Student and Employer Voices on Work-Based Learning and Dual Enrollment

Getting Student and Employer Feedback on Work-Based Learning and Dual Enrollment

Jobs for the Future’s (JFF) Pathways to Prosperity Network supports regional and state leaders in building college and career pathways that help young people move from high school into postsecondary education and meaningful careers. That work includes strengthening dual enrollment and work-based learning (WBL) programs so students can build in-demand skills and navigate into quality jobs.

Our partners in Athens, Georgia, at the Athens Area Chamber of Commerce and Envision Athens recognized that the region already has many of the ingredients for career-connected learning in place—career and technical education (CTE) programs, state funding for dual enrollment, free and low-cost higher education programs, employer WBL partnerships—but knew there was room to increase awareness of and access to these opportunities. To find out what is working well and what barriers need to be addressed, they interviewed focus groups of high school students and employers.

This case study draws on findings from the focus groups and synthesizes key recommendations for a national audience. The focus groups revealed that students and employers both value WBL and dual enrollment as opportunities for early talent development that help learners build confidence and gain clarity about career pipelines.

Students and Employers On What Works

Accelerated and Affordable Degree Progress

Students consistently described dual enrollment as a practical way to get ahead. They talked about earning college credit for free, saving time and money, and getting a head start on college. As one student put it, “Because I can take these classes for free and get more credits… when I start college next year, I’ll be a couple credits short of being a sophomore.”

Students also contrasted dual enrollment with AP courses in ways that are revealing for partners. Several described AP as rushed and high-pressure, while dual enrollment felt more straightforward: if they passed the class, they earned the credit. One student said dual enrollment was “ten times better” than AP because she could focus on learning instead of a single high-stakes test at the end of the course.

Building Confidence Through Experience

Students described work-based learning as making future careers feel tangible through “really hands-on” experiences. One student mentioned that her participation in the health care pathway at the Career Academy led to her obtaining a phlebotomy certificate. Another student is using her internship at Mercy Health Center to work toward her CNA certification. Taken together, the student feedback suggests that WBL is valuable not only because it gives young people experience, but because it gives them a clearer sense of what comes next and makes their career goals feel achievable. 

Developing Employability Skills

Like the students, employers also identified dual enrollment and WBL as places to build confidence and responsibility, which they framed as preparation for successful entry-level jobs. Employers described entry-level hiring as less about finding young people who already have polished technical expertise and more about finding candidates who are dependable, communicative, and ready to learn. As Shelby Day, Community and Talent Champion at Meissner put it, “We teach them [technical skills] on the job. It is very hands-on training.” Andre Person, Workforce Development Coordinator at Georgia Power Company, made a similar point: “We teach everything else if that foundation is in place.” 

In the focus groups, employers identified reliability, following directions, asking questions, communicating well with coworkers and customers, and demonstrating critical thinking as foundational skills for an entry-level hire.

Growth and Opportunity Areas

Ensuring Broad Access to Dual Enrollment and Work-Based Learning

Students reported that they often learn about dual enrollment and WBL only after they have finalized their coursework and extracurricular activities. Some described support from adults as helpful, but others experienced advising as inconsistent and not sufficiently career-focused. 

Strengthening Cohesive Program of Study and Identifying Connections Across Opportunities

Students described having to choose among AP, CTE, dual enrollment, athletics, and work-based learning in ways that make participation feel like a tradeoff. Regional cross-sector pathways discussions similarly point to the need for better alignment across high school pathways, postsecondary programs, and WBL opportunities. 

Improved regional design could organize existing options into pathways that are easier to understand, sequence, and complete, making them more accessible to students and their advisors.

Addressing Key Barriers to Work-Based Learning

Employers were clear that they value WBL, but they also named practical barriers to participation, including liability, age restrictions, safety requirements, scheduling, and the difficulty of making traditional models work in some sectors. Pathways partners have also identified the need for more flexible WBL designs, more paid opportunities where possible, and intermediary functions that can reduce friction for employers. 

The desire to work through these challenges is important: employers are not signaling low interest. They are signaling that partnership models must reflect workplace realities. 

Recommendations for Pathways Leaders

Based on the outputs of the focus group discussion, pathways leaders, including educators, intermediaries, and employers can take the following actions to strengthen the quality, access, and alignment of dual enrollment and WBL.

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