The academic achievement of students in family and consumer sciences programs at High Schools That Work (HSTW) sites in 1996 was compared to performance levels in 1994. Family and consumer sciences students at HSTW sites significantly improved their average reading scores (from 261 in 1994 to 269 in 1996). The percentages of family and consumer science students meeting HSTW goals in reading and in mathematics increased from 1994 to 1996 (from 27% to 35% in reading and from 20% to 27% in mathematics). In reading and science, family and consumer students performed as well as vocational students nationally. The bad news is that the reading, mathematics, and science achievement of family and consumer sciences students at HSTW sites was significantly lower than that of all vocational students at HSTW sites. The following were among the recommendations presented: (1) set high expectations and get students to meet them; (2) offer intellectually challenging family and consumer sciences studies; (3) increase access to a college preparatory-level curriculum; (4) provide a structure of work-based and school based learning; (5) enable academic and vocational teachers to plan together; (6) involve students and parents in planning programs of study; (7) provide extra help; and (8) use student assessment to advance learning. (MN)