The U.S. Office of Education (USOE) supported the development of four career education models in the 1970s: school-based, later comprehensive career education model; employer-based, later the experience-based career education model; home/community-based model; and the residential-based model. Establishment of the Office of Career Education (OCE) in USOE led to a number of projects aimed at demonstrating the effectiveness of comprehensive K-12 career education. State departments of education also supported the curricular infusion of career education concepts. The demise of OCE and the rise of educational reform movements in the early 1980s drew attention away from career education. However, Career Information Delivery Systems, the 1984 Perkins Act's recognition of career guidance and counseling programs, and the National Career Development Guidelines maintained some visibility for career education and development. In the 1990s, new reform movements are focused on economic and work force development, of which career development has become an essential component. New roles are emerging for counselors, teachers, and career development specialists. The early emphasis in career education on school-business collaboration is echoed in current attempts to build partnerships and involve families and communities. Critical issues for shaping career development in the 21st century include the following: a need for systematic research on the effectiveness of career education/development, teacher and counselor preparation, counselor certification and licensure, multicultural awareness, and school-to-work transition for at-risk youth. (Contains 41 references.) (SK)