This report finds that only five in ten graduates were college-ready in the districts studied and presents data finding that only one in ten graduates were both college and career-ready. Latino, African-American, and low-income students fared far worse than their more advantaged peers. The report calls for a more integrated and equitable approach to college and career preparation so that high schools serve to open doors to both college and career options for all students. The report examines barriers to college and career readiness. It finds that many students are barred from college eligibility because of high school grading practices, poor articulation between the elementary, middle, and high school levels and the persistence of tracking students. The report reveals that many students leave high school without completing career pathways because Career and Technical Education (CTE) courses are insufficiently sequenced to foster real workplace skill development. Further, the report surfaces disturbing equity issues, demonstrating that students of color and low-income students are disproportionately tracked into less-rigorous academic courses and CTE classes, whereas their more affluent peers are more frequently tracked into college preparatory courses. Indeed, the report reveals that the opportunity to take the coursework necessary to apply for college is not offered to all students and is offered at far lower rates to Latino and African-American students. The report highlights the potential and promise of the Linked Learning high school reform approach to address many of these problems. Linked Learning melds college and career readiness through an integrated high school curriculum that prepares students for both college and career options. However, the report highlights a number of important equity issues that must be addressed in order for Linked Learning to fulfill its promise. (Contains 2 tables, 4 figures and 12 notes.)