Background: Work-based learning has gained prominence in education, particularly in states like Iowa, where it is recognized as a strategic remedy for labor shortages. However, equitable access remains paramount for its successful implementation, ensuring opportunities for all students.
Research Question: “What challenges exist for sophomore through senior Hispanic, special education, and impoverished student populations in accessing and participating in work-based learning opportunities through the EBCE, iJAG, Advantage and Advanced classes in the Utmerket Community School District?”
Methodology: The study utilized Improvement Science methodology, employing data triangulation through extensive document review and thorough analysis of district and state datasets. Furthermore, interviews were conducted with students, staff, and parents until reaching saturation, ensuring a comprehensive exploration of the subject. Nineteen subjects were interviewed, consisting of students voluntarily selected from the identified cohorts (sophomores through seniors) who had not previously taken EBCE, iJAG, Advantage, or Advanced coursework. The selected staff members were volunteers directly involved in facilitating and/or scheduling work-based learning opportunities.
Results: Themes emerged identifying the following six barriers for students in accessing workbased learning opportunities: (a) lack of preparedness, (b) lack of communication, (c) scheduling challenges, (d) lack of transportation, (e) lack of academic rigor, and (f) social barriers.
Conclusion: The findings offer valuable insights for the district to address barriers and enhance inclusivity in work-based learning. By eliminating these obstacles, the district endeavors to ensure equal access and opportunities for all students, thus improving educational prospects and cultivating a diverse, skilled workforce.