There is no conflict of interest.
Highlights
- The study’s objective was to examine the relationship between apprentice characteristics and exit outcomes of apprenticeship programs.
- The study used data from the Registered Apprenticeship Partners Information Database System (RAPIDS) to assess engagement in and completion of registered apprenticeship programs in service occupations.
- The study found that short-term, union-affiliated apprenticeships operated by individual employers had higher completion rates while partnerships with community colleges for related technical instruction yielded higher exit wages.
- RAPIDS data does not cover all states in which Registered Apprenticeships are operated and for this reason findings may not be generalizable.
Intervention Examined
Features of the Intervention
Registered Apprenticeships are a long-standing approach to workforce development that combines on-the-job training and classroom instruction to prepare an individual for a career in a specific occupation. Programs are registered through the U.S. Department of Labor (DOL), Employment and Training Administration and state apprenticeship agencies. Programs are typically run by an employer or group of employers with classroom instruction being offered by community colleges or proprietary training providers. Sponsoring employers screen potential apprentices for admission into their respective programs.
Features of the Study
This descriptive study used data from the Registered Apprenticeship Partners Information Database System (RAPIDS), DOL’s database that includes information about apprentices and apprenticeship programs in 33 states. The author used RAPIDS data from 1999 to 2016 that contained 105,157 service apprentices. Among them, 36.7% were female, 23.1% were Black, and 70.1% had no education beyond high school. The author conducted analyses to examine the relationship between apprentice and program characteristics and outcomes (completion rates and exit wages). Completion data spanned from 1999 to 2015 as these were the years when completion could be accurately tracked within RAPIDS. Apprentices who dropped out, were incarcerated, or had missing data were excluded from the analyses to enhance the accuracy of results concerning factors influencing exit wages.
Findings
- The study found that the number of service apprenticeship programs and service apprentices increased over the period of data collection; however, the number of new programs registered annually declined from the early 2000s to 2016. This trend was also observed among non-service apprenticeships.
- Short-term apprenticeship programs run by individual employers in partnership with a union had higher completion rates. Apprenticeship programs in partnerships with community colleges had higher exit wages for many service jobs.
- The study found that service apprentices had higher completion rates but lower average exit wages than non-service apprenticeships.
- Female, white, and post-secondary-educated apprentices in service roles had higher rates of program completion. Conversely, the likelihood of completing the program decreased with longer apprenticeship durations.
- The study also found that being a female or a Veteran was related to lower exit wages among service apprentices. In contrast, having post-secondary education experience was associated with higher exit wages for both service and non-service apprenticeships.
- Additional quarters of classroom instruction were associated with higher exit wages.
Considerations for Interpreting the Findings
The RAPIDS data used in this study covers only 33 states up to 2016 and looks specifically at service industries. Some apprentices were excluded from analysis, which may affect how well the findings apply to the nation. Moreover, the data only includes a few characteristics of apprentices and programs that could impact completion rates and exit wages, missing other important factors that might play a role.
Research Guidelines
Review Protocol: Employment and Training Review Protocol
Review Guidelines: Quantitative Descriptive Guidelines