Historically, the role of career and technical education (CTE) has been a subject of debate. The various viewpoints regarding the best role for high school CTE can be condensed into the following options: (1) to provide an occupational sequence of courses that is integrated with rigorous academic course work as preparation for postsecondary prebaccalaureate technical education or full-time employment; (2) to provide an occupational sequence of courses designed solely to prepare students for the transition from high school to full-time employment; (3) to retain CTE not as a sequential occupational program of study but as unique courses or a strategy providing an applied context for teaching academics; and (4) to eliminate high school CTE altogether in favor of a common academic program for all students. These four viewpoints/options were analyzed by using a student-centered analysis that included a review of available longitudinal and high school transcript data and focused on how to best meet the needs of individual students. The following topics were considered: CTE's historical context; CTE's external/internal policy context; and characteristics and needs of CTE students. It was recommended that policymakers continue to support the model of integrated CTE. (Contains 20 references.) (MN)