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college readiness

Equitable Access by Design: A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways

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.

Defining Integrated Student Supports for Linked Learning Pathways

This brief outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to services or programs but extend to enabling resources and social conditions, including, for example, attention to school culture and climate issues, access to physical and behavioral health interventions, and the communicated beliefs and mindsets of all adults who work with youth.

Developing Early Warning Indicators for the San Francisco Unified School District

San Francisco’s Bridge to Success initiative joins the City of San Francisco, the San Francisco Unified School District, the City College of San Francisco, and community organizations to promote high school and postsecondary success for underrepresented students. Discussions between SFUSD staff and researchers from the Gardner Center led to the development of an Early Warning System to enable high schools to identify incoming ninth grade students in need of extra supports to be on track to graduate.

Examining Students’ Math Course-Taking and Educational Outcomes in the Garden Grove Unified School District (Year 1)

Research demonstrates that students’ success in rigorous middle and high school math courses is positively associated with their admission to college, earnings later in life, and career prospects. The sequential nature of math course-taking, however, can create an opportunity structure that puts certain students at a disadvantage, specifically those from lower-income and ethnically and linguistically diverse backgrounds.

Math Articulation between the San Francisco Unified School District and the City College of San Francisco

The Bridge to Success initiative convened the City and County of San Francisco, the San Francisco Unified School District (SFUSD), the City College of San Francisco (CCSF), and key community organizations to promote postsecondary success for underrepresented students. At the request of the initiative’s math teaching working group, the Gardner Center used the Youth Data Archive to conduct an analysis on the relationship between students’ high school math performance at SFUSD and their performance on CCSF’s math placement test for incoming students.

Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District

This issue brief presents an analysis predicting students’ success in their first community college math course and explains how a placement policy created through San Francisco’s Bridge to Success (BtS) initiative acts on these results. BtS brings together the City and County of San Francisco, the San Francisco Unified School District (SFUSD), the City College of San Francisco (CCSF), and key community organizations to promote postsecondary success for underrepresented students.

College Readiness Indicator System (CRIS) Resource Series

School communities across the country are working hard to comply with state and federal policies requiring that all students be prepared for success in college. Technological advances and new reporting requirements make data on students and schools more accessible than ever—but more and better data alone are not enough to meet the challenges posed by the troubling opportunity and achievement gaps that keep many students from reaching their goals after high school.

Oakland Kids First: Peers Advising Students to Succeed Implementation Study

Oakland Kids First (OKF) is a nonprofit organization that informs district-level policy regarding meaningful family and student engagement and implements youth development programs serving high-school students throughout Oakland Unified School District. Peers Advising Students to Succeed (PASS-2) is OKF’s peer academic advising program that trains older students to teach freshmen about high school graduation and college-eligibility requirements through workshops and mentoring.

English Articulation Between the San Francisco Unified School District and the City College of San Francisco

The Gardner Center used the Youth Data Archive to examine the relationship between SFUSD high school students’ English performance and their performance on CCSF’s English placement test for incoming students. Previous research by CCSF and others has highlighted the importance of the initial placement test, as students who place below college-level courses are less likely to advance through the sequence of remedial courses needed to complete a two-year or four-year degree.

Developing Alternative Placement Criteria for English Courses at City College of San Francisco

Recognizing the need to improve postsecondary access and success for underrepresented populations, the San Francisco Unified School District (SFUSD), City College of San Francisco (CCSF), the City and County of San Francisco, and key community organizations formed the Bridge to Success initiative in 2009. Gardner Center has partnered with Bridge to Success to inform the initiative with data analysis.

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