As a hub for the Linked Learning movement, the Alliance offers research, stories, and tools that help people understand the impact of Linked Learning and implement this approach at high levels of quality.
This brief describes distributive leadership, shares an example of a California district using this practice to implement reform, surfaces potential challenges, and offers questions to consider.
Successful reform can go beyond a single classroom or school, and outlast an individual. Successful, ongoing reform initiatives exist and they are supported by some key attributes—chief among them is the practice of distributive leadership. This brief describes distributive leadership, shares an example of a California district using this practice to implement reform, surfaces potential challenges, and offers questions to consider.
Rigorous academics integrated with career-based learning can lead to higher wages after high school. This study examines the outcomes of 1,700 students enrolled in career academies that offered the Linked Learning approach to predominantly minority students. The study showed that four years after graduation from high school, career academy graduates were earning more than their traditionally educated counterparts. While this was true for both men and women, the result was statistically significant for men in a Linked Learning pathway, who earned 18 percent ($10,000) more over the four-year period after high school.
The findings demonstrate the feasibility of improving labor market preparation and successful school-to-work transitions without compromising academic goals and preparation for college. Investments in career-related experiences during high school can produce substantial and sustained improvements in the labor market prospects and transitions to adulthood of youth. In fact, Career Academies are one of the few youth-focused interventions that have been found to improve the labor market prospects of young men. At the same time, Career Academies have proven to be challenging to implement on a large scale with high levels of fidelity, and the evidence from this evaluation may not apply to programs that are partially implemented or that use only selected features of the Academy approach. Further research should be conducted to determine the effects of key Academy components.
This study describes three key pieces of evidence supporting adoption of the Linked Learning approach. Those attending California Partnership Academies had better California High School Exit Exam pass rates, completed more rigorous courses, and had better high school graduation rates. Operating in more than 300 high schools, California Partnership Academies are one model of Linked Learning pathways.
This report shows that schools utilizing a Linked Learning approach have achieved higher graduation rates and exit exam passing rates, with a greater percentage of students eligible for California State University (CSU) or the University of California (UC). Researchers found that 50 percent of students in California Partnership Academies completed the “A–G” requirements needed to be eligible for admission to California’s public universities – compared with only 39 percent of graduates statewide. More than 70 percent of the academies’ African-American students passed the math portion of the California High School Exit Exam, compared with 55 percent of African-American high school students in the state. Furthermore, 96 percent of academy seniors graduated, compared with 87 percent statewide.
This study offers strong evidence that rigorous academics integrated with technical curriculum leads to higher test scores if successfully implemented. In this research, career and technical education (CTE) teachers were paired with math teachers who identified the mathematical content embedded in the CTE teachers’ subjects and developed lesson plans to teach the math within the occupational context. The 57 CTE teachers who helped develop the math–enhanced lessons were randomly assigned to classrooms and delivered the curriculum for about 10 percent of class time over the course of one year; 74 CTE teachers not participating in such development taught other classrooms with traditional instruction. The almost 3,000 enrolled students were given math pre-tests and were tested again a year later. Those taught the integrated curriculum significantly outscored the control group on two tests of math ability.