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College, Career, and Civic Readiness

A Guide to Integrated Student Supports for College and Career Pathways: Lessons from Linked Learning High Schools

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.

An Enrollment Snapshot of Youth in Alternative Schools for Select California Urban School Districts

This data brief provides an enrollment snapshot of youth in the Continuation High Schools and district-operated Community Day Schools (“alternative schools”) for youth over the age of 16 in the following Unified School Districts: Long Beach, Los Angeles, Fresno, and Oakland. Unless otherwise noted, these data are reported at the district level. 

A Demographic Snapshot of Alternative School Enrollments in Select California Urban School Districts

This brief provides a demographic snapshot of enrollment in the Continuation High Schools and district-operated Community Day Schools (“alternative schools”) for youth over the age of 16 in the following Unified School Districts: Long Beach, Los Angeles, Fresno, Oakland and San Francisco. Unless otherwise noted, these data are reported at the district level.  

 

Higher Education and Silicon Valley: Connected but Conflicted [Supplementary Materials]

What follows is a series of materials intended to supplement Higher Education and Silicon Valley: Connected but Conflicted.   Drawing on quantitative and historical data from 1970 to 2012 as well as 14 case studies of colleges, this book describes a rich and often tense relationship between higher education and the tech industry.

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.

College Access and Completion among Boys and Young Men of Color: Literature Review of Promising Practices

Conducted by researchers at the Gardner Center at the request of the College Futures Foundation, this literature review examines challenges and promising practices for increasing college access and completion among boys and young men of color. Wide gaps in college enrollment and persistence remain, even among, for example, Black and Latino boys who reach the end of high school academically prepared for postsecondary education.

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