At each site local leaders realized that the academic situation and career preparation of students needed to improve. They also recognized the need to shift from traditional tracking systems to more integrated forms such as career academies and career paths. Champions of change were found across sites, individuals providing the fuel to recruit interdisciplinary participation through various leadership styles described elsewhere (see Finch et al., 1992; Moss & Jensrud, 1996). After a careful and comprehensive evaluation of processes, practices, and outcomes, there was a general attempt to build a democratic vehicle for managing change and building a consensus on priorities (e.g., site-based management and working groups). This approach facilitated early collaboration between vocational and academic instructors and created a climate favorable to change. Big-picture understandings of the philosophical underpinnings of change were promoted along with an action plan and a commitment to breaking traditional educational molds. The result was a shared vision for adopting drastic measures involving curriculum restructuring with a student-centered goal: to ground their learning in flexible career structures while preserving rigorous preparation for college.
Shaping the institutional climate in order to guide efforts for improving student learning with lasting results was a key condition requiring more democratic leadership styles also suggested by other researchers (Hern[daggerdbl]ndez-Gantes et al., 1995; Little et al., 1996; Newmann & Wehlage, 1995). As a result, particular approaches to integration derived from individual circumstances, needs, realistic assessment of resources, programmatic considerations, and extent of internal and external support. Based on this assessment, the mathematics curriculum at each site was restructured to align with career clusters or academy formats and provide either a series of applied courses or one-track coursework for all students.