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Integrated Student Supports for Linked Learning Pathways: Equitable Access by Design

Author(s): 
Jorge Ruiz de Velasco
Publication Date: 
February, 2016
Description: 

This brief introduces a conceptual framework for implementing a system of integrated student supports that provide equitable access to college and career readiness via Linked Learning pathways in high schools.  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.  Integrated student supports aim to identify and address persistent disparities in student achievement in secondary schools by coordinating a seamless system of expanded learning opportunities and personalized interventions that address each student’s academic and non-academic barriers to learning. The report draws on a review of existing literature, as well as the experience of school practitioners as they work with Linked Learning support providers to distill the common conditions and implementation components that characterized effective student supports, and concludes with a proposed framework for integrated student supports that operates within a system of continuous learning and improvement.

Suggested citation: 

Ruiz de Velasco, J. (2016). Integrated Student Supports for Linked Learning Pathways: Equitable Access by Design. Stanford, CA: John W. Gardner Center for Youth and their Communities.

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