There is no conflict of interest.
Highlights
- The study's objective was to examine characteristics of science, technology, engineering, and mathematics (STEM) apprentices and programs.
- The authors used data from the Registered Apprenticeship Partners Information Data System (RAPIDS) and conducted interviews with sponsors of STEM apprenticeship programs and related technical instruction (RTI) providers. They provided descriptive statistics on apprentices and programs and performed qualitative analysis on the interview responses.
- Between 2000 and 2016, there were 13,521 STEM apprentices, most of whom were enrolled in engineering technician programs. These apprentices started with an average wage of $19.81 per hour, which increased to $20.55 per hour upon completion. The program completion rate for STEM apprentices stood at 55.1%, compared to 33.3% for non-STEM apprentices. Interviews with sponsors and RTI providers revealed that while experiences varied, a common takeaway was that these apprenticeships equipped STEM trainees with practical skills that met employer and occupation needs.
- The authors note that the interviewees were not representative of all STEM apprentices in the U.S. Additionally, interviewees may have portrayed their programs more favorably during the interviews, which could result in biased and inaccurate information.
Intervention Examined
Features of the Study
Registered Apprenticeships involve paid, on-the-job training and classroom instruction to help individuals gain experience and knowledge to pursue their desired occupation. These programs are reviewed, approved, and overseen by the federal Office of Apprenticeship or a State Apprenticeship Agency and are operated by employer sponsors and related technical instruction (RTI) providers.
The study examined Registered Apprenticeship programs the in U.S. focused on science, technology, engineering, and mathematics (STEM) occupations, including the following federal occupation classifications: computer science and information technology (IT), engineering technology, engineering, and science and science technicians. It aimed to understand characteristics of STEM apprentices, such as demographics, program outcomes, and registration patterns. Additionally, it explored the structure and organization of STEM programs and RTI providers.
The authors used data from the Registered Apprenticeship Partners Information Data System (RAPIDS) which provides apprenticeship data for 33 states that share data with the U.S. Department of Labor. The authors also conducted interviews with STEM apprenticeship program sponsors and RTI providers. The study sample included 13,521 STEM apprentices from across the country who participated in apprenticeship programs between 1999 and 2016. The interviewees consisted of 15 program sponsors and 5 RTI providers, representing 20 different organizations. The authors summarized descriptive statistics from the RAPIDS database and qualitative findings from the interviews, but did not discuss specific analysis methods used to do so.
Findings
- Of the 13,521 STEM apprentices, 2,010 were enrolled in computer science and information technology programs, 9,201 were enrolled in engineering technician programs, 1,366 were enrolled in engineering programs, and 944 were enrolled in scientist and science technician programs.
- The majority of STEM apprentices were men (90.3%) and White (68.8%), with smaller proportions of Black (12.8%), Hispanic (8.3%), Asian (2%), Native American or Alaska Native (1.8%), and Hawaiian-Pacific Islander (1.5%). Regarding education, 19.9% completed post-secondary or technical training, 57.8% held high school diplomas, 14.9% had GEDs, and 3.6% had some education between 9th and 12th grade.
- A quarter (25%) of the STEM apprentices were involved in prison apprenticeship programs.
- Overall, STEM apprentices started with an average wage of $19.81 per hour and exited the program with an average wage of $20.55 per hour. In specific fields, apprentices in computer science and information technology had an entry wage of $17.45 and an exit wage of $18.52. Engineering technician apprentices started at $19.84 and ended at $20.47. Those in engineering programs had higher wages, beginning at $21.61 and exiting at $23.15. Lastly, apprentices in science and science technician programs had an entry wage of $19.49 and an exit wage of $20.12.
- The study found that 55.1% of STEM apprentices completed their programs, while only 33.3% of non-STEM apprentices did. Interviews with sponsors and RTI providers did not identify significant issues with retention or completion rates. Many believed that the high retention rates were due to consistently high wages.
- From 2000 to 2016, the number of apprentices in STEM fields was lower than in non-STEM fields. However, registration trends followed similar patterns, with a slight delay due to the Great Recession. Within STEM, engineering technicians had the highest registrations but experienced significant fluctuations after the Great Recession due to manufacturing changes. Computer science and IT apprenticeships peaked in 2009, while engineering and science technician apprenticeships remained stable and less affected by economic shifts.
- STEM apprentices were unevenly distributed nationwide, with most in California, Indiana, Missouri, West Virginia, and South Carolina. Indiana and Missouri had large STEM apprenticeship programs in prisons, making up a large portion of their STEM apprentices.
- Among STEM apprentices, 54.3% participated in independent and non-joint programs, 24.4% in independent and joint programs, 9.9% in group and joint programs, and 10% in group and non-joint programs. Most of the sponsors interviewed were involved in independent programs.
- Additionally, 3.9% of STEM apprentices were in competency-based and hybrid programs, whereas 96.1% were in time-based programs.
- Among STEM apprentices, 42.6% were registered with sponsors that only ran STEM programs, while 57.4% were associated with sponsors managing at least one non-STEM program. Interviewees who participated in both types of programs believed that the apprenticeship model was equally effective for STEM occupations as it is for other fields.
- Interviewees noted that the combination of on-the-job training and RTI provides participants with practical skills and flexibility to meet employer needs.
- Among STEM apprentices, 33% received RTI from colleges, 11.7% from non-college education providers, 24% from prisons (sponsor), 2.9% from the military, 2% from professional associations, 4.1% from unions or JATCs, 21.8% from employers, and 0.3% from other sources.
- Interviewees expressed interest in community colleges as potential RTI providers. Current RTI providers highlighted variations in RTI design among STEM apprenticeship programs, with some employers offering standardized RTI for first-year apprentices and others integrating external sources. Cost posed a significant challenge for RTI training, and many emphasized the importance of on-the-job training and coordinated approaches.
Considerations for Interpreting the Findings
The authors note that the interviewees were not representative of all STEM apprentices in the U.S., though the authors tried to request interviews from larger, more established programs and only a subset agreed to be interviewed. Interviewees might also portray their programs more favorably during interviews, potentially presenting biased and inaccurate information.
Research Guidelines
Review Protocol: Employment and Training Review Protocol
Review Guidelines: Quantitative Descriptive Guidelines