A 5-year longitudinal study was designed to examine diverse and promising programs to integrate career and technical education (CTE) with whole-school reforms in schools serving predominantly disadvantaged students. A literature review focused on conceptual underpinnings: disadvantaged youth; transition points; whole-school reform; and CTE. Longitudinal descriptions were provided of CTE-enhanced whole-school reforms with strong track records of improving educational chances of concentrated groups of highly disadvantaged students: Perkins III, High Schools That Work, career academies, career pathways, and urban learning centers. Second-year findings were based on qualitative data gathered to date. Progress of 3 cohorts of students--seventh, ninth, and eleventh grade--was followed as they proceeded through 10 schools at 3 sites. Findings indicated all three high schools had integrated CTE and academic education; faculty at high schools participated in many professional development activities; all high schools used computers--for student assessment and reporting requirements, teaching students about computers, instruction, and remediation; all middle schools were involved in some reform effort; strong leadership was a crucial factor in effecting change across all high schools; and administrators and faculty attempted to allow students to have their first choice of unit/program. (Contains 67 references.) (YLB)