We examined participation in the Career and Technical Education concentration (CTE), and School-to-Work activities at the end of the century following more than a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we also
explored whether school-to-work activities have extended beyond their traditional CTE curricular base and have become part of the high school experience for all youth. We explored the relationship between students' background characteristics and curriculum concentration and key education outcomes,
including course-taking patterns, high school GPA, school completion, and post-school expectations. We concluded that there are ethnic, racial and socioeconomic differences among youth in the four curriculum concentrations. CTE concentrators, more than general concentrators, appear to benefit
from changes aimed at increasing the academic rigor of their high school programs, as evidenced by their enrollment in math and science courses, high school GPA, and school completion.
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