In the SRI quasi-experimental evaluation, students in high-quality Linked Learning pathways earned more credits, dropped out less, graduated on time more, and showed better ELA proficiency and college-going than peers¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Students with low achievement scores in earlier grades made significantly better academic progress in pathways, and the 4-year college-going rate for African American pathway students was 12 percentage points higher than peers. → Hoachlander 2020
Evidence¶
Hoachlander 2020¶
Hoachlander, G. (2020). Building a system of college and career pathways in New Mexico. Learning Policy Institute. https://learningpolicyinstitute.org/new-mexico-education
q3 · i? · review · r2
The same SRI evaluation found low-achieving students "made significantly better academic progress" in pathways, pathway students performed better on English language arts proficiency assessments, and African American pathway students' 4-year college-going rate was "12 percentage points higher than peers not participating in pathways."
"Furthermore, students who had low achievement scores in earlier grades made significantly better academic progress when they participated in pathways in high school. Pathway students also performed better on assessments of proficiency in English language arts. Lastly, the 4-year college-going rate for African Americans in these pathways was 12 percentage points higher than peers not participating in pathways."
Discussion¶
Related Claims¶
- MDRC's experimental career academies evaluation found males earned as much as 17% more than peers for 8 years after high school, alongside attendance, course-taking, and on-time-credit gains — related
- Linked Learning benefits occurred only in pathways independently certified as high-quality on seven implementation dimensions — related
- Gateway students graduate at high rates, including 100% of African American, Latina/o, and students with disabilities — related
- Grading showed differential effects by student group in Swedish quasi-experimental data: low-ability students fared worse when graded, girls better (review-reported) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
linked-learning-pathways-student-outcomes |
title |
In the SRI quasi-experimental evaluation, students in high-quality Linked Learning pathways earned more credits, dropped out less, graduated on time more, and showed better ELA proficiency and college-going than peers |
description |
In the SRI quasi-experimental evaluation, students in high-quality Linked Learning pathways earned more credits, dropped out less, graduated on time more, and showed better ELA proficiency and college-going than peers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hoachlander-2020 |
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