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Career and technical education (CTE) is an elective program in American high schools and this paper examines what its role should be. It provides the historical background of CTE, looking at both the internal and external policy context, identifies CTE students and considers how their needs can best be served, uses a policy assessment criteria to evaluate various roles for high school CTE, defines four CTE policy options (integrated CTE, traditional CTE, applied CTE and common academics) based on a review of literature, analyses these four options, and based on the analysis, recommends the integrated model to be the most superior.