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

Author(s): 
Jorge Ruiz de Velasco, Elizabeth Newman, and Graciela Borsato
Publication Date: 
April, 2016
Description: 

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 report clarifies the relevant learning goals pursued through Linked Learning strategies and the importance of program and organizational integration of student supports in schools and school districts. It concludes with an examination of 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.  

Suggested citation: 

Ruiz de Velasco, J., Newman, E., and Borsato, G. (2016). Equitable Access by Design: A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways. Stanford, CA: John W. Gardner Center for Youth and their Communities.

Related Researcher(s): 
Location: 
Statewide
Policy area: 
College, Career, and Civic Readiness