Evaluation of the California Linked Learning District Initiative

• In Event: Understanding the Role of Career and Technical Education in Building the STEM Pipeline

Abstract

Objectives:
Research suggests that college-and-career pathways can improve high school completion rates (Dayton, Hester, & Stern, 2011; Dougherty, 2016). The objective of this study is to evaluate the implementation, sustainability, and impact of Linked Learning, an approach to college-and-career pathways that combines rigorous academics integrated with career technical education, work-based learning experiences and comprehensive student supports. Linked Learning is delivered through pathways organized around industry-sector themes, such as computer science, engineering, or health, and can either take the form of stand-alone small schools or small learning communities. We document the implementation, impact, and sustainability of district-wide systems of Linked Learning pathways. We also discuss the unique implementation challenges faced by STEM-themed Linked Learning pathways.
Theoretical framework:
Conceptually, Linked Learning is hypothesized to improve graduation rates and successful transitions to postsecondary by providing students with a more relevant and engaging high school experience and exposing them to both college and career opportunities. Moreover, Linked Learning is designed to provide students with a default set of college preparatory classes. Such a prescribed curriculum is an example of a “constrained curriculum” that could lead students to enroll in a more rigorous set of classes than they might otherwise choose from a “cafeteria-style” curriculum (Lee, Croninger, & Smith, 1997; Powell, Farrar, & Cohen, 1985).

Data and Methods:
The authors assessed the implementation and impact of Linked Learning using a multimethod research design that includes qualitative and quantitative data collection and analysis in nine California school districts serving high proportions of disadvantaged students. The evaluation drew on three data sources:
1. Interviews with key district and school personnel and focus groups with pathway students.
2. Extant student demographic and achievement data.
3. National Student Clearinghouse data on students’ postsecondary enrollment and persistence.

For extant data analysis we used statistical controls to compare pathway students entering high school in 2009, 2010 and 2011 with peers who attended traditional high schools, had similar demographic characteristics and prior achievement, and were enrolled in the same district. We used hierarchical linear models with random effects at the student and pathway levels and fixed effects for cohort and district. Sample sizes vary by outcome; for graduation our analysis included 45,503 students in 183 pathways or schools.

Results:
Among other findings, our evaluation showed that, compared with similar peers, students participating in certified Linked Learning pathways:
• Earn 8.9 more credits—almost two courses—over the four years of high school 

• Are 5.3 percentage points more likely to graduate 

• Are equally likely to enroll or persist in postsecondary education

Our analysis of STEM-themed pathways revealed that female students, English learners, and students with low prior achievement were underrepresented in STEM pathways across districts. STEM pathways also reported shortages of CTE teachers qualified to teach STEM subjects.

Significance:
As career pathways gain momentum both in California and nationally, results and lessons learned from Linked Learning implementation are highly instructive for districts that are just beginning to engage with a college-and-career pathways approach.

Authors

• Miya Tamiko Warner, SRI International

• Kyra Caspary, SRI International