Policies

STATE POLICY REVIEW – POLICIES AND INVESTMENTS IMPACTING WORK-BASED LEARNING 

This matrix summarizes key state policy dimensions, drawn from a wide body of research and case studies, that impact the provision, effectiveness, and scaling of internships and work-based learning. 

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 

1. Clear Outcomes

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

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. 

2. 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. 

3. Affordability

Objective: Make postsecondary education financially accessible to all students. 

Findings: 

• California and Washington are the most affordable states, where students can cover education costs by working fewer than 10 hours per week during the academic year and full-time during summer. 

• States like Mississippi and Wyoming have low average net prices but also low wages, affecting affordability. 

• Conversely, states like Rhode Island have higher net prices but also higher wages, balancing affordability.  

4. 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.  

5. 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: 

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.

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.