A registered apprenticeship program pairs on-the-job training with related instruction in the classroom. Educational organizations—high schools, community colleges, technical schools, career centers, trade schools, associations, and other workforce training entities—often provide related instruction, though employers can also be providers.

Educational organizations also are increasingly designing and sponsoring apprenticeship programs. Secondary educational institutions face unique challenges and opportunities as they launch registered apprenticeship programs for youths and young adults.

High school–based registered apprenticeship programs remain a relatively untapped but important resource for students. While only 2,358 16- and 17-year olds were in registered apprenticeship programs in 2021, almost half of them were enrolled in programs specifically designed for youth apprentices. During the Urban Institute’s work in the field, we have seen that such programs are primarily high school–based.

This fact sheet reflects key lessons for high schools, school districts, and K–12 educational leadership from Urban’s five years as a youth apprenticeship intermediary for the US Department of Labor.

Apprenticeships Can Accelerate Young People’s Careers

Apprenticeship should be seen not as an alternative to college but as an opportunity to earn money and gain a credential while obtaining valuable on-the-job experience. States like Wisconsin and Maryland that have integrated apprenticeship into high school program designs have strengthened educational and career pathways for students. Most youth apprentices in Wisconsin and Maryland, though, are not part of the registered apprenticeship system.

Educators Can Help Address Student Challenges to Engaging in Apprenticeships

One of the biggest challenges in youth registered apprenticeship programs is awareness. Parents, students, educators, school leadership, and employers often need convincing that apprenticeship is a valid pathway and supplement to higher education opportunities. These key constituents also each play an important role in introducing students to youth apprenticeship.

Outreach and messaging are vital when creating a youth apprenticeship program. When all constituents understand the value of youth registered apprenticeships, programs are at less risk of being cut from school curricula and programming when school leadership changes.

A lack of flexibility across high schools, trade schools, community colleges, and other educational institutions can be a major barrier for implementing youth apprenticeships. Scheduling constraints, seat time requirements, and other expectations for graduation limit how youth apprenticeships can be delivered. Improved coordination between the workforce and education systems can result in policies like dual enrollment that enable youth apprenticeship programs.

Transportation between school and job sites can be a barrier to participation, especially for high schoolers. Workforce agencies may be able to help fund transportation, as well as required uniforms and tools that young people may find cost prohibitive.

Educators Have Opportunities to Expand Youth Apprenticeships

Create an educational pathway for apprenticeships. High school apprenticeship programs can create flexible options for high school completion and offer dual enrollment, which allows students to earn college credit while still in high school. Another option is to align high school registered apprenticeship programs with career and technical education curricula so schools don’t have to develop new areas of study. The Department of Labor’s current proposed regulations include a career and technical education apprenticeship model, in which educational institutions and workforce programs coordinate development of youth apprenticeship programs.

Create educational partnerships. Apprenticeship works as a career pathway because of the aligned interests among program partners who understand local demand for new talent and the importance of hands-on learning. Educational institutions can benefit from the knowledge and assets of key stakeholders, who play a critical role in developing high-quality programs, by forming partnerships with them:

• Intermediaries coordinate partners in the apprenticeship system and in many cases are the key players in making apprenticeships a reality. Many employers and education providers cannot fully support a work-based learning program such as apprenticeship on top of their day-to-day activities. And many schools and employers acknowledge they lack the capabilities and relationships needed to build and sustain an apprenticeship program. Intermediaries can help “translate” between business and education partners, working to ensure both parties benefit. Also, intermediaries know which successful aspects of established programs can be applied to new registered apprenticeship programs.
• Employers know their current hiring needs and the demand for technical skills as their businesses expand and/or their employees retire.
• Industry representatives, including local and national unions and professional associations that develop certification and licensing standards, care about program quality.
• Local workforce boards offer direct connections with employers looking to hire talent and can access funding that helps apprentices succeed.