The outcomes and implementation of career academy programs in California were examined in a study of one school district's efforts to implement a uniform career academy model in 1990-1996. A cohort of approximately 10,000 students who were sophomores in the district's comprehensive high schools between 1990 and 1993 were followed through high school and several years thereafter. Approximately 14% of the cohort members were enrolled in career academies. The data on student outcomes were subjected to a multivariate analysis. The academy students were more likely to be female and African American. Relatively well developed career academies increased their students' academic knowledge and skills, increased the probability that students would attend postsecondary education, decreased the need for later remediation in English, and increased the probability of university graduation for students who were otherwise not likely to even attend a university. The career academies were somewhat less successful in increasing students' workplace skills. The following characteristics of successful career academies were identified: a relatively complete curriculum; a school-within-a-school that sheltered students from hostile or indifferent school environments; large amounts of start-up resources; a committed program head; and school and community support. (A description of the research and data analysis methods is appended. The bibliography lists 15 references.) (MN)