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.
All Linked Learning pathway teachers need to understand the specific knowledge and skills students will need to perform industry-sector jobs. However, not all pathway teachers have this knowledge, nor do they always know how particular discipline content is used within an industry.
In the brief, "The District Office as a Site for Work-Based Learning," Ann Jaquith and Jamie Johnston describe an approach to teachers’ professional learning that can develop and/or enrich the distinctive aspects of Linked Learning pathways. Drawing from ongoing work in California’s Montebello Unified School District (MUSD), the authors show how district and school leaders can help core teachers better understand career-relevant knowledge and skills, and encourage CTE teachers to collaborate with their colleagues.
This brief describes how a graduate profile can be utilized in Linked Learning pathways as a multi-faceted strategy for bringing coherence, clarity, and focus to practitioners and leaders at all levels of the system. Used strategically, the graduate profile can help in aligning school practices, district goals, state policies, and national standards.
SRI’s fifth annual evaluation report on the progress of the California Linked Learning District Initiative offers updated findings on student engagement and achievement outcomes from the nine districts participating in the initiative. Additionally, for the first time, our report takes an in-depth look at the issue of student equity and access to pathways through an analysis of student enrollment patterns across pathway career themes and of pathway retention among student subgroup populations. Finally, it assesses pathway students’ experiences with academic and technical curriculum and work-based learning, their perceptions of the skills they are gaining as a result of their pathway experiences, and their plans for the future.
This report proposes effective approaches that policymakers and administrators can use to address these new questions and priorities. It also proposes ways that student accomplishments illustrating career readiness can be included in graduation standards and conveyed to prospective colleges and employers.
America’s Edge is a membership organization of business leaders who work to strengthen businesses and the economy through proven investments in children and youth. They “educate policymakers and the public about research-based investments that will enable their businesses to compete in today’s competitive global marketplace, build a foundation for lasting economic security and help our nation’s children get on the right track.” This fact sheet summarizes the findings from an America’s Edge report, Can California Compete? Reducing the Skills Gap and Creating a Skilled Workforce through Linked Learning.
This document is a technical supplement to SRI International’s fourth annual evaluation report on the progress of the California Linked Learning District Initiative. This document provides information and data supporting the analysis of student engagement and achievement outcomes and the student survey.
In this fourth annual evaluation of the California Linked Learning District Initiative, SRI looks back at the development of Linked Learning systems in the nine districts and examines their experiences to assess the initiative’s progress toward reaching its systems- and student-level goals. The fourth year of the evaluation yields new data on student engagement and achievement outcomes from eight of the nine districts participating in the initiative. It also offers lessons from the experiences of all nine districts based on interviews, focus groups, and a student survey.