Employers

A January 2023 Research Report, “Designing effective internships: A mixed-methods exploration of the sociocultural aspects of intern satisfaction and development” by Hora et al. from the University of Wisconsin’s Center for Research on College-Workforce Transitions examines the effects of internship quality on college students. The study finds the following:  

Factors Contributing to High-Quality Internships:

The quality and effectiveness of internships are influenced by several key factors:

Supervisor Support: Effective supervision, including building trust and offering career-related advice, is crucial. It significantly boosts interns' self-efficacy (belief in their own capabilities) and overall satisfaction with the experience.  
Challenging Tasks: Internships that offer meaningful assignments requiring interns to take initiative, collaborate, and apply academic knowledge led to greater personal, professional, and civic benefits, along with higher satisfaction. These tasks help students acquire new knowledge and skills and identify their strengths and weaknesses.
Social Interaction: Positive interactions with both peer interns and supervisors create a supportive learning environment. Opportunities for receiving and providing feedback are also important for intern performance.

Effects of Internships on Students:

The review highlights both positive and negative outcomes associated with internships:

Positive Effects:

Enhanced Employability: Internships significantly increase the probability of securing employment after graduation. Applicants with internship experience have a notably higher chance of being invited for job interviews.
Skill Development: Internships are crucial for developing professional skills, including meta-competencies like self-regulation, self-awareness, and self-direction, as well as technical and interpersonal skills. International internships can foster cultural knowledge, language proficiency, and cultural intelligence.
Higher Income: Participation in internships is linked to higher income levels after graduation, primarily due to the development of general human capital (skills and knowledge).
Career Affirmation: Internships can help affirm students' career interests.
Benefits of Virtual/Hybrid Formats: Especially since the pandemic, virtual and hybrid internships have shown success in providing flexible, accessible opportunities, allowing interns to develop skills and confidence.

Negative Effects and Concerns:

Varied Quality: Internship quality can vary significantly based on the tasks assigned, the level of mentorship, and the work environment. Poor experiences can result from inadequate supervision, unchallenging tasks, or hostile environments.  
Weak Long-Term Wage Impact: While internships help secure initial employment, there's weak evidence suggesting they lead to significantly higher wages in the long term.  
Potential Risks: Internships can expose students to risks, such as legal, financial, or health and safety risks, highlighting the need for institutions to implement strong supervision and risk management strategies. For example, the report describes how some internships where specialized or dangerous machinery is used, close supervision is more important than in other workplaces. An additional example mentions close supervision of interns at a financial firm in order to prevent risks related to the work, such as making mistakes related to a client’s finances.
Equity and Access Issues: Significant barriers prevent many students, particularly those from low-income backgrounds, first-generation students, and those in certain majors or geographic locations, from accessing internships. Racial and gender dynamics can also negatively affect internship experiences.

Conclusion:

While high-quality internships offer substantial benefits for student development and career prospects, ensuring equity, managing risks, and focusing on key quality factors like supervisor support, challenging tasks, and social interaction are essential for maximizing positive outcomes.

A 2014 study, “Converting interns into regular employees: The role of intern–supervisor exchange,” by Philip Rose, Stephen Teo, and Julia Connell, studies the effect of intern-supervisor relationship quality on interns. This study focuses on the quality of the intern-supervisor exchange (using Leader-Member Exchange or LMX theory) and its impact on intern outcomes, especially the transition to full-time employment (conversion).

Effects of Internship Quality (Intern-Supervisor Exchange):

Impact on In-Role Experience:
Performance: A higher quality intern-supervisor relationship is strongly and positively related to the intern's in-role performance during the internship.
Satisfaction: Higher quality intern-supervisor exchange leads to higher intern satisfaction with the internship experience.
Learning Opportunities: Interns in higher-quality relationships with their supervisors perceive greater learning opportunities during the internship.

Impact on Conversion to Full-Time Employment:

Intern's Intention to Convert: The quality of the intern-supervisor exchange did not significantly predict whether the intern intended to seek full-time employment with the host organization after graduation. Similarly, neither internship satisfaction nor learning opportunities significantly predicted the intern's intention to convert. This suggests factors beyond the immediate quality of the internship experience may drive the intern's decision.
Supervisor's Intention to Convert: The quality of the intern-supervisor exchange did positively predict the supervisor's intention to offer the intern a full-time position. However, the intern's actual in-role performance did not significantly predict the supervisor's intention in this study.
Actual Conversion: Despite the complex influences on intentions, both the intern's intention to convert and the supervisor's intention to convert (measured during the internship) were strong predictors of whether the intern became a full-time employee at the host organization after graduation.

Conclusion:

This resource indicates that while the quality of the intern-supervisor relationship significantly boosts an intern's performance, satisfaction, and learning during the internship, it doesn't necessarily translate into the intern's desire to stay with the company long-term. However, this relationship quality does influence the supervisor's desire to retain the intern, and the stated intentions of both parties are good indicators of actual hiring outcomes post-graduation.

A 2009 study, “Making the most of an internship: An empirical study of internship satisfaction,” by Caroline D’Abate, Mark Youndt, and Kathryn Wenzel, studies the effect of internship quality in student satisfaction. This study found that internship satisfaction is primarily influenced by specific aspects of the job itself and the broader work environment, rather than contextual factors like pay or commute.

Quality Factors Affecting Satisfaction:

Work Environment Characteristics: This was the most important category predicting satisfaction. Key factors include:
Learning Opportunities: Interns reported higher satisfaction when the internship provided significant opportunities to learn things they couldn't learn in the classroom.  
Supervisor Support: Having a supportive supervisor who acted as a mentor was a significant predictor of satisfaction.
Organizational Satisfaction: Liking the host organization as a whole was an extremely strong predictor of internship satisfaction.
Job Characteristics: While less impactful than the work environment overall, certain job characteristics were important:
Task Significance: Interns were more satisfied when they felt their work was important and had a significant impact on others within the organization.
Feedback: Receiving information about their work performance positively influenced satisfaction (though the effect was marginally significant in the final model).

Factors Not Significantly Affecting Satisfaction (in this study):

Contextual Factors: Whether the internship was paid, satisfaction with pay level, the commute, location desirability, or flexible hours did not significantly predict satisfaction. The authors suggest interns might anticipate these factors or tolerate them because the position is temporary.
Other Job/Work Environment Factors: Skill variety, task identity (doing a task from start to finish), autonomy, career development opportunities, and coworker support were not significant predictors of satisfaction in the final analysis.

Conclusion on Quality and Satisfaction:

This resource concludes that high-quality internships leading to greater student satisfaction are those that are fundamentally developmental. They emphasize providing substantial learning opportunities, supportive supervision and mentoring, integration into an organization of the intern’s liking, assigning meaningful tasks, and offering regular feedback. The temporary, learning-focused nature of internships means these developmental aspects appear more critical to satisfaction than factors like autonomy or pay, which might be more important in permanent employment.  

By Institutions

Case Studies: Highlighting U.S. states that serve as strong examples of Work-Based Learning integration through legislation and postsecondary partnerships.

The Resource Hub highlights three case study states—Colorado, Indiana, and Virginia—that have formed innovative partnerships to advance Work-Based Learning innovations. By leveraging state policy, higher education commissions, and/or postsecondary institutions, these states provide exemplar examples of the positive impact of Work-Based Learning (including internship programs) on postsecondary education.

The Centennial State Colorado has proactively adopted a statewide strategy to foster robust and lasting collaboration between its education sectors (both K-12 and higher education) and the business (for-profit, non-profit) community. This forward-thinking approach aims to address current and future workforce needs by creating a network of diverse organizations working in concert to support Coloradans across various age groups, levels of job experience, and educational backgrounds.

Policy Foundation for a Skilled Workforce

Colorado's commitment to integrating education and workforce preparedness is built upon a strong policy landscape:

Early Incentives for Employer Engagement (1996): Over two decades ago, the Colorado General Assembly passed the School-to-Career (Expenses) Credit, funded through the Colorado Department of Revenue. This legislation was designed to encourage private sector investment in programs that blend traditional academic learning with practical on-the-job training. Participating employers can claim a tax credit equivalent to 10% of the wages, training expenses, and premiums for workers' compensation and unemployment insurance for qualifying internships.
Task Force for Systemic Integration (2022): More recently, House Bill 22-1215, passed in June 2022, established the Secondary, Postsecondary, and Work-based Learning Integration Task Force. This Task Force is charged with "developing [and] recommend[ing] policies, laws, and rules to support the equitable and sustainable expansion and alignment of programs that integrate secondary, postsecondary, and work-based learning opportunities in every region of the state." Through numerous convenings, the Task Force has explored funding mechanisms, Colorado's accountability framework, and specific recommendations to fulfill its core responsibilities.

Key Organizations Driving Collaboration

Several key organizations and partnerships are instrumental in implementing Colorado's workforce development strategy:

- Colorado Workforce Development Council (CWDC) and Colorado Department of Education (CDE): The CWDC, a Governor-appointed public-private body, advises on and integrates Colorado's talent development network. In partnership with the CDE, the CWDC has spearheaded career pathway strategies that commence in secondary education.
- - Work-Based Learning (WBL) Continuum: A cornerstone of the CWDC and CDE's efforts is the Work-Based Learning (WBL) opportunities provided to high school students. These programs aim to guide students through three phases:
  - "Learning ABOUT Work": Career awareness and exploration to expose students to diverse career options and inform their decisions.
  - "Learning THROUGH Work": Career preparation activities that involve direct interaction with industry professionals, enhancing career readiness.
  - "Learning AT Work": Hands-on career training at actual worksites to prepare individuals for employment.

Funding for these WBL programs is diverse, and the CWDC focuses on collaboration with sixteen major industries. To streamline this, the Colorado Department of Higher Education (CDHE) developed a WBL Funding Matrix, which details program information, requirements, funding availability, and contacts.

Colorado Department of Higher Education (CDHE) and Colorado Commission on Higher Education (CCHE): Recognizing that students pursue higher education to enhance career prospects and economic mobility, the CDHE, with support from the CCHE, has developed statewide internship programs. The CCHE acts as the central policy and coordinating board for public higher education, prioritizing learners' needs. This collaboration ensures that students not only obtain credentials, but also secure employment aligned with their postsecondary education through their respective institutions.

Key Strategic Frameworks and Initiatives

Building on the collaborative efforts of its key organizations, Colorado has implemented specific strategic frameworks to guide its workforce development:

- "Building Skills in an Evolving Economy" (CDHE & CCHE Strategic Plan): The CCHE and CDHE jointly created this comprehensive strategic plan to advance economic mobility and align talent development in postsecondary education.
- - Core Goals: The plan is built on three core goals:
  - Increase: Serve more learners with relevant and valuable educational opportunities.
  - Valuable: Ensure Coloradan students gain meaningful career-related skills.
  - At a Minimum: Guarantee students access to economically viable skills.

The overarching mission is to support and advocate for students while developing policies that maximize higher education opportunities for workforce transition.

Strategic Investment Pillars: "Building Skills in an Evolving Economy" outlines several investment strategies ("pillars") to achieve its goals, including:
- Identify and Improve Pathways with a Negative Return: Those not meeting minimum economic value.
- Increase partnership between Higher Education Institutions (HEIs) and the workforce.
- Increase the affordability of postsecondary education.
- Increase Opportunities for Success for Students from Pathways of Positive Return: Ensuring equitable access to program and pathway completion.
- Better data access.
- Continuing investment in successfully proven approaches.
- Be the Source (Cause) of Postsecondary Workforce Collaboration, Alignment, and New Pathway Development.
- Create new opportunities through increasing postsecondary and workforce alignment.

Workforce Determinants of Student Success (WDSS): Outside of the direct partnership for the strategic plan, the CDHE has also created the Workforce Determinants of Student Success (WDSS).
- Building off the goals of the Social Determinants of Student Success, the WDSS emphasizes career preparation and creating standards for HEI and WBL collaborations.
- Career Connected Campus Designation: To support the implementation of "Building Skills in an Evolving Economy" under the WDSS, the "Career Connected Campus Designation (Checklist)” was created. This checklist, based on research into themes positively influencing postsecondary learners' careers, explains how campuses can incorporate practical skills preparation, professional development, and career readiness.

A Multi-Pronged Approach to Economic Advancement

Instead of relying on a single solution, Colorado has strategically employed a variety of methods—from the early School-to-Career Credit and the recent HB 22-1215 Task Force to the ongoing efforts and strategic frameworks implemented by the CWDC, CDE, CDHE, and CCHE. This multifaceted approach has enabled the state to effectively identify its workforce needs by exploring alternative engagement methods and creating tangible solutions. By fostering these dynamic partnerships and integrating WBL into formal policies and institutional goals, Colorado continues to build a resilient and skilled workforce prepared for the evolving economy.

The Hoosier State Indiana (IN) has proactively addressed a projected workforce shortage expected in 2030 by implementing several strategies. To mitigate this concern, the state has adopted a comprehensive approach that invests in diverse Work-Based Learning (WBL) opportunities and postsecondary education, aiming to foster career success. Through these dual strategies, Indiana is tackling workforce challenges, serving its diverse population, and forging innovative partnerships with higher education institutions (HEIs).

Work-Based Learning Initiatives

Indiana's approach to WBL is implemented across both the workforce and postsecondary education sectors.

- Work-Based Learning in the Workforce: In 2018, the Indiana Department of Workforce Development (DWD) established the Office of Work-Based Learning and Apprenticeship (OWBLA). This initiative takes an employer-focused approach to strengthen Indiana's work pipeline. OWBLA is funded through the State Apprenticeship Expansion Formula Grant, under the U.S. Department of Labor's Employment and Training Administration and targets emerging industries with WBL and apprenticeships. Eligible participants include secondary education students and adults entering or re-entering the workforce. OWBLA focuses on three primary forms of WBL:
- Registered Apprenticeship (RAP): An apprenticeship program that begins at the state minimum wage ($7.25) and requires at least one pay increase as the apprentice gains skills.
- State Earn and Learn (SEAL): A reinvestment program designed to retain current employees while they acquire additional skills.
- Work and Learn (WAL): An educational program for secondary and postsecondary students, providing opportunities for high school students to earn dual credit

Financial Incentives for Employers

- Work-Based Learning in Postsecondary Education: Indiana is also integrating WBL into postsecondary education through initiatives such as Career Discovery Meetings and Career Scholarship Accounts.
- Career Discovery Meetings and Career Scholarship Accounts: The Indiana Commission for Higher Education (IN CHE) has invested in programs like Hoosier Opportunities & Possibilities Through Education (HOPE) and Employment Aid Readiness Network (EARN). The Employment Aid Readiness Network (EARN) is a state work-study program sponsored through Work+Learn Indiana. EARN provides supplementary financial support to high school or college/university students while completing internships. Employers participating in EARN receive a 50% state funding match towards student hourly wages. Work+Learn Indiana, a subsidiary of the Indiana Chamber of Commerce, also strives to create/expand work-related opportunities for students.
- - Beginning with the class of 2029, high school students can earn readiness seals in enrollment, employment, enlistment, and service. These seals recognize the attainment of:
  - WBL experience
  - Skill development
  - The option to earn college credits

The Partnership Pentagon

The Indiana Commission for Higher Education (IN CHE) has also established the Partnership Pentagon, a collaborative framework designed to align postsecondary education with Indiana's workforce needs. The Partnership Pentagon operates through five key sectors:

Business
Education
Government
Non-profits (community and faith-based organizations)
Philanthropy

This collaborative effort has yielded promising results and continues to identify diverse strategies for connecting colleges and the workforce. One example is Outcomes-Backed Performance Funding, which allocates funding to public postsecondary institutions based on their success in improving student connections with employers. The Partnership Pentagon also advocates for the creation of local and regional "Mini Partnership Pentagons" to encourage employer investment in WBL, internships, and apprenticeships.

Conclusion:

Indiana is taking a proactive approach to both sustain its workforce and reinvest in postsecondary education. By promoting apprenticeships, WBL, and internships at the secondary and postsecondary levels, the OWBLA and the Indiana Commission for Higher Education are providing Hoosiers with multiple pathways to gain career-related skills while earning a salary. This approach creates incentives for both employees and employers, effectively addressing the state's projected workforce challenges.

The Commonwealth of Virginia has created a state-sponsored project focused on Work-Based Learning (WBL) and internship programs with promising outcomes. Recognizing the diverse needs across the state, the State Council of Higher Education for Virginia (SCHEV) established the Virginia Talent + Opportunity Partnership (V-TOP). V-TOP is an innovative program designed to bridge the gap between Virginia higher education institutions (HEIs), postsecondary students, and the (i.e., for-profit, non-profits, and public sector entities). V-TOP's cross-sector approach has been instrumental in sustaining Virginia's WBL and internship programs and developing its workforce.

Policy Landscape of V-TOP

In 2018, the Virginia General Assembly provided funding to SCHEV to support public institutions in creating paid internship opportunities. SCHEV expanded on this initiative, developing the Innovative Internship Fund and Program. Through a partnership with the Virginia Chamber Foundation and the Virginia Business Higher Education Council (VBHEC), this program was rebranded as the Virginia Talent + Opportunity Partnership (V-TOP).

What is V-TOP?

V-TOP is a statewide, regionally distributed, state grant-funded internship program for postsecondary education students, with the goal of retaining talent within Virginia. V-TOP has two main goals:

Ensure every student in VA is internship-ready/prepared.
Ensure every two- and four-year student at a HEIs participates in a paid or credit-earning student internship or WBL opportunity.

To achieve these goals, V-TOP incorporates eight key features into its internship opportunities, demonstrating its distinct statewide approach.

Key Features of V-TOP

V-TOP's uniqueness lies in its comprehensive and collaborative approach, which includes:

Regional Approach: V-TOP utilizes Virginia's nine GO (Growth and Opportunity) Virginia Regions to address the state's diverse regional needs. Regional coordinators organize annual WBL events (internship summits, college fairs), information sessions, webinars, and virtual office hours for employers. VBHEC also hosts regional roundtable events. This regional focus ensures that WBL opportunities are tailored to the specific economic and workforce needs of each area.
- Employer-Focused Activities: V-TOP provides several incentives to encourage employer participation, including:
- Matching 50% of student internship wages.
- Providing grants to small-to-midsize businesses to offset the cost of new internship programs.
- Partnering with statewide staffing agencies, with an emphasis on small businesses.
- Organizing small and minority businesses, employer-focused coffee chats or lunch-and-learn sessions.
- Hosting exposure events for early-career and internship seekers.
- Recognizing the top 100 participating employers on Virginia Intern Day (July 27th).
- College and University Activities: V-TOP collaborates with two- and four-year public and private HEIs, offering grant funding to support:
- Strategic planning and visioning for internship programs.
- Expanding internship opportunities for underserved students through federal work-study programs.
- Institutional Readiness Student Support and Institutional Data Collection.
- Professional development for career and internship coordinators.
- Integration of work-ethic curriculum resources (e.g., from ) and work-ethic certification training.

Conclusion:

Cultivating a state's talent pool requires intentionality and commitment. Since 2020, V-TOP has facilitated internship opportunities through partnerships and collaboration with businesses, colleges, and universities across Virginia. This approach has not only assisted in stimulating Virginia's workforce but also addresses the need for investment in postsecondary education and student success. V-TOP is a strong example of how a state can effectively address both local and statewide workforce development needs.

New England employers face persistent talent shortages and skills gaps—and the rate of skill change is increasing. Internship partnerships are important avenues to help prospective employees acquire skills and to help postsecondary institutions understand employers’ changing skill needs.

While New England is known for the talent it attracts to its postsecondary institutions, it is critical to retain that talent. Moreover, the region lags other states in pursuing innovative policies to improve college-to-career pathways and graduate employability.

Survey data reveals changed perceptions of the value of college degrees, with students and parents increasingly questioning if postsecondary education will help them achieve their economic goals. This requires leaders in education, government, and business to think and act differently to address such concerns and to attract and support learners of all backgrounds.

Lastly, improving and investing in strategies to innovate college-to-career pathways will take time, resources, and sustained collaboration among critical stakeholder groups.

Create 10,000 new, high-quality paid internships over the next 3 years in New England
Articulate the value and benefits of paid work-based learning to postsecondary students, employers, and our economies
Identify and engage critical leaders and stakeholders whose support and engagement are critical
Expand knowledge, awareness, and commitment among leaders and key stakeholders
Challenge states, postsecondary institutions, and employers to collaborate in setting ambitious goals for expansion
Support each New England state in prioritizing and implementing a formal multi-part policy and program strategy to increase learn-and-earn opportunities
Expand employer commitment, engagement, and partnerships with postsecondary institutions
Expand postsecondary institutions’ capacity for student career-related support, work-based learning programs, and employer partnerships
Identify specific opportunities for collaboration and resource-sharing to build capacity and accelerate outcomes across the region

NEBHE and its partners will benefit from the involvement of leaders like you in advising the development of the Challenge’s phases and activities. If you and your organization have an interest, please use the contact form below.

Report Archives

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The Policy & Research team serves as a critical resource to higher education decision-makers, policy leaders, legislators and business leaders across New England informing action through research, analysis and best practices shaped by strong collaboration and shared expertise.

January 2022

Living Up to the Promise? Exploring Issues of Access and Equity among New England’s Promise Programs Living Up to the Promise? Exploring Issues of Access and Equity among New England’s Promise Programs

Living Up to the Promise? Exploring Issues of Access and Equity among New England’s Promise Programs

This report provides a comprehensive look at the availability and efficacy of Promise Programs (or free college programs) in New England. In her report, Rachael Conway juxtaposes the differences between nine New England programs, and details helpful policy suggestions for legislators looking to expand equitable access to free college in New England.

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December 2021

Published Tuition and Fees at Public Colleges and Universities in New England, 2020-21 Published Tuition and Fees at Public Colleges and Universities in New England, 2020-21

Published Tuition and Fees at Public Colleges and Universities in New England, 2020-21

This report provides a look into the tuition and fees at public two and four-year institutions in New England. As institutions grappled with the effects of the coronavirus pandemic, some HEI’s subsequently adjusted their tuition and fees to bolster affordability for in-state students in a time of economic turmoil. Learn more about metrics like tuition and fees, enrollment data, and relevant legislation by clicking above.

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August 2021

Adult Learners in New England: 2021 Fact Sheets Adult Learners in New England: 2021 Fact Sheets

Adult Learners in New England: 2021 Fact Sheets

January 2021

Higher Education Behind Bars: Expanding Postsecondary Educational Programs in New England Prisons and Jails Higher Education Behind Bars: Expanding Postsecondary Educational Programs in New England Prisons and Jails

Higher Education Behind Bars: Expanding Postsecondary Educational Programs in New England Prisons and Jails

Higher Education Behind Bars: Expanding Post-Secondary Educational Programs in New England Prisons and Jails, examines the effects of postsecondary opportunities for the incarcerated and formerly incarcerated in New England. Among other key findings in the report:

Lower education levels are associated with higher rates of recidivism. Federally, those without a high school education recidivate at a rate of 60%, compared to those with some college experience who at a rate of 19.1%.
Educating the formerly incarcerated not only reduces recidivism, it also improves our regional economy. For every dollar spent on educational programming behind bars, taxpayers save $4-$5, depending on the state.
Higher education can be life changing for a formerly incarcerated person. Having some college experience makes it easier to find a job post-release, which has a resounding personal impact, as well as a significant long-term generational one.

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October 2020 (edited November 5, 2020)

Published Tuition and Fees at Public Colleges and Universities in New England, 2019-20 Published Tuition and Fees at Public Colleges and Universities in New England, 2019-20

Published Tuition and Fees at Public Colleges and Universities in New England, 2019-20

This report provides an in-depth look at tuition and required fees published by two- and four-year public postsecondary institutions in New England for the 2019-20 academic year. Although many of the region’s postsecondary institutions have abandoned originally scheduled tuition increases in response to uncertainty regarding enrollment during the pandemic, tuition and fees in the region nevertheless continue to rise.

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April 2020

New England Guide to Adult Serving Colleges and Universities: Results from Fall 2019 Survey New England Guide to Adult Serving Colleges and Universities: Results from Fall 2019 Survey

New England Guide to Adult Serving Colleges and Universities: Results from Fall 2019 Survey

This brief details the results from the New England Guide to Adult Serving Colleges and Universities Survey, issued to all colleges and universities in New England in summer 2019. Ninety-four of 250 institutions responded to the survey. Highlights from the Guide Survey include:

30% of institutions offer weekend courses
46% offer hybrid program options (partially online, partially in-person)
66% offer fully online programs
42% have an on-campus food pantry
48% have an emergency fund available to students in need
56% do not have time limits on credits eligible for transfer
42% offer adult degree completion programs

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March 2020

Giving Due Credit: A Guide to Military Credit for Prior Learning in New England Giving Due Credit: A Guide to Military Credit for Prior Learning in New England

Giving Due Credit: A Guide to Military Credit for Prior Learning in New England

This report provides an overview of existing opportunities and challenges for the region’s military and veteran students in terms of assessing and awarding credit for their prior learning (CPL) in the military. Five New England states – Connecticut, Maine, Massachusetts, New Hampshire, and Rhode Island – have legislation requiring a state agency, college system, or individual institutions to develop and adopt a policy on academic credit for a student’s military occupation, military training, coursework, and experience.

Even so, there is room for improvement in the region’s existing policies:

Half of New England lacks a uniform state-wide military CPL policy. Among existing military CPL policies in the region, Connecticut and Maine require system-wide procedures, whereas laws in Massachusetts, New Hampshire, and Rhode Island stipulate that such procedures ought to be established by each individual institution. Vermont does not have an official policy regarding military CPL.
The Region Lacks Clear Communication About Its Policies and Their Impact. States could benefit from requiring their college and university systems to provide status updates on their CPL assessment policies to the legislature, as well as making these policies easily accessible to the public online.
Affordability Remains Problematic. Many CPL options available to servicemembers are costly and provide no guarantee that they will be accepted by institutions for credit.

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February 2020

Adult Learners in New England: By the Numbers Adult Learners in New England: By the Numbers

Adult Learners in New England: By the Numbers

State fact sheets detailing data about adult learners in the region. Each fact sheet includes:

Age distribution of college students
Educational attainment of adults
Unemployment rates of adults by attainment level
Top adult-serving institutions

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January 2020

Defining, Identifying and Supporting High Value Credentials Defining, Identifying and Supporting High Value Credentials

Defining, Identifying and Supporting High Value Credentials

The growth in the number of types and providers of credentials has much to do with new conceptions of the “currency” of higher education. Students and employers are placing more value on the skills, competencies and knowledge a learner obtains, rather than on credit hours, seat-time or degrees. Alternative credentials and credential providers are adapting to this trend in order to capture new students, be the provider-of-choice to employers, advance lifelong learning and keep pace with quickly changing industries and skill requirements.

A growing credentials marketplace may mean greater access to flexible, stackable and affordable programs, but it also has implications for the quality of learning and the employment outcomes of students. For individuals, the ability to interpret differences between types of credentials, education providers and professional benefits that come with credential attainment can have life-altering consequences.

This brief is designed to share insights, gleaned through the implementation of HVCNE and its advisory committee, on defining, identifying and supporting high value credentials.

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September 2019

New England Fast Facts: The Price of Public Colleges in New England, 2018-19 New England Fast Facts: The Price of Public Colleges in New England, 2018-19

New England Fast Facts: The Price of Public Colleges in New England, 2018-19

Since the 2013-14 academic year, tuition and required fees in New England have risen 21% ($959) at public community colleges and 18% ($1,811) at public four-year colleges, according to NEBHE’s 2018-19 Tuition and Fees Report. This report, published annually by NEBHE’s Policy & Research team, takes an in-depth look at the tuition and required fees published by public two- and four-year postsecondary institutions across New England. It explores emerging trends by providing a historical analysis of tuition and fees in the region to shed light on college prices, as well as legislative and institutional initiatives that seek to address affordability challenges.

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July 2019

Closing the FAFSA Gap: FAFSA Completion Rates Among New England’s Low-Income Students Closing the FAFSA Gap: FAFSA Completion Rates Among New England’s Low-Income Students

Closing the FAFSA Gap: FAFSA Completion Rates Among New England’s Low-Income Students

This brief examines available FAFSA completion data to assess how New England is closing the FAFSA completion gap for low-income students. Despite FAFSA completion data limitations, various metrics—such as the relationship between district poverty levels, median household incomes and FAFSA completion rates—provide an understanding of how New England states are supporting the FAFSA completion rates of low-income students. FAFSA completion is vital to the sustainability of higher education institutions (HEIs). The high number of incomplete FAFSA applications harms not only low-income students, but also colleges. Enrollment rates continue to decline in New England because of lower birth rates and changing demographics. Several campuses have been forced to close in New England due to shrinking enrollments. Increased efforts that support FAFSA completion for low-income students will be critical to the vitality of HEIs in New England now and in the future.

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May 2019

New England Fast Facts: What’s the Value of Higher Education in New England? Insights for State and Institutional Leaders, Part 1 in Series New England Fast Facts: What’s the Value of Higher Education in New England? Insights for State and Institutional Leaders, Part 1 in Series

New England Fast Facts: What’s the Value of Higher Education in New England? Insights for State and Institutional Leaders, Part 1 in Series

This report takes an in-depth look at the available data for New England to make the case for the value of individual and public investments in higher education. It explores regional figures on attainment, income, unemployment, poverty and civic engagement, among other data points. Despite the alarming and unsustainable rise of college tuition and fee rates, the greatest cost associated with higher education is still the opportunity cost in terms of lost wages. The average associate degree holder in New England earns roughly $5,400 (17%) more annually than an individual who does not have an education beyond high school. The corresponding “wage premium” for a bachelor’s degree in the region is even greater: The average four-year college graduate in New England can expect to earn approximately $19,600 (62%) more per year than someone with a high school diploma only.

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November 2018

New England Fast Facts: The Price of Public Colleges in New England, 2017-18 New England Fast Facts: The Price of Public Colleges in New England, 2017-18

New England Fast Facts: The Price of Public Colleges in New England, 2017-18

In New England and across the U.S., it has never been more critical to hold a postsecondary credential to be able to fully participate in the workforce and earn a living wage. Yet, in recent years the cost of a college degree has risen precipitously — oftentimes becoming prohibitively expensive for far too many Americans to attend college. New England’s public colleges are the most affordable and financially accessible option for most individuals in the region, and their primary mission is to serve each of their state’s residents. Published tuition and fee rates play a significant role in students’ and their families’ decision about which college to attend to whether to even pursue a college degree. This brief takes an in-depth look at the tuition and required fees published by public two- and four-year postsecondary institutions in New England.

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August 2018

Student Transfer in New England: Are We Making Progress?Student Transfer in New England: Are We Making Progress?

Student Transfer in New England: Are We Making Progress?

Higher education students in the U.S. have been transferring at record levels. More than two-thirds who earn bachelor’s degrees from four-year institutions today have changed colleges at least once according to the National Student Clearinghouse Research Center. However, the U.S. Department of Education reported in 2015 that on average, students who transfer lose 13 credits already earned and paid for. The impact of lost credit on students is enormous and contributes to students taking an average of five or more years to earn a four-year degree. This brief explores if states in the region are making progress in developing policies and practices that: Facilitate transfer; Mitigate credit loss; Offer students who began at a community college and transferred to a four-year institution the opportunity to earn an associate degree through reverse transfer; Offer students who began at a community college and transferred to a four-year institution the opportunity to earn an associate degree through reverse transfer.

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March 2018

Learning for Life and Work Learning for Life and Work

Learning for Life and Work

The New England Board of Higher Education (NEBHE) Commission on Higher Education & Employability released a major report with recommendations to increase the career readiness of graduates of New England colleges and universities and improve their transitions to work. Chaired by Rhode Island Gov. Gina M. Raimondo, the 50-member Commission invested 11 months in public meetings and working group sessions exploring New England employers’ concerns about a lack of qualified, skilled workers, particularly in rapidly changing, technology-intensive and growth-oriented industries. In its report, “Learning for Life and Work,” the Commission offers a strategic action agenda with 18 key recommendations to align institutions, policymakers and employers.

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September 2017

New England Fast Facts: Undocumented Students & Access to Higher Ed New England Fast Facts: Undocumented Students & Access to Higher Ed

New England Fast Facts: Undocumented Students & Access to Higher Ed

An update to NEBHE’s earlier released report, Policy Spotlight on New England: Undocumented Students & Access to Higher Ed. This Fast Facts includes current figures on the number of DACA participants in New England, as well as legislation before Congress.

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August 2017

New England Fast Facts: The Price of Public Colleges in New England, 2016-17 New England Fast Facts: The Price of Public Colleges in New England, 2016-17

New England Fast Facts: The Price of Public Colleges in New England, 2016-17

As postsecondary education becomes increasingly vital to the livelihood of New England residents and the region as a whole, policymakers are taking a more critical look at the price of college. As the lowest-price institutions, whose primary mission is to serve state residents, public colleges’ tuition and fees are especially of interest to state policymakers. Published tuition and fee rates are a major part of the equation of what students and families must pay for college. This Fast Facts in New England examines average tuition and required fees for state residents at public institutions in each New England state and in the region as a whole.

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Spring 2017

Policy Spotlight on New England: Undocumented Students & Access to Higher Ed Policy Spotlight on New England: Undocumented Students & Access to Higher Ed

Policy Spotlight on New England: Undocumented Students & Access to Higher Ed

While institutional leadership continues to play a big role in enrolling, retaining and graduating undocumented students, state policy and legislative action is crucial to supporting these students. Undocumented students are ineligible for federal financial aid programs such as Pell Grants, work study and government loans. As a result, these students rely almost exclusively on state support. Twenty states offer some form of financial aid to undocumented students, and most extend in-state tuition to undocumented students. Nationally, six states provide both in-state tuition and state financial aid. In New England, only two states offer financial support. Connecticut and Rhode Island extend in-state tuition to undocumented students if they meet certain criteria such as having attended a state high school for two or more years and graduated.

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October 2016

New England Fast Facts: Completion Colleges: A Primer for Policymakers New England Fast Facts: Completion Colleges: A Primer for Policymakers

New England Fast Facts: Completion Colleges: A Primer for Policymakers

Completion colleges may present an affordable, alternative option for adults who’d like to attain a degree and who may otherwise turn to a private for-profit institution. Like many private for-profits, completion colleges are designed to serve adults who have been delayed in completing their degrees by offering more flexibility than many traditional colleges and universities.

Completion colleges do this by aggregating credits earned at other institutions with “prior learning.” Faculty members at completion colleges assess prior learning—college-level skills and knowledge often learned outside the classroom—to ensure that students don’t have to take and pay for courses on content they have already mastered. This “prior learning assessment” (PLA) may come in forms such as student portfolios that demonstrate mastery of course content, a subject assessment offered by the completion college, industry licensure or military experience. Once prior learning credits are applied toward a degree, most of the remaining courses necessary to complete a degree can be taken online.

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September 2016

Policy Spotlight on New England: Dual Enrollment Policies & Programs Policy Spotlight on New England: Dual Enrollment Policies & Programs

Policy Spotlight on New England: Dual Enrollment Policies & Programs

For the last 15 years, dual enrollment programs have been a high priority policy to tackle college readiness, affordability, and time to degree, with programs in all six New England states. However, opaque or confusing guidelines can disadvantage students looking to apply their credits to degrees or even leave some groups of students behind.

This NEBHE Policy Spotlight presents a regional overview of dual enrollment policies and programs. In addition, state-by-state program summaries illuminate policy gaps and areas ripe for improvement in New England.

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September 2016

Using Khan Academy in Community College Developmental Math Courses: Results and Lessons Learned from Developmental Math Demonstration Project Using Khan Academy in Community College Developmental Math Courses: Results and Lessons Learned from Developmental Math Demonstration Project

Using Khan Academy in Community College Developmental Math Courses: Results and Lessons Learned from Developmental Math Demonstration Project

This brief reports on the effectiveness of using Khan Academy in developmental math coursework, career and technical courses and Accuplacer math boot camps. The three-year Developmental Math Demonstration Project was funded by Lumina Foundation and piloted in 12 community colleges across New England. The brief reports on student and instructor perceptions of using Khan Academy as well as project outcomes and challenges encountered by faculty.

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August 2016

Higher Education’s Impact on the New England Economy: Investing in People Higher Education’s Impact on the New England Economy: Investing in People

Higher Education’s Impact on the New England Economy: Investing in People

Higher education institutions are huge drivers of the New England economy. At a time when the goalposts are moving for the workforce, especially in terms of earning postsecondary degrees and credentials, understanding and supporting higher education’s contribution to the economy is crucial to maintaining regional competitiveness. The first in a new series from NEBHE, Higher Education’s Impact on the New England Economy: Investing in People explores how higher education fuels the regional economy through attracting, developing and retaining its most critical resource: its people.

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June 2016

Policy Spotlight on New England: A Look at the Relationship between Policy and Practice in K-12 Education Reform: Insights for State and District Leaders Policy Spotlight on New England: A Look at the Relationship between Policy and Practice in K-12 Education Reform: Insights for State and District Leaders

Policy Spotlight on New England: A Look at the Relationship between Policy and Practice in K-12 Education Reform: Insights for State and District Leaders

New England states, historically known as bastions of local control over public education, provide an especially interesting setting for examining the nexus of state policy and local practice. This Policy Spotlight delves into the implementation of a competency-based education system in districts across New Hampshire as a case study to illustrate important challenges to, and strategies for, statewide educational transformation.

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May 2016

New England Fast Facts: College Readiness in New England New England Fast Facts: College Readiness in New England

New England Fast Facts: College Readiness in New England

College readiness, due to little agreement on a definition and metrics, is difficult to measure. Yet, it’s important because it influences postsecondary enrollment, the time it takes to obtain a degree, and overall college completion. Further, the number of jobs that require higher education continues to grow: the Georgetown Center for Education and the Workplace estimates that 65% of all jobs will require at least some postsecondary education by 2020. College readiness directly impacts the development of a productive workforce. This Fast Facts in New England examines the college readiness of the region’s high school students using the most recent available measures and data.

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April 2016

Policy Spotlight on New England: How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts — Insights for Students and Schools Policy Spotlight on New England: How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts — Insights for Students and Schools

Policy Spotlight on New England: How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts — Insights for Students and Schools

As proficiency-based education models become more common across the country and the region, high school students and parents have raised questions and concerns regarding how proficiency-based transcripts will be viewed in the college admissions process—especially at highly selective US colleges and universities. Of greatest concern is whether proficiency-based learning and grading will disadvantage students in the college application and evaluation process. To help answer these questions, the New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) convened a meeting of admissions leaders from highly selective New England colleges and universities and facilitated a robust discussion on the topic. This Policy Spotlight on New England offers insights from that meeting.

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March 2016

New England Fast Facts: The Price of Public Colleges in New England New England Fast Facts: The Price of Public Colleges in New England

New England Fast Facts: The Price of Public Colleges in New England

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February 2016

Strengthening State Investment in College Affordability: Insights and Recommendations from Redesigning Student Aid in New England Strengthening State Investment in College Affordability: Insights and Recommendations from Redesigning Student Aid in New England

Strengthening State Investment in College Affordability: Insights and Recommendations from Redesigning Student Aid in New England

In an effort to support college affordability in the region, NEBHE initiated the project (Redesigning Aid) in 2014. Funded by Lumina Foundation, Redesigning Aid combined custom state financial aid research with expertise of national experts and regional practitioners to support states committed to analyzing and redesigning state financial aid programs and policies. Drawn from discussions of the project’s Regional Advisory Council, this report shares key insights from Redesigning Aid and recommendations for how higher education leaders can strengthen state investment in college affordability.

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