Apprenticeship degree programs possess all the hallmarks of any Registered Apprenticeship: they are industry-led and offer paid work experience with wage progression, on-the-job learning, and supplemental education. What sets them apart is that apprentices earn not only a nationally recognized journeyworker credential but also an associate’s, bachelor's, or master's degree. This brief explores the definitions of apprenticeship degrees, their current state of practice, research from the US and abroad, and policies that facilitate the adoption of apprenticeship degrees. We recommend coordinated action across practice, policy, and research to drive the expansion of high-quality apprenticeship degrees.

Why This Matters

Apprenticeship degrees are a relatively recent innovation with the potential to benefit apprentices and employers alike—as well as harmonize the workforce and postsecondary systems. Both Registered Apprenticeships and postsecondary degrees help individuals build skills, increase earnings, and advance their careers, but the two systems have historically operated in isolation from each other. Practitioners and policymakers are increasingly recognizing the potential of greater impact when they are combined. As interest in apprenticeship degrees grows, stakeholders should align around shared priorities for practice, policy, and research to scale the model and advance its impact.

What We Found

The key priorities of this agenda include:

• Establish a shared national definition of apprenticeship degrees.
• Catalyze adoption by practitioners through identifying occupations and existing programs of study suitable for the model, developing innovative models for mentorship, and launching communities of practice.
• Support policies that direct public funding to key aspects of apprenticeship degrees, align licensure regulations with the model, and clarify federal guidance across agencies about the allowability of using various funding sources to support development of apprenticeship degree programs.
• Advance research and continuous improvement by establishing a national data infrastructure, measuring the net benefits for employers, students, and postsecondary institutions, documenting the expectations and requirements of accrediting and licensing bodies, and launching outcomes and causal impact studies of apprenticeship degree programs.

How We Did It

This research report builds on lessons from researchers, practitioners, and policy experts. We interviewed 34 apprenticeship practitioners, educational leaders, employers, apprentices, policy experts, and researchers to learn about the opportunities and challenges for expanding high-quality apprenticeship degree programs. We also hosted a convening that gathered 28 experts in apprenticeship and higher education. This research report synthesizes a literature review, initial findings from interviews, and refined priorities based on feedback shared during and following the event. Three accompanying fact sheets summarize the key issues and priority action items for practitioners, policymakers, and researchers.

Additional Materials

How Policymakers Can Scale Apprenticeship Degrees: Action Items for State and Federal Policymakers 
Deborah Kobes, John Marotta, and Julia Payne

How Workforce Systems, Higher Ed, and Industry Can Expand Apprenticeship Degrees: Action Items for Practitioners 
John Marotta, Julia Payne, and Deborah Kobes

How Researchers Can Help Advance Understanding of Apprenticeship Degrees: Action Items for Researchers 
Julia Payne, Deborah Kobes, and John Marotta