Academic and Vocational Teachers Can Improve the Reading Achievement of Male Career-bound Students

By Mark Forget and Gene Bottoms 

The disparity between male and female career-bound students' abilities to read, comprehend and use written information is a problem for high schools and their feeder middle grades. A primary reason for the difference is that teachers and administrators expect too little of male students. Educators need to recognize the importance of communication in the workplace and further study and take steps to raise all student's reading skills. This report seeks to answer three basic questions: 1) How well do male career-bound students at High Schools That Work sites read? 2) Which School and classroom experiences are associated with improving the reading achievement of male students? 3) How can middle grades teachers and high school teachers improve students' reading skills and academic and technical achievement?

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