Two major research and development initiatives have been undertaken at Temple University's Center for Vocational Education Professional Personnel Development. The first focused on student learning outcomes and delivery configurations relating to the integration of academic and vocational education. The second focused on building the capacity of local school districts to integrate academic and vocational education. The initiatives are helping school districts in Pennsylvania to address the challenge of providing all students with a high school education that will prepare them for high-skill, high-wage jobs or further education. The outcomes research had two components. Part one sought to determine what students must know and be able to do to graduate from high school, and part two explored delivery configurations as they relate to the integration of vocational and academic content. More than 1,800 educators and business people in Pennsylvania provided responses to a questionnaire that asked for their opinion on 66 educational outcome statements. Analysis of the ratings showed strong support for outcome categories reflecting dependability, positive attitudes, basic skills, and occupationally specific skills. The study concluded that business persons and educators feel similarly about what students must accomplish to graduate from high school. These findings can help guide educational program planning. The second component of the outcomes research sought opinions about the organization of instructional content associated with the delivery of education to accomplish the 66 outcomes. A survey was sent to 1,926 educators, with responses received from 1,089. The most popular educational configuration was equal vocational and academic education, with vocational education preferred for teaching technical skills. An instrument was developed to help secondary school staff members integrate vocational and academic education. (Ten tables and four figures are included in the report.) (KC)