The website of the American Youth Policy Forum, an education policy, practice, and research organization, provides a number of briefs and site visit reports about career academies.

This report on the Career Academy Support Network website outlines the evolution of career academies, presents research findings on the effects of career academies on students, the role of career academies in high school reform, and the effects of forming career academies in large high schools.

This report on developing career academy course sequences is available on the Career Academy Support Network website. It outlines the necessary steps that schools must take as they reorganize their curricula to create sequenced, career-focused pathways for their students. Taken from a variety of resources, including actual high schools, this report provides numerous examples of career academy course sequences.

This document, released in 2004 and created by six leading career academy model organizations, is available on the Career Academy National Standards of Practice website. The report frames the 10 key elements of practice for successfully implementing career academies.

Available on the National Association of State Directors of Career and Technical Education Consortium website, this brief report provides examples of promising practices for encouraging students to enter career pathways that are nontraditional for their gender.

ConnectEd developed this rubric to help teams of high school educators and their partners assess the quality of their pathway programs and create multi-year improvement plans for pathways and academies.

Visitors to this website can access a guide, written by the Career Academy Support Network, that offers comprehensive instructions on creating career academies. After defining the career academy and identifying why a school should start one, this planning guide provides recommendations for schools, including roles and responsibilities for staff as well as resources to get started.

This article, published in The School Administrator (American Association of School Administrators), suggests that now is the time to examine the role of career and technical education in school reform. Preparing students for success and longevity in their working lives—one of several purposes of education can be overshadowed by calls to raise academic achievement and to increase the number of college-ready graduates. However, Hoachlander asserts that “well-conceived career and technical education not only can directly improve students’ labor market prospects but also may help foster deeper understanding of academics.”

Organized by the National Association of State Directors of Career Technical Education Consortium, Career Clusters helps schools organize their curriculum around 16 career clusters. This website presents career cluster models, skill structures, and standards for each broad area.