14
programs. Specifically, it found that 84 percent
of students in OUSD pathway programs that
year subsequently graduated from high school,
compared to 58 percent of students not in
pathway programs.
More than half of the career pathway students had
also taken the courses they needed to get into a
California state university, while only 31 percent
of the other kids had taken those classes. Lastly,
proficiency scores on state standardized tests were
higher among career pathway kids than among their
peers not in the program by 37 percent versus 22
percent in English and 14 percent versus 7 percent
in math.
The point of career pathway and Linked Learning
instruction, said Gretchen Livesey, OUSD’s
director of college and career readiness, “is
allowing students to see that what they’re learning
in the classroom relates to the real world.”
OUSD’s high school improvement plan has
four goals: “retention, rigor, relevance and
relationship,” Livesey said of the strategic plan
that is now a key focus of the District, as it strives
to prevent kids from dropping out or finishing
school without skills needed for work or college.
“The most foundational piece is grounding the
students in relationships with each other and with
their teachers and advisors so that they begin to
feel that they are part of a community and they
become more deeply engaged in academics and
civic engagement,” she said. That foundation then
leads them to become engaged in their educations
again, “and the outcome is they stay in school
until they graduate, which means there is a higher
possibility of post-graduation success.”
Seeing the relevance of schoolwork and building
relationships with other students doing the
same kind of work helps them get excited about
education again, she said. “I believe only then are
they ready to engage in rigorous academics.”
OUSD has been grappling with how to reduce
a high school dropout rate that stood at 21.6
percent last June, but was as high as 32 percent
four years ago. The district is trying a number
of strategies. One is to allow students to take a
fifth year to complete school. So while only 62.7
percent of high school seniors graduated last year
after four years of high school, only 21.6 percent
had dropped out. The others are continuing
coursework needed to get their diplomas.
Why should Oaklanders care what high school
students do with their days and what the District
plans for them? Well, for one, OUSD officials and
board members are considering asking Oakland
residents to pass a new parcel tax to help pay for
expanding Linked Learning programs so they’re
available to all high school students.
According to a voter research survey, a parcel tax
of between $95 a parcel a year and $150 a parcel
a year could possibly win sufficient voter approval.
A survey of 552 Oakland voters by Gene Bregman
& Associates indicated that 69 percent of voters
might be willing to vote for a $150 parcel tax
to help the high schools, while 79 percent
responded that they would vote for a $95 parcel
tax to help high schools. Of course, responding
to a survey is different from actually voting to be
taxed, so there’s no proof this percentage would
vote for the tax. But it did indicate widespread
opinion that the district needs to do more for its
high school students.
According to a presentation Acting Superintendent
Gary Yee made to the school board this month,
a still-tentative and not-yet-formally-proposed
Oakland College & Career Readiness for All
Fund would be spent on hiring more counselors,
mentors and advisors, expanding the school day
in high schools to 8 periods from the current 6
periods, adding more college preparatory courses
and support systems for them so that all students
have access to the type of courses they need to
get into college, and implementing a program in
which businesses, nonprofits and government
agencies are recruited to help provide internships.
Funds raised would be divided equally per student
for high school kids enrolled in OUSD-run schools
and charter schools overseen by OUSD.
HR
From
the independent, nonprofit
news resource for what’s happening in education, city
government, food, innovative tech, arts and culture, youth
and more in Oakland. May 27, 2014. All rights reserved.
approach and has been shown to improve
student awareness and engagement both in and
out of school. A survey of students involved in
the SunPower experience indicated increased
involvement of parents, a better plan for
graduation and more motivation to work harder.
What’s more, the SunPower employees involved in
the project are really excited about the opportunity
to give back to their own communities. “Employees
come back and they say ‘I’m so glad I did it, it was
so cool. Thanks for the opportunity to reinvigorate
me,’” said Renee Solari, Program Manager for
Education Services at SunPower Corporation.
How to get involved
Thanks to state and federal investments as
well as grants from philanthropic foundations,
Linked Learning career pathways are emerging
around the state. While there is no set formula
for providing work-based learning opportunities,
here are some examples of how you can partner
with Linked Learning students:
• Host a workplace tour
• Be a guest speaker
• Participate in a career fair
• Provide an informational interview
• Allow a student to shadow you at work
• Engage in a virtual exchange with
students—e.g. critique a project online
• Develop a real-world problem that students
can help you solve
• Offer an internship at your work site
• Mentor a student who is interested in your
industry sector
Linked Learning is making a big difference for
California students thanks to the leadership and
involvement of local employers. To learnmore and to
connect to the career pathways in your community,
please contact ReadyNation at: (415) 762-8270
or visi
HR
Jennifer Ortega is a Special Advisor
to the national business leaders
organization ReadyNation, which
merged with America’s Edge in 2014.
Ms. Ortega is a graduate of the
University of California, Berkeley, and
her professional background includes nonprofit management,
communications and public relations.
