Secondary Career and Technical Education and Comprehensive School Reform: Implications for Research and Practice
Abstract
In the 1990s, federal legislation authorizing funding for secondary vocational education, increasingly called career and technical education (CTE), began to mandate accountability requirements such as improved academic achievement. These requirements have necessitated a search for ways to integrate CTE into broader school reforms that have improved student achievement as their goal. This review examines research on the effects of CTE reform efforts in general and on efforts to meld CTE with comprehensive secondary school reforms. The authors found that the intersection of CTE with comprehensive school reform is under-researched. However, the studies reviewed here reveal the potential benefit for research and practice in re-examining CTE as a means of preparing our nation’s youth for the future.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Little is known about the effects of integrated CTE and academic curricula on student achievement or long-term student outcomes.
“Despite efforts at integrating academic and CTE courses, little is known of its effects on student achievement or long-term student outcomes (Castellano et al., 2003;DeLuca, Plank, & Estacion, 2006;Hudson & Hurst, 1999).”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Castellano et al., 2003
Research on long-term outcomes of students attending schools with integrated curricula such as the High Schools That Work (HSTW) model is critically warranted, especially outcomes indicating performance on standardized assessments, graduation rates, postsecondary education attainment rates, and participation in the labor market.
“Furthermore, Castellano et al. (2003) found that research on long-term outcomes of students attending schools with integrated curricula such as the High Schools That Work (HSTW) model is critically warranted, especially outcomes indicating performance on standardized assessments, graduation rates, postsecondary education attainment rates, and participation in the labor market.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Castellano et al. (2003)
Current educational legislation and comprehensive school reform (CSR) efforts are attempting to re-structure entire schools to promote an increasingly integrated system of CTE and traditional academic education.
“However, current educational legislation and comprehensive school reform (CSR) efforts are attempting to re-structure entire schools to promote an increasingly integrated system of CTE and traditional academic education (Castellano et al., 2003;DeLuca et al., 2006;Gordon, 2008;Hudson & Hurst, 1999;Scott & Sarkees-Wircenski, 2008).”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Castellano et al., 2003
Vocational education and academic education had traditionally constituted two separate trajectories stratifying students with low academic promise into vocational education and students with strong academic promise into academic education, along with administering distinct curricula.
“Vocational education and academic education had traditionally constituted two separate trajectories stratifying students with low academic promise into vocational education and students with strong academic promise into academic education, along with administering distinct curricula (Castellano et al., 2003;Gordon, 2008;Lewis, 1998;Lynch, 2000;Plank, 2001;Scott & Sarkees-Wircenski, 2008).”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Castellano et al., 2003
Cited by
Sorted by citations
The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Fletcher ., E. C., & Zirkle, C. (2009) · Career and Technical Education Research · doi:10.5328/cter34.2.81 · Cited by 44 · see citing works
- Authors
- Castellano, M., Stringfield, S., & Stone, J. R.
- Affiliations
- Johns Hopkins University (US)
- University of Minnesota (US)
- ORCID
- Stone, James R.
- Venue
- Review of Educational Research
- Published
- 2003-06
- Volume
- 73
- Issue
- 2
- Pages
- 231-272
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2130263878
- Cited by
- 135
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 3 · 2022: 5 · 2021: 4 · 2020: 4 · 2019: 4 · 2018: 6 · 2017: 5 · 2016: 7 · 2015: 7 · 2014: 7 · 2013: 9 · 2012: 12
- FWCI
- 35.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Education Systems and Policy
- Social Sciences › Education › Vocational and Entrepreneurial Education
- Life Sciences › Agricultural and Biological Sciences › General Agricultural and Biological Sciences › Diverse Educational Innovations Studies
- Keywords
- vocational education, comprehensive school reform, secondary education, federal education legislation, accountability, academic performance
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
