Early care and education (ECE) apprenticeship programs provide structured on-the-job learning combined with job-related education or coursework. ECE apprenticeships are viewed as a promising strategy to prepare people for careers in ECE or provide career pathways for the those currently working in ECE. This report presents a framework to guide future research and offers a strategic approach to develop a portfolio of evidence about the implementation and outcomes of ECE apprenticeship programs.
Why This Matters
ECE Registered Apprenticeship Programs are defined as programs approved by the US Department of Labor (DOL) Office of Apprenticeship or a State Apprenticeship Agency. These programs have grown over the past decade. In 2023, ECE Registered Apprenticeship Programs were operating in more than 35 states. In addition to Registered Apprenticeship Programs, some states and ECE programs offer nonregistered apprenticeship programs that provide on-the job-training with classroom instruction but are not approved by DOL or a State Apprenticeship Agency.
Given the growth of ECE apprenticeships, the Office of Planning, Research, and Evaluation in the Administration for Children and Families (ACF) in the US Department of Health and Human Services contracted with the Urban Institute and MEF Associates project team to develop a framework for future research about ECE apprenticeships, called a learning agenda. This report presents the learning agenda based on findings from a scan of existing materials and resources on ECE apprenticeships, expert interviews, and discussions at a virtual convening. It summarizes what is known about ECE apprenticeships, gaps in the knowledge base, and priorities for future research.
Key Takeaways
We identified and reviewed 28 nonresearch publications, such as policy briefs, advocacy briefs and reports, program overviews, and technical assistance resources, and 16 research publications focused on ECE apprenticeships. These research studies describe the implementation of 10 different ECE apprenticeship models. Four studies reported a link between participation in apprenticeship programs and perceived outcomes. Yet, to date, no studies have been conducted that employ a methodology that would show a causal relationship between participation in ECE apprenticeships and desired outcomes.
Experts and people with a vested interest in ECE apprenticeships who participated in interviews and a virtual convening identified a range of priority questions to guide future research to begin to fill the gaps in the existing knowledge base. These questions are presented in this learning agenda. Drawing on findings from project activities, the following recommendations emerged as needed next steps to build the evidence base about ECE apprenticeships:
- conduct a scan of existing data about ECE apprenticeships
- identify common definitions and frameworks of ECE apprenticeships to establish a consistent understanding about ECE apprenticeships
- carry out studies that can build the field’s foundational knowledge of ECE apprenticeships and set the stage for future studies that examine the overall effectiveness of these programs in achieving their intended outcomes
- do research that assesses outcomes and impacts for participants, employers, and communities
- conduct research on the specific characteristics of ECE apprenticeship programs that lead to desired and actual outcomes and that compare the cost of ECE apprenticeships with the value of the benefits
- engage people enrolled in apprenticeships, those who have completed apprenticeships, and ECE employers who have supported ECE apprenticeships to shape the research questions and methods
Across these topics, research is needed on Registered Apprenticeship Programs, nonregistered apprenticeship programs, and the similarities and differences across both types of apprenticeship programs.
How We Did It
We scanned available information about ECE Registered Apprenticeship Programs and nonregistered apprenticeship programs, interviewed seven people knowledgeable about ECE apprenticeships, and held a virtual convening with 25 participants to gather their perspectives on the questions that can guide future learning about ECE apprenticeships. We identified and reviewed 28 nonresearch publications, such as policy briefs, advocacy briefs and reports, program overviews, and technical assistance resources, and 16 research publications. The team analyzed themes from the available information, interviews, and the virtual convening to inform the learning agenda and associated recommendations.
