Dykeman and colleagues developed a taxonomy of career development interventions used in United States secondary schools that can help career and technical education (CTE) practitioners evaluate and improve the effectiveness of guidance programs. The interventions include introductory, advising, curriculum-based, and work-based interventions. Introductory interventions awaken students' interest in their own personal and professional growth and are typically adult-controlled, active (hands-on), group activities conducted in school and lasting 2 weeks or less. Introductory interventions include career days, career fairs, and guidance lessons on personal/social development. Advising interventions are designed to give students direction, help them resolve barriers, and help them formulate and sustain plans for their future. Advising interventions can include academic and career counseling, career-focused parent/student conferences, career peer advising/tutoring, career maps, career maturity and interest assessment, Career Passports, and computer-assisted career guidance. Curriculum-based activities are designed to promote core student knowledge and skills. They include career information infused into the curriculum, CTE courses, tech prep, and school-based enterprises. Work-based interventions promote student knowledge and help motivate students through activities involving with worksites. Work-based interventions include youth apprenticeship, mentoring, job shadowing, and internships. Dykeman's classification gives CTE practitioners a practical, research-based model for evaluating their career development efforts. (Contains 11 references.) (MN)