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This is the fourth annual report from a five-year longitudinal study of programs for integrating career and technical education (CTE) with whole-school reform in US schools with a predominant population of disadvantaged students. The schools participating in this study have implemented CTE-enhanced whole-school reforms to try to improve the educational chances of concentrated groups of highly disadvantaged students. The report continues the analysis of selected measures of student progress, in this case, student coursetaking in English and science, compared to students attending demographically similar control schools that were not involved in such reform efforts. Using measures of quantity, difficulty, and academic achievement, the study revealed that students from the schools with CTE-enhanced reforms either performed better than students from control schools, or were behind control school students in the early high school years but caught up during the later high school years. Students from the study schools fared better in English than those from the control schools. For science, the results were more mixed, but mostly favoured students from the study schools. These findings substantiate those of previous reports from this project, providing evidence that CTE curricula can be offered successfully without sacrificing core subjects such as English and science.