This paper presents an argument supported by evidence that the positive effects of education reform legislation take time to accumulate, and, given time, have the power to bring about improvement. Specifically, the course-taking patterns in mathematics of CTE students in the years following the 1990 Perkins II Act and 1994 School-to-Work Opportunities Act clearly show that these students are taking part in an increasing number of higher mathematics courses, while at the same time decreasing the number of lower-level math courses taken (Levesque, 2003). These trends have developed over a number of years, accentuating the necessity of allowing for the passage of time before evaluating whether a particular reform movement has been successful. BACKGROUND In the early 1980s, the academic performance of America's youth became the focus of federal policy initiatives. In response to criticisms of the shortcomings of our national education system-such as A Nation at Risk (National Commission on Excellence in Education, 1983), federal legislation began to focus on improving the academic performance of all students, including vocational (or career and technical education) students. Consideration of academic subjects importance was highlighted by the 1991 Secretary's Commission on Achieving Necessary Skills (SCANS, 1991). The SCANS report argued for workforce development beginning in the nation's classrooms and outlined the skills most desired by employers. These skills fell into two categories: foundation skills, such as those taught in a traditional curriculum, and workplace competencies, such as time management, teamwork, and communication skills (Secretary's Commission on Achieving Necessary Skills, 1991). Made explicit in the report was the need to improve youths' mastery of essential academic content in math, science and communications.