Abstract
The purpose of this study was to describe the degree of implementation of work-based learning in California Partnership Academies based on the perception of academy Lead Teachers. The study included the following: (1) to determine whether the number of years an academy has been established impacted the implementation of work-based learning programs; (2) to describe the extent to which California Partnership Academy students participated in work-based learning strategies; (3) to describe the extent to which identified "best practices" of work-based learning programs were incorporated in California Partnership Academy high schools; (4) to identify the barriers and obstacles in implementing work-based learning programs in California Partnership Academy high schools. The findings for the study were: (1) Academies that have been established for one or two years differed significantly from academies that have been established for three or more years in the implementation of work-based learning strategies and "best practices" of work-based learning programs. Academies that had been established for three or more years participated in more work-based learning strategies and had higher implementation of "best practices" of work-based learning than one-to-two-year academies. (2) Most of the academies found "transportation and scheduling of work-based learning activities" and "finding enough work-based learning sites to place students" as the major barriers to implementing work-based learning programs. Several conclusions are drawn from the findings of the study. (1) The data indicate that one to two years were not enough time to establish a strong work-based learning program. (2) Academies tended to participate mostly in job shadowing and to a lesser extent in service learning and internships, indicating low levels of engagement with the workplace. (3) Veteran academies successfully implemented the majority of "best practices" of work-based learning. Academy staff and other educators must consider engaging students in substantial and more in-depth work-based learning strategies, make stronger connections with employers in the community to provide work-based learning experiences for students, and provide extraordinary assistance to teachers and students in the early stages of academy development.