This research documents promising practices that integrate academics with career-technical education in two California charter schools. The study was based on past research suggesting that the integration of academics into career-technical education leads to improved student achievement. The study explored four areas related to implementation: (1) how academics were integrated into career-technical education, (2) the use of resources, (3) the challenges to integration, and (4) evidence of positive educational outcomes. This was a qualitative case study of the Gary and Jerri-Ann Jacobs High Tech High Carter School and the Yuba County Office of Education Career Preparatory Charter School. During the two-day site visits multiple interviews were conducted and archival documents were collected.

The study revealed the two California charter schools integrated academics into career-technical education programs by: (1) overcoming barriers (e.g., scheduling) that prevent integration, (2) implementing existing models of curriculum integration (e.g., career academies), and (3) using school mission statements as an overarching theme for integration. The two schools also addressed the challenges related to the student internships, such as student placement and student transportation to internships. The findings suggested positive educational outcomes for students, which include: (1) improved motivation towards school, (2) improved test scores, and (3) improved college and work placements. Finally, this study contributes to the body of knowledge relating to education policy and practice in charter schools, as part of USC's Compendium of Promising Practices. Future research is warranted to update and refine models of integration and to further explore teacher apathy as a barrier to curriculum integration.