In 1994, the Student Assessment was administered to over 12,000 vocational completers at 197 new High Schools that Work (HSTW) sites. Findings indicated that career-bound students at these sites trailed academic students nationwide in reading. Teachers in all vocational programs needed to pay more attention to reading. Career-bound females scored higher than males. White students scored significantly higher in reading than minorities. Reading achievement was associated with high-level courses and frequent reading and writing in academic and vocational classes. Many new sites were beginning to integrate reading and writing into courses across the curriculum. Reading achievement was associated with effort, but many students did not see the need for working hard in high school. Student achievement reflected teachers' beliefs and expectations. Recommended administrative strategies for improving reading achievement included providing teachers with staff development in using reading and writing across the curriculum, providing teachers with shared planning time, and requesting redesigned English courses for career-bound students. These classroom strategies were recommended: teach high-level content to all students; require students to read and use technical materials in vocational classes; have students react to and use what they read; integrate reading with writing; and provide a variety of reading formats. (Examples of actions schools can take are provided throughout the report.) (YLB)