A common set of principles and strategies is frequently at the heart of different approaches to improving the high school experience. Many reform efforts focus on some or all of "three R's"—rigor, relevance, and relationships. Attention to these three principles is meant to ensure that students not only meet high academic expectations, but are also engaged in the learning process.

Three principles guiding high school reforms

Most educators, policymakers, and researchers agree that rigor is essential for high schools. Without it, students may graduate lacking the basic skills they need to succeed in today's world. When people advocate for rigor, they often mean that schools should expose all students to the kind of challenging curriculum previously reserved for "college-bound" students.

Explaining how academic material is relevant for work and daily life is important for engaging students in learning. Students may be more willing to tackle complex subjects, such as trigonometry, if the teacher explains how the equations they are learning can be used outside of school. If students cannot see how their schoolwork applies to their lives, many simply tune out—or worse, drop out. Unfortunately, although most traditional high school programs offer a wide variety of courses, many are taught in a format that offers little "relevance." Examples of making coursework more relevant include using math and science to design a skateboard park, or writing and performing a modern-day Romeo and Juliet to better understand Shakespeare's intentions in each act.

The third R—relationships—is intended to help students feel a greater sense of belonging and responsibility for being at school. Research shows that schools that develop supportive adult relationships with every student typically see improved student academic achievement and reduced behavior problems and absenteeism. If students feel that a particular teacher and their peers are eager to have them in class and are concerned if they are missing, they are more likely to attend and enjoy school.

Models that depart from the traditional, comprehensive high school

Throughout the country and in California, some high schools have addressed all or some combination of rigor, relevance, and relationships by departing from the traditional, comprehensive high school model.

Reducing school size to help students develop stronger connections with teachers and other students has been one important focus of high school reform during the past decade. Some high schools are small independent ventures, and others involve dividing a larger high school. For example, a large high school might divide into four smaller schools, each housed in a separate wing. In these schools-within-a-school, students attend classes with the same group of students and teachers. Small schools may focus on a particular theme, such as art or science, and offer internships or project-based activities that relate to life outside of school.

To assist students who are struggling with the increased rigor of high school—or who arrive at high school without the prerequisite skills—some schools are also extending the school day or year, adding small-group tutoring sessions, or providing high school literacy classes.

Career and Technical Education (CTE) is another important topic of state education policy and has led to a variety of new high school programs. For example, some schools offer career academies—such as California Partnership Academies—that provide small learning communities in which students focus on both academics and job skills in a particular career area, such as health or computers. Tech-Prep programs attempt to integrate academic and technical education, combining two or more years of high school education with two-years of postsecondary education. And some schools require students to complete internships multiple days a week and use classroom time to incorporate textbook knowledge with what students have learned in the field.

Linked Learning is an approach through which some California educators are integrating aspects of the approaches described above. Linked Learning is motivated by the idea that postsecondary education and career are complementary high school goals, and that students should leave high school prepared for a full range of postsecondary options. These options might include apprenticeship, job training, technical certification, military service, community college, or four-year university programs.

Under the concept, students move through a "pathway" that provides:

• An academic core component that prepares students for as wide a range of postsecondary options as possible.
• A technical core component that includes a sequence or cluster of related CTE courses.
• A work-based learning component, perhaps including mentoring, job shadowing, internships or school-based enterprises.
• A support services component that includes academic and career counseling, and instructional support for students who enter high school needing additional help.

More about Linked Learning > 

Programs that fit some or all aspects of the Linked Learning approach have taken root in a wide variety of contexts in California and some districts have been working to expand them. Models for implementing the concept include career academies, small high schools (including magnet and charter schools) and other structures.

For examples of different kinds of programs that fit the Linked Learning concept, see the following "School Profiles."

• Dozier-Libbey Medical High School, Antioch Unified School District
• Oakland School for the Arts, Oakland Unified School District
• Partnership Academy of Business, Porterville High School, Porterville Unified School District
• Stanley E. Foster Construction Tech Academy, Kearny High Educational Complex, San Diego Unified School District