For most students, the decision to enrol in college is closely tied to work. More than 80% of first-year college students in California say getting a better job is a very important reason they pursue higher education. Yet a new report suggests that the guidance meant to help them reach that goal often arrives late or feels incomplete.The findings come from California Competes, a nonpartisan research and policy organisation focused on higher education and workforce development. Drawing on responses from over 5,000 California college students and recent graduates, the report shows that only one in five students felt fully satisfied with the career guidance they received during college.The research used data from the 2023 Strada–College Pulse survey. It examined students’ access to career guidance, work-based learning opportunities and early employment outcomes, alongside how well college programmes align with labour market needs in the state.
Access does not mean satisfaction
While access to some form of career guidance is relatively widespread, satisfaction remains low. Around 60% of students reported receiving career advice of some kind, and 50% said they were given information about potential earnings linked to their course by the end of their first year. Yet only 20% said they were very satisfied with the guidance overall. Most students relied on college faculty and staff for advice, while a large share also turned to family and friends.The gap matters most for students who enter college without professional networks to fall back on. First-generation students, those from low-income households and students of colour are more likely to depend on colleges for direction on careers and employment pathways. When that support is unclear or delayed, early decisions about majors, internships and course choices can narrow options rather than expand them.
Why work-based learning matters
The report also points to work-based learning as a key factor shaping outcomes after graduation. About 40% of students close to completing their degrees took part in some form of work-based learning, most commonly internships. Those who did were more likely to report better early job outcomes, higher satisfaction with their education and a stronger sense that college was worth the cost.Access, however, is uneven. Heavy course loads and uncertainty about where to find opportunities were among the most common barriers. As a result, internships and similar experiences often function as optional extras rather than built-in parts of degree programmes.
When internships are built into degrees
Some colleges in California are trying to change that approach. Institutions such as Compton College, El Camino College and West Los Angeles College were highlighted in the report for placing work-based learning at the centre of their programmes and coordinating with employers across campuses. These models reduce the burden on students to secure placements on their own and make participation part of the academic structure.
What happens after graduation
The consequences of weak guidance do not end at graduation. Fewer than half of recent graduates said they were highly satisfied with their first job or early career progress. The report argues that colleges need to consider these early outcomes as part of their responsibility, not as issues that fall outside the scope of higher education.
A wider policy response
At the policy level, California has recently set up the California Education Interagency Council to improve coordination between higher education and workforce systems. Supporters see it as a step towards reducing fragmentation and aligning education more closely with employment realities.
The unresolved gap
Taken together, the findings point to a simple tension. Students arrive at college with clear ambition, but too often leave without clear direction. Until career guidance and work-based learning are treated as core parts of higher education rather than add-ons, that uncertainty is likely to persist.
