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ERIC Number: ED573300
Record Type: Non-Journal
Publication Date: 2016-Apr
Pages: 36
Abstractor: ERIC
Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways
de Velasco, Jorge Ruiz; Newman, Elizabeth; Borsato, Graciela
John W. Gardner Center for Youth and Their Communities
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. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of stratification in the American high school and to prepare ALL students for college and career. Integrated student supports are consequently situated in the context of the broadened learning demands of the Common Core State Standards, the Next Generation Science Standards, and the technical and workplace learning requirements of Linked Learning pathways specifically. The authors first clarify the relevant learning goals pursued through Linked Learning strategies and then define and outline the importance to those goals of program and organizational integration of student supports in schools and school districts. Two kinds of integration appear, both in the relevant literature and from practitioner experience, to be associated with positive student learning outcomes. The first type of integration involves the extent to which student supports are conceived, designed, and implemented to promote effective student engagement with the other three Linked Learning pathway components: academic mastery, technical knowledge, and workplace learning. A second type of integration involves the alignment of student services offered within a curricular pathway with other school and district (or regional) strategies for achieving college and career readiness among all students. The authors conclude by examining emergent approaches to the implementation of integrated supports that may serve to guide further research on effective and scalable practices in Linked Learning settings. An overview of evidence-based student supports, including relevant background research and resources for practitioners, is provided as an appendix to this report.
John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: James Irvine Foundation
Authoring Institution: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Identifiers - Location: California (Oakland); California (Los Angeles); California (Long Beach); California (Sacramento); California (San Diego)