“45918 This is to certify that the thesis entitled The Knowledge and Perceptions of Michigan Secondary Vocational Education Administrators Toward Vocational Student Organizations presented by Janice Lynn D'Haem has been accepted towards fulfillment of the requirements for Master of Science degree in Agricultural and Extension Education Major professor Date March 31, 1994 0-7639 MS U is an Affirmative Action/Equal Opportunity Institution llllllllllIllllllllllllll|l||||ll|ll||l|llllllHHllllllllll 3 1293 01025 8949 LIBRARY Michigan State Unlverslty PLACE ll RETURN BOX to remove thte checkout ttom your record. TO AVOID FINES return on or betore dete due. DATE DUE DATE DUE DATE DUE . . ”:2; ._ —: _ Doom MSU to An Affirmative Action/Equal Opportunity lnetltuton mm: THE KNOWLEDGE AND PERCEPTIONS OF MICHIGAN SECONDARY VOCATIONAL EDUCATION ADMINISTRATORS TOWARD VOCATIONAL STUDENT ORGANIZATIONS By Janice Lynn D'Haem AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Agricultural and Extension Education 1 993 Dr. Jake Wamhoff, Major Professor - To my children Beth and Greg, whose patience made this possible, and my parents Lorraine and Raymond Mc Mahon, who have always been supportive. ACKNOWLEDGEMENTS The researcher would like to sincerely thank my major professor, Dr. Jake Wamhoff for his encouragement and assistance throughout my graduate program, especially during my sabbatical leave. His ability to assist me as a teacher, adviser and a friend will always be remembered and appreciated. I would also like to thank the members of my graduate committee, Dr. Jack Elliot, whose inspiration motivated me to return to school and aspire to higher goals, Dr. Kirk Heinze and Dr. Ben Peyton, who encouraged and challenged me in my studies. I would also like to thank the faculty and staff, who were so supportive of me during my year as a member of the Agricultural and Extension Education department, especially Dr. Don Meaders, Mr. Charles Snyder, Dr. Fred Whims and the secretarial staff. A special thanks and appreciation is extended to my fellow graduate students, specifically Dr. Jim Connors, Dave Byrum and Dave Krueger. I am extremely grateful for their friendship, humor and support throughout my graduate program. Finally, I extend special thanks to The W.K. Kellogg Foundation, and especially Mr. Dan Lawers, for their financial support and interest in this research. iv TABLE OF CONTENTS Ease INTRODUCTION ........................................... .1 Statement of the Problem ................................ 6 Purpose and Objectives ................................. 6 Research Hypothesis ................................... 7 Research Questions .................................... 7 Definition of Terms .................................... 8 Limitations of the Study ................................. 11 Assumptions ......................................... 1 2 REVIEW OF LITERATURE ..................................... 13 lntrod uction ......................................... 1 3 Section I Funding Structures of Vocational Education and Non-governmental Organizations ............................... 1 4 Section II History and Current Funding of VSOs ................... 23 Section III Pressures on VSOs to Change . . . . . . . '. ............... 30 Section IV Administrators Attitudes about VSOs ................... 39 Conceptual Framework .................................. 45 Operational Framework for Objectives #1 and #2 ................ 46 Operational Framework for Objective #3 ...................... 47 Operational Framework for Objective #4 ...................... 48 Summary ........................................... 49 DESIGN---- AND METHODOLOGY ............................... 52 Introduction ......................................... 52 Objectives .......................................... 53 Instrument Development ................................. 55 Validity ............................................ 55 Face Validity .................................... 55 Content Validity .................................. 56 Reliability ........................................... 56 Population ......... 56 Analysis ............................................ 56 FINDINGS ............................................... 58 Objective 1 .......................................... 58 Administrator Characteristics ......................... 58 Gender of Respondents ........................ 58 Age of Respondents ........................... 59 Years in Current Position ....................... 60 Personal Participation in Vocational Student Organizations . 61 Personal Participation in Vocational Student Organizations . 61 Type of School ........................... 62 Hypothesis Test .................................. 65 Analysis .................................... 65 T-test ..................................... 65 Analysis of Variance .......................... 66 Correlation Analysis ........................... 68 Objective 2 .......................................... 68 Analysis ....................................... 69 T-test ..................................... 69 Hypothesis Test ............................. 70 Analysis of Variance .......................... 71 Objective 3 .......................................... 71 Analysis ....................................... 71 Correlational Analysis .......................... 73 T-test ..................................... 73 Objective 4 .......................................... 74 Analysis ....................................... 74 Crosstabs .................................. 75 Correlational Analysis .......................... 77 CONCLUSIONS ........................................... 78 Conclusion #1: .................................... 78 Implication #1: .................................... 78 Recommendation #1 ................................ 79 Conclusion #2: ....................................... 79 Implication #2: ....................................... 80 Recommendation #2: ................................... 80 Conclusion #2 ........................................ 8O Implication #3: ....................................... 81 Recommendation #3; ................................... 81 Conclusion #4: .................................... 81 Implication #4: ....................................... 81 Recommendation #4: ................................... 82 Conclusion #5: . . . . . . -. ............................. 82 Implication #5: ....................................... 82 Recommendation #5: .................. - ...... ' ........... 83 Conclusion #6: .................................... 83 Implication #6: ....................................... 83 vi Recommendation #6: ................................... 84 APPENDICES ............................................. 87 Raw data on Gender ................................... 87 Raw Data on Age ..................................... 88 Raw Data on Length of Time in Current Position ................ 89 BIBLIOGRAPHY ........................................... 90 vii LIST OF TABLES Table 1 C I gen]; :e:e:. 0; egg 0;;lo .: kle‘:oe;:ee O‘ Table9 A'III. 3" Aol°l3‘-‘ 0 ['3 333 ‘1'; 1°03 .3 .......... 73 Table10 WM ------------------ 74 Table11 Anlllz‘ 0 It: ::: ‘ ‘02:.003 ‘: :l.‘:0 Cl: 0“ ‘00 75 Table 12 Table 13 WW .............. 77 Table 14 WW ......................... 78 Table 15 W ........................................ 88 Table 16 .......................................... 89 Table 17 ix LIST OF FIGURES Figure 1 Conceptual Framework ....................................... 45 Figure 2 Operational Framework for Objectives #1 and #2 ..................... 47 Figure 3 Operational Framework for Objective #3 ........................... 48 Figure 4 Operational Framework for Objective #4 ........................... 49 Figure 5 Gender of Michigan high school administrators ....................... 60 Figure 6 Age of administrators by category ............................... 60 Figure 7 Years served in current position by category ........................ 61 Figure 8 Administrator participation in VSOs ............................... 62 Figure 9 Type of school administrators represent ........................... 64 Figure 10 Mean size of schools represented ................................ 64 Figure 11 Location of schools administrators represent ........................ 65 Figure 12 The relationship between funding cuts effect on local V803 and willingness to help fund state VSOs ............................................ 79 CHAPTER I INTRODUCTION Vocational training began in medieval Europe when apprentices worked with masters to learn a trade. The system of master and apprentice was informal and generally one master of trade worked with one or more apprentices. Vocational training in this country became more formal in the late 1880's as vocational clubs, societies and schools were formed. Because the earliest formal vocational programs were primarily agriculture related, the researcher considered the early philosophy of vocational agriculture as the foundation for vocational education as a whole. In the earliest stages, there was no single pattern for the development of programs. There was a wide variation in philosophy for Vocational programs from state to state. This diversity provided a healthy safeguard against one institutional philosophy prevailing. The earliest records from land grant colleges showed no records of the purposes of vocational training. In fact, for the first 25-30 years after the passage of the Smith-Hughes Act, agricultural teachers and teacher educators were too deeply engrossed in the problems of program building to concern themselves with the academic details of recording the principles which undergirded their decisions and programs (Cardozier, 1967). Although nothing was written, it was generally agreed that the objective of vocational agriculture was to prepare students for occupations connected with the work of the farm and the farm home (Meaders, 1957). Stewart's (1950) definition of vocational agriculture encompassed the "ability to do things“. He proposed that vocational education developed the ability to work more effectively, thus improving manipulative ability, reasoning ability, judgement ability and creative ability. Stewart also suggested that vocational education trains students to understand their work, broadens interests, develops ideals, develops a greater appreciation‘of life and improves attitudes. The Smith-Hughes Act of 1917 defined the aim of vocational agriculture “to train present and prospective farmers for proficiency in farming” (Hammonds, 1950). The agricultural education profession confirmed this philosophy at the 1945 Southern Region Conference for Agricultural Education. At the conference V. G. Martin, proposed ”the controlling purpose of vocational education in agriculture is training for proficiency in farming“ (Cardozier, 1967). The Smith- Hughes Act not only provided the aim and funding for vocational education, but gave a legal basis for its existence. Many legislative acts and policies by governmental offices at federal, state and local levels have since endorsed vocational education, including the most recent Perkins Act of 1990. Around the same time the Smith-Hughes Act was passed, agricultural clubs began forming around the country. In 1915, the Agricolae Club of Ypsilanti, MI was founded (Farrar, 1956). The purpose of these early clubs was to stimulate interest in agriculture and promote the agricultural program. Later, clubs expanded to provide the opportunity for self expression and leadership development (Carnes, 3 1977). In the 1920's legislation initially recognized vocational student organizations (VSOs) as integral parts of vocational education. Later, policy by the United States Office of Education IUSOE) recognized six student organizations: Distributive Education Clubs of America Future Farmers of America Future Homemakers of America - HERO Future Business Leaders of America - Phi Beta Lambda Office of Education Association Vocational Industrial Clubs of America (Health Occupations Students of America was recognized later.) The USOE defined VSOs as being compatible with the overall purposes and objectives of education and strongly endorsed their objectives and sought to involve their thinking in the development of USOE policies and plans (NVATA, 1974). The National Advisory Council on Vocational Education (NASCOVE, 1984). further defined the role of VSOs to: Ease the transition from school to work, by providing members with experiences that are extensions of their technical skills and provide greater exposure to more types of work and adult workplace situations. VSOs help develop positive attributes, interpersonal skills, appreciation of work ethics and productivity and an understanding of the dignity of work. Vocational student organizations have been tied to vocational education from the beginning, Meadars (undated), defined them as an excellent supplement to regular classroom instruction by affording students an opportunity for personal development, training and experience in leadership, and for using initiative and 4 enthusiasm in promoting vocational education objectives. The bond between vocational education and VSOsgoas beyond the mission of training students for the workplace; both have been tied to federal, state and local funding since the initial legislation in 1917. Because VSOs are a part of vocational programs, they constitutionally cannot exist without the program; therefore, as vocational education funding fluctuates, VSO funding is likely to be affected. Also, since both vocational education and VSOs have the same sources of basic funding, if governmental funds decrease both vocational education and VSOs are likely to experience less in funding. Societal and educational pressures have created yet another tie between vocational programs and VSOs. Declining numbers of high school students and increased emphasis on educational academics have caused enrollments in both vocational programs and VSOs to dwindle. The ability of vocational education and VSOs to adapt to these and other changes will likely determine their future. Lee (1985). recognized that the future of vocational education in agriculture will be shaped by changes in education, agriculture and society in general. Although socioeconomic changes are creating stress on vocational education and VSOs, societal changes have also emphasized the need for programs that can offer the workplace skills and personal development. Brodhead (1991), reported that poorly educated workers are cost U.S business and industry $25 billion a year. NASCOVE (1972) described miseducated people as a problem to themselves, industry and as posing a threat to the economic prosperity on which our nation depends. Vocational education and VSOs are in an excellent position to demonstrate their ability to provide the necessary skills to our youth. According to Brodhead ( 1991), vocational education holds the answers to many of the educational and employment problems that face the nation today. It Is through VSOs that vocational education has succeeded in developing the leadership abilities necessary for success in today’s workplace. Yet, as suggested by Spillman (1979) and Hook (1977), vocational organizations are a powerful instructional tool not being used to their fullest potential for improving the quality of instruction. The decision to put VSOs into more productive use is the decision of the local program instructor with the support of the local administration. More efficient VSOs require adequate funding of both the vocational program and the vocational student organization. Perceptions of VSOs by those at the decision making level in vocational education are important in planning the future of vocational student organizations. It is paramount, than, that vocational programs and vocational student organizations be recognized by administrators as a potential means of maximizing programming on limited fund allocations. Brunette and Milleur (1983) described the need for administrative support in vocational programs and VSOs by stating, “for implementation, improvement, and growth to occur in these programs, the support of the local administrators becomes extremely important." (Rush, 1984, cited ln Bell, 1989) went as far to write, “the principal, with the aid of the district's vocational education director, determines and adjusts the funding, curriculum, implementation, and ultimately the 6 continuance and growth of vocational programs.” This study developed as an effort to help VSO state level leaders plan for the future of their organizations. It was the intent of this study to determine the knowledge and perceptions of vocational administrators towards VSOs and particularly their attitudes towards the funding of VSOs at the state level. Statement of the Problem Societal, economic and educational pressures are posing a threat to the future of vocational education and vocational student organizations. Yet at the same time societal changes have emphasized the need for educational programs that provide skill and personal development to our youth. Adequate funding for vocational education and vocational student organizations is essential if they are to continue to provide these services. Before adequate funding can be obtained, it is necessary to obtain the perceptions of those at the decision making level. Purpose and Objectives The purpose of this research was to determine the knowledge and attitudes of high school administrators about VSOs. Specific objectives of the study were to: 1. Determine relationships among administrators’ knowledge of vocational student organizations and administrator and school characteristics. 2. Determine relationships among administrators' attitudes of vocational 7 student organizations and administrator and school characteristics. Determine relationships among administrators' attitudes toward funding a career awareness and scholarship packet and school characteristics. Determine relationships among administrators’ attitudes toward funding state level vocational student organizations and school characteristics. Hypothesis and Research Questions Research Hypothesis The following research hypothesis will be used in this study: 1. There are no differences in administrators' knowledge about VSOs when compared with administrator and school characteristics. There will be no differences in administrators' attitudes about VSOs when compared with administrator and school characteristics. Research Questions What will be the relationship between administrators' attitudes and their willingness to fund a career awareness and scholarship packet. 2. What type of administrator will be most willing to fund VSOs in the future. Definition of Terms To add to the understanding of the study, several terms commonly used in vocational education will be defined. Animdam; "An attitude is a mental and neutral state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it [attitude] is related" lAIIport, 1935, cited in Triandis, 1971, p.2). For the purposes of this study attitude is defined as the administrators' perception of the benefits of vocational student organizations. AMA: The American Vocational Association is a professional organization for administrators and teachers in vocational- technical education. QEQA; Distributive Education Clubs of America (DECA) - is an organization for future leaders in marketing and distributive occupations (Hamilton, 1984). Future Business Leaders of America - is the national organization for all high school students enrolled in business and office education programs (Hamilton, 1984). The National FFA Organization (formerly the Future Farmers of America) is a national organization of students enrolled in vocational agriculture/agribusiness in the 50 states and Puerto Rico (Binkley and Byers, 1982). : Future Homemakers of America/Home Economics Related Occupations - FHA and HERO are designed for students of comprehensive and occupational home economics. (Delaware WM 1980). Health Occupations Students of America - is a national organization for secondary and postsecondary students enrolled in health occupations education. (W 113011119215. 1980). Michigan Department of Education 10 NASCOVE; The National Advisory Council on Vocational Education NED; Non-governmental organization - A legally constituted nongovernmental, nonhospital organization that has been granted an exemption from the payment of federal and state income taxes and that actively seeks to contribute to the public welfare as its principal objective (Wacht, 1991). QEA; Office Education Association - serves students enrolled in secondary and postsecondary business and office occupations (Hamilton, 1984). SCANS; The Secretaries Commission on Achieving Necessary Skills, sponsored by the Department of Labor , and published the SCANS report in 1992. ISA; Technology Students of America - a national organization for secondary students enrolled in technology education (Hannah, 1993). MLQA: Vocational Industrial Clubs of America - is a national 11 organization for students enrolled in industrial occupations (Binkley and Byers, 1982). VQEQA Vocational Office Education Clubs of America - The precursor to Business Professionals of America, began in 1966 as a national organization for students enrolled in office occupation education. 159;, Vocational student organization - These organizations for individuals enrolled or associated with Vocational/Technical Education instructional areas and which have national, state and local units. The activities of which are integral parts of the curriculum offering of a vocational education instructional area (Hamilton, 1984). USOE: The United States Office of Education Limitations of the Study The study was limited to: ' Michigan High School Administrators from schools that have vocational/technical education programs. 12 ' Administrators identified on a list obtained from the Michigan Department of Education (MDE). ' Administrators' knowledge and attitudes of the six major VSOs in Michigan as identified by the MDE: the National FFA Organization (EPA). the Distributive Education Clubs of America (DECA), Future Homemakers of America (FHA), Vocational Industrial Clubs of America (VICA), Business Professionals of America, and the Health Occupations Students of America (HOSA). ' Knowledge and attitudes about the development of leadership skills and availability funding for VSOs at the local and state levels. Assumptions An assumption of this study was that administrators know the sources of funding for vocational programs and vocational student organizations. It is also assumed that administrators have some impact on funding decisions, as they pertain to vocational education programs and VSOs. CHAPTER II REVIEW OF LITERATURE Introduction This study involved an analysis of factors affecting the attitudes of high school administrators towards vocational student organizations (VSOs) and especially VSO state level structure and funding. The foundation for the study emerged primarily from a review of literature related to attitudes about vocational education, vocational student organizations and non-profit organizations or non- governmental organizations (NGOs) and administrators attitudes and involvement in vocational education and VSOs. The precedent literature for this study, after lengthy review , was divided into four sections: I. Funding structures of vocational education and non-governmental organizations. ll. History and past funding of VSOs. lll. Purpose of VSOs and the need for VSOs to change. IV. Administrators’ attitudes about VSOs. These four sections will be discussed as separate chapters in this review. The intent of the researcher is to help the reader better understand the existing knowledge by a progression from general literature about vocational education and 13 14 non-governmental organizations to background and structure of VSOs to more specific literature that focuses on administrators attitudes toward VSOs. . Section I u'u 0: . on: . u :u ior-m z....:.: 0 oz. :'01 To clarify the funding problems surrounding VSOs, the researcher found it necessary to examine the funding of similar organizations as well as vocational education. Three organizational structures exist in American society: business (for profit). government, and nonprofit organizations or nongovernmental organizations (NGO) (Abramson & Salamon, 1982).“ Vocational Education, as part of public education with the majority of funding secured from government sources, would be considered by Abramson and Salamon as a government organization. Before vocational education was recognized by government through the legislature, it existed informally as clubs and societies. The first formal effort to give a legal basis for the instruction of agriculture, one the earliest forms of vocational education, was from the Philadelphia Society for the Promotion of Agriculture in 1794. Their plan was to establish a state organization for the Promotion of Agriculture and connect it with the education of youth. But, it wasn't until 1862 that an independent department of government was established in agriculture. The chief officer was titled “Commissioner of Agriculture” and did not become a member of the cabinet until 1889. By 1909, the Association of land-grant colleges considered agricultural education a permanent part of our public-school system (Stimson and Lathrop, 1954). 1 5 The Smith-Hughes Act of 1917 recognized vocational education in agriculture, trade and industry, home economics and teacher training. The act provided assurances that federally aided programs for vocational education would be under public supervision and control and the purpose would be to prepare persons for useful employment. The Act offered categorical aid within narrowly defined limits. thereby , influencing states to further develop vocational education programs using state funds (Miller and Mahler, 1991). Vocational education has since been endorsed by many state and nationally associated groups. The American Association of School Administrators adopted the ”Vocational-Technical Education" resolution at its national convention in 1966. The resolution states: “The Association believes that occupation preparation should be an integral part of our free public education system and should be available to all who enter the world of work from the public schools“ (American Vocational Journal, 1966). In 1981 the United States Office of Education adopted the position that ”the United States Office of Education approves of federal and state grant funds for vocational education to be used by the states to give leadership and support to vocational education instruction programs at all levels under the provisions of approved State Plans for Vocational Education“ (NVATA, 1974). Initial funding for vocational education was provided by the Smith-Hughes Act of 1917, which allocated states funds on a 50/50 matching basis. Local sources were used in the early 1900's to supplement federal and state funds, providing land, seed, livestock and awards. From 1917 to 1929, several bills 1 6 were introduced to expand the benefits of the Smith-Hughes Act. Later, the George Dean Act added distributive education to the list of service areas included In vocational education along with expanding vocational funds to cover vocational counselors, youth groups and equipment and supplies. The George-Barden Act of 1946 expanded vocational education to include the area of nursing (Miller and Mahler, 1991 ). During the 1960's, a sharp Increase in youth unemployment and underemployment along with a greater demand for technically skilled workers forced the country to examine occupational education in the nation. As a result, the “Vocational Education Act of 1963' (also known as the Perkins-Morse Bill) was approved. The act included business and office education as a reimbursable vocational education service and established national and state advisory councils. Amendments were made to the Vocational/ Education Act of 1963 in 1968 and 1976. Changes included increases in financial resources for vocational education, especially for handicapped and disadvantaged populations (Miller and Mahler, 1 991 ). Recent legislation includes the original Carl D. Perkins Vocational and Technical Act of 1984 and its reauthorization the “Perkins II" in 1990. The Perkins Acts continued the previous federal intents to fund supplemental programs and program improvement rather than funding existing programs. The acts also provided increased funding to develop training programs for populations with special needs (American Vocational Association, 1990). The Perkins II Act of 1990 will provide federal funds for vocational education for five years, until June 1 7 30, 1996. Federal legislation has assisted in the evolution of vocational education from primitive apprenticeship programs to an Integral part of the free public education system. Vocational education has depended on governmental funding from the initial federal legislation of 1917. As stated In the introduction, VSOs are an integral part of vocational education programs and cannot exist outside of a state recognized vocational program. The federal and state funding that supports vocational education also affects the planning and development of VSO programs and activities. Yet, under the pressures of recent times, VSOs have sought alternative funding sources to supplement erratic federal funding. To survive these difficult times, VSOs are looking more like non-profit organizations with the development of foundations and alternative funding structures. 'A Non-profit or non-government (NGO). as defined by Wacht (1991). is a legally constituted, nongovernmental, nonhospital organization that has been granted an exemption from the payment of federal and state income taxes and that actively seeks to contribute to the public welfare as its principal objective." Wacht (1991) includes schools, colleges and universities in his definition of NGOs. Principal objectives of NGOS are other than financial: however, the surplus of receipts over expenditures plays an important, if not essential role in achieving the organizational goals. An organization must be financially solvent and maintain adequate liquidity to continue to operate (Wacht, 1991). VSOs in Michigan are considered nongovernmental organizations in that they have been granted tax exemption from federal taxes through their 501C3 classification. In addition, all 18 six of the major vocational student organizations have completed or are in the process of receiving state tax exemption (Arensmeier, 1993). Vocational student organizations' principle objectives are oriented towards the development of youth, not financial gain. VSOs match Wachts' definition of NGOs in that they “actively seek to contribute to public welfare” in the development and education of youth. The nonprofit sector, according to Abramson & Salamon (1982), is a vast and diverse collection of organizations. Included within these organizations are insurance companies, day care centers, churches, museums, social service agencies and art galleries. Services provided by NGOs include health care, education, research, cultural activities, social services, community organization and improvement. Despite their non-governmental status, NGOs are the chief providers of "public goods.“ They provide the vehicle for channeling private, charitable resources into solving many social, political, economic and cultural problems (Abramson & Salamon, 1982). Although NGOs are not considered governmental agencies, many are tied to government through public funding. Kimmich (1985) found that nearly half of the children's organizations are heavily dependent on governmental funding. Abramson & Salamon (1982) described NGOs as often actively involved as partners with government in the operation of public programs. To clearly understand the financial crisis of VSOs and many other NGOs, it is crucial to examine the interaction of NGOs and the public sector and the effect 19 of one upon the other. Budget cuts that reduce the role of government affect NGOs that work as partners with government in the operation of public programs by reducing their ability to achieve their goals. In the early 1980's the Reagan Economic Recovery Program cut back on government services and suggested that such services should be handled by the private sector. This program increased the need for nongovernmental services, since citizens formerly served by governmental agencies turned to private agencies for services. Thus federal cuts not only affect the need for NGOs services but put a strain on the resources available to NGOs to provide those services (Abramson 8| Salamon, 1982). NGOs that are overly dependent on governmental funding reflect an understandable fear of vulnerability, when federal budget cuts are made (Kimmich. 1985). Organizations that rely only on one or just a few sources of funding find their very existence threatened when one or more of these sources is cut or lost completely. Eldridge & Dornbush (1992) urge organizations to diversify funding sources to insure program longevity. As funding becomes more diversified, the organization will gain stability and long term planning can be developed. An ideal balance in funding should be sought by organizations. This balance may be a combination of governmental, corporate, private and foundation funds. Kimmich (1985) cites that too strong a tie to governmental funding can cause NGOs to lose their independent identity and legitimacy in the community. The public begins to identify the nongovernmental organization as a public agency. The 20 average child serving agency, according to Kimmich (1985). derives over forty percent of its funding from local state or governmental sources. This can be dangerous, as was evidenced in the early 1980's. when these sources were cut by ten percent. During that same time frame, social service NGOs experienced cuts exceeding eighteen percent (Kimmich, 1985). Because NGOs generally have very little financial cushion to buffer budget cuts of 10% - 18%, these cuts cause severe strain on nonprofit programs. Education related NGOs also rely on foundational and governmental support for all or most of their funding (Eldridge, 1992). This lack of diversity is often associated with long term funding and programming instability. Vocational student organizations, like other NGOs, risk vulnerability due to few sources of funding. Prior to 1972, VSOs operated directly out of the Michigan Department of Education (MDE), with the majority of their funding coming from federal monies out of the 1963 Vocational Education Act, funneled through MDE’s budget. Student dues and industry donations existed as they do today, but they represented a minor portion of the V80 operational budget. In the mid 1980’s, Perkins I legislation came into effect. Funding for VSOs remained nearly the same under the new legislation, yet the management and leadership of VSOs were changing. The MDE was phasing out its services to VSOs, and leadership and management were shifting to project coordinators hired through grants to teacher educator institutions throughout the state. With the new Perkins lI legislation, VSOs experienced a reduction in federal 21 funds (Arensmeier, 1993). Perkins ll came into effect on July 1, 1991 and will continue to legislate funding of vocational and applied technology education until June 30, 1996. The new legislation focuses on special populations and directs 75% of Its funds directly to the schools (Wilcox, 1991). Only 8.5% of the 1.6 billion allocated for 1991 was used for state programs and state leadership. Activities under this 8.5% provision included professional development, curriculum development, and dissemination and assessment of programs receiving federal assistance. Under the new legislation, states may, but are not required to, provide support for business partnerships, tech prep, and vocational student organizations (AVA,1990). In 1992-1993 VSOs received $300,000.00 from Perkins through MDE (Arensmeier, 1993). Federal funds have been and remain the major funding source for VSOs. Other sources of funding include dues (see appendix A), fund raising, foundations, industry support, in kind donations and line item funds from governmental agencies (Arensmeier, 1993). According to Arensmeier (1993), funding for VSOs should remain stable through 1996, when Perkins ll expires. However, since governmental dollars are dependent upon economic trends, VSOs, like other nonprofits, should not become complacent with verbal assurances of continued support. Michigan VSOs are not alone in their vulnerable position. Tom Wiles, Senior Consultant for Agricultural Education, Illinois Department of Education, reports a similar history and current funding structure for Illinois VSOs. As in Michigan, 22 Illinois VSOs are administered by grants to teacher education institutions. Perkins II funds flowing through the Illinois Department of Education are distributed to VSOs in the following manner: mineismEundinafitmmm 86,000.00 flat rate per vocational student organization plus $1.60 per student for the first 5,000 students 81.20 per student for the second 5,000 students 8 .85 per student thereafter Illinois VSOs depend on federal funding as their major funding source just as Michigan VSOs do. Supplementary funding sources for Illinois VSOs are the same as in Michigan: dues, donations, fundraising, foundations, etc. Fortunately for VSOs. State Department of Education decision makers in many states have recognized the need for vocational student organizations and have opted to continue to budget funds to support them in spite of decreased federal support. According to Eldridge (1992). as current demographic and economic trends continue, the need and demand for NGOs and the services they provide will continue to grow. At the same time, governmental funds will continue to be unreliable sources of long term funding for NGOs. The potential for educationally based nonprofits to complement the curriculum of schools is considerable. Yet, 23 the stability and continuity of NGOs are threatened without the knowledge and support of the general public. Eldridge (1992) describes the situation as follows: Greater coordination and cooperation is needed between community based programs and the schools. The public ls largely unaware of the existence of community-based education support services and the potential that these programs have to promote young people's educational development and lower school drop cut rates. We believe there should be continued efforts to raise the awareness of community education and resources devoted to strengthening these programs. These programs deserve and need further support. Perhaps local funding organizations offer the best solution to non- governmental organizations' funding problems. Many educational nonprofits already enjoy the generosity of local funding organizations, as well as gaining public awareness for their schools and programs (National School Boards Association, 1983). However, even foundations target multiple sources for their funding to achieve broad-based community support and stability. The National Education Association (1993) stresses the importance of business involvement and community support of public educational issues as a necessity for stability and long range school planning. Section II If I G | E l' [IISQ To fully comprehend vocational student organizations and their funding dilemma, it is necessary to examine their past. Because the FFA was the earliest of the six major vocational student organizations established, this chapter will focus on events that led to its development. Agricultural societies, the forerunners of present day farm organizations, 24 were organizing in the 1780's for the promotion of agriculture. These societies led to the establishment of educational fairs and exhibitions as a means to spread agricultural information. Even in the early days, before the turn of the nineteenth century , the agricultural societies sought to have agriculture taught in the schools. However, people in the late 18th century and early 19th century were more interested in pushing the boundaries of the nation westward, than in conserving and improving the condition of the land (Farrar, 1956). George Washington urged the establishment of a Board of Agriculture in America that might direct research and distribute information to farmers throughout the nation (Bender, Clark, & Taylor, 1962). Three quarters of a century after Washington first proposed the idea, a 1862 Act of Congress established the Department of Agriculture. Yet. it was not until 1880, that Booker T. Washington, of Tuskegee, Alabama. established agriculture in a one-room school house. Soon, many states required boys to take a course in agriculture, usually in the 7th or 8th grade. Colleges developed short courses and farmer institutes in order to carry agricultural information to farmers (Farrar, 1956). Early Agricultural courses were almost entirely bookwork, gradually including more instruction and practical farming projects. The system became ”Learning to Do - Doing to Learn", and as projects became profitable for the young boys, “Earning to Live? was added. In 1909 the StataSuperintendent of Public Instruction in Michigan reported 'One high school, located at North Adams, introduced the full course in agriculture and about forty young men have been 25 pursuing this course“ (Bender, Clark, 8: Taylor, 1962). About this time. early agricultural organizations were forming. Records of these early agricultural organizations are vague, “but definite proof exists that “Learning by Doing“ was the motto of the Agricolae Club of Ypsilanti, MI founded in 1915, by the teacher B.A. Walpole.“ The idea of this early club spread, and in 1917 there was a state association of clubs known as the Michigan High School Agricultural Association, with the motto 'I learn to do by doing". When the Michigan group voted to become affiliated with the FFA, in May of 1929, it had 100 local chapters.(Farrar, 1956) About the time Walpole founded his club, Congress passed the Smith-Lever Act of 1914, which established the Cooperative Extension Service (Farrar, 1956). After several years of hearings and debate, and with the pressures for food during World War I, the Smith-Hughes Act was passed. Legislators could see the need to appropriate funds to assure adequate training for boys who desired to become farmers (Dressen, 1980). Federal funding for vocational education became available in 1917 with the Smith-Hughes Act. The act provided 50/50 matching funds to states, providing students spend six months per year in supervised practice along with their studies. States were quick to adopt the Smith-Hughes Act, and states offering agricultural programs grew from 14 in 1917, to all 48 in 1922 (Farrar, 1956). Almost as rapidly as the spread of vocational education was the spread of organizations for farm boys. The exact date the first organization was founded is 26 not known. Many states claim early clubs, e.g., Maryland in 1919, and Maine in 1918. There is little record of the original purposes of the early organizations. Teachers apparently used them to stimulate interest in agriculture and to promote the agricultural program. The Virginia organization, the first to coin the ”Future Farmer“ name, was formed to give farm boys a greater opportunity for self expression and development of leadership (Games, 1977). One reason the clubs became so popular was that farm boys having chores to do after school were unable to participate in school sports and other activities. The agricultural club allowed them to have a social outlet, and club activities could be structured to fit their needs and schedules (Farrar, 1956). The clubs were designed to help meet young man’s needs. Needs identified in those early days included: the need to belong, to be a part of something worthwhile, to be recognized for accomplishments and achievements. There was also a need for training and support, and in setting and achieving goals (Bender, Clark, & Taylor, 1962). Many of the farm boys needs were realized through competition locally and later, statewide and nationally. Livestock judging was one of the first competition activities of local and state organizations. Many states were active in judging activities in 1919 -1920. There are records of contests in Alabama, Virginia, North Carolina, Nebraska, and New Mexico (Bender, Clark, & Taylor, 1962). In 1919, national judging contests were part of the International Livestock Show in Chicago (Farrar, 1956). The national FFA organization developed out of several years of gradual building by state organizations meeting at livestock shows and agricultural 27 fairs. On November 20, 1928. a historic session of vocational students and their advisers took place. The National FFA Organization was founded at this meeting, in the old Baltimore Hotel at Kansas City, Missouri. Over 1500 vocational agricultural students were in attendance, for the third annual meeting of the National Congress of Vocational Agricultural Students. National officers were elected and a constitution and bylaws were adopted, at what became known as the first Future Farmers of America Convention (Cook, 1947). By 1953 the FFA had spread across the nation and into foreign countries, including Japan which boasted 150,000 members that year (Proceedings #9, 1953). The FFA's roots are strongly tied to vocational education. Vocational education was one of the earliest forms of education, dating back to apprentices working with masters as a means of learning a trade. (Carnes, 1977) Funding for the early FFA organization was through federal, state and local vocational education funds. From the beginning, long before the FFA was founded, local business firms and individuals cooperated with school clubs by providing prizes and awards. In 1944 the FFA foundation was formed to provide a comprehensive award program. From its beginning, vocational agriculture and the FFA provided much of the leadership for the development of all vocational education and vocational student organizations. Other VSOs were developed much later. Home economics clubs were in existence as early as 1920, but it wasn't until 1943 that the American Home Economics Association in cooperation with the United States Office of Education 26 recommended that a national organization for home economics students be developed. On June 11, 1945 a temporary constitution was developed, starting the Future Homemakers of America. In 1965, New Homemakers of America (a national organization for black students enrolled in homemaking) merged with Future Homemakers of America. The formation of HERO resulted when the vocational act of 1963 allowed for the expansion of home economics into occupational home economics programs. The mission of the Future Homemakers is to promote personal growth and leadership development through home economics education Vaughn, Vaughn, and Vaughn (1990). DECA began 1947 as the Distributors Clubs of America. In 1950 the name was changed to Distributive Education Clubs of America and was officially chartered as DECA, Inc. At this timer the organization was officially endorsed by the American Vocational Association. The mission of DECA is to enhance the education of students with interaction in marketing, management and entrepreneurship Vaughn, Vaughn, and Vaughn (1990). The National Organization called the Future Craftsmen of America was formed in the late 1920's but disappeared after only 2 years of existence. In the 1960’s efforts were again begun to establish a national organization for trade and industrial education students. With the assistance of the other V803 and the American Vocational Association, VICA was officially formed in 1965. VICA has served more than 4.5 million members with its competitive events , leadership development programs. professional activities and community service Vaughn, 29 Vaughn, and Vaughn (1990). After the passage of the Vocational Act of 1963. the need for an organization providing leadership opportunities for students in vocational office programs was recognized. Surveys conducted in 1964 and 1965 of state supervisors of office education and others confirmed the desire for a student youth program for office education students. In July of 1966, an organization called the Vocational Office Education Clubs of America (VOECA) was organized. After a three-year marketing study and long range marketing plan was developed the organizational name was changed to Business Professional of America on JULY 1, 1988. One of the purposes of the Business Professional of America is to; develop vocational competence in business and office occupations Vaughn, Vaughn, and Vaughn (1990). In 1968 the federal government pushed for the involvement of health occupations education in the public schools which led to the establishment of health occupations programs. By 1975 over 400,000 students were enrolled in vocational health occupations programs. many health career clubs were established and in 1970 there was a desire to form a national student organization. This desire led to the formation of HOSA in November of 1976. Two years later HOSA was officially recognized by the U.S. Department of Education and has expanded its membership of chartered states to 35 and a total student membership of over 40,000. The purpose of HOSA is to encourage the development of leadership abilities, professional competencies, citizenship responsibilities, personal 30 growth, and health career awareness Vaughn, Vaughn, and Vaughn (1990). The six major VSOs were officially recognized in 1969, through a policy statement by the United States Office of Education (Rumsfeld, news release). Although recognized by government, VSOs remain non-governmental in their ability to operate freely and without control of the federal government. This independent status continues today, even though all of the major VSOs garner the majority of their funding from federal and state government sources. The legislation that provides for their support is the Carl D. Perkins Act. The act says states may provide support for VSOs through leadership funds, gifted and talented grants, and consumer and homemaker grants. It refers to VSOs as an integral part of vocational education (Hannah, 1993). Other sources of funding for Michigan's VSOs at the state and local chapter levels include: per pupil state aid, added cost funding, life management funds, Intermediate School District millage funds, local millage funds, local business/industry funds, grants, dues, fund raising, and donations (Arensmeier, personal communication, 1992) (insert in here an explanation for types of funds) A thirty percent cut in Perkins funds to support VSOs occurred in 1990. This, along with declining memberships, began the funding dilemma for the VSOs (Hannah, 1993). Section III WWW Priorities for federal funding for vocational education have changed to 31 include more socioeconomic emphasis. States must divide less federal dollars in more pieces. New criteria must be examined by states and local public education agencies in allocation of funds. Handicapped, disadvantaged, educational equality, civil rights are just a few of the new areas for distribution of federal dollars (Dressen, 1980). After funding these new areas, not enough resources are left to adequately fund vocational education and VSOs. State Department of Education and local schools and communities are left to pick up the tab. It is the responsibility of administration at the state and local levels to determine the support for VSOs. At the state level, the state vocational director, the state board of education, the governor and the legislative bodies hold the responsibility of determining funding for vocational education and VSO's. Dr. Francis Tuttle, State Director, Oklahoma, states ”education is the responsibility of the state; therefore it is the state's responsibility to plan for a total education program and that Includes a delivery system of education that encompasses basic education, vocational education, and higher education." It is also the states responsibility, Tuttle continues, to supply the additional funding for vocational programs, as good vocational programs cost more than regular education programs (Dressen,1980). In addition to funding cuts, other external forces have pressured VSO’ s to change. Moore (1983) states, if we are going to maintain quality vocational programs, we need to be aware of developments in society and education. Educational Iaaders’ reactions to the studies of educational reform have directly 32 and indirectly put pressure on vocational education and VSO's to change. The U.S. Department of Labor sponsored the Secretaries Commission on Achieving Necessary Skills (SCANS) report for America 2000 (1992) to define the 'know how" needed in the work place and to develop an action plan for schools and the workplace to provide this 'know how“ to students. The SCANS report states: “American high school students must develop new competencies and foundation skills in order to enjoy a productive , full and satisfying life." This report identifies the development of personal qualities as part of the foundation skills necessary for employment in the future. Personal qualities as defined in the study were: individual responsibility, self esteem, sociability, self management, and integrity. The Michigan Department of Education (MDE) (1992) responded to the SCANS Report by identifying two challenges that address the needs of Michigan students. The first challenge was to identify changes within the workplace, and the second was to address the changing technology. By addressing these challenges, the MDE could develop a workforce capable of critical thinking and problem solving. In addition, students would develop skills in teamwork and leadership enabling them to succeed in the workplace. As these reports filtered out to the local school districts, curriculum was adapted to incorporate these personal and teambuilding skills. However, Vocational/'l’echnical Education and VSOs long ago recognized the need for these interpersonal skills for success in the workplace. Krueger and Snyder (1992) relate 33 that human relations and thinking skills such as: communications, problem solving assessing information and teamwork can be taught In vocational education through VSO related activities. In fact, the common goals of the major VSOs include the skills in cooperation, leadership, confidence and training for useful citizenship (Blackstone, 1969). List of common goals and general purposes of VSOs (Blackstone, 1971 ). 1. 2. 10. To develop competent, aggressive leadership. To strengthen the confidence of young men and women in themselves and their work. To create more interest and understanding in the intelligent selection of occupational choices. To encourage members in the development of individual projects and in establishing themselves in a business of their own. To encourage members to improve their home, school and community. To develop character, train for useful citizenship, and foster patriotism. To develop a feeling of cooperation, brotherhood and good will toward others. To accept the need to conserve human and natural resources. To encourage improvement In scholarship. To understand the role and importance of American workers and take 34 pride in belonging to the American work force. In addition, the goals of interpersonal development and workplace skills are further addressed by the goals of each individual organization. Hamilton (1984) lists the following specific goals, objectives and activities for each organization. 1. DIstrIbutIve Education Clubs of America (DECA) - DECA's purposes are to develop a respect for education in marketing which will contribute to occupational competence: and (2) promote understanding and appreciation for the responsibilities of citizenship in our free, competitive enterprise system. DECA activities include creative marketing projects, civic-related activities, opportunities for state and national recognition, district leadership conference and a wide range of competitive activities. Future Farmers of America (FFA) - FFA goals include leadership, citizenship, character, scholarship, cooperation, service, thrift, patriotism, recreation, improved agriculture and community development. Members learn through active participation how to conduct and take part in public meetings, how to speak in public and how to take a leadership role in their school and community. Future Homemakers of America/Home Economics Related Occupations (FHA/HERO) - FHA and HERO chapters place major emphasis on consumer education, homemaking, and family life education, combined with exploration of jobs and careers. HERO chapters place 35 major emphasis on preparation for jobs and careers with recognition that workers also fill multiple roles as homemakers and community leaders. FHA provides ( 1) opportunities at national, state and local levels for student initiative and directive in planning and carrying out individual and chapter projects: and (2) opportunities for emphasized personal growth and the Individuals desire to work toward change rather than toward a symbol of recognition, award, or a status. Health Occupations Students of America (HOSA) - Hose members learn (1) to communicate more effectively with people: (2) more about health care issues and concerns at the local state and national levels: (3) to involve themselves in community health care and education projects: (4) to develop confidence in their ability to make a career choice (5) to meet new people and share ideas at state and national conferences: (6) to participate in state, regional and national competitive events, and (7) to work with health professional organizations in promoting health careers. Office Education Association - (OEA) - (later called Business Professionals of America) - the purposes of this organization are to (1) develop dynamic, responsible leadership abilities by participation in vocational education, civic, recreational, and social activities, through the use of democratic processes: (2) to assist students in establishing realistic employment objectives; (3) to promote high standards in 36 ethics, workmanship, and social relationships necessary for mature citizenship ; and (4) develop better relationships among students. teachers, parents, and the business community. The program of activities includes conventions and competitive events. 6. Vocational Industrial Clubs of America (VICA) - VICA’s list of goals and purposes includes (1) providing opportunities for service; (2) teaching democratic processes; (3) teaching how to live with others; (4) developing leadership: (5) fostering respect for the dignity of work; and (6) promoting high standards in work ethics, craftsmanship, scholarship, and safety. Members participate in leadership development activities, workshops, conferences. service projects, and contests at the local, state and national levels. The 1984 Report of National Advisory Council on Vocational Education notes that VSOs are the untapped resources that should be more fully utilized as an integral part of vocational technical education programs. Further, the report credits VSOs with having done more to close the relevance gap between education and the community than any other movement on the educational scene. The Perkins Act of 1990 gives VSOs their integral position within vocational education programs (Hannah, 1993). Therefore, vocational programs, through the use of VSOs, can provide the opportunity for students to develop skills defined by the SCANS report, The Nation at Risk report and others. Elliot & Showerman (1990) refer to the FFA as not only an integral, but an essential part of a 37 secondary agricultural curriculum. They define FFA as the avenue that provides motivation and recognition for secondary agricultural students in a changing society. Yet, the some changes that create the demand for VSOs within our schools also force VSOs into changing. Current societal developments that have added to the decline in VSO memberships are: a 50% drop out rate of first year college students - only 10 - 15% of all jobs will be unskilled by the year 2000 - declining high school enrollments - an aging workforce (average age is 39) - poorly educated workers are costing US business and industry #25 billion a year. - American students testing below students of other nations (Brodhead. 1 991 I In addition, fewer school age children have meant lower enrollments in all high school programs. United States census data from 1990 show the number of 14 - to 17 - year-olds plunged 18% in the 1980's (Hannah, 1993). The need for United States to compete globally has sent a message to industry and, in turn, to educators that education must change. Educational reform suggests that change includes a highlighted emphasis on academics. Educational leaders have decided that students must improve their test scores. Studies showed that industry will not be able to compete globally if students are 38 not competing well today. With increased emphasis on reading, science and mathematics, students have been allowed less opportunity for electives. Vocational education programs generally are considered electives and have not counted towards science or math credit. As enrollments in vocational education programs drop, the pool of high school students that VSOs can appeal to diminishes. Colleges, too, have added to the decline in memberships by increasing entrance requirements. Combined. the pressures of declining school enrollments, changes in the job market, school emphasis on the "basics", school improvement, and others have had a Immense impact on vocational student organizations. The growth that VSOs experienced in the 60's and 70's began to drop in the 1980's (Hannah, 1993). All of the major VSOs have had decreases In membership except Health Occupations Students of America (HOSA). largely because of expanding career opportunities in the health field. The Business Professionals of America, lost over 25,000 members in the last eleven years (Hannah, 1993). The Michigan FFA has experienced declining memberships since 1977, when it boasted 10,496 members. Today, the FFA has 5,300 members in Michigan. In order to adapt to the societal pressures and recover from their losses, VSOs need to change. Many of the VSOs have recognized this need and have begun the process of restructuring. The Future Farmers of America changed its name to "The National FFA Organization" at its 61st National FFA convention in 1989 (Elliot 8: Showerman,1990). The Business Professionals of America formerly 39 was called the Office Education Association. FHA/HERO, (Future Homemakers of America) will consider a name change this summer (Hannah, 1993). In addition, VSOs are trying to appeal to larger audiences. VICA is exploring the community college market for potential recruitment. HOSA already accepts post secondary and collegiate members (Arensmeier, 1993). FFA is piloting junior high school chapters through a grant from W. K. Kellogg Foundation (D' Haem & Elliot, 1992). Many VSOs have broadened their scope to include recruitment of non-traditional students. The FFA, which originated to serve the needs of farm boys are traditionally recruited rural agricultural students, is broadening its scope to include a more diverse audience. Faced with diminishing numbers of rural ag students, FFA began to offer programs to attract students studying less traditional areas of agriculture in urban and suburban schools. In 1991 the second largest FFA chapter in the country thrived in Queens. one of the five boroughs of New York City. The FFA program at John Bowne High School boasted more than 400 agricultural students. many studying less traditional areas of agriculture, i.e., veterinary technology, landscaping, forestry, greenhouse management and plant sciences (Corbellini, 1991). According to Stewart (1990), VSOs need to expand and promote their images, which will allow them to recruit and retain more youth. VSOs have maintained the image of premier leadership development organizations for high school students for 65 years. Yet, educational reform has transferred educational decision making from the state to the local level. This, along with state cutbacks, 40 has forced state VSO leaders to limit their time spent on VSO activities. Although state leaders are still committed to VSOs . National VSO offices may have to pick up the slack. Many states have hired VSO coordinators or consultants from outside the department of education. Some have increased student dues to pay expenses. According to Hannah (1993). "like many organizations VSOs must make the necessary changes to remain relevant into the 21st century or risk becoming victims of external change to which they cannot adjust. Section IV W152: Many areas of vocational education, like vocational agriculture, have lagged behind the school reform movement. Changes in these vocational educational areas must occur in order to maintain the programs (National Research Council, 1988). The National Research Council (1988) made twenty-three recommendations for reform to serve as a guide for change in agricultural education. These recommendations included a need for increased involvement by school administrators. The Council admitted that many of the changes would involve school boards and superintendents', however, they felt support must come from the principals if any of the recommendations were to be implemented successfully. The Council concluded from its study that secondary school administrators need to assume a greater leadership role in agricultural education in the public schools. For this to happen, they felt that administrators should be knowledgeable and understand the need for implementation of such proposals. 41 In the area of vocational education, as a whole, the Council of Chief State School Officers made numerous recommendations to change the Perkins II Act, when the Congress began debate for Its reauthorization in 1989. Included in their recommendations were the development of more intensive efforts to hold secondary level administration "accountable" for the success of their vocational education students (Jewell, 1990). Indeed, when the Perkins II was authorized, it called for a restructuring in the relationship between states and local schools in an effort to encourage districts to provide greater leadership in reforming and improving vocational education (Wirt, 1991). The new legislation put local schools and, particularly, local administrators in a position to determine the direction and purpose of vocational education. Their new charge through Perkins II was to implement needed change in order to improve vocational education and make students successful. This is not the first time in vocational education's history that its leaders have been faced with implementing change. In 1980 Jewell studied the attitudes toward vocational agriculture of all secondary school superintendents, vocational directors, and principals in North Carolina. Jewell concluded: "In order to influence changes toward a more positive direction, emphasis needs to placed on analyzing these factors having a negative impact on vocational agriculture and developing strategies for overcoming or improving situations which have created the negative impact. Knowing that local administrators greatly influence vocational agricultural programs, a need exists to collect data that portrays their perceptions of these programs" Magill and Leising (1990) found the principal, with the aid of the vocational director, superintendent and the school board, determines changes in funding, 42 curriculum, implementation and, ultimately, the continuation of vocational programs. In addition, they found that programs were stronger if the principal's attitude was positive toward the program. The Perkins Act defines VSOs as an integral part of vocational programs. However, VSOs cannot exist without the program's existence therefore, the support of school administrators for the overall program is crucial to the support of VSOs. Administrators need to be effective if they are to assist programs and students Into becoming successful. A study by Migler, Warlow, and Swanson (1991) defined effective administrators as risk takers and flexible, who had high expectations of self and others, along with a strong sense of mission. In an extensive review of literature, eight studies found administrators to be supportive of vocational programs. Jewell (1989) reviewed studies from 1959 to 1980 and found administrator support of vocational agricultural programs to be very positive. In an 1985 study, Jewell found that 1/3 of the administrators in North Carolina felt that the majority of the community saw vocational agriculture as an essential part of high school education. Earlier, Spillman (1979) stated that VSOs are so much a viable part of an effective program it is not surprising that successful teachers and administrators not only acknowledge the existence of student organizations but insist that these organizations become an active part of the school and program. In acknowledging the need for VSOs, the Delaware State Board of Education (cited in Bell, 1989) 43 adopted the position which states that: "Student organizations shall be organized as integral parts of occupational education instructional programs In public school to complement and enrich instruction. Local plans for occupational education and any program proposals submitted for state Board approval and/or funding shall contain adequate provision for the financial support of each student organization affiliated with the occupational education programls) offered in each school." Sullivan and Wirenski (1987, as cited in Bell. 1989) stated that VSOs were designed to play a planned, integral role in the curriculum of a particular field in much the same way as laboratory activities In science courses. Further, they cited that VSOs are not intended to be voluntary, co-curricular activities. Administrators tend to agree that VSOs are integral to the program, as Jewell found in his study of 3948 principals in 13 states. Jewell (1990) concluded that administrators generally agreed with the statement that "all vocational agricultural programs should have FFA chapters." The need for VSOs was also recognized by state advisers and employers, as defined in Bell’s 1989 study of 229 state advisers and 192 employers in 50 states. Bell found that 60% of the respondents recognized that the VSOs are integral to instructional programs in vocational education. Yet, with the seemingly overwhelming recognition that VSOs have received over the years from administration, employers and the community, VSOs continue to struggle in the 1990’s. Hook recognized this in 1977 when he found that despite the fact that youth organizations have been a vital part‘of vocational education for many years, they are not used to their fullest potential in improving the quality of instruction. If administrators have been charged with the task of 44 reforming and improving vocational education and insuring the success of their students, efforts to cultivate a revival of vocational student organizations would aid their cause. Jewell (1990) found that the attitudes of school administrators toward vocational education programs influence the content and quality of those programs. Decisions affecting funding, teacher certification, school organizations and school structure are among many that school administrators are now in a position to make. If administrators are to embrace VSOs and support them through a revival process, they must recognize VSOs as a tool that can assist them in their challenge to revitalize vocational education. As the National Research Council ( 1988) stated: "in order for administrators to support and endorse proposals for change they should be knowledgeable and understand the need for implementation of such proposals". In an extensive review of literature, the researcher tried to determine the level of knowledge administrators have about vocational student organizations. The studies found on administrators attitudes and knowledge related to vocational education, but contained a few questions pertaining to VSOs. However, the researcher was unable to find any studies specifically targeted at obtaining secondary level administrators' knowledge and attitudes toward VSOs. Administrator Characteristics Gender Age Ethnicity Years in current position Participation in VSOs Capacity of participation Teaching experience Past experience with VSOs figural. Conceptual Framework 45 99mm Characteristics Size Location Ethnicity Involvement with schools Support of schools Type of school Location of school Size of school Age of school Ethnicity of students 46 The conceptual framework on the previous page represents all the variables the researcher identified that could impact administrators in their knowledge and attitudes toward VSOs. Changes in the conceptual framework were made to allow thorough study of specific variables determined to be more significant in explaining administrators knowledge and attitudes toward VSOs. Therefore, the following pages include the operational frameworks for objectives one through four. 47 Administrator Characteristics Gender Age Years in current position Participation in VSOs Capacity of participation Schccl Characteristics Type of school Location of school Size of school 5mm. Operational Framework for Objectives #1 and #2 Schccmharactaristica Type of school Location of school Size of school M. Operational Framework for Objective #3 School Characteristics Type of school Location of school Size of school M. Operational Framework for Objective #4 50 Summary From the beginning vocational student organizations were integral to the vocational program. The first programs began with the passage of the Smith- Hughes Act. The earliest record of student organizations dates back to 1919. One year later, VSOs were officially recognized by federal legislation. From their inception, VSOs and vocational education were tied to governmental funding from federal, state and local levels. Although the earliest VSOs received most of their funding from governmental sources, community and business support was critical in carrying out their activities. VSOs today still receive their funding predominantly from state and federal funds, but, like NGOs, they have realized that multiple source funding is essential for long range planning and implementation. Funding stability is particularly critical in times of uncertainty. Changing economic and social conditions such as declining student enrollments, tougher academic requirements, reduced state leadership and fewer teachers have resulted in declining enrollments for vocational programs and VSO memberships. All of the major VSOs have experienced declines except the newest organizations, Technology Students of America (TSA) and HOSA (Hannah, 1993). Despite all the pressures, there remains a need for vocational programs and VSOs. American business recognizes the necessity of a highly skilled workplace. The SCANS report outlines workplace competencies and foundation skills which 51 include basic skills; reading, writing and arithmetic. thinking skills: ability to learn, reason and think and personal skills: individual responsibility, self esteem and self- management, as the standards that will lead to high performance in the workplace (SCANS, 1992). Vocational education and VSOs are In a position to showcase their students as models for these workplace standards. But, in order to do this, vocational teachers, VSO advisers, and vocational programs need the support of the administration, community. state and federal leaders. The administrator is the first line of support for the vocational education program and the V80. Improvement in vocational education programs and the local VSO chapter is difficult without the support of the administrator. Bell (1989) concluded in her study, determining ways to improve VSOs, that involvement of the administrator was among the top rated methods for improving VSOs. This data is supported by Spillman and Wircenski (1986) who suggest that the most viable element in the development of the VSO is the support and training of local advisers and administrators. Recent legislation has allowed for administrators at the local level to provide greater leadership for the improvement of vocational education and related organizations than they have in the past (Wirt, 1991). With the increased need for educational programs to prepare youth for successful employment and a full life, and the pressures on VSOs to revitalize their organizations under the severe budgetary constraints, support of administration at 52 the local level is critical for significant change. Yet, there is a lack of knowledge available on administrators' knowledge and attitudes concerning VSOs. Considering this, the researcher developed a questionnaire to obtain information about vocational student organizations from 530 local administrators. CHAPTER III DESIGN AND METHODOLOGY The purpose of this study was to examine Michigan High School Administrators' knowledge and attitudes about VSOs. The methods and procedures used in this study are presented In this chapter. Sections include: research design employed, objectives. validity, reliability, population, Instruments, development, and analysis used in this study. Introduction The study used a descriptive survey component. The descriptive survey component employed a one shot case study. The measuring instrument for the study was a questionnaire that included knowledge, attitude, and demographic questions. Descriptive research is concerned primarily with determining "what is" (Berg and Gail, 1983). The purpose of such research is to "document processes, relationships and/or outcomes so thoroughly that it will be possible to formulate hypothesis (or research questions) about the phenomena being documented" (Ward 1984, cited in Shaink 1985). Descriptive studies are designed to obtain information concerning the current status or "what is" of phenomena. They are directed toward determining the nature of a situation as it exists at the at the time of the study. The aim is to describe "what exists" with respect to variables or conditions in a situation (Ary, Jacobs, and Razavieh, 1990). One of the goals of this study was to provide data, draw conclusions, 53 54 examine possible implications, develop recommendations and generate knowledge toward the development of future research activities in the area of vocational student organizations. Objectives Objective 1 investigated relationships in knowledge of administrators relating to VSOs and administrator and school characteristics. The objective stated: 1. Determine relationships among administrators’ knowledge of vocational student organizations and administrator and school characteristics. Objective 2 investigated the differences in administrators' attitudes about V803 and administrator and school characteristics. The objective stated: 2. Determine relationships among administrators’ attitudes of vocational student organizations and administrator and school characteristics. Objective 3 investigated differences in administrators attitudes towards funding a career awareness and scholarship packet and administrator and school characteristics. The objective stated: 3. Determine relationships among administrators’ attitudes towards funding a career awareness and scholarship packet and school characteristics. Objective 4 investigated differences in administrators attitudes towards funding of state level VSOs. The objective stated: 4. Determine relationships among administrators attitudes towards funding of state level vocational student organizations and school characteristics. The objectives of the research project were realized using a one-shot case study, pro-experimental design. The design is outlined as: X 0 The one shot case study was used as a minimum reference point for guiding future studies. One advantage of this type of design is that data can be collected from a wide scope of the population. The one-shot case study does lack control over variables. However, the purpose of this study was to determine the knowledge and perceptions of vocational administrators toward vocational student youth organizations and not to control variables. One shot case studies lack control over validity and generalization. Specifically, errors can occur in sampling, nonresponse, selection. and measurement. Sampling and selection error were controlled by conducting a census of the population. All vocational administrators were surveyed in the study. Nonresponse error was controlled by using the Total Design Method (Dillman, 1978) : The first questionnaires were mailed with a cover letter, self-addressed stamped envelope. A post card reminder was mailed one week after the first survey questionnaire. A follow-up letter with a replacement questionnaire were mailed 3 weeks later (a total of three follow-up mailings with replacement questionnaires was sent to non-respondents). Returned questionnaires were coded by the date they were received. The survey data from early and late respondents was compared. T-tests were used to determine if there were significant differences. No differences existed between early and late respondents, therefore results can be generalized to the whole population. Miller and Smith (1983) stated. "research has shown that late respondents are often similar to nonrespondents". Wm The survey was developed by a panel of experts representing professionals in vocational student organizations, secondary education, and vocational education. The survey was divided into four parts, each representing an objective of the survey. Questions were developed to obtain information pertaining to each objective. Part I of the survey asks questions about the respondents' knowledge of vocational youth organizations. Part II of the survey questions the respondents about career awareness and scholarship information. Part III of the survey asks the respondent about knowledge and perceptions of funding vocational student organizations. Part IV of the survey determines the respondents demographic 57 profile. (See Appendix A, B, and C). Malitlit! W The instrument was checked for face validity by a field test of professionals in agriscience and vocational education. The questionnaire was edited to improve its clarity. Wild!!! The content validity of the instrument was verified by a panel of experts familiar with agriscience, vocational education, youth organizations and research. Changes were made to improve clarity and reduce ambiguity. B l' I TI The instrument was checked for reliability post hoc on the returned questionnaires. Reliability checks were limited to the Likert scale questions. Reliability was calculated using the Statistical Package for the Social Sciences (SPSS for Windows). Cronbach's alpha coefficient was .85 for the Likert scale questions. Ecnulaticn The target population for this study was all secondary principals in schools with vocational education. Because there are currently only 530 schools with vocational education programs in Michigan, a census of all principals in schools with vocational programs was conducted. Therefore, the experimentally accessible group was also the target population for this study. The survey had a final response rate of 451 administrators, or 8696 of the population. Annuals The survey instrument was analyzed using the Statistical Package for the Social Sciences (SPSS for Windows). The data was analyzed using frequencies, means, and standard deviations. Statistical tests included T-tests and correlations. CHAPTER IV FINDINGS Objective 1 This study sought to determine administrators knowledge and attitudes about VSOs and their willingness to help fund state level VSOs. The study accomplished this through the use of a descriptive survey and driven by the following four objectives. Objective 1 was to determine possible relationships between administrators' knowledge of vocational student organizations and characteristics of administrators and schools they represented. The response rate for the entire study was 86%. The independent variables for objective 1 pertained to personal characteristics and characteristics about the school in which they worked. Personal characteristics included: gender, age, years in current position, personal participation with VSOs and at what capacity. School characteristics included: type of school, and location of the school. GendarcLBasacndants Nearly 86% of the administrators with vocational programming were male, 14% were female. Figure 5 shows the number and percentage of respondents by gender. Raw data for gender is located in Appendix A. mm The youngest respondent was 27 years old: the oldest was 65 years old. The mean age was 48 years old. Raw data on the ages of the respondents is located in Appendix 2 . Figure 6 shows the age of respondents by category. Male 362 86% Female 61 14% Eigumj, Gender of Michigan high school administrators. “we may... “no “pan EjguLej, Age of administrators by category. 61 Wine Administrators were asked to state the number of years they have been in their current position. The minimum time served in their current position was less than one year. The maximum time served was 37 years. The mean number of years served by the respondents in their current position 7.5 years. Figure 7 shows the number of years served In the current administrative position by category. 0'0“". Wm ”a". SHOyears figural, Years served in current position by category. 62 E lEI'i'III'ISIID'i Michigan High School Administrators were asked if they ever participated in vocational student organizations. Sixty-one percent had not participated in vocational student organizations and 39% had personally participated in VSOs. Figure 8 shows the number and percentage of administrators who have participated, and their level of participation. Contest Judo. us Alumni Member use No 263 6155 Adviser/Teacher 20! Student Member "I figural Administrator participation in VSOs. 63 Wheel The questionnaire asked administrators what type of school they worked in and how many students were enrolled in the school. Eighty-five percent of the administrators worked in comprehensive high schools, over 1196 represented career/technical vocational centers. Four percent of the administrators listed "other" as the type of school they represented. Schools listed as "other' included: math/science schools, vocational/comprehensive schools and combination junior/senior high schools. The largest comprehensive high school served over 10,000 high school students, with the mean size comprehensive high school serving only 849 students. The largest career/technical school had 2000 students enrolled with the mean for career/technical schools at 533. The largest school listed as "other" had 3250 students enrolled and the mean for schools in the other category was 692 students. Figure 9 shows the types of schools represented in the study and Figure 10 shows the mean size of each type of school. Comprehenst 367 85% EIQHELQ. Type of school administrators represent. Number of students mmmm flguLeJQ, Mean size of schools represented. Administrators were asked to list the location that best describes their school. Fifty-two percent of the administrators worked in schools in rural locations, 3496 worked in suburban schools, and 1496 worked in urban schools. Figure 11 shows the location of school represented in the study. Rural 230 62% Urban 61 14% Suburban 149 34% figure 1], Location of schools administrators represent. 66 hypothesislest The hypothesis test relating to Objective #1 was as follows: Ho There will be no significant difference in administrator knowledge about VSOs when compared with administrator and school characteristics. H, There will be significant difference In administrator knowledge about VSOs when compared with administrator and school characteristics. For testing purposes, the hypothesis was diagrammed as follows, Analysis Best A T-test was performed to determine if differences existed between administrators participation in VSOs and administrators knowledge of VSOs. The T-test found that administrators who participated in VSOs were significantly more knowledgeable about VSOs than those that had not participated in VSOs. Administrator knowledge about VSOs was determined by combining all the knowledge questions into one variable on knowledge. There were six knowledge questions, therefore the knowledge variable score ranged from 0 - 6. Table 1 shows the means and standard deviation of the two groups. Table 2 contains the two tailed probability that shows the 67 significant difference. Therefore, the null hypothesis is rejected and the alternative hypothesis is deemed tenable. Table 1 ;e“l; :e.’o‘:g o; e. I 0.;lo l3 ‘Ie‘jzjoo,;;oje| O Administrators Standard Deviation Participation in VSOs No Yes Table 2 -:‘ e ;e||H.; :e;e:g eze|| 0.;go I3 ‘ge‘:ee::oe 13.03. Variances T value 2-tail Significance Unequal -6.62 .000 = . . 3‘ ' = . 6'0'0 A T-test was performed to determine if differences existed between gender of the administrators and their knowledge about VSOs. The T-test found that there were no significant differences between male and female administrators knowledge about VSOs. . Analxsiutyariance An analysis of variance was performed to determine if differences 68 existed between administrators representing different types of schools and knowledge about VSOs. The ANOVA found that administrators from career/technical schools had a significantly higher mean score on knowledge of VSOs than administrators from comprehensive high schools. Table 3 contains ANOVA results. Table 4 shows the results of the Tukey test. Therefore, the null hypothesis Is rejected and the alternative is tenable. Table 3 Source of Mean D.F. F Signif. of Variation Square F Between Groups 40.9041 2 15.646 <.001 Within Groups 2.6973 402 Total 404 p<. Table 4 Mean Type of School N Comprehen. ' Other Career/T 5.21 Comprehensive 357 . I I 5.56 Other 17 Career/1’ echnical 48 69 ' p<.05 Analysis of Variance tests were conducted for administrators knowledge about VSOs and the location of the school they represented. No significant differences were found. CerrelatlemAnalxais Correlations were performed to determine if the dependent variable, administrative knowledge of vocational student organizations, could be correlated with the existence of VSOs in the schools and administrators attitudes about VSOs. A moderate correlation was found between the existence of VSOs in the school and administrators knowledge about VSOs. However, the relationship is small and is not meaningful to interpretation. Objective 2 Objective 2 was to determine the possible differences in administrator attitudes about VSOs and administrator/school characteristics. Administrator attitudes represent administrators attitudes about the benefits of vocational student organizations. Administrators attitude scores were computed by combining all the attitude questions into a new variable on attitude. Attitude was computed from a 5 point Likert scale, therefore, the score for the attitude variable ranged from 1 - 5. The independent variables for Objective 2 were administrator's age, gender, personal participation in VSOs, length of time in current position, willingness to fund the state level VSOs and perceived-benefit about state level leadership. School 70 characteristics were type of school and location of school. Analysis Ltest A T-test was performed to determine if differences existed between gender of the administrator and their attitude about VSOs. The T-test found that female administrators had a significantly more positive attitude about VSOs than male administrators. Table 5 shows the mean and standard deviation of the two groups and Table 6 contains the 2-tailed probability that shows the significant difference. Therefore the null hypothesis is rejected and the alternative hypothesis is deemed tenable. Table 5 fienderanudminiatrateuttitudmbemm Gender N Standard Deviation Males 362 . .610 Females 61 . .668 Table 6 WWW Variance T-value - 2-tail Significance Equal -3. 1 3 .002 A T-test was performed to determine if differences existed between 71 administrators personal participation in VSOs and administrators attitudes about VSOs. The T-test found that administrators who personally participated in VSOs were significantly more positive in their attitudes about VSOs than administrators who did not participate ln VSOs. Table 7 shows the mean and standard deviation of the two groups and Table 8 contains the 2-tailed probability that shows the significant difference. Therefore, the null hypothesis is rejected and the alternative hypothesis is tenable. Table 7 ;eng; :e‘ej:;e|: 0:. 0:0. . 0;;lr I3 za. s;‘:ee VSOs. Participation in VSOs N Mean Standard Deviation No 253 3.8 .621 Yes 164 4.1 .61 1 Table 8 ;-; e .‘_0“H|; :e;eA;;e|: 0;. e; e. I 0;:ge I; z. e: abcutlSQs. Variance T-value 2-tail Significance Equal -3.30 . . .001 72 W The hypothesis test relating to Objective #2 was as follows: Ho There will be no significant attitudinal differences between administrators about VSOs when compared to administrator and school characteristics. H1 There will be significant attitudinal differences between administrators about VSOs when compared with administrator and school characteristics. For testing purposes, the hypothesis was diagrammed as follows, Ho ll: 3 ”2 H1 [11 2‘ Ila Anelxsiaefliarlance An analysis of variance was performed to determine if differences existed between type of school the administrator represented and attitude about VSOs. The ANOVA found that there were no significant differences between the groups. An analysis of variance was performed to determine if differences existed between location of the schoolthe administrator represented and attitude about VSOs. The ANOVA found no significant differences between the groups. 73 Objective 3 Objective 3 sought to determine the relationship between administrative attitudes towards funding a career/scholarship packet (c/s packet) and administrator characteristics. The independent variables for Objective 3 were type of school, location of school and size of school. Analysis Seventeen percent of the administrators would be willing to fund a career/scholarship packet, 40% of administrators were unwilling to fund a career/scholarship packet and 43% were unsure about funding a career/scholarship packet. Table 9 shows the frequencies and percents on administrators willingness to fund a career/scholarship packet Table 9 Willingness to fund a Frequency Percent career/scholarship packet No 1 65 40.0 Yes 69 1 7.0 Don't know 178 - 43.0 Thirty-eight percent of the administrators from comprehensive schools would not be willing to fund c/s packet, 17% of comprehensive 74 administrators would fund a cls packet and 44% said they were unsure about funding a cls packet. Fifty-one percent of the career/technical administrators were unwilling to the cls packet. Twenty percent of the career/technical administrators were willing to fund the cls packet, and 29% were unsure. Twenty-nine percent of the administrators from other high schools were unwilling to fund the cls packet. Fourteen percent of "other" administrators were willing to fund the cls packet, and 57% were unsure. Table 10 shows the three types of schools and their willingness to fund a career/scholarship packet. Table 10 We Type of School Willing to fund Unwilling to fund N 96 ‘ N % Career/Technical 9 . 23 Comprehensive 56 Other CerreIatIeneLAhalnia Correlations were performed to determine if the dependent variable, willingness to fund a career/scholarship packet could be correlated with the type of school the administrator represents. Because the variables were 75 measured on a nominal scale, Cramers V coefficients were used for the correlations. The correlations found a negligible association (Davis, 1971) between type of school and willingness to fund a career/scholarship packet LIES! T-tests were performed to determine if differences existed between size of schools and willingness to fund a cls packet. No significant differences were found for career/technical and comprehensive schools. The T-test found that schools listed as "other" that were willing to fund a cls packet were significantly different in size than those unwilling to fund the packet. Table 11 shows the mean and standard deviation of the two groups. Table 12 contains the two tailed probability that shows the significant difference. Table 11 Angel;“ 0 lo: ;;:‘1e:;loe: ‘: :go.‘ :0 '01:..“91 echeels. Willingness to fund a cls Mean Standard Deviation packet N I No 563 563 853 Yes 2280 2280 * 1018 76 Table 12 Variance T-value 2-tail Significance Equal -2.66 .016 Objective 4 Objective 4 was to determine relationships between administrators' willingness to fund state level VSOs and school characteristics. School characteristics were type of school and the affect of state/national level VSO funding cuts would have on local VSOs. Analysis Administrators were asked,"in addition to paying current participation costs, would your school be willing to help fund state level vocational students organizations?" Less than three percent of administrators would be willing to fund state level VSOs. Sixty-two percent of the administrators were unwilling to fund state level VSOs, and 36% were unsure. Table 13 shows the frequencies and percents on administrators willingness to help fund state level VSOs. 77 Table 13 WW Willingness to help fund Percent state level VSOs No Yes Don't know Crosstabs A crosstabs analysis was performed to determine if was a relationship between type of school and willingness to help fund state level VSOs. Sixty-two of administrators from comprehensive high schools were not willing to help fund state VSOs. Three percent of comprehensive administrators were willing to fund state VSOs and 35% were unsure. Sixty-six of administrators from career/technical schools were unwilling to help fund state VSOs. There were no career/technical administrators willing to fund state VSOs and 34% were unsure. Fifty-six percent of administrators from "other" high schools were unwilling to help fund state VSOs. Six percent of administrators were willing to fund state VSOs and 37% were unsure. Table 14 shows the data from the crosstabs analysis. 78 Table 14 WW Type of School Willing to fund Unwilling to fund Unsure 96 N 96 % Career/'1’ echnical 0.0 31 Comprehensive 3.0 Other 6.0 Administrators were asked if funding cuts at the state or national level would affect local VSO chapter activities in their school. Thirty-four percent of the administrators said funding cuts at the state or national level would affect their local VSOs. Twenty-six percent said funding cuts would not affect their local VSO and 40% were unsure whether funding cuts at the state or national level would affect their local VSO. Figure 12 shows the number and percentage of administrator and their perception on the affect of funding cuts at the state and national levels._ A crosstabs was performed to determine the relationship between - administrators who felt state or national level funding cuts would affect their local VSO and willingness to fund state VSOs. Fifty-nine percent of the administrators who said d funding cuts at the state or national level would affect their local VSO, would not fund state VSOs. Less than 3% of the administrators would be willing tofund state V805 and 38% were unsure. 79 Figure 12 contains data from the crosstabs analysis. Would S cuts at State Lv. affect locals? Don't know 168 . 40$ " Don'taKanow 53 as N: 107 Would your school help fund State VSO Figure 8 Eigura 12. The relationship between funding cuts effect on local V805 and willingness to help fund state VSOs. C | . I E I . Correlations were performed to determine if the dependent variable, willingness to help fund state level VSOs with the type of school the administrator represents. Because the variables were measured on a nominal scale, Cramers V coefficients were used for the correlations. The correlations found negligible association (Davis, 1971) between type of school and willingness to help fund state VSOs. /'— CHAPTER V CONCLUSIONS Statements of major study conclusions reached as a result of the findings are presented in the following sections. A brief discussion of the conclusion is included after each statement. mm: Administrators who personally participated in VSOs were more knowledgeable about VSOs than administrators who had not participated. A T-tast was performed to determine if differences existed between administrators who personally participated in VSOs and those who have not participated in VSOs. The T-test determined that administrators with VSOs experience were more knowledgeable about VSOs than administrators without VSO experience. The T-test showed the mean for administrators with VSO experience as 6.0 and the mean for administrators without VSO experience to be 5.0. The 2-tail significance for the T-test was .000. I I. I. (21' Given that only 34% of administrators have ever participated in VSOs, it is imperative that more administrators become involved in vocational student organizations. Through personal involvement administrators will 80 81 learn the value vocational student organizations which are integral components of vocational/technical education. Becemrnendatienfl A result of this study showed that personal participation in VSOs is associated with knowledge of VSOs. It is the responsibility of every part of vocational/technical education to provide Opportunities for administrator involvement in VSOs. State and national VSOs can develop programs and provide incentives for administrators to attend state and national conventions. Teacher associations can encourage administrators to become involved through sponsoring administrator trips to national conventions and encouraging teachers to invite their administrators to local. regional and state activities. Students can be very effective in encouraging administrators to become involved as contest judges, coaches and chaperons. W: Administrators from career/technical schools were more knowledgeable about VSOs than administrators from comprehensive or other schools. A T—test was performed to determine if differences existed between administrators representing different types of schools and their knowledge about VSOs. The T-test found that administrators from career/technical schools were more knowledgeable about VSOs than administrators from 82 comprehensive or other types of schools. Implicatiem Administrating vocational education is career/technical administrators ultimate responsibility. Because they are responsible for only vocational education programs, they devote more time to vocational programming than comprehensive and other administrators, and are therefore more knowledgeable about vocational student organizations. Becemmendatierutz: Career/technical administrators should be used as an educational resource or spokespersons by state and national VSOs and teacher associations. Teacher associations such as the Michigan Occupational Education Association (MOEA), or VSOs such as the National FFA should involve career/technical administrators in a panel discussion on the operations and benefits of vocational student organizations. W: Female administrators were more positive in their attitudes about VSOs than male administrators. A T-test was performed to determine if differences existed between the gender of administrators and their attitude about VSOs. The T-test found that female administrators were more positive in their attitude about 83 VSOs than male administrators. lmelicatienifi: An extensive review of literature did not reveal that gender would be a significant variable in explaining the differences in attitudes as they pertain to VSOs. However due to the small number of female administrators, only 14%, caution must be used In interpreting the results. Becernmentlatienia: Female administrators, because of their positive attitude about VSOs could be used as spokespersons for VSOs similar to the recommendation #2 for career/technical administrators. W: Administrators who personally participated in VSOs were more positive in their attitude about VSOs than administrators who did not participate. A T-test was performed to determine if differences existed between administrators' participation in VSOs and their attitude about VSOs. The T- test found that administrators who personally participated in VSOs were significantly different than administrators that did not participate. I I. I. “I Only 34% of administrators had ever personally participated in VSOs 84 and their mean score for attitude was more positive than administrator that did not participate. Through participation administrators can become more knowledgeable about VSOs and appreciate the benefits VSOs can provide for vocational education students. BMW An effort should be made by leadership in VSOs. teacher organizations and students to increase the involvement of administrators in VSO activities. W: The majority of administrators were unwilling or unsure about funding a career/scholarship packet. The descriptive survey found that 40% of administrators were unwilling to fund a career/scholarship packet and 43% were unsure whether they would be willing to fund the packet. Fifty-one percent of administrators from career/technical schools, 38% from comprehensive schools and 29% from "other" schools were unwilling to fund a career/scholarship packet. Twenty-nine percent of career/technical administrators, 44% of comprehensive administrators and 57%. of "other" administrators were unsure about funding a career/scholarship packet. 85 Eighty-eight percent of administrators admitted that a career/scholarship packet would be beneficial to their students, yet, less than 17% of administrators were willing to fund the packet. The unwillingness to fund the packet means that funding is not available and/or that providing career/scholarship materials to students is not a high priority for schools at this time. Becernmendatieniiz Further study should be done to determine the need for the development of a career/scholarship packet and to explore alternative sources of funding. W: Administrators were unwilling to help fund state level VSOs even if funding cuts at the state or national levels affects their local VSO. The descriptive survey found that less than 3% of administrators were willing to help fund state level VSOs. Sixty-two percent of administrators were unwilling to help fund state VSOs and 36% were unsure about funding state VSOs. Of the 34% of administrators who felt that funding cuts at the state or national level would affect their local VSO, only 4% would be willing to help fund state VSOs. fl} “'5 u.— l 86 Imelicatienie: Administrators were knowledgeable about the existence of state VSO directors, 63% of administrators are aware that each VSO has a state level director, yet, only 3% of administrators were willing to help fund state level VSOs. Even when administrators realized that cutbacks at the state level would affect their local VSO chapters, few were willing to provide financial support. Funding for state level VSOs Is not available through local school support. Beccmmendatienifi: The results of this study should be incorporated as revisions in the Perkins Act, when it comes up for renewal. Adequate funding for VSOs should be reinstated through the Perkins Act, so that VSOs can accomplish their goals as an integral component of vocational education. Finally, involvement of administrators in VSOs should be a top priority for the improvement and revitalization of vocational education and vocational student organizations. APPENDICES APPENDIX A RAW DATA ON GENDER 87 Table 15 BayLQatLenfiender Gender Frequency Percent I Male 362 86.0 Female 61 14.0 Total 451 1 .00 APPENDIX 8 RAW DATA ON AGE Table 16 W Age Frequency Percent 27 1 0.2 32 1 0.2 33 3 0.7 34 1 0.2 35 2 0.5 36 6 1.5 37 4 1.0 38 2 0.5 39 8 1.9 40 14 34 41 14 3.4 42 22 5.4 43 19 4.6 44 25 6.1 45 19 4.6 46 39 9.5 47 28 6.8 43 18 4.4 49 22 5.4 50 33 8.0 51 20 4.9 52 20 4.9 53 12 2.9 54 10 2.4 55 14 3.4 56 10 2.4 57 11 2.7 58 9 2.2 59 8 1.9 60 8 1.9 61 3 0.7 62 1 0.2 64 2 0.5 65 2 0.5 Total 451 100.0 APPENDIX C RAW DATA ON LENGTH OF TIME IN CURRENT POSITION 89 Table 17 WW Years in Current Position Frequency Percent 0 1 0.2 1 57 14.0 2 39 9.6 3 31 7.6 4 36 8.9 5 38 9.4 6 38 9.4 7 31 7.6 8 27 6.7 10 21 5.2 11 9 2.2 12 7 1.7 13 4 1.0 14 4 1.0 15 13 3.2 17 4 1.0 18 4 1.0 19 2 .5 20 11 2.7 21 4 1.0 22 4 1.0 23 4 1.0 24 2 .5 25 5 1.2 26 2 .5‘ 27 2 .5 28 1 .2 30 1 .2 31 1 .2 35 1 .2 36 1 .2 37 1 .2 451 100.0 BIBLIOGRAPHY 90 Abramson, A. J. 81 Salamon, L. 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