Updated December 2016
This philanthropic initiative of The James Irvine Foundation establishes a framework for practitioners, policymakers and others to take action so that more students can make a more seamless transition from high school into postsecondary education and succeed in gaining postsecondary credentials. This framework is designed to help grow and scale the adoption of Linked Learning so more California families and young adults are economically self-sufficient.
Element is not present in this initiative.
Within this framework, high schools and postsecondary institutions share responsibility for co-designing, co-delivering, and co-validating strategies that provide greater structure and continuity in student experiences. These strategies may include aligned curriculum, shared readiness standards, and coordinated student supports.
During each student’s move to postsecondary education, high schools support the postsecondary and financial aid application process, and provide a transition curriculum. At the same time, postsecondary institutions offer multiple measures for placement along with transition support programs. Once in postsecondary education, students enroll in programs of study aligned with Linked Learning and career pathways, engage in acceleration strategies for on-time completion, and experience college-completion culture that encourages credential achievement.
Regional partnerships create space where accountability for student success is shared among stakeholders from K-12, postsecondary, businesses, and the community. Community colleges and universities partner with school districts to build quality collaborations and achieve shared goals for students.
Elements of Bridging the Gap are not delivered “a la carte,” but instead comprise a holistic theory of action that requires the collective efforts of regional partners. Alignment with Linked Learning and career pathways approaches brings contextualized foundational skill building within an occupational context.
Initiative design identifies the inclusion of comprehensive Linked Learning supports. Services are specific to each district and can include supports for:
Shared measurement indicators include both process and outcome metrics that represent interim progress and support through student transitions:
This initiative is currently engaged in two school district/community college partnerships in California—Paralta Community College District and California State University Long Beach—with plans to engage more partnerships in the future.
Partners could strengthen their connection to regional labor market needs and sector strategies by engaging with Workforce Innovation and Opportunity Act collaborators, employers, and community-based organizations.
Strategies developed by existing partners could help inform a larger scale-up of transition programs that could eventually expand to serve out-of-school youth or adults with basic skills deficiencies.
Does this information need updating or adjustment? Send us your suggestions: CAcareerpathway@clasp.org