A cross-case study approach was used to determine how school-to-work reform affects clients and participants and to identify elements critical to the success of school-to-work systems. Fourteen school-to-work reform initiatives in communities across the United States were examined by using a research protocol that included individual interviews, focus groups, reviews of pertinent documents/materials, and observations of program activities. Among the various initiatives studied were career academies, statewide and regional systems, school-based enterprises, off-site workplaces, systems emphasizing career guidance, and systems emphasizing integration of academic and vocational study. The following were identified as critical elements of school-to-work reform: leadership from executives of educational systems; leadership from program deliverers (instructors, counselors); professional development for teachers and other staff; cross-sector collaboration; student self-determination; school-based curriculum and instruction; work-based learning strategies; integrated career information and guidance system; progressive system starting before grade 11; articulation with postsecondary institutions; creative financing; and application of research. It was recommended that additional research be conducted in the following areas: reforms' long-term impact on student outcomes; student outcomes in youth development terms; impacts of contextual learning; impacts in the workplaces; cost/benefits of student employment; and school-to-work system building. (Appended are profiles of the school-to-work programs studied.) (MN)