How States Are Expanding Apprenticeship

8/20/2019 How States Are Expanding Apprenticeship

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2 Center for American Progress | How States Are Expanding Apprenticeship

lower recrui men and reloca ion cos s, i can enable employers o develop s rong al-en pipelines.10 S a es, ofen regarded as so-called labora ories o democracy or heirabili y o experimen wi h innova ive policies, have been leading he way in develop-ing s ra egies o prepare more workers or employmen hrough appren iceship. Tis brie proles s a es ha have ound innova ive policy solu ions o develop he humancapi al o workers hrough appren iceship. Te s ra egies hey have deployed occur a

all differen levels o leadership, and wi h differen levels o nancial inves men .

Specically, his brie highligh s our s a e s ra egies o grow appren iceships:

1. Direc ing s a e unds o es ablish new and grow exis ing programs2. Convening par nerships o develop high-quali y, effec ive programs ha address he

work orce needs o he s a e3. Building a alen pipeline hrough pre-appren iceship and you h appren iceship4. Es ablishing a comprehensive plan o in egra e appren iceship as par o a s a e’s

broader work orce s ra egy

Tese effor s can serve as a roadmap or o her s a es seeking o address increasingemployer demand or skilled workers and worker demand or access o good jobs, as well as or he ederal governmen , as he Obama adminis ra ion and Congress con inue

o consider wha o her policy changes are needed o es ablish a more comprehensivesys em o appren iceship in he Uni ed S a es.

Administration of the Registered Apprenticeship Systemin the United StatesThe U.S. Department of Labor Office of Apprentice-

ship administers the Registered Apprenticeship

system. As noted in an Center for American Progress

report, “Training for Success,” the system consists of

a national office, six regional offices, and local offices

in each state. 11 The Office of Apprenticeship directly

administers the program in 25 states, and delegates

some operational authority to state apprenticeship

agencies in 25 states and the District of Columbia.

The Office of Apprenticeship is responsible for:

• Program approval and standards• Program and apprentice registration• Worker safety and health• Issuing certicates of completion• Ensuring that programs offer high-quality training• Promoting apprenticeships to employers

State apprenticeship agencies devote most of their

resources to approving for new occupations for ap-

prenticeship and on program and apprentice registra-

tion with the federal Department of Labor.12


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Directing state funds for apprenticeship

Direc s a e inves men in appren iceship can be an impor an incen ive o encourageemployer par icipa ion. Appren iceship is primarily nanced by employers, who pay wages

o appren ices and ypically nance he classroom por ion o appren iceship as well.13 S udies have ound ha employers ge a signican re urn on ha inves men . According

o one s udy, employers ge an average o $1.47 back or every $1 inves ed in appren ice-ship.14 Moreover, s a e unding or appren iceship can be a power ul mul iplier. When as a e inves s in appren iceship, more companies inves in heir work orce. Ac ivi ies inIowa, Connec icu , and Cali ornia demons ra e how s a e unding can be used o ur herdevelop exis ing policies and promo e new priva e inves men s in worker raining.

Iowa

Iowa has become a leader in developing and suppor ing s ra egies o increase egis ered

Appren iceship. Tanks o s rong leadership by he ederal Office o Appren iceship, whichoversees egis ered Appren iceship in he s a e, Iowa has regis ered more new programs

han nearly every o her s a e over he pas ew years.15 Building on hese effor s, Iowaenac ed he Appren iceship and raining Ac in 2014. Ini ially proposed by Gov. erryBrans ad ( ) in his 2014 Condi ion o he S a e address and subsequen budge proposal,

he ac es ablished an appren iceship program raining und and se annual appropria ionsa $3 million, ripling he amoun o s a e unding available o suppor appren iceshipprograms.16 Te Iowa Economic Developmen Au hori y is responsible or overseeing he

unding. Tis ini ia ive complemen s o her effor s o atrac new businesses o he s a e, which recen ly became home o large da a cen ers or Facebook, Microsof, and Google.17

Te appren iceship raining program unds will be used o suppor gran s o egis ered Appren iceship program sponsors which are ypically employers, labor-managemenpar nerships, or indus ry associa ions o subsidize he cos o appren iceship pro-grams.18 Such cos s include rela ed classroom ins ruc ion, purchasing equipmen or heappren iceship program, and es ablishing new loca ions o expand appren iceship rain-ing. As o 2015, 67 sponsors had submited applica ions o receive gran unds.19

Connecticut

In July 2015, Connec icu Gov. Dannel Malloy (D) launched a new wo-year, $7.8million Manu ac uring Innova ion Fund Appren iceship program.20 Te program wases ablished as par o he Connec icu Depar men o Economic and Communi yDevelopmen ’s $30 million Manu ac uring Innova ion Fund, which is designed oinvigora e he s a e’s manu ac uring sec or and will be adminis ered by he Connec icu


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Depar men o Labor.21 Te program will offer gran s o manu ac uring employers andproviders o rela ed classroom ins ruc ion o suppor appren iceship raining. Te undsmay be spen on wage subsidies, rela ed ins ruc ion a six communi y colleges, or cre-den ialing cos s associa ed wi h compe ency- or per ormance-based programs.22

California

Cali ornia has long unded appren iceship. Since 1970, he s a e has provided annualappropria ions o suppor rela ed classroom ins ruc ion o herwise known as Mon oyaFunds.23 Te Cali ornia Communi y College Chancellor’s Office, or CCCCO, is respon-sible or disbursing he unding o communi y colleges across he s a e ha par ner wi h appren iceship sponsors o provide rela ed ins ruc ion.24 In he 2013-2014 bud-ge , Cali ornia appropria ed $22 million in Mon oya Funds.25 Te 2015-2016 budgeincreased unding or he program by $29.1 million, including $14.1 million or rela edins ruc ion.26 Te remaining $15 million will go owards acili a ing pre-appren iceship,

innova ive appren iceship programs, an Appren iceship Accelera or program, and ech-nical assis ance.27

In addi ion, he Cali ornia Employmen raining Panel, which suppor s employer-provided raining, has inves ed more han $30 million in he pas hree years in a new Appren iceship raining Pilo program.28 Te pilo provides unding o appren iceshipprogram sponsors o supplemen he limi ed Mon oya Funds.29 Te E P expec s oinves several million dollars annually over he nex ve years o suppor new, non radi-

ional appren iceship programs.30

“This apprenticeship is an invaluable opportunity for me to gain skills and explore new in-

terests. The classes especially, allow me to discover new interests and better my trade. They

are professional development opportunities in addition to my daily training at work. This

program is an investment for a long career. I believe apprenticeship classes in the trades is

very similar to attending college; it’s a set number of years that allow students, like myself,

to gain job skills necessary for today’s workforce.”

— Lynna Vong, a Second Period Carpenter Apprentice in San Francisco31


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Convening par tnerships for success: Minnesota

Par nership is ofen a crucial ingredien in developing s rong work orce developmenprograms, including appren iceships. Appren iceship sys ems in coun ries such asEngland, Germany, and Swi zerland hrive in par because hey leverage resources andexper ise rom a range o s akeholders represen ing governmen , labor, employers, edu-

ca ion, and o hers.32 Minneso a recen ly adop ed an approach o expanding appren ice-ship modeled afer he renowned German dual raining sys em, which brings oge herpar ners across sec ors o es ablish seamless pipelines rom educa ion o a job or youngpeople.33 Minneso a’s PIPELINE or Priva e Inves men , Public Educa ion, Labor, andIndus ry Experience projec seeks o provide pa hways o work or young people andadul s hrough dual raining and egis ered Appren iceship.

Te s a e legisla ure passed PIPELINE in 2014. I is adminis ered by he Minneso aDepar men o Labor and Indus ry, or DLI, in par nership wi h he Minneso aDepar men o Employmen and Economic Developmen and Minneso a S a e

Colleges and Universi ies.35

Te legisla ion called or s a e agencies o convene vari-ous s akeholders o dene compe ency s andards or occupa ions in advanced manu-ac uring, agricul ure, heal h care services and in orma ion echnology.36 DLI and he

Minneso a Depar men o Employmen and Economic Developmen convened ourprincipal indus ry councils ha included represen a ives rom higher educa ion, indus-

ry, labor and employers oexplore an indus ry approach o developing and deliveringdual- raining and egis ered Appren iceship programs.37 Tese councils had be ween25 and 50 par icipan s, he majori y o whom were major employers in he s a e.38

Te PIPELINE Indus ry Councils also iden ied occupa ions in each indus ry ha were well sui ed or appren iceship. Compe ency councils made up o occupa ionexper s as well as rela ed ins ruc ion providers such as communi y colleges begandeveloping indus ry valida ed occupa ional compe encies.39 While many o heseskills were already augh a various ins i u ions across he s a e, some courses had o be crea ed rom scra ch. Compe encies are reviewed and amended annually depend-ing on he indus ry’s needs.40

Apprenticeship is a form of dual training, albeit more formalized. For example, registered

apprenticeship must be registered with the U.S. Department of Labor, adhere to minimumstandards concerning time spent in the classroom and on-the-job and wages, and culmi-

nate in a nationally recognized completion certicate—whereas dual training does not. 34


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More han 400 recognized indus ry exper s, represen a ive employers, higher educa ionins i u ions, and labor represen a ives curren ly par icipa e in ongoing indus ry councildiscussions abou he developmen o dual raining and egis ered Appren iceship pro-grams in hese indus ries. DLI con inues o engage wi h council represen a ives periodi-cally hroughou he year.41

Spurred by he program’s success, he s a e legisla ure vo ed in June 2015 o con inuehe PIPELINE projec , and o es ablish a new gran program adminis ered by he

Minneso a Office o Higher Educa ion o suppor employer-provided raining in occu-pa ions or which he PIPELINE projec has iden ied a compe ency s andard. Gran sare awarded direc ly o employers ha have an agreemen wi h a raining ins i u ion orprogram o provide he raining.42

Building the pipeline through youth apprenticeship

A growing number o s a es have es ablished programs o develop you h appren ice-ships, which provide pa hways in o appren iceship or young people. Tese programsare impor an ools o equip bo h young people wi h he ools hey need o succeed inappren iceship, or in o her employmen .

You h appren iceships, which are geared oward hose enrolled in high school, exposes uden s o work and ease he ransi ion in o college or career. Tey may even lead o anappren iceship righ ou o high school. You h appren iceship programs provide s ruc-

ured work-based learning oppor uni ies ha involve elemen s o an appren iceship,such as classroom learning and on- he-job experience.

Pre-apprenticeshipLike youth apprenticeship, pre-apprenticeships recruit and train workers to succeed in ap-

prenticeship. Pre-apprenticeship programs are workforce development programs that teach

workers the skills they need to qualify for apprenticeship, and activities range from job-read-

iness, to contextualized literacy and numeracy instruction, case management, and place-

ment. 43 These programs are open to workers of all ages, and tend to focus on low-income

adults and populations that are underrepresented in apprenticeship programs. According to

the U.S. Department of Labor, “women and minorities continue to face substantial barriers

to entry into and, for some groups, completion of registered apprenticeships, despite their

availability in industry sectors that include apprenticeable occupations.” 44 Pre-apprentice-

ships play an important role in improving underrepresented groups’ access to apprentice-

ships, and ensuring better completion rates for women and minority apprentices.


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Kentucky

Te ech eady Appren ices or Careers in Ken ucky, or RCK, program, is a you hpre-appren iceship program designed o prepare young people or college or a careerafer high school. Te RCK program was developed by he s a e Office o Careerand echnical Educa ion and he Ken ucky Labor Cabine working in par nership

wi h employers, rade associa ions, and unions and is buil on exis ing programs acareer and echnical educa ion cen ers across he s a e ha were hen cus omized omee indus ry needs.45 Te program ini ially began in 2013 as an advanced manu ac ur-ing compe ency-based pilo program in 13 high schools.46 Afer some ini ial success,Ken ucky has es ablished programs in carpen ry, elec rical echnology, and welding.47

S uden s who comple e he RCK program earn an indus ry cer ica ion and a s a e-recognized por able creden ial. I hey subsequen ly en er a egis ered Appren iceshipprogram, hey earn credi or prior learning ha occurred on he job in heir pre-appren-

iceship which pu s hem closer o comple ing a egis ered Appren iceship pro-

gram.48

Afer he rs year o he program, all o he par icipa ing s uden s moved in oull- ime appren iceships wi h heir employer sponsors.49 In order o pro ec employ-

ers rom po en ial liabili y associa ed wi h hiring s uden s younger han age 18, heKen ucky Depar men o Educa ion has es ablished he You h Employmen Solu ionsprogram, which par ners wi h a s affing agency ha ac s as he employer o you happren ices and allevia es he risk o employers who provide on- he-job raining.50

Wisconsin

Wisconsin boas s one o he oldes you h appren iceship programs in he coun ry. Teprogram, es ablished in 1991 as par o a s a e-led school- o-work ini ia ive, providess uden s wi h skills specic o an occupa ion, as well as more general job-readiness skillsand exposure o he world o work.51 Te program is overseen by he s a e Depar meno Work orce Developmen , which is responsible or es ablishing program s andards;

unding you h appren iceship consor ia in he s a e; working wi h indus ry o develop you h appren iceship program areas; approving s a ewide program curricula; providing

echnical assis ance and program moni oring; and issuing Cer ica es o Occupa ionalProciency o you h who success ully comple e he program.52 Funding is alloca ed on acompe i ive, annual basis o local par nerships ha mu ually implemen and coordina e

he program hrough a local consor ium s eering commitee. Local par nerships aredened as one or more school dis ric s and o her par ners.53

Te program offers one- o wo-year appren iceships o 2,500 high school juniorsand seniors. S uden s mus comple e 450 o 900 hours o work-based learning, and

wo o our semes ers o classroom ins ruc ion.54 S uden s are paid or heir work


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on he job, and, upon comple ion, hey receive a cer ica e o occupa ional pro-ciency, and po en ially some college credi as well. ecen ly, he Wisconsin Bureauo Appren iceship S andards began o in egra e he you h program wi h he s a e’s

egis ered Appren iceship program, which will help ease he ransi ion or you h in oegis ered Appren iceship afer high school gradua ion.55

World Wide Sign Systems and Bonduel High SchoolIn October 2015, World Wide Sign Systems, Inc., partnered with Bonduel High School to

pair one apprentice-student with an employee-mentor who taught him custom fabrica-

tion. World Wide reports that, in addition to building occupational skills, the rst youth

apprentice also learned the importance of good attendance, listening, following directions,

and teamwork. Furthermore, he received an educational experience beyond what the typi-

cal classroom setting offered.

Following the positive experience with the company’s rst apprentice, World Wide took ona second apprentice as an office clerk. That apprentice will learn general office duties and,

eventually, nance and accounting related skills.

In a letter to the Wisconsin Department of Workforce Development, World Wide said:

The YA [or Youth Apprenticeship] program allows our staff to act as mentors, trainers,

positive role models and hopefully create long term interest in manufacturing as well as

offering something back to our local community. As a company we get back dedicated

and enthusiastic employees who ll vital roles in our staffing. I see us expanding the

program in Bonduel as well as including our Shawano plant.56


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Establishing a comprehensive plan: South Carolina

Ofen used as a model or s a es who are in eres ed in developing or expanding appren-iceship, Sou h Carolina’s Appren iceship Carolina program offers comprehensive assis-ance o employer sponsors including an employer ax credi , hands-on adminis ra ive

assis ance rom Appren iceship Consul an s, and access o he s a e’s echnical collegesys em. Such assis ance encourages employers o agree o sponsor appren ices.

Other state tax credits and tuition assistance for apprenticeshipTax credit

Arkansas: Employers who hire a youth apprenticereceive a tax credit equal to the lesser amount of $2,000or 10 percent of the wages that the youth apprenticeearns per year.

Connecticut: Employers who employ an apprentice in

a qualifying manufacturing program receive a tax creditof the lesser amount of up to $4,800 or 50 percent of thetotal wages paid to the apprentice during the rst halfof a two-year apprenticeship or the rst three-quartersof a four-year apprenticeship.

Guam: Employers receive a tax credit against theirbusiness privilege tax liability equal to 50 percent of alleligible costs associated with training an apprentice,including direct wages and benets, instructor costs,training costs, and personal protective equipment costs.

Louisiana: The state provides tax credits to programsponsors equal to $1 per hour worked per calendar year,up to $1,000 per apprentice annually.

Missouri: The Youth Opportunity Program offersemployer tax credits for 50 percent of youthapprenticeship wage costs and 30 percent of propertyor equipment costs associated with the program.

Nevada: The state exempts all real and personalproperty of an apprenticeship program from taxation.

Rhode Island: Employers that hire apprentices in certainmanufacturing occupations may be eligible for a taxcredit equal to the lesser amount of 50 percent of actualwages or $4,800 per year.

Tennessee: Apprenticeship sponsors can receive atax credit equal to the lesser amount of $2,000 or 10percent of an apprentice’s wages per year.

Virginia: Employers receive a tax credit to cover 30percent of classroom instruction costs or an annualcredit of up to $200 per apprentice if the coursework isat a private school.

Tuition assistance

Delaware: Adult Education and Work Force TrainingGrant allocates funding to state vocational technicalschools to support tuition for registered apprentices.

Guam: Seventy percent of the territory’s ManpowerDevelopment Fund is allocated to the Apprenticeship

Training Program at Guam Community College.Funds may be used to support the operation ofapprenticeship programs, advertising and outreach,and direct nancial assistance to students enrolled inapprenticeship programs.

Indiana: Ivy Tech Community College receives fundsfrom a special employment and training fund nancedby interest on unemployment insurance penalties anddelinquent contributions collected by the state to trainapprentices in joint labor-management programs. Fundsalso are used to pay for journey worker upgrade training.

Florida: The state legislature provides funding to localeducation agencies, school districts, and state collegesto cover the costs of courses and instructors’ salaries for

apprenticeship instruction, as well as fee exemptionsfor students enrolled in an approved apprenticeshipprogram.

Maine: The Maine Department of Labor is required by lawto underwrite 50 percent of tuition costs for apprenticesin good standing at public educational institutions and toprovide training cost assistance to sponsors.

Texas: The Texas Workforce Commission providesfunding to local educational institutions to supportthe costs of related classroom instruction in RegisteredApprenticeship.

Washington state: Registered apprentices may receivea 50 percent tuition reduction at state community and

technical colleges.West Virginia: Employers may receive a tax credit forhiring apprentices in the construction trade, not toexceed the lesser amount of $1,000 or 50 percent ofactual annual wages.

Sources: Office of Apprenticeship, “Learn About Tax Credits,” available at https://www.doleta.gov/oa/taxcredits.cfm (last accessed January 2016);Virginia Department of Taxation, “Tax Credits,” available at http://www.tax.virginia.gov/content/tax-credits (last accessed Januar y 2016).


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Employer tax credits

Since he program launched in 2007, Sou h Carolina has offered employers who spon-sor appren ices a modes ax credi o $1,000 per appren ice. Tis ax credi can las orup o our years and helps subsidize employer inves men s.57

Apprenticeship Consultants

In addi ion o he employer ax credi , Sou h Carolina offers Appren iceship Consul an so employers a no cos . Tese consul an s are ofen he rs poin o con ac or employ-

ers, and guide hem hrough he process o s ar ing a new appren iceship program.58

Consul an s mee wi h businesses and discuss employmen needs and skills gaps.59 Tey help acili a e he process o regis ering an appren iceship by, or example, ndingexis ing regis ered appren iceship models ha may he employer’s needs and seeing

employers hrough he regis ered appren iceship process wi h he U.S. Depar meno Labor.60 Consul an s also help on he back-end by main aining a clear line o com-munica ion wi h sponsors hroughou he appren iceship. Finally, hey conduc annualper ormance evalua ions o he appren iceship.61

Sou h Carolina curren ly has ve appren iceship consul an s, each assigned o speciccoun ies.62 Te s a e recen ly added he fh consul an o specically advise companies

ha wan o s ar a you h appren iceship. Tis consul an works o connec companieslooking o build alen pipelines early wi h high school ech cen ers hroughou he s a e.63

Consul an s in Sou h Carolina have been effec ive a engaging employers and highligh -ing he value o appren iceship. By enabling businesses o move seamlessly hrough heregis ra ion process, while simul aneously ensuring ha hose models are achieving ahigh level o quali y, his consul ing unc ion has proven i s wor h in engaging employersand crea ing new oppor uni ies or workers o par icipa e in appren iceship.

South Carolina Tech

Appren iceship Carolina is embedded wi hin he Sou h Carolina echnical Collegesys em. Tis s ruc ure emerged largely rom a recommenda ion in a 2003 repor

ha said, “ he bes cen ral organiza ion or promo ing appren iceship programs inhe s a e would be he SC echnical College Sys em.”64 Following he 2005 crea ion

o a egis ered Appren iceship ask Force as wells as he alloca ion o $1 millionin s a e unding o he Sou h Carolina echnical College Sys em, Appren iceshipCarolina was born.65 oday, along wi h readySC, an in ermediary ha works wi hnew business en ran s ha are ei her expanding or are opening new rms in Sou hCarolina, Appren iceship Carolina opera es as an affilia e o he Division o EconomicDevelopmen wi hin he echnical college sys em.66


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Sou h Carolina appren ices can receive rela ed ins ruc ion rom ei her a noncredi cus om-ized raining program, or an associa e degree or o herwise or-credi program dependingon he needs o he company.67 Te coordina ion be ween Appren iceship Carolina andSC echnical School Sys em helps provide his raining in a manner ha is rigorous andefficien . More impor an ly, he dynamic allows employers o coordina e closely wi h col-leges in order o design curricula ha bes serve he company’s work orce needs.68

oday, he s a e’s echnical college sys em provides suppor o a varie y o indus riesincluding advanced manu ac uring, heal hcare, in orma ion echnology, and ranspor a-

ion.69 As Brad Neese, ormerly o Appren iceship Carolina no ed, “When companiesare looking or alen , hey ofen recrui direc ly rom one (or more) o our colleges.”70 Te join effor s o he Sou h Carolina echnical College Sys em and readySC have been in egral o he appren iceship grow h in Sou h Carolina. o da e, Appren iceshipCarolina has served more han 14,000 appren ices. In addi ion, Appren iceship Carolinahas seen remendous grow h in he number o employer sponsors. Since he programlaunched, he number o employers offering appren iceships in Sou h Carolina has

grown by more han 750 percen .71

What states can do

Going orward, o her s a es in eres ed in developing heir own appren iceship policiescan look o hese s a es or inspira ion or es new s ra egies using heir own availableresources and exper ise. No mater wha pa h a s a e chooses o ake, hese examples canserve as a help ul guide.

For example, s a es can consider providing nancial suppor or appren iceship pro-grams, ei her by ollowing he Cali ornia model o subsidizing he rela ed ins ruc ionpor ion o appren iceship, or by providing o her nancial assis ance o employers

hrough ax credi s like Sou h Carolina or gran s like Iowa. As hese examples show,public inves men s can affec employer willingness o par icipa e in appren iceship.

Impor an ly, s a es should also ensure ha indus ry is engaged a every s ep in heprocess, and recognize ha i can play a crucial role as a convener. S a es can bring business oge her wi h work orce developmen , economic developmen , and educa ions akeholders o build success ul programs. Te rs s ep Minneso a ook in developing aprogram o rival he German model was o organize s akeholders so ha he employers’ voices were a he cen er. Building upon ha ounda ion, he s a e was able o expand

he PIPELINE projec and es ablish a gran program ha will pu he plan hose s ake-holders developed in o ac ion.

S a es may also consider leveraging exis ing resources, such as career and echnical schools,o suppor appren iceship s ra egies. Wisconsin’s use o he s a e’s exis ing in ras ruc ure is

an example o an efficien use o resources ha are already spread across he s a e.


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Finally, s a es should look in o developing pre-appren iceship and you h appren iceshipss ra egies o build pipelines in o appren iceship and careers or you h and underrep-resen ed or low-income workers. Tese programs are par icularly impor an or mak-ing appren iceship programs more diverse, and able o serve a broad range o workers.Building hese alen pipelines will help employers plan or heir u ure employmenneeds, and can es ablish a sus ainable pa hway or workers in o good careers.

Trough smar policies ha address he needs o business and workers, s a es can build as ronger, more produc ive, and hriving work orce and help grow he economy.

Angela Hanks is the Associate Director for Workforce Development Policy on the Economic Policy team at the Center for American Progress. Ethan Gurwitz is a Research Associate withthe Center’s Economic Policy team.

*Correction, February 17, 2016: Tis issue brie has been correc ed o clari y howemployer sponsors employ appren ices afer hey comple e heir programs.


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Endnotes

1 Anthony Carnevale and Stephen J. Rose, “The EconomyGoes to College,” (Washington: Georgetown Center onEducation and the Workforce, 2015), available at https://cew.georgetown.edu/wp-content/uploads/EconomyGoe-sToCollege.pdf .

2 U.S. Department of Labor, “American Apprenticeship GrantsAvailable,” available athttp://www.dol.gov/featured/ap-prenticeship/grants (last accessed January 2016).

3 Consolidated Appropriations Act, 2016 , Public Law 113, 114thCong., 1st sess. (December 18, 2015), 344.

4 Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, “Re-covery: Job Growth and Education Requirements Through2020” (Washington: Center on Education and the Workforce,2013), available https://cew.georgetown.edu/wp-content/uploads/2014/11/Recovery2020.FR_.Web_.pdf.

5 National Center for Education Statistics, “Total fall enroll-ment in degree-granting postsecondary institutions, byattendance status, sex of student, and control of institution:Selected years, 1947 through 2023” (2013), availableat http://nces.ed.gov/programs/digest/d13/tables/dt13_303.10.asp .

6 Ben Olinsky, and Sarah Ayres Steinberg, “Training forSuccess: Apprenticeships in the United States” (Wash-

ington: Center for American Progress, 2013), availableat https://www.americanprogress.org/issues/labor/report/2013/12/02/79991/training-for-success-a-policy-to-expand-apprenticeships-in-the-united-states/.

7 The White House, Progress Update on Job-Driven Training and Apprenticeship , (2015), available at https://www.whitehouse.gov/sites/default/les/docs/job-driven_training_and_ap-prenticeship_progress_report.pdf.

8 U.S. Department of Labor, “Frequently Asked Questions,”available at http://www.dol.gov/featured/apprenticeship/faqs (last accessed January 2016).

9 Ibid.; Debbie Reed and others, “An Effectiveness Assessmentand Cost-Benet Analysis of Registered Apprenticeship in10 States” (Oakland: Mathematica Policy Research, 2012),available at http://www.mathematica-mpr.com/our-publications-and-ndings/publications/an-effectiveness-assessment-and-costbenet-analysis-of-registered-appren-

ticeship-in-10-states .10 Olinsky and Ayres Steinberg, “Training for Success: Appren-

ticeships in the United States.”

11 Olinsky and Ayres Steinberg, “Training for Success: Appren-ticeships in the United States.”

12 Ibid.

13 Robert Lerman, Lauren Eyster, and Kate Chambers, “TheBenets and Challenges of Registered Apprenticeship: TheSponsors’ Perspective” (Washington: Urban I nstitute, 2009),available at http://www.urban.org/research/publication/benets-and-challenges-registered-apprenticeship-spon-sors-perspective .

14 Canadian Apprenticeship Forum, “It Pays to Hire an Ap-prentice: Calculating the Return on Training Investment forSkilled Trades Employers In Canada, A Study of 16 Trades,Phase II” (2009), available athttp://apprenticeshippays.com/english_ash/PDFeng/CAF-Roti.pdf .

15 U.S. Department of Labor, “Data and Statistics,” availableat https://doleta.gov/oa/data_statistics.cfm (last accessedFebruary 2016).

16 Office of the Governor of Iowa Terry Branstad, “Gov. Brans-tad Delivers 2014 Condition of the State: ‘Iowa is Working,’”Press release, January 14, 2014, available at https://gover-nor.iowa.gov/2014/01/gov-branstad-delivers-2014-condi-tion-of-the-state-iowa-is-working.

17 David Pitt, “Iowa Gov. Signs Bill to Boost Apprenticeships,”Community College Week, June 23, 2014, available at http://ccweek.com/article-4003-iowa-gov.-signs-bill-to-boost-apprenticeships.html.

18 Iowa Economic Development Authority, “Iowa Apprentice-ship Program,” available at http://www.iowaeconomicdevel-opment.com/userdocs/documents/ieda/Apprenticeship-Program.pdf (last accessed January 2016); U.S. Departmentof Labor, “Frequently Asked Questions.”

19 U.S. Department of Labor, “Promising Partnerships: TheWorkforce System and Registered Apprenticeship,” availableat http://www.dol.gov/apprenticeship/pdf/Iowa_Case%20Study.pdf (last accessed February 2016).

20 Darren Kramer, “State rolls out program to create moremanufacturing apprenticeships,” WTNH Connecticut News,July 23, 2015, available at http://wtnh.com/2015/07/23/state-rolls-out-program-to-create-more-manufacturing-apprenticeships/ .

21 Office of Gov. Dannel Malloy, “Gov. Malloy unveils newapprenticeship program to grow jobs, strengthen workforceskills and boost state’s manufacturing industry,” Pressrelease, July 23, 2015, available at http://www.ctdol.state.ct.us/communic/2015-7/apprenticeshipprogram2015.pdf.

22 Connecticut State College & Universities, “Six CommunityColleges to Help Develop Manufacturing Workforce,” August14, 2015, available at http://www.ct.edu/newsroom/six_community_colleges_to_help_develop_manufacturing_workforce; Connecticut Department of Labor, “Connecticut

Manufacturing Innovation Fund Apprenticeship Program,”available at https://www.ctdol.state.ct.us/appmifapp.htm (last accessed January 2016).

23 Interagency Working Group on Earn and Learn Job TrainingStrategies and Apprenticeship in California, “Apprenticeshipas a Critical Component of an ‘Earn and Learn’ Job TrainingStrategy in California” (2012), available athttps://www.dir.ca.gov/DAS/reports/WhitePaperApprenticeship.pdf .

24 Labor Workforce Development Agency and California Com-munity Colleges, “Interagency Taskforce on ApprenticeshipExpansion” (2015), available at http://www.dir.ca.gov/das/InteragencyTaskforceApprenticeshipExpansion.pdf .

25 Ibid.

26 California Department of Finance, “Governor’s Budget 2015-16, Enacted Budget Summary, Higher Education,” http://www.ebudget.ca.gov/2015-16/pdf/Enacted/BudgetSum-

mary/HigherEducation.pdf (last accessed February 2016). 27 Personal communication with Glen Forman, deputy chief,

California Division of Apprenticeship Standards, January 20,2016.

28 Employment Training Panel, “About Us,” available at https://www.etp.ca.gov/about_us.cfm (last accessed January 2016);Labor Workforce Development Agency and California Com-munity Colleges, “Interagency Taskforce on ApprenticeshipExpansion.”

29 Peter Cooper, “Employment Training Panel announces newlabor apprenticeship program,” California Labor Federation,March 27, 2012, available at http://www.calaborfed.org/index.php/site/page/employment_training_panel_an-nounces_new_labor_apprenticeship_partnership.

30 Labor Workforce Development Agency and California Com-munity Colleges, “Interagency Taskforce on ApprenticeshipExpansion”

31 California Apprenticeship Council, “Apprenticeship: Preserv-ing Institutional Knowledge While Growing the Next Genera-tion of Talent” (2015), available at http://www.dir.ca.gov/CAC/ReportsPublications/CACNewsletter2ndQuarter2015.pdf .

32 Organisation for Economic Co-operation and Develop-ment, “OECD Reviews of Vocational Education and Training”(2015), available at http://www.oecd.org/edu/skills-beyond-school/OECD_VET_Key_Messages_and_Country_Summa-ries_2015.pdf .

33 Nicholas Wyman, “Why German-Style Education Is Com-ing To America,”Forbes , November 22, 2015, available athttp://www.forbes.com/sites/nicholaswyman/2015/11/22/why-german-style-education-is-coming-to-america/#62eb17e14613.

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14/14

34 Minnesota Department of Labor and Industry, “MinnesotaPipeline Project Status Update” (2015), available at https://www.dli.mn.gov/PDF/pipeline/report0615.pdf.

35 Minnesota Department of Labor and Industry, “MinnesotaPipeline Project Status Update.”

36 Minnesota Department of Labor and Industry, “2015Progress Report to the Minnesota Legislature” (2015),available at http://archive.leg.state.mn.us/docs/2015/man-dated/150034.pdf.

37 Ibid.

38 Personal communication with Heather McGannon, projectmanager, Minnesota Pipeline Project, January 20, 2016.


40 Ibid.; Personal communication with Heather McGannon,November 13, 2015

41 Personal communication with Heather McGannon, Novem-ber 13, 2015.


43 Matt Helmer, Amy Blair, and Allison Gerber, “A Solid Founda-tion: Key Capacities of Construction Pre-ApprenticeshipPrograms” (Washington: The Aspen Institute, 2012), avail-able at http://www.aspenwsi.org/wordpress/wp-content/

uploads/aspen_construction_WEB.pdf; Deborah Kobes,“Expanding the Path to Apprenticeships to Women andMinority Workers,” Jobs for the Future, November 4, 2015,available at http://www.jff.org/blog/2015/11/04/expanding-path-apprenticeships-women-and-minority-workers.

44 U.S. Department of Labor, “Apprenticeship Programs;Equal Employment Opportunity,” Federal Register (80) (215)(2015), available at http://www.regulations.gov/#!documentDetail;D=ETA-2015-0009-0001 (to be codied at 29 CFRpts. 29 and 30).

45 Personal communication with Mike Donta, deputy commis-sioner, Department of Workplace Standards, Kentucky LaborDepartment, February 4, 2016; Kentucky Department of Edu-cation “TRACK gaining momentum statewide and nationally,”available at http://education.ky.gov/CTE/cter/Documents/ TRACK%20for%20web.pdf (last accessed January 2016).

46 The White House, Progress Update on Job-Driven Trainingand Apprenticeship .”

47 Kentucky Office of Career and Technical Education, “TRACK: Tech Ready Apprentices for Careers in Kentucky,” availableat http://education.ky.gov/CTE/cter/Pages/TRACK.aspx (lastaccessed February 2016).

48 Kentucky Office of Career and Technical Education, and theKentucky Labor Cabinet, “Tech Ready Apprentices for Careersin Kentucky,” available at http://education.ky.gov/CTE/cter/Documents/TRACKBrochure.pdf (last accessed January 2016).

49 Kentucky Office of Career and Technical Education, “TRACK’sFirst Year Deemed Successful As Plans to Expand MoveForward,” available at http://education.ky.gov/CTE/teched-news/Documents/TRACK%20Successes_edited%20for%20web.pdf (last accessed February 2016).

50 Kentucky Career Center, “YES Initiative Gives Students Stron-ger Career Experience,” available at http:// ltcareercenter.org/yes-initiative-gives-students-stronger-career-experience/

(last accessed January 2016).

51 Wisconsin Department of Workforce Development, “YouthApprenticeship History,” available at https://dwd.wisconsin.gov/youthapprenticeship/history.htm (last accessedFebruary 2016); Department of Workforce Development,“Wisconsin Youth Apprenticeship Program OperationsManual,” (2015), available at http://dwd.wisconsin.gov/dwd/publications/dws/youthapprenticeship/detw_9654_p.pdf .

52 Department of Workforce Development, “Wisconsin YouthApprenticeship Program Operations Manual.”

53 Ibid.

54 Robert I. Lerman and Arnold Packer, “Youth Apprenticeship:A Hopeful Approach for Improving Outcomes for BaltimoreYouth,” The Abell Report 28 (2) (2015): 1-14, available athttp://www.abell.org/sites/default/les/publications/ed-apprenticship415.pdf ; Wisconsin Department of WorkforceDevelopment, “Youth Apprentice Information,” available athttps://dwd.wisconsin.gov/youthapprenticeship/program_info.htm (last accessed January 2016).

55 Robert I. Lerman and Arnold Packer, “Youth Apprentice-ship: A Hopeful Approach for Improving Outcomes forBaltimore Youth.”

56 Personal communication with Becky Kikkert, projectmanager and senior policy advisor, Wisconsin Departmentof Workforce Development, January 20, 2016.

57 Apprenticeship Carolina, “Resources,” available at http://www.apprenticeshipcarolina.com/resources.html (last ac-cessed January 2016).

58 Apprenticeship Carolina, “How to Start a Program,” http://www.apprenticeshipcarolina.com/how-to-start-a-program.html (last accessed January 2016); Phone conversation withApprenticeship Carolina Team, October 19, 2015

59 Apprenticeship Carolina, “What is Apprenticeship?” availableat http://www.apprenticeshipcarolina.com/what-is-appren-ticeship.html (last accessed January 2016).

60 Apprenticeship Carolina, “Frequently Asked Questions,”available at http://www.apprenticeshipcarolina.com/faqs.html (last accessed January 2016); Apprenticeship Carolina,

“The New Evolution of Apprenticeship,” available at http://www.wtb.wa.gov/Documents/Tab6-NewEvolutionofAp-prenticeship-BradNeese.pdf .

61 Phone conversation with Apprenticeship Carolina Team,October 19, 2015

62 Apprenticeship Carolina, “Get Started Today!,” available athttp://www.apprenticeshipcarolina.com/contact.html (lastaccessed January 2016).

63 Phone conversation with Apprenticeship Carolina Team,October 19, 2015

64 South Carolina Chamber of Commerce, “Apprenticeshipsin South Carolina: Baseline Report and Recommendations”(2003), available at https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiWpfKm3e jKAhXCJR4KHUhnBgsQFggcMAA&url=https%3A%2F%2F21stcenturyapprenticeship.workforce3one.org%2Fview%2F2001027280191812384&usg=AFQjCNHzb-0EGLr0n3_DDa-4SU4lQkf_aVw&sig2=gcWmTo5nmZ837OKZE8dhOw&bvm=bv.113370389,d.dmo&cad=rja.

65 U.S. Department of Labor Advisory Committee on Appren-ticeship and others, “Partnering for Success: Recommen-dations to Facilitate Greater Collaboration between theRegistered Apprenticeship and Public Workforce Systems”(2011), available at https://wdr.doleta.gov/directives/attach/ TEN/ten2011/ten44-11aA.pdf .

66 readySC, “Division of Economic Development,” available athttp://www.readysc.org/division-of-economic-develop-ment.html (last accessed January 2016).

67 Joseph Parilla and Alan Berube, “Building one of America’sfastest growing apprenticeship programs: A Q&A with BradNeese of Apprenticeship Carolina,” The Brookings InstituteAvenue blog, April 7, 2015, available at http://www.brook-ings.edu/blogs/the-avenue/posts/2015/04/07-apprentice-ship-carolina-parilla-berube .

68 Paul Solman, Robert Lerman, and Nicholas Wyman, “Howto Close the Youth ‘Skills Gap’: South Carolina’s “SecretSauce,” PBS NewsHour Making Sense blog, August 22, 2013,available at http://www.pbs.org/newshour/making-sense/how-to-close-the-youth-skills/ .

69 Apprenticeship Carolina , “The New Evolution of Appren-ticeship.”

70 Joseph Parilla and Alan Berube, “Building one of America’sfastest growing apprenticeship programs: A Q&A with BradNeese of Apprenticeship Carolina.”

71 Apprenticeship Carolina, “By the Numbers,” available athttp://www.apprenticeshipcarolina.com/by-the-numbers.html (last accessed January 2016).
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