As a hub for the Linked Learning movement, the Alliance offers research, stories, and tools that help people understand the impact of Linked Learning and implement this approach at high levels of quality.
Equitable Access By Design
This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools.
What Works Clearinghouse, an investment of the Institute of Education Sciences (IES) within the U.S. Department of Education, has released a new practice guide to provide educators and administrators with evidence-based recommendations for reducing dropout rates in middle and high schools and improving high school graduation rates. The practice guide cites Linked Learning as a strategy to prevent drop outs. The practice guide provides school and district administrators, as well as members of student-support teams including school counselors, social workers, psychologists, and teachers with the best available evidence and expertise on current challenges in education, and how the recommendations can be implemented in their schools and districts.
A Guide to Integrated Student Supports for College and Career Pathways
Equitable access to high quality career-themed high school pathways requires that school staff and all pathway partners work in concert to address each student’s developmental needs, skills, strengths, interests, and aspirations. To this end, effective student supports are designed to reach beyond the academic domain, to meet all students where they are, scaffold their engagement with a standards-based curriculum, and address their learning and personal youth development needs. This guidebook continues an exploration of integrated student supports for universal college and career readiness that we began in Equitable Access by Design (2016). That report introduced a conceptual framework for implementing a system of comprehensive and integrated student supports that provides equitable access to a coherent, student-centered program of learning via Linked Learning pathways in high schools. This work is intended as a companion to Marisa Saunders’ Linked Learning: A Guide for Making High School Work, published by the University of California, Los Angeles in 2013. The chapters in this guidebook offer seven illustrative profiles of educators and their partners in California high schools who are working collaboratively to develop comprehensive student supports that “link together” a rigorous academic curriculum, technical education, and workplace opportunities into a coherent learning experience for every youth in their school.
Linked Learning Alliance president Anne Stanton facilitates a panel discussion with Jorge Ruiz de Velasco, Deputy Director of the John Gardner Center at Stanford University, Marisa Saunders, Senior Research Associate at UCLA/IDEA, and Liz Guillen, Public Advocates' Director of Legislative and Community Affairs.
Integrated Student Supports
Hear from Jorge Ruiz de Velasco, Deputy Director at the John Gardner Center at Stanford University, and Marisa Saunders, Associate Director for Research at the UCLA Center for Community Schooling, as they describe how to weave the interventions and supports available in a school into a coherent, personalized educational experience for all youth.