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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 - 2002In 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. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol. 101, No. 2. |
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- 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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