Pre-Apprenticeship as a Lever for Workforce Equity: A Quantitative Study of Non-Traditional Adult Learners in California
A pre-apprenticeship is a short-term, structured training program that prepares individuals with the skills, experience, and support needed to enter and succeed in a registered apprenticeship. Nationally, and in California, pre-apprenticeship programs are posited as a key equity strategy to increase access and opportunity for populations who have experienced historical barriers to successful participation in registered apprenticeship programs. However, there is limited empirical research on this topic, especially in a statewide context involving non-traditional adult learners enrolled in California adult school settings. Nontraditional adult learners are typically over the age of 25, with multiple barriers to completing education goals. Nontraditional learners represent a diverse and growing demographic within adult education institutions in the United States. Typically older than traditional college students, they face unique challenges, such as balancing work and family responsibilities, financial pressures, and lower academic preparation (Choy, 2002; Crisp, 2010; Wyatt, 2011). California’s adult education system is currently supporting over 600,000 non-traditional learners; however, reaching the 6.8 million adults without an education or workforce credential remains a significant challenge. Therefore, research on accelerated workforce training models and the implementation of evidence-based promising practices is both valuable and timely. This was a quantitative, non-experimental study using inferential analyses to examine group differences and associations among demographic and outcome variables. The purpose of the study was to gain insights into participant success in apprenticeship and pre-apprenticeship programs from both a statewide, macro perspective, as well as from a local educational agency (LEA), micro perspective. The statewide lens included descriptive analyses of trends relating to overall California participant demographics and rates of completion. The LEA lens examined the relationships between participants’ demographic characteristics and successful completion of—and persistence in—pre-apprenticeship training programs for adult learners in a medium-sized California adult education program administered by a public school district in Los Angeles County. Furthermore, the study sought to illuminate other educational or workforce benefits and outcomes reported by adult education pre-apprenticeship program completers. Using a secondary dataset, the overarching research interest was to examine relationships between participants’ demographic characteristics to educational and training outcomes in a California adult education setting. The findings suggested that from a statewide perspective, although participation and completion rates in California registered apprenticeships appeared relatively robust, severe underrepresentation of women, Black/African American, and Asian populations persists. Demographic data on pre-apprentices suggest pre-apprenticeship programs may potentially serve as a gateway for more women, BIPOC, and youth into apprenticeships. Regarding results from the LEA sample, demographic characteristics such as gender, race, age, and education level were not associated—nor did they predict—completion in pre-apprenticeship programs. With regard to persistence, individual tests showed no statistically significant associations or relationships between each of the demographic variables examined and hours of instruction. However, multiple linear regression analyses showed notable differences by gender. Younger females persisted at a greater rate than older females, regardless of education level. And higher education levels for males was associated with greater persistence, regardless of age. Additionally, while a significant number of participants achieved seemingly valuable workforce-related outcomes, underreporting obscured the full impact of these programs. Addressing this limitation could provide a clearer understanding of program effectiveness. Finally, descriptive statistics related to learner completion and persistence in the LEA sample showed strong evidence of learner success across a broad range of ages and educational levels in an adult education environment. The study’s findings will inform state policymakers, leaders, administrators, and others responsible for educational and workforce training decisions, including initiatives such as California’s Master Plan for Career Education. Additionally, LEA practitioners and administrators, as well as workforce development partners, such as local workforce investment boards (WIBs), will benefit from the study’s insights. I highlight the need for further quantitative analyses, such as longitudinal studies, to assess whether pre-apprenticeship participation predicts outcomes such as entry into registered apprenticeship, wage gains, and credential attainment. Finally, I offer recommendations to increase investment and access to pre-apprenticeship programs, improve fragmented statewide data systems, and enhance outreach to underrepresented communities.
adult education, andragogy, apprenticeships, non-traditional adult learner, persistence, pre-apprenticeships, Educational Leadership
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