ACKNOWLEDGEMENTS

The preparation of this paper was supported by the National Center for Research in Vocational Education through a grant to Glynda Hull and Jenny Cook-Gumperz for Project 3.2, "Preparing a Literate Workforce." Special thanks go to Kay Losey Fraser, whose help with research and analysis was essential throughout the project; to Judy Kalman and Norton Grubb for insightful discussions and helpful commentary; to Sandy Larimer and Margaret Easter for expert editorial assistance; and to Ed Warshauer, whose perspectives on work were important for conceptualizing the paper and shaping its arguments.