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New Roles for Career and Technical Preparation Programs in Educating At-Risk Students: Promises and Possibilities


by James R. Stone III & Marisa Castellano 2002

In this chapter, we examine how CTE can improve education for students placed at risk of failure and dropping out, and we present what empirical evidence exists of the success that CTE-related reforms have had. We examine CTE reforms that have been driven by legislation, those that have not, and other reform efforts that are conducive to including CTE elements. In addition, we discuss how CTE reforms should be structured in order to maximize their effectiveness.


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This article originally appeared as NSSE Yearbook Vol. 101, No. 2.


Cite This Article as: Teachers College Record Volume 104 Number 10, 2002, p. 248-268
http://www.tcrecord.org ID Number: 18653, Date Accessed: 10/23/2017 4:09:13 AM

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About the Author
  • James Stone III
    University of Minnesota
    E-mail Author
    JAMES R. STONE III is Associate Professor of Work, Community and Family Education at the University of Minnesota, where he is also the Deputy Director of the National Research Center for Career and Technical Education.
  • Marisa Castellano
    Johns Hopkins University
    E-mail Author
    MARISA CASTELLANO is an Associate Research Scientist in the Center for Social Organization of Schools at Johns Hopkins University.
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