As with any new community college initiative of large magnitude and complexity, building in a feedback model to assess and evaluate progress throughout the development, implementation, and maintenance of a registered apprenticeship program is crucial. Much like the design and development of a registered apprenticeship program at a community college, many of the same tools and resources mentioned in other sections of this toolkit can also be beneficial in the continued assessment and evaluation of the program once in place.
The assessment and evaluation of your college’s registered apprenticeship program should not be a one-time endeavor. Quality programming requires continued monitoring and evaluation, as well as procedural and substantial improvements when necessary. An ongoing structured approach is needed to analyze and evaluate how the current registered apprenticeship program is performing and where improvements can be made to program systems, procedures, and processes to achieve better outcomes. This sort of process proactively searches for ways to be more efficient and effective and therefore achieve better outcomes for stakeholders and participants involved. If your college currently utilizes a form of continuous quality or process improvement in decision making and program assessment, this can be a great place to start.
Assessment and evaluation of registered apprenticeship programming at your college should include an integrative and systematic approach to gather and analyze both quantitative and qualitative data.
Quantitative data used in assessment can include, but is not limited to:
- Labor market data
- Participating employer data
- Participating apprentice employee and student data
- Program revenue and income
- Ongoing return on investment (ROI) and cost/benefit analysis
- Program data tracking and performance outcomes
Qualitative data used in assessment can include, but is not limited to:
- Assessment of program readiness and program inventory assessment
- Employer and community stakeholder communication and feedback
- Advisory Committee feedback (if applicable)
- Student/Registered apprentice feedback
- Faculty, Staff, and internal institutional feedback
- Office of Apprenticeship or State Apprenticeship Office feedback and compliance
The assessment and evaluation of programs should occur at specified times, such as at the end of a semester, or at the end of the college year. Along with an evaluation of the program itself, this type of ongoing assessment can also provide the college with a system of accountability and transparency to employer and community partners, apprenticeship mentors, apprentices, and faculty and staff.
ECCA Success Stories and Promising Practices
- North Seattle College (Washington)
- Riverside Community College District (California)
- University of Alaska Anchorage (Alaska)
Other Resources
- Evaluation Toolkit: Key Elements for State Workforce Agencies.opens PDF file U.S. Department of Labor Employment and Training Administration Office of Policy Development and Research Division of Research and Evaluation