Youth who participate in occupational education and special education in integrated settings are more likely to be competitively employed than youth who have not participated in such activities (Blackorby & Wagner, 1996 Colley & Jamison, 1998 Luecking & Fabian, 2000 Mooney & Scholl, 2004 Rogan, 1997). While work experiences are beneficial to all youth, they are particularly valuable for youth with disabilities (Blackorby & Wagner, 1996 Colley & Jamison, 1998 Kohler, 1993 Kohler & Rusch, 1995 Luecking & Fabian, 2000 Mooney & Scholl, 2004 Morningstar, 1997 Rogan, 1997 Wehman, 1996). WIA services include: (a) comprehensive career development services based on individualized assessment and planning, (b) youth connections and access to the One-Stop career center system, and (c) performance accountability focused on employment. The Workforce Investment Act (WIA) of 1998 reinforces the need for career preparatory experiences for all youth. CTE participants are more likely to graduate from high school (Schargel & Smink, 2001 Smink & Schargel, 2004), be employed in higher paying jobs, and enroll in postsecondary education (Hughes, Bailey, & Mechur, 2001). Those who complete both a strong academic curriculum and a vocational program of study ( dual concentrators) may have better outcomes than those who pursue one or the other (Silverberg, Warner, Fong, & Goodwin, 2004 Plank, 2001 Stone & Aliaga, 2003). Participating in Career and Technical Education (CTE) results in short- and medium-term earning benefits for most students at both the secondary and postsecondary levels and increased academic course taking and achievement by students, including students with disabilities (Castellano, Stone, Stringfield, Farley, & Wayman, 2004 Plank, 2001 Stone & Aliaga, 2003). These positive effects include higher grades, better relationships with teachers, increased career planning, greater knowledge of careers, improved self-esteem, improved self-knowledge, and less career indecision (Hughes & Karp, 2004 Lapan, Gysbers, & Sun, 1997). Several positive academic and vocational effects are attributed to school-based career development-specifically, career advising and curriculum-based interventions such as computer-based career guidance. Youth Benefit from Career Preparatory Activities in Schools and Communities This compilation should not be viewed as all-inclusive, but rather as illustrative of the range of research and expert analysis currently available. The information below identifies and presents research, federal government documents, commissioned reports, and other sources that serve as the foundation upon which these standards are based. The Career Preparatory Experiences standards and indicators are based on sound evidence and research that supports their utility in the field.
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