Key Learnings
Key lessons learned from the research highlight that high-quality pre-apprenticeships do far more than channel young people into Registered Apprenticeship (RA): they build confidence, problem-solving skills, and career clarity, open multiple positive post-program pathways, and strengthen employer talent pipelines.
Drawing on youth, practitioner, and employer perspectives, as well as administrative data, these lessons learned underscore how program design elements, such as hands-on learning, strong instruction, relational and wraparound supports, and intentional employer engagement, shape young people’s experiences and outcomes.
It also surfaces the motivations and contextual factors that influence whether youth transition into RA, while pointing to system-level investments needed to fully leverage pre-apprenticeships as onramps into RA and other quality education and employment opportunities.
The following key learnings rose to the top of our research:
1. Pre-apprenticeships are producing strong skill and development gains, even when youth do not enter RA immediately
Youth survey data show very high agreement that pre-apprenticeship increased confidence, problem-solving, and clarity of career goals. Youth also pointed to growth in teamwork, communication, and professional networks.
“The way they encouraged us to keep bettering ourselves.”
“I genuinely enjoyed how the class was structured and taught; it also gave me a lot of options for my future career.”
“This would be like a stepping stone… to actually, you know, figure out what you want to do, or you know, just getting your foot in that door.”
Practitioners reinforced this picture, emphasizing that youth gain not only industry-recognized credentials and technical skills, but also exposure to workplace culture and a growing sense of social efficacy and confidence about their next steps. One practitioner described youth as benefiting from “credential attainment, technical skill development, social efficacy and exposure to workplace culture, and increased career clarity.” Another noted that even when youth do not enter RA, they still acquire “valuable work skills and life skills that ready them for next steps in their lives regardless of attachment to work.”
2. Immediate transitions into RA are relatively rare; other positive pathways are more common
Across data sources, pre-apprenticeship appears to serve as a bridge to a variety of positive next steps rather than primarily as a direct funnel into RA. In the administrative data, just 6% of all pre-apprentices were categorized as completed and continuing into a Registered Apprenticeship Program (RAP). Among the 801 who completed, administrative records show 64 (8%) went on to a Registered Apprenticeship, suggesting that RA is one important pathway but not the dominant immediate outcome.
Findings from the youth survey (n=13) mirror this pattern: only a small number reported entering RA within six months of completing pre-apprenticeship, while more moved into further education (3%), non-RA employment in or near their field (23%), or were out of work or school (23%).
Practitioner estimates from the pathway survey also align, with most sites reporting relatively modest RA attempt and enrollment shares and observing that, when youth do not enter RA, they most often move into employment (in the same or a different industry), return to high school or adult education, enroll in college, or temporarily step away from work or education due to family or personal responsibilities. Taken together, the youth, practitioner, and administrative data suggest that pre-apprenticeship is often a bridge into multiple positive trajectories, education, non-RA work, or RA, with RA representing a smaller but still meaningful share of immediate outcomes.
3. More participants reported that their motivations for entering a pre-apprenticeship program include learning a specific trade rather than getting into a RAP. There were few large demographic differences between those who completed and did not go on to a RAP and those who did.
Motivation may play a notable role in whether youth move into RA after pre-apprenticeship. In the youth survey, the two young people who entered RA within six months had come from more trade-specific programs (for example, technical and automotive pathways) and selected “to learn a specific trade (e.g., electrical, plumbing, carpentry)” as their main reason for joining. By contrast, youth who chose “to get into a specific RA” as their primary motivation did not report being in RA six months later; instead, they reported pursuing additional education or training or being out of work and school. Similarly, youth who joined mainly “for a stable, well-paying job” or because they were unsure what to do after high school tended to move into further education or non-RA jobs, or to remain out of work and school.
Patterns by gender and race show more similarity than difference between those who transition into RA and those who do not. Administrative data indicate very similar gender distributions among completers who did and did not go on to RAPS. Racial distributions are also broadly comparable: there was a slightly larger share of Latine pre-apprentices among those who transitioned into RAPs compared with those who did not (15% versus 13%), but overall, the race profiles of RA and non-RA completers look quite similar.
Given sample sizes and data structure, the available evidence does not support strong causal claims about specific demographic groups and RA transitions. Instead, the combined youth, practitioner, and administrative findings suggest that motivation, particularly entering pre-apprenticeship “to learn a specific trade,” and sector (for example, technical or automotive programs) appear linked to RA transitions in this small sample. Gender and race distributions among RA and non RA completers are broadly similar, with only small differences. Awareness of RA options and local RA availability, as well as broader geographic context, emerge as important enabling or constraining factors shaping participants’ immediate post-completion pathways.
4. Pre-apprenticeship experiences have a reported impact beyond transitioning into RA
Across youth and practitioners, pre-apprenticeships appear to function as broad career and skill-building platforms rather than narrow pipelines to a single outcome. Youth move into a range of next steps, including additional education, non-RA work in the same or related fields, or other jobs, while a smaller share enters RA. Both youth and practitioners emphasize gains in confidence, problem-solving, teamwork, communication, and clarity about career goals. Some youth explicitly report “deciding the trade wasn’t for me,” which can be an important outcome in itself by preventing misaligned long-term investments.
Overall, pre-apprenticeships in these sites help young people solidify or reassess their interests, build employability skills, and either progress toward RA, continue their education, or pursue other favored work opportunities.
5. Program factors, including hands-on experiences and strong mentorship, play a large role in youth satisfaction.
Several common program features are strongly associated with positive youth experiences and outcomes:
Hands-on, realistic learning environments.
Youth emphasize labs, simulations, roleplays, and project-based units as the most valuable parts of their programs. In health care, labs are described as “what you will be doing in real time” in a medical setting; in some creative/media programs, participants complete real-world projects and earn micro credentials.
Structured, high-quality instruction and curriculum.
Youth report that instruction prepared them with the needed knowledge, hands-on training was relevant, and the curriculum was well organized.
Relational supports.
Instructors, success coaches, and peers provide ongoing encouragement, help manage discouragement, and support decision-making about next steps.
Wraparound and career services.
Transportation assistance, tool/equipment support, financial coaching, résumé and interview preparation, and navigation support are seen as essential—not optional extras.
Employer engagement and alignment.
Employers codesign curriculum, deliver sessions on workplace expectations and soft skills (including how to navigate microaggressions), host site visits, and in some cases offer guaranteed interviews or advanced placement into RA.
Participants and practitioners also identify notable challenges, particularly in highly virtual or compressed pre-apprenticeship programs. Youth describe wanting more in-person, hands-on days, and both groups point to the need for a slower pace or additional time to work through challenging content and prepare for credentials. Practitioners further emphasize the importance of intentionally tapering supports so that young people can succeed in less scaffolded work environments. Taken together, these design considerations are likely to shape completion rates, participant satisfaction, and downstream transitions into RA, further training, or employment.
5. Program factors, including hands-on experiences and strong mentorship, play a large role in youth satisfaction.
Several common program features are strongly associated with positive youth experiences and outcomes:
Hands-on, realistic learning environments.
Youth emphasize labs, simulations, roleplays, and project-based units as the most valuable parts of their programs. In health care, labs are described as “what you will be doing in real time” in a medical setting; in some creative/media programs, participants complete real-world projects and earn micro credentials.
Structured, high-quality instruction and curriculum.
Youth report that instruction prepared them with the needed knowledge, hands-on training was relevant, and the curriculum was well organized.
Relational supports.
Instructors, success coaches, and peers provide ongoing encouragement, help manage discouragement, and support decision-making about next steps.
Wraparound and career services.
Transportation assistance, tool/equipment support, financial coaching, résumé and interview preparation, and navigation support are seen as essential—not optional extras.
Employer engagement and alignment.
Employers codesign curriculum, deliver sessions on workplace expectations and soft skills (including how to navigate microaggressions), host site visits, and in some cases offer guaranteed interviews or advanced placement into RA.
Participants and practitioners also identify notable challenges, particularly in highly virtual or compressed pre-apprenticeship programs. Youth describe wanting more in-person, hands-on days, and both groups point to the need for a slower pace or additional time to work through challenging content and prepare for credentials. Practitioners further emphasize the importance of intentionally tapering supports so that young people can succeed in less scaffolded work environments. Taken together, these design considerations are likely to shape completion rates, participant satisfaction, and downstream transitions into RA, further training, or employment.
6. Employers use pre-apprenticeship programs to expand and broaden their talent pipeline.
Employers view pre-apprenticeship as a high-value strategy for building their future workforce, citing its ability to increase the talent pipeline, reduce recruitment and training costs, and broaden workforce demographics.
“We get much-needed help in the summertime, and get to teach our trade to students who are exploring the field of aquaculture. The pre-apprenticeship program also offers a stipend for the employer, which is incredibly helpful as we try to get ahead with our small business.”
“Large pipeline of terrific candidates. Reimbursement for their salary helped us during a time of business growth.”
“It has been great to have applicants with varying backgrounds and at varying career levels being given entry, access, and networking into our industry.”
Stakeholders see clear opportunities and benefits in these models, emphasizing that they help build a stronger early-career talent pipeline while giving employers a low-risk way to assess young people’s fit before making long-term hiring commitments. Because participants come in with some level of screening and basic training, employers report that these pathways can reduce both recruitment risk and the time and cost associated with onboarding completely inexperienced workers. Wage subsidies and stipends are especially critical. For small, seasonal, or resource-constrained employers, this support is often a “make or break” factor in taking on and training young people new to the workforce. At the same time, these programs are seen as important tools for creating entry points for youth who might otherwise be excluded from traditional hiring channels.
However, stakeholders also highlight persistent challenges and unmet needs. Workplace culture and readiness are major concerns, particularly for youth. Some sites have struggled with toxic or unsupportive environments that can push capable participants away and undermine the long-term value of the pathway. Employers and intermediaries point to the administrative burden of sponsoring RAPs, especially navigating compliance requirements, documentation, and reporting, as a barrier to scaling high-quality programs. Compensation and retention become more difficult once wage subsidies end, as employers must decide whether and how to sustain higher wage levels while remaining competitive. In many rural and coastal communities, housing shortages and limited transportation options make it hard for young people to access and remain in work-based learning and apprenticeship opportunities, even when interest is high.
Practitioner survey responses about barriers to RA transitions mirror many of these themes. They frequently cite transportation and scheduling challenges, as well as young people’s lack of interest in continuing in a specific occupation or industry after gaining more exposure. Limited availability of RA positions can further constrain transitions, especially in regions with few participating employers. Youth often face immediate financial pressure to take any available job rather than pursue RA, particularly when apprenticeships pay less at the outset or require a longer commitment to reach full wages. Academic or skill gaps, caregiving and family responsibilities, and limited understanding of the long-term benefits of RA also impede participation.
On the employer side, misaligned expectations about what new apprentices can do, coupled with a lack of mentorship and structured on-the-job support, can lead to poor experiences and early exits. In some cases, youth receive attractive full-time employment offers and no longer see RA as necessary. While in others, there is simply a lack of employers who are both interested in and prepared to work effectively with young people.
Data suggest that to fully leverage pre-apprenticeships as onramps into RA and other quality outcomes, systems may need to invest in:
Transportation and Scheduling Solutions
Employer and Site Readiness
Including mentoring capacity and healthy workplace cultures
Sustained Funding
And administrative support for RA sponsors
Strong Career Navigation Supports
To help youth weigh RA against other education, training, and employment options