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Ann Arbor, MI 48106 A STUDY OF THE EMPLOYMENT PATTERNS OF SPECIAL NEEDS COMPLETERS FROM SECONDARY VOCATIONAL EDUCATION PROGRAMS IN MICHIGAN By Thomas John Serwell A DISSERTATION Submitted t o Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e re quire me nt s f o r t h e degree of DOCTOR OF PHILOSOPHY Department o f Teacher Education 1991 ABSTRACT A STUDY OF THE EMPLOYMENT PATTERNS OF SPECIAL NEEDS COMPLETERS FROM SECONDARY VOCATIONAL EDUCATION PROGRAMS IN MICHIGAN By Thomas John Serwell P a s t f e d e r a l and s t a t e l e g i s l a t i o n emphasized s t r o n g e r programs f o r s p e c i a l needs yout hs . identify policies Recent l e g i s l a t i v e a c t i v i t i e s co n ti n u e to specifically and improved programs f o r research was vocational initiated s pe c ia l to education requiring has populations. understand had g reater access, on some special su p p o rt , This d e s c r i p t i v e of the effects that populations. The r e s e a r c h e r ’ s purpose was to determine t h e e f f e c t s o f p a r t i c i p a t i o n in secondary special vo c atio na l needs completers ed ucation on t h e as compared t o f i r s t year a f t e r graduation. employment patterns r e g u l a r com ple ter s of their S p e c i f i c a l l y , t h e r e s e a r c h e r compared t h e e x t e n t t o which s p e c i a l needs completers and r e g u l a r completers were a c t i v e a f t e r high sch oo l, r e p o r t e d employment s t a t u s , expressed job s a ti s f a c ti o n , d escrib ed the r e l a t i o n s h i p o f employment t o v oc at i onal t r a i n i n g , and earned comparable wages. The p o p u la tio n comprised 188,384 com ple ters o f p u b l i c secondary vocational p ro g r a m s approved by the M ic hi gan Department of Education, V oc ational -T ech nic al Education S e r v i c e , from 1981 through Thomas John Serwell 1985. This p o p u la ti o n represented the vocational c om ple te r s who responded t o t h e Michigan annual foll ow- up survey t h e i r f i r s t y e a r a f t e r g r a d u a t i n g from high s ch oo l. The d a t a came from f i v e u n e d it e d Michigan Department o f Education d a ta t a p e s . The r e s e a r c h e r a p p li e d an a g g re ga tio n t e c h n i q u e t o each o f th e fiv e years of data, forming "completer ty p e s " a t t h e C are e r Educa­ t i o n Planning D i s t r i c t l e v e l . The d a t a were analyzed using t a b u l a ­ t i o n and summary o f re s p o n s e s , p e r c e n t a g e s , means, and c h i - s q u a r e . A n a l y s i s o f t h e d a t a produced th e fo ll owin g f i n d i n g s : 1. Special n e e d s c o m p l e t e r s ’ employment p a t t e r n s d i d n o t co m p le te ly p a r a l l e l th o s e o f r e g u l a r c o m p le te r s . sig n ifican tly higher completers, appeared t h a t it active rates w ere However, whereas recorded for regular a f t e r g a i n i n g employment both groups s har ed s i m i l a r employment e x p e r ie n c e s . 2. The same p r o b l e m s in employment id entified in other r e s e a r c h as r e l a t e d t o ge nder and e t h n i c i t y were r e f l e c t e d w i t h i n t h e s p e c i a l needs and r e g u l a r completer comparisons. 3. Geographic location played an im portant role in the employment p a t t e r n s o f i n d i v i d u a l com ple ter s and may have been based on t h e a v a i l a b i l i t y o f j o b s in th e l o c a l economies. 4. to help Participation special needs in high school c o o p e r a t i v e e d u c a ti o n completers results a c h ie v e more seemed closely a s s o c i a t e d with r e g u l a r c o m p le te r s . 5. Y ea r- by-y e ar a n a l y s i s re v e a le d few changes in t h e employ­ ment p a t t e r n s e s t a b l i s h e d in t h i s st udy . Copyright by THOMAS JOHN SERWELL 1991 IN MEMORY OF 1959 0 1 IN HONOR O F THE MEN AND WOMEN OF THE ARMED FORCES O P THE UNITED STATES W HO SERVED IN T H E VIETNAM WAR. THE NAMES O F THOSE WHO GAVE THEIR U V ES AND O F THOSE W HO REMAIN MISSING ARE INSCRIBED IN THE ORDER THEY WERE TAKEN FROM US. I T u f ts R o b e rt B ruce N o rristo w n NJ Rank CPL SVC AR D ate o f B i r t h 22 Dec 42 D ate o f C a su a lty 14 Ju n 69 Panel 22V L in e 50 OUR NATION HONORS THE COURAGE SACRIFICE AND DEVOTION T O DUTY AND f/V 7 C COUNTRY O F TTS VIETNAM VETERANS. I 7 / J THIS MEMORIAL WAS BUILT WTTH PRIVATE CONTRIBUTIONS PROM T H E AMERICAN PEOPLE. _____________________ NOVEMBER I I . IT U ■ ■ ■ ■ ■ ■ ■ AND TO DAD— I KNOW YOU MOULD HAVE BEEN PROUD! ACKNOWLEDGMENTS I wish t o e x p re ss im portant in d iv id u als my s i n c e r e who helped appreciation make the to the fo ll owin g com pletion of my d i s s e r t a t i o n a r e a l i t y and who helped make a c h e r i s h e d dream come true. My d e e p e s t g r a t i t u d e belief in and p r a c t i c e i s extended t o Dr. o f th e land-grant George Fern s, phi losophy gave me the o p p o r t u n i t y t o a t t e n d Michigan S t a t e U n i v e r s i t y and who, p r o f e s s o r and a d v i s o r f o r t h i s valuable insights whose dissertation, shared as major with and wisdom and guided me toward th e me h is s u c c e s s fu l completion o f t h i s document. I would a l s o guidance committee, Blackman, for th e ir like Drs. to thank th e Rex Ray, interest, members o f my d i s s e r t a t i o n Samuel assistance, Moore II, and h e l p f u l and Charles suggestions given me d u ri n g t h e development and p ro g r e s s o f t h i s i n v e s t i g a t i o n . S pe c ia l thanks a l s o a re due t o : The l a t e Dr. R uth erfor d E. L o c ke tte , who, as c o l l e g e p r o f e s s o r in t h e early 1960s and as friend after I left Vietnam and th e s e r v i c e , c h a ll e n g e d me t o th e q u e s t f o r t h e Ph.D. Dr. Steven Clark, whose endless energy, encouragement kept me going throug hou t th e enthusiasm , and co urs e o f my d o c to r a l program, my d i s s e r t a t i o n r e s e a r c h and w r i t i n g , and e s p e c i a l l y th os e tim e s when I began t o doubt my competence and a b i l i t y . vi Dr. Eugene F i s h e r f o r h i s sage ad vic e and genuine e x p r e s s i o n s o f c onfi d e n c e in my s u c c e s s f u l completion o f t h e d e g r e e . A d d it io na l tha nks a re ex pre sse d t o my t y p i s t , Sue Cooley, for h e r e x p e r t i s e in e d i t i n g and p r e p a r i n g t h i s d i s s e r t a t i o n m a nu sc ri pt , and t o my computer c o n s u l t a n t , E l s i e Kettunen, f o r he r a s s i s t a n c e in u n t a n g l i n g and t r a n s f e r r i n g t h e mountain o f s t a t e survey d a t a in t o u s ef u l r e s e a r c h i n fo r m a t io n from which t o w r i t e t h i s r e p o r t . F i n a l l y , thanks t o my p a r e n t s , William and K at her in e Se rw e ll , for th eir educational continuous career. support and e n c o u r a g e m e n t t h r o u g h o u t my And thanks t o my w if e , Margaret (along with Abbie, B r i d i e , and Casey), f o r t h e p a t i e n c e and su p p o rt t h a t made i t p o s s i b l e f o r me t o complete t h i s d i s s e r t a t i o n . v ii TABLE OF CONTENTS Page LIST OF T A B L E S ................................................................................................ x LIST OF FIGURES................................................................................................ xiii Chapter I. II. III. INTRODUCTION ................................................................................... 1 State ment o f th e Problem .................................................... Purpose and O b j e c t i v e s o f t h e Study ............................... Research Questions ................................................................. Design o f t h e S t u d y ................................................................. Assumptions ................................................................................... D e l i m i t a t i o n s and L i m it a ti o n s ............................................ H i s t o r i c a l P e r s p e c t i v e ......................................................... Background o f t h e Study ........................................................ Importance o f t h e Study ........................................................ D e f i n i t i o n o f Terms ................................................................. O r g a n iz a ti o n o f t h e Study .................................................... 1 6 7 8 9 10 12 16 22 23 25 REVIEW OF LITERATURE ................................................................. 27 I n t r o d u c t i o n .............................................................................. Use o f t h e Follow-Up Study as an Assessment Tool . Summary....................................................................................... Findings o f S t u d i e s ................................................................. National S t u d i e s ................................................................. S t a t e S t u d i e s .......................................................................... Spec ial Needs S t u d i e s ......................................................... C o n c l u s i o n s ................................................................................... 27 28 40 41 41 57 78 86 METHODOLOGY....................................................................................... 88 I n t r o d u c t i o n ............................................................................... The P o p u l a t i o n .......................................................................... The I n i t i a l Data S o r t ............................................................. The I n s t r u m e n t .......................................................................... D a t a - C o l l e c t i o n Procedures ................................................ Aggregation o f Data .................................................................. D a ta - A na ly s is Procedures ..................................................... Summary............................................................................................ 88 89 89 90 91 92 101 103 v iii Page IV. V. RESULTS OF THE DATA ANALYSIS.................................................. 105 I n t r o d u c t i o n ............................................................................... R e s u l t s ............................................................................................ Summary............................................................................................ 105 108 165 SUMMARY, FINDINGS, CONCLUSIONS,AND RECOMMENDATIONS . 166 I n t r o d u c t i o n ............................................................................... Summary............................................................................................ The P r o b l e m ............................................................................... Research Procedures ............................................................. Research O b j e c t i v e s ............................................................. Research Questions ............................................................. F i n d i n g s ....................................................................................... Post-High School A c t i v i t y ................................................ Employment S t a t u s ................................................................. Related Placement ................................................................. Job S a t i s f a c t i o n ................................................................. Average Hourly Wage ............................................................. L i m i t a t i o n s ..................................................................... C o n c l u s i o n s ................................................................................... Recommendations .......................................................................... R e f l e c t i o n s ................................................................................... 166 167 167 167 168 169 170 170 173 175 178 178 180 182 185 187 A. ANNUAL FOLLOW-UP SURVEY (VE 4045-A) .................................... 191 B. CAREER EDUCATION PLANNING DISTRICTS .................................... 195 C. POST-HIGH SCHOOL ACTIVITY DATAFOR SPECIAL NEEDS AND REGULAR VOCATIONAL PROGRAMCOMPLETERS, BY YEAR 196 APPENDICES . REFERENCES......................................................................................................... ix 197 LIST OF TABLES Page Post-High School A c t i v i t y o f Regular and Special Needs Completers, 1982 Through 1986 .......................... 109 Employment S t a t u s of Regular and Special Needs Completers, 1982 Through 1986 ....................................... 111 R el ate d Placement of Regular and Special Needs Completers, 1982 Through 1986 ....................................... 112 Job S a t i s f a c t i o n o f Regular and Special Needs Completers, 1982 Through 1986 ....................................... 114 Average Hourly Wages o f Regular and Special Needs Completers, 1982 Through 1986 ....................................... 116 Post-High School A c t i v i t y of Regular and Special Needs Completers, 1982 Through 1986, by Gender . . 118 Post-High School A c t i v i t y o f Regular and Special Needs Completers, 1982 Through 1986, by E t h n i c i t y ................................................................................... 120 Employment S t a t u s o f Regular and Special Needs Completers, 1982 Through 1986, by Gender .................. 122 Employment S t a t u s of Regular and Special Needs Completers, 1982 Through 1986, by E t h n i c i t y . . . 124 Rel ated Placement o f Regular and Special Needs Completers, 1982 Through 1986, by Gender .................. 126 Rel ated Placement o f Regular and Special Needs Completers, 1982 Through 1986, by E t h n i c i t y . . . 128 Job S a t i s f a c t i o n o f Regular and Special Needs Completers, 1982 Through 1986, by Gender .................. 130 Job S a t i s f a c t i o n o f Regular and Special Needs Completers, 1982 Through 1986, by E t h n i c i t y 131 x . . . Page Average Hourly Wages o f Regular and Special Needs Completers, 1982 Through 1986, by Gender .................. 133 Average Hourly Wages o f Regular and Special Needs Completers, 1982 Through 1982, by E t h n i c i t y . . . 135 Post-High School A c t i v i t y of Regular and Spec ial Needs Completers, 1982 Through 1986, by Region . . 137 Employment S t a t u s o f Regular and Special Needs Completers, 1982 Through 1986, by Region .................. 140 Related Placement o f Regular and Special Needs Completers, 1982 Through 1986, by Region .................. 142 Job S a t i s f a c t i o n o f Regular and Special Needs Completers, 1982 Through 1986, by Region .................. 145 Average Hourly Wages o f Regular and Special Needs Completers, 1982 Through 1986, by Region .................. 147 Post-High School A c t i v i t y of Regular and Spec ial Needs Completers, 1982 Through 1986, by Coopera­ t i v e Education S t a t u s ......................................................... 150 Employment S t a t u s o f Regular and Special Needs Completers, 1982 Through 1986, by Cooperative Education S t a t u s ...................................................................... 152 Related Placement o f Regular and Special Needs Completers, 1982 Through 1986, by Co operative Education S t a t u s ...................................................................... 154 Job S a t i s f a c t i o n o f Regular and Special Needs Completers, 1982 Through 1986, by Co operative Education S t a t u s ...................................................................... 156 Average Hourly Wages o f Regular and Special Needs Completers, 1982 Through 1986, by Co op erative Education S t a t u s ...................................................................... 158 Post-High School A c t i v i t y Data f o r Regular and Special Needs Completers, by Year ............................... 160 Employment S t a t u s Data f o r Regular and Spec ial Needs Completers, by Year ................................................ 161 Relate d-P lac em ent Data f o r Regular and Special Needs Completers, by Year ................................................ 162 xi Page 4.5.D 4.5.E Job S a t i s f a c t i o n Data f o r Regular and Special Needs Completers, by Y e a r ................................................ 163 Average Hourly Wage Data f o r Regular and Special Needs Completers, by Y e a r ................................................ 164 x ii LIST OF FIGURES Figure Page 3.1 Source o f Data f o r Completer-Type Coding .............................. 94 3 .2 Coding o f Completer Types ........................................................... 94 3 .3 Four Major Regions o f Michigan andCEPDs in Each R e g i o n ............................................................................................... 95 x iii CHAPTER I INTRODUCTION Statement o f t h e Problem The researcher’s purpose in this descriptive stu dy was to de term in e t h e e f f e c t s o f p a r t i c i p a t i o n in Michigan p u b l i c secondary v o c a t i o n a l ed u ca ti o n programs on th e employment p a t t e r n s o f s p e c i a l needs com pleters as compared to regular (non-special c om ple ter s t h e i r f i r s t y e a r a f t e r high school 1983, 1984, 1985, and 1986. graduation needs) in 1982, S p e c i f i c a l l y , t h e r e s e a r c h e r endeavored t o compare t h e e x t e n t t o which s p e c i a l needs co mp le te rs and r e g u l a r c om pl e te r s were a c t i v e a f t e r high s c h o o l, r e p o r t e d t h e i r s t a t u s of e m p lo y m e n t, d e s c r i b e d t h e r e l a t i o n s h i p o f employment t o training, indicated job s a tis fa c tio n , th eir and earned comparable h ourly wages. In r e c e n t y e a r s , students t h e v o c a ti o n a l (disadvantaged, proficient) e x p e r ie n c e s o f s p e c i a l handicapped, have r e c e i v e d increased and lim ited attention. needs English Much o f t h i s a t t e n t i o n has c e n t e r e d on t h e employment and e m p l o y a b i l i t y o f t h e s e individuals. Cross (1980) recommended t h a t r e s e a r c h be conducted to answer q u e s t i o n s programs are i n f o r m a t io n is in t h e developed necessary a re a o f e m p l o y a b i l i t y . for special on which t o 1 needs base As p o l i c i e s and groups, em pirical decisions. To d a t e , 2 r e l a t i v e l y l i t t l e r e s e a r c h has been conducted in Michigan p e r t a i n i n g t o s p e c i a l needs s t u d e n t s and v o c a ti o n a l programs. effect of vocational education on t h e Research on th e employment p a t t e r n s of s t u d e n t s with s p e c i a l needs i s c e r t a i n l y in o r d e r . Throughout system atically history, excluded mainstream o f s o c i e t y , special from or last 25 y e a r s various s t r o n g e r v o c a ti o n a l s p e c i a l needs. have had altho ugh f e d e r a l d e c i s i o n s have been in s tr u m e n ta l the populations lim ited and s t a t e have ac c e ss been to laws and c o u r t in r e v e r s i n g t h e s e t r e n d s . federal and state th e laws have Over provided ed u ca ti o n programs f o r youths and a d u l t s with Such l e g i s l a t i o n sometimes n e c e s s i t a t e d th e c r e a t i o n o f new programs o r t h e expansion o f th o s e already in e x i s t e n c e . Large sums o f money were earmarked t o add re ss t h e s e c o n ce rn s , and i n d i c a t i o n s a r e t h a t f e d e r a l i n t e r v e n t i o n and funding w i l l c o n t i n u e . The Carl Perkins Vocational Education Act o f 1984 mandated t h a t 57% o f all allocated funds be t r a in i n g of special populations. designated specifically for th e In 1985 a lo n e , t h e t o t a l proposed United S t a t e s funding o f th e Perkins Act approximated $950 m i l l i o n . In Michigan S t a t e Plan f o r Vocational Education 1986-88 (Michigan S t a t e Board o f Edu ca tio n, 1986) i t was proposed t h a t approxim at el y $25 m i l l i o n ( e s t i m a t e d combined f e d e r a l and no nf e de ra l a l l o c a t i o n s ) be s p en t f o r s p e c i a l Education A c ts , populations. In a d d i t i o n t o t h e Vocational P ub li c Act 198 and PL 94-142 have r e s u l t e d in a s i g n i f i c a n t i n c r e a s e in t h e numbers o f handicapped and o t h e r s p e c i a l needs students Michigan. entering The Michigan regular v o c a ti o n a l Department of e d u c a ti o n Education programs estimated in that 3 durin g t h e 1983-84 school y e a r 15% (16,419) o f t h e t o t a l e n ro ll m e n t in secondary vocational programs was categorized as special populations. Through t h e y e a r s , v o c a t i o n a l e d u c a ti o n has pro vided a v a r i e t y o f mechanisms f o r t h e ed u ca ti o n o f d i v e r s e ha rd- to- em plo y s t u d e n t s . Sc hne id er (1985) found t h a t r e t e n t i o n o f p o t e n t i a l d ro p ou ts has been i n c r e a s e d as a r e s u l t o f v o c a ti o n a l education. In a d d i t i o n , the numbers o f s p e c i a l s t u d e n t s served in v o c a t i o n a l programs (Bottoms & Copa, 1983; Phelps, 1985) have increased due to mainstreaming. Basic t o t h e philos oph y o f v o c a ti o n a l ed u ca ti o n i s t h e p r o v i s i o n of knowledge and s k i l l s t o e n t e r employment. I m p l i c i t in mainstreaming i s t h e t h e o r y t h a t t h e p ro c e ss o f moving s t u d e n t s from a r e s t r i c t e d environment t o a l e s s r e s t r i c t e d one i s a p p r o p r i a t e and b e n e f i c i a l . As a r e s u l t o f t h e s e moves, t h e s p e c i a l needs s t u d e n t , with s p e c i a l assistance, can compete s p e c i a l needs s t u d e n t s . in re g u la r vocational classes with non­ Mainstreaming i s s u e s have become a growing concern t o many v o c a t i o n a l e d u c a t o r s (Bottoms, 1985). Some q u e s t i o n t h e adequacy o r u s e f u l n e s s o f v o c a t i o n a l e d u c a ti o n f o r s p e c i a l needs students. Tremendous s t r i d e s have been made in te ch nolo gy d ur in g t h e l a s t several de ca de s; hence, students must be p re pa re d s u c c e s s f u l l y in a h i g h l y t e c h n o l o g i c a l s o c i e t y . to function In t h e p a s t , youth s w ith l i t t l e o r no e d u c a ti o n e n t e r e d t h e l a b o r f o r c e and found many ty p e s o f u n s k i l l e d employment. But as time p a ss e d, t h e number of such j o b s d e c r e a s e d ; t h e y u s u a l l y were t h e f i r s t t o be e l i m i n a t e d 4 d ur in g economic d e c l i n e or through recession, figure unemployment dropped returning to to During t h e in Michigan reached a rec or d 7.6% work, automation. a in December large nonmanufacturing o c c u p a ti o n s . 1985. proportion Of t h e fo und 17.2%; 1982 this individuals employment in But employment among b la ck s and t e e n ­ a ger s stood in s t a r k c o n t r a s t t o t h e o v e r a l l changes in employment p a t t e r n s (Saunders, 1986). The c o s t o f unemployment t o (P ar n es , 1984). in s e v e ra l society has been staggering In economic term s, t h e l o s s o f income i s ma nif est ed ways. The numbers o f unemployed workers r e p r e s e n t financial toll far greater worker. These individuals than j u s t the la c k money t o loss of return income t o to a the t h e economic system, and t h e i r pres enc e r e q u i r e s s u b s i s t e n c e through w e l f a r e and unemployment b e n e f i t s , which adds to t h e s t r a i n on s o c i e t y . Figures r e l e a s e d by t h e United S t a t e s Bureau o f t h e Census (1984) i n d i c a t e d h i g h e r r a t e s o f unemployment among m in o r it y and d i s a b l e d groups than among t h e m a j o r i t y p o p u l a t i o n . Traditionally, it is the s p e c ia l needs s t u d e n t s - - t h e handicapped and t h e disadvantaged--who have been c h a r a c t e r i z e d as hard t o employ o r l e a s t l i k e l y t o fi n d employment. The d e b i l i t a t i n g c o n d i t i o n s o f t h e unemployed a re a l s o seen in individuals considered underemployed. p e r s p e c t i v e o r an eco nomi st’ s o r i e n t a t i o n , From an em ployer’ s underemployment is th e c o n d i t i o n in which people have jo b s in which they produce l e s s than the y a r e capab le o f producing. Thus, in a sens e, their cost of pro du c tio n i s g r e a t e r than i t ought t o be; in human terms t h a t t o l l may be g r e a t e r s t i l l and, in f a c t , inestimable. Persons who a re 5 underemployed cannot help but fe e l u n f u l f i l l e d because the y r e a l i z e a t some p o i n t t h a t they are doing t r i v i a l and un c hal le ng in g work. M artin (cited in Parker e t a l ., 1977) a c k n ow le dg e d th at employed s p e c i a l p o p u la ti o n s "are o f t e n de le g a te d t o t h e most menial of tasks, f a r beneath t h e i r p o t e n t i a l abilities" (p. iii). In a study o f women in t h e l a b o r market, Noble (1985) found t h a t " o ft e n t h e o p p o r t u n i t i e s t h a t women en cou nte r in th e l a b o r market and in t h e premarket t r a i n i n g and educa tio n c o n s t r a i n t h e i r cho ice s t o a narrow s e t sim ilar of alternatives." results v o c a ti o n a l ad dre sse d in a gr a d u a te s the Jefferies-Jackson comparison in sp e c ia l of Michigan. needs status (1980) first-year male and N e ith er researcher, of individuals th e reported female however, in their research. Just as a producer needs t o know how consumers r e c e i v e pr od uc t or s e r v i c e , so too must a school students. 1984) Several hav e called a u th o rs for (Bottoms, further know what happens t o i t s 1985; research v o c a t i o n a l e du cat ion s p e c i a l needs s t u d e n t s . of v o c a ti o n a l special legislation populations. conducts education. follow -up have been Michigan, efforts to Cross, 1980; p ertaining the Phelps, to former The prime o b j e c t i v e s expand efforts to as well as o t h e r s t a t e s , in his assessment of Hence a study o f t h e employment p a t t e r n s serve an nu al ly vocational of special needs com ple ter s and r e g u l a r completers from secondary v o c a ti o n a l programs i s n e c e s s a r y . This e f f o r t w il l r e s u l t in an e x p l i c a t i o n o f t h e programmatic outcomes and th e d i f f e r e n c e s between t h e s e groups 6 in terms o f such outcomes, t h e r e b y h el p in g t o c l a r i f y th e e f f e c t o f o ffe rin g re g u la r vocational ed u ca ti o n t o special populations. In a d d i t i o n , t h e pro c e d ur es used in t h i s stu dy might have i m p l i c a t i o n s f o r use in o t h e r s t a t e s in which s i m i l a r survey in fo r m a t io n has been accumulated. Purpose and O b je c ti v e s o f t h e Study This study participation in was designed Michigan to public determ ine secondary the effects v o c a ti o n a l of e duca tio n programs on t h e employment p a t t e r n s o f s p e c i a l needs com ple ter s as compared to regular (n o n - s p e c i a l needs) c o m p le te r s . Employment p a t t e r n was d e f i n e d by t h e fo ll ow in g i n d i c a t o r s : p o s t - h i g h school a c t i v i t y , employment s t a t u s , salary job s a t i s f a c t i o n , (average h o u rl y wages), and p r o g r a m - r e l a t e d j o b c l a s s i f i c a t i o n . The w r i t e r had the fo ll o w i n g objectives in co nducting the st udy : 1. To de ter mi ne the extent, patterns of regular com pleters patterns of special needs if are any, to which congruous w ith com pleters of vocational employment employment education programs. 2. affect To d e t e r m i n e w h e t h e r s e l e c t e d s t u d e n t c h a r a c t e r i s t i c s the employment patterns of regular and special needs v o c a t i o n a l program c o m p le te r s . 3. special To de ter mi ne whether t h e employment p a t t e r n s o f r e g u l a r and needs v o c a tio n a l p ro gr am c o m p l e t e r s d i f f e r ge og ra ph ic r e g io n s w i t h i n t h e s t a t e . among f o u r 7 4. affects To determine whether p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a ti o n t h e employment p a t t e r n s of regular and s p e c i a l needs v o c a t i o n a l program c o m p le te r s. 5. To deter mine y e a r - b y - y e a r t r e n d s in t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs v o c a ti o n a l program c o m p le te r s . Research Questions The w r i t e r sought t o answer t h e fo ll o w i n g r e s e a r c h q u e s t i o n s in t h i s stu dy: 1. regular Are t h e r e d i f f e r e n c e s com pleters between t h e employment p a t t e r n s and t h o s e of special needs com pleters of of v o c a t i o n a l programs? 2. To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r ­ i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs co mple t­ e r s o f v o c a t i o n a l programs a f f e c t th e employment p a t t e r n s o f th o s e groups? 3. Are t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l c om ple ter s of v o c a ti o n a l programs sim ilar among four needs ge o gr a ph ic regions within the s ta te ? 4. education To what e x t e n t , affect the i f any, does p a r t i c i p a t i o n employment patterns of in c o o p e r a t i v e regular and special needs co mp le te rs o f vo c a ti o n a l programs? 5. Do th e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs c om p le te r s o f v o c a ti o n a l programs evidence change over t h e f i v e - y e a r p e r i o d from 1982 through 1986? 8 Design o f t h e Study This r e s e a r c h was a d e s c r i p t i v e st ud y de sig ne d t o de te rm in e th e e f f e c t s o f p a r t i c i p a t i o n in secondary v o c a t i o n a l e d u c a ti o n programs on t h e employment p a t t e r n s o f s p e c i a l needs com ple ter s as compared t o r e g u l a r com ple ter s t h e i r f i r s t y e a r a f t e r g r a d u a t i o n State o f M ic h i g a n data tapes. The p o p u l a t i o n by using comprised all co m ple te r s o f r e g u l a r p u b l i c secondary v o c a ti o n a l e d u c a ti o n programs a p p r o v e d by t h e M ic h i g a n D e p a r t m e n t o f E d u c a t i o n , V ocational - Technical Education S e rv ic e during 1981, 1982, 1983, 1984, and 1985. These i n d i v i d u a l s responded t o t h e s t a t e ’ s annual foll ow- up survey t h e i r f i r s t year a f t e r graduation. The in s tr um e nt used in c o l l e c t i n g d a t a was t h e annual Follow-up Survey o f St u d e n ts (No. VE-4045-A) f o r 1982, 1983, 1984, 1985, and 1986 from t h e Michigan Department o f Education (s e e Appendix A). The re s po ns e r a t e approximated 73% with t h e use o f t h e s e s u rv e y s. Inf orm at io n was r e c e i v e d on employment, p o s t - h i g h school training, pay r a t e , j o b s a t i s f a c t i o n , use o f v o c a t i o n a l t r a i n i n g , and s t u d e n t demographic d a t a . The d a t a - a n a l y s i s te c h n i q u e s employed in t h e r e s e a r c h inc lu de d tabulation and d istrib u tio n s, summary of responses, and c h i - s q u a r e . p e r c e n ta g e s A fter and tab u latio n , r e s p o n se s ( t o t a l i n g 188,384 s t u d e n t r e c o r d s ) freque ncy individual to the questionnaires were a ggr eg ate d t o " com ple ter ty p e s" a t t h e CEPD l e v e l . Tabulation analysis and and to summary were present trend used and to facilitate pattern statistical relationships. P e rc e n ta g e s and fr eq ue ncy d i s t r i b u t i o n s were a l s o used in an al y z in g 9 t h e d a t a and r e p o r t i n g t h e f i n d i n g s . C hi- s qu ar e was used t o d e t e r ­ mine whether s i g n i f i c a n t d i f f e r e n c e s e x i s t e d between v a r i a b l e s f o r the research questions. An alpha level of .001 or less was established to indicate s t a t i s t i c a l significance. The d a t a were p ro c e ss ed using t h e IBM 4381 mainframe computing system a t Michigan S t a t e University and t h e S t a t i s t i c a l A na ly si s System (SAS). Assumptions To accomplish t h e o b j e c t i v e s s e t f o r t h f o r t h e stu dy o f s p e c i a l needs c o m p le te r s o f r e g u l a r vo c a ti o n a l programs, t h e r e s e a r c h e r made t h e f o l l o w i n g ass umptions: 1. parable The programs o f f e r e d in each CEPD were t y p i c a l o f and com­ to the various types of secondary vocational programs o f f e r e d in Michigan. 2. The a ggre gated resp onse r a t e s f o r program c om pl e te r s were representative and large enough to allow generalization of the f i n d i n g s t o o t h e r d i s t r i c t s o f f e r i n g secondary v o c a t i o n a l programs. 3. faction, P o s t- h ig h salary classificatio n school (a ve rag e are valid activity, h ourl y employment s t a t u s , wages), indices and job satis­ program-related of employment other ancillary p atterns job for v o c a t i o n a l program c o m p le te r s . 4. Guidance, placement, and services were a v a i l a b l e t o a l l v o c a t i o n a l program c o m p le te r s. 5. S pe ci al s e r v i c e s were a l s o a v a i l a b l e and were re n d e re d t o c om p le te r s i d e n t i f i e d as and termed " s p e c i a l needs" c o m p l e t e r s . 10 D e l i m i t a t i o n s and L i m i t a t i o n s With t h e enactment o f t h e Carl Perkins Vocational Education Act of 1984, include the d e f in itio n a variety of of s pe c ia l groups with populations special was needs. expanded This to w riter c o n s id e r e d and d e l i m i t e d t h e s p e c ia l needs c a te g o ry t o in c lu d e only (a) handicapped, (b) disadvantaged, and (c) p r o f i c i e n t s t u d e n t s (s e e d e f i n i t i o n s s e c t i o n ) . lim ited English These s p e c i a l needs d e s i g n a t i o n s were assigne d t o th e s t u d e n t s and i n d i c a t e d on t h e d a t a t a p e s by personnel in th e s t u d e n t s ’ home sc h oo ls . To provide vo c atio na l requirements, ed ucation and t o f u l f i l l four a l t e r n a t i v e v oc at i o n al s ta t e- m an da te d e duca tio n programs have g e n e r a l l y been used in Michigan p u b li c school systems t o p ro vi de f o r s t u d e n t s with s p e c i a l needs: (a) r e g u l a r v o c a ti o n a l e d u c a t i o n , adapted v o catio n al e d u ca tio n , education, and (d) (c) s p e c i a l individualized Department o f Education, 1980). (b) education/vocational v o c a ti o n a l training (Michigan This study was l i m i t e d t o r e g u l a r secondary vo c at i o n al e du ca tio n programs in p u b l i c high sc h oo ls and area voc at i o n al investigation, supplementary scho ols adapted aids in Michigan. vo c at i o n al and services For t h e education, a re purposes a program provided so that of th is in which eligible s p e c i a l e du cat ion s t u d e n t s can p a r t i c i p a t e in th e r e g u l a r e du ca tio n environment, was c onsi d e re d r e g u l a r v o c a ti o n a l e d u c a t i o n . However, no d i s t i n c t i o n was made in t h i s study concerning com ple ter s who had been officially enrolled secondary e d u c a ti o n . in s p ec ia l needs projects d uri ng their The r e s e a r c h e r d id not in c lu de co mp le te rs of 11 individualized vocational vocational e du ca tio n training programs, programs, or other programs, s e p a r a t e from r e g u l a r v o c a ti o n a l special such programs. education, s p e c i f i c a l l y t o focus on a s t u d e n t ’ s p a r t i c u l a r may not be representative of the training education/ a r e designed ability given These level to any and other student. F u r t h e r , t h i s stu dy was d e l i m i t e d t o s p e c i a l needs and r e g u l a r v o c a t i o n a l comple ters who responded t o t h e fo ll ow -u p q u e s t i o n n a i r e a pp ro xim at el y one y e a r a f t e r g r a d u a t i o n . Individuals inc lud ed in t h i s s tu dy were th o s e who had completed a r e g u l a r v o c a t i o n a l program in an a r e a v o c a ti o n a l c e n t e r or a l o c a l v o c a ti o n a l program and whose c l a s s had gra dua ted from a Michigan p u b l i c high school from 1981 to 1985. These comple ters were in secondary wage-earning programs a p p r o v e d by t h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , V ocational- Technical to Education reim bursem ent. perso nnel Nonresponding in t h e i r home school higher re tu rn r a t e s . the Service and were com pleters elig ib le were receive recontacted systems in an a t t e m p t t o by achiev e However, in some i n s t a n c e s t h e i n fo r m a t io n f o r survey q u e s t i o n s was provided by a "proxy" resp on se" (someone o t h e r than t h e c om pl e te r, i . e . , or " s e c o n d - p a r ty parent, sib lin g , and so on) who was f a m i l i a r with t h e c om ple ter and responded f o r him /he r. Certain researcher’s endogenous and exogenous control. For example, o c c u r re d among r e g u l a r a n d / o r s p e c i a l variables high were unemployment needs c om pl e te r s beyond th e may have in a given ge ogra ph ic a r e a simply because t h e r e was high unemployment in t h a t 12 a r e a , and n ot as a r e s u l t o f v oc at i on al e d u c a ti o n program e f f e c t s . Aggressive placement personnel in c e r t a i n sc h oo ls may have exceeded e x p e c t a t i o n s , which r e s u l t e d in h i g h e r - t h a n - a v e r a g e p l a c e m e n t . Whenever p o s s i b l e , i f such was t h e case t h e r e s e a r c h e r has atte mp ted t o make t h a t in fo r m a t io n known. The findings, im plications, and g e n e r a l i z e d only t o o t h e r d i s t r i c t s recommendations may be in Michigan t h a t have s i m i l a r programs. H isto rical Perspective Americans have h i s t o r i c a l l y education. Although supported public the education concept is of public prim arily the r e s p o n s i b i l i t y o f t h e i n d i v i d u a l s t a t e s , t h e f e d e r a l government has played a major r o l e in fun din g, sh aping, and expanding t h e scope of public education. initiated the involvement o f th e w hile providing Territory. The Land Ordinance o f 1785 (U.S. Congress, 1848) fo r the I t divided orderly the land federal government development i n t o townships in ed u ca ti o n of the Northwest and s e c t i o n s and " r e s e r v e d t h e l o t number 16 o f every township, f o r t h e maintenance o f p u b l i c sc ho ol s w i t h i n s a id townships" (p. 49). of interest articulated wh ic h in education by the federal L a t e r , t h e depth government was in A r t i c l e Three o f t h e Northwest Ordinance o f stated that "R eligion, m orality, and k n o w le d g e , n e c e s s a r y t o good government and t h e hap pin ess o f mankind, and t h e means o f e d u c a ti o n s h a l l Lapati clearly (1975) sug ges te d that this 1787, being scho ols f o r e v e r be encouraged" (p. 52). s t a t e m e n t was c e n t r a l to many 13 s e r i o u s , a l b e i t u n s u c c e s s f u l , p la n s by i n f l u e n t i a l people in e a r l y y e a r s t o use e d u c a ti o n t o b r in g about s o c i e t a l change. Although e d u c a ti o n i s not mentioned in th e C o n s t i t u t i o n r e s p o n s i b i l i t y o f th e government, governmental as a involvem ent in e d u c a ti o n a t t h e n a t i o n a l l e v e l has c on tin ue d thr ough v a r i o u s forms of federal upda tes l e g i s l a t i o n and subsequent amendments, rene w a ls , (Lu, 1965). Such l e g i s l a t i o n has inc luded a n d /o r activities to i n c r e a s e land g r a n t s ( a i d ) t o e s t a b l i s h and ma in ta in p u b l i c sch ools and programs t o extend t h e e du c a ti o n a l o f f e r i n g s t o o t h e r th a n j u s t the tr a d i tio n a l " c o l l e g e bound" s t u d e n t s . M i l s t e i n (1976) i n s i s t e d t h a t l a t e r g r a n t s " i n c r e a s i n g l y involved t h e f e d e r a l government in d e c i s i o n s co ncerning t h e use o f f e d e r a l funds" (p. 10). The school doors were being opened to g r e a t e r numbers o f peop le who e a r l i e r could not a t t e n d . And as t h e National Advisory Committee on th e Handicapped (1976) a s s e r t e d , al though t h e f e d e r a l r o l e has been slow t o ev o lv e, i t has been i n d i s p e n s a b l e t o t h e e d u c a ti o n o f s t u d e n t s from s p e c i a l p o p u l a t i o n s c o n s i s t i n g p r i m a r i l y o f t h e handicapped and d is a d v a n ta g e d . Throughout history, the handicapped and d is a d v a n ta g e d have re c e i v e d d i f f e r e n t i a l and o f t e n harsh t r e a t m e n t . Hart (1981) c i t e d a diverse cultures th r o ug ho ut t h e c e n t u r i e s toward people with s p e c i a l needs. Some o f variety these of actions actions w ere that cruel have and/or been used b ru tal, in whereas others were c h a r a c t e r i z e d by i n d i f f e r e n c e , e x c l u s i o n , o r o u t r i g h t d i s r e g a r d f o r the individual’s situation. Many people needing help were not 14 i d e n t i f i e d as having problems and were for ced t o compete on an equal f o o t i n g with t h e r e s t o f t h e p o p ula tio n o r were placed in ma ke sh ift programs f o r d e v i a n t s and f a i l u r e s . These a c t i o n s were not i s o l a t e d t o d i f f e r e n t times o r f o r e i g n c u l t u r e s but occu rr ed in t h e United States, as w e l l . Perhaps, as Reynolds (1976) su gg es te d, it was because i n d i v i d u a l s with s p e c i a l needs were viewed as being in some way " d i f f e r e n t 11 t h a t they were t r e a t e d d i f f e r e n t l y . of the reasons, some s p e c i a l But, r e g a r d l e s s p o p u la ti o n s were s e gr eg a te d from th e mainstream o f American l i f e . Over t h e y e a r s there have been isolated instances, such as l e g i s l a t i o n f o r b l i n d ed u ca ti o n in 1879 and v a ri o u s r e h a b i l i t a t i o n statutes, in which a tt e m p ts were made to within special populations. ad dress certain groups These segmented a tt e m pt s r e s u l t e d in t h e e s t a b l i s h m e n t and growth o f s p e c i a l i z e d e du ca tio na l i n s t i t u t i o n s and p u b l i c t r a i n i n g programs in which a d u l t s and c h i l d r e n were o f t e n grouped under broad c l a s s i f i c a t i o n s . the problems associated with I n s t i t u t i o n s were l e f t with allocating lim ited resources, i d e n t i f y i n g needs, and de veloping s o l u t i o n s f o r two d i v e r s e l e v e l s . In p u b l i c e d u c a ti o n , l i t t l e headway was made toward meaningful solutions classes in in this area. schools, the wealth and goodwill sc hools denying educational were handicapped c h i l d r e n " practices services the public provided o f t h e community. nation’s dominant Although h i g h ly (Turnbull often and very equal or & T u r nb ul l, 1978, p. in d e a l i n g with s p e c i a l s p e c ia l depended on t h e "As a general ingenious opportunities, accepted students rule, th e successful in otherw ise, to 19). The seemed t o be 15 e x c l u s i o n and c l a s s i f i c a t i o n . physically In p u b l i c s c h o o l s , t h e m e nt a lly and handicapped were u s u a l l y grouped c l a s s e s with t h e same i n s t r u c t o r in s p e c ia l and followed t h e e du ca tio n same program. Disadvantaged, b i l i n g u a l , and l e a r n i n g d i s a b l e d (groups de fi n e d much l a t e r ) , denied adequate a s s i s t a n c e , were o f t e n include d in s p e c i a l e d u c a ti o n as w e l l . Societal special attitudes concerning t h e e d u c a ti o n a l s t u d e n t s tended t o be very r i g i d . rights o f some Early c o u r t d e c i s i o n s upheld t h e s e p a r a t i o n o f s p e c i a l s t u d e n t s who were denied e n t r y i n t o t h e scho ols l e s t they cause d i s r u p t i o n or unnecessary i n s t r u c t i o n a l problems special (Wilkins, 1977). e duca tio n became Continuing i n t o th e the focus for 1950s and beyond, students no t c on si de re d normal, as i f a l l t h e i r needs and problems could somehow be met by one program. However, w it h in th e l a s t 25 y e a r s t h e b a s i c p r e c e p t s concerning s t u d e n t s with s p e c ia l needs have been r e v o l u t i o n i z e d . According t o t h e National Advisory Committee on th e Handicapped (1976), laws s u p port in g e du cat ion o f th e handicapped were f i r s t 1965. federal passed in Lockette and Davenport (1971) i d e n t i f i e d t h e e a r l y 1960s as c r u c i a l t o t h e awareness o f and a tt e m p ts t o ad dress problems o f th e d is a d v a n ta g e d . concern, th e Perhaps i t was t h e t e n o r o f t h e t i m e s - - t h e s o c i a l endeavors t o solve t h e nation’s i l l s - - t h a t awakened Americans’ r e s o l v e t o respond to t h e problems o f i n d i v i d u a l s with s p e c i a l needs. Many programs i n i t i a t e d by P r e s i d e n t s Kennedy and Johnson (t h e Job Corps, t h e Manpower Development T r a in i n g Act, th e 16 Vocational Education Act) had human concerns as c e n t r a l themes. a re s u lt of le g is la tiv e edicts and changing c o u r t d e c i s i o n s , As new o p p o r t u n i t i e s were provided t o a wide spectrum o f s p e c i a l s t u d e n t s . By 1975 a major barrier confronting special students was removed with t h e passage o f P ub li c Law 94-142, t h e Education o f All Handicapped Child ren Act. called goal of mainstreaming was t o pr ovi de s u i t a b l e programs f o r ev ery c h i l d , no matter mainstreaming A new and sometimes c o n t r o v e r s i a l method how g r e a t l y began taking handicapped. shape. The The result central has funding and g r e a t e r ac c e ss t o r e g u l a r cl assrooms students. cited in Although Reynolds, some authorities 1976) ha ve questioned in c r e a s e d for all special 1982; Mar tin , (Kunzweiler, ma instreaming, i t s in f l u e n c e has been n o t a b l e . o f mainstreaming was r e f l e c t e d been the effects of The f i n a n c i a l a s p e c t in r e s e a r c h by Wilkens (1977), who found dr a m a ti c growth in s t a t e a id f o r s p e c i a l e d u c a ti o n al on e from $900 m i l l i o n in F is c a l Year 1972 t o over $2.4 b i l l i o n in F i s c a l Year 1976. With in c r e a s e d ac c e ss to r e g u l a r cl assrooms in t h e p u b l i c s c h o o l s , more a t t e n t i o n and a s s i s t a n c e were given t o s t u d e n t s from special populations. Background o f t h e Study The p r e v i o u s l y mentioned r e v o l u t i o n in e d u c a t i o n has a l s o had a major e f f e c t on v o c a t i o n a l ed u ca ti o n in t h e p u b l i c s c h o o l s . Those changes have allowed a h o s t o f s t u d e n t s , denied v o c a t i o n a l t r a i n i n g because o f t h e i r s p e c i a l s t a t u s , t h e o p p o r t u n i t y t o p a r t i c i p a t e in vo c a t i o n a l programs with o t h e r s o f t h e i r age and give n them ac c e ss 17 t o t h e o c cu pa tio na l s k i l l s and knowledge n e c e s s a r y f o r employment. Phelps (1984) a s s e r t e d t h a t f e d e r a l l e g i s l a t i o n has been one o f t h e most im portant populations. Davenport, elem ents of Other w r i t e r s 1971) change in education (Davenport & P e t t y , have tended t o of 1973; agree with t h i s special Lo c k e tt e & viewpoint as it concerns t h e e d u c a ti o n o f m i n o r i t i e s and o t h e r s p e c i a l groups . S p e c i f i c l e g i s l a t i o n f o r v o c a ti o n a l ed u ca ti o n (in i t s generic sen se ) has played an imp or tan t r o l e in t h e development o f t r a i n i n g programs f o r s p e c i a l populations. Vocational synonymous w it h v o c a ti o n a l training programs of in in dividuals its with purpose special e d u c a ti o n was o f t e n and v o c a ti o n a l providing needs. rehabilitation vocational Vocational programs to reh ab ilitatio n l e g i s l a t i o n was an e a r l y atte mpt t o p ro vi de v o c a ti o n a l p r e p a r a t i o n . Such l e g i s l a t i o n c e n t e r e d p r i m a r i l y on a d u l t t r a i n i n g in s p e c i a l i z e d e d u c a t i o n a l i n s t i t u t i o n s , u s u a l l y o u t s i d e t h e p u b l i c school domain. Any v o c a t i o n a l programs in the public school system f o r special s t u d e n t s o f t e n e x i s t e d s e p a r a t e l y from r e g u l a r c u r r i c u l a r o f f e r i n g s (Evans & Herr, 1978). In t h e 1960s, along with o t h e r im p o r ta n t p i e c e o f l e g i s l a t i o n f o r m u la t e d . Industrial Just as the social affecting National awareness e f f o r t s , v o c a ti o n a l Society for Education made g r e a t c o n t r i b u t i o n s S m i th - H u g h e s Act of 1917 (S truck, 1930), an e d u c a ti o n was the Promotion of toward c r e a t i n g the the the report of P r e s i d e n t ’ s Panel o f C o n s u l t a t i o n on Vocational Education (1963) was influential in expanding the in c l u d e s p e c i a l p o p u l a t i o n s . concept of e d u c a ti o n for work to Panel members s t r o n g l y b e l i e v e d t h a t 18 youth s with s p e c i a l needs "must a l s o be given some r e a s o n a b l e degree o f a s s u ra n c e that fo r c e " (p. 228). students t h e y can, aid, eventually jo in landmark Vocational the ed u ca ti o n were fo r m al l y rec ogniz e d Education Act o f 1963 (PL 88 -2 10) . social implications and needs of labor and program s--those individuals having not previously physical, case, intent and by the s p e c ia l preparation s erv ed academic, in Thi s a c t these p o p u l a t i o n s and was in te nde d t o pro vid e v o c a t i o n a l many groups the The concern about and p r o v i s i o n f o r s p e c i a l needs in v o c a t i o n a l identified with to existing socioeconomic handicaps (Venn, 1967). But as is su fficien tly often the follow ed. In the 1968, as of the required law was by not previous l e g i s l a t i o n , t h e Advisory Council o f Vocational Education i s s u e d i t s e v a l u a t i o n in Vocational Education: Work. not Council members c r i t i c i z e d p r o v id i n g vocational The Bridge Between Man and His public vocational e d u c a ti o n to the groups e d u c a ti o n f o r th e y believed needed i t most. Although t h e Vocational Education Act o f 1963 d id b r i n g about an awareness o f t h e i s s u e s and some programmatic changes, i t became obvious t h a t f u r t h e r l e g i s l a t i o n was needed. t h e Vocational Education Act o f 1963 The 1968 Amendments to (PL 90-576) s p e c i f i c a l l y t o a d d re s s th e concerns o f s p e c i a l th e handicapped and d i s a d v a n t a g e d ) . earmarked groups funds (primarily The importance o f t h e s e changes was summarized in a government r e p o r t : The Vocational Education Act o f 1963 merely recommended t h a t s t u d e n t s who have s p e c i a l needs r e l a t e d t o d is a d v a n ta g e d or 19 h a n d i c a p p i n g c o n d i t i o n s be s e r v e d by v o c a t i o n a l e d u c a t i o n programs. The Vocational Education Act o f 1968, however, r e q u i r e d S t a t e s t o spend a t l e a s t 25% o f t h e i r b a s i c S t a t e g r a n t funds t o pay f o r t h e s e r v i c e s and programs f o r th o s e dis ad van taged o r handicapped s t u d e n t s who could not succeed in r e g u l a r programs w it h o u t s p e c ia l a s s i s t a n c e ( Resurge 79. 1980, P. 7 ) . Through T i t l e I I of t h e 1976 Education Amendments (PL 94-482) p e rta in in g to vocational education, expanded t o 30% o f b a s i c state providing vocational grant education re q u i r e d matching fund s, spent. Limited English special to t h e re b y funds regular greatly Proficient needs (above f u n d i n g was the students) increasing (LEP) costs was of and a l s o the included amounts in the d e f i n i t i o n o f s p e c i a l needs, and the d e s i r e t o overcome sex b i a s and sex s t e r e o t y p i n g was ad d re ss ed . The e f f e c t s of t h e s e two vo c atio na l s t u d e n t s with s p e c i a l e du ca tio n amendments f o r needs did not go u n n ot ic e d. Phelps (1984) p o in te d t o d rama tic i n c r e a s e s in funding f o r s p e c ia l p o p u l a t i o n s due p r i m a r i l y t o t h e s e t - a s i d e , matching, and e x c e s s - c o s t p r o v i s i o n s in t h e s e amendments. "The t o t a l l o c a l , s t a t e , and f e d e r a l e x p e n d i t u r e f o r t h e n a t i o n a l p r i o r i t y p o p u l a t i o n s in 1980-81 was approximately $795 mi 11i o n - -$246 p e r s t u d e n t . The s t a t e and lo c a l s ha re o f t h i s t o t a l r o s e from l e s s than 1% p r i o r t o 1968 t o almost 79% in 1980-81" (p. 33) . Phelps (1985) a l s o found e x t r a o r d i n a r y growth in s p e c i a l needs e n r o ll m e n t. "From 1972-73 t o 1980-81, e n ro ll m e n t o f s p e c i a l needs s t u d e n t s grew from 1.8 m i l l i o n to 3.1 m i l l i o n , an i n c r e a s e o f 73%. In 1980-81, d is a d v a n ta g e d , proficient handicapped, and l i m i t e d (LEP) s t u d e n t s comprised 19.5% o f t h e t o t a l en ro llm e nt" (p. 24). English vo c a ti o n a l 20 Various s t a t e l e g i s l a t u r e s have ad dre sse d s i m i l a r c on cer ns o f s p e c i a l needs p o p u l a t i o n s . In Michigan, f o r example, P ub li c Act 198 (1971) mandated t h a t v o c a t i o n a l t r a i n i n g be a f f o r d e d t o s t u d e n t s in special e d u c a ti o n national level programs. with This PL 94-142, was the followed in 1975 Education f o r All at the Handicapped C hild ren Act, which mandated a p p r o p r i a t e e d u c a ti o n f o r e ver y c h i l d in t h e l e a s t r e s t r i c t i v e s e t t i n g p o s s i b l e . Through mainstreaming, as t h e p r o c e s s became known, handicapped c h i l d r e n regular classroom All degrees, helped vocational settings. increase the of number e d u c a ti o n programs. these of were pl a c e d measures, special in va ryi ng populations Bottoms and Copa (1983) in in indicated t h a t v o c a t i o n a l e d u c a t i o n served more than 16.5 m i l l i o n Americans, representing individuals and a b i l i t y l e v e l s . from widely d i v e r s e age, race, economic, They e s t i m a t e d t h a t m i n o r i t i e s comprised 24% of a l l v o c a t i o n a l s t u d e n t s in a v a r i e t y o f programs, low-socioeconomicstatus students represented 50%. In a d d i t i o n , 32%, and females a pprox im at el y 400,000 were mainstreamed i n t o r e g u l a r v o c a ti o n a l comprised more than s t u d e n t s with programs. handicaps Of p a r t i c u l a r n ot e was t h e f a c t t h a t t h i s f i g u r e had more than doubled in t h e 10 y e a r s s i n c e 1974, b e f o r e t h e passage o f PL 94-142. After policy, st ud y in g authors of the the I n s t i t u t e o f Educ ation , results of Vocational 1981) federal vocational Education S tu d y e d u c a ti o n (N ational concluded t h a t more e f f e c t i v e means had t o be found t o overcome sexual d i s c r i m i n a t i o n and t o " pr ovide programs and s e r v i c e s f o r p o p u l a t i o n s with s p e c i a l needs" (p. 51) . 21 These g o a l s o f f e d e r a l v o c a ti o n a l e du ca tio n p o l i c i e s were r e f l e c t e d in major p r o v i s i o n s o f t h e Carl Perk ins Vocational Education Act o f 1984 (PL 98-524), which i d e n t i f i e d p o l i c i e s s p e c i f i c a l l y r e q u i r i n g g reater access, populations. support, and impro ved The Perk ins Act mandated t h a t a l l o c a t e d t o s i x s p e c i a l needs a r e a s : sexual e q u i t y , programs. p ro g r a m s for 57% o f a l l d is a d v a n ta g e d , s i n g l e homemakers, a d u l t l e a r n e r s , special funds be handicapped, and c o r r e c t i o n a l C o n s i s t e n t with PL 42-142, t h e law c o n ta i n e d p r o v i s i o n s f o r supplemental s e r v i c e s f o r s p e c i a l s t u d e n t s in r e g u l a r vo c a ti o n a l programs and used funds for costs th at exceeded the pupil e x p e n d i t u r e f o r n o n - s p e c ia l needs s e r v i c e s . Because population, of problems many inherent in d iv id u als have in serving become a "different" em broiled in the c o n t r o v e r s y surrou nding t h i s t o p i c and have qu e st i o n ed t h e e f f e c t s of vocational education on these special populations. The Vocational Education Act o f 1963 and subsequent amendments in 1968 and 1976, t h e Education f o r All Handicapped Childre n Act o f 1975, Michigan Pu bli c Act 198, t h e Carl Perkins Vocational Education Act o f 1984, and i t s r e c e n t 1990 Amendments s p e c i f i c a l l y ad d re sse d t h e s e con cerns and have served t o i n c r e a s e and ensure t h e e n ro ll m e n t o f special needs s t u d e n t s in secondary v o c a ti o n a l programs. Many new programs have been developed and o t h e r s changed, with new s e r v i c e s add ed to include special continues to be necessary to ascertain students served expanded students. to what s er v e has As v o c a t i o n a l special happened to education populations, the special it is needs in t h o s e programs and t o compare t h e outcomes of 22 special needs students with th o s e of other (regular) students e n r o l l e d in v o c a ti o n a l e d u c a ti o n programs o f f e r e d a t t h e high school level. Importance o f t h e Study I t i s int ended t h a t t h e f i n d i n g s d e r i v e d from t h i s stu dy w il l expand t h e unde rs ta n d in g o f t h e e x t e n t t o which p u b l i c secondary v o c a t i o n a l e d u c a ti o n programs have b e n e f i t e d s t u d e n t s with s p e c i a l needs who have completed such programs. Further, the r e s u l t s of t h i s st udy can be used t o : 1. A ssist state and l o c a l decision l o n g - r a n g e p o l i c y p la nn in g f o r vo c a ti o n a l makers with short- and e d u c a ti o n as th e y a f f e c t t h e employment p a t t e r n s o f s t u d e n t s with s p e c i a l needs. 2. A s s i s t s t a t e and l o c a l d e c i s i o n makers wit h t h e implementa­ t i o n , ex pa ns io n, and m o d i f i c a t i o n of v o c a ti o n a l ed u ca ti o n t o a d d re ss more e f f e c t i v e l y t h e needs o f s t u d e n t s with s p e c i a l needs. 3. A s s i s t in t h e development o f s t r a t e g i e s f o r more e f f e c t i v e t r a i n i n g o f s t u d e n t s wi th s p e c i a l needs in t h e vocational occupa­ tions. 4. A s s i s t in t h e guidance and placement o f s t u d e n t s wit h s p e ­ c i a l needs in v o c a t i o n a l ed u ca ti o n programs. 5. Contribute to future related studies at the examination of state and national le v e ls . 6. A ssist fol l o w - u p d a t a . other states in the comparable 23 D e f i n i t i o n o f Terms The fo ll o w i n g terms a r e d e fi n e d in t h e c o n t e x t in which th e y are used in Department th is of d issertatio n . Education Whenever definitions are possible, parap hras ed M ic h i g a n to p ro vid e c o n t i n u i t y o f meaning. Area v o c a t i o n a l center: A s p e c i a l i z e d high school s up po rt e d f i n a n c i a l l y by two or more school d i s t r i c t , prim arily and used to pr o v id e v o c a t i o n a l ed u ca ti o n in p r e p a r a t i o n f o r e n t e r i n g t h e l a b o r market. C ar ee r e d u c a ti o n plan nin g d i s t r i c t tional diate a g e n c ie s school (K-12 d i s t r i c t s , districts p ro v id e in ge ogra ph ica l a comprehensive, e d u c a ti o n d e l i v e r y system. C lassification of pro xi m ity opportunities c o h e s iv e , and i n t e r m e ­ to each other) for individuals and c o o r d i n a t e d career There a re 53 CEPDs in Michigan. instructional C enter f o r Educational A group o f ed uca­ community c o l l e g e s , or g a n iz e d t o i n c r e a s e work and l i f e and to (CEPD1: S tatistics programs (ClPI: codification A National system used in d e s c r i b i n g and coding a l l i n s t r u c t i o n a l programs. Completer; Any student who was enrolled in a reimbursed secondary v o c a ti o n a l program and completed a l l req u ir e m e n ts f o r th e v o c a t i o n a l program o f t h e i n s t i t u t i o n h e / s h e a t t e n d e d . Completer t y p e : describe status, ag gr e ga te d ge nder , c o-op, and CEPD. A codification individual ethnicity, system used in t h i s res p o n d en ts special acc ord ing t o needs s t a t u s , s tu dy t o comp leter participation in 24 C ooperativ e education; A v oc at i on al e duca tio n program for i n d i v i d u a l s who, through a w r i t t e n c o o p e r a t i v e arrangement between the school and employers, receive instruction academic c ours es and r e l a t e d v o c a ti o n a l i n c lu d in g required i n s t r u c t i o n by a l t e r n a t i n g study in school with a jo b in any oc cu pa tio na l field. These two e x p e r ie n c e s must have been planned and su p e r v is e d by t h e school and employers so t h a t each c o n t r i b u t e s t o t h e s t u d e n t ’ s e du ca tio n and t o h i s / h e r employability. D is adv an ta ged ; Persons (other than handicapped) who have academic a n d /o r economic d i s ad va nta ges and r e q u i r e s p e c ia l s e r v i c e s , assistance, o r programs to enable them t o succeed in vo c at i o n al e d u c a ti o n programs. Employment post-high pattern: school Defined activity, by th e employment, fol lo wi ng job (h o u r ly wages), and j o b c l a s s i f i c a t i o n . indicators: satisfaction, salary (A complete d e s c r i p t i o n o f each index i s co n ta i n ed in Chapter I I I . ) Ethnicitv/race: Designated in school re c o rd s as American Ind ia n /A la sk a n , Asian, Black, H is pan ic , or White. Handicapped: a n d / o r emotional services e d u c a ti o n and who Persons who, because of a physical, me nta l, impairment, r e q u i r e s p e c i a l e d u c a ti o n and r e l a t e d could program w it h o u t not succeed s p e c ia l in the e du c a ti o n a l regular vo c a ti o n a l assistance or who r e q u i r e a modified v o c a ti o n a l e duca tio n program. Limited English p r o f i c i e n t : I n d i v i d u a l s whose n a t i v e tongue i s a language o t h e r than English o r who come from an environment in 25 which a language o t h e r th a n English i s dominant and t h e r e f o r e have d i f f i c u l t y speaking and u n d e rs ta n d in g i n s t r u c t i o n s in E n gli sh . R eaular/non-special needs: Individuals not c l a s s i f i e d as s p e c i a l needs. Spec ial n e e d s : I n d i v i d u a l s i d e n t i f i e d as handicapped, l i m i t e d Eng lish p r o f i c i e n t , a n d / o r d is a d v a n ta g e d . S pec ial populations; Persons wit h s p e c i a l need s, especially t h e d i s a d v a n t a g e d , handicapped, and l i m i t e d English p r o f i c i e n t . V ocational e d u c a tio n : Educational programs o r g a n iz e d f o r p r e p a r a t i o n o f i n d i v i d u a l s f o r employment o r a d d i t i o n a l p r e p a r a t i o n for a related career requiring other tha n a baccalaureate or advanced d e g re e . Vocational program: to prepare individuals A program o f s tu dy s p e c i f i c a l l y de signed for employment in specific o cc u p a ti o n s or c l u s t e r s o f clo se ly r e la te d occupations, or fo r a caree r requiring f u r t h e r education. O r g a n i z a t i o n o f t h e Study Chapter I I c o n t a i n s a review o f r e l a t e d l i t e r a t u r e . The review be gin s with a d i s c u s s i o n o f t h e m e r i t s o f t h e fol lo w- up proce dur e and i n c l u d e s the findings p e r t i n e n t Michigan s t u d i e s , investigations somewhat of several noted and o t h e r s t a t e national studies, and re g i o n a l foll ow- up o f former secondary v o c a t i o n a l lim ited, research on former special students. needs Although students r e g u l a r v o c a t i o n a l programs was l o c a t e d and i s p r e s e n t e d . in 26 The d e si g n and p ro c e dure s used in t h e stu dy a r e e x p la i n e d in Chapter I I I . The p o p u l a t i o n , survey i n s t r u m e n t , and d a t a - c o l l e c t i o n pro c e dure s a r e d i s c u s s e d . D a ta - a g g r e g a ti o n and s t a t i s t i c a l - a n a l y s i s techniques are also described. Chapter IV i s devoted t o an al y z in g t h e d a t a and p r e s e n t i n g th e findings. The d a t a a r e d i s p l a y e d in c h a r t s and g r a p h s , as well as in n a r r a t i v e form. A summary lim itations, Chapter V. of the study, conclusions, recommendations, and s u g g e s t i o n s f o r f u r t h e r r e s e a r c h a re p r e s e n t e d in CHAPTER I I REVIEW OF LITERATURE Introduction An e x t e n s i v e review of the literatu re revealed that s t a t e w i d e s t u d i e s s p e c i f i c a l l y comparing r e g u l a r and s p e c i a l c om ple te rs o f p u b l i c secondary v o c a t i o n a l ed u ca ti o n no needs programs have been conducted. T h e r e f o r e , t h i s review was designed t o i d e n t i f y the relationship vocational of ed u ca ti o n to employment prim arily by reviewing t h e r e s u l t s o f pre v io u s s t u d i e s . The l i t e r a t u r e review i s focused on stu dy tool and (a) (b) t h e use o f t h e the results of foll ow- up pre v io u s research as an assessment in v o lv in g former v o c a ti o n a l and s p e c i a l needs s t u d e n t s from s e c o n d a r y - l e v e l programs. As background in fo r m a t io n f o r t h i s i n v e s t i g a t i o n , t h e m e r i t s of t h e fol lo w- up study a r e d i s c u s s e d f i r s t . in v o lv in g t h e use o f fol lo w- up s t u d i e s Several in r e s e a r c h current issues are presented, i l l u s t r a t i n g t h e ongoing n a t u r e o f t h e d is ag r ee m e nt s and agreements. This d i s c u s s i o n i s followed by t h e main body o f t h e revi ew , which i s devoted t o findings of studies T he s e s t u d i e s were p r i m a r i l y o f v o c a ti o n a l lim ited to the e d u c a ti o n outcomes. secondary level. Because o f t h e imp or tan t changes a f f e c t i n g v o c a t i o n a l e d u c a ti o n as a result of legislation, the review be gin s with studies conducted a f t e r t h e Vocational Education Act o f 1963, although a few impo rtan t 27 28 earlier studies documents are and other i n c lu d e d . Also inc lu de d pertinent in f or m at io n in that the review were are c o n s id e re d p a r t i c u l a r l y r e l e v a n t t o t h i s s tu dy . I t should be noted t h a t , review, due t o t h e e x t e n s i v e n a t u r e o f th e t h e complexity o f r e s e a r c h d e s i g n s , and t h e d i v e r s i t y of samples and p o p u l a t i o n s , some s t u d i e s did not f i t e x c l u s i v e l y i n t o any given c a t e g o r y and may appear out o f p l a c e . believed the aforementioned division However, t h e w r i t e r would p r e s e n t the broadest coverage and help minimize any l i m i t a t i o n s t h a t may r e s u l t . Because t h e review covers a wide spectrum o f r e s e a r c h conducted ove r a 25y e a r p e r i o d , t h e summary may c o n t a i n c o n f l i c t i n g f i n d i n g s t h a t were a r e s u l t o f c o n d i t i o n s s e p a r a t e from t h e e d u c a ti o n a l p r o c e s s . Use o f t h e Follow-Up Study as an Assessment Tool The t a s k o f accumulating inf or m at io n t o a s s i s t in pla nn in g and improving v o c a t i o n a l e d u c a ti o n can appear monumental. From keeping abreast programmatic of graduate changes, vocational situations. employment to making necessary e d u c a t o r s f i n d th e m selv e s in e v e r - c h a n g in g Many ty p e s of decisions must be made, makers need t h e b e s t i n fo r m a t io n a v a i l a b l e t o them. and decision The c o l l e c t i o n and use o f i n fo r m a t io n have o f t e n been a s s o c i a t e d w ith e v a l u a t i o n . Darcy (1979) su ggest ed t h a t v o c a ti o n a l e d u c a ti o n co uld be e v a l u a t e d through the use characteristics, (c) of (a) contextual qualitative program g o a l s and o b j e c t i v e s , (e) and factors, quantitative instructional v o c a t i o n a l consequences o r outcomes. (b) student measures, processes, (d) and (f ) 29 St u f fl e b ea m (1973) explain the structure o f f e r e d t h e CIPP Ev a lu a ti o n Model of evaluation design. t o help He i d e n t i f i e d f o u r e v a l u a t i o n s t r a t e g i e s , c orr esp ond in g t o f o u r de c is io n -m a k in g needs: context evaluation decisions for pla nn in g decisions, r e g a r d i n g r e s o u r c e use, operation decisions, and product a d ju st m en t much i n f o r m a t i o n and/or evaluation process evaluation ac hi e ve ment -a ssess me nt d e c i s i o n s . evaluation, input evaluation for for for program- goal- and He b e l i e v e d t h a t , through pr oduc t is modification received of a th at assists in the vocational program or its components. C ritical to d i s c u s s i o n s on e v a l u a t i o n in v o c a t i o n a l i s t h e e f f e c t of l e g i s l a t i o n . and i t s su bsequent employment. The Vocational Education Act o f 1963 amendments programs must be r e a l i s t i c The Carl e d u c a ti o n stressed in terms Perki ns that vocational of op p o rtu n ities Vocational Education e d u c a ti o n fo r gainful Act o f 1984 c o n ti n u e d t h i s theme by r e q u i r i n g t h a t pla nnin g p r o c e s s e s be outcome o r i e n t e d . Thi s means t h a t d e c i s i o n makers in v o c a t i o n a l must frequently students) assess the t o m o d if y t h e pr odu ct of p ro g r a m t o vocational fu lfill e d u c a ti o n programs these (the leg islativ e re q u i r e m e n t s . I f de ci si on -m ak in g needs a r e viewed in t h e c o n t e x t o f a systems approach o f i n p u t - p r o c e s s - p r o d u c t , i t becomes e v i d e n t t h a t d e c i s i o n s are interrelated (Copa, 1980). industries, and t h a t an a c c u r a t e feedback system is needed In t h e e d u c a t i o n a l system, as in many b u s i n e s s e s and what happens concern t o t h e l e a d e r s . to the p ro d u c t Erickson ( c i t e d or service in C ro s s, is of great 1980) a s s e r t e d 30 t h a t " i f one i s i n t e r e s t e d in o b ta i n i n g an assessment o f t h e gener al efficiency inc lud ed concern and in effectiveness a particular is opportunity im portant to adjust all program, and key q u e s t i o n s feedback of are or v o c a ti o n a l instruction then p r o d u c t - o r i e n t e d the because the way t o go" (p. gives the organization it correct areas certain 259). p ro c e ss e s and of Such an t h e re b y achiev e a more a c c e p t a b l e produ ct. Perhaps one of the most r e c o g n iz a b le examples o f a pro duc to r i e n t e d feedback system or outcome e v a l u a t i o n used in v oc at i on al e d u c a ti o n i s t h e annual foll ow-up survey o f g r a d u a t e s . Wentling and Barnard (1984a) d e fi n e d outcomes as changes in i n d i v i d u a l s or groups as a result system. of e xp e r ie n c e s provided by t h e vo c a ti o n a l Franchak and S p i r e r (1979) d e s c r i b e d vo c a ti o n a l delivery foll ow- up as "a subsystem o f a comprehensive e v a l u a t i o n system p e rc ei v e d as having the methods and te ch niq ue s for assessing v o c a ti o n a l ed ucat io n program" (p. 3 ) . outcomes of a Follow-up s t u d i e s a r e o f t e n designe d t o g a t h e r in for ma ti on and t o e v a l u a t e t h e g r a d u a t e , which i s t h e pr odu ct o f c a r e e r programs. These s t u d i e s inv ol ve c o n t a c t i n g g r a d u a t e s and dro pouts from an e d u c a ti o n a l o r t r a i n i n g program t o gain in put f o r program pl an nin g and ass e ss m e nt. P e r c e p ti o n s o f p a s t t r a i n i n g su cc e ss in subsequent employment and f u r t h e r ed u ca ti o n a r e examples o f in for ma ti on p e r t i n e n t t o t h e maintenance and improvement o f t h e programs. (Wentling, 1980, p. 140) The follow-up o f v oc at i on al and leavers has been the p a r t i c u l a r l y in th e l a t e 1970s. e du cat ion g r a d u a t e s , focus of extensive c o m p le te r s , research, This focus can be a t t r i b u t e d in 31 l a r g e p a r t t o passage o f t h e Education Amendments o f 1976 (PL 944 82 ), which s p e c i f i c a l l y r e q u i r e d t h a t state vocational e d u c a ti o n programs be e v a l u a t e d a t l e a s t once d u ri n g a f i v e - y e a r p e r i o d . The a r e a s t o be e v a l u a t e d were: (a) planning and o p e r a t i o n a l p r o c e s s e s , (b) (c) student achievem ent, p o p u l a t i o n s , and (d) 1977). additional services s t u d e n t employment s u cc e ss to ( Federal special R egister. The l a s t e v a l u a t i o n c r i t e r i o n has been given most a t t e n t i o n by t h e s t a t e s and i s an im po rt an t fou nd at io n o f t h e p r e s e n t s tu d y . Wentling and Barnard (1984a) b e l i e v e d t h a t re qu ir e m e nts o f f e d e r a l legislation have been one o f studies vocational in the e d u c a ti o n primary but criteria stressed that for foll ow- up in f o r m a t io n a l needs o f l o c a l sc ho ols must a l s o be ad dre ssed in t h e fo ll o w - u p . Therefore, one begins to understand the importance of th e fo ll o w - u p study as a u s ef u l e v a l u a t i o n to o l in v o c a t i o n a l e d u c a t i o n . But can a c c u r a t e i n fo r m a t io n be g a th e r e d by means o f a fol lo w- up study? The use o f t h e f ol lo w - up study as an e v a l u a t i v e t o o l has been both p r a i s e d and c r i t i c i z e d . Most s u p p o r t e r s have seen s t u d i e s as f u l f i l l i n g many g o a l s . fol lo w- up Paul (1975) b e l i e v e d t h a t In any in fo r m a t io n system in which p la n ni n g and e v a l u a t i o n o f v o c a t i o n a l e d u c a ti o n a re e s s e n t i a l p a r t s , fol lo w- up o f former s t u d e n t s o c cu pie s a c e n t r a l p o s i t i o n . I t p ro v id e s a p e r i o d i c f e e d b a c k me chanism f o r e v a l u a t i o n and a c c o u n t a b i l i t y o f v o c a t i o n a l programs, e s t a b l i s h e s t r e n d s f o r p l a n n i n g , h e l p s t o de te r m in e manpower su pply , and p ro v id e s an im p o r ta n t i n p u t f o r r e s o u r c e a l l o c a t i o n d e c i s i o n s , (p. 1) Wentling (1980) c o n s i d e r e d foll ow-up s t u d i e s t o be more than s t a t i s t i c a l placement r e p o r t s . He i n s i s t e d t h a t such i n v e s t i g a t i o n s aid a s s e s s m e n t and program planning and provide necessary 32 i n f o r m a t io n f o r program maintenance and improvement. did not think e x h au s te d; the potential for follow -up he saw them as pr ov id i n g Grasso (1979) studies ha s been "promising o p p o r t u n i t i e s for impact e v a l u a t i o n " (p. 18). Othe rs have c o n s id e r e d t h e source o f d a t a a unique s t r e n g t h of the f ol lo w - up evaluative process. Finch and C ru n k il to n (1984) m a in ta in ed t h a t former s t u d e n t s a re in t h e b e s t p o s i t i o n t o provid e in f o r m a t io n stated about that program data strengths collected and weaknesses. d irectly from Paul (1975) students are "comprehensive, e x t e n s i v e , and r e l i a b l e " (p. 5) . C onversely, lead to false some c r i t i c s conclusions, have claimed t h a t whereas others foll ow-up have p r e d i c t i v e p o t e n t i a l o f such s t u d i e s (Sobel, 1979). studies que st i o n ed th e Several a u th o rs (Mertens, McElwain, G a rc i a, & Whitmore, 1980; Woods & Haney, 1981) have avoided using e d u c a ti o n s t u d i e s , They have c i t e d p o sttestin g differences the term "effects" when reviewing v o c a ti o n a l p r e f e r r i n g t o use t h e term "outcomes" the lack controls of cause-effect in follow-up could be p a r t i a l l y relationships studies a result and instead. and p r e ­ thought many o f unmeasured background v a ria b le s o f the p a r t i c i p a n t s . Shermis (1982) ad dre sse d f o u r r e s e a r c h - d e s i g n i s s u e s a f f e c t i n g the quality Michigan of school survey data d istricts after d ur in g obtaining the annual c om pl e te r s and l e a v e r s o f v o c a ti o n a l programs. in f or m at io n foll ow-up from 14 surv ey of He found t h a t (a) t h e t e l e p h o n e mode o f d a t a c o l l e c t i o n y i e l d e d t h e h i g h e s t resp ons e 33 rate, (b) n e i t h e r s y s t e m a t i c t r a i n i n g o f i n t e r v i e w e r s nor changes in t h e i n t e r v i e w schedule were e f f e c t i v e in i n c r e a s i n g re s po ns e r a t e s , and (c) proxy r a t i n g s were s i g n i f i c a n t l y lower th a n t a r g e t s t u d e n t s ’ r a t i n g s on a t t i t u d i n a l ite ms . A topic of considerable dis agr eem en t former s t u d e n t s ’ high school c u r r i c u l a . is the designation Some a u t h o r s of (Flanagan e t a l . , 1964; Flynn, c i t e d in Lynch, Kiernan, & S t a r k , 1982; Nolfi e t a l ., 1983) have ad dre sse d the use of self-report v e rs u s r e l a t e d d a t a as means o f i d e n t i f y i n g s t u d e n t c u rr ic u lu m . studies no c l e a r - c u t and a c c e p t a b l e d e f i n i t i o n school In many was given o f what c o n s t i t u t e d a program o f s t u d i e s , t h e re b y le a v i n g t h e i n t e r p r e t a t i o n t o former s t u d e n t s . Desy, four out Campbell, of every and Gardner five high (1984) school noted students v o c a t i o n a l l y o r i e n t e d co ur s e whil e in s c h o o l . traditional curricula methods used in many s t u d i e s were not altogether to that approx ima te ly took at least one They m ai n ta in ed t h a t classify appropriate. They students believed to that r e s e a r c h should be based on t h e amount o f c ou rs e work completed, as do c u m en t ed by p articip atio n school in records vocational of the education extent and of the students’ degree of c o n c e n t r a t i o n in a s e r v i c e a r e a . Mertens reports nor et al. (1980) adm inistrative classification. However, concluded reports the y found that neither adequately that high student described school selfstudent transcripts r a r e l y were used in r e s e a r c h t o i d e n t i f y s t u d e n t c u r r ic u lu m because o f time and ex pense. Many n a t i o n a l s t u d i e s have r e l i e d on e i t h e r 34 d a t a given by resp onden ts about t h e i r c u rr ic u lu m and s p e c i a l t i e s o r reviews o f school r e p o r t s . and d i s a d v a n t a g e s , variable as Although both methods have advantages no c l e a r - c u t method p r e v a i l e d . curricular designation r e f l e c t e d co ntinued use o f a l l is, the As impor tant a review of literature o f t h e s e methods and disagreement among w r i t e r s concerning t h e i r use in r e s e a r c h . The use o f student resp onse has engendered o t h e r a r e a s o f follow-up r e s e a r c h , as w e l l . Michigan state in stru ctio n al records of p ro g r a m s 1,336 to two from me thods related n ess of the job to in s tru c tio n a l programs: self-assessments and titles program t i t l e s . He found t h a t comparable results. (b) matching job the In c o n t r a s t , in O l l i s (1983) reviewed completers compare dis agreement six v oc at i o n al of measuring (a) g r a d u a t e s ’ and instructional two measures did not produce Rossmann (1977) compared fo u r measures o f r e l a t e d n e s s f o r 1,550 g r a d u a te s o f t h e Minnesota Area Vocational nrnress Technical Institute. She found that usina the araduat.es’ own ass essments the v ie ld e d follow-up infor mat ion very s i m i l a r t o t h a t o f o t h e r measures used in a s s e s s i n g vo c a ti o n a l e d u c a ti o n . In d i s c u s s i n g employment related to train in g , Lewis P r a t z n e r (1984) p e rc e iv e d problems in both o f t h e s e methods. thought t h a t with s t u d e n t s e l f - a s s e s s m e n t s , tended t o be l e n i e n t . walks and other and They the su b jectiv e ra tin g s At t h e same time, th e y claimed t h a t c r o s s ­ cross-classification systems often l e v e l s o f correspondence between some e d u c a ti o n a l produced low and oc cu pa tio na l 35 codes. However, after former vocational reviewing students, the ten major f oll ow - up a u th o r s noted w it h studies interest of th e s i m i l a r i t i e s in t h e i r r e s u l t s , r e g a r d l e s s o f t h e method employed in the s tu d ie s. Mertens e t a l . (1980) reviewed 232 foll ow- up s t u d i e s , conducted from 1968 through 1976, concerning t h e e f f e c t s o f p a r t i c i p a t i n g vocational education. They fo und sim ilar re s u lts in on s e v e r a l v a r i a b l e s , i n c l u d i n g t h e r e l a t i o n s h i p o f t r a i n i n g t o employment. A second and former v o c a t i o n a l perhaps equally complex issue when s t u d e n t s i s t h e concept o f tim e. assessing The l i t e r a t u r e s ug ge s te d much o f t h e dis agr eem en t concerns (a) when t o e v a l u a t e and (b) how o f t e n t o e v a l u a t e . A v a r i e t y o f opin io n s e x i s t about the optimum t i m e ( s ) fol low-up to conduct studies o f former s t u d e n t s . These p o s i t i o n s a r e d i s c u s s e d in th e fo ll o wi n g p a ra g ra p h s . Franchak and S p i r e r (1978) provided a u s ef u l which t o examine t h e time i s s u e . within f o u r major c a t e g o r i e s : framework with They c l a s s i f i e d f o ll o w - u p s t u d i e s (a) s t u d i e s t h a t complied with f e d e r a l three- to six-month foll ow- up req u ir e m e n ts and in which d a t a were o b t a i n e d f o r s t a t e p la n n in g ; (b) on e -y e a r t o 15-month fol lo w- u p studies th at provided data on occupational m obility, job a d j u s t m e n t , and w o r k - r e l a t e d a r e a s ; (c) t h r e e - y e a r f o ll o w - u p s t u d i e s that pro vid ed comprehensive student data; and (d) longitudinal fo ll o w - u p s t u d i e s in which assessment was done c o n t i n u a l l y over an extended p e r i o d . The a u t h o r s mainta ine d that each category p a r t i c u l a r s t r e n g t h s and ser ved s p e c i f i c r e s e a r c h p u rp o s e s . had 36 Pucel (1973) d i s t i n g u i s h e d two t y p e s o f in fo r m a t io n c o l l e c t e d from fo ll o w - u p as (a) t h o s e p e r t a i n i n g t o i n i t i a l employment and (b) t h o s e conducted a f t e r s i x months o f employment. He b e l i e v e d t h a t i n i t i a l employment d a t a a r e c o l l e c t e d t o comply wit h f e d e r a l funding r e g u l a t i o n s , but he reg ard ed fo ll ow -u ps conducted a t l e s s than s i x month i n t e r v a l s as i n s u f f i c i e n t . He a l s o su ggested t h a t inf orm at io n d e r i v e d a f t e r s i x months o f employment i s more im port ant t o program e v a l u a t i o n than i s e a r l i e r in f o r m a t io n . S up po r te r s o f s h o r t e r - t e r m fo ll o w - u p s have p o i n t e d t o t h e t r a d i t i o n a l d e f i n i t i o n o f v oc at i o n al e d u c a ti o n as p r o v id i n g believed th at training evaluations g r a d u a t i o n were s u f f i c i e n t . for entry-level conducted less than jo b s and one y e a r have after Pucel a l s o ex pr e sse d concern about th e g r e a t amount o f d a t a in e x i s t e n c e and saw a need t o r e l a t e these fol l o w - u p d a t a . Wenrich and Wenrich (1974) insisted that studies conducted s h o r tly a f t e r students graduate f a i l t o c o n s i d e r t h e s t u d e n t s who take trip s, time positions, off, go on vacations or move, ta k e temporary o r simply choose t o d e la y f u l l - t i m e employment. Borus and Tash (1970) argued t h a t e v a l u a t i o n s conducted l e s s than one y e a r a f t e r program com pletion r a i s e problems o f s e a s o n a l i t y and unduly emphasize programs having s h o r t - t e r m b i a s e s . W entling (1 9 8 0 ) maintaining th a t time perhaps the i t s e l f pl a y s a c r u c i a l p r e s e n t s many d i f f i c u l t i e s , occurs. summar ized focus part of debate, and f r e q u e n t l y r e g a r d l e s s o f when t h e e v a l u a t i o n He a s s e r t e d t h a t t h e r o l e o f fo ll ow - up i s in f l u e n c e d by th e time a t which t h e e v a l u a t i o n o c c u r s - - w h e t h e r i t be weeks, months, or 37 years after instruction--and operationalize and employ. believed most that this makes Likewise, evaluators foll ow-up difficult Franchak and S p i r e r generally a cc e p t the to (1978) re le v a n c y of con duc ti ng ass ess me nts approximately one y e a r a f t e r g r a d u a t i o n and t h e p o t e n t i a l val ue o f such ass essments t o vo c a ti o n a l t h e school s e t t i n g . of studies that e d u c a t o r s in The l i t e r a t u r e r e v e a l e d t h a t t h e preponderance ha ve been c o n d u c t e d , as well as state data- c o l l e c t i o n t e c h n i q u e s , have borne out t h i s b e l i e f . A number o f researchers measurements or l o n g i t u d i n a l have advocated studies using repetitiv e o f former s t u d e n t s . Grasso (1980) and Flanagan (1979) were h ig h ly c r i t i c a l o f one-time s t u d i e s and voic ed charges. many of the previously stated criticism s in their They b e l i e v e d t h a t t h e "one s hot" e v a l u a t i o n or " p o i n t - i n ­ time" s t u d i e s (a) r e p o r t i n i t i a l employment t h a t was a v a i l a b l e , neglect lo n g -t e rm vocational e f f e c t s o f programs. effects, and (c) do not (b) evaluate In reviewing t h e l i t e r a t u r e , t h e w r i t e r found t h a t most proponents o f l o n g i t u d i n a l methods tended t o b e l i e v e t h a t two o r t h r e e fo ll ow -u ps were n e c e s s a r y . Pucel (1979) c o n t r a s t e d two ty p e s o f l o n g i t u d i n a l pure l o n g i t u d i n a l and (b) c r o s s - s e c t i o n a l . s tu d y , the same g r a d u a t e was followed one, studies: (a) In t h e pure l o n g i t u d i n a l three, and f i v e y e a r s a f t e r g r a d u a t i o n , and t h e same in fo r m at io n was c o l l e c t e d each time. In t h e c r o s s - s e c t i o n a l i n fo r m a t io n graduates, approach, on d i f f e r e n t groups th e research er gathered the ( f i r s t - y e a r graduates, and f i f t h - y e a r g r a d u a t e s ) a t t h e same ti m e . same third-year Pucel saw 38 disadvantages in both methods and th oug ht the pure longitudinal stu dy e n t a i l e d problems in o b t a i n i n g and s t o r i n g i n f o r m a t i o n . cross-sectional model, though, may have shown The differences among groups because t h e composition o f t h e groups was a c t u a l l y d i f f e r e n t . In an a t t e m p t t o overcome expanded t h e d e f i n i t i o n these perceived of l o n g i t u d i n a l lim itatio n s, studies as Pucel " i n v o l v i n g th e development and a n a l y s i s of a d a t a base over time t h a t p e r t a i n s t o a given individual, class, program, s c h o o l, or o t h e r u n i t t h a t one wishes t o e v a l u a t e " (p. 3 ) . Franchak and Spirer (1978) pointed out t h e added expense e n t a i l e d in con ductin g m u l t i p l e - y e a r s t u d i e s because s t u d e n t - l o c a t i o n problems. may be beneficial in o f s t o r a g e and They b e li e v e d t h a t alth ou gh such s t u d i e s providing meaningful trend data and in f o r m a t i o n , they a l s o have s ev e ra l s e r i o u s drawbacks, such as time and money c o s t s and d i f f i c u l t i e s in m a in ta in in g t h e r e p r e s e n t a t i v e sample th r ou gh out t h e s tu d y . Some proponents o f lo ng-t er m s t u d i e s l i k e Borus and Tash (1970) th o u g h t that three- and five-year d e m o n s t r a t e p ro gr am e f f e c t s . three-, and five-year longitudinal local Wentling intervals developed a t h r e e - y e a r model data. intervals as (1 9 8 0 ) optimum. and compared Using d a t a were sufficient suggested O ber la nd er one-year s t a t e from t h e Mt. to one-, (1980) data to P l e a s a n t Area C e n t e r , he concluded t h a t t h e t h r e e - t o f i v e - y e a r stu dy was a b e t t e r base o f i n fo r m a t io n tha n was t h e annual fo ll o w - u p . Lewis and Burrows’ s (1984) review of ten major fol lo w- up s t u d i e s showed t h a t a m a j o r i t y o f t h e i n v e s t i g a t i o n s r e l i e d on d a t a 39 c o l l e c t e d ap pro xi ma te ly one y e a r a f t e r program completion and were conducted as a one -ti me e f f o r t . tha n Mertens e t a l . (1980) reviewed more 230 s t u d i e s on outcomes o f v o c a t i o n a l e d u c a t i o n . t h a t more th a n 80% o f th o s e studies They found had been conducted one y e a r a f t e r program completion and as a one-time p r o c e s s . In a n a t i o n a l id en tify , review , su rv e y, O’ R e i l l y and a n a l y z e and common Asche (1979) atte m pt ed t o features of student employer fo ll ow - up s t u d i e s conducted between 1970 and 1979. review ing approxim ately 300 related articles and and A fter reports in v o c a t i o n a l e d u c a t i o n , th e y concluded: 1. both The m a j o r i t y o f foll ow-up s t u d i e s focused on s t u d e n t s o r on s t u d e n t s and t h e i r employers. 2. Most foll ow- up e f f o r t s were about com ple ter s o f secondary o r p o s ts e c o n d a r y v o c a t i o n a l programs. 3. Ev a lu a ti o n was t h e most common o b j e c t i v e for cond uct in g f o l l o w - u p s , followed by pl an nin g and in-c om pli an ce r e p o r t i n g . 4. The m a j o r i t y o f fol lo w- up s t u d i e s used a census approach. 5. Mailed q u e s t i o n n a i r e s were t h e most common method used t o o b t a i n d a t a , and s t u d e n t s were t h e primary source o f i n f o r m a t i o n . 6. Most fol lo w- up studies were conducted a ppro xi m a te ly one y e a r a f t e r program co mp le tio n, and very few were done as l o n g i t u d i ­ nal e f f o r t s . 7. Employment s t a t u s o f former s t u d e n t s was d e s c r i b e d in most fo ll o w - u p s t u d i e s . 40 8. Although d a t a were c o l l e c t e d a t t h e l o c a l l e v e l , t h e i n f o r ­ mation r e p o r t e d most o f t e n focused on t h e s t a t e l e v e l . Summary The use o f foll ow- up s t u d i e s has been and c o n ti n u e s t o be a major p a r t o f v o c a ti o n a l w it h o u t c r i t i c i s m . e du ca tio n e v a l u a t i o n . This has not been The i s s u e s h i g h l i g h t e d in t h e l i t e r a t u r e review i l l u s t r a t e d some but not a l l of t h e concerns su rrounding t h e foll owup approach. approach W ri te rs asserted that discussing the the relative follow -up f r e q u e n t l y used to o l in e v a l u a t i o n . study merits is a a u th o r s p r e f e r r e d t h e use o f school designate student and Responses o f former secondary status t h e primary so urc es of in for mati on in follow-up s t u d i e s . to this useful s t u d e n t s t o q u e s t i o n n a i r e s concerning t h e i r employment method of records cu rri c ul um . over t h e Although are Several self-report many w r i t e r s advocated fo ll ow in g-u p s e v e ra l y e a r s a f t e r g r a d u a ti o n and employing a l o n g i t u d i n a l method, t h e l i t e r a t u r e re v e a le d t h a t t h e overwhelming number o f fo ll ow -u p s were conducted app rox imate ly one y e a r a f t e r g ra d u a t i o n and as a one-time measurement. S tor age c o s t s and s tu d e n t l o c a t i o n seemed t o be b a r r i e r s t o more f r e q u e n t use o f t r a d i t i o n a l longitudinal methods. methodologies has L ittle research been conducted to using connect com binations o n e -y e a r data of bases e xce pt f o r t h o s e in review o r syn opsis fo rm ats . Arguments about i s s u e s such as lo ng-t er m accuracy o f foll ow- ups and use o f s e l f - a s s e s s m e n t s w i l l l i k e l y c o n t i n u e . in Cross, 1980) asserted that Erickson ( c i t e d p r o p e r l y d e vi se d fol lo w- up studies 41 "can p ro v id e overall data and in fo r m a t io n that a re us ef u l in v a l i d a t i n g t h e i n s t r u c t i o n with re g a r d t o i t s u l t i m a t e impact upon program com ple ter s" studies (p. 259). in outcome e v a l u a t i o n Many remain issues regarding unanswered. foll ow- up The r e a d e r is urged t o r e f e r t o t h e c i t e d s o u rc es f o r more d e t a i l e d d i s c u s s i o n s . Findings o f S t u d i e s The f r e q u e n t research a t t e s t s t h i s method. use of follow -up techniques in educational t o both t h e a c c e p t a b i l i t y and t h e v e r s a t i l i t y o f L i t e r a l l y thousands of s t u d i e s usi ng fo ll o w-u ps have been conducted by e d u c a t o r s , using a diversity a ppro ach es, and s u b j e c t s to o numerous t o l i s t . of applications, In an e f f o r t t o keep t h e review o f t h e l i t e r a t u r e manageable, t h e w r i t e r did not c o n s i d e r studies that were completed before 1960 o r those that were not concerned with former secondary v o c a t i o n a l e d u c a ti o n s t u d e n t s . Only th o s e s t u d i e s t h a t were germane t o t h e o b j e c t i v e s and purpose o f th e p r e s e n t r e s e a r c h a re d i s c u s s e d h e r e . The c e n t r a l i n g r e d i e n t in a l l t h e s t u d i e s reviewed i s t h e co nn ec tio n between secondary v o c a ti o n a l e d u c a ti o n programs and employment. National S tu d i e s Although much o f t h e impetus f o r v o c a t i o n a l f oll ow - up o f former s t u d e n t s can be a t t r i b u t e d t o l e g i s l a t i v e mandates, o t h e r r e s e a r c h has been conducted on g r a d u a t e s a t t h e secondary l e v e l . National s t u d i e s have tended t o draw t h e most a t t e n t i o n and were c i t e d most f r e q u e n t l y in t h e l i t e r a t u r e . p ro je c ts of national One o f t h e e a r l i e s t major r e s e a r c h importance was conducted in 1960 t o o b t a i n an 42 i n v e n t o r y o f American youths* TALENT (Flanagan et al., ability 1962, and p o t e n t i a l . 1964), data were In P r o j e c t gathered from ap pro xim at ely 440,000 high school s t u d e n t s from 1,353 sc hools a cr oss t h e n a t i o n b e f o r e g r a d u a t i o n and in s e v e r a l p e r i o d i c surveys a f t e r graduation. In presenting findings of student aspirations and v o c a t i o n a l needs, Flanagan (1978) i n d i c a t e d t h a t many s t u d e n t s had u n r e a l i s t i c pla n s f o r f u t u r e v o c a t i o n s . An im port ant i m p l i c a t i o n of P r o j e c t TALENT was t h e need f o r c u rr ic ul um e v a l u a t o r s t o ta k e i n t o account t h e remarkably d i f f e r e n t socioeconomic and a c a d e m i c - a b i l i t y backgrounds o f t h e s t u d e n t s w i t h i n t h e programs. ge n e r a te d a number o f studies yielding f a c t o r s as school c h a r a c t e r i s t i c s , rates, and s t u d e n t outcomes. data P r o j e c t TALENT has pertaining to c u rric u la r enrollments, Evans and Herr (1978) such dropout praised th e importance and ongoing n a t u r e o f P r o j e c t TALENT. Lewis (1984) i d e n t i f i e d two major p e ri o d s o f n a t i o n a l research a c t i v i t y on l a b o r- m a rk e t outcomes o f secondary s t u d e n t s from v a ri o u s programs. He b e l i e v e d the two p e r i o d s differed s o u rc es o f d a t a and s o p h i s t i c a t i o n o f a n a l y s e s . the separation de mo nst rat e t h e vo c a t i o n a l point to distinguish with Lewis used 1976 as between t h e two p e r i o d s , research. Studies conducted in t h e pe r io d in c lu d e t h e r e s e a r c h o f Eninger (1965); Kaufman, Lewis, Myint, (1971). to to i n f l u e n c e o f t h e Education Amendments o f 1976 on e d u c a ti o n St e v e n s, r e g a rd and House (1967); and Sharp, earlier Sc h a e f e r, and Meives 43 Eninger (1965) conducted a comprehensive fo ll o w - u p o f t r a d e and in d u s tria l graduates. He surveyed a sample o f 5,327 v o c a ti o n a l and 1,780 academic g r a d u a t e s who a tt e n d e d United S t a t e s . 100 p u b l i c sc ho ol s in the E n i n g e r ’ s purpose was t o d e s c r i b e t h e e x p e r i e n c e s of male t r a d e and i n d u s t r i a l g r a d u a t e s and t o compare t h e d i f f e r e n c e s between v o c a t i o n a l and academic g r a d u a t e s . His f i n d i n g s showed no s i g n i f i c a n t d i f f e r e n c e between academic and v o c a t i o n a l g r a d u a t e s in terms of the graduates number o f required less full-tim e time jobs to h e ld , obtain altho ugh full-tim e fewer unemployment p e r i o d s , and fewer j o b changes. vo c a ti o n a l positions, had He a l s o found no s i g n i f i c a n t d i f f e r e n c e s between academic and v o c a t i o n a l g r a d u a t e s in term s of job satisfactio n , although higher degrees of job s a t i s f a c t i o n were r e p o r t e d by v o c a ti o n a l g r a d u a t e s , e s p e c i a l l y th o s e in o c c u p a ti o n s related to th eir graduates of other c u rric u la . present earnings in the employment training, than by Vocational g r a d u a t e s a l s o had hig h e r first s ev e ra l years immediately after g r a d u a t i o n th a n d id academic g r a d u a t e s , but t h a t advantage appeared t o di m in is h over tim e. Kaufman e t al. (1967) in te rv ie w ed 5,181 graduates from th e p re c ed in g f i v e - y e a r p e r i o d and c o n ta c te d 3,342 g r a d u a t e s by mail t o d e te r m in e t h e related effects employment graduates’ attitudes o f high school experiences toward their in c u rr ic u lu m the high labor school on manpower and market and experiences. the The r e s e a r c h e r s compared randomly s e l e c t e d v o c a t i o n a l - t e c h n i c a l , c o l l e g e p r e p a r a t o r y , and g e ner al c urr ic u lu m g r a d u a t e s from ni ne communities o f v a r i o u s s i z e s in f o u r s t a t e s . They noted few d i f f e r e n c e s among 44 the three groups leaving jo b s, in terms and j o b t r a d e and i n d u s t r i a l of earnings, satisfaction. graduates as males on a l l tenure, Less th a n re a so n s one-third for o f the r e p o r t e d l y o b ta in e d jo b s t h a t were d ir e c tly re la ted to t h e i r tra in in g . as well job measures, Although females appeared t o do the stu dy revealed that most females were o f t e n l i m i t e d t o t r a i n i n g in o f f i c e oc c u p a ti o n s while in school and may no t have d i s p l a y e d t h e i r a c t u a l abilities. The a u t h o r s a l s o found v a r i a t i o n s in c h a r a c t e r i s t i c s between v o c a ti o n a l and nonvo cat io nal s t u d e n t s and suggested t h a t b la ck s b e n e f i t e d more from v o c a t i o n a l e d u c a ti o n than from o t h e r c u r r i c u l a . In a n o t h e r n a t i o n a l fol lo w- up su rv e y, Somers, Sharp, Myint, and Meives (1971) e d u c a ti o n surveyed the 1966 programs from high graduates s c h o o ls , of public p o s ts e c on da r y j u n i o r c o l l e g e s t h r e e y e a r s a f t e r l e a v i n g s c h o o l. t h e s u r v e y was t o determ ine the effectiveness v o c a ti o n a l schools, The purpose o f of v o c a tio n a l- te c h n i c a l programs, using m u l t i p l e - r e g r e s s i o n te c h n i q u e s . authors noted the i n a d e q u a te a d d re s s d ifficu lties in fo r m a t io n and t i m e and t h e expenditures high mobility group su rv ey ed , which r e s u l t e d in low resp onse r a t e s . that (a) j u n i o r c o l l e g e g r a d u a t e s enjoyed ov er high school g r a d u a t e s ; and of The due the to age They r e p o r t e d la b o r - m a r k e t advantages (b) a s m a l l e r p e r c e n t a g e o f high school g r a d u a t e s (50%) than j u n i o r c o l l e g e and v o c a t i o n a l t e c h n i c a l school g r a d u a t e s (75%) to ok j o b s in r e l a t e d f i e l d s o f v o c a t i o n a l t r a i n i n g , a lt hou gh this had no e f f e c t on employment o r earnings; and (c) 45 vocational education was often used as a stepping stone to additional education. The second group o f studies ad dr e sse d by Lewis and Burrows (1984), t h o s e conducted a f t e r 1976, r e p r e s e n t e d a p e r io d o f a c t i v i t y t h a t d i f f e r e d g r e a t l y in s t a t i s t i c a l te c h n i q u e s and s o u rc e s o f d a t a from t h e e a r l i e r p e r i o d . obtained their data In t h i s l a t e r p e r i o d , r e s e a r c h e r s u s u a l l y from s t u d i e s o f young p e o p le . one of several national longitudinal In a d d i t i o n t o P r o j e c t TALENT, Franchak, Franken, and Suisa k (1980) i d e n t i f i e d t h r e e well-known, l a r g e - s c a l e national s t u d i e s on which much subsequent r e s e a r c h has been based. These s t u d i e s Study of the are Youth in T r a n s i t i o n , High School Class of The National 1972, L o n g it ud in al Study o f Labor Market Exp eriences. and Lon gi tud inal The N ational Smith (1980), Woods and Haney (1981), and L i t t l e (1970) inc lud ed t h e s e t h r e e s o u rc e s in t h e i r r e s e a r c h as major n a t i o n a l d a t a bases f o r many l o n g i t u d i n a l r e s e a r c h endeavors p e r t a i n i n g t o outcomes a s s o c i a t e d with v o c a t i o n a l training. Youth Johnson, conducted in T r a n s i t i o n 1967) by was (Bachman, a longitudinal researchers at the Kahn, M ed nic k, research Survey U n i v e r s i t y o f Michigan begin ning in 1966. changes in a t t i t u d e s , plans, st u dy Research high & a d ol es c en c e C en te r of the The s tu d y foc used on th e and beh av io r s r e l a t e d t o e d u c a t i o n a l and o c c u p a ti o n a l a s p i r a t i o n s and achievement. a national of Davidson, The sample comprised c r o s s - s e c t i o n o f 2,213 t e n t h - g r a d e boys from 87 p u b l i c schools that Co lle g e P r e p a r a t o r y , designated Gen era l, the curricular V o c a ti o n a l, classifications of Commercial, A g r i c u l t u r e , 46 o r Oth er . Data were c o l l e c t e d through i n t e r v i e w s and q u e s t i o n n a i r e s a t r e g u l a r i n t e r v a l s begin ning in f a l l 1966--each o f th e t h r e e y e a r s until graduation and one and five Approximately 71% o f t h e o r i g i n a l stage of the presented s tu d y . after graduation. sample p a r t i c i p a t e d Info rmatio n in a six-volum e years pertaining report: Volume to in t h e l a s t the st udy I--R esearch was D e si g n (Bachman e t a l . , 1967), Volume I I - - I n f l u e n c e s o f Family Background (Bachman, Volume I I I - - D r o p o u t s 1970), (Bachman, Green & Wirtanen, 1971), Volume IV -- Pro ce dur es f o r Longi tudinal 1972), Volume V - - M i l i t a r y S e rv ic e (Johnston & Bachman, Volume VI--Young Adulthood Analyses (Bachman, O’Malley, (Davidson, 1972), & Jo h n st o n , and 1978). The l a s t r e p o r t p r e s e n t e d a summary spanning e i g h t y e a r s o f youths in t r a n s i t i o n . The r e s e a r c h e r s found t h a t e d u c a ti o n a l attainment was r e l a t e d t o t h e high school program o f s t u d i e s and p r e d i c a t e d by s t u d e n t background, grade; and a +....... ta-inm ont level ability, occupational w h o r ow t»••*«*• h o r o~ '•»*' wac and j o b s t a t u s . and a s p i r a t i o n s ou tc om e s were as measured in t e n t h linked -a c t r n'"n• n3 a c c n r *5a t i n n to educational ho+u/oon o H uW r— a -~H. nwn..— a l. However, no r e l a t i o n s h i p was found between i n c r e a s e d e d u c a ti o n and j o b s a t i s f a c t i o n . Two n o t i c e a b l e weaknesses o f t h e s tu dy were t h a t (a) t h e sample c o n ta i n e d a n o t i c e a b l y l a r g e r number o f c o l l e g e - p r e p a r a t o r y curricula; and (b) vocational, s tu d e n ts than commercial, were t r e a t e d as s e p a r a t e c u r r i c u l a . students agriculture, in o th e r and o t h e r Therefore, the findings o f th a t s tu d y should be i n t e r p r e t e d with c a u t i o n . 47 Several National 72) as well-known studies have used d a t a generated by th e Longi tudin al Survey o f t h e High School C la ss o f 1972 (NLS the primary so urc e of their data. Peng, Stafford, and T a l b e r t (1977) l i s t e d more than 182 s t u d i e s in which t h e NLS 72 d a ta were used d uri ng t h e f i v e y e a r s immediately fo ll o w i n g t h e st u d y . The NLS 72 was i n i t i a t e d Center for Educational by r e s e a r c h e r s S tatistics. at the An o r i g i n a l initial National sample of ap pro xi ma te ly 18,000 s e n i o r s from 1,044 p u b l i c , p r i v a t e , and churchaffiliated high sc h o o ls completed q u e s t i o n n a i r e s t e s t s in s p r i n g 1972. October and b a t t e r i e s of The f i r s t foll ow-up survey was conducted in 1973 and inc lud ed an a d d i t i o n a l 5,000 students from 150 randomly s e l e c t e d sc hools not p r e v i o u s l y inc luded in t h e b a s e - y e a r data. The B u l l e t i n (1975) o f t h e National Center c o n ta i n e d s e l e c t e d r e s u l t s on e d u c a ti o n a l e x p e r ie n c e s and o c cu pa tio na l a t t a i n m e n t from the initial survey. Sixty-four percent of the Class of a t t e n d e d some kind o f school o r c o l l e g e a f t e r high s c h o o l. four percent of the vocational/technical program s). Those in d iv id u als were working p ro g r a m s compared w i t h employed were most 1972 Sixty- (76% from 54% from a c a d e m i c satisfied with w o r k in g c o n d i t i o n s and l e a s t s a t i s f i e d with promotion and advancement. In a r e a n a l y s i s o f t h e NLS 72 b a s e l i n e noted t h a t minor b i a s e s were p r e s e n t data, Creech in th e st u dy sample because c e r t a i n sc h o o ls and s t u d e n t s did not p a r t i c i p a t e . These b i a s e s were p a r t i c u l a r l y e v i d e n t in t h e b la c k and v o c a t i o n a l gro ups. t o Creech, effect. (1974) According t h e s e l i m i t a t i o n s might have p r e s e n t e d an accu mula tive Thus, he emphasized t h a t c ar e was needed in a n a ly z in g and 48 i n t e r p r e t i n g the d ata. Fleming, Maroney, and S t r a s e r (1974) found s i m i l a r b i a s e s in t h e pro c e dure s when the y r e e v a l u a t e d NLS 72 d a t a . T abler (1 9 7 6 ) e xa m in ed the survey responses of 21,350 i n d i v i d u a l s from t h e NLS 72 and p r e s e n t e d a t a b u l a r summary o f the d a t a , f o c u s in g p r i m a r i l y on employment and pos ts e c ondar y e d u c a ti o n e x p e r i e n c e s o f t h e survey p a r t i c i p a n t s . tabulated race, these data fo r various socioeconomic s t a t u s , and r e g i o n . He t a b u l a t e d and c r o s s ­ subgroups c l a s s i f i e d by gender, ability, type of high school program, This same t a b u l a r p r e s e n t a t i o n was made a v a i l a b l e f o r t h e second survey (Peng & H olt , 1977) and t h e t h i r d survey (Peng, Wisen la ker , B ai ley , & M a r n e l l , 1978). Creech, Freeb erg, Rock, Wilson, and Young (1977) conducted an i n - d e p t h a n a l y s i s o f t h e Class o f 1972 t o compare t h e po s ts ec ond ar y o c c u p a ti o n a l and educational outcomes, using the baseline data. They found t h a t v o c a t i o n a l c u rr ic u lu m g r a d u a t e s were employed a t a higher rate than graduates researchers used graduation, classifying academic su rveys curricula. of of nonvocational 23,000 individuals graduates within They curricula. The 18 months after vocational, employed t a b u l a r comparisons, and s e v e r a l m u l t i v a r i a t e a n a l y s e s . general, analysis, and univariate Creech e t a l . found t h a t 65% o f t h e Class o f 1972 were employed, 8% were ou t o f work, and 64% had some ty pe o f p o s ts e c ond ar y t r a i n i n g . Black g r a d u a t e s were employed a t a lower r a t e t h a n white g r a d u a t e s (58% v e r s u s 66%) and e x pe r ie nc e d h i g h e r r a t e s o f unemployment (15.4% v e rs u s 7.5%). Earnings d uri ng t h e p e r io d were s i m i l a r f o r b la c k s and w h it e s but 49 were g r e a t e r f o r males th a n fem al es. vocational Seventy-seven p e r c e n t o f the g r a d u a t e s were employed, which was a h i g h e r r a t e t h a t f o r g r a d u a t e s o f e i t h e r th e g en eral academic c u r ri c u lu m (56%). c u r r ic u lu m than (68%) or the Forty-two p e r c e n t o f t h e Cla ss o f 1972 were e n r o l l e d in c o l l e g e ; a h ig h e r number o f w h it e s were e n r o l l e d in academic programs and a h i g h e r p r o p o r t i o n o f b la c k s programs. vocational Creech e t in v o c a ti o n a l a l . su ggested t h a t g r a d u a t e s o f high school p ro g r a m s were least lik ely to be involved in p o s ts e c o n d a r y ed u ca ti o n and most l i k e l y t o drop ou t o f s c h o o l. A second survey o f t h e High School Class o f 1972 was conducted two y e a r s (1976) a f t e r the reported in itial foll ow- up s tu d y . a noticeable t r a i n i n g and in c o l l e g e . drop in Eckland and Bai ley a tt e n d a n c e in p o s ts e c on da r y They a l s o found t h a t t w o - t h i r d s Class o f 1972 were working f u l l or p a r t tim e, o f the 6% were unemployed, and tw ic e as many b la c k s as white s who were unemployed d u r i n g the f i r s t surv ey were s t i l l out o f work. N olfi transition et a l. from school NLS 72 sample. fo ll o w - u p (1 97 8) Their sur ve y, presented an updated study of t o work o r p o s ts e c on dar y e d u c a t i o n stu dy co n ta i n ed which was the r e s u l t s conducted in 1974. o f the of the In the second addition to a s s e s s i n g t h e i n f l u e n c e o f t h e high school c u r r i c u l u m , t h e a u th o rs conducted blacks separate and w h i t e s , controlling analyses using variables. o f males and females m ultiple-regression Nolfi et al. found as well techniques that, in race, of with general, c u r r i c u l a r c o n s i d e r a t i o n s had no o v e r a l l e f f e c t on employment. b e l i e v e d t h a t f a c t o r s such as ge nder, as They and f a m ily background 50 were more impor tant predictors than was high school c urr ic u lu m . For ty p e r c e n t o f t h e g r a d u a t e s f a i l e d t o f u l f i l l t h e pl a n s they had r e p o r t e d as high school s e n i o r s . Women with vo c a ti o n a l t r a i n i n g did do b e t t e r than women fo ll ow in g academic and general c u r r i c u l a , the y a l s o had h ig h e r wages. and Of p a r t i c u l a r i n t e r e s t t o t h e p r e s e n t study i s t h e f a c t t h a t Nolfi e t a l . were among t h e few r e s e a r c h e r s who atte mp ted t o add res s s t u d e n t s with s p e c i a l needs. They found t h a t ph ys ica l impairments and language d e f i c i e n c i e s had l i t t l e o r no i n f l u e n c e on g r a d u a t e s ’ employment o r unemployment. noted t h a t However, they impaired i n d i v i d u a l s re c e iv e d a 13.5% lower wage than nonimpaired g r a d u a t e s . In 1965 th e United S t a t e s Department o f National Longitudinal Surveys. Labor i n i t i a t e d th e The purpose o f t h i s e f f o r t was to i n v e s t i g a t e t h e i n f l u e n c e s o f v a ri o u s economic, sociological, and psychological experiences and variables on the labor-m arket be h av io r s o f t h e United S t a t e s p o p u la ti o n . Resources S tates Research Bureau longitudinal at of The the Ohio Census State The C en ter f o r Human University collaborated and in a United nationw ide study t h a t was t h e b a s i s f o r what became t h e National Longitudinal Study o f Labor Market Experiences (NLS LME). gathered the from p a r t i c i p a n t s p r i m a r i l y through pe rsonal O t h e r i n f o r m a t i o n on p r o c e d u r e s Longi tudinal Survey: is contained in Data were interviews. The N a t i o n a l Handbook (T ab le r, 1977, 1979). The NLS LME co n ta i n ed f o u r s u b s e t s o f t h e c i v i l i a n p o p u l a t i o n , based on n a t i o n a l p r o b a b i l i t y samples o f t h e American p o p u l a t i o n . 51 These s u b s e t s inc lu de d men (45 to 59 y e a r s o l d ) , women (30 t o 44 y e a r s o l d ) , young men (14 t o 24 y e a r s o l d ) , and young women (14 t o 24 y e a r s o l d ) . The s tu d y was undertaken t o i d e n t i f y c h a r a c t e r i s t i c s im portant to e x p lain in g the labor-m arket ex p erien ces gr ou ps . Many of the findings have been reported of these separately, a d d r e s s i n g v a r i o u s l a b o r- m a rk e t problems such as e a r l y withdrawal or r e e n t r y i n t o t h e l a b o r f o r c e , employment, and unemployment o f a d u l t s and a r e , therefore, not p e r t i n e n t t o this s tu dy . However, in a s e p a r a t e r e p o r t on t h e l a b o r- m a rk e t e x p e r ie n c e s o f t h e younger group o f males, Parn es , Mi 1j u s , S p i t z , and a s s o c i a t e s (1969) a s s e r t e d t h a t t h e la b o r - m a r k e t a c t i v i t i e s o f 14- to 2 4 - y e a r - o l d males tended t o be very s i m i l a r and c l e a r l y depended on environmental f a c t o r s as well as pers onal c h a r a c t e r i s t i c s . They found t h a t s t u d e n t s who r e p o r t e d t h e i r c u r ri c u lu m as v o c a t i o n a l , commercial, or g en eral had high and comparable r a t e s o f p a r t i c i p a t i o n in t h e l a b o r f o r c e . Parnes e t a l . found l a r g e d i f f e r e n c e s between black s and w hite s on socioeconomic variables that had an e f f e c t e x p e r i e n c e s and b e h a v i o r s . on e d u c a t i o n a l and l a b o r - m a r k e t Race had an impo rtan t i n f l u e n c e on young men’ s oc cu pa tio n and l e n g t h o f s e r v i c e but l i t t l e i n d u s t r y in which th e y were employed. i n f l u e n c e on th e The number o f y e a r s o f school completed had a s u b s t a n t i a l e f f e c t on many a s p e c t s o f la b o r - m a r k e t experiences, and graduates of an academic c u r r ic u lu m were less l i k e l y th a n o t h e r s t o be unemployed. Numerous r e a n a l y s e s have been conducted with NLS LME d a t a o r in c o n j u n c t i o n with a v a r i e t y o f o t h e r d a t a . sim ple sample from the data base, Some r e s e a r c h e r s used a others included related 52 in fo r m a t io n on the participants, and still comparable d a t a base t o expand t h e r e s e a r c h . others in tr o d u c e d a S p r o a t , C h u r c h i l l , and Shee ts (1985) i d e n t i f i e d 989 s t u d i e s in which NLS LME d a t a were used J as t h e primary so urc e o f d a t a . V ' ■ Grasso (1975) used d a t a from t h e 1966-1969 NLS LME young male c o h o r t and s p e c i f i c a l l y compared g r a d u a t e s who r e p o r t e d th e y were in the general, school vocational, curricula commercial, and c o l l e g e and who had had no c o l l e g e preparatory experience. high Using m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e (MANOVA) t e c h n i q u e s , he concluded t h a t t h e high school v o c a ti o n a l c u rr ic u lu m was not s u p e r i o r t o o t h e r curricula in terms o f p r e p a r a t i o n f o r work f o r male high school g r a d u a t e s not going on t o c o l l e g e . In an expansion and re fi n e m e n t o f e a r l i e r work, Grasso and Shea (1979) combined NLS LME d a t a f o r both young male (1966-1973) and young female (1968-1972) c o h o r t s , in c l u d i n g dr op ou ts and th o s e with one t o t h r e e y e a r s o f c o l l e g e but l e s s th a n a b a c c a l a u r e a t e d e g re e. They s e p a r a t e d t h e c o h o r t s i n t o o c c u p a t i o n a l , general, and c o l l e g e p r e p a r a t o r y c u r r i c u l a , as r e p o r t e d by t h e s t u d e n t s th e m s e lv e s . The r e s e a r c h e r s a l s o atte m pte d t o i n v e s t i g a t e t h e b e n e f i t s o f v o c a t i o n a l s t u d i e s f o r d is ad v a n ta g ed and handicapped s t u d e n t s . Using t a b u l a r t e c h n i q u e s and m u l t i p l e l i n e a r r e g r e s s i o n a n a l y s e s , Grasso and Shea found th at employment; (a) (b) high school curriculum was female g r a d u a t e s o f v o c a t i o n a l not a programs factor in evidenced adv antages over g r a d u a t e s o f o t h e r c u r r i c u l a in terms o f h ourl y r a t e o f pay and annual earnings; and (c) two-thirds o f t h e males and 53 o n e -h a lf o f the fem ales re p o rte d h a v i n g some p o s t - h i g h - s c h o o l t r a i n i n g , which was a s s o c i a t e d with h i g h e r wages f o r both ge nd er s. Because o f t h e small number o f s p e c i a l needs s t u d e n t s in t h e sample, c o n c l u s i o n s r e g a r d i n g t h e r e l a t i o n s h i p o f c ur ri c u lu m and t r a i n i n g to r a t e s o f pay, e a r n i n g s , and o t h e r em ploy men t-related q u e s t i o n s could no t be drawn f o r t h e s e i n d i v i d u a l s . The l a s t survey o f t h e o r i g i n a l Since t h e n , a new group has sample was conducted in 1979. emerged: t h e Na tional Survey o f Labor Market Experience--Youth Cohort Longitudinal (NLS Youth). An e n t i r e l y new sample o f more than 12,000 young women and men between t h e ages o f 14 and 24 y e a r s was surveyed and scheduled f o r annual interview s over supplem ental a five-year sam pl e d is ad v a n ta g ed w h i t e s . of period. blacks, The H ispanics, survey included a and econom ically In a d d i t i o n , t h e high school t r a n s c r i p t s o f t h e res p o n d en ts were c o l l e c t e d t o expand and improve t h e d a t a base. Borus national (1984) surveys examined regarding data from t h e youth 12,686 y o ut hs 14 through 22 y e a r s o l d . and vocational success. The curricula had incidence of a the 1979, 1980, l a b o r market and e x p e r ie n c e 1981 of He found t h a t both academic positive effect un em plo ym en t, as on l a b o r- m a rk e t indicated by m u l t i v a r i a t e a n a ly s e s o f t h e NLS Youth d a t a , was c o n c e n t r a t e d among c e r t a i n groups o f y o u t h s , p a r t i c u l a r l y d r o p o u t s , m i n o r i t i e s , and th e poor. Among Borus’ s f i n d i n g s was t h a t v o c a t i o n a l programs ta ke n in c o n j u n c t i o n with a planned program had a more s i g n i f i c a n t b e a r in g on l a b o r - m a r k e t income th a n d id a random s e r i e s o f v o c a t i o n a l in u n r e l a t e d a r e a s . c o u rs es For yo uth s who d id no t go on t o c o l l e g e , Borus 54 found t h a t v o c a ti o n a l t r a i n i n g a s s i s t e d women in terms o f i n c re as e d earnings, reduced unemployment, He found no d i f f e r e n c e and in c r e a s e d annual hours worked. in th e e f f e c t s o f vo c a ti o n a l and academic c u r r i c u l a on unemployment or hours worked between dis ad va nt a ge d and nondisadvantaged y o uth s . In many o f t h e n a t i o n a l s t u d i e s , former s t u d e n t s ’ s e l f - r e p o r t s were used as t h e measure o f c u rr ic ul u m . about the self-report process, Campbell, sought t o minimize t h e s e e f f e c t s . traditional redefined Orth, and Seitz (1981) They did not acce pt th e use of cu rri c ul um c a t e g o r i e s the In resp on se to c r i t i c i s m s and s e l f - r e p o r t . samp le a c c o r d i n g to Instead, they amount o f p a r t i c i p a t i o n in v o c a ti o n a l ed u ca ti o n programs, as i n d i c a t e d on s t u d e n t s ’ high school transcripts. The p a t t e r n s o f vo c at io na l participation i n t o which th e y c l a s s i f i e d s t u d e n t s , s t a r t i n g from t h e h i g h e s t p a r t i c i p a t i o n , were: Limited C oncentrators, Explorers, E x p l o re r s , vocational credit. Incidental/Personals, Using t h i s conceptual t h e i r s tu d y , Gardner, C oncentrators, e x t e n t t o which s t u d e n t s and Graduates with no p a t t e r n o f v o c a ti o n a l Campbell, and S e i t z not e n r o l l e d were a c t i v e in t h e l a b o r f o r c e . C oncentrator/ (1982) participation in i n v e s t i g a t e d th e in pos ts e c on da ry e duca tio n Using d a t a from t h e NLS Youth, they found t h a t c o n c e n t r a t i o n in vo c a ti o n a l e du ca tio n was h i g h l y r e l a t e d to participation in the labor market. Individuals with hig he r l e v e l s o f p a r t i c i p a t i o n in v o c a ti o n a l ed u ca ti o n were more l i k e l y to be in j o b s f o r which the y were t r a i n e d , t o be more s a t i s f i e d , and to 55 have h i g h e r wages th a n th o s e wit h lower l e v e l s of participation. Women with v o c a t i o n a l backgrounds r e c e i v e d h i g h e r h ou rl y wages than t h o s e wit h no v o c a t i o n a l vocational background backgrounds. received Conversely, higher hourly males with wages, no although C o n c e n t r a t o r s had h i g h e r annual wages. Desy e t a l . (1984) pro v id e d f u r t h e r i n fo r m a t io n on t h e longrange outcomes o f v o c a t i o n a l education. Using a sample o f 1,539 i n d i v i d u a l s between t h e ages o f 20 and 34 y e a r s , t h e y concluded t h a t (a) t h e l o n g -t e rm va lu e o f v o c a t i o n a l programs in terms o f in c r e a s e d earnings exceeded education; the marginal costs of providing vocational (b) v o c a t i o n a l e d u c a t i o n had p o s i t i v e lo n g -t e rm outcomes in terms o f e a r n i n g s , employment, education, and a s p i r a t i o n s ; and (c) men had a s i g n i f i c a n t e a r n i n g advantage ove r women, who were found in trad itio n ally vocational low er-paying women’ s e d u c a t i o n helped encourage them t o jobs, although seek n o n t r a d i t i o n a l roles. Summary. The n a t i o n a l s t u d i e s reviewed in t h i s section have i n i t i a t e d much d i s c u s s i o n conce rni ng t h e accuracy o f t h e i r f i n d i n g s , a p p r o p r i a t e n e s s o f r e s e a r c h methods, and e x a c t n e s s o f meanings and definitions. continuations The d e b a t e s urro undin g and r e f i n e m e n t s these studies, o f th o s e p r o j e c t s , as well continues. as The im port an t v a r i a b l e in most s t u d i e s was c u r r ic u lu m and i t s e f f e c t s on employment. measured. At question was how t h e curricular variable was Parnes e t a l . (1969), Grasso (1975), and Grasso and Shea (1979) r e l i e d on s t u d e n t s e l f - r e p o r t o f c u r r i c u l u m , whereas Eninger (1965), Kaufman e t a l . (1967), Somers e t a l . (1971), Campbell e t a l . 56 (1981), and records. Mertens et a l .(1980) used school and/or student Campbell e t a l . (1981) and Gardner (1982), on t h e o t h e r hand, proposed comparison w i t h i n v o c a ti o n a l c a t e g o r i e s . the in te r p r e ta tio n of the data is A critical level was studies its had sim ilar in t h e r e f o r e a d v is e d . aspect of the research comprehensive Caution conducted coverage. f i n d i n g s , in at Many o f part the national these national because many o f the r e s e a r c h e r s used a l i m i t e d number o f d a t a ba se s . With r e s p e c t t o t h e appeared t o importance o f vo c a ti o n a l be two major camps: Lewis and Burrows (1984), vocational leading Eninger vocational employment graduates nonv oc at io na l (1965), of students upon ha ve higher rates graduates. showed t h a t Creech (1974), than academic c u r r i c u l a Grasso (1975), graduation of both academic in and that employment than Grasso and Shea (1979), Nolfi e t a l . (1978), and o t h e r s tended t o d i s a g r e e . findings there and Kaufman e t a l . (1967) b e l i e v e d t h a t e d u c a ti o n i s more e f f e c t i v e to ed u ca ti o n and v o c a t i o n a l In g e n e r a l , t h e curricula had p o s i t i v e e f f e c t s on y o u t h s ’ la b o r- m a rk e t e x p e r i e n c e . The review o f major n a t i o n a l s t u d i e s i n d i c a t e d t h a t : 1. Vocational e d u c a ti o n had p o s i t i v e e f f e c t s on t h e employment and e a r n i n g s o f women and some m i n o r i t i e s . The ev ide nc e was mixed on on the effects of vocational education earnings of male v o c a t i o n a l and nonvocation al g r a d u a t e s . 2. Lon git udin al methods p r e s e n t e d a c l e a r e r p i c t u r e o f g r a d u ­ a t e s ’ e x p e r i e n c e s tha n d id one -time s t u d i e s . 57 3. work, National s t u d i e s inc lu de d q u e s t i o n s on wage r a t e s , hours of employment/unemployment, job s a t i s f a c t i o n , and p os ts e c on da r y training. 4. More r e c e n t classification studies used student records and showed g r e a t e r b e n e f i t : for c u rr ic u lu m of vocational programs tha n d id l e s s c u r r e n t i n v e s t i g a t i o n s . C l e a r l y mis sin g from t h e n a t i o n a l i d e n t i f i c a t i o n with s p e c i a l s t u d i e s was any focus on or populations. t h e s e shortcomings o f t h e NLS d a t a . Many a u t h o r s rec ogn ize d Grasso and Shea (1979) c a l l e d f o r more r e s e a r c h on t h e outcomes o f s p e c i a l needs s t u d e n t s . (1984) and Mertens concur red on t h e Borus need f o r more r e s e a r c h with special populations. The d e b a t e refinements surrounding continues. these Lewis (1984) national studies que st i o n ed the and th eir relevance of some n a t i o n a l s t u d i e s : The i n t e r e s t in t h e l a b o r market outcomes a s s o c i a t e d with p a r t i c i p a t i o n in t h e high school v o c a ti o n a l e d u c a ti o n . . . seems t o stem from a widespread s k e p t i c i s m about t h e v a lu e o f t r a i n i n g f o r oc c u p a ti o n s a t t h e high school l e v e l , (p. 66) S ta te Studies As note d in t h e pre c ed in g s e c t i o n , former v o c a t i o n a l national level, e d u c a ti o n much of students the have been inform ation i n v e s t i g a t i o n s was based on a r e l a t i v e l y number o f d a t a b a se s . altho ug h many s t u d i e s conducted gleaned from and s u r p r i s i n g l y at of th e those lim ited Thus, s i m i l a r and in many i n s t a n c e s v i r t u a l l y t h e same d a t a have f r e q u e n t l y been analyzed and r e a n a l y z e d . Lewis (1984) implie d t h a t as a r e s u l t o f t h i s r e a n a l y s i s o f t h e same d a t a , 58 the findings and c o n c l u s i o n s of various national studies of v o c a t i o n a l ed u ca ti o n s t u d e n t s tend t o be s i m i l a r . Much r e s e a r c h has also been conducted s t u d e n t s a t t h e s t a t e and l o c a l l e v e l s . and O’ R e i l l y summarized in comprehensive and Ashe Chapter (1979), I, (Committee on Vocational Sparks , 1977; L ittle v o c a ti o n a l whose research findings w riters have were presented r e s e a r c h on former v o c a t i o n a l students Education Research and Development, Wentling & (1970) former In a d d i t i o n t o Lewis (1984) s e v e ra l o t h e r accounts o f on Barnard, 1984a; examined efforts to Woods & Haney, determine the 1976; 1981). effects of v o c a t i o n a l ed u ca ti o n programs in h i s survey o f fo ll ow -u p s t u d i e s o f vocational inc lu de d state, 1965, and t e c h n i c a l appro xim at el y and lo c a l were seconda ry, 100 s t u d i e s school concerned program g r a d u a t e s . levels. with p o s ts e c o n d a r y , from th e In rev iew , national, These s t u d i e s , vocational-technical and a d u l t his levels. regional, conducted students L ittle he after at i n te n d e d the to d i s c o v e r s i g n i f i c a n t t r e n d s in t h e j o b h i s t o r i e s o f g r a d u a t e s and t o p ro vi de baseline data for program studies acc ord ing t o t h r e e t y p e s : evaluation. (a) He grouped adm inistrative which o c c u p a t i o n a l - s t a t u s in fo rm at io n was g a t h e r e d ; reports th e in (b) comparative s t u d i e s in which g r a d u a t e s were compared by programs w i t h i n a n d /o r between s c h o o l s , s t a t e s , and so on; and (c) b e n e f i t - c o s t s t u d i e s in which t h e economic e f f e c t i v e n e s s o f v o c a ti o n a l was e s t a b l i s h e d . e d u c a ti o n programs -Upl­ 59 Little inherent found that weaknesses, (a) follow-up and t h e r e f o r e r e p l i c a t i o n were worthwhile; (b) con tin ue d programmatic to show research few s t a t e departments systems possessed c o s t - e f f e c t i v e n e s s studies studies and and school in fo r m at io n ; and (c) very few had d e a l t with placement a c t i v i t i e s . He a l s o found t h a t v o c a t i o n a l - t e c h n i c a l e du cat ion (a) served i n d i v i d u a l s who oth e rw is e would have re c e iv e d no he lp ; (b) g r a d u a te s had a s l i g h t advantage in earnings; their (c) g r a d u a t e s l i k e d t h e i r j o b s , e s p e c i a l l y i f r e l a t e d to training; (d) community where th e y graduates often had re c e iv e d found training; jobs (e) in or ne ar g r a d u a te s the often found jo b s through t h e i r own e f f o r t s or through t h e a s s i s t a n c e o f a f r i e n d or r e l a t i v e ; (f) g r a d u a t e s ’ oc cup ation al career were a s s o c i a t e d with v a r i a t i o n s in th e l a b o r market; variations (g) g r a d u a t e s from f i e l d s in which p o s t- h ig h - s c h o o l t r a i n i n g was emphasized had a c l e a r advantage; and (h) programs were probably worth t h e i r c o s t s . Mertens e t a l . (1980) summarized 232 r e l e v a n t s t u d i e s conducted between 1968 and 1979 on t h e e f f e c t s o f p a r t i c i p a t i n g in v oc at i on al education. needs They noted t h e l a c k o f r e s e a r c h conducted on s p e c i a l individuals. The acc o rd in g t o 17 v a r i a b l e s . researchers summarized the 232 studies Among t h e i r f i n d i n g s r e g a r d i n g secondary v o c a ti o n a l programs were: Employment 1. vocational No d i f f e r e n c e and n o n v o c a t i o n a l was h ig h fo und in school unemployment graduates, v o c a ti o n a l g r a d u a te s had a h i g h e r p e rc en ta g e o f employment. rates although for 60 2. The m a j o r i t y of vocational graduates o b ta in e d training- re la ted jobs. 3. Mixed e a r n i n g r e s u l t s were r e p o r t e d : D i f f e r e n c e s in e a r n ­ ings ranged from no d i f f e r e n c e t o advantages and trad e and industrial graduates had in i n i t i a l higher earnings, earnings than graduates of other vocational s p e c i a l t i e s . 4. The m a j o r i t y o f g r a d u a t e s were s a t i s f i e d with t h e i r j o b s . Education 1. tional In terms o f s k i l l a t t a i n m e n t and academic a b i l i t i e s , voca­ s t u d e n t s r a t e d below academ ic-cu rricu lum s t u d e n t s and above o r t h e same as g e n e r a l - c u r r i c u l u m s t u d e n t s . 2. Approximately o n e - h a l f o f t h e v o c a ti o n a l g r a d u a t e s pursued t h e i r e d u c a t i o n beyond high s c h o o l. 3. Vocational g r a d u a t e s were s a t i s f i e d with t h e i r t r a i n i n g . Ancillary Effects 1. Fewer v o c a t i o n a l than nonvocational students planned to attend college. 2. Vocational g r a d u a t e s f e l t good about th e m s el ve s . 3. Both vocational and non voc ational students infrequently engaged in c i v i c a c t i v i t y . Lewis synthesized education. and Mertens 13 p r e v io u s (cited in syntheses Greenwood, on the 1981) effects reviewed of and vocational Nine o f t h e s e reviews in cl ude d 520 u n d u p l i c a t e d s t u d i e s t h a t p e r t a i n e d t o t h e secondary l e v e l . Lewis and Mertens summarized t h e f i n d i n g s o f t h e s e s t u d i e s and r e p o r t e d t h a t (a) no d i f f e r e n c e or 61 mixed differences vocational and secondary-level areas related slig h t were found in nonvocational vocational to earnings their the employment graduates; graduates training; advantage over (b) found (c) experiences the jo b s m ajority in vocational nonvocational of of o c c u p a ti o n a l graduates had a graduates, with i n c o n s i s t e n t r e s u l t s f o r o t h e r v a r i a b l e s ; (d) employers tend ed t o be s a t i s f i e d wit h v o c a t i o n a l s t u d e n t s ’ a t t i t u d e s toward work and s k i l l preparation; (e) vocational graduates e xp resse d satisfaction with t h e i r j o b s , ( f ) no d i f f e r e n c e s in self-employment were found between gr o u p s ; and (g) male v o c a ti o n a l g r a d u a t e s tended t o have c r a f t or o p e r a t i v e j o b s , whereas females e n t e r e d c l e r i c a l p o s i t i o n s . Lewis and Mertens a l s o found t h a t (a) a l a r g e r p e r c e n t a g e o f no nv oc at io na l than v o c a t i o n a l g r a d u a t e s a t t a i n e d more formal school o r p o s t - s c h o o l i n s t i t u t i o n a l t r a i n i n g , (b) v o c a t i o n a l g r a d u a t e s were s a t i s f i e d w it h t h e i r t r a i n i n g , (c) v o c a ti o n a l e d u c a ti o n seemed to p r e v e n t dro p ou t f o r s p e c i f i c ty p e s o f v o c a t i o n a l s t u d e n t s , and (d) female about vocational graduates variety of occupations, males. The w r i t e r s also knew more tha n their was whereas the reverse found (a) oc cu p a ti o n a l a s p i r a t i o n s and c u r r i c u l u m were c ongru e nt, peers true for a young and e d u c a t i o n a l (b) v o c a t i o n a l g r a d u a t e s appeared p o s i t i v e toward t h e va lu e o f t h e i r c o u rs es and t h e c o n t e n t , (c) no d i f f e r e n c e voting behavior. in feelings Lewis and of success, Mertens and p o in te d (d) out low r a t e s that ve ry s tu d ie s in d icated detrimental e f f e c t s of vocational education. of few They concluded t h e i r summary by a s s e r t i n g t h a t most o f t h e ev id en c e from the syntheses of the effects of vocational education was e i t h e r 62 c o n f l i c t i n g o r i n s u f f i c i e n t , t h e re b y l e a d i n g t o more q u e s t i o n s than answers. The p r e s e n t these literature major e f f o r t s . review was no t T h e re fo re , the in te n d e d t o remainder c o n t a i n s a summary o f p e r t i n e n t s t a t e s t u d i e s , of duplicate this section some of which used s t a t e - g e n e r a t e d d a t a , t o g iv e t h e r e a d e r a b e t t e r un de rs ta n d in g o f r e s e a r c h conducted a t t h e s t a t e le v e l and o f t h e f i n d i n g s re g a rd in g s e l e c t e d v a r i a b l e s t h a t were impor tan t in t h i s s tu d y . A v a r i e t y o f p r o c e s s e s and c r i t e r i a have been used t o i d e n t i f y ou tc o m e s of vocational in f o r m a t io n collected education on former prim arily from s t a t e - i n i t i a t e d necessary to fulfill at the state vo c a ti o n a l students data-collection legislative level. mandates. was efforts The Early d e ri v e d that Florida were State Advisory Council on Vocational and Technical Education (1984) found t h a t much in f or m at io n was c o l l e c t e d for statistical or procedural counts for compliance reauired bv s t a t e and federal s t a t u t e s . Wentling (1979) (1982) made t h e m a in ta in ed that state purpose of reporting purposes, as Mertens et. a l . M9801 and same o b s e r v a t i o n . the ag enc ie s Franchak fol lo w- up and S p i r e r research was t o pro v id e in fo r m a t io n t o improve programs and r e p o r t " th e s t a t u s and e f f e c t i v e n e s s o f v o c a t i o n a l ed u ca ti o n t o Congress" (p. 19). Before evaluation the Educational systems for Amendments v o c a ti o n a l programs of in 1976 were passed, the public sch ools began t o be developed in Michigan and o t h e r s t a t e s , and models were d e v is e d f o r t h e s e syste ms . S t a r r , D i e f f e n d e r f e r , Archer, and Er ns t 63 (1970) proposed a model s t a t e e v a l u a t i o n system de sig ne d t o a s s e s s t h e e f f e c t i v e n e s s o f v o c a t i o n a l e d u c a t i o n ; t h i s model was t e s t e d in se v e r a l states, in c l u d i n g Michigan. Starr et a l . believed their model would help a d m i n i s t r a t o r s in s t a t e d i v i s i o n s s a t i s f y s t a t e and f e d e r a l a c c o u n t a b i l i t y r e q u i r e m e n t s , p ro vid e a b a s i s f o r s t a t e - l e v e l p l a n n in g , and a d v is e policy-making b o d ie s. Mai l e y in his f o ll ow - up system f o r former v o c a ti o n a l s t u d e n t s in Washington. He tho u g h t (1966) the had results ad dre sse d should these give concerns federal, earlier state, a d m i n i s t r a t o r s in fo r m a t io n on vo c a ti o n a l e d u c a t i o n . and local Mailey b e li e v e d t h e fo ll o w - u p should be designe d t o g e n e r a t e needed in f o r m a t io n t o conduct studies and make effectiveness of vocational unde rtaken Vermont 1975), in Pennsylvania valid train in g . (Fuller (Kapes, statistical & Winn, 1973), and reports S im ilar 1975), the projects Indi an a Minnesota on were (Goodman, (P u ce l, 1973). K i e f e r and Brown (1978) i d e n t i f i e d t h e fo ll o w i n g s t a t e s , in a d d i t i o n to Michigan, Illinois, that had extensive evaluation systems: In d ia n a , Minnesota, Ohio, and Oklahoma. Florida, Recognizing the importance o f c o o p e r a t i o n w i t h i n e d u c a ti o n a l systems, t h e y r e p o r t e d t h a t s t a t e s with e f f e c t i v e d e l i v e r y systems were t h o s e t h a t had "a c l o s e match between t h e d e l i v e r y and e v a l u a t i o n systems" (p. 9 ) . In g e n e r a l , s t a t e d a t a were a v a i l a b l e in a v a r i e t y o f fo r m a ts . Two o u t p u t s commonly a s s o c i a t e d with s t a t e - g e n e r a t e d d a t a were (a) summary d a t a and (b) S t a t e Department o f in fo r m a t i o n a l Education and fo r m a li z e d (1984) researchers reports. presented Ohio their f i n d i n g s f o r t h e fol lo w- up o f secondary and p o s ts e c on da r y v o c a t i o n a l 64 completers in s t a t e d a ta c h a r t s , t a b u l a t i o n s o f average h our ly wages and employment/unemployment f i g u r e s , placement t r e n d s , and so on. A follow-up study o f 79,812 completers f o r t h e 1981-1982 school y e a r showed economic program. benefits from completing Of t h e secondary voc at i o n al economic d e p r e s s io n in Ohio v o c a ti o n a l training program com ple ters who were a v a i l a b l e f o r work, 83.9% ob ta in e d j o b s . the a S t r e s s i n g t h e s e v e r i t y of (23.9% youth unemployment), the r e s e a r c h e r s noted t h e more fa v o r a b le 16.1% unemployment r a t e among v o c a ti o n a l co m ple ters . Res earchers Unit (1966) Colorado in t h e Colorado Vocational Research Coordinating p r e s e n te d t a b u l a r d a t a on a 386-member sample o f a l l high school graduates of 1963. Sample members were surveyed two y e a r s a f t e r gra d u a ti o n t o determine t h e i r occupa tio na l and e d u c a ti o n a l needs. Less than 8% o f t h e group had pursued vo c a ti o n a l major while in high sch ool. a Approximately h a l f o f th e sample members were employed a t t h e time o f t h e s tu d y , more than h a l f d id not c o n s i d e r t h e i r high school program h e l p f u l in o b ta in in g employment, and n e a r l y o n e - t h i r d ex pre sse d i n t e r e s t in a t t e n d i n g a l o c a l vo c a ti o n a l program. In a pu bl is h e d stu dy o f 1978-1980 Oregon high school voc at i o n al s t u d e n t s and e a r l y l e a v e r s (Oregon Department o f Education, only 23% o f whom responded t o t h e s t a t e v o c a ti o n a l t h e f i n d i n g s f o r com ple ters were as f o ll o w s : rate, questionnaire, an 8% unemployment 55% employed o r purs uin g f u r t h e r ed u ca ti o n r e l a t e d technical/vocational preparation, and gener al 1982), to th e ir satisfaction with 65 t h e i r high school v o c a t i o n a l e d u c a ti o n program. I t was a l s o found t h a t a lth ou gh more females than males were in r e l a t e d employment or education, males had higher monthly incomes than fem a le s . Of s p e c i a l n o te was t h a t ac a de m ic a lly d is a dv a nt a ged y o uth s r e p o r t e d the h i g h e s t unemployment r a t e and t h e low est employment r a t e among th e sample members. S i m i l a r r e p o r t s w ere a v a i l a b l e C on n e c ti c u t Department for of 1966 fo r C onnecticut Education (1967) vo c a ti o n a l graduates and U t a h . researchers placement data colleges. Of t h e 5,066 g r a d u a t e s , 4,139 had completed a secondary- l e v e l v o c a t i o n a l program. were employed in from presented sc h o o ls and Of t h e g r a d u a t e s a v a i l a b l e f o r work, 82% o c c u p a ti o n s using skills obtained from their v o c a t i o n a l c o u r s e s , and 12% were employed in n o n r e l a t e d o c c u p a t i o n s ; t h e mean h ou rly wage was $1.91. Twenty p e r c e n t o f t h e v o c a t i o n a l s t u d e n t s c o nt in u e d in f u l l - t i m e e d u c a t i o n . A survey of records from the office of the Utah S tate S u p e r i n t e n d e n t o f P ub li c Education (1966) f o r high school v o c a t i o n a l s t u d e n t s who te r m i n a t e d t h e i r e d u c a ti o n after graduation in showed t h a t 2,132 s t u d e n t s were employed o r a v a i l a b l e f o r work. 1966 Of t h a t number, ap pro xim at el y 48% were employed in jo b s f o r which they had been t r a i n e d , whereas 27% were employed f u l l - t i m e in u n r e l a t e d occupations. In e v a l u a t i n g Michigan secondary v o c a ti o n a l e d u c a t i o n programs, K iefer and Brown (1 9 7 8 ) us ed state follow -up inform ation in c o n j u n c t i o n wi th s e v e r a l o t h e r s o u rc es t o o b t a i n t h e n e c e s s a r y d a t a for th e ir report. The r e s e a r c h e r s examined v o c a t i o n a l programs in 66 terms o f 16 e v a l u a t i v e q u e s t i o n s , d i v i d e d i n t o t h r e e c a t e g o r i e s : (a) student p articip atio n in and access to vocational education programs, (b) program p ro c e ss c onc erns , and (c) fo ll ow -u p co nc e rn s . The l a s t c a t e g o r y c o n ta i n e d f o u r q u e s t i o n s d i r e c t l y concerned with former vocational education students and related to employment/unemployment, r e l a t e d n e s s o f employment t o t r a i n i n g , wage r a t e s o f employed g r a d u a t e s , and p a r t i c i p a t i o n in f u r t h e r e d u c a t i o n . Using 1977 s t a t e fol lo w- up d a t a , K i e f e r and Brown found t h a t 87% of t h e g r a d u a t e s a v a i l a b l e f o r work were employed, 44% o f them in f u l l ­ time employment related fields. education, different sur ve y , in a r e a s f o r which the y had been trained or in For t h e g r a d u a t e s who were not c o n t i n u i n g t h e i r no s i g n i f i c a n t d i f f e r e n c e s were found among t h o s e from v o c a ti o n a l areas. Of a l l 33% r e p o r t e d t h e y were number 63% were in a f i e l d in graduates c o n ti n u in g who completed education; r e la te d to t h e i r vocational of the that training. K i e f e r and Brown found s i g n i f i c a n t d i f f e r e n c e s among s t u d e n t s from various vocational areas fo r students continuing t h e i r education; however, no d i f f e r e n c e was found among groups in t h e p r o p o r t i o n who e l e c t e d t o co n ti n u e t h e i r e d u c a ti o n in t h e same o r r e l a t e d f i e l d s . More tha n Industrial half (51%) graduates earned above reported the the minimum wage; highest wages among Trade and graduates employed f u l l time. Other r e s e a r c h e f f o r t s students used that state-generated indep end en t o f s t a t e agencies, involved t h e f ol lo w - up o f former data, were conducted o r were co mb inations en tirely of s ta te and 67 independent r e s e a r c h . Weberg (1984) used I l l i n o i s fo ll ow -u p d a t a in his the investigation of relationship c h a r a c t e r i s t i c s , oc cu p a ti o n a l employment education and programs, educational com pleters. a n a ly z in g t h e d a t a . from a r e a c e n t e r s between selected student and d e l i v e r y modes and t h e out co me s of The c h i - s q u a r e secondary procedure vocational was used in Weberg found small d i f f e r e n c e s between s t u d e n t s and comprehensive high s c h o o l s , e xce pt s t u d e n t s from comprehensive high sc h oo ls had a h ig h e r c o n ti n u in g ed u ca ti o n rate. Race s i g n i f i c a n t l y affected employment and c o n t i n u i n g e d u c a t i o n outcomes, but t h i s f i n d i n g was i n f l u e n c e d by t h e Chicago survey r e s u l t s . No d i f f e r e n c e was found between males and females in terms o f g en er al employment o r e d u c a ti o n a l outcomes, but females d i d enjoy s i g n i f i c a n t advantages over males in r e l a t e d employment. Enrollment in a business or health program had a significant p o s i t i v e e f f e c t on employment, whereas en ro ll m e n t in an a g r i c u l t u r e or industrial program had no s i g n i f i c a n t e f f e c t , and e n ro ll m e n t in home economics had a n e g a t i v e e f f e c t on employment. St u d e n ts who had been e n r o l l e d in a g r i c u l t u r e , b u s i n e s s , and h e a l t h programs had the highest re la te d employment r a t e s o f a l l t h e groups surveyed. Former b u s i n e s s s t u d e n t s were found t o have t h e only c o n s i s t e n t l y high r a t e o f c o n t i n u i n g ed u ca ti o n outcomes. special needs continuing Vocational c o m p le te r s education but did not poorly Weberg a l s o found t h a t in g e ner al in r e l a t e d co mp le te rs who had taken p a r t employment and employment o u t c o m e s . in c o o p e r a t i v e e d u c a ti o n had h i g h e r r a t e s o f employment and r e l a t e d placement than t h o s e who had not ta k e n p a r t but had lower r a t e s in c o n t i n u i n g e d u c a t i o n . 68 Reimer (1976) co n si d e re d the factors of unemployment ti m e s , s t a r t i n g and c u r r e n t wages, and s u p e r v i s o r y e x p e r i e n c e s f o r a sample o f 493 c o o p e r a t i v e and n o n c o o p e r a t i v e e d u c a t i o n g r a d u a t e s attending college full Indiana. Reimer cooperative and time found for no years significant n o n c oo pe r at iv e noted some p o s i t i v e t r e n d s th e ed u ca ti o n not 1969 through 1971 differences be tw een graduates, alth o ug h in t h e above-mentioned f a c t o r s in he f o r th e c o o p e r a t i v e e d u c a ti o n g r a d u a t e s . Lawrence (1973) s t u d i e d 1,207 c o o p e r a t i v e v o c a t i o n a l ed u ca ti o n g r a d u a t e s in L o u i s ia n a . He found t h a t c o o p e r a t i v e t r a i n e e s e n te r e d employment soon a f t e r high s c h o o l, and many c ontin ue d t o work with t h e i r c o o p e r a t i v e e d u c a ti o n employers. He found a wide v a r i a t i o n in s a l a r i e s w i t h i n and among v o c a t i o n a l programs, a l t h o u g h m a le s r e c e i v e d a s i g n i f i c a n t l y h i g h e r weekly s a l a r y th a n d id fe m a le s . In g e n e r a l , c o o p e r a t i v e t r a i n e e s were s a t i s f i e d with t h e i r employment e xce pt f o r pay and promotional o p p o r t u n i t i e s . Most t r a i n e e s found jo b s school through informal means and thoug ht provided more a s s i s t a n c e in j o b placement. the should have Lawrence noted t h a t the t r a i n e e s had f a v o r a b l e o p in io n s o f t h e i r high school training and d i d not t h i n k t h e i r v o c a ti o n a l ed u ca ti o n programs had pre v e n te d them from c o n t i n u i n g t h e i r e d u c a t i o n . Lewis and Burrows (1984) investigated the educational and employment s t a t u s o f 1976 through 1980 v o c a t i o n a l program com ple ter s from s e l e c t e d area They found t h a t : vocational-technical sc h o o ls in Pe nn sy lv an ia . (a) c o m p l e t e r s ’ unemployment r a t e was almost 25% 69 lower than the approxim atel y 1982 state 25% were of figure enrolled them in for in fields a or sim ilar had related age ta ken (b) pos ts e c on da ry training, half training; (c) t h e m a j o r i t y o f c om ple ter s o b ta in e d employment near where t h e y had r e c e i v e d t h e i r t r a i n i n g ; thought secondary v o c atio n al to group; placem ent in rates apprenticeship field s programs w er e related to related opportunities; and high school (d) more tha n t h r e e - f o u r t h s had g i v e n excellent preparation for t h e i r current jobs; were employed their th eir (e) them good t o more th a n train in g ; to on-the-job (g) male half (f) h ig h training and vocational com ple ters earned $4,000 per y e a r more than did female c o m p le te r s . H a r r i s (1975) a l s o found no s i g n i f i c a n t d i f f e r e n c e in s t a r t i n g salaries between program com pleters vocational-technical and noncompleters s c h o o ls in Kansas. However, of 14 area he r e p o r t e d d i f f e r e n c e s in s t a r t i n g s a l a r i e s among r a c i a l groups and s i g n i f i c a n t d i f f e r e n c e s among age c a t e g o r i e s and between males and fem al es. Copa and Forsberg (1980) used d a t a the Minnesota Secondary School Follow-Up Systems g a t h e r e d from members o f t h e c l a s s o f 1978. T h e ir s tu dy involved t h e fol lo w- up o f 68,000 s t u d e n t s approx ima te ly one y e a r a f t e r t h e y had l e f t s c h o o l. The sample in c lu d e d 16,000 (25%) former s t u d e n t s from 98 high s c h o o ls and 4,000 g r a d u a t e s o f p r i v a t e high s c h o o l s . with t h o s e from t h e The d a t a c o l l e c t e d from s t u d e n t s was combined permanent high school records. The a u th o rs found t h a t more tha n 77% o f t h e v o c a t i o n a l g r a d u a t e s were involved in some p os ts e c on da r y school (either paid e d u c a ti o n activity employment or one y e a r after postsecondary le a v i n g vocational 70 schooling). Approximately 68% o f th e c l a s s o f 1978 who had taken v oc at i on al e du ca tio n r e p o r t e d paid employment; 6.5% were unemployed. Copa and Forsberg pos tse co ndar y concluded e du cat ion that were tempered under which e f f e c t s to ok p l a c e , They the be li e v e d evaluating that total vocational expectations by t h e resulting program effects of employment adverse conditions in r e s t r i c t e d must because be choices. c on si de re d vocational nonvocational l a b e l s were o f t e n found t o be m is le a d in g . and when versus They found t h a t 77% o f t h e s t u d e n t s had taken a t l e a s t one vo c a ti o n a l co urs e in school and t h a t v oc at i on al s t u d e n t s did d i f f e r from th o s e who had not had v oc at i onal e d u c a ti o n . Smith (1982) used 1978/79 and 1979/80 e n r o ll m e n t, and fol low-up d a t a in 1 6 4 ,0 0 0 o b s e r v a t i o n s Technical a comparative foll ow-u p. fr om S t a t e Education d a t a , she completion, Using more than D e p a rt m e n t o f V o c a t i o n a l attempted v oc at i onal t r a i n i n g e f f o r t s in Oklahoma. to assess and nontraditional Smith found t h a t women in n o n t r a d i t i o n a l t r a i n i n g achieved l e s s success than did t r a d i t i o n a l students. O v e r a l l , females earned l e s s than males but s i g n i f i c a n t l y more than females higher wages in in traditional female jobs. occupations Males, but less however, than earned those in t r a d i t i o n a l male o c c u p a ti o n s . The same ea rn in g d i f f e r e n c e s were d is c o v e re d when Frey (1977) sampled 306 completers programs in 1976. from Kansas v o c a t i o n a l - t e c h n i c a l ed u ca ti o n The purpose o f t h e study was t o deter mine t h e jo b s a t i s f a c t i o n , s a t i s f a c t o r i n e s s , and s a l a r i e s o f com ple ter s who were 71 employed in s t e r e o t y p i c a l o c c u p a t i o n s . Frey found t h a t 61.3% o f the c o m p le te r s were employed f u l l tim e in t h e same o r t r a i n i n g - r e l a t e d occupations. He found s i g n i f i c a n t d i f f e r e n c e s in su cc e ss f a c t o r s of s a l a r i e s between males and females in male j o b s and between male and female c om pl e te r s of the training h i g h e r th a n f e m a l e s ’ wages. program; males’ earnings were Frey a l s o r e p o r t e d no d i f f e r e n c e s in t h e s u c c e s s f a c t o r s o f j o b s a t i s f a c t i o n and g en er al s a t i s f a c t o r i n e s s b e tw e e n males and fem ales in traditional and nontraditional occupations. In a s i x - y e a r s tu d y , effect of secondary Massachusetts. Conroy and Diamond occupational (1976) examined the education Among t h e i r f i n d i n g s were t h a t : g en der b i a s was not a f f e c t e d by high school programs (a) in l a b o r- m a rk e t programs; (b) labor- market advantages o f t h e oc cu pa tio na l s t u d e n t s were s h o r t - l i v e d ; (c) m a le Trade and Industrial students earned who w er e postsecondary programs nonoccupational s t u d e n t s who were n o t a t t e n d i n g not sig n ifican tly attending more than postsecondary s c h o o ls and o t h e r male s t u d e n t s from tw o-y e a r p u b l i c c o l l e g e s state universities; and (d) Trade and Industrial u s u a l l y employed l o n g e r than th o s e from o t h e r students programs and and were held p o s i t i v e a t t i t u d e s toward high school e x p e r i e n c e s and employment. Wardlaw (1983) used s t a t e department r e c o r d s p e r t a i n i n g t o th e 26 public high sc h o o ls in Delaware. He noted that v o c a ti o n a l g r a d u a t e s showed s u p e r i o r performance in t h e l a b o r market. 74% o f t h e v o c a ti o n a l g r a d u a t e s e n t e r e d t h e l a b o r market, About whereas 72 more than 60% of the nonvocational graduates enrolled in po st se c on dar y t r a i n i n g . Crim and Ross (1976) sampled 1,266 v o c a t i o n a l New H a m p s h i r e ’ s R egi on 8 d u r i n g 1969, i n t e r v i e w i n g 66% o f t h e g r a d u a t e s . The r e s e a r c h e r s found t h a t 73% o f t h e g r a d u a t e s were employed. jobs, and 16% were p ur s ui ng 1970, g r a d u a t e s from 1972, and 1974, S i x t y - t h r e e p e r c e n t held f u l l - t i m e additional education. Of t h e 26% unemployed, only 7% were a c t i v e l y lookin g f o r employment. W ils on (19 66) studied 2,736 p re v io u s y e a r from 48 Connec tic ut found t h a t trained 85% were employed and r e c e i v e d unemployed, full-tim e vocational sc h o o ls $1.98 10.2% were in t h e m i l i t a r y , schooling. pr e v io u s t e n y e a r s , and in occ u p a ti o n s a mean wage o f Wilson r e p o r t e d graduates of the institutions. He f o r which th e y were per hour; 1.6% were and 12.6% were c o n ti n u in g that in comparison to the t h e r e had been an i n c r e a s e in t h e numbers of s t u d e n t s g r a d u a t i n g , a r i s e in t h e number but not in t h e p e rc e n ta g e o f i n d i v i d u a l s employed in r e l a t e d t r a d e s , and an i n c r e a s e in the p e r c e n ta g e o f c o n t i n u i n g f u l l - t i m e s t u d e n t s . In M i c h i g a n , graduates and R ob in so n leav ers (1984 ) conducted from a v o c a t i o n a l deter mine t h e i r p o s t - h i g h - s c h o o l activities. a study education of 1980 center Using d a t a to g a th e r e d from i n t e r v i e w s w ith 73 g r a d u a t e s and l e a v e r s and 57 employers, he found t h a t t h e m a j o r i t y o f former s t u d e n t s found jo b s w i t h i n 18 months o f g r a d u a t i o n and t h a t t h e groups were e q u a l l y s u c c e s s f u l in s e c u r i n g jo b s r e l a t e d t o t h e i r v o c a t i o n a l programs. found t h a t most g r a d u a t e s and l e a v e r s c o n t i n u i n g Robinson a l s o in pos ts e c ondar y 73 e d u c a t i o n a t t e n d e d community c o l l e g e s ; few a t t e n d e d technical sch o o ls o r f o u r - y e a r i n s t i t u t i o n s . P a q u e tt e (1979) nonvocat io nal compared vocational e d u c a ti o n e d u c a ti o n g r a d u a t e s from one c i t y graduates in Michigan. and She used a s t r a t i f i e d random sample o f 1975 g r a d u a t e s from t h e two c i t y high s c h o o l s ; t h e sample inc lu de d 29 v o c a t i o n a l and 62 nonvocational graduates. Data were g a t h e r e d by means o f a t e l e p h o n e interview p r o t o c o l ; t h e c h i - s q u a r e te c h n i q u e was used f o r a n a l y s i s . Pa que tte found (a) a high degree o f s i m i l a r i t y e x i s t e d in j o b t i t l e s , tasks, machines, and e q u i p m e n t f o r b o th v o c a t i o n a l and n o n v o c a t i o n a l graduates; (b) graduates related their to fewer th a n h a l f th e th a n v o c a t i o n a l vocational graduates h i g h e r p e r c e n ta g e of the v o c a ti o n a l training; entered and (c) more nonvocational p os ts e c on da r y nonvoc ational than had jo b s education, vocational and a graduates a c t u a l l y r e c e i v e d a de gre e o r c e r t i f i c a t e . Carreras vocational opinions. the (1972) surveyed 555 g r a d u a t e s o f f i v e Michigan area centers to examine their employment experiences and Using c h i - s q u a r e a n a l y s i s , C a r r e r a s compared g r a d u a t e s o f centers with two o t h e r groups: graduates who had r e c e i v e d v o c a t i o n a l e d u c a ti o n from a comprehensive high school and t h o s e who had followed an academic program. graduates who r e t u r n e d the Of t h e a r e a v o c a t i o n a l questionnaire, more than center 75% had s u c c e s s f u l l y o b ta in e d employment, more th a n h a l f o f them (51.4%) in t r a d e s t h e same as o r r e l a t e d t o th o s e in which th e y had r e c e i v e d training. Most g r a d u a t e s were s a t i s f i e d with t h e i r j o b s and th e 74 q u a l i t y o f t h e i r v o c a t i o n a l t r a i n i n g and s a i d t h e y would recommend the area c e n te r to other students interested in occupational training. Although C a r r e r a s found no s i g n i f i c a n t d i f f e r e n c e s among the groups three of graduates, graduates in the two v o c a ti o n a l groups were h i g h e r on a l l t h e t e s t e d measures th a n were t h o s e in th e academic group. Kushner (1970) i n te rv ie w e d 1968 g r a d u a t e s from t e n D e t r o i t high school business found t h a t education 50% o f t h e classifications and programs. jo b s that From s t u d e n t reported 51% o f were those in jo b s responses, he clerical and were companies in sales employing 100 or more p e r s o n s . Typewriting was t h e most f r e q u e n t l y demanded s k i l l employment; most other for entry-level office machines were learned skills on t h e in o p e r a t i n g job. a From th e i n t e r v i e w s Kushner a l s o found t h a t 51% o f t h e g r a d u a t e s r a t e d th e c o o p e r a t i v e e d u c a ti o n program as h e lp fu l f o r employment. Several o f t h e Michigan s t u d i e s o f v o c a ti o n a l conducted survey using state conducted data by t h e collected Michigan from t h e State co mp le te rs were annual Department Some o f t h e s e s t u d i e s ( K i e f e r & Brown, 1978; Oil i s , 1982) were reviewed e a r l i e r in t h e d i s s e r t a t i o n of v o c a ti o n a l Education. 1983; Shermis, and w i l l not be discussed here. Roberts (1979) used s t a t e fol lo w- up i n fo r m a t io n on a sample of approxim ately vocational graduates 5,000 programs. of hourly wages, the two or job first-y ear graduates from l o c a l He found no s i g n i f i c a n t programs in satisfaction. terms of He d id and a r e a difference proportion find between employed, a significantly 75 higher proportion of local than a r e a v o c a t i o n a l pu rs u in g po s ts e c o n d ar y programs. S pe ci al program g r a d u a t e s needs s t u d e n t s were not i d e n t i f i e d in R o b e r t s ’ s stu dy. Two sim ilar studies that focused on individual v o c a ti o n a l c e n t e r s were conducted by Obe rland er (1980) and Burke (1980). In a f i v e - y e a r l o n g i t u d i n a l stu dy o f 1,285 g r a d u a t e s o f t h e Mt. P l e a s a n t Area C e n t e r , O be rla nder sought t o compare d a t a on th o s e g r a d u a t e s t o State of years. based Michigan d a t a on first-year graduates Although he l i m i t e d h i s s t a t i s t i c a l on fr eq ue ncy distribution and d uri ng the same a n a l y s i s t o comparisons cross-tabulation, Oberlander found t h a t t h e a r e a c e n t e r g r a d u a t e s ten ded t o have h i g h e r o v e r a l l percentages in terms o f employment and c o n t i n u a t i o n o f ed u ca ti o n th a n d i d g r a d u a t e s o f programs r e p o r t e d in t h e s t a t e d a t a . However, t h e a r e a c e n t e r and s t a t e d a t a g e n e r a l l y were s i m i l a r in terms o f increases and d e c r e a s e s . Because t h i s stu dy la ck e d significance l e v e l s , t h e f i n d i n g s might be open t o q u e s t i o n . Burke (1980) used c h i - s q u a r e t e s t s o f independence t o analyze t h e d a t a from 1976 and 1978 Michigan s t a t e f o ll ow - up s urv ey s f o r 195 former s t u d e n t s vocational from one high center. He found school no associated significant w ith a r e g io n a l differences among g r a d u a t e s a c c ord in g t o ge nd er , r a c e , o r y e a r o f g r a d u a t i o n in terms of their training their low for ratings their employment. percentage of for present c ou rs e jobs Burke a l s o blacks tha n preparation and g e ne r al found w h it e s that indicated and relevance dissatisfaction a significantly th e y were of with h ig h e r continuing 76 their e d u c a ti o n as apprentices, whereas a significantly hig h e r p e r c e n ta g e o f w hi te s th a n b la c k s chose t o a t t e n d b u s i n e s s s c h o o l s . Jeffries-Jackson (1980) examined 1976, 1977, and 1978 s t a t e d a t a on ap pr ox im a te ly 5,000 f i r s t - y e a r v o c a t i o n a l program g r a d u a t e s t o a na lyz e d i f f e r e n c e s in p e r c e n t a g e s o f males and females employed. She found t h a t females tended t o earn lower h ou rl y wages than did males f o r each o f t h e y e a r s s t u d i e d . She a l s o found t h a t males were more s a t i s f i e d with t h e i r jo b s th a n were females in two o f t h e t h r e e years studied. Woloszyk (1982) used 1979 s t a t e foll ow- up d a t a in h i s stu dy to i d e n t i f y v a r i a b l e s r e l a t e d t o t h e j o b placement and j o b s a t i s f a c t i o n o f 5,701 co mp le te rs o f 265 Michigan g en eral merchandising programs. The m a j o r i t y of program co mp le ters who responded t o t h e survey were female (56.7%) and w hit e (90%). Using Pearson product-moment c o r r e l a t i o n c o e f f i c i e n t s and m u l t i p l e - r e g r e s s i o n a n a l y s i s , Woloszyk found that the existence of a D istributive Education Clubs of America c h a p t e r and t h e p e r c e n ta g e o f female co mp le te rs were the only variables related that placement. significantly had a significant He a l s o related to found t h a t job positive relationship j o b placement r a t e s satisfaction rate. Projected to were job openings had a s i g n i f i c a n t n e g a t i v e r e l a t i o n s h i p t o j o b s a t i s f a c t i o n and jo b placement r a t e s . Summary. vocational The e d u c a ti o n review of students state-lev el revealed that research a wide on former variety of approaches and methodologies have been used in such s t u d i e s . The primary purpose o f d a t a - c o l l e c t i o n e f f o r t s a t t h e has state level 77 been t o comply with developed e x t e n s i v e private-sector legislative r e q u ir e m e n ts . systems t o efforts used collect state the data; Most states required others d id have data. Some not. Most s t u d i e s were conducted a t a s i n g l e time appro xim at el y one y e a r a f t e r s t u d e n t s had g r a d u a t e d , un d e rt a k en . data; although s e v e ra l longitudinal s t u d i e s were Diverse s t a t i s t i c a l t e c h n i q u e s were used t o a na ly z e the more r e s e a r c h e r s relied on c h i - s q u a r e analysis regression analysis or other elaborate techniques. p r e s e n t e d in a v a r i e t y o f than on The d a t a were fo r m a ts , from simple t a b u l a r and summary s t a t i s t i c s t o more complex r e s e a r c h r e p o r t s . The d a t a o b ta in e d vocational com ple ter s in t h e Michigan s t a t e have been used p r o j e c t s comparing former voc at i o n al and be tw ee n -s ch o o l, and program in a annual variety students studies. fol lo w- up in of of research state, in -sc ho ol The f i n d i n g s of the Michigan r e s e a r c h r e f l e c t e d t h o s e o f nationwide s t u d i e s in terms of such v a r i a b l e s as c u r r ic u lu m , ge nder, r a c e , and ty pe o f f a c i l i t i e s and programs. th at, in A summary o f f i n d i n g s f o r s t a t e general, most vocational studies g rad u ates did s i g n i f i c a n t l y across s e le c ted v a ria b le . indicated not d i f f e r Most v o c a t i o n a l graduates were employed a t t h e time o f t h e s t u d i e s ; u s u a l l y , more tha n h a l f w ere high in occupations related to th eir school programs. Vocational g r a d u a t e s a l s o seemed t o have lower unemployment r a t e s tha n non voc ational graduates, earned more than the minimum wage (males tended t o earn more than fe m a le s ) , and were s a t i s f i e d with their training. employment and their high school Co operativ e 78 e d u c a ti o n programs seemed t o have helped some g r a d u a t e s . number of graduates was pursuing c o n c e n t r a t i o n in community c o l l e g e s . were s t a t e - l e v e l studies, further A growing education, with a Conspicuous in t h e i r absence in c l u d i n g Michigan r e s e a r c h , f o c u s in g on s p e c i a l needs s t u d e n t s . Speci al Needs S tu d i e s The review o f t h e literature revealed a noticeable lack of r e s e a r c h on s p e c i a l needs g r a d u a t e s o f r e g u l a r secondary v o c a ti o n a l programs Several at the national, other w riters r e v ie w s . state, noted regional, sim ilar absences The l a c k o f s t u d i e s on s p e c i a l major void in t h e r e s e a r c h . and/or local in t h e i r levels. literature p o p u l a t i o n s su ggest ed a Mertens e t a l . (1980) a s s e r t e d in t h e i r review o f s t u d i e s on t h e e f f e c t s o f v o c a ti o n a l e d u c a ti o n t h a t "too l i t t l e e vid enc e i s a v a i l a b l e t o comment on th e e f f e c t s o f v o c a ti o n a l e d u c a t i o n f o r i n d i v i d u a l s with s p e c i a l needs" (p. 8 4 ) . Shea (1979) sug ges te d that research on the Grasso and appropriateness of v o c a t i o n a l e d u c a ti o n f o r youth s with s p e c i a l needs was an a r e a t h a t needed e x p l o r a t i o n . of the research Franchak and S p i r e r (1979) remarked t h a t most th at was focused on special populations was conducted on handicapped i n d i v i d u a l s . Some of ind ividuals the in follow ing situations e d u c a t i o n programs. would shed light other However, on studies special than involved special mainstreamed needs vocational t h e w r i t e r thoug ht t h e p r e s e n t a t i o n populations in regular v o c a ti o n a l e d u c a t i o n programs by i n d i c a t i n g t h e ty p e s o f outcomes s p e c i a l needs 79 graduates are populations have m a in ta in ed national experiencing. been that the In viewed lack only of national studies, tangentially. special needs special Borus (1984) individuals in th e l o n g i t u d i n a l d a t a was a s e r i o u s flaw and t h a t c o r r e c t i o n s should be made t o a d d r e s s t h a t problem. Grasso and Shea echoed t h i s co nc ern , n o ti n g t h a t " th e NLS LME samples o f youth a r e by no means ideal f o r a s s e s s i n g t h e i m p l i c a t i o n s o f j o b r e l a t e d e d u c a ti o n and training f o r groups with special needs. [The] in fo r m a t io n from i n t e r v i e w s i s very l i m i t e d concerning di sa d v a n ta g e d o r handicapped" (p. 116). Mertens and S e i t z (1982) noted th e same l i m i t i n g d a t a base f o r s p e c i a l p o p u l a t i o n s in t h e new youth c o h o r t s . In s e v e ra l for of the national studies s p e c i a l p o p u l a t i o n s were d i s c u s s e d . reviewed e a r l i e r , Nolfi results e t a l . (1978) noted t h a t p h y s ic a l impairments and language d i f f e r e n c e s had l i t t l e o r no i n f l u e n c e on employment and unemployment. special needs i n d i v i d u a l s persons. Parnes differences received and a s s o c i a t e s b e tw ee n blacks They p o i n t e d ou t 13.5% lower wages th a n r e g u l a r (1969) found and w hites, large which socioeconomic affected e d u c a t i o n a l and l a b o r - m a r k e t e x p e r ie n c e s and b e h a v i o r s . the insufficient number o f s p e c i a l needs respondents, Shea were u n c e r t a i n about whether v o c a t i o n a l for su ch individuals. that Borus found no th eir Stressing Grasso and e d u c a t i o n was h e l p f u l difference b e tw ee n d is a d v a n ta g e d and non disadvantaged youths in terms o f t h e e f f e c t s o f v o c a t i o n a l and academic c u r r i c u l a on unemployment and hours worked. Mertens and S e i t z (1982) Youth) o f t h e National used the Youth Cohort Survey (NLS Longi tudin al Survey o f Labor Force Behavior 80 t o examine t h e l a b o r - m a r k e t e x p e r i e n c e s o f 73 handicapped y o u t h s . Citing the lim ita tio n s th at handicapped in t h e NLS Youth d a t a b a se , t h e y sug ges te d vocational graduates had higher rates of p a r t i c i p a t i o n in t h e l a b o r f o r c e , h i g h e r employment r a t e s , and lower unemployment r a t e s than d id t h e i r handicapped nonvoc ati onal p e e r s . Kulachci (1981) sampled 1,321 young men with s p e c i a l needs from th e N ational Included in L ongitudinal his special S u r v e y o f Labo r M ar k et E x p e r i e n c e s . needs category were educationally s o c i a l l y o r c u l t u r a l l y d is ad va nt a ged and t h e handicapped. used a n a l y s i s o f v a r i a n c e , coefficient, and r e g r e s s i o n and Kulachci Pearson product-mom ent c o r r e l a t i o n analysis to t e s t the data. He found t h a t t h e ty pe o f high school c urr ic u lu m d id not a f f e c t l a b o r - m a r k e t experiences fo r special s c h o o li n g needs males. and po st sc hoo l He a l s o found t h a t y e a r s o f oc cu p a ti o n a l training had a s i g n i f i c a n t e f f e c t on s p e c i a l needs m a l e s ’ average w a g e s / s a l a r y and t h e number o f weeks employed. Schoka (1980) compared 39 mainstreamed s p e c i a l needs g r a d u a t e s to 40 r e g u l a r v o c a t i o n a l school t e c h n i c a l school in New J e r s e y . t h a n 50%. Schoka found t h a t employment in graduates, (b ) areas related th ere were graduates fr om a v o c a t i o n a l - The re s p o n se r a t e was a l i t t l e more (a) to mainstreamed g r a d u a t e s training as well no s i g n i f i c a n t as did d ifferences o b ta in e d regular be tw e e n mainstreamed g r a d u a t e s ’ and r e g u l a r g r a d u a t e s ’ employment r e c o r d s , and (c) r e g u l a r g r a d u a t e s pursued po s ts e c o n d ar y e d u c a ti o n more o f t e n th a n d id mainstreamed graduates. Michie (1968) in t e r v i e w e d 60 81 dis a d v a n t a g e d youths who gr a d u a te d from high s c h o o l. He found t h a t r e s p o n d e n t s ’ l e v e l s o f s u c c e s s , as measured by t h e Employee Rating S c a l e , were i n f l u e n c e d by v o c a ti o n a l c l a s s e s and i n d i v i d u a l i n t e r e s t shown by some " s i g n i f i c a n t o t h e r " e d u c a t o r . Several in vestigators focused on d ifferen t m e th od s of v o c a t i o n a l t r a i n i n g a s s o c i a t e d with t h e la b o r - m a r k e t environment f o r educable m entally vocational im paired students. In a e d u c a t i o n and o n - t h e - j o b t r a i n i n g m e n t a l l y r e t a r d e d s t u d e n t s from f i v e d i s t r i c t s study c o m p a r in g f o r 364 e d u c a b l e in Michigan, Baxter (1977) found no s i g n i f i c a n t d i f f e r e n c e due t o ge nde r, r a c e , o r le vel o f i n t e l l i g e n c e with re g a rd t o indicated that vocational graduates. special income o r r a t e o f employment. educab le m e n ta ll y training had h i g h e r impaired employment Baxter b e l i e v e d t h a t , needs students from students rates He who completed than work study c o n s i d e r i n g t h e dropout r a t e o f on-the-job training, th ere was s u b s t a n t i a l b e n e f i t in terms o f e a r n in g s f o r s t u d e n t s who completed a v o c a t i o n a l ed u ca ti o n program. Benjamin (1968) compared 1966 g r a d u a t e s o f work-study programs. He c a t e g o r i z e d t h e sample i n t o t h r e e a b i l i t y groups as f o l l o w s : a v e r ag e /a bov e av erage, handicapped. ability 22 slow l e a r n e r s , 30 and 20 ed ucable m e n ta ll y He found t h a t g r a d u a t e s in t h e averag e/ ab ove average group earned significantly h i g h e r ho url y wages, had been employed f o r a s i g n i f i c a n t l y l o n g e r ti m e , and had had a s h o r t e r time e l a p s e b e f o r e employment than g r a d u a t e s gro ups . in t h e o t h e r two a b i l i t y 82 Perotti (1984) examined t h r e e methods o f v o c a ti o n a l training f o r ed ucable m e n ta ll y r e t a r d e d s t u d e n t s two t o s i x y e a r s a f t e r the y had completed th eir high school program. He fo und higher unemployment and underemployment f o r educable m e n t a l l y handicapped i n d i v i d u a l s th a n f o r t h e gener al p o p u l a t i o n . P e r o t t i thought t h a t a combined a p p r o a c h i n c l u d i n g b o t h s p e c i f i c v o c a t i o n a l - t e c h n i c a l training and w o r k - s t u d y was t h e optimum p ro g r a m f o r educable mentally retard ed stu d en ts. Rogers (1981) compared 146 educable m e n ta ll y r e t a r d e d g r a d u a t e s from two North C a r o li n a high schools and found t h e combination o f work study and vocational reh ab ilitatio n s i g n i f i c a n t l y a f f e c t l e v e l s o f employment. particip atio n in a vocational p ro g r a m s did not However, IQ, ge nde r, and reh ab ilitatio n s i g n i f i c a n t p r e d i c t o r s o f l e v e l s of employment. pro gr am were Rogers a l s o found t h a t male g r a d u a t e s had h i g h e r hourly wages and l e n g t h o f employment than d id fem al es. B r o l i n , Duranel, Kromer, and M i l l e r (1975) conducted a f o ll o w up o f 80 educable m e n t a l l y r e t a r d e d s t u d e n t s and grouped them as e i t h e r academic o r having had a t l e a s t one v o c a t i o n a l c o u r s e . results The showed t h a t t h e s t u d e n t s who had r e c e i v e d work s tu dy had b e t t e r o v e r a l l r a t e s o f v o c a t i o n a l adju stment (employed 50% o f t h e time s i n c e high sch oo l) t h a n t h o s e who had not r e c e i v e d work s tu dy . Wilson (1984) studied the d i s a b l e d high school g r a d u a t e s . first-year outcomes of learning He surveyed high school t e a c h e r s o f t h e l e a r n i n g d i s a b l e d in Colorado and found t h a t l e a r n i n g d i s a b l e d g r a d u a t e s from t h e v o c a t i o n a l e d u c a ti o n c u rr ic u lu m were more l i k e l y 83 t o o b t a i n employment but l e s s likely t o c o n ti n u e their ed u ca ti o n th a n were l e a r n i n g d i s a b l e d g r a d u a t e s from t h e academic c ur ri c u lu m . Wilson noted t h a t nontechnical learning disabled students occupation programs. He tended t o e n r o l l also fo und th at in a s i g n i f i c a n t l y s m a l l e r p e r c e n ta g e o f l e a r n i n g d i s a b l e d g r a d u a t e s than r e g u l a r s t u d e n t s went on t o c o l l e g e . H o d e ll (1 98 4) compared 71 learning disabled and 67 nonhandicapped i n d i v i d u a l s from t h e 1979 g ra d u a t i n g c l a s s in Arizona five years after procedures, she graduation. f ound that Usin g learning chi-square disabled and adults t-test had an unemployment r a t e f o u r time s g r e a t e r than t h e nonhandicapped a d u l t s . She found months no s i g n i f i c a n t worked satisfaction. for the differences last between two y e a r s , the hourly two groups wa ge s, or in job Hodell a l s o r e p o r t e d t h a t nonhandicapped i n d i v i d u a l s e n r o l l e d in p o s ts e c o n d a r y programs and a tt e n d e d school w hile working more f r e q u e n t l y than d id t h e l e a r n i n g d i s a b l e d a d u l t s . Lewis and Tar (1979) presented a summary fo ll ow - up o f p h y s i c a l l y handicapped v o c a ti o n a l in Pennsy lv an ia . students did vocational found d iffer handicapped salaries, less handicapped sig n ifican tly programs o r in t h e r a t i o that startin g not They found t h e and the and nonhandicapped admission graduates 50% f i r s t - t i m e 1974-1976 e d u c a ti o n g r a d u a t e s o f j o b placement. nonhandicapped th at upon of to the They a l s o had employment sim ilar in an o c c u p a ti o n r e l a t e d t o t h e i r t r a i n i n g , and no a d ju st m en t problems in 84 t h e i r p l a c e s o f employment. The c o o p e r a t i v e e d u c a ti o n e x p e r ie n c e appeared t o improve c u r r e n t s a l a r i e s and l e n g t h o f employment. Jensen (1982) studied education on t h e physically handicapped com parative the in f l u e n c e postsecondary and graduates analysis with a in of secondary employment group about t h e e f f e c t o f t h e low response r a t e nonhandicapped vo c a t i o n a l after Jensen nonvocational graduates co nt in u ed graduation. f ou nd of that nonhandicapped 1979, than more pe rc e n ta g e Jensen a l s o found t h a t (a ppr oxim at el y more nonhandicapped in the t h i r d year handicapped nonhandicapped g r a d u a t e s pursued f u r t h e r e d u c a ti o n t h e a f t e r graduation. cautioning sig n ifican tly e d u c a ti o n Significantly a (39%) among p h y s i c a l l y graduates their of He conducted g r a d u a t e s ove r a t h r e e - y e a r pe rio d from 1976 t o handicapped g r a d u a te s . activ ities Minnesota. sim ilar v o c a ti o n a l first a significantly 10%) o f nonhandicapped than than year h ig h e r handicapped g r a d u a t e s were employed each y e a r a f t e r g r a d u a t i o n . Ulthe (1 98 0) discussed the findings of a follow -up p h y s i c a l l y handicapped g r a d u a t e s / c o m p l e t e r s o f v o c a t i o n a l in 1976, 1977, and 1978 f o r f o u r r e g io n s remarked on the low res po ns e rate in Kentucky. (18.4%). Ulthe of programs She, too, found that ap pro xim at ely o n e - t h i r d o f t h e g r a d u a t e s were employed f u l l time, one-third total were un e m p lo y e d , and more than half of the re s p o n d e n ts were in school o r employed. Summary. The lack of research on special populations in r e g u l a r v o c a ti o n a l e d u c a ti o n programs s u g g e s t s a major void in th e in f o r m a t i o n a l r e s o u r c e s upon which many i n d i v i d u a l s r e l y . Numerous 85 w riters remarked on t h e limited amount of special p o p u l a t i o n s and recommended t h a t research conducted on concerted efforts made in t h i s d i r e c t i o n . The r e s e a r c h on s p e c i a l from secondary v o c a t i o n a l ed uc at io n programs a l s o r e f l e c t e d be needs gra d u a te s these lim itations. W ri te rs f r e q u e n t l y mentioned an i n s u f f i c i e n t number o f s p e c i a l needs re s ponden ts in n a t i o n a l , s t a t e , and l o c a l r e s e a r c h , which made it im po ssi ble t o draw co ncl us io ns about th e outcomes o f v oc at i o n al ed u ca ti o n special for special populations instances the populations. were The considered mi xe d, f i n d i n g s were c onfu s in g. focused on handicapped i n d i v i d u a l s ; results at of studies best; The m a j o r i t y in of on some studies r e s e a r c h e r s used a v a r i e t y of d e f i n i t i o n s f o r c a t e g o r i z i n g t h e s p e c i a l needs re s p o n d en ts . In s ev e ra l f o un d to be studies, active s p e c ia l particip an ts po st se c on dar y e d u c a t i o n . b e n e f i t e d from v o c a t i o n a l employment and lower needs in Some s p e c i a l vo c at i o n al g r a d u a te s the force labor needs vo c a ti o n a l were and in g r a d u a te s e d u c a t i o n pr og r am s by h a v i n g h i g h e r unemployment rates th a n d id s t u d e n t s who had no t been involved in v o c a ti o n a l s p e c ia l needs education. The review a l s o showed t h a t some s p e c i a l needs i n d i v i d u a l s d id as well as n o n - s p e c i a l - n e e d s r e g u l a r and v o c a ti o n a l g r a d u a t e s . tion in chances an a ct ua l of individuals. labor wo rk-experience market success program seemed t o for certain Participa­ improve special the needs 86 Conclusions The fol low-up s tu d y i s a valuable i n s tr u m e n t f o r d e te r m in in g t h e outcomes of v o c a t i o n a l e d u c a ti o n programs. Many a u t h o r s agreed t h a t t h e foll ow-up i s an e f f e c t i v e too l f o r outcome e v a l u a t i o n . Its f l e x i b i l i t y has been demonstrated in a v a r i e t y o f s i t u a t i o n s and i s l i m i t e d onl y by t h e c r e a t i v i t y o f t h e r e s e a r c h e r . e f f o r t s reviewed in t h i s Most foll ow- up c h a p t e r were conducted a pprox im at el y one y e a r a f t e r t h e i n d i v i d u a l s gra du a ted and a t a s i n g l e time because of the expense and longitudinal d ata-storage efforts. d ifficu lties Many a u th o rs th oug ht associated that data with from the f o ll ow - up he lp d e c i s i o n makers a t a l l l e v e l s make programmatic and policy decisions. Most s t a t e s use an annual fol lo w- up procedure f o r compliance r e p o r t i n g , The accrued d a ta as r e q u i r e d by s t a t e have been used and f e d e r a l separately from, mandates. as well as in c o n j u n c t i o n w it h , o t h e r r e s e a r c h endeavors. Many s t u d i e s programs tested, at th e have been conducted on g r a d u a t e s secondary i n c lu d in g graduates had ge n d e r , been statistical salary, A variety race, enrolled. e m p lo y m e n t/ u n e m p lo y m e n t satisfaction, level. and Other statu s, and a n c i l l a r y type of factors continuing effects. of of vocational variables program of which interest were education, job A wide v a r i e t y procedures were used t o a na lyz e t h e d a t a ; from simple summary and t a b u l a r p r o c e s s e s in were of t h e s e ranged t o ANOVA, MANOVA, chi- s q u a r e , m u l t i p l e r e g r e s s i o n , and o t h e r more e l a b o r a t e t e c h n i q u e s . A f t e r reviewing t h e l i t e r a t u r e , i t was c l e a r t h a t s e v e r a l voids exist in the research on vocational completers/graduates. One 87 critical a r e a was accomplishments, in the lack outcomes, and of re s e a rc h present status pertaining of special to the needs co mp le te rs as compared t o r e g u l a r com ple ter s o f v o c a t i o n a l ed u ca ti o n programs. In addition, research is lacking on whether th o s e outcomes develop i n t o e s t a b l i s h e d p a t t e r n s over t h e y e a r s . The purpose o f t h e p r e s e n t study was t o de te r m in e i f t h e same outcomes evidenced in t h i s review were r e f l e c t e d in t h e e x p e r ie n c e of special Michigan. needs co mp le te rs of v o c a ti o n a l e d u c a ti o n programs in CHAPTER I I I METHODOLOGY Introduction The researcher’s purpose in this descriptive study was to de te r m in e t h e e f f e c t s o f p a r t i c i p a t i o n in Michigan p u b l i c secondary v o c a t i o n a l e d u c a ti o n programs on t h e employment p a t t e r n s o f s p e c i a l needs com pleters as compared to regular c om pl e te r s t h e i r f i r s t y e a r a f t e r high school 1983, 1 98 4, 1985, and 1986. The (non-special graduation indicators employment p a t t e r n s were p o s t - h i g h school activity, used to needs) in 1982, define f u l l - or part- time employment, j o b s a t i s f a c t i o n , average ho url y wage r a t e s , and program-related job c l a s s i f i c a t i o n . All c om ple ter d a t a used in t h i s r e s e a r c h were c o n ta i n e d in f i v e un e di te d m a st er d a t a t a p e s f o r 1982, 1983, 1984, 1985, and 1986, which were o b ta in e d from t h e Michigan Department o f Education. These s t a t e d a t a and t h e c o l l e c t i o n system were t y p i c a l o f t h o s e o f o t h e r s t a t e s and governmental a g e n c i e s , as noted in t h e Review o f L i t e r a t u r e . This chapter contains a description of the population, th e d a t a - c o l l e c t i o n i n s tr u m e n t and p r o c e d u re s , and t h e d a t a - a g g r e g a t i o n and a n a l y s i s t e c h n i q u e s . 88 89 The Population The study p o p u la ti o n secondary v o c a ti o n a l Department of comprised ed uc at io n Education, 188,384 com pleters programs approved V oc atio na l-T ech nic al of public by t h e Michigan Education S e rv ic e , from 1981 (n = 37, 4 7 4 ), 1982 (n = 38 ,2 1 9 ), 1983 (n = 39,3 4 2 ), 1984 (n = 37 ,8 9 0 ), and 1985 (n = 3 5,4 59 ). t h e v oc at i onal This p o p u la tio n r e p r e s e n t e d com ple ters who responded t o t h e Michigan Department o f Education annual follow-up survey t h e f i r s t y e a r a f t e r g r a d u a ti n g from high s c h o o l. student who was In t h i s s tu dy , a completer was d e f i n e d as any enrolled program and f u l f i l l e d all in a reimbursed secondary vo c a ti o n a l re quirements f o r t h e vo c a ti o n a l program from t h e i n s t i t u t i o n h e /s h e a tt e n d e d . The I n i t i a l Data Sort The un ed ite d Michigan Department o f Education m a st er d a t a ta p e s c on ta in ed re c o rd s o f well over 250,000 former s t u d e n t s f o r t h e f i v e y e a r s under i n v e s t i g a t i o n . w i t h i n t h e scope o f th e necessary. Because many o f t h e s e r e c o r d s were not study, an i n i t i a l s o r t i n g o f r e c o r d s was A computer program was w r i t t e n t o t r a n s f e r , group t h e a p p r o p r i a t e re c o rd s from t h e s t a t e t a p e s sort, and i n t o a format t h a t would be u s ab le with th e Michigan S t a t e U n i v e r s i t y computers. Data concerning nonvocational vocational conducted. graduates p ro g r a m s were e l i m i n a t e d Although t h e s e before were v a l i d and noncompleters the analyses comparison g ro u p s , of were the r e s e a r c h e r be li e v e d t h e c o n d i t i o n o f t h e d a t a on t h o s e res po nde nts did not sup por t t h e i r i n c l u s i o n in t h e s tu d y. During t h e annual 90 vocational survey p ro c e ss , former n o n v o catio n al s t u d e n t s were surveyed, using Form VE-4045-D, in a p ro c e ss s i m i l a r t o t h a t used in su rveying former v o c a ti o n a l s t u d e n t s . students’ re c o rd s were o m itt e d from t h i s s u r v e y s were c o l l e c t e d followed in from t h e s e disseminating the However, the nonvocational study because not enough individuals, survey and and p r o c e d u r e s collecting data were uncontrolled. Data on noncompleters (leavers) o f vo c a ti o n a l programs were a l s o o m it te d , p r i m a r i l y because t h i s group was so broadly d e f i n e d . The S t a t e o f Michigan d e fi n e d a l e a v e r as a s t u d e n t who had been e n r o l l e d i n , but did not complete, a vo c at io na l program, as r e p o r t e d by t h e s t u d e n t ’ s home school on an annual e nr ollm e nt and t e r m i n a t i o n r e p o r t (Form VE-4301). been an individual Using t h i s d e f i n i t i o n , with little or a l e a v e r could have no v o c a ti o n a l training dropo ut with e x t e n s i v e t r a i n i n g time who had f a i l e d t o f u l f i l l o f t h e requireme nts f o r program completion. or a all Because t h e r e s e a r c h e r had no p r a c t i c a l way t o a s c e r t a i n t h e p r e c i s e times s t u d e n t s l e f t t h e programs and t h u s t o distinguish among l e a v e r s with various amounts o f t r a i n i n g , t h i s group was e l i m i n a t e d from c o n s i d e r a t i o n in the s tu d y . Thus, as a result of the initial data sort, the r e s e a r c h e r focused only on v oc at i onal ed uc atio n program c o m p le te r s . The Instrument The in st ru m e nt used f o r c o l l e c t i n g d a t a was th e annual Follow- up Survey o f S t u d e n t s , Form VE-40450A, f o r 1982, and 1986, from t h e Michigan Department o f Education, Technical Education S e rv ic e (see Appendix A). 1983, 1984, 1985, Vocational- The survey was f i r s t 91 developed in 1973, and v a r i o u s r e v i s i o n s o f t h e i n s tr u m e n t have been administered by t h e Michigan Department of Education annual f o ll ow - ups o f secondary v o c a t i o n a l g r a d u a t e s . d u r in g its Commitment by l o c a l d i s t r i c t s t o surv ey a l l v o c a t i o n a l g r a d u a t e s has i n c r e a s e d the re s po nse r a t e from 45% in 1973 t o appro xim at ely 80% in 1985. The u n d e rl y in g purpose of the annual survey has been to accumulate d a t a p e r t a i n i n g t o t h e s t a t u s o f former s t u d e n t s f o r use by v o c a t i o n a l e d u c a ti o n d e c i s i o n makers a t t h e federal le v e ls . Committee survey on post-high Follow-up Studies Inform ation school vocational state, and The Michigan Department o f Education and an Ad Hoc have a n n u a ll y t o g a t h e r p e r t i n e n t graduates. local, data is e lic ite d training, train in g , revised pay m ilitary and/or modified on v o c a t i o n a l the e du ca tio n on g r a d u a t e s ’ e m plo ym e nt , rate, job status, satisfaction, homemaker use status, of and demographic d a t a . D a t a - C o l l e c t i o n Procedures The f o ll o w i n g g en eral schedule ( s i m i l a r to t h a t o f o t h e r y e a r s ’ s u rv e y s ) fo ll o w - u p sc h e d u le highlights survey is of the data-collection 1984 in cl ude d here v o c a ti o n a l to pro c e du res students he lp t h e r e a d e r in for the Michigan. u nd e rs tand 1985 The how th e survey p r o c e s s took p l a c e . 1. February 15 t o March 4: I n s e r v i c e t r a i n i n g programs were he ld t o f a m i l i a r i z e d e s i g n a t e d personnel wit h t h e survey in s tr um e nt and i n s t r u c t i o n s . 92 2. February 22 t o March 4: Forms and i n s t r u c t i o n s were d i s ­ t r i b u t e d t o l o c a l e d u c a t i o n a l p e r s o n n e l. 3. March 18 t o May 1: a. b. c. d. e. Prepared and d u p l i c a t e d Coded surve y forms. Mailed survey forms t o Processed d a t a from th e Began i n i t i a l foll ow- up f i r s t mailing). Sent pro c e sse d forms t o f. 4. Local e d u c a ti o n a l personnel . . . May 17: cov er l e t t e r s . graduates/completers. r e t u r n e d completed survey forms. o f nonrespondents (2weeks a f t e r CEPDs f o r v e r i f i c a t i o n . All forms were due a t t h e Michigan Department of Education 5. May 20 t o September 9: The Michigan Department o f Educa­ t i o n produced t h e d a t a t a p e and e d i t e d , p r i n t e d , and reproduced th e final report. 6. September 9 and a f t e r : d istribution: Three r e p o r t s were g e n e r a te d f o r Item A n a l y s i s , Job Placement Summary, and Continuing Education Summary. The in f o r m a t io n fo r the present stu dy was d e ri v e d Michigan Department o f Education d a t a t a p e s . researcher used after obtaining the tapes from th e The proc ed ures are e x p la i n e d in th e the f o ll o w i n g s e c t i o n . Aggregation o f Data The r e s e a r c h e r a p p l i e d an a g g re g a ti o n t e c h n i q u e t o t h a t remained a f t e r t h e i n i t i a l d a t a s o r t . to compute vocational sums and means a c r o s s completers’ survey groups res ponse s the data This procedure was used of cases. were The 188,384 a ggr eg ate d for all con tin uo us and c a t e g o r i c a l v a r i a b l e s f o r each o f t h e f i v e y e a r s i n t o 93 " com ple te r ty pe s" a t t h e CEPD l e v e l . Using t h e S t a t i s t i c a l A na lys is System (SAS) on t h e IBM 3090 VF mainframe computer, SAS d a t a f i l e s were c r e a t e d f o r t h e a g g re g a te s f o r each o f t h e survey y e a r s . The CEPD became t h e u n i t o f s t a t i s t i c a l a n a l y s i s and o f i n f e r e n c e . The a g g r e g a ti o n pro c e ss was an e f f e c t i v e means by which t o view and merge v a r i o u s p o r t i o n s o f t h e d a t a du rin g t h e s t a t i s t i c a l a n a l y s e s . There were a p o s s i b l e 40 comple ter ty p e s each y e a r f o r each of t h e 53 CEPDs in Michigan, y i e l d i n g a maximum t o t a l o f 2,120 p o s s i b l e c om ple ter ty p e s each y e a r f o r the state (40 t y p e s x 53 CEPDs). However, t h e maximum number o f comp le ter ty p e s was never produced. The com pleter independent types were variables: c om ple ter s t a t u s , cod ed (a) according geographic to the location follow ing (CEPD), (b) (c) ty pe o f co mpleter ( s p e c i a l n e e d s / r e g u l a r ) , (d) ge nder ( m a l e / f e m a l e ) , (e) e t h n i c i t y (w hite/minority), (f) ty pe of s p e c i a l need ( h a n d i c a p p e d / l i m i t e d English p r o f i c i e n t (LEP)/disadvant a g e d / m u l t i p i e / n o n e ) , and (g) p a r t i c i p a t i o n in c o o p e r a t i v e e duca tio n (yes/no). These data (e xcep t location) were derived "School Use Only" s e c t i o n o f t h e survey (s e e Fig ur e 3 . 1 ) . from th e School o f f i c i a l s from t h e former s t u d e n t s ’ home sc h oo ls e n t e r e d t h e i n f o r ­ mation f o r t h i s s e c t i o n , presumably usin g school r e c o r d s . 1982 and 1983 s urv e ys , r a c i a l / e t h n i c g r o u p .) t h e m a st er d a t a t a p e s . former s t u d e n t s (On th e i n d i c a t e d t h e i r ge nder and S t a t e personnel rec or ded t h i s i n fo r m a t io n on 94 (S C H OO L USE ONLY) 1. M jo 0 F3 s? 7. Y es BE H 2. Al )i Q] A3 3. C u [T) or L []] STATUS? 4. Yes n Q So □ GRADUATE? 5. Yes m So Q] C O -O P? So [7] 6 Q] . Yes n E H a. Q] i - r . ir LEP H0 WE R? 8. » □ 40 Q] No E PROIECT? o r LEP C IP 4i Q U M i E l l or D 9. P S N [7] 4r [ M i l 10. If a n AREA CENTER o r SHARED TIME p r o g r a m , rep o rt re sp o n d en t's h o m e d is t r i c t i d e n t i f i c a t i o n . OPD CODF S. N.? i- Q ] and/or D 11. T e l e p h o n e « Q] wE Mail Pr oxy ho E 171 Figu re 3 . 1 . -- So ur c e o f d a t a f o r c o m p l e t e r - t y p e coding. The coding p ro c e s s was a s y s t e m a t i c means o f a r r a n g i n g s i m i l a r d a t a , which f a c i l i t a t e d t h e a n a l y t i c a l p r o c e s s e s used in t h e s tu d y. Figure 3 .2 i s an example o f t h e coding o f c om ple ter ty pe s used in this s tu d y and i l l u s t r a t e s the coding strategies employed. The coding c a t e g o r i e s a r e e x p l a i n e d in t h e fo ll o w i n g p a r a g r a p h s . CEPD 01 53 Completer Status Type o f Completer Speci al Regular 1 2 Sex Race Type o f SN Co- op Male Female White Mi norit y Handicap LEP Disadv. M u lt ip le None Yes No 1 1 1 2 2 2 3 4 0 Figure 3 . 2 . --Coding o f co m p le te r t y p e s . 95 CEPD l o c a t i o n . The r e s e a r c h e r noted t h e CEPD in which t h e s t u d e n t ’ s home school was l o c a t e d . 53 CEPDs in Michigan. For each survey y e a r , t h e r e were (See Appendix B f o r a f u l l - s i z e map showing t h e l o c a t i o n and number of each CEPD.) th is study, the results are reported However, f o r t h e purpose o f in term s of four major ge og ra ph ic r e g i o n s - - l , 2, 3, and 4 - - r a t h e r than by i n d i v i d u a l CEPD. The pattern d e v is e d for selection of r e g io n s was based on an a d a p t a t i o n o f ge ogra ph ic s t r a t i f i c a t i o n done by F i s h e r (1974) using s t a t e mapping methods. Figure 3 .3 shows t h e f o u r major r e g i o n s and t h e CEPDs in c lu d e d in each r e g i o n . Career Education Planning D i s t r i c t s REGION 1: CEPDs 1 , 2 , 3 , 4 , 5 , 6 REGION 2: CEPDs 7 , 8 , 9 , 1 0 , 1 1 , 1 2 13,14,15,16,17,18,19 2 0 , 21 REGION 3: CEPDs 2 2 ,3 1 ,3 2 , 3 3 , 3 4 35,36,37,46,47,48,49 5 0 ,5 1 ,5 2 ,5 3 REGION 4: CEPDs 2 3 , 2 4 , 2 5 , 2 6 , 2 7 , 2 8 ,2 9 ,3 0 , 3 8 , 3 9 , 4 0 , 4 1 4 2 ,4 3 , 4 4 , 4 5 Figure 3 . 3 . - - F o u r major re g i o n s o f Michigan and CEPDs in each region. Completer s t a t u s . initial sorting Completer s t a t u s was deter mine d d u r in g th e process. After the in itial sorting, all data r e t a i n e d f o r t h i s s tu dy were from c om pl e te r s o f v o c a t i o n a l e d u c a ti o n programs. 96 Type o f c o m p l e t e r . r e s ponden t was s p e c i a l Home school o f f i c i a l s i n d i c a t e d whether the needs or n o t. In t h i s s tu d y , individuals r e p o r t e d as such on t h e survey form were c o n s i d e r e d t o be s p e c i a l needs c o m p le te r s ; all o t h e r s were c o n s id e r e d t o be r e g u l a r (non­ s p e c i a l needs) c o m p le te r s . Gender. The r e s p o n d e n t ’ s ge nder--male o r female--was i n d i c a t e d on t h e sur ve y. Ethnicity. For t h i s s tu d y , resp onden ts were c a t e g o r i z e d i n t o one o f two r a c i a l / e t h n i c groups : school o f f i c i a l s reported the Indian, Asian , white o r m i n o r i t y . On t h e sur ve y, (and t h e res po nden ts the mselves in 1982 and 1983) racial/ethnic Black, group H is p an ic , of or the r e s po nd en t White. The as fo l l o w s : present w riter b e l i e v e d t h a t m i n o r i t y groups could be viewed as a s i n g l e group f o r this s tu d y . single Thus, category he combined th e labeled four minority "m inority." groups Combining into groups a also compensated f o r i n s u f f i c i e n t numbers in c e r t a i n groups and r e s u l t e d in a s i n g l e v i a b l e comparison group. Type category of of special special needs. needs in School which o fficials such indicated re s p o n d e n ts belonged: handicapped, l i m i t e d Engl ish p r o f i c i e n c y (LEP), or d i s a d v a n t a g e d . fourth category, "m ultiple," was used in this stu dy the to A denote r e s p o n d e n ts who were r e p o r t e d t o have two o r more ty p e s o f s p e c i a l ne eds . Regular l a b e l e d "none." c om ple te r s were inc lud ed in a fifth category, 97 Coo per ati ve e d u c a t i o n . form w h e t h e r respondents School had officials participated noted on t h e survey in a vocationally reimbursed c o o p e r a t i v e ed u ca ti o n program. The SAS program identified in fo r m a t io n on particular incom plete inform ation survey independent were not forms that variables. included in were missing Surveys the with statistical processing. Data on t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l c om pl et ers were ag gre gat e d by co mpleter t y p e . needs Survey re s po ns e s of v o c a t i o n a l e d u c a ti o n com ple ter s were analyzed t o a t t a i n an a c c u r a t e picture o f t h e i r employment p a t t e r n s . p o s t - h i g h school Two dependent v a r i a b l e s - - a c t i v i t y and employment i n f o r m a t io n -- w e re used in d e te r m in in g employment p a t t e r n s . The s u b c a t e g o r i e s of t h e s e two dependent v a r i a b l e s a r e d i s c u s s e d in t h e fo ll o w i n g p a ra gra phs . P o s t- h ig h freque ncy school activity. with which re s po nd en ts The researcher of the p a r t i c i p a t e d in some t y p e o f a c t i v i t y . was divided employment, into m ilitary, five various comp leter P o s t - h i g h school subcategories homemaker, determined (continued and i d l e ) . the type s activity education, Continued e d u c a t i o n , employment, m i l i t a r y , and homemaker t a l l i e s were l a t e r combined i n t o a s i n g l e c a t e g o r y l a b e l e d as a c t i v e . Respondents were a s s ig n e d to a t l e a s t one o f t h e f i v e a c t i v i t y c a t e g o r i e s . allowed the researcher to tabulate This c a t e g o r i z a t i o n c o m p l e t e r s ’ res po nse s and de te rm in e t h e frequ en cy o f p a r t i c i p a t i o n w i t h i n each c a t e g o r y . c a t e g o r y i s e x p la i n e d in t h e fo ll ow in g p a ra g ra p h s . to Each 98 Continued e d u c a t i o n . attendance or Items 1 and 3 on t h e survey p e r t a i n e d to enrollment distin g u ish ed among a one, apprenticeship tra in in g , training. in con tin ue d two-, e d u c a ti o n and program four-year business or tra d e and colleges, schools, and o t h e r In t h i s s tu d y , v o c a t i o n a l com ple ters were c a t e g o r i z e d by whether o r not th e y had p a r t i c i p a t e d in one or more o f t h e l i s t e d ty p e s o f c on tin ue d e d u c a t i o n . Employed. Respondents i n d i c a t e d on Items 4 and 5 whether th e y r e c e i v e d pay f o r work and i n d i c a t e d t h e number o f hours p e r week th e y were employed. employment category category. M ilitary but A dditional co mp le te rs and i s was service was d e s ig n a te d inform ation elaborated on in no t as a included separate was e l i c i t e d the in th e activity from employed discussion o f employment information. M ilitary. th e y were Respondents engaged in indicated m ilitary in service. survey Some Item 10 whether researchers have inc lud ed m i l i t a r y pe rsonnel in t h e employed c a t e g o r y . However, t h i s in v estig ato r category believed that including a separate for m i l i t a r y s e r v i c e would pr ovi de a more a c c u r a t e acc ou nt in g o f t h e s e v o c a t i o n a l c om p le te r s. Homemaker. The r e s e a r c h e r th ough t some co mp le te rs might have delay ed e n t r a n c e i n t o t h e l a b o r market and i n s t e a d marr ie d a n d /o r started fam ilies. in worthwhile and These i n d i v i d u a l s were viewed as being involved p ro d u c t i v e separate a c t i v i t y category. activities and were pla ced in a 99 Idle. Respondents participate were c o n s id e re d idle if they d id not in co nt in ue d e d u c a t i o n , d id not r e c e i v e pay f o r work, had not e n t e r e d t h e m i l i t a r y , or were no t f u l l - t i m e homemakers. Employment inform ation. Responses from individuals re c e i v e d payment f o r work were s t u d i e d t o p r e s e n t p i c t u r e o f t h e employment p a t t e r n s o f v o c a t i o n a l a comprehensive completers. employment i n fo r m a t io n used in t h i s stu dy inc luded f u l l tim e employment, j o b s a t i s f a c t i o n , re la te d job c l a s s i f i c a t i o n . who ho url y wage r a t e s , The or part- and program- Respondents who did not i n d i c a t e hours o f work o r d id not work f o r pay were excluded from t h e s e a n a l y s e s to he lp minimize Likewise, inappropriate res p on se s re s p o n se s from th o s e fu r th e r analyses. and erro ne ous in t h e m i l i t a r y in f o r m a t io n . were omi tte d from The r e s e a r c h e r b e l i e v e d t h a t , because o f t h e la c k o f c ho ic e in m i l i t a r y as s ig nm e nt s , which a r e o f t e n based on m i l i t a r y r a t h e r than i n d i v i d u a l needs, t h e res ponse s from t h i s group might have been m i s l e a d i n g . F u l l - o r p a r t - t i m e employment. the re s p o n d e n ts part-tim e r e p o r t e d working was employment s t a t u s . The number o f hours p e r week used Respondents to de te r m in e full- or who worked 30 o r more hours p e r week were c o n s i d e r e d t o be employed f u l l t i m e . Those who worked fewer than 30 hours p e r week were c o n s id e r e d t o have p a r t tim e employment. Job s a t i s f a c t i o n . re s p o n se s to Item 7 in Job the satisfactio n survey. was d e t e r m i n e d Respondents were from asked to 100 i n d i c a t e whether they were very s a t i s f i e d , very s a t i s f i e d , o r not a t a l l somewhat s a t i s f i e d , not s a t i s f i e d with t h e i r employment. In t h i s s tu d y , respon ses o f "very s a t i s f i e d " were c onsi de re d t o and "somewhat s a t i s f i e d " i n d i c a t e jo b s a t i s f a c t i o n , whereas answers o f "not very s a t i s f i e d " and "not a t a l l s a t i s f i e d " were co n si d e re d t o i n d i c a t e d i s s a t i s f a c t i o n with employment. Hourly wage r a t e s . School officials conv erted wage f i g u r e s r e p o r t e d by re sp ond ent s (Item 8 on th e survey) i n t o h our ly wages. In t h i s s tu dy , t h e wages were t o t a l e d f o r each completer t y p e , and the to tal was d i v i d e d classificatio n , by t h e number o f which y i e l d e d the respondents mean h o u r l y wage in th at for each comp leter ty pe . Pr ogra m -r e la te d j o b c l a s s i f i c a t i o n . Responses t o Item 6 were used in de termining t h e r e l a t e d n e s s o f c o m p l e t e r s ’ jo b s pre v io u s high school t r a i n i n g . "a lot" or their Respondents i n d i c a t e d how much the y used t h e i r high school vo c at io na l t r a i n i n g on t h e i r j o b s . reported to "some" were co nsid ered to have Those who a related oc cu p a ti o n , whereas th o s e who responded " ha rd ly any" or "none" were c o n s id e re d t o have a n o n r e l a t e d oc cu pa tio n. down f u r t h e r according to the re s p on de nt s had been e n r o l l e d , h ig h Responses were broken school pro gr am s as recorded by school t h e "School Use Only" s e c t i o n o f t h e survey. in which officials in The C l a s s i f i c a t i o n o f I n s t r u c t i o n a l Program (CIP) code ( o r 0E code in e a r l i e r su rveys) was used t o d e s i g n a t e t h e s p e c i f i c i n s t r u c t i o n a l program. Codes f o r t h e f i v e y e a r s under i n v e s t i g a t i o n were updated a n d /o r recoded acc ord ing to A Guide to Michigan Secondary Vocational Education Programs 101 (Michigan Department o f Educa tion, additions, combinations) (o m i ss io n s, 1986) to that reflect were made any changes d u ri n g that ti m e . D a ta - A na lv s is Procedures The e n t i r e population secondary v o c a ti o n a l of 1981, 1982, e d u c a ti o n c o m p le te r s, in c lu de d in t h i s s tu dy. 1983, 1984, and 1985 ag gre gat e d by CEPD, was The fo ll ow in g d a t a - a n a l y s i s pro c e du res were used in answering t h e f i v e r e s e a r c h q u e s t i o n s posed in t h i s s tu d y . Research Question 1 : Are t h e r e d i f f e r e n c e s between t h e employ­ ment p a t t e r n s o f r e g u l a r com ple ters and th o s e o f s p e c i a l needs c om ple ter s o f v o c a t i o n a l programs? C om ple ter s’ re s p o n se s t o survey items p e r t a i n i n g to employment patterns (i.e ., em p lo y m e n t, job post-high school activity, satisfactio n , average program-related job c l a s s i f i c a t i o n ) Question 1. significant pattern part-tim e h o u r l y wage r a t e s , were used differences components existed to e xce pt between groups av erage h ourly and answer Research data for each of on wage all employment rates, for which A s i g n i f i c a n t d i f f e r e n c e was s a i d to e x i s t a t t h e .001 l e v e l o f c on fi d e n c e . research. or The c h i - s q u a r e s t a t i s t i c was used t o de ter mi ne whether d e s c r i p t i v e a n a l y s i s was used. analyzing full- the five This p ro c e s s was foll ow ed in years considered in this 102 Research Question 2 : To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs com ple ter s o f v o c a ti o n a l programs a f f e c t th e employment p a t t e r n s o f t h o s e groups? The demographic in fo r m a t io n s u p p l i e d by school o f f i c i a l s in th e "School Use Only" section of the survey was combined with c o m p l e t e r s ’ survey re s p o n se s t o answer Research Question 2. th e Chi- squ are was used t o det er mi ne whether s i g n i f i c a n t d i f f e r e n c e s e x i s t e d a t the .001 level o f co nfid e nce between groups based on s e l e c t e d demographic c h a r a c t e r i s t i c s f o r t h e employment p a t t e r n (e x c e p t average h o u rl y wages). components D e s c r i p t i v e s t a t i s t i c s were used to c l a r i f y t h e f i n d i n g s f o r each y e a r o f survey d a t a . Research Question 3 : Are t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs co mp le te rs of vo c a ti o n a l programs s i m i l a r among f o u r ge og ra ph ic r e g io n s w it h in t h e s t a t e ? To answer th is research question, the data regarding c o m p l e t e r s ’ employment p a t t e r n s were analyzed acc ording t o t h e fo ur g e ogra ph ic r e g io n s d e s c r i b e d e a r l i e r . D e s c r i p t i v e s t a t i s t i c s were computed f o r each re g io n f o r each o f t h e f i v e y e a r s . w e re used to highlight employment p a t t e r n s The c h i - s q u a r e sim ilarities o f c o mp le ter s statistic and from t h e was u s e d t o These d a t a differences in the s t a t e ’s four regions. determ ine significance. S i g n i f i c a n c e was s a i d t o e x i s t a t t h e .001 le v e l o f c o n fi d e n c e . Research Q uestion 4 : To what e x t e n t , i f a n y , do es p a r t i c i p a t i o n in c o o p e r a t i v e e du ca tio n a f f e c t t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs com ple ter s o f v o c a ti o n a l programs? To answer Research Question 4, th e r e s e a r c h e r i d e n t i f i e d th o s e vocational vocational com pleters who had p articip ated program a t t h e secondary l e v e l , in a cooperative as i n d i c a t e d by school 103 o fficials. These d a t a were subd ivide d acc ord ing t o com pleters and r e g u l a r c o m p l e t e r s . inform ation cooperative to determ ine e d u c a ti o n patterns--at the program both t h e r e g io n a l needs The r e s e a r c h e r u s e d effect had special that had on and s t a t e participation completers’ levels. s t a t i s t i c was used t o de te rm in e s i g n i f i c a n c e . th is in a employment The c h i - s q u a r e S i g n i f i c a n c e was s a i d t o e x i s t a t t h e .001 l e v e l o f c on fi d e n c e . Research Question 5 ; Do t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs c om ple ter s o f v o c a ti o n a l programs evidence change over t h e f i v e - y e a r p e r io d from 1982 through 1986? To answer Research Question 5, survey data were analyzed a c c ord in g t o t h e dependent (employment p a t t e r n ) v a r i a b l e s ( p o s t - h i g h school activity, full- o r p a r t - t i m e employment, av erage h o u rl y wage r a t e s , job satisfaction, and p r o g r a m - r e l a te d j o b c l a s s i f i c a t i o n ) and compared a c r o s s y e a r s t o d i s c o v e r whether l o n g i t u d i n a l trends existed study. statew ide, over the five-year scope of the D e s c r i p t i v e a n a l y s e s were used t o denote d i f f e r e n c e s between r e g u l a r and s n e cia l needs rnmnlet.ers o f vocational oroarams. Summary The vocational responded study population co mp le te rs to the comprised from 1981, fo ll o w- up of 1982, survey Education, 188,384 1983, public 1984, administered secondary and 1985 who a n n u a ll y th e Michigan Department Service. The d a t a came from f i v e u n e d it e d d a t a t a p e s o b ta in e d from t h e Michigan Department o f Education. V o c at io n a l- T e c h n ic a l by Education 104 Responses were a gg re gat e d t o t h e CEPD l e v e l . analyzed usi ng t a b u l a t i o n means, and c h i - s q u a r e . magnitude and and summary o f responses, The d a t a were percentages, These methods were used t o de ter mi ne th e significance of difference in employment patterns among v a r i o u s groups o f c o m p le te r s and t h e change t h a t oc cu rr ed over the five years in c lu de d in t h i s s tu dy. The r e s u l t s a n a l y s e s a r e p r e s e n t e d and d i s c u s s e d in Chapter IV. of the data CHAPTER IV RESULTS OF THE DATA ANALYSIS Introduction This c h a p t e r c o n t a i n s t h e r e s u l t s o f t h e a n a l y s i s o f d a t a t h a t were g a th e r e d t o answer t h e f i v e r e s e a r c h q u e s t i o n s . The r e s e a r c h q u e s t i o n s a r e as f o ll o w s : 1. regular Are t h e r e d i f f e r e n c e s com pleters and between t h e employment p a t t e r n s those of special needs com pleters of of v o c a t i o n a l programs? 2. To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r ­ i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs co mple t­ e r s o f v o c a t i o n a l programs a f f e c t t h e employment p a t t e r n s o f t h o s e groups? 3. Are t h e employment p a t t e r n s com ple ter s of vocational programs o f r e g u l a r and s p e c i a l sim ilar among four needs ge ogra phic re g i o n s w i t h i n t h e s t a t e ? 4. e d u c a ti o n To what e x t e n t , affect the i f any, does p a r t i c i p a t i o n employment patterns of in c o o p e r a t i v e regular and special needs c om ple te r s o f v o c a t i o n a l programs? 5. Do t h e employment p a t t e r n s of regular and s p e c i a l needs com ple ter s o f v o c a t i o n a l programs evidenc e change over t h e f i v e - y e a r p e r i o d from 1982 through 1986? 105 106 The source collected by Technical of the i n fo r m a t io n Michigan Education for this Department S ervice, from research of was Educa tion, the v arious the data Vocational - fiscal agents r e p r e s e n t i n g a l l t h e v o c a t i o n a l e d u c a ti o n programs in Michigan from 1982 through 1986. III. This so urc e was d i s c u s s e d in d e t a i l in Chapter The survey o f former v o c a t i o n a l s t u d e n t s , Form VE-4045-A (see Appendix A), vocational is distributed ed u ca ti o n a n n u a ll y programs to graduates of approxim at el y one y e a r Michigan’s after their high school g r a d u a t i o n . In th is study, data collected on key subgroups of the v o c a t i o n a l comp le ter p o p u l a t i o n were analyzed t o answer t h e r e s e a r c h questions. These subgroups were compared on a number o f v a r i a b l e s , as d i s c u s s e d in Chapter I I I . The c h i - s q u a r e s t a t i s t i c was used t o t e s t f o r s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s between groups a t th e .001 level. D escriptive analyses w ere d i f f e r e n c e s between r e g u l a r and s p e c i a l also used to detect needs c om ple te r s o f voca­ t i o n a l programs. In t h e fo ll o w i n g pa ges , t h e f i n d i n g s f o r r e g u l a r and special needs com ple ter s o f v o c a t i o n a l e d u c a ti o n programs, with r e s p e c t t o the selected questions. variables, are presented a cc or di ng to the research The d a t e s i n d i c a t e d in each t a b l e r e p r e s e n t t h e y e a r in which t h e com ple ter s were surv ey ed, and no t t h e i r g r a d u a t i o n d a t e . Because the research questions subgrouping and f o r each o f t h e a re five basically years repeated for a n a ly z e d , t h e f o ll o w i n g d e s c r i p t i o n o f t h e t a b l e s t h e r e a d e r ’ s c onv eni en ce. which is for each data were provide d f o r This i s int e nde d t o e l i m i n a t e redundant 107 descriptions and to clarify groups and between t a b l e s . table nu m b e ri n g system , the distinction between resp ond ent Special a t t e n t i o n should be paid t o th e which is explained in the follow ing p a ra g ra p h s . 1. The f i r s t number r e f e r s t o t h e c h a p t e r in which t h e t a b l e is located. 2. The second number correspo nds t o t h e r e s e a r c h q u e s t i o n to which t h e t a b u l a r d a t a p e r t a i n . 3. The letter pertains to the variable c on si de re d in the analysis. A. Tables whose numbers end in t h e l e t t e r A c o n t a i n d a t a on t h e p o s t - h i g h c o m p le te r s . training school a c t i v i t y o f t h e v o c a ti o n a l Respondents who i n d i c a t e d a tt e n d a n c e a n d /o r e d u c a t i o n , e m pl oy m e nt , enlistm ent engagement in the in full- m ilitary , were c a t e g o r i z e d whose numbers end in t h e as letter resp on den t t o t h e annual survey. "idle." or Only A contain in f u r t h e r or part-tim e considered the mselves homemakers were c l a s s i f i e d as " a c t i v e . " res p o n d en ts ed u ca ti o n All th o s e data other tables from every Tables with numbers ending in t h e l e t t e r s B through E c o n ta i n d a t a on only t h o s e re s ponden ts who were c o n s id e r e d employed (e xc lud ing t h o s e in t h e m i l i t a r y ) . B. Tables whose numbers end in t h e l e t t e r B c o n t a i n d a t a on c o m p l e t e r s ’ employment status. Employed com ple ter s were c l a s s i f i e d as being in e i t h e r " f u l l - t i m e " o r " p a r t - t i m e " work. C. Tables whose numbers end in t h e l e t t e r C c o n t a i n d a t a on t h e r e l a t e d placement o f v o c a ti o n a l c o m p le te r s . Completers 108 were c l a s s i f i e d as " r e l a t e d " or "not r e l a t e d , " based on t h e i r re s p o n se s regarding the use of t h e i r high school v o c a ti o n a l programs o f stu dy in t h e i r j o b s . D. Tables whose numbers end in t h e l e t t e r D c o n t a i n d a t a on t h e j o b s a t i s f a c t i o n o f c o m p le te r s , who were c l a s s i f i e d as " s a t i s f i e d " o r "not s a t i s f i e d " with t h e i r j o b s . E. on Tables whose numbers end in t h e l e t t e r E c o n t a i n d a t a the average h ourl y wages f o r the designated comp leter g rou ps . R es ul ts Research Question 1 ; Are t h e r e d i f f e r e n c e s between t h e employ­ ment p a t t e r n s o f r e g u l a r com ple ter s and th o s e o f s p e c i a l needs c om ple ter s o f v o c a ti o n a l programs? Table 4 . 1 . A shows t h e p e rc e n ta g e s o f r e g u l a r and s p e c i a l needs c om pl e te r s in t h e two p o s t - h i g h school a c t i v i t y groups ( a c t i v e or id le). The re c or de d greatest as p e rc e n ta g e active in a c t i v e (88.6%) in 1983. 1986. of This group was in 1982. com ple ter s had t h e i r (93.3%) lowest was le v el Special needs co mp le ters had t h e i r h i g h e s t p e r c e n t a g e a c t i v e (90.5%) in 1984. (78.8%) regular T h e i r lowest p e r c e n t a g e a c t i v e Theg r e a t e s t difference in active rates between t h e two c om ple te r groups occu rr ed in 1982, when 89.1% o f t h e r e g u l a r co mp le te rs were a c t i v e , as compared t o 78.8% o f t h e s p e c i a l needs c o m p le te r s . U si ng the chi-square d i f f e r e n c e in p o s t - h i g h school test, a statistically sig n ifican t a c t i v i t y was found between r e g u l a r and s p e c i a l needs c om ple te r s in a l l f i v e y e a r s under i n v e s t i g a t i o n . Table 4 . 1 .A .-- P o s t -h ig h school a c t i v i t y o f r e g u la r and sp e c ia l needs c om pleters, 1982 through 1986. Post-High School A c t i v i t y Completer Group 1982 1983 1984 1985 1986 Active Idle A c ti v e Idle A c ti v e Idle Active Idle A c ti v e Idle 29,843 89.1% 3,638 10.9% 30,000 88.6% 3,864 11.4% 29,605 92.4% 2,432 7.6% 28,546 91.5% 2,647 8.5% 28,632 93.3% 2,042 6.7% S pe c ia l needs 3 ,1 4 8 78.8% 845 21.2% 3,478 79.9% 877 20.1% 6,613 90.5% 692 9.5% 5,743 85.8% 954 14.2% 4,183 87.4% 602 12.6% C h i- s q u a r e = 359.10* Regular 270.49* * S i g n i f i c a n t a t th e .001 l e v e l . 28.81* 212.13* 210.50* 110 Tables 4. 1.B through 4 .1 .E and th e r e l a t e d d i s c u s s i o n p e r t a i n only to those co n si d e re d sur ve y. regular employed, and special based As noted e a r l i e r , on needs their com pleters re sp ons es t h e s e t a b l e s do not to the who were follow-up in c lu de d a t a from com ple ters who e n l i s t e d in t h e m i l i t a r y . Table 4.1 .B shows t h e p e rc en ta ge s o f r e g u l a r and s p e c i a l needs com ple ter s in two employment-status groups. " F u l l - t i m e " employment was d e fi n e d as working 30 o r more hours per week in a wage-paying o c c u p a ti o n . Employment in a wage-paying occupation f o r fewer than 30 hours pe r week was co nsid ered " p a r t - t i m e " employment. In t h e f i v e y e a r s under i n v e s t i g a t i o n , t h e h i g h e s t pe rc ent ag e o f r e g u l a r v oc at i on al completers (63.5%) were employed f u l l - t i m e in 1986. The lowest p ercen ta ge of regular (53.8%) were employed f u l l - t i m e in 1983. vo c a ti o n a l completers The h i g h e s t p e rc en ta g e o f special needs completers (72.5%) a l s o had f u l l - t i m e employment in 1986. In 1984, t h e lowest pe rc en ta ge o f s p e c i a l needs completers (60.8%) had f u l l - t i m e employment. The l a r g e s t p e rc en ta g e d i f f e r e n c e in f u l l - t i m e employment between t h e two co mpleter groups oc cu rr ed in 1983; t h e s m a l l e s t p e rc ent ag e d i f f e r e n c e was in 1984. Using differences the chi-square were found in test, statistically employment status between significant regular and s p e c i a l needs completers in a l l f i v e y e a r s under i n v e s t i g a t i o n . Table 4.1.C shows t h e p e rc en ta ge s o f r e g u l a r and s p e c i a l needs com pleters who fo und programming a f t e r employment le a v i n g high related s cho ol. to th eir vocational Completers who responded t h a t the y used vo c a ti o n a l knowledge gained in high school on t h e i r Table 4 . 1 .B.--Em ployment s ta tu s o f r e g u la r and s p e c ia l needs c om pleters, 1982 through 1986. Employment S t a t u s Completer Group 1983 1982 1984 1986 1985 FullTime PartTime FullTime PartTime FullTime PartTime FullTime PartTime FullTime PartTime 11,363 58.3% 8 ,1 25 41.7% 10,375 53.8% 8,899 46.2% 11,320 55.4% 9,109 44.6% 11,933 60.6% 7,757 39.4% 12,584 63.5% 7,241 36.5% S pe ci al needs 1,378 66.1% 708 33.9% 1,416 63.2% 824 36.8% 3,072 60.8% 1,979 39.2% 2 ,8 58 67.9% 1, 354 32.1% 2,249 72.5% 855 27.5% C h i- s q u a r e = 46.83* Regular 71.37* * S i g n i f i c a n t a t the .001 l e v e l . 48.19* 77.30* 94.74* Table 4 . 1 .C .- - R e la t e d placement o f r e g u la r and s pecial needs com pleters, 1982 through 1986. R e l a te d Placement Completer Group 1982 Rel Regular 1983 NRel Rel 1984 NRel Rel 1985 NRel Rel 1986 NRel Rel NRel 10,915 56.6% 8,369 43.4% 10,685 56.0% 8,400 44.0% 11,444 56.7% 8, 734 43.3% 11,939 61.2% 7,565 38.8% 11,741 59.9% 7,844 40.1% S pe c ia l needs 1,128 54.9% 927 45.1% 1,183 53.5% 1,030 46.5% 2,820 56.5% 2,167 43.5% 2,449 58.6% 1,732 41.4% 1,8 18 59.1% 1,256 40.9% Chi-square = 2.21 5.14 0.05 10.05 0.72 113 jobs "a lot" occupation; or those "some" w e re considered who r e s p o n d e d to "hardly ha ve any" a or "related" "n one" were c o n s id e r e d t o have a " n o n r e l a t e d " oc cu p a ti o n . Regular co mp le te rs in had their placements (61.2%) co mp le te rs (56%) found r e l a t e d co mp le te rs had placements in their 1986 1985. p e rc e n ta g e o f related low est p e rc e n ta g e o f regular The employment in 1983. h i g h e s t and (59.1%) highest low est and 1983 Special p e r c e n ta g e s o f (53.5%), needs related respectively. The l a r g e s t p e r c e n ta g e d i f f e r e n c e in r e l a t e d employment between t h e two c om ple ter groups was in 1985; t h e s m a l l e s t p e rc en ta g e d i f f e r e n c e was in 1984. Using t h e c h i - s q u a r e t e s t , no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r ­ ence was found in related placement between r e g u l a r and s p e c ia l needs com ple ter s f o r any o f t h e f i v e y e a r s under i n v e s t i g a t i o n . Table 4.1.D shows t h e j o b s a t i s f a c t i o n r a t i n g s f o r r e g u l a r and special needs com pleters rep resen t the t o ta l who gave a "very" o f v o c a ti o n a l programs. These re s p o n se s o f employed c o m p le te r s . or "somewhat" resp ons e t o the figures Respondents survey q u e s ti o n c oncer nin g j o b s a t i s f a c t i o n were c o n si d e re d t o be " s a t i s f i e d " with t h e i r p o s t - h i g h school employment. "not very" o r "not a t all" Those who gave a re s po nse of were c o n si d e re d t o be "not s a t i s f i e d " w ith t h e i r employment. In 1986, both r e g u l a r and s p e c i a l needs v o c a t i o n a l completers r e p o r t e d t h e h i g h e s t s a t i s f a c t i o n with t h e i r employment (83.8% and 85.3%, r e s p e c t i v e l y ) . satisfaction in 1983: Both groups r e p o r t e d t h e i r 80% f o r r e g u l a r co mp le te rs lowest le v e l of and 79.4% f o r Table 4 .1 .D .- - J o b s a t is f a c t io n o f r e g u la r and s p e c ia l needs com pleters, 1982 through 1986. J ob S a t i s f a c t i o n Completer Group 1983 1982 Sat NSat Sa t 1984 NSat Sa t 1986 1985 NSat Sat NSat Sa t NSat 3,568 18.8% 15,125 80.0% 3,774 20.0% 16,502 81.9% 3,644 18.1% 16,151 83.2% 3,2 60 16.8% 16,340 83.8% 3,156 16.2% Sp ec ial needs 1,622 80.0% 405 20.0% 1,715 79.4% 445 20.6% 4,005 80.6% 966 19.4% 3, 467 83.6% 682 16.4% 2,605 85.3% 450 14.7% C h i- s q u a r e = 1. 58 0 .4 8 4.81 0.31 4 .1 8 114 15,382 81.2% Regular 115 s p e c i a l needs c o m p le te r s . The g r e a t e s t p e r c e n ta g e d i f f e r e n c e in job satisfaction two between the groups was in 1986; the smallest p e r c e n ta g e d i f f e r e n c e was in 1985. U si ng the difference chi-square test, in job s a t i s f a c t i o n no statistically was f o u n d significant b e tw e e n regular and regular and s p e c i a l needs com ple ter s f o r any o f t h e y e a r s s t u d i e d . Table 4 . 1 . E special shows t h e average needs c o m p le te r s . h o u rl y wages H o u r ly wages for reported by employed c om ple ter s in each group were t o t a l e d and th e n av eraged. Regular vocational co mp le te rs wage--$4.55 p e r h o u r - - i n 1986; wage in 1983-- $ 4 .05 received their per highest received the highest average low est average they were paid t h e hour. S pec ial average wage in needs c o m p le te r s 1986-- $ 4 .57 per t h e i r lo w e st av erage wage in 1983-- $ 4 .07 p e r hour. r e g u l a r and s p e c i a l needs v o c a ti o n a l average wage--$4.38 p e r hour. h o u rl y wages between t h e also hou r--and In 1985, both co mp le te rs r e c e i v e d t h e same The g r e a t e s t d i f f e r e n c e two g r o u p s - - $ .1 9 per in average hour--occurred in 1984. Research Question 2 ; To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs c om ple ter s o f v o c a t i o n a l programs a f f e c t th e employment p a t t e r n s o f t h o s e groups? The e n t i r e d a t a bank was ag gre gat e d t o r e f l e c t t h e re s p o n s e s of regular and s p e c i a l needs vocational s e l e c t e d demographic c h a r a c t e r i s t i c s . the researcher characteristics: m inority), and initially in te nde d com pleters needs to As d i s c u s s e d in Chapter I I I , to consider gender (male and f e m a l e ) , special according status three demographic ethnicity (wh ite and (d i s a d v a n t a g e d , handicapped, Table 4 . 1 .E .--A v e ra g e h o u rly wages o f r e g u la r and s pecial needs com pleters, 1982 through 1986. Average Hourly Wages Completer Group Regular S pe c ia l needs Difference N ot e: 1984 1983 1982 1985 Number Mean Number Mean Number Mean 15,879 $4.21 15,573 $4.05 17,021 $4.30 1,645 $4.29 1,774 $4.07 4,228 $4.49 $ .08 $ .02 $ .19 The f e d e r a l minimum wage s i n c e 1981 = $3.35 p e r hour. 1986 Mean Number Mean 16,557 $ 4 .3 8 15,993 $4.55 3,513 $ 4.3 8 2,520 $4.57 Number $ .00 $ .02 117 LEP, m u l t i p l e , and none ). However, upon completing t h e computer a n a l y s i s f o r s p e c i a l needs s t a t u s , i t was found t h a t some c a t e g o r i e s had very few re s p o n d e n ts o r none a t a l l . that such a comparison would be Because i t was b e l i e v e d incomplete or misleading, th e r e s e a r c h e r de cide d not t o analyze acc ording t o s p e c i a l needs s t a t u s . Tables 4 . 2 . A through 4 . 2 . E, t h e r e f o r e , c o n t a i n i n fo r m a t io n on gender and ethnicity of regular and special needs vocational program a ctiv ity for regular co m p le te r s. Table 4.2. A.1 shows th e p o s t - h i g h school and s p e c ia l needs c o m p l e t e r s , according t o ge nder. The highest p e rc e n ta g e o f r e g u l a r male completers (93.1%) was c o n s id e re d active in 1986. The low est p e r c e n ta g e o f r e g u l a r males (87.8%) was a c t i v e in 1983. In 1984, t h e h i g h e s t p e rc en ta g e o f s p e c i a l needs males (90%) was a c t i v e , whereas in 1982, th e low est p e rc e n ta g e o f s p e c i a l needs males (78%) was a c t i v e . More r e g u l a r than s p e c i a l needs male com ple ter s were a c t i v e in each o f th e survey y e a r s . u e r c e n ta q e d i f f e r e n c e r S in a c t i v e rates The l a r g e s t between r e a u l a r and s p e c i a l v needs males was in 1982; t h e s m a l l e s t p e rc e n ta g e d i f f e r e n c e was in 1984. In 1986, (93.6%) was the h i g h e s t p e rc en ta g e o f r e g u l a r female com ple ters considered active; reported being a c t i v e in 1983. highest level p e r c e n ta g e active active in (80.2%) the lowest percentage (89.3%) The s p e c i a l needs females had t h e i r 1984 (91.3%), whereas occu rr ed in 1982. More th eir lowest regular than s p e c i a l needs female co mp le te rs were a c t i v e each y e a r of t h e s tu dy . Table 4 . 2 . A .1 .- - P o s t - h ig h school a c t i v i t y o f r e g u la r and special needs com pleters, 1982 through 1986, by gender. Post-High School A c t i v i t y Completer Group 1982 1984 1983 1985 1986 A c ti v e Idle A c tiv e Idle A c tiv e Idle A c ti v e Idle A c ti v e 14,064 88.6% 1,811 11.4% 13,749 87.8% 1,918 12.2% 13,471 92.0% 1,167 8.0% 12,804 91.1% 1,251 8.9% 13,173 93.1% 979 6.9% S pe ci al needs 1,934 78.0% 546 22.0% 2,165 79.2% 568 20.8% 3,937 90.0% 438 10.0% 3,269 84.7% 591 15.3% 2,581 88.1% 348 11.9% C h i- s q u a r e = 215.67* MALE Regular FEMALE Regular 145.26* 18.12* 134.89* Idle 83.44* 15,779 89.6% 1,827 10.4% 16,251 89.3% 1,946 10.7% 16,134 92.7% 1,265 7.3% 15,742 91.9% 1,396 8.1% 15,459 93.6% 1,063 6.4% S pe c ia l needs 1,214 80.2% 299 19.8% 1,313 80.9% 309 19.1% 2,676 91.3% 254 8.7% 2,474 87.2% 363 12.8% 1,602 86.3% 254 13.7% C h i- s q u a r e = 124.16* 103.14* * S i g n i f i c a n t a t th e .001 l e v e l . 7.09 65.53* 131.89* 119 The g r e a t e s t p e rc en ta g e d i f f e r e n c e in a c t i v e r a t e s between r e g u l a r and s pe c ia l needs females was in 1982; the smallest p e rc e n ta g e d i f f e r e n c e was in 1984. Using the chi-square test, statistically significant d i f f e r e n c e s in p o s t - h i g h school a c t i v i t y were found between r e g u l a r and sp eci al needs male com ple ter s f o r a l l r e g u l a r and s p e c i a l five years, needs female completers f o r all and between years ex cept 1984. The p o s t - h i g h co m ple te rs , school according to activity for regular ethnicity, is shown and s p e c i a l in Table needs 4 . 2 . A.2. Completers were subgrouped i n t o "white" and "m in or it y" c a t e g o r i e s ; t h e l a t t e r group included a l l e t h n i c re sp onden ts . The l a r g e s t p e rc e n ta g e o f r e g u l a r white c o m p l e t e r s ’ involvement d e s ig n a te d as active (94%) was pe rc entag e a c t i v e was 89.4% in r e p o rt e d 1983. in 1986; The h i g h e s t their lowest p e rc e n ta g e o f white sp e c ia l needs com ple ter s (91%) was a c t i v e in 1984, whereas t h e lowest percentage (79.2%) was a c t i v e in 1982. More w hite r e g u l a r tha n sp e c ia l needs co mp le te rs were a c t i v e in a l l survey y e a r s . larg est percentage difference between w h i t e com pleter The groups occurred in 1982; th e s m a l l e s t p er cen ta ge d i f f e r e n c e was in 1984. Minority r e g u l a r com ple ter s r e p o r t e d t h e i r h i g h e s t a c t i v e le v e l (89.6%) in 1984. highest le ve l Mi norit y s p e c i a l needs completers r e p o r t e d t h e i r active groups had t h e i r (88.2%) in 1984. lowest a c t i v e l e v e l s Both minority co mpleter in 1983--81.5% f o r regular Table 4 . 2 . A .2 . - -P o s t-h ig h school a c t i v i t y o f r e g u la r and special needs com pleters, 1982 through 1986, by e t h n i c i t y . Pos t-High School A c t i v i t y Completer Group 1982 1984 1983 1985 1986 A c tiv e Idle A ctive Idle A c tiv e Idle A c ti v e Idle A c tiv e Idle 27,475 89.6% 3,200 10.4% 27,156 89.4% 3,220 10.6% 26,845 92.7% 2,112 7.3% 25,182 92.3% 2,107 7.7% 25,732 94.0% 1,649 6.0% S pe ci al needs 2,848 79.2% 747 20.8% 2,999 80.8% 714 19.2% 5,631 91.0% 560 9.0% 5,053 86.2% 806 13.8% 3,604 88.4% 471 11.6% C h i- s q u a r e = 338.05* WHITE Regular MINORITY Regular 22.28* 241.34* 219.21* 172.95* 2,368 84.4% 438 15.6% 2,844 81.5% 644 18.5% 2,760 89.6% 320 10.4% 3,364 86.2% 540 13.8% 2,309 88.1% 984 11.9% S pec ial needs 300 75.4% 98 24.6% 479 74.6% 163 25.4% 982 88.2% 132 11.8% 690 82.3% 148 17.7% 579 81.5% 131 18.5% C h i- s q u a r e = 20.33* 16.54* * S i g n i f i c a n t a t the .001 le v e l. 1.81 8 .1 6 37.98* 121 c om ple ter s and 74.6% f o r percentage d iff e r e n c e special in active needs c o m p le te r s . rates The between m i n o r i t y largest co m p le te r groups was in 1982; t h e s m a l l e s t percen ta ge d i f f e r e n c e was in 1984. Using t h e differences regular chi-square in p o s t - h i g h and s p e c i a l S tatistically school needs significant analysis, statistically sig n ifican t a c t i v i t y were found between white completers differences in each o f t h e five years. were found between m i n o r i t y r e g u l a r and s p e c i a l needs completers in 1982, 1983, and 1986. Table 4 .2 .B .1 shows t h e employment-status d a t a f o r r e g u l a r and special needs v o c a ti o n a l c om ple te r s, by gender. In 1986, m ales r e p o r t e d th e h i g h e s t p e rc e n ta g e of f u l l - t i m e (71.5%), as d i d s p e c i a l needs males (78.5%). employment f i g u r e s needs males was 68.1% in 1984. employment The lo w e st f u l l - t i m e f o r r e g u l a r males were r e p o r t e d only 62% had f u l l - t i m e employment. regular in 1983, when The lowest f i g u r e f o r s p e c i a l The g r e a t e s t p e r c e n t a g e d i f f e r e n c e in f u l l - t i m e employment between male completer groups was in 1982; the smallest studied, norr ontan p diffpv'pnrp was a h i g h e r p e rc e n ta g e o f s p e c ia l in 1984. needs than Tn a l l vears regular males r e p o r t e d f u l l - t i m e employment. Both r e g u l a r and special needs female vocational c om ple ter s r e p o r t e d t h e i r h i g h e s t pe rc e n ta g e s of f u l l - t i m e employment in 1986 (56.8% and 62.3%, r e s p e c t i v e l y ) . Regular female c o m p le te r s r e p o r t e d t h e i r low est f u l l - t i m e employment (47.3%) in 1983, whereas s p e c i a l needs females r e p o r t e d t h e i r lowest f u l l - t i m e employment (51.2%) in 1984. The l a r g e s t p e rc e n ta g e d i f f e r e n c e in f u l l - t i m e employment Table 4 . 2 . B .1 . --Employment status o f r e g u la r and special needs com pleters, 1982 through 1986, by gender. Employment S t a t u s Completer Group FullTime MALE Regular 1983 1982 PartTime FullTime 1985 1984 PartTime FullTime PartTime FullTime 1986 PartTime FullTime PartTime 6,005 65.8% 3,120 34.2% 5,303 62.0% 3,244 38.0% 5,647 62.9% 3,3 36 37.1% 5,982 68.8% 2,712 31.2% 6,422 71.5% 2,556 28.5% Spec ial needs 978 73.6% 351 26.4% 994 69.5% 436 30.5% 1,961 68.1% 918 31.9% 1,824 75.5% 591 24.5% 1,526 78.5% 418 21.5% C h i- s q u a r e = 31.67* FEMALE Regular 26.13* 29.33* 40.87* 39.15* 5,358 51.7% 5,005 48.3% 5,072 47.3% 5,655 52.7% 5,673 49.6% 5,773 50.4% 5,951 54.1% 5,045 45.9% 6,162 56.8% 4,685 43.2% Spec ial needs 400 52.8% 357 47.2% 422 52.1% 388 47.9% 1,111 51.2% 1,061 48.8% 1,034 57.5% 763 42.5% 723 62.3% 438 37.7% C h i- s q u a r e = 0.37 7.00 * S i g n i f i c a n t a t th e .001 l e v e l . 1.84 7.29 12.81* 123 between female com ple ter groups was in 1986; t h e s m a l l e s t p e r c e n t a g e d i f f e r e n c e was in 1982. U sing differences special the in needs employment male investigation. employment chi-square te st, status c om pl e te r s However, status statistically were for found between each a statistically b e tw e e n regular significant of the five regular years and under s i g n i f i c a n t d i f f e r e n c e in and special needs female special needs c om ple ter s was found only in 1986. Em ploym ent-status data for regular and c o m p l e t e r s , by e t h n i c i t y , a re p r e s e n t e d in Table 4 . 2 . B . 2 . r e g u l a r and s p e c i a l needs w hit e completers percentages of f u ll - tim e The lowest (54.9%) in highest employment (64.3% and 74%, r e s p e c t i v e l y ) . p e rc en ta g e o f occu rr ed reported t h e i r In 1986, 1983, full-tim e whereas employment special needs r e g u l a r w h it e s w hite s reported t h e i r low est p e rc e n ta g e (63.6%) difference employment between white co m p le te r groups in f u l l - t i m e in 1984. for The g r e a t e s t p e r c e n t a g e was in 1983; th e s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1985. all five years, a h i g h e r p e r c e n ta g e o f s p e c i a l For needs than r e g u l a r w hi te c o mp le ter s had f u l l - t i m e employment. Regular m i n o r i t y co mp le te rs r e p o r t e d t h e i r h i g h e s t p e r c e n t a g e o f f u l l - t i m e employment (54.1%) in 1986 and t h e i r lowe st p e r c e n t a g e (38.8%) in 1983. Of t h e s p e c i a l had f u l l - t i m e employment in 1985, percentage. needs m i n o r i t y c o m p l e t e r s , which was t h a t 60.5% group’ s highest In 1984, t h i s group r e p o r t e d t h e low est p e r c e n t a g e o f f u l l - t i m e employment (43.6%). The l a r g e s t p e r c e n ta g e d i f f e r e n c e in f u l l - t i m e employment between m in o r i t y co mpleter groups o c c u r r e d in Table 4 . 2 . B .2 . --Employment s ta tu s o f r e g u la r and special needs com pleters, 1982 through 1986, by e t h n i c i t y . Employment S t a t u s Completer Group 1983 1982 FullTime PartTime 10,891 58.9% 7,610 41.1% S pe ci al needs 1,310 66.9% 649 33.1% C h i- s q u a r e = 47.14* WHITE Regular MINORITY Regular 1984 1986 1985 PartTime FullTime PartTime FullTime PartTime FullTime PartTime 9,897 54.9% 8,146 45.1% 10,607 56.7% 8,094 43.3% 11,146 61.9% 6,893 38.1% 11,730 64.3% 6,516 35.7% 1,328 64.8% 721 35.2% 2,770 63.6% 1,588 36.4% 2,608 68.6% 1,191 31.4% 2,038 74.0% 715 26.0% FullTime 74.03* 67.93* 61.52* 100.52* 472 47.8% 515 52.2% 478 38.8% 753 61.2% 713 41.3% 1,015 58.7% 787 46.8% 894 53.2% 854 54.1% 725 45.9% S pe ci al needs 68 53.5% 59 46.5% 88 46.1% 103 53.9% 302 43.6% 391 56.4% 250 60.5% 163 39.5% 211 60.1% 140 39.9% C h i- s q u a r e = 1.47 3.62 * S ig n if ic a n t a t the .001 l e v e l . 1.09 24.95* 4.22 125 1985; th e s m a l l e s t pe rc en ta ge d i f f e r e n c e was in 1984. years, a h i g h e r pe rc en ta ge o f s pe c ia l In a l l five needs than r e g u l a r m i n o r i t y com ple ters r e p o r t e d f u l l - t i m e employment. Using chi-square analyses, statistically significant differ­ ences in employment s t a t u s were found between r e g u l a r and s p e c i a l needs white c omp le ter s f o r each y e a r of th e s tu dy . s ig n ific a n t difference in employment s t a t u s A statistically was fo und be tw e e n r e g u l a r and s p e c i a l needs m in or ity completers only in 1985. Table 4 .2 .C .1 c o n t a i n s d a ta on th e r e l a t e d placement o f r e g u l a r and s p e c i a l highest needs v o c a ti o n a l percentage of comp le ter s, by gen der . regular male completers In 1985, (56.7%) th e reported employment in a f i e l d r e l a t e d to t h e i r vo c at i o n al programs, whereas t h e h i g h e s t p e rc e n ta g e o f s pec ia l needs males (57.3%) r e p o r t e d such employment special in 1986. The lowest pe rc en ta ge s o f n e e d s male c o m p l e t e r s r e p o r t e d employment r e l a t e d The l a r g e s t both r e g u l a r (50.1% and 51.5%, to t h e i r v oc at i on al p e rc en ta g e d i f f e r e n c e between t h e and respectively) programs in 1983. two male c om pl e te r groups oc cu rr ed in 1986; t h e s m a l le s t p e rc ent ag e d i f f e r e n c e was in 1984. Both r e g u l a r and s p e c i a l needs female com ple ter s r e p o r t e d t h e i r highest percentages respectively) of in 1985. related placement (64.8% and 62.9%, The lowest perc ent ag es o f both r e g u l a r and s p e c i a l needs females (60.7% and 56.9%, r e s p e c t i v e l y ) found r e l a t e d placement in 1983. The l a r g e s t per cen ta ge d i f f e r e n c e in related placement between th e two female completer groups was in 1983; the s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1984. Table 4 . 2 . C .1 . --R e la te d placement, o f r e g u la r and special needs com pleters, 1982 through 1986, by gender. R e l a te d Placement 1983 1982 Completer Group 1984 1986 1985 Rel NRel Rel NRel Rel NRel Rel NRel Rel NRel 4,562 50.8% 4,426 49.2% 4,226 50.1% 4,215 49.9% 4,555 51.4% 4,314 48.6% 4,874 56.7% 3,7 28 43.3% 4,870 55.0% 3,983 45.0% S pec ial needs 685 52.3% 625 47.7% 727 51.5% 684 48.5% 1,491 52.4% 1,355 47.6% 1,326 55.3% 1,071 44.7% 1,102 57.3% 821 42.7% C h i- s q u a r e = 1.0 8 MALE Regular FEMALE Regular 1.03 1.37 0.92 3.37 6,353 61.7% 3,943 38.3% 6,459 60.7% 4,185 39.3% 6,889 60.9% 4,420 39.1% 7,065 64.8% 3,837 35.2% 6,871 64.0% 3,861 36.0% S pe ci al needs 443 59.5% 302 40.5% 456 56.9% 346 43.1% 1,329 62.1% 812 37.9% 1,123 62.9% 661 37.1% 716 62.2% 435 37.8% C h i- s q u a r e = 1.47 4.56 1.02 2.31 1.49 127 Using difference special the in chi-square related needs male test, no placement was com pleters for statistically sig n ifican t found regular any between of the survey and years. Likewise, no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e was found between r e g u l a r and s p e c i a l needs female completers in terms of related placement f o r any o f t h e f i v e y e a r s under i n v e s t i g a t i o n . Table 4 . 2 . C . 2 p r e s e n t s th e d a t a re g a rd in g t h e r e l a t e d placement o f r e g u l a r and s p e c i a l needs v oc at i o na l c o m p le te r s , by e t h n i c i t y . Regular whit e com ple ter s r e p o r t e d th e h i g h e s t p e r c e n t a g e o f r e l a t e d placement (61.5%) r e c or de d t h e in 1985, highest whereas s p e c i a l pe rc en ta ge (58.8%) needs w hite com ple ter s in 1986. In 1983, both r e g u l a r and s p e c i a l needs white completers rec ord ed t h e low est p e r ­ c e n ta g e o f r e l a t e d placement (55.9% and 53.4%, r e s p e c t i v e l y ) . greatest p e rc e n ta g e difference between th e two w hite The c om ple ter groups oc cu rr ed in 1985; th e s m a l l e s t p e rc en ta g e d i f f e r e n c e was in 1984. Regular m i n o r i t y completers recorded the h i g h e s t p e r c e n ta g e o f related placement co mp le te rs 1982, reported regular related (59.8%) the minority placem ents in highest 1984, special pe rc en ta ge completers (57.3% ), and had w h e re a s the needs (62.3%) lo w e st special in minority 1985. p e r c e n ta g e needs c om pl et ers had th e lowe st per cen tage (54.6%) in 1983. In of m inority The g r e a t e s t pe rc e n ta g e d i f f e r e n c e between t h e m in o r it y comp le ter groups o c cu r re d in 1985; t h e s m a l l e s t pe rc en ta ge d i f f e r e n c e was in 1984. Table 4 . 2 . C .2 . --R e la te d placement o f r e g u la r and special needs com pleters, 1982 through 1986, by e t h n i c i t y . R e l a te d Placement Completer Group 1982 S pe c ia l needs C h i- s q u a r e = MINORITY Regular , NRel NRel 10,357 56.6% 7,954 43.4% 9,987 55.9% 7,893 44.1% 10,435 56.4% 8,056 43.6% 10,971 61.5% 6 ,8 78 38.5% 10,840 60.1% 7,189 39.9% 1,056 54.6% 877 45.4% 1,082 53.4% 946 46.6% 2,423 56.2% 1,890 43.8% 2,194 58.2% 1,5 78 41.8% 1,606 58.8% 1,123 41.2% 0.09 4.62 Rel 1986 Rel 2.65 Rel 1985 NRel Rel WHITE Regular 1984 1983 NRel 14.24* Rel NRel 1.61 558 57.3% 415 42.7% 698 57.9% 507 42.1% 1,009 59.8% 678 40.2% 968 58.5% 687 41.5% 901 57.9% 655 42.1% S pe ci al needs 72 59.0% 50 41.0% 101 54.6% 84 45.4% 397 58.9% 277 41.1% 255 62.3% 154 37.7% 212 61.4% 133 38.6% Chi-square = 0.12 0.73 * S i g n i f i c a n t a t the .001 l e v e l . 0 .16 2.02 1.46 129 Using t h e c h i - s q u a r e t e s t , th e only s t a t i s t i c a l l y significant d i f f e r e n c e in r e l a t e d placement t h a t was found between groups was between r e g u l a r and s p e c i a l needs white completers in 1985. Table 4.2.D.1 p r e s e n t s t h e d a ta re g a r d in g t h e j o b s a t i s f a c t i o n o f r e g u l a r and s p e c i a l needs voc at i o n al c o m ple ter s, by ge nder. regular and special p e r c e n ta g e (83.3% of and male completers satisfaction 85.3%, satisfaction needs was with their respectively). in 1983 present The (78.4% and indicated employment two 78.3%, the groups’ Both highest in 1986 lo w e s t respectively). jo b The g r e a t e s t p e r c e n ta g e d i f f e r e n c e in job s a t i s f a c t i o n between t h e male groups was in 1986; t h e s m a l l e s t pe rc ent ag e d i f f e r e n c e was in 1983. The h i g h e s t p e r c e n t a g e o f job s a t i s f a c t i o n f o r r e g u l a r female c om ple ter s was 84.3% in 1985 and 1986, whereas f o r female s p e c i a l needs co mp le te rs t h e h i g h e s t pe rc ent ag e o f job s a t i s f a c t i o n was r e p o r t e d in 1986. (85.2%) The lowe st pe rc ent ag e of j o b s a t i s f a c t i o n f o r r e g u l a r females was 81.3% in 1983, and f o r s p e c i a l needs females th e low was 79.2% in 1982. satisfaction The l a r g e s t pe rc en ta ge d i f f e r e n c e in j o b between t h e two female completer groups was in 1982; t h e s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1983. Based on t h e c h i - s q u a r e a n a l y s i s , no s t a t i s t i c a l l y s i g n i f i c a n t difference in jo b satisfaction was found between male or female special needs c om ple ter groups f o r any o f t h e y e a r s s t u d i e d . Data on job satisfactio n for regular and c o m p l e t e r s , by e t h n i c i t y , a r e shown in Table 4 . 2 . D . 2 . In 1986, both regular the and special needs white com pleters had highest p e r c e n t a g e s o f jo b s a t i s f a c t i o n (84.3% f o r r e g u l a r w h it e s and 85.9% Table 4 . 2 . D . 1 . --J o b s a t is f a c t io n o f r e g u la r and special needs com pleters, 1982 through 1986, by gender. Job S a t i s f a c t i o n 1982 Completer Group 1984 1983 1986 1985 Sat NSat Sat NSat Sa t NSat Sa t NSat Sat NSat 6,980 79.0% 1,858 21.0% 6,547 78.4% 1,806 21.6% 7,129 80.5% 1,728 19.5% 6,999 81.9% 1,551 18.1% 7,339 83.3% 1,475 16.7% Spec ial needs 1,041 80.5% 252 19.5% 1,076 78.3% 299 21.7% 2,275 80.1% 566 19.9% 1,967 82.7% 412 17.3% 1,635 85.3% 282 14.7% C h i- s q u a r e = 1.61 MALE Regular FEMALE Regular 0.01 0.23 0.85 4.71 8,402 83.1% 1,710 16.9% 8, 57 8 81.3% 1,968 18.7% 9,373 83.0% 1,916 17.0% 9,152 84.3% 1,709 15.7% 9,001 84.3% 1,681 15.7% Spec ial needs 581 79.2% 153 20.8% 639 81.4% 146 18.6% 1,730 81.2% 400 18.8% 1,500 84.7% 270 15.3% 970 85.2% 168 14.8% C h i- s q u a r e = 7.44 1.87 4. 10 0.27 0.74 Table 4 . 2 . D .2 . --J o b s a t is f a c t io n o f r e g u la r and special needs com pleters, 1982 through 1986, by e t h n i c i t y . Job S a t i s f a c t i o n Completer Group Sat WHITE Regular 1983 1982 NSat Sat 1984 NSat Sat 1986 1985 NSat Sa t NSat Sat NSat 14,602 81.2% 3,384 18.8% 14,204 80.2% 3,500 19.8% 15,120 81.9% 3,339 18.1% 14,854 83.6% 2,904 16.4% 15,133 84.3% 2,810 15.7% S pe ci al needs 1,524 80.0% 380 20.0% 1,579 79.6% 405 20.4% 3,475 80.9% 821 19.1% 3,144 84.1% 596 15.9% 2,325 85.9% 382 14.1% C h i- s q u a r e = 1.47 MINORITY Regular 0.47 2.44 0. 39 4.32 780 80.9% 184 19.1% 921 77.1% 274 22.9% 1,382 81.9% 305 18.1% 1,297 78.5% 356 21.5% 1,207 77.7% 346 22.3% S pe ci al needs 98 79.7% 25 20.3% 136 77.3% 40 22.7% 530 78.5% 145 21.5% 323 79.0% 86 21.0% 280 80.5% 68 19.5% C h i- s q u a r e = 0.11 3.53 3.62 0.05 1.25 132 for special needs w h i t e s ) . In 1983, both w hite c o m p le te r groups r e p o r t e d t h e lowe st p e r c e n ta g e o f job s a t i s f a c t i o n (80.2% f o r r e g u ­ l a r com ple ter s and 79.6% f o r s p e c ia l needs c o m p l e t e r s ) . The l a r g e s t p e rc en ta g e d i f f e r e n c e in jo b s a t i s f a c t i o n between r e g u l a r and s p e ­ cial needs w hite c omp le ter s was in 1986; d i f f e r e n c e was th e smallest p e r c e n ta g e in 1985. Regular m i n o r i t y com ple ter s r e p o r t e d t h e h i g h e s t p e r c e n t a g e of job s a t i s f a c t i o n (81.9%) in 1984. Special needs m i n o r i t y co mp le ters r e p o r t e d t h e h i g h e s t j o b s a t i s f a c t i o n (80.5%) in 1986. During 1983, both groups o f m i n o r i t y comple ters re p o r t e d t h e lo w e st p e r c e n t a g e of satisfaction with their employment comp leters and 77.3% f o r s p e c i a l pe rc en ta g e difference regular needs c o m p l e t e r s ) . The g r e a t e s t groups was in 1984; t h e s m a l l e s t perc ent ag e d i f f e r e n c e was in 1983. chi-square satisfaction minority minority the job for the Using in (77.1% test, no between statistically sig n ifican t d i f f e r e n c e in jo b s a t i s f a c t i o n was found between t h e w hit e o r th e m in o r it y r e g u l a r and s p e c i a l needs com pleters in any o f t h e y e a r s under i n v e s t i g a t i o n . Table 4 .2 . E . 1 s p e c ia l needs r e c e iv e d t h e shows t h e average hourly wages f o r r e g u l a r vocational co m p le te rs , by ge nder. Male c om ple ter s h i g h e s t av erage hourly wages in 1986. comp leters r e p o r t e d Regular male an average hourly wage o f $ 4 .9 1, needs males had an average hourly wage o f $4.85. and and special Both male groups re c e iv e d t h e lowest average hourly wage in 1983, when r e g u l a r males r e c e iv e d $4.28 pe r hour and s p e c i a l needs males were paid $4.27 per hour. The largest difference in average h o u rl y wages between Table 4 . 2 . E .l.- - A v e r a g e h o urly wages o f r e g u la r and s pecial needs com pleters, 1982 through 1986, by gender. Average Hourly Wages Completer Group MALE Regular S pe ci al needs 1982 S pe ci al needs Difference Note. 1986 Number Mean Number Mean Number Mean Number Mean Number Mean 7,324 $4.51 6,742 $4.28 7,400 $4.52 7,165 $4.73 7,070 $4.91 1,036 $4.50 1,127 $4.27 2,381 $4.63 1,999 $4.63 1,573 $4.85 $ .01 $ .01 Difference FEMALE Regular 1985 1984 1983 $ .10 $ .11 $ .06 8,5 55 $3.96 8,831 $3.87 9,621 $4.13 9,392 $4.11 8,923 $4.26 609 $3.92 647 $3.73 1,847 $4.31 1,514 $4. 05 947 $4.11 $ .04 $ .14 $ .18 The f e d e r a l minimum wage s i n c e 1981 = $3.35 p e r hour . $ .06 $ .15 134 regular and special needs males was $.11 in 1984; the smallest d i f f e r e n c e was $.01 in 1982 and 1983. The h i g h e s t av erage hourly wage f o r r e g u l a r female com ple ter s was $4.26 in 1986. Special needs average h ou rl y wage ($4.31) in 1984. females received the highest Both r e g u l a r and s p e c i a l needs females r e c e i v e d t h e lowest average h o ur ly wage in 1983 ($3.87 and $3.7 3, respectively). The g r e a t e s t wages between r e g u l a r and s p e c i a l difference in average hourly needs females was $.18 in 1984; t h e s m a l l e s t d i f f e r e n c e was $.04 in 1982. Average h our ly wages f o r r e g u l a r and s p e c i a l needs c o m p le te r s , by e t h n i c i t y , are shown in Table 4 . 2 . E . 2 . Both white com ple ter groups r e c e i v e d t h e i r h i g h e s t average h ou rly wages in 1986. Regular w h it e s r e c e i v e d $4.55 p e r hour on a ver age , and s p e c i a l needs whites r e c e i v e d $4.61 per hour on a ver age . In 1983, both groups r e c e iv e d t h e i r lo w e st average h o u rl y wage ($4.06 f o r r e g u l a r wh ite s and $4.10 f o r s p e c i a l needs w h i t e s ) . The l a r g e s t d i f f e r e n c e in average hourly wages f o r w hit e c om p le te r s was $.21 in 1984; t h e s m a l l e s t d i f f e r e n c e was $.01 in 1985. The h i g h e s t av erage hourly wage f o r m i n o r i t y co mp le te rs was in 1984, when r e g u l a r m i n o r i t y comple ters r e c e i v e d $4.59 and s p e c i a l needs m i n o r i t y c om pl e te r s received th eir low est re c e iv e d average $4 .54 . hourly In 1983, wage--$3.93 both for groups regular m i n o r i t y c om pl e te r s and $3.84 f o r s p e c ia l needs m i n o r i t y c o m p le te r s . The largest difference in average h ourl y wages between m in o r i t y co m pl e te r groups was $.30 in 1982; th e s m a l l e s t d i f f e r e n c e was $.03 in 1985. Table 4 . 2 . E .2 . --A verage h o urly wages o f r e g u la r and special needs com pleters, 1982 through 1982, by e t h n i c i t y . Average Hourly Wages Completer Group WHITE Regular S pe ci al needs Spec ial needs Difference N ot e. 1985 1984 1986 Number Mean Number Mean Number Mean Number Mean Number Mean 15,042 $4.21 14,503 $4.06 15,587 $4.27 15,104 $4.38 14,680 $4.55 1,544 $4.31 1,609 $4.10 3,651 $4. 48 3,150 $4.37 2,231 $4.61 $ .04 $ .10 Difference MINORITY Regular 1983 1982 $ .01 $ .21 $ .06 837 $4.22 1,070 $3.93 1,434 $4.59 1,453 $4.38 1,313 $4.52 101 $3.92 165 $3.84 577 $4.54 363 $4.41 289 $4.30 $ .30 $ .09 $ .05 The f e d e r a l minimum wage s i n c e 1981 = $3.35 p e r hour. $ .03 $ .22 136 Research Question 3 : Are t h e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs com pleters o f v o c a t i o n a l programs s i m i l a r among f o u r ge ogr ap hic r e g io n s w i t h i n t h e s t a t e ? Completer d a t a f o r t h e s t a t e were d i v i d e d i n t o f o u r ge ogr ap hic re g i o n s (see Figure 3 . 3 ) . In t h e f o ll o w i n g pages, th e d a t a are p r e s e n t e d by y e a r and re g io n f o r both t h e r e g u l a r and s p e c i a l needs c om ple ter gr oups . Data f o r each employment p a t t e r n variable are d i s p l a y e d in s e p a r a t e t a b l e s t o show any d i f f e r e n c e s t h a t e x i s t e d between c om ple ter groups w i t h i n r e g io n s a c r o s s t h e s t a t e . Table 4 . 3 . A shows r e g u l a r and s p e c i a l to region. the post-high needs v oc at i on al school activity data program c o m p le te r s, for acc ord ing In Region 1, t h e h i g h e s t p e rc e n ta g e a c t i v e f o r r e g u l a r c om ple ter s was 91.9% in both 1984 and 1986. The r e g u l a r co mp le te rs had a low o f 87.2% in both 1983 and 1985. Spec ial needs com ple ter s in Region 1 i n d i c a t e d a high a c t i v e r a t e o f 89.4% in 1984 and a low of 79.9% in 1985. The g r e a t e s t percentage difference in rates a c t i v e between r e g u l a r and s p e c ia l needs c om p leter s in Region 1 was in 1382; t h e s m a l l e s t p e rc en ta g e d i f f e r e n c e was in 1984. In Regi on 2, the highest c om ple ter s was 91.1% in 1986. group was 87.8% in 1983. percentage The lowe st active le vel level active difference in r a t e s com pleters in (74.5%) in active be tw een Region d i f f e r e n c e was in 1984. active regular for this In c o n t r a s t , t h e h i g h e s t a c t i v e r a t e f o r s p e c i a l needs com pleters was 82.7% in 1986. lowest for 2 was in 1982. This group had t h e i r The greatest regular 1982 ; the p e rc e n ta g e and s p e c i a l sm allest needs percentage 137 Table 4 . 3 . A . - - P o s t - h ig h school a c t i v i t y o f regular and sp e c ia l needs com p leters, 1982 through 1986, by re g io n . Post-High School A ctivity Completer Group Active REGION 1 Regular 1983 1982 Idle Active 1984 Idle Active 1985 Idle Active 1986 Idle 1,314 88.5% 171 11.5% 841 87.2% 124 12.8% 1,072 91.9% 95 8.1% Special needs 175 81.0% 41 19.0% 202 81.1% 47 18.9% 470 89.4% 56 10.6% Chi-square ■ 9.64 5.94 474 3,707 88.7% 11.3% 3,547 87.8% 492 12.2% 3,751 89.5% 442 10.9% 3,159 90.1% 346 9.9% Special needs 184 537 74.5% 25.5% 478 74.6% 163 25.4% 848 82.1% 185 17.9% 1,077 80.3% 265 19.7% Chi-square - 106.45* 80.66* 910 6,928 88.0% 12.0% 6,935 88.0% REGION 2 Regular REGION 3 Regular Special needs 688 81.1% Chi-square » 37.32* REGION 4 Regular 160 18.9% 2.80 Idle 151 12.8% 1,059 91.9% 93 8.1% 57 227 79.9% 20.1% 168 87.5% 24 12.5% 9.79 4.06 1,025 87.2% 85.90* 42.61* Active 3,524 91.1% 346 8.9% 656 137 82.7% 17.3% 49.25* 942 12.0% 6,545 91.8% 588 8.2% 7,113 91.0% 700 9.0% 7,019 93.2% 514 6.8% 721 185 79.6% 20.4% 1,579 91.9% 140 8.1% 923 84.8% 165 15.2% 956 85.4% 164 14.6% 52.00* 0.02 18,146 2,083 89.7% 10.3% 18,677 89.0% 2,306 11.0% Special needs 1,748 460 79.2% 20.8% 2,077 81.2% 482 18.8% Chi-square = 219.91*r 134.48* ♦ S i g n i f i c a n t a t the .001 l e v e l . 18,237 1,307 93.3% 6.7% 3,716 92.3% 5.60 82.56* 41.92* 311 7.7% 17,249 1,450 7.8% 92.2% 3,516 88.3% 66.90* 467 11.7% 17,030 1,089 94.0% 6.0% 2,403 89.7% 71.19* 277 10.3% 138 In Region a c t i v e (93.2%) 3, r e g u l a r com ple ter s r e p o r t e d in 1986. They indicated the highest t h e lo w e st rate activelevels (88%) in both 1982 and 1983. Special needs c om pl e te r s r e p o r t e d t h e highest in 1984, level active (91.9%) a c t i v e (79.6%) oc cu rr ed in 1983. whereas their lowest le ve l The l a r g e s t p e r c e n ta g e d i f f e r e n c e between r e g u l a r and s p e c i a l needs c om pl e te r s in a c t i v e 1983; t h e s m a l l e s t p e rc e n ta g e d i f f e r e n c e was in 1984. r a t e s was in In Region 4, t h e h i g h e s t r a t e a c t i v e f o r r e g u l a r com ple ter s was 94% in 1986; c o n v e r s e l y , 1983. For special th e lowe st l e v e l needs com ple ter s active (89%) oc c u r re d in fromRegion 4, the highest a c t i v e l e v e l was 92.3% in 1984; t h e low est was 79.2% in 1982. The g r e a t e s t p e r c e n ta g e d i f f e r e n c e in l e v e l s a c t i v e between r e g u l a r and special needs com ple ter s in Region 4 was in 1982; the smallest p e r c e n t a g e d i f f e r e n c e was in 1984. A h i g h e r p e rc e n ta g e o f r e g u l a r than was a c t i v e every y e a r and in every rv — J rxeyiun j 1 no A i „ in Usi ng ijo the t special studied. chi-square needs In re g io n with needs co mp le te rs the e x c e p ti o n of . d i f f e r e n c e in p o s t - h i g h and special te st, school 2, statistically sig n ifican t a c t i v i t y was found between r e g u l a r com ple ter s Region no in Region statistically 1 in any significant of the years differences in a c t i v i t y were found between comp leter groups f o r ev ery y e a r inc lud ed in the study. In Regions 3 and 4, statistically significant 139 d i f f e r e n c e s in a c t i v i t y were found between t h e two c om pl e te r groups f o r a l l y e a r s but 1984. Table 4 . 3 . B shows t h e d a t a on the employment s t a t u s o f r e g u l a r and s p e c i a l the needs v o c a t i o n a l highest percentage c om ple ter s, by r e g i o n . In Region 1, full-tim e employment for of regular c om ple ter s a f t e r f i n i s h i n g t h e i r v oc at i on al program was 50% in 1985. In 1983, r e g u l a r c om ple te r s r e p o r t e d t h e lowe st f u l l - t i m e employment l e v e l (42.3%). S pe ci al needs completers r e p o r t e d t h e h i g h e s t f u l l ­ time employment l e v e l full-tim e employ ment pe r c e n t a g e d i f f e r e n c e special (63.1%) in 1986, and t h e lo w e st p e r c e n t a g e o f needs (50.8%) occurred in 1984 . The g r e a t e s t in f u l l - t i m e employment between r e g u l a r c o m p le te r s in Region 1 was in 1983; the and smallest p e r c e n ta g e d i f f e r e n c e was in 1984. In Region 2, r e g u l a r completers r e p o r t e d t h e h i g h e s t p e r c e n t a g e o f f u l l - t i m e employment (63.1%) (50.3%) in 1984. Spec ial p e r c e n ta g e o f f u l l - t i m e in 1986 and t h e needs comple ters employment r e p o r t e d t h e lo w e st l e v e l (70.7%) (57.5%) in 1984. lowe st p e r c e n t a g e reported in 1986, the highest whereas they The g r e a t e s t p e r c e n t a g e d i f f e r e n c e in f u l l - t i m e employment between r e g u l a r and s p e c i a l needs com pleters in Region 2 was in 1982; the sm allest percentage d i f f e r e n c e was in 1984. In Region 3, both r e g u l a r and s p e c ia l needs c o m p le te r s r e p o r t e d the highest full-tim e employment le v el in 1986 (66% and 72.5%, respectively). The low est le v e l of f u l l - t i m e employment f o r r e g u l a r c om ple ter s was 57.6% in 1983, and f o r s p e c i a l needs c o m p le te r s it 140 Table 4 . 3 . B.--Employment s t a tu s o f regular and sp e c ia l needs co m p lete rs, 1982 through 1986, by region. Employment Status Completer Group FullTime REGION 1 Regular 1983 1982 PartTime FullTime 1984 PartTime FullTime 352 344 49.4% 50.6% 181 247 42.3% 57.7% 283 45.9% Special needs 37 60 61.9% 38.1% 64 48 57.1% 42.9% Chi-square = 5.26 1985 PartTime 334 54.1% F ullTime 1986 PartTime FullTime PartTime 279 50.0% 342 333 49.3% 50.7% 180 174 50.8% 49.2% 91 60 60.3% 39.7% 77 45 63.1% 36.9% 7.90 2.24 5.02 7.86 1,280 1,075 54.4% 45.6% 1,179 965 55.0% 45.0% 1,190 1,178 50.3% 49.7% 1,137 55.2% 922 44.8% 1,436 841 63.1% 36.9% Special needs 108 214 66.5% 33.5% 187 95 66.3% 33.7% 233 315 57.5% 42.5% 472 64.0% 266 36.0% 325 135 70.7% 29.3% Chi-square = 16.84* 12.98* 9.31 16.97* 9.60 2,810 1,691 62.4% 37.6% 2,712 1,994 57.6% 42.4% 2,830 1,835 60.7% 39.3% 3,145 1,892 62.4% 37.6% 3,263 1,684 66.0% 34.0% Special needs 156 330 67.9% 32.1% 319 156 67.2% 32.8% 742 452 62.1% 37.9% 487 220 68.9% 31.1% 493 187 72.5% 27.5% Chi-square - 5.63 16.14* 0.87 11.08* 11.52* 6,929 5,007 58.1% 41.9% 6,303 5,693 52.5% 47.5% 7,017 5,762 54.9% 45.1% 7,372 4,664 61.2% 38.8% 7,552 4,374 63.3% 36.7% Special needs 774 407 65.5% 34.5% 846 525 61.7% 38.3% 1,835 1,120 62.1% 37.9% 1,808 69.1% 488 1,354 73.5% 26.5% Chi-square = 24.85* 41.53* 50.39* 56.79* REGION 2 Regular REGION 3 Regular REGION 4 Regular ‘ S i g n i f i c a n t at the .001 l e v e l . 279 50.0% 808 30.9% 72.43* 141 was 62.1% in 1984. The g r e a t e s t p e rc en ta g e d i f f e r e n c e in f u l l - t i m e employment between t h e two co mpleter groups in Region 3 was in 1983; t h e s m a l l e s t p e rc e n ta g e d i f f e r e n c e was in ’ 984. In Region 4, both r e g u l a r and s p e c i a l needs c om p le te r s r e p o r t e d t h e h i g h e s t p e r c e n ta g e s o f f u l l - t i m e employment in 1986 (63.3% and 73.5%, respectively). Both groups also reported the lowest p e rc e n ta g e s o f f u l l - t i m e employment in 1983, when 52.5% o f r e g u l a r com ple ters and 61.7% o f s p e c i a l needs com ple ters were employed f u l l ­ ti m e . The g r e a t e s t between r e g u l a r p e r c e n ta g e d i f f e r e n c e and s p e c i a l in f u l l - t i m e employment needs com ple ter s in Region 4 was in 1986; th e s m a l l e s t p e r c e n t a g e d i f f e r e n c e was in 1984. As shown in t h e t a b l e , a g r e a t e r p e rc en ta g e o f s p e c i a l needs tha n r e g u l a r co mp le te rs was employed f u l l - t i m e in a l l r e g i o n s a c r o s s all years. Usin g the sig n ifican t difference chi-square procedure, in employment s t a t u s no s t a t i s t i c a l l y was f o u n d b e tw ee n r e g u l a r and s p e c i a l needs completers in Region 1 f o r any y e a r in the s tu d y . In Region 2, statistically significant differences in employment s t a t u s were found between com ple ter groups in 1982, 1983, and 1985. In Region 3, statistically significant differences in employment s t a t u s were found between comple ter groups in 1983, 1985, and 1986. As w e l l , statistically sig n ifican t differences in employment s t a t u s were found between c om ple ter groups in Region 4 in each y e a r under i n v e s t i g a t i o n . Table 4.3.C shows d a t a on th e r e l a t e d placements o f r e g u l a r and special needs vocational com pleters w ithin each region. In 142 Table 4 . 3 . C .--R e la te d placement o f regu la r and sp e c ia l needs com pleters, 1982 through 1986, by r eg io n . Related PI acement 1984 1983 1982 Completer Group NRel Rel 1985 Rel NRel NRel Rel 334 49.2% 345 50.8% 207 219 48.6% 51.4% 312 305 50.6% 49.4% 310 246 55.8% 44.2% 304 368 54.8% 45.2% Special needs 39 56 58.9% 41.1% 42 69 37.8% 62.2% 187 163 53.4% 46.6% 86 65 57.0% 43.0% 64 58 52.5% 47.5% Chi-square = 3.17 4.09 0.73 0.07 0.22 999 1,305 56.6% 43.4% 1,121 987 53.2% 46.8% 1,246 1,067 53.9% 46.1% 1,177 863 57.7% 42.3% 1,255 995 55.8% 44.2% Special needs 131 183 58.3% 41.7% 139 134 50.9% 49.1% 270 264 50.6% 49.4% 353 48.0% 244 210 53.7% 46.3% Chi-square =* 0.30 0.50 1.91 20.42* 2,538 1,915 57.0% 43.0% 2,661 2,006 57.0% 43.0% 2,797 1,828 60.5% 39.5% 3,263 65.3% 1,736 34.7% 3,127 1,778 63.8% 36.2% Special needs 225 253 52.9% 47.1% 238 232 50.6% 49.4% 657 527 55.5% 44.5% 404 296 57.7% 42.3% 260 412 61.3% 38.7% Chi-square = 2.91 7.07 9.72 15.29* 1.52 6,738 5,110 56.9% 43.1% 6,696 5,188 56.3% 43.7% 7,089 5,534 56.2% 43.8% 7,189 4,720 60.4% 39.6% 6,991 4,767 59.5% 40.5% Special needs 636 532 54.5% 45.5% 764 595 56.2% 43.8% 1,706 1,213 58.4% 41.6% 1,606 989 61.9% 38.1% 1,098 728 60.1% 39.9% Chi-square = 2.53 7.98 5.04 2.07 0.30 REGION 2 Regular REGION 3 Regular REGION 4 Regular ♦ S i g n i f i c a n t at the .001 l e v e l . 382 52.0% Rel NRel Rel REGION 1 Regular NRel 1986 0.63 143 Region 1, t h e h i g h e s t p er cen ta ge o f r e l a t e d placements f o r r e g u l a r co mp le te rs occu rr ed in 1985, when 55.8% found employment r e l a t e d to th eir high school completers, 1982. the highest Both placements special vocational groups in needs level of re la te d reported the 1983--48.6% f o r completers. programs. The g r e a t e s t special needs placements was 58.9% in lo w e st regular Fo r percentages c o m p le te r s and of related 37.8% p e r c e n ta g e d i f f e r e n c e for in r e l a t e d placements between r e g u l a r and s p e c i a l needs com ple ter s was in 1983; t h e s m a l l e s t p e rc en ta g e d i f f e r e n c e was in 1985. In Region 2, r e g u l a r completers r e p o r t e d t h e h i g h e s t p e r c e n t a g e of related placement (57.7%) p e r c e n t a g e (53.2%) in 1983. highest p e rc e n ta g e in 1985. Special of related They r e p o r t e d t h e needs c om ple te r s r e p o r t e d th e placement lo w e st p e r c e n ta g e (48%) in 1985. lowe st (58.3%) in 1982 and th e The g r e a t e s t p e r c e n t a g e d i f f e r e n c e in r e l a t e d placement between r e g u l a r and s p e c i a l needs co mp le te rs in Region 2 was in 1985; th e smallest percentage d i f f e r e n c e was in 1982. In Region 3, 65.3% of th e r e g u l a r v o c a t i o n a l com ple ter s found r e l a t e d employment in 1 9 8 5 - - t h e i r h i g h e s t r e l a t e d - p l a c e m e n t l e v e l . The lowest l e v e l highest related-placement 61.3% in 1986, 1983. for th is The and t h e greatest group was level for lowest l e v e l p erc en tag e 57% in special for th is difference 1982 and 1983. The needs was co mp le ters group was 50.6% in in related-placement l e v e l s between r e g u l a r and s p e c i a l needs c o m p le te r s in Region 3 was in 1985; t h e s m a l l e s t p e rc en ta g e d i f f e r e n c e was in 1986, 144 In Region 4, both regular and special needs vocational com ple ters had th e h i g h e s t p e rc en ta g e o f r e l a t e d placements in 1985 (60.4% and 61.9%, low est respectively). related-placement le vel needs completers r e p o r t e d th e Regular completers r e p o r t e d th e (56.2%) in lowest le v e l 1984, whereas (54.5%) in 1982. g r e a t e s t pe rc ent ag e d i f f e r e n c e in r e l a t e d - p l a c e m e n t l e v e l s r e g u l a r and sp e c ia l needs completers special The between in Region 4 was in 1982; th e s m a l l e s t percen ta ge d i f f e r e n c e was in 1983. Using differences the chi-square in r e l a t e d analysis, statistically significant placements were found between r e g u l a r s p e c i a l needs completers in Regions 2 and 3 only in 1985. other comparisons, no statistically significant and In a l l differences were found between groups. Table 4.3.D p r e s e n t s th e jo b s a t i s f a c t i o n d a ta f o r r e g u l a r and s p e c i a l needs vo c at i o n al completers according t o ge ographic r e g i o n . In Region 1, r e g u l a r com ple ters r e p o r t e d th e h i g h e s t p e r c e n t a g e o f job satisfaction percentage (87.1%) (81.9%) in in 1983. 1982. The They r e p o r t e d highest the percentage low est of s a t i s f a c t i o n f o r s p e c i a l needs completers was 86.1% in 1986; low est l e v e l was 77.3% in 1983. in j o b satisfaction job their The g r e a t e s t per cen ta ge d i f f e r e n c e between completer groups in Region 1 was in 1983; t h e s m a l l e s t pe rc en ta ge d i f f e r e n c e was in 1982. In Region 2, r e g u l a r completers r e p o r t e d the h i g h e s t l e v e l jo b s a t i s f a c t i o n (85.8%) in 1986. Special needs completers r e p o r t e d t h e h i g h e s t j o b s a t i s f a c t i o n l e v e l (86.6%) in 1982. the low est job s a t i s f a c t i o n of level in Both groups had 1 9 8 4 -- 8 2 .9 % f o r regular 145 Table 4 . 3 . D.--Job s a t i s f a c t i o n o f regular and sp ecia l needs completers, 1982 through 1986, by region. Job Satisfaction Sat REGION 1 Regular 1983 1982 Completer Group NSat Sat 1984 NSat Sat 1985 NSat Sat 1986 NSat Sat NSat 547 121 81.9% 18.1% 363 54 87.1% 12.9% 81 523 86.6% 13.4% 473 77 86.0% 14.0% 565 107 84.1% 15.9% Special needs 75 18 80.6% 19.4% 85 25 77.3% 22.7% 279 73 79.3% 20.7% 124 26 82.7% 17.3% 105 17 86.1% 13.9% Chi-square = 0.08 6.53 8.84 1.04 0.31 1,910 343 84.8% 15.2% 1,725 338 83.6% 16.4% 1,920 395 82.9% 17.1% 1,695 331 83.7% 16.3% 1,914 316 85.8% 14.2% Special needs 266 41 86.6% 13.4% 221 42 84.0% 16.0% 433 107 80.2% 19.8% 604 125 82.9% 17.1% 63 391 86.1% 13.9% Chi-square = 0.74 0.03 2.29 0.25 0.03 3,711 733 83.5% 16.5% 3,697 869 81.0% 19.0% 3,907 718 84.5% 15.5% 4,207 770 84.5% 15.5% 4,150 746 84.8% 15.2% Special needs 395 85 82.3% 17.7% 353 92 79.3% 20.7% 209 967 82.2% 17.8% 572 121 82.5% 17.5% 590 81 87.9% 12.1% Chi square = 0.46 0.71 3.53 1.82 4.67 9,214 2,371 79.5% 20.5% 9,336 2,513 78.8% 21.2% 10,152 2,450 80.6% 19.4% 9,776 2,082 82.4% 17.6% 9,711 1,987 83.0% 17.0% Special nssds 886 261 77.2% 22.8% 1,056 286 78.7% 21.3% 2,326 577 80.1% 19.9% 2,167 410 84.1% I5.y% _289 1,519 84.0% 16.0% Chi-square = 3.33 7.64 0.28 4.02 1.12 REGION 2 Regular REGION 3 Regular REGION 4 Regular 146 com ple ter s and 80.2% f o r s p e c i a l percentage d iff e r e n c e special needs needs c o m p le te r s . in j o b s a t i s f a c t i o n c o m p le te r s pe rc e n ta g e d i f f e r e n c e was in Region 2 was The g r e a t e s t between in regular 1984; the and smallest in 1986. In Region 3, both groups i n d i c a t e d t h e i r h i g h e s t p e r c e n ta g e of j o b s a t i s f a c t i o n in 1986--84.8% f o r r e g u l a r co mp le te rs and 87.9% f o r special needs c o m p l e t e r s . The lowest j o b s a t i s f a c t i o n level for both groups o c c u r r e d in 1983--81% f o r r e g u l a r c om pl e te r s and 79.3% f o r s p e c i a l needs c o m p l e t e r s . The g r e a t e s t p e r c e n ta g e d i f f e r e n c e in j o b s a t i s f a c t i o n l e v e l s between t h e two groups in Region 3 was in 1986; t h e s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1982. In Region 4, r e g u l a r vo c a ti o n a l completers r e p o r t e d t h e h i g h e s t p e rc e n ta g e o f j o b satisfaction lowest of job percentage (83%) in 1986. satisfaction They r e p o r t e d the (78.8%) in 1983. Special needs v o c a t i o n a l c o m p le te r s r e p o r t e d th e h i g h e s t p e r c e n t a g e o f j o b satisfaction (84.1%) 1982. greatest The between r e g u l a r in 1985 and th e lowest p e r c e n t a g e p e rc e n ta g e and s p e c i a l difference needs completers 1982; t h e s m a l l e s t p e r c e n t a g e d i f f e r e n c e was Using t h e difference chi-square in j o b in proced ure, satisfactio n job in satisfaction in Region 4 was in in 1983. no s t a t i s t i c a l l y was found (77.2%) between significant regular and s p e c i a l needs v o c a t i o n a l completers in any o f t h e r e g i o n s in any o f t h e y e a r s under i n v e s t i g a t i o n . Table 4 . 3 . E shows t h e average hourly wage d a t a f o r r e g u l a r and special needs v o c a t i o n a l highest av era ge c om ple te r s, h o u r l y wage f o r by r e g i o n . regular In Region 1, co mp le te rs was $4.55 th e in 147 Table 4 . 3 . E.--Average hourly wages of regular and sp ecial needs completers, 1982 through 1986, by region. Average Hourly Wages Completer Group 1982 Number REGION 1 Regular Special Needs Special needs Special needs Special needs Difference Note. Mean Number Mean Number 1986 Mean Number Mean 376 $3.85 537 $4.55 504 $4.07 630 $4.26 82 $4.29 100 $3.89 317 $4.39 140 $4.40 121 $4.13 $ .04 $ .34 $ .16 $ .33 $ .13 1,882 $4.11 1,600 $3.92 1,929 $4.11 1,678 $4.19 1,809 $4.25 236 $4.30 178 $4.02 442 $4.37 544 $4.26 363 $4.31 $ .10 $ .19 $ .07 $ .26 $ .06 3,597 $4.26 3,741 $4.03 3,829 $4.40 4,330 $4.41 3,993 $4.48 362 $4.32 355 $4.08 892 $4.75 602 $4.39 548 $4.64 Difference REGION 4 Regular Number 1985 $3.95 Difference REGION 3 Regular Mean 1984 585 Difference REGION 2 Regular 1983 $ .05 $ .06 $ .35 $ .16 $ .02 9,815 $4.23 9,856 $4.08 10,726 $4.28 10,045 $4.41 9,561 $4.65 965 $4.27 1,141 $4.10 2,577 $4.43 2,227 $4.40 1,488 $4.65 V • WT < 02 $ .15 The federal minimum wage since 1981 = $3.35 per hour. $ 01 $ .00 148 1984. The h i g h e s t average hourly wage f o r s p e c i a l needs completers was $4.40 in 1985. Both groups r e p o r t e d t h e i r low est average hourly wages in 198 3--$3.85 f o r r e g u l a r com ple ter s and $3.89 f o r s p e c ia l needs c o m p le te r s . r e g u l a r and s p e c i a l The g r e a t e s t d i f f e r e n c e in av erage wages between needs completers in Region 1 was $.34 p e r hour in 1982; t h e s m a l l e s t d i f f e r e n c e was $.04 in 1983. In Region 2, the h ig h e s t average hourly wage c o m p le te r s was $4.25 in 1986; t h e lowe st was $3.92 for regular in 1983. For s p e c i a l needs c o m p le te r s , th e h i g h e s t average h o u rl y wage was $4.37 in 1984, and t h e low est was $4.02 in 1983. The g r e a t e s t d i f f e r e n c e in wages between c om ple ter groups in Region 2 was $.26 pe r hour in 1984; t h e s m a l l e s t d i f f e r e n c e was $.06 p e r hour in 1986. In Region 3, the highest average c o m p le te r s was $4.48 in 1986, whereas hourly the wage highest wage f o r s p e c i a l needs completers was $4.75 in 1 9 8 4 ^ for regular average hourly In 1983, both groups r e c e i v e d t h e low est average h ourl y wages--$4.03 f o r r e g u l a r c om p le te r s and $4.08 f o r s pe c ia l needs c o m p le te r s . The g r e a t e s t d i f f e r e n c e in average ho url y wages between r e g u l a r and s p e c i a l needs c om p le te r s in Region 3 was $.35 per hour in 1984; th e smallest d i f f e r e n c e was $.02 pe r hour in 1985. In Region 4, r e g u l a r and s p e c i a l needs v o c a t i o n a l completers had t h e same h i g h e s t average hourly wage o f $4.65 in 1986. In 1983, r e g u l a r com ple ter s r e p o r t e d t h e i r lowe st average h o u r ly wage--$4.08. That same y e a r , s p e c i a l needs comple ters a l s o r e c e i v e d t h e i r lowest a verage h ourl y wage-- $4.1 0. The largest difference in average 149 hourly wages between these two completer groups in Region 4 was $.15 p er hour in 1984. Research Question 4 : To what e x t e n t , i f any, does p a r t i c i p a ­ t i o n in c o o p e r a t i v e educa tio n a f f e c t the employment p a t t e r n s o f r e g u l a r and s p e c i a l needs completers of v o c a t i o n a l programs? Tables 4 . 4 . A through 4 . 4 . E show t h e survey r e s u l t s f o r r e g u l a r and s p e c i a l needs v o c a ti o n a l completers according t o whether o r not th e y had had c o o p e r a t i v e ed ucation while in high scho ol. Table 4 . 4 . A c o n t a i n s d a t a on t h e p o s t- h ig h school a c t i v i t y o f r e g u l a r and s p e c i a l needs c o m p l e t e r s , according to t h e i r c o o p e r a t i v e e du cat ion status. with c o o p e r a ti v e For i n d i v i d u a l s p e rc en ta g e o f r e g u l a r vo c a ti o n a l education, completers th e highest (95.1%) was a c t i v e in 1984; t h e h i g h e s t p e rc e n ta g e o f sp e c ia l needs c om ple te r s (94.2%) was also active in 1984. Both groups exper ien ce d t h e i r lowest r a t e s a c t i v e in 1982--91.6% f o r r e g u l a r completers and 85.3% f o r s p e c ia l needs c o m p le te r s . The l a r g e s t pe rcentage d i f f e r e n c e in r a t e s a c t i v e between t h e two groups was in 1982; th e s m a l l e s t p e rc en ta g e d i f f e r ­ ence was in 1984. For individuals w it h o u t c o o p e r a ti v e p e rc e n ta g e o f r e g u l a r completers education, (92.8%) was a c t i v e the highest in 1986; th e h i g h e s t p e r c e n ta g e o f s p e c i a l needs completers (89.8%) was a c t i v e in 1984. The cooperative lowest active education was rate 87.3% for in regular 1983; com ple ter s for special c o m p le te r s , t h e lowest a c t i v e r a t e was 77.2% in 1982. w it ho ut ne e d s The l a r g e s t p e rc en ta g e d i f f e r e n c e in a c t i v e r a t e s between t h e two groups was in 1982; t h e s m a l l e s t pe rc en ta ge d i f f e r e n c e was in 1984. Table 4 . 4 . A .- - P o s t - h ig h school a c t i v i t y o f r e g u la r and special needs com pleters, 1982 through 1986, by c o o p era tiv e education s ta tu s . Post-High School A c t i v i t y Completer Group A c ti v e COOPERATIVE EDUCATION Regular 1983 1982 Idle A c tiv e 1985 1984 Idle A c tiv e Idle A c ti v e 1986 Idle A c tiv e Idle 8,059 91.6% 741 8.4% 7,921 92.3% 662 7.7% 7,474 95.1% 389 4.9% 6,970 93.8% 460 6.2% 7,150 94.9% 383 5.1% Spec ial needs 681 85.3% 117 14.7% 618 88.7% 79 11.3% 1,178 94.2% 72 5.8% 1,185 92.3% 99 7.7% 702 91.9% 62 8.1% C h i- s q u a r e = 35.01* NO COOPERATIVE EDUCATION Regular 1.48 11.51* 4.21 12.55* 21,784 88.3% 2,897 11.7% 22,079 87.3% 3,202 12.7% 22,131 91.5% 2,043 8.5% 21,576 90.8% 2,187 9.2% 21,482 92.8% 1,659 7.2% Spec ial needs 2,467 77.2% 728 22.8% 2,860 78.2% 798 21.8% 5,435 89.8% 620 10.2% 4,558 84.2% 855 15.8% 3,481 86.6% 540 13.4% C h i- s q u a r e = 305.20* 224.59* * S ig n if ic a n t a t the .001 l e v e l . 19.28* 205.13* 180.45* 151 In a l l comparisons, a h ig h e r pe rc en ta ge of r e g u l a r than s p e c i a l needs co mp le te rs was a c t i v e . in post-high school Using th e c h i - s q u a r e t e s t , d i f f e r e n c e s activity between regular and special needs c om pl et ers with c o o p e r a t i v e e d uc a tio n were found t o be s t a t i s t i c a l l y s i g n i f i c a n t in t h r e e o f t h e f i v e y e a r s under i n v e s t i g a t i o n : 1983, and 1986. 1982, In a d d i t i o n , s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s were found each y e a r between r e g u l a r and s p e c i a l needs com ple ters who had no t had c o o p e r a t i v e e d u c a ti o n , wit h re g a rd t o t h e i r p o s t high school a c t i v i t y . Table 4 .4 .B shows th e employment-status d a t a f o r t h e r e g u l a r and special needs e d u c a ti o n s t a t u s . com pleters, according to th eir cooperative Spec ial needs completers had a hi g h e r p e rc e n ta g e o f f u l l - t i m e employment than r e g u l a r com ple ters in a l l comparisons f o r a l l y e a r s under i n v e s t i g a t i o n . In 1986, both r e g u l a r and s p e c ia l needs com ple ter s who had had c o o p e r a t i v e e d u c a ti o n r e p o r t e d th e h i g h e s t p e rc en ta g e o f f u l l - t i m e employment: 63.7% f o r needs c o m p le te r s . regular In 1983, completers b oth groups and 70.6% f o r reported the special lowest p e r c e n ta g e o f f u l l - t i m e employment--54.6% f o r r e g u l a r co mp le te rs and 60.4% f o r special needs com pleters. The g r e a t e s t percentage d i f f e r e n c e in f u l l - t i m e employment between r e g u l a r and s p e c i a l needs co mp le te rs with cooperative educa tio n was in 1986; the smallest p e r c e n ta g e d i f f e r e n c e was in 1982 and 1984. Regular cooperative full-tim e and special e d u c a ti o n employment also in ne e d s com pleters re p o r t e d their 1 9 8 6 - - 6 3 .4 % and who had not had highest p e rc e n ta g e of 72.9%, respectively. Table 4 . 4 . B.--Employment s ta tu s o f r e g u la r and special needs com pleters, 1982 through 1986, by c o o p era tiv e education s ta tu s . Employment S t a t u s Completer Group FullTime COOPERATIVE EDUCATION Regular 1983 1982 PartTime FullTime 1984 PartTime FullTime 1985 PartTime FullTime 1986 PartTime FullTime PartTime 3,381 58.6% 2,384 41.4% 3,084 54.6% 2,566 45.4% 3,126 55.9% 2,469 44.1% 3,191 61.2% 2,024 38.8% 3,400 63.7% 1,936 36.3% Sp ec ial needs 317 63.5% 182 36.5% 278 60.4% 182 39.6% 607 60.8% 391 39.2% 644 67.4% 311 32.6% 403 70.6% 168 29.4% C h i- s q u a r e = 4.52 NO COOPERATIVE EDUCATION Regular 5.88 8.4 5 13.39* 10.58 7,982 58.2% 5,741 41.8% 7,291 53.5% 6,333 46.5% 8,194 55.2% 6,640 44.8% 8,742 60.4% 5,733 39.6% 9,184 63.4% 5,305 36.6% Spec ial needs 1,061 66.9% 526 33.1% 1,138 63.9% 642 36.1% 2,463 60.8% 1,588 39.2% 2,214 68.0% 1,043 32.0% 1,846 72.9% 687 27.1% C h i- s q u a r e = 44.44* 68.94* * S i g n i f i c a n t a t the .001 l e v e l . 40.04* 64.75* 85.16* 153 Regular com pleters employment (53.5%) lowest l e v e l full-tim e had in th eir 1983; sp e c ia l (60.8%) in 1984. employment lowest percentage needs of c om pl e te r s fu ll-tim e had their The g r e a t e s t p e r c e n t a g e d i f f e r e n c e in between completer groups was in 1983; the s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1984. Using t h e c h i - s q u a r e t e s t , a s ta tis tic a lly significant d if f e r ­ ence in employment between r e g u l a r and s p e c i a l needs c om pl e te r s who had had c o o p e r a t i v e e d u c a t i o n was found in 1985. sig n ific a n t difference r e g u l a r and s p e c i a l in employment s t a t u s A statistically was f o u n d be tw een needs completers who had not had c o o p e r a t i v e e d u c a t i o n , f o r each y e a r o f t h e study. Table 4.4 .C p r e s e n t s t h e r e l a t e d - p l a c e m e n t d a t a f o r r e g u l a r and special needs status. c o m p le te r s , based on their The h i g h e s t p e rc e n ta g e of r e l a t e d cooperative ed u ca ti o n placements f o r r e g u l a r com ple ters with c o o p e r a t i v e e duca tio n was 74.4% in 1985; t h e lowest pe rc e n ta g e was 70.9% in 1983. For s p e c i a l needs c om pl e te r s with c o o p e r a t i v e e d u c a t i o n , t h e h i g h e s t p er cen ta ge o f r e l a t e d placements was 75.5% in 1985, and t h e lowest was 68.8% in 1982. The g r e a t e s t p e rc e n ta g e regular difference in related placements between and s p e c i a l needs co mp le ters with c o o p e r a t i v e e d u c a ti o n was in 1982; the s m a l l e s t p e r c e n ta g e d i f f e r e n c e was in 1984. The h i g h e s t percentage of re la te d placem ents for regular com ple ter s w it h o u t c o o p e r a t i v e e du cat ion was 56.5% in 1985; lowest p e rc en ta g e was 49.8% in 1983. The h i g h e s t their percentage of r e l a t e d placements f o r s p e c i a l needs com pleters was 56.1% in 1986, and the lowest was 48.7% in 1983. The g reatest percentage Table 4 . 4 . C .- - R e la t e d placement o f r e g u la r and special needs com pleters, 1982 through 1986, by c o o p e ra tiv e education s ta tu s . R e l a te d Placement Completer Group 1983 1982 1984 1985 1986 Rel NRel Rel NRel Rel NRel Rel NRel Rel NRel 4,104 71.9% 1,606 28.1% 3,973 70.9% 1,629 29.1% 3,932 71.0% 1,604 29.0% 3,845 74.4% 1,321 25.6% 3,913 74.3% 1,357 25.7% Spec ial needs 342 68.8% 155 31.2% 328 71.9% 128 28.1% 702 71.1% 286 28.9% 716 75.5% 232 24.5% 412 72.7% 155 27.3% C h i- s q u a r e = 2.11 COOPERATIVE EDUCATION Regular NO COOPERATIVE EDUCATION Regular 2.89 0.21 0.51 0 .67 6,811 50.2% 6,763 49.8% 6,712 49.8% 6,771 50.2% 7,512 51.3% 7,130 48.7% 8,094 56.5% 6,244 43.5% 7,822 54.7% 6,487 45.3% Spec ial needs 786 50.4% 772 49.6% 855 48.7% 902 51.3% 2,118 53.0% 1,881 47.0% 1,773 53.6% 1,500 46.4% 1,406 56.1% 1,101 43.9% C h i- s q u a r e = 0.04 0. 7 8 3.46 5.63 1.73 155 d i f f e r e n c e in r e l a t e d placements between r e g u l a r and s p e c i a l needs com ple ter s who had not had c o o p e r a t i v e e duca tio n was in 1985; th e s m a l l e s t d i f f e r e n c e was in 1982. Usin g difference special the in chi-square related ne ed s test, no placements was com pleters who had statistically sig n ifican t found regular or between those who had not and had c o o p e r a t i v e e d u c a ti o n , f o r any of the y e a r s c onsid ere d in t h e st udy. Table 4.4.D p r e s e n t s th e da ta on jo b s a t i s f a c t i o n f o r r e g u l a r and s p e c i a l needs completers who had had c o o p e r a t i v e e d u c a ti o n and th o s e who had not had c o o p e r a t i v e e d u c a t i o n . and special highest needs com ple ters percentages of job with In 1986, both r e g u l a r cooperative e du ca tio n satisfactio n --8 7 .5 % com ple ter s and 88.5% f o r sp e c ia l needs c om pl e te r s. for had the regular In 1983, both groups recorded t h e i r low est l e v e l s o f j o b s a t i s f a c t i o n - - 8 5 . 1 % f o r r e g u l a r completers and 82.2% f o r special needs c o m pl e te r s. The g r e a t e s t perc entag e d i f f e r e n c e in jo b s a t i s f a c t i o n between r e g u l a r and s p e c i a l needs com ple ters with c o o p e r a t i v e e du cat ion was in 1982; t h e s m a l l e s t pe rcentage d i f f e r e n c e was in 1985. Both r e g u l a r and s p e c i a l needs com ple ter s w ith out c o o p e r a t i v e e d u c a ti o n had the h i g h e s t percen tage s o f j o b s a t i s f a c t i o n in 1986-82.4% and 84.5%, respectively. In 1983, the two groups had th e low est pe rc en ta ge s of j o b s a t i s f a c t i o n - - 7 7 . 9 % f o r r e g u l a r com ple ters and 78.7% f o r s pe c ia l difference needs c om pl e te r s. in jo b s a t i s f a c t i o n The g r e a t e s t between r e g u l a r p e rc en ta g e and s p e c i a l needs com ple ter s who had not had c o o p e r a t i v e ed u ca ti o n was in 1986; t h e r e was no d i f f e r e n c e in 1982. Table 4 . 4 . D .--J o b s a t is f a c t io n o f r e g u la r and s pecial needs com pleters, 1982 through 1986, by c o o p era tiv e education s ta tu s . Job S a t i s f a c t i o n 1982 Completer Group 1984 1983 1986 1985 Sa t NSat Sa t NSat Sa t NSat Sa t NSat Sa t NSat 4,863 86.3% 770 13.7% 4,727 85.1% 829 14.9% 4,756 86.1% 768 13.9% 4,497 87.3% 655 12.7% 4,609 87.5% 656 12.5% Spec ial needs 409 83.1% 83 16.9% 370 82.2% 80 17.8% 827 84.4% 153 15.6% 830 88.1% 112 11.9% 493 88.5% 64 11.5% C h i- s q u a r e = 3.87 COOPERATIVE EDUCATION Regular NO COOPERATIVE EDUCATION Regular 2.65 2.00 0.49 0.44 10,519 79.0% 2,798 21.0% 10,398 77.9% 2,945 22.1% 11,746 80.3% 2,876 19.7% 11,654 81.7% 2,605 18.3% 11,731 82.4% 2,500 17.6% S pe ci al needs 1,213 79.0% 322 21.0% 1,345 78.7% 365 21.3% 3,1 78 79.6% 813 20.4% 2,637 82.2% 570 17.8% 2,112 84.5% 386 15.5% C h i- s q u a r e = 9.33 0.47 0.97 0.43 6.6 6 157 Using t h e c h i - s q u a r e statistic, no s t a t i s t i c a l l y significant d i f f e r e n c e in jo b s a t i s f a c t i o n was found between r e g u l a r and s p e c i a l needs c omp le ter s who r e g u l a r and s p e c i a l had had cooperative e duca tio n or between needs completers who had not had c o o p e r a t i v e e d u c a t i o n , f o r any o f t h e y e a r s under i n v e s t i g a t i o n . Average hourly wages a r e shown in Table 4 . 4 . E f o r r e g u l a r and special needs e d u c a ti o n vocational status. The c om p le te r s, highest based average on their hourly wage cooperative for regular co mp le te rs with c o o p e r a t i v e e d uca tio n was $4.62 in 1986. Spec ial needs co mp le te rs with c o o p e r a t i v e ed uc at io n r e c e iv e d t h e i r h i g h e s t average h o u rl y wage ($4. 59) in 1984. Both groups r e c e i v e d t h e i r lowest av er age ho url y wage in 1983--$4.14 f o r r e g u l a r c o m p le te r s and $4.18 f o r s p e c i a l needs c o m p le te r s . The g r e a t e s t d i f f e r e n c e between t h e two groups was $.23 per hour in 1984; th e s m a l l e s t d i f f e r e n c e was $.03 p e r hour in 1985. Both received groups their of com pleters highest average w ithout hourly cooperative wage in 1986-- $4.5 2 r e g u l a r co mp le te rs and $4.57 f o r s p e c ia l needs c o m p le te r s . both groups regular received com ple ter s their lowest and $4.05 for education In 1983, average hourly wage--$4.01 s p e c ia l needs for for completers. The g r e a t e s t d i f f e r e n c e in average wages f o r r e g u l a r and s p e c i a l needs c om ple ter s w it h o u t c o o p e r a t i v e ed ucat io n was $.19 pe r hour in 1984; t h e s m a l l e s t d i f f e r e n c e was only $.01 pe r hour in 1985. Table 4 . 4 . E .--A v e ra g e h o urly wages o f r e g u la r and special needs com pleters, 1982 through 1986, by c o o p era tiv e education s ta tu s . Average Hourly Wages Completer Group COOPERATIVE EDUCATION Regular S pec ial needs 1983 1982 1985 1984 1986 Number Mean Number Mean Number Mean Number Mean Number Mean 4,810 $4.28 4,703 $4.14 4,7 48 $4.36 4,472 $4.43 4,364 $4.62 421 $4.21 369 $4.18 838 $4.59 832 $4.46 485 $4.57 Difference $ .07 $ .04 $ .23 $ .03 $ .05 NO COOPERATIVE EDUCATION Regular 11,069 $4.18 10,870 $4.01 12,273 $4.27 12,085 $4.36 11,629 $4.52 Sp ec ial needs 1,224 $4.31 1,405 $4.05 3,390 $4.46 2,681 $4.35 2,035 $4.57 Difference Note. $ .13 $ .04 $ .19 The f e d e r a l minimum wage s i n c e 1981 = $3.35 p e r hour . $ .01 $ .05 159 Research Question 5 : Do the employment pattern s o f re g u la r and special needs completers o f vocational programs evidence change over the f iv e - y e a r period from 1982 through 1986? The d a ta used t o answer t h i s r e s e a r c h qu e st i o n were t h e y e a r l y summaries f o r each group o f v o c a ti o n a l completers on each employment pattern variable. changes in This a n a l y s i s proportions that needs vo c a ti o n a l c om p le te r s. data for each of the highlighted existed between the y e a r - to - y e a r regular and special Tables 4 . 5 . A through 4 .5 . E p r e s e n t th e five employment p a t t e r n variables f o r each c omp le ter group a cross t h e f i v e y e a r s of the st udy. The first activity. employment pattern variable was post-high school Table 4 . 5 . A c o n t a i n s summary d a ta on t h e p o s t - h i g h school a c t i v i t y o f r e g u l a r and s p e c ia l needs voc at io nal c om p le te r s. Across t h e f i v e y e a r s of th e s tu d y , th e a c t i v e l e v e l s r e p o r t e d by r e g u l a r com ple ters special in c re a s e d from 89.1% in needs completers 1982 to had a l a r g e r from 78.8% in 1982 t o 87.4% in 1986. 93.3% in increase 1986. in a c t i v e The levels, For each group s t u d i e d , th e l a r g e s t pe rc en ta ge d i f f e r e n c e occu rr ed from 1983 t o 1984, when t h e a c tiv e level o f s p e c ia l 90.5% and th e 88.6% to 92.4%. active needs com ple ters level of regular The fo ll ow in g y e a r s p e c i a l needs completers f e l l comple ters (1985), to 85.8%. co mple ters had a h i g h e r i d l e r a t e i n c re a s e d from 79.9% t o in c r e a s e d from t h e a c t i v e le v e l Conversely, s p e c ia l for needs than did r e g u l a r completers in each o f t h e f i v e y e a r s ; a high o f 21.2% were i d l e in 1982, and a low o f 9.5% were i d l e in 1984. Regular c o m p l e t e r s ’ h i g h e s t i d l e le v el oc cu rr ed in 1983, when 11.4% were i d l e ; 1986. a low o f 6.7% were i d l e in 160 Table 4 .5 .A .--P o s t-h ig h school a c t iv it y data fo r re g u la r and special needs com pleters, by ye ar. Post-High School A c t i v i t y Regular Completers Year Special Needs Completers Active Id le 1982 29,843 89.1% 3,638 10.9% 3,148 78.8% 845 21.2% 1983 30,000 88.6% 3,864 11.4% 3,478 79.9% 877 20.1% 1984 29,605 92.4% 2,432 7.6% 6,613 90.5% 692 9.5% 1985 28,546 91.5% 2,647 8.5% 5,743 85.8% 954 14.2% 1986 28,632 93.3% 2,042 6.7% 4,183 87.4% 602 12.6% Active Id l e Table 4.5.B c o n t a i n s summary d a t a on t h e employment s t a t u s o f r e g u l a r and sp e c ia l st u d y . needs completers a cro ss t h e five years Regular comple ters had a de cre ase in f u l l - t i m e under employment from 58.3% to 53.8% between th e f i r s t (1982) and second (1983) y e a r s o f t h e s tu dy . This d e c l i n e was followed by a s te a d y i n c r e a s e each y e a r from t h e 1983 low o f 53.8% employed f u l l - t i m e to t h e 1986 high o f 63.5% employed f u l l - t i m e . Special needs comple ters had a lo n g e r s te a d y d e c l i n e in f u l l - t i m e employment, from 66.1% in 1982 to 60.8% in 1984. rapid During th e next two y e a r s , s pe c ia l needs com ple ter s had a increase from t h e i r lowest full-tim e employment level of 161 60.8% in 1984 t o t h e i r h i g h e s t f u l l - t i m e employment l e v e l o f 72.5% in 1986. Table 4 . 5 . B.--Employment s t a t u s d a t a f o r r e g u l a r and s p e c i a l needs c o m p l e t e r s , by y e a r . Employment S t a t u s Regular Completers Year Special Needs Completers Part-Time Full-Time Full-Time Part-Time 1982 11,363 58.3% 8,125 41.7% 1,378 66.1% 708 33.9% 1983 10,375 53.8% 8,899 46.2% 1,416 63.2% 824 36.8% 1984 11,320 55.4% 9,109 44.6% 3,072 60.8% 1,979 39.2% 1985 11,933 60.6% 7,757 39.4% 2,858 67.9% 1,354 32.1% 1986 12,584 63.5% 7,241 36.5% 2,249 72.5% 855 27.5% Table 4. 5 .C c o n t a i n s summary d a ta on t h e r e l a t e d placements of both r e g u l a r and s p e c i a l needs completers f o r each o f th e f i v e y e a r s in th e s t u d y . with 56.6%, During t h e f i r s t t h r e e y e a r s o f t h e study ( i n 1982 in 1983 with com ple ter s had very employment related related placements 56%, little to their and change in 1984 with in their vo cat io nal o f r e g u l a r completers 56.7%), levels training. in c r e a s e d 61.2% and th e n d e c l i n e d t o t h e 1986 le v e l of 59.9%. of regular obtaining In 1985, the to a high of S pe cial needs 162 com ple ter s had an i n i t i a l d e c l i n e from 1982 t o t h e i r lowest r e l a t e d placement l e v e l o f 53.5% in 1983. From 1983 t h e r e was a modest but s te a d y this increase each y e a r until group r e l a t e d - p l a c e m e n t l e v e l o f 59.1% in 1986. re ached its highest Special needs c om pl e te r s had a s l i g h t l y s m a l le r pe rc e n ta g e o f r e l a t e d placements than d i d t h e r e g u l a r v o c a ti o n a l com ple ter s in each o f t h e f i v e y e a r s s t u d i e d . Table 4 . 5 . C .- - R e l a t e d - p l a c e m e n t d a t a f o r r e g u l a r and s p e c i a l needs co m ple te rs , by y e a r . Related Placement Regular Completers Year Rel Special Needs Completers NRel Rel NRel 1982 10,915 56.6% 8,369 43.4% 1,128 54.9% 927 45.1% 1983 10,685 56.0% 8,400 44.0% 1,183 53.5% 1,030 46.5% 1984 11,444 56.7% 8,734 43.3% 2,820 56.5% 2,167 43.5% 1985 11,939 61.2% 7,565 38.8% 2,449 58.6% 1,732 41.4% 1986 11,741 59.9% 7,844 40.1% 1,818 59.1% 1,256 40.9% Table 4.5.D c o n t a i n s summary d a t a on t h e regular and sp e c ia l needs v o c a ti o n a l job s a t i s f a c t i o n of c o m pl e te r s. groups r e p o r t e d t h e i r h i g h e s t job s a t i s f a c t i o n Both co m p le te r level in 1986 and 163 t h e i r lowe st l e v e l in 1983. Regular com ple ter s had an i n c r e a s e from a low o f 80% s a t i s f i e d with t h e i r employment t o satisfied. The lowest job satisfaction com ple ter s was 79.4% in 1983, However, the p e rc en ta g e le v e l a high o f 83.8% for special needs and th e h i g h e s t was 85.3% in 1986. difference in job satisfaction between r e g u l a r and s p e c i a l needs com ple ters remained f a i r l y c l o s e in a l l of the years under investigation. followed t h e same gener al The f i g u r e s for pa tte rn of increases the two groups and d e c r e a s e s each year. Table 4 . 5 . D . - - J o b s a t i s f a c t i o n d a t a f o r r e g u l a r and s p e c i a l needs c o m p le te r s , by y e a r . Job S a t i s f a c t i o n Year Regular Completers Sat NSat Special Needs Completers Sat NSat 1982 15,382 81.2% 3,568 18.8% 1,622 80.0% 405 20.0% 1983 15,125 80.0% 3,774 20.0% 1,715 79.4% 445 20.6% 1984 16,502 81.9% 3,644 18.1% 4,005 80.6% 966 19.4% 1985 16,151 83.2% 3,260 16.8% 3,467 83.6% 682 16.4% 1986 16,340 83.8% 3,156 16.2% 2,605 85.3% 450 14.7% 164 Table 4 . 5 . E c o n t a i n s a summary o f th e av erage h ou rl y wage d a t a f o r both r e g u l a r and s p e c i a l f i v e y e a r s o f t h e s tu d y . needs voc at i o n al c o mp le ter s for th e Spec ial needs com ple ters r e c e i v e d a h i g h e r average h o u rl y wage than r e g u l a r vo c at i o n al c o m p le te r s f o r each y e a r e xc e pt 1985, when both groups r e c e i v e d th e same average h o u rl y wage ($ 4 . 3 8 ) . 1986 Both groups r e c e i v e d th e h i g h e s t av erage ho url y wage in ($4.55 for completers). hourly wage regular Both in com ple ter s co m p le te r 1983-- $ 4 .05 s p e c i a l needs c o m p l e t e r s . groups for and $4.57 re c e iv e d regular t h e range the co mp le te rs special low est needs av erage and $4.07 for The l a r g e s t d i f f e r e n c e in average h ou rly wages between t h e two groups was $.19 in 1984. group, for For each c om pl e te r in av erage wage w it h in t h e f i v e - y e a r p e r i o d was $.50 pe r hour. Table 4 . 5 . E.- -Average h o u rl y wage d a t a f o r r e g u l a r and s p e c i a l needs c o m p l e t e r s , by y e a r . Average Hourly Wages Year 1982 1983 1984 1985 1986 N o te . Regular Completers Spec ial Needs Completers Number Mean Number Mean 15,879 15,573 17,021 16,557 15,993 $4.21 $4.05 $4.30 $4.38 $4.55 1,645 1,774 4,228 3,513 2,520 $4.29 $4.07 $4.49 $4.38 $4.57 The f e d e r a l minimum wage s in c e 1981 = $3.35 p e r hour. 165 Summary In t h i s c h a p t e r , t h e r e s e a r c h e r p re s e n te d d a t a t o i n v e s t i g a t e differences and in t h e employment p a t t e r n s special needs com pleters e d u c a ti o n programs in Michigan. of between r e g u l a r public secondary school covered t h e survey p e r i o d 1982 through 1986. class graduation program -related job and The i n d i c e s used to d e s c r i b e employ me nt p a t t e r n s were p o s t - h i g h s c h o o l statu s, vocational The survey d a t a were c o l l e c t e d on c om pl e te r s one y e a r a f t e r t h e i r high employment c om ple ter s activ ities, classificatio n , job s a t i s f a c t i o n , and aver age h our ly wage. The s t a t i s t i c s used t o d e s c r i b e th e frequency o f r e s p o n s e s by each e mp loy me nt- pa tte rn chi-square. T w e n ty -f iv e c om pl e te r d a t a s tu d y . the component were d e s c r i p t i v e and t o tables were p r e s e n te d answer t h e five research to statistics and illu strate the questions of th e S i g n i f i c a n t d i f f e r e n c e s were found to e x i s t among some of variables a d d re s s e d by each employment-pattern component. d e t a i l e d summary o f t h e f i n d i n g s i s p r e s e n t e d in Chapter V. A CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Introduction In r e c e n t y e a r s , major s t r i d e s have been made to expand e f f o r t s t o in c lu de and s erve s p e c i a l populations in v o c a t i o n a l education. The Vocational Education Act of 1963 and subsequent amendments, th e Education f o r All Handicapped Children Act o f 1975, Michigan Pu bli c Act 198, as well as the latest legislation, the Carl Perk ins Vocational Education Act and i t s r e c e n t amendments were e nac te d in an at te m pt t o provid e s o l u t i o n s to th e i n c r e a s i n g re q u ir e m e n ts of s t u d e n t s with s p e c i a l a p a u c i t y o f d a t a on the needs. r e s u l t s o f t h e s e mandates. There is Likewise, little r e s e a r c h has focused p r i m a r i l y on t h e foll ow- up of sp e c ia l needs s t u d e n t s . The p r e s e n t stud y was undertaken f o r t h a t purpose. Chapter V c o n t a i n s a summary of th e problem, p r o c e d u re s , and fi n d i n g s o f t h e st udy ; c o n c lu s io n s based on the major f i n d i n g s ; and recommendations based on t h e f i n d i n g s and c o n c l u s i o n s . The f i n d i n g s ar e summarized f o r each employment-pattern component a c r o s s t h e f i v e research questions of the study, to conclusions. 166 provide a basis for the 167 Summary The Problem The researcher’s purpose in this descriptive study was to deter mine t h e e f f e c t s o f p a r t i c i p a t i o n in Michigan p u b l i c secondary v o c a ti o n a l e d u c a ti o n programs on t h e employment p a t t e r n s o f s p e c i a l needs c om pl e te r s as compared t o r e g u l a r com ple ter s t h e i r f i r s t y e a r a f t e r high school g r a d u a t i o n Specifically, the stu dy in 1982, was 1983, 1984, undertaken to 1985, and 1986. compare regular and s p e c i a l needs v o c a t i o n a l com ple ter s in terms of (a) p o s t - h i g h school activity, (d) (b) employment s t a t u s , jo b s a t i s f a c t i o n , and (e) (c) training-related average ho url y wages. employment, Comparisons between groups were made accord ing to s p e c i a l needs s t a t u s , gender, ethnicity, g e ogra phic location, and participation in cooperative education. Research Procedures The s tu dy p o p u l a t i o n comprised a l l 188,384 com ple ters o f p u b l i c v o c a t i o n a l e d u c a ti o n programs approved by t h e Michigan Department of Educa tion, V o c a ti o n a l- T e c h n ic a l Education S e r v i c e , 1983, 1984, annual and 1985. fol lo w- up from 1981, 1982, These i n d i v i d u a l s responded to t h e s t a t e ’ s survey their first year after graduation; th e surveys covered t h e p e r io d from 1982 through 1986. The d a t a Department o f used in th is Education d a t a study were derived tapes from t h e from res po nse s M ic h i g an of former v o c a t i o n a l s t u d e n t s t o t h e annual Follow-Up Survey o f Stu de nts (Form VE-40450-A) for 1982, 1983, 1984, 1985, and 1986. Com ple ter s’ 168 survey res po ns e s were a gg re ga te d f o r a l l continuous and c a t e g o r i c a l variables for each o f t h e five s t u d i e d y e ar s into 40 " com ple te r ty pe s" a t t h e Career Education Planning D i s t r i c t (CEPD) l e v e l . To compare used: post-high employment school patterns, activity two c e n t r a l ( a c t i v e or variables idle) were and employment inf or m at io n (employment s t a t u s , r e l a t e d placement, j o b s a t i s f a c t i o n , and average ho url y w ages). The S t a t i s t i c a l Anal ysis System (SAS) on th e IBM 3090 VF mainframe computer was used to a na lyz e t h e d a t a t h a t were c o l l e c t e d f o r t h i s s tu d y . The measures used in t h e s t u d y to determine outcomes were d e s c r i p t i v e means, and p e r c e n t a g e s ) differences square (a t the statistic; statistics and c h i - s q u a r e . .001 (f requ en cy S tatistically counts, significant l e v e l ) were determined by usi ng t h e c h i - when the resu lts were not statistically s i g n i f i c a n t , d e s c r i p t i v e s t a t i s t i c s were used to draw c o n c l u s i o n s . Research O b je c ti v e s The r e s e a r c h e r had t h e fo ll ow in g f i v e o b j e c t i v e s in c on duc ti ng If 11 I ^ WUS4 1. J « To de ter mi ne the extent, patterns of regular com pleters patterns of special needs if are any, to which congruous w ith com pleters of v o cational employment employme nt education programs. 2. affect To d e t e r m i n e w h e t h e r s e l e c t e d the employment patterns v o c a ti o n a l program c o m p l e t e r s . of student c h a r a c t e r i s t i c s regular and special needs 169 3. special To deter mine whether th e employment p a t t e r n s o f r e g u l a r and needs v o c a tio n a l prog ra m c o m p l e t e r s d i f f e r among f o u r ge ographic re g i o n s w i t h i n t h e s t a t e . 4. affects To deter mine whether p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a ti o n t h e employment p a t t e r n s of regular and special needs v o c a ti o n a l program c o m p le te r s . 5. To det ermi ne y e a r - b y - y e a r t r e n d s in th e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs vo c a ti o n a l program c o m p le te r s . Research Questions The fo ll o w i n g r e s e a r c h q u e s ti o n s were posed in t h i s st u d y : 1. Are t h e r e d i f f e r e n c e s between th e employment p a t t e r n s r e g u l a r com ple ter s and th o s e o f s p e c ia l of needs c om ple te r s o f voca­ t i o n a l programs? 2. To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r ­ i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs co mp let­ e r s o f v o c a t i o n a l programs a f f e c t t h e employment p a t t e r n s o f th o s e ny vI »V mU m c 0 p J i 3. Are t h e employment p a t t e r n s com ple ter s of vocational programs o f r e g u l a r and s p e c i a l sim ilar among four needs ge ogr ap hic r e g io n s w i t h i n th e s t a t e ? 4. ed u ca ti o n To what e x t e n t , affect the i f any, does p a r t i c i p a t i o n employment patterns of in c o o p e r a t i v e regular and special needs com ple ter s o f v o c a t i o n a l programs? 5. Do th e employment p a t t e r n s of r e g u l a r and s p e c i a l needs com ple ter s o f vo c a ti o n a l programs evidence change ove r t h e f i v e - y e a r pe ri o d from 1982 through 1986? 170 Findings In t h i s s e c t i o n , t h e f i n d i n g s a re p r e s e n t e d f o r each r e s e a r c h q u e s t i o n posed in t h e s tu dy. S i g n i f i c a n t d i f f e r e n c e s with r e g a r d to each v a r i a b l e f o r t h e f i v e r e s e a r c h q u e s t i o n s a r e p r e s e n t e d in t h e fo ll o w i n g p a r a g r a p h s . .001 le v e l wage. The c h i - s q u a r e v a lu es were c a l c u l a t e d a t th e o f s i g n i f i c a n c e f o r each v a r i a b l e e x c e p t average hourly The v a r i a b l e s used t o d e s c r i b e employment p a t t e r n s were p o s t - high school a c t i v i t y , employment s t a t u s , p r o g r a m - r e l a t e d j o b c l a s s i ­ f i c a t i o n , j o b s a t i s f a c t i o n , and average h ou rl y wage. Post-High School A c t i v i t y S i g n i f i c a n t d i f f e r e n c e s were found between r e g u l a r and s p e c i a l needs c om ple te r s wi th re g a rd to p o s t - h i g h school five years of the s tu d y . The c h i - s q u a r e activity v a lu e s for for the all years s t u d i e d ranged from 28.8 to 359.1 ; a l l were s i g n i f i c a n t a t t h e .001 level. regular In f o u r o f t h e f i v e y e a r s , n o t i c e a b l y h i g h e r p e r c e n t a g e s o f than special needs vocational ap p ro x im a te ly one y e a r a f t e r g r a d u a t i o n . com pleters were active In 1984, a s l i g h t l y h ig h e r p e r c e n t a g e o f th e r e g u l a r com ple ters were a c t i v e than s p e c i a l needs com pleters. When t h e "active" component o f a c t i v i t y was analyzed more c l o s e l y , post-high school i t was found t h a t much h ig h e r p r o p o r t i o n s o f r e g u l a r com ple ter s than s p e c i a l needs c om p leter s were engaged in c o nt in ue d educational activities one y e a r after high school (s e e Appendix C). Further analysis of the variable post-high school activity a cc o rd in g t o ge nde r, e t h n i c i t y , ge ographic r e g i o n , and p a r t i c i p a t i o n 171 in cooperative r e g u l a r male education and female a c t i v e than s p e c i a l five years. and the overall c om ple ter groups had finding. higher Both percentages needs male and female c omp le ter groups in a l l A s i g n i f i c a n t d i f f e r e n c e was found between male r e g u l a r special difference supported needs was c om pl e te r s found between in all female years, and a significant regular and special needs c om pl e te rs in a l l y e a r s e xce pt 1984, when no s i g n i f i c a n t d i f f e r e n c e was re c o r d e d . However, th e p e rc en ta ge s r e p o r t e d f o r each c a t e g o r y acc ord ing t o ge nder were f a i r l y main c om ple ter gro u ps . the overall special c l o s e t o th e p e r c e n t a g e s Special needs f o r th e needs males were l e s s a c t i v e than group, and sp e c ia l needs females were s l i g h t l y more a c t i v e tha n t h e o v e r a ll s p e c ia l needs group. S i g n i f i c a n t d i f f e r e n c e s in p o s t- h ig h school a c t i v i t y were found between w hit e r e g u l a r and s p e c i a l needs com ple ter s f o r a l l years. S i m i l a r l y , s i g n i f i c a n t d i f f e r e n c e s in p o s t - h i g h school a c t i v i t y were found f o r m i n o r i t y regular and y e a r s e xce pt 1S84 and 1985, discovered. sp e c ia l needs c om pl e te r s when no s i g n i f i c a n t for differences all were White r e g u l a r completers had h ig h e r p e r c e n t a g e s a c t i v e than white s p e c i a l needs c om p le te r s, and m in o r it y r e g u l a r com ple ter s had higher c o m p le te r s . percentages When t h e active v o c a ti o n a l than m inority co mpleter groups special were needs further i n v e s t i g a t e d acc ord in g t o e t h n i c i t y , white r e g u l a r and s p e c i a l needs com ple ter s c on tin ue d t o comp le ter group. comparisons have p r o p o r ti o n s sim ilar to t h e i r overall M in o rit y completer p e rc en ta ge s did not f o ll o w th e made be tw e e n the main c o m p l e t e r g r o u p s , although 172 s i g n i f i c a n t d i f f e r e n c e s were found in t h r e e of t h e f i v e y e a r s and lower percentages com pleters were differences for of special active. all needs The years but com pleters m inority than com pleter 1986 were c l o s e r than regular percentage for overall comp leter comparisons; m i n o r i t y s p e c ia l needs v o c a t i o n a l co mp le te rs had th e lo w e st p e rc e n ta g e a c t i v e in a l l e t h n i c i t y groups f o r a l l years. In Region 1 ( r e f e r t o map in Figure 3 . 3 , p. 95 ), no s i g n i f i c a n t d i f f e r e n c e s were found in th e p o s t- h ig h school a c t i v i t y o f r e g u l a r and s p e c i a l needs c o m p l e t e r s . significant in a l l Regions 3 and 4. needs v o c a t i o n a l other However, regio na l the comparisons d ifferences e xce pt in were 1984 in A c l o s e r look a t the d a t a r e v e a l e d t h a t s p e c i a l c om ple te r s continued to have a lower p e r c e n ta g e a c t i v e than r e g u l a r v o c a t i o n a l completers in a l l r e g i o n s each y e a r o f th e stud y (exc ept Region 3 in 1984) in c lu d in g Region 1, where t h e chi-square statistic did not reveal a sig n ifican t difference. Region 2 a n n u a l l y had t h e l a r g e s t d i f f e r e n c e s between groups a c t i v e . S i g n i f i c a n t d i f f e r e n c e s in p o s t- h ig h school a c t i v i t y were found each y e a r between r e g u l a r and s pec ia l needs com ple ter s who had not participated in a high school cooperative education program. Between r e g u l a r and s p e c i a l needs completers who had p a r t i c i p a t e d in cooperative education, post-high school investigation groups had activ ity (1982, hi g h e r s i g n i f i c a n t d i f f e r e n c e s were found in t h e i r 1983, in three and 1986). p e r c e n ta g e s completer comparison grou ps . active of the five years Regular c o m p le te r s than their special under in both needs The p r o p o r t i o n s of both r e g u l a r and 173 special needs cooperative vocational ed u ca ti o n com pleters were higher who than had th o s e comparison groups with re g a r d t o t h e r a t e s a c t i v e . each y e a r regular of the s tu dy and s p e c i a l the needs differences com pleters in participated of their in overall In a d d i t i o n , f o r active rates between who had had c o o p e r a t i v e e d u c a ti o n were almost h a l f of what th e d i f f e r e n c e s were f o r t h e i r counterparts program. who had not Also, in 1983, participated 1984, in and 1985, a cooperative special e d u c a ti o n needs com ple ters who had p a r t i c i p a t e d in c o o p e r a t i v e e du ca tio n had h i g h e r p e rc e n ta g e s active th a n even the regular vo c at i o n al c om p leter s who had not p a r t i c i p a t e d in c o o p e r a t i v e ed u ca ti o n . Employment S t a t u s S i g n i f i c a n t d i f f e r e n c e s in employment s t a t u s were found between r e g u l a r and s p e c i a l needs v oc at i o na l com ple ter s f o r a l l y e a r s ; c h i - s q u a r e v a lu es ranged from a low o f 48.2 t o a high o f 94 .7 . th e Both c om pl e te r groups had h i g h e r p r o p o r t i o n s o f f u l l - t i m e than p a r t - t i m e employment s t a t u s f o r ev ery y e a r under i n v e s t i g a t i o n . Special needs v o c a t i o n a l co mp le ters a l s o had hig he r p e r c e n ta g e s ( n e a r l y t w o - t h i r d s o f t h e group) of th o s e c l a s s i f i e d as f u l l - t i m e employed each y e a r of t h e s tu d y . When t h e d a t a were analyzed according t o g e nder , significant d i f f e r e n c e s in employment s t a t u s were a l s o found each y e a r between male r e g u l a r and s p e c i a l needs c o m pl e te r s. Again, n o t i c e a b l y hi g h e r p e r c e n t a g e s o f male s p e c i a l needs than male r e g u l a r c om pl e te r s had f u l l - t i m e employment in each y e a r s t u d i e d . Approximately 75% were 174 employed f u l l time f o r t h r e e o f the f i v e y e a r s o f t h e st u d y ; more than 67% were employed f u l l time f o r t h e o t h e r two y e a r s . an alyzing t h e d a t a f o r female co mpleters, in employment s p e c ia l status was needs com ple ter s completers had h i g h e r ea c h y e a r of the found only in 1986. pe rcent ag es study than a sig n ific a n t difference between female Although female of did When full-tim e female regular special employment regular and needs status com pleters, both groups remained ne ar the 50% le v el o f f u l l - t i m e employment each year. Significant differences in employment s t a t u s were a l s o found between white r e g u l a r and sp e c ia l needs c om ple te r s f o r a l l y e a r s in the study. However, for m inority regular and special ne ed s c o m pl e te r s, a s i g n i f i c a n t d i f f e r e n c e in employment s t a t u s was found only in 1985. The p e rc en ta ge s of white r e g u l a r and s p e c i a l needs completers who were employed f u l l time more n e a r l y p a r a l l e l e d th o s e of the overall c om ple ter r e g u l a r and s p e c i a l groups. In contrast, fewer needs completers were employed f u l l compared t o t h e i r r e s p e c t i v e o v e r a ll com ple ter groups. pe rc e n ta g e s o f w hite and m in o r it y s p e c i a l were employed f u l l m in o r it y ti m e , as Much hi g h e r needs c om ple ter groups time than t h e i r c o rr e sp on din g r e g u l a r completer groups f o r each y e a r of t h e study. No s i g n i f i c a n t d i f f e r e n c e s in employment s t a t u s were found f o r Region 1 f o r any o f th e f i v e y e a r s , whereas s i g n i f i c a n t d i f f e r e n c e s in employment status were found f o r R egi on 4 for all years. S i g n i f i c a n t d i f f e r e n c e s in employment s t a t u s were found f o r Region 2 175 in 1982, 1983, and 1985, and f o r Region 3 in 1983, 1985, and 1986. Special needs co m p le ters again had h i g h e r employment in every comparison and in a l l rates of f i v e y e a r s o f t h e s tu d y . Completers from Region 1 a l s o had lower p e r c e n ta g e s employment than th eir overall full-tim e comparisons. of fu ll - tim e Percentages for com ple ters from Regions 2, 3, and 4 more c l o s e l y resembled t h o s e f o r t h e i r c o rr e sp o n d i n g o v e r a l l group. Significant differences in employment status were found for each y e a r between r e g u l a r and s p e c i a l needs com ple ters who had not participated difference in cooperative was found f o r e du ca tio n programs. 1985 between regular A significant and special co mp le ter s who had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n . t h e p e r c e n ta g e s o f s p e c i a l employed full time needs and r e g u l a r appeared fairly close. needs were slightly co mp le ters in greater both than for comparisons who were differences p e r c e n ta g e s f o r com ple ter s who had not p a r t i c i p a t e d ed u ca ti o n However, co mp le te rs The in in c o o p e r a t i v e participants. co ntinued needs to S pe c ia l have higher p e r c e n ta g e s o f f u l l - t i m e employment than r e g u l a r co mp le te rs f o r a l l fiv e years. Related Placement The c h i - s q u a r e s t a t i s t i c was used t o t e s t wh ether t h e r e were significant differences compared t o programs. special in needs th e related com pleters placement of of vocational regular as education D i f f e r e n c e s between groups were t e s t e d a t th e .001 l e v e l o f s i g n i f i c a n c e f o r each o f th e f i v e y e a r s under i n v e s t i g a t i o n . 176 Whereas r e g u l a r co mp le te rs had h i g h e r p e r c e n t a g e s placements related for each y e a r placement were studied, found completers in any y e a r . no s i g n i f i c a n t between regular differences and special in needs More than o n e - h a l f o f both c om pl e te r groups r e p o r t e d f i n d i n g employment in an area r e l a t e d v o c a ti o n a l t r a i n i n g . of re la te d to t h e i r secondary In 1984, the r e l a t e d - p l a c e m e n t p e r c e n t a g e s f o r each group were n e a r l y i d e n t i c a l . S i m i l a r r e s u l t s were found when comparing th e r e l a t e d placement of regular and s p e c i a l ethnicity. needs No s i g n i f i c a n t completers differences according in related found between male and female r e g u l a r and s p e c i a l o r between m i n o r i t y regular and sp e c ia l needs to ge nder and placement were needs c omp le ter s c o m p le te r s . Male s p e c ia l needs c om pl e te r s tended to have s l i g h t l y h i g h e r p e r c e n ta g e s o f r e l a t e d placement th a n di d male r e g u l a r c om p le te r s. tim e, both male co m p le te r g ro u p s ’ r e s u l t s completer group a v e r a g e s . higher needs percentages of completers. co mple ter groups’ were below t h e Female r e g u l a r c o m p le te r s , related In At t h e same placement contrast percentages to th e were than di d however, female male gr oups , noticeably overall special both above the had female overall c ompleter group a v e r a g e s . A s i g n i f i c a n t d i f f e r e n c e in r e l a t e d placement was found only in 1985 between w hi te r e g u l a r and sp eci al needs c o m p l e t e r s . closer look at the data showed that th e p e r c e n ta g e s However, a for both co mpleter groups were very c l o s e to th o s e f o r th e o v e r a l l c omp le ter groups t h a t same y e a r . Also, white r e g u l a r c om ple ter s had t h e i r h i g h e s t p e r c e n ta g e o f r e l a t e d placements t h a t y e a r , whereas white 177 special needs com ple ter s did n o t. White regular co mp le te rs h i g h e r p e r c e n t a g e s o f r e l a t e d placements than w hit e s p e c i a l co m ple te r s all five years. More than half the members had needs of both e t h n i c i t y groups were employed in an oc cup at ion t h a t was r e l a t e d to t h e i r high school v o c a t i o n a l program. No s i g n i f i c a n t be tw e e n r e g u l a r com parisons com pleters differences and s p e c i a l except had in ne ed s Reg io ns sig n ifican tly placements tha n s p e c i a l in related placement com pleters 2 and 3 in higher in found any r e g i o n a l 1 9 85 , when regular of related percentages needs c om pl e te r s. were Completers in Regions 1 and 2 c o n s i s t e n t l y had lower r e l a t e d - p l a c e m e n t l e v e l s than d id th o s e in Regions 3 and 4. 40 ), In most of th e comp le ter groups (36 out o f the higher percentages o f i n d i v i d u a l s were in r e l a t e d placements tha n in n o n r e l a t e d placements. No s i g n i f i c a n t differences in related placements were found between r e g u l a r and s p e c i a l needs completers who had p a r t i c i p a t e d in cooperative education or between regular and special needs c o m p le te r s who had not p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n , in any year. However, o f t h e r e g u l a r and s p e c ia l needs co mp le ters who had had c o o p e r a t i v e e d u c a t i o n , n e a r l y 75% r e p o r t e d f i n d i n g employment in a job related c o m p le te r s who to had their not vo c at io nal had training. cooperative placements each y e a r under i n v e s t i g a t i o n . About e d u c a ti o n 50% o f found the related 178 Job S a t i s f a c t i o n The c h i - s q u a r e differences years of in j o b the statistic satisfaction s tu dy . c ompleter gro ups, was used to test for significant between comp le ter groups Comparisons were made between as well as for gender, the ethnicity, for all overall region, and p a r t i c i p a t i o n in c o o p e r a t i v e e du ca tio n. No s i g n i f i c a n t d i f f e r e n c e s in job s a t i s f a c t i o n were found in any y e a r between r e g u l a r and sp e c ia l needs c o m p le te r s , between male and female r e g u l a r and s p e c i a l needs co m ple te rs , between w h it e and m in o r it y r e g u l a r and s p e c i a l special needs between r e g u l a r c om pl e te r s needs co m p le te rs , from and s p e c i a l the fo ur between r e g u l a r and geog ra phi c regions, needs completers who had o r or had not p a r t i c i p a t e d in c o o p e r a t i v e e du ca tio n. Average Hourly Wage The chi-square differences needs in average statistic was ho url y wages not used between to analyze regular and the special c o m p le te r s . S p e c ia l needs c o m p le te r s re c e iv e d s l i g h t l y ho urly wages than d id r e g u l a r vocati ona l h igher average com ple ter s in each y e a r e xcept 1985, when both r e g u l a r and s pec ia l needs c o mp le ter s rec ord ed t h e same average h ou rly wage--$4.30 per hour. co mple ters r e c e i v e d a s l i g h t l y S p ec ial needs male lower average h ourly wage t h a n did r e g u l a r male completers each y e a r except 1984, when th e y r e c e i v e d an average o f $.11 p e r hour more. average hourly wage tha n males. In g e n e r a l , Special females earned a lower needs females ear ned a 179 lower average ho url y wage than r e g u l a r females in a l l y e a r s e xce pt 1984, when t h e y ear ned an average o f $.18 p e r hour more. White s p e c i a l needs co mp le te rs r e c e i v e d a h i g h e r average hourly wage than white r e g u l a r c om pl e te r s in a l l y e a r s e xce pt 1985, when the y were paid $.01 pe r hour l e s s than r e g u l a r c o m p le te r s . M ino rit y s p e c i a l needs co mp le te rs r e c e i v e d lower average ho url y wages than m i n o r i t y r e g u l a r co mp le te rs e x c e p t in 1983, when th e y were paid $.03 pe r hour more than m i n o r i t y r e g u l a r co m ple te rs . In Region 1, s p e c i a l needs com ple ters r e c e i v e d a h ig h e r average hourl y wage than r e g u l a r com ple ter s in t h r e e o f t h e f i v e y e a r s under investigation. However, in 1984 they r e c e i v e d $.16 per hour l e s s , and in 1986 th e y r e c e i v e d $.13 pe r hour l e s s than r e g u l a r com ple ter s from t h a t r e g i o n . In Region 2, s p e c ia l needs com pleters r e c e i v e d h i g h e r av erage h ou rly wages each y e a r than did r e g u l a r c o m p le te r s . Spec ial needs co mp le te rs in Region 3 r e c e i v e d h ig h e r average hou rly wages than r e g u l a r c o m p le te r s except in 1985, $.02 pe r hour l e s s than r e g u l a r c o m ple ter s. when they r e c e i v e d In Region 4, special needs co mp le te rs r e c e i v e d h i g h e r average hourly wages in 1982, 1983, and 1984 than did r e g u l a r completers r e g u l a r com ple ter s from t h e region. from Region 4 re c e iv e d a $.01 average h ou rl y wage, In 1986, p e r hour h i g h e r and in 1985 both groups were paid t h e same average h ourl y wage. Spec ial needs c om p le te r s who had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a ti o n r e c e i v e d a h i g h e r average hou rly wage in 1983 through 1985 and a lower average h o u rl y wage in 1982 and 1986 than did r e g u l a r co mp le te rs who had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n . Spec ial 180 needs com ple ters who had not p a r t i c i p a t e d in c o o p e r a t i v e ed u ca ti o n re c e iv e d a h i g h e r average hourly wage in 1982, 1983, 1984, and 1986 and a lower average h ou rly wage in 1985 than did r e g u l a r completers who had not p a r t i c i p a t e d in c o o p e r a ti v e ed u ca ti o n . L i m it a ti o n s Before presenting c o n clu s io n s based on th e stu dy findings, impo rtan t l i m i t a t i o n s a r e d is c u s s e d t h a t might have i n f l u e n c e d th e interpretation of investig atio n , the irregularities those findings. researcher existing in the was study In the course concerned that r e p l i c a t i o n s a n d / o r h in d e r g e n e r a l i z a t i o n could of about this certain affect future of t h e f i n d i n g s . Those concerns a re d i s c u s s e d in t h i s s e c t i o n . 1. Approximately o n e - t h i r d of th e responses t o th e survey each y e a r were d e r i v e d from s e c ond-p a rt y (proxy) s o u rc e s . Shermis (1982) address ed th e f a c t o r s a f f e c t i n g t h e q u a l i t y o f d a t a g a th e r e d during th e annual fo ll ow - u p survey r a t i n g s on a t t i t u d i n a l th e t a r g e t s t u d e n t s . of th e data indeed l i m i t post-high items d i f f e r e d school He found significantly that the proxy from t h o s e o f The p r e s e n t r e s e a r c h e r a l s o b e l i e v e s t h a t some collected the process. study from th e s e findings. activity (i.e., sources Although that a re suspect categorical and might data for a completer was c o n ti n u in g h i s / h e r e d u c a t i o n , was employed in a wage-earning o c c u p a ti o n , was e n l i s t e d in t h e m i l i t a r y ) can be a c c u r a t e l y determined by secondary s o u rc e s , some items re g a r d in g employment-pattern components r e q u i r e d t h a t secondary sou rces guess or assume a c o m p le te r ’ s resp ons e ( i . e . , 181 i n t e r p r e t i n g t h e i r p e r c e p t i o n o f the c o m p l e t e r ’ s j o b s a t i s f a c t i o n , e x p r e s s in g t h e i r u n d e rs ta n d in g of the c o m p l e t e r ’ s r e l a t e d placement, o r s p e c i f y i n g t h e i r knowledge o f th e c o m p l e t e r ’ s r e m u n e r a t i o n ) . 2. Although consistently the h ig h state return surveying rates for techniques the five achieved years under i n v e s t i g a t i o n , t h e r e s e a r c h e r is concerned about t h e p e r c e n t a g e s of nonreturns, especially from s p e c ia l needs c o m p l e t e r s . A lack of res p o n d en ts in c e r t a i n c o m p le te r -t y p e c a t e g o r i e s pre c lu d e d a n a l y s i s of data according proficiency, to special disadvantaged, disproportionately large need s and status (lim ited handicapped). English Likew ise, pe rc ent ag e of any s p e c i f i c special a needs group could have f a l s e l y in fl u en c ed the f i n d i n g s a n d / o r c o n c l u s i o n s . 3. that During t h e about regular 80%, and com pleters v o c a ti o n a l programs. extrem ely large researcher to actual in data some analysis, in s t a n c e s consistently return? the same same programs e ach y e a r . to 14 accounted for This the the responses from r e g u l a r c om pl e te r s who were e n r o l l e d in c l e r i c a l the r e s u l t s large led of instance, such 12 and co mp le te rs from r e l a t i v e l y few programs would skew t h e r e s u l t s For having needs of s tu d y . whether special noticed numbe rs the question of researcher more, came from Some o f t h e s e numbers the several thousand a r e a s might mask or might d i f f e r from the res po ns e s o f s e v e r a l smaller groups o f co mp le ters in o t h e r v oc ati onal a r e a s . 4. Average h ou rly wages might not r e f l e c t t h e t y p i c a l wages o f r e g u l a r and s p e c i a l needs c om pl e te r s. ho url y A fte r aggregating 182 t h e d a t a , i t was no t f e a s i b l e f o r the r e s e a r c h e r t o r e a g g r e g a t e th e f i g u r e s usi ng a d i f f e r e n t s t a t i s t i c average h ou rl y wage c a l c u l a t i o n s re g a r d in g hourly wage, were retained. so the The mean is a measure o f c e n t r a l ten den cy , achieved as th e sum o f va lu es f o r each c a s e d i v i d e d by t h e number of c a s e s , values. r e p r e s e n t t h e c o r r e c t d i s t r i b u t i o n of wages f o r c om p le te r s. Perhaps wage would better therefore, indicate c om ple ter groups in t h e st udy. th e might by extreme actually mode h ou rl y wage, affected not the The average and i s hourly wages for th e The mode wage would r e p r e s e n t th e more f r e q u e n t l y ach ieved and perhaps most r e a l i s t i c wage r e c e i v e d by f i r s t - y e a r c o m p le te r s . 5. Data f o r 1984 completers did not appear t o be c o n s i s t e n t w ith th o s e f o r t h e o t h e r y e a r s under i n v e s t i g a t i o n . This l e d th e r e s e a r c h e r t o b e l i e v e t h a t d i f f e r e n t d a t a - c o l l e c t i o n t e c h n i q u e s were a p p li e d t o t h e s e d a t a . Although the r e s e a r c h e r found no ev idence to s up p o rt t h i s s u s p i c i o n , th e t a l l i e s rec ord ed f o r 1984 co nt in ue d to be somewhat d i f f e r e n t in n e a r l y a l l a n a ly s e s from t h e d a t a f o r o t h e r years. 6. this The r e a d e r i s a l s o reminded t h a t some d i f f e r e n c e s found in stu dy may have been a r e s u l t o f th e d a t a - c o l l e c t i o n occurring at five different times, at which differing pr oc e ss economic c o n d i t i o n s may have p r e v a i l e d . Conclusions D i f f e r e n c e s as well as s i m i l a r i t i e s in the employment p a t t e r n s of regular and special needs com pleters of public secondary 183 vocational s tu d y . ed u ca ti o n programs in Michigan were i d e n t i f i e d The preponderance o f r e a l and s p e c i a l variables differences between t h e r e g u l a r needs c omp le ter groups would appear t o other than needs c o m p le te r s . been s u c c e s s f u l v o c a ti o n a l programs Although v o c a ti o n a l were indicate affecting e d uca tio n in he lp in g many s t u d e n t s , in t h i s that special appears to have th e r e s e a r c h e r concluded t h a t t h e needs o f a s i z a b l e number o f s t u d e n t s ( t h o s e termed i d l e in t h i s study) a r e s t i l l no t being re c o g n iz e d . The fo ll o w i n g major conclusions, which a re related to the s p e c i f i c o b j e c t i v e s and q u e s t i o n s of t h i s r e s e a r c h , were drawn from t h e st udy f i n d i n g s . Research Question 1 : Are t h e r e d i f f e r e n c e s b e tw ee n t h e employment p a t t e r n s of r e g u l a r com ple ter s and t h o s e o f s p e c i a l needs com ple ters o f vo c a ti o n a l programs? The d a t a indicated that sp e c ia l needs vocational c om p le te r s c o n s i s t e n t l y were l e s s a b le to gain ac c e ss t o a l t e r n a t i v e a c t i v i t i e s to employment than r e g u l a r voc at i o n al c o m p le te r s . Special needs c o m p l e t e r s ’ employment p a t t e r n s did not completely p a r a l l e l t h o s e of r e g u l a r c o m p le te r s . rec ord ed for regular Whereas s i g n i f i c a n t l y h ig h e r a c t i v e r a t e s were c o m p le te r s , it appea rs that, after gaining employment, both groups sh ared s i m i l a r employment e x p e r i e n c e s . Research Question 2 : To what e x t e n t , i f any, do s e l e c t e d demographic c h a r a c t e r i s t i c s (gender and e t h n i c i t y ) o f r e g u l a r and s p e c i a l needs com ple ter s of vo c a ti o n a l programs a f f e c t th e employment p a t t e r n s o f th o s e groups? The d a t a major effect indicated on th e that neither gender nor employment-pattern ethnicity comparisons. The had a same 184 problems in employment i d e n t i f i e d in o t h e r r e s e a r c h as r e l a t e d to gender and e t h n i c i t y were r e f l e c t e d in the s p e c i a l needs and r e g u l a r completer comparisons. Research Question 3 : Are the employment p a t t e r n s o f r e g u l a r and s p e c i a l needs com ple ter s of v o c a ti o n a l programs s i m i l a r among f o u r ge o g ra p h ic re g io n s w it h in th e s t a t e ? The data indicated that, c o m p l e t e r s ’ g e o gr a phic location pattern Geographic comparisons. on did the not whole, affect location did, the vocational their employment- however, important r o l e in t h e employment p a t t e r n s o f i n d i v i d u a l play an vocational com ple ters and might have been based on th e a v a i l a b i l i t y o f j o b s in t h e lo c a l economies. Research Question 4 : To what e x t e n t , i f any, does p a r t i c i p a ­ t i o n in c o o p e r a t i v e e duca tio n a f f e c t th e employment p a t t e r n s of r e g u l a r and s p e c i a l needs completers o f v o c a t i o n a l programs? The d a t a i n d i c a t e d t h a t involvement in high school c o o p e r a t i v e education programs g reatly influenced comparisons o f r e g u l a r and s p e c ia l programs. the em ploym ent-pattern needs c om ple ter s of vocational P a r t i c i p a t i o n in a c o o p e r a ti v e e d u c a ti o n program w h il e in high school seemed t o he lp s p e c i a l needs c om p le te r s a ch ie ve r e s u l t s more c l o s e l y a s s o c i a t e d wit h th o s e of r e g u l a r v o c a t i o n a l c o m p le te r s who had c o o p e r a t i v e e d u c a t i o n . Research Question 5 : Do th e employment p a t t e r n s o f r e g u l a r and s p e c i a l needs c o m p le te r s o f v oc at io n al programs e v id en c e change over t h e f i v e - y e a r pe ri o d from 1982 through 1986? The d a t a s t r o n g l y i n d i c a t e d t h a t one can e x p e c t few changes in the en try -level employment p a t t e r n s of secondary s p e c i a l needs and 185 reg u lar vocational c om p le te r s. Year- by- ye ar a n a l y s e s r e v e a l e d few changes in t h e employment p a t t e r n s e s t a b l i s h e d in t h i s st ud y. Recommendations Based on the results of this investigation, the fo ll o w i n g recommendations a r e p r e s e n t e d : 1. The Michigan Department of Education should modify its c u r r e n t d a t a - c o l l e c t i o n re qui rem en ts to ensure accura cy o f co m p le te r res po ns e s and u s e f u l n e s s of th e accumulated in f o r m a t io n . 2. tive Michigan p u b l i c high schools should r e q u i r e t h a t c o o p e r a ­ education experiences be part of all secondary vocational e d u c a ti o n s p e c i a l needs s t u d e n t s ’ i n d i v i d u a l i z e d e d u c a ti o n p l a n s to expand t h e alternatives available to them when th e y complete th e program. 3. Michigan l o c a l , r e g i o n a l , and s t a t e secondary and p o s t s e c ­ ondary a g e n c i e s and p r o f e s s i o n a l o r g a n i z a t i o n s should c o l l a b o r a t e to estab lish altern ativ e placement pro gr am s for special needs should revise vocational com pleters= 4. Michigan teacher-preparation th e ir current curricula the pe dagogical institutions to pre pa re f u t u r e v o c a t i o n a l methodologies required to a d d re ss educators the needs in of s p e c i a l p o p u l a t i o n s w i t h i n t h e i r c l a s s e s and /or programs. 5. Michigan secondary schools should r e v i s e th eir curricular o f f e r i n g s so t h a t s p e c i a l needs s t u d e n t s can s u c c e s s f u l l y complete t h e high school academic re quirements while e n r o l l e d e d u c a ti o n programs. in v o c a t i o n a l 186 6. Michigan p u b l i c high schools and community c o l l e g e s should re e s t a b l i s h or strengthen the linkages, as s t a t e d in a r t i c u l a t i o n agreements between secondary and p os ts ec ond ary v o c a t i o n a l programs, to en sur e that c ap a ble special needs v o c a ti o n a l o p p o r t u n i t i e s to c o n ti n u e t h e i r vo c a ti o n a l co mp le ters have education at the p o s t­ secondary l e v e l . 7. The Michigan Department make a v a i l a b l e annual to fol lo w- up university s u rv e y s, of Education communities but in the a more should raw continue data c o n ve ni e nt to from the fo r m at , for fu tu re research ers to explore. The f o ll o w i n g t o p i c s a re suggested f o r f u r t h e r r e s e a r c h : 1. This st ud y could be r e p l i c a t e d with f u t u r e d a t a t o develop a l o n g i t u d i n a l a n a l y s i s t o determine whether th e p a t t e r n s i d e n t i f i e d over t h e f i v e - y e a r p e ri o d co n ti n u e f o r t h e long term. 2. An i n v e s t i g a t i o n could be conducted to develo p an a l t e r n a ­ t i v e sampling te c h n i q u e f o r completer survey d a t a c o l l e c t i o n , which would o b t a i n a more a c c u r a t e c r o s s - s e c t i o n o f co m p le te r re s p o n s e s and e l i m i n a t e t h e need f o r se c o n d -p a rt y (proxy) r e s p o n s e s . 3. A stu dy could be conducted t o identify and e v a l u a t e suc­ c e s s f u l s p e c i a l needs placement programs, in o r d e r t o develop p l a c e ­ ment s t a n d a r d s f o r Michigan secondary v o c a ti o n a l programs. 4. An investigation could be conducted needs v o c a t i o n a l com ple ter s with s p e c i a l to com plete vocational programs, to to compare special needs s t u d e n t s who f a i l e d determ ine c o n t r i b u t i n g t o noncompletion of v o c a ti o n a l programs. the factors 187 5. sionals A job and could be task analysis conducted important to t h e successful to with special deter mine instruction e d u c a ti o n the factors of special profes­ that are populations in v o c a ti o n a l e d u c a t i o n . 6. Persons in o t h e r s t a t e s with replicate this comparable d a t a may wish to st ud y t o determine whether th e p a t t e r n s identified a re found in th o s e a r e a s . Reflections As the heading implies, th e researcher’s purpose in this s e c t i o n i s t o r e f l e c t on some concerns t h a t could not be ad dressed fully or believed properly that in the these course of t h e observations investigation. could be It explored was more a p p r o p r i a t e l y in a s e p a r a t e s e c t i o n . During t h e s e v e r a l the investigator existed, y e a r s involved in completing t h i s r e s e a r c h , began to unde rstand t h a t a much l a r g e r of which t h e p r e s e n t study was but a small appears that much o f surveys used in the Michigan compliance r e p o r t i n g , as infor mat ion and o t h e r required g a th e r e d states by s t a t e is segment. through used picture follow-up prim arily and f e d e r a l It in mandates. However, s t a t e and f e d e r a l agencies have done v i r t u a l l y no thi ng with th e mass o f d a t a c o l l e c t e d . The researcher thinks that part of the problem can be a t t r i b u t e d t o th e b e l i e f s t h a t t h e s e surveys do not g a t h e r d a t a in a form t h a t encourages and permit s u s a b i l i t y f o r s i g n i f i c a n t purpose an d /o r t h a t the y do not g e n e r a t e sufficient in f o r m a t io n on which 188 d e c i s i o n makers a n d / o r r e s e a r c h e r s can a c t . (much o f which p e r t a i n s need t o use to a different entry-level The l i m i t e d in f o r m a t io n employment) data-gathering am plifies mode and t o ask the some d i f f e r e n t kinds o f q u e s t i o n s , in o r d e r to make t h e d a t a more r o b u s t . The q u e s t i o n s asked in t h e survey should go beyond t h e usual d em ogr ap hic -i nfo rm at ion r e q u i r e m e n t s , such as gender and e t h n i c i t y , and c u r r e n t employment i n f o r m a t i o n , such as jo b s a t i s f a c t i o n . Those who de sig n the consider using future. For additional survey or d if f e r e n t in s t r u m e n t s kinds might want t o o f q u e s ti o n s in the example, a t p r e s e n t , i t i s impo rtan t to determine whether a s t u d e n t comes from a s i n g l e - p a r e n t home o r from o t h e r ty pes o f d y s f u n c t i o n a l f a m i l i e s , which te nd t o put an onus on t h e s t u d e n t and might c r e a t e a heightened state of being at risk. Likewise, in f o r m at io n q u e s t i o n s asked o f former voc at i o n al e l i c i t more u s ef u l data. It is as t h e s k i l l s important to e m pl o ym e nt- students deter mine need to level of employment, as well t h a t former s t u d e n t s use a n d / o r need in t h e co urs e o f t h e i r jo b s and the s k i l l s and knowledge needed t o r e t a i n o r advance in t h e i r j o b s . In a d d i t i o n , new te c h n i q u e s must be found f o r c o l l e c t i n g data. The d a t a c o l l e c t i o n school personnel, the as i t high the is p r e s e n t l y don e -- us e o f lo c a l incidence of second-party (proxy) re s p o n s e s , and use o f te le p h o n e survey by i n d i v i d u a l s with l i m i t e d t r a i n i n g - - b r i n g s i n t o q u e s t i o n th e accuracy of t h e d a t a . s t r e s s on a c c o u n t a b i l i t y o f high school high r e t u r n rates to v a lid a te believes th a t d i f f e r e n t th e With the programs and th e need f o r survey r e s u l t s , th e researcher sampling methods and su rveying te c h n i q u e s 189 performed by an o u t s i d e agency with p r o f e s s i o n a l assessment e x p e r t s should be c o n s id e r e d . Also o f g r e a t concern to the r e s e a r c h e r were th e special needs vocational program c o m p l e t e r s individual them selves. The u n u s u a ll y high l e v e l s o f i d l e n e s s demand t h a t t h e u n d e rl y in g causes be ad dr e ss ed . With t h e in vo c at i o n al with the e duca tio n specific known d e n s i t y o f s p e c i a l (n e a r l y o n e - f i f t h focus of of leg islativ e its needs students population) mandates, and vocational e d u c a to r s cannot c o n ti n u e to ignore th e needs o f t h i s s i z a b l e group. The researcher responsible must believes be that pre pa red the to people deal who with a re this professionally segment p o p u l a t i o n , which might become even l a r g e r in t h e f u t u r e . th os e in v oc at i o n al of th e Although e du ca tio n can be proud o f th e n e a r l y p a r a l l e l rec or d o f placements in employment f o r s p e c ia l needs c om p le te r s as compared to r e g u l a r c o m pl e te r s, something i s not being provide d t o t h e s e i n d i v i d u a l s , which l i m i t s t h e i r p u r s u i t o f advanced e du ca tio n as used by r e g u l a r c om p le te r s. Vocational ed u ca ti o n i n s t r u c t o r s and th o s e p r e p a r in g t o te a c h in vocati ona l ed u ca ti o n must be a p p r i s e d of the unique skillful in problems of s pe c ia l dealing with them. needs students Likewise, academic i n s t r u c t o r s a t the secondary le v e l it and is become more incumbent upon t o add ress these same problems so as to develop a comprehensive e f f o r t t o a s s i s t s p e c ia l needs students. preparation This institutions might, to in time, develop force courses th o s e a n d /o r in teacher- programs that 190 will upgrade vo c at i o n al and academic i n s t r u c t o r s ’ knowledge about and a b i l i t y t o deal with s p e c i a l needs s t u d e n t s . APPENDICES APPENDIX A ANNUAL FOLLOW-UP SURVEY (VE 4045-A) 191 No te : The w r i t e r has in cl uded th e 1985 Follow-Up Survey o f 1984 St u d e n ts (VE-4045-A) t o i l l u s t r a t e t h e survey q u e s t i o n s used in th e an n u al follow -up process. D urin g t h e f i v e y e a r s under i n v e s t i g a t i o n , t h e surv ey q u e s t i o n s used t o e l i c i t t h e d a t a f o r t h i s re s e a r c h remained t h e same in each annual su rv e y. The r e s e a r c h e r b e l i e v e d t h a t i n c l u d i n g t h e o t h e r surveys would l e a d t o unn ece ssa ry duplications. Any d i f f e r e n c e s unique to a given y e a r ’ s survey have been ad dre sse d el se w he re in th e study (s e e Chapter I I I ) . V E -4 0 4 5 -A t/BS M ith ig jn O i ’p j r t m e n f r t f E d u c a t i o n AUTHORITY: OfflCC OF 5TATI SUPT. COMPLETION: Voluntary (SCHOOL WILL 6 fN (fir FROM RETURN! S C H O O L D ISTRICT LABEL 1985 FOLLOW-UP SURVEY OF 1984 STUDENTS W e a re w ritin g y o u , a s a f o r m e r h ig h s c h o o l s tu d e n t , to ask y o u r h e lp in im p ro v in g s o m e o f th e c o u r s e s y o u to o k in s c h o o l. By a n s w e rin g a few q u e s tio n s a b o u t w h a t y o u a re d o in g n o w a n d g iv in g u s y o u r o p in io n s , y o u c a n h e lp u s p la n to m a k e th e c o u r s e s b e t t e r fo r s tu d e n ts in th e fu tu r e . T h e c o u r s e s w e a r e w ritin g y o u a b o u t a r e th o s e th a t y o u to o k in " v o c a tio n a l e d u c a tio n " in o r d e r to g e t re a d y f o r a jo b a fte r h ig h s c h o o l. T h e c o u rs e s y o u to o k m ig h t h ave b e e n in a u to m e c h a n ic s , o ffic e w o rk , m a rk e tin g a n d s e llin g , a g ric u ltu ra l p ro d u c tio n , w e ld in g a n d c u ttin g , d a ta p r o c e s s in g , c h ild c a r e , sm all e n g in e re p a ir, e le c tr o n ic s , f o o d m a n a g e m e n t, c o s m e to lo g y , o r o n e o f m a n y o th e r s p o s s ib le . P le a se ta k e a fe w m in u te s to a n s w e r t h e q u e s ti o n s a n d m ail b a ck y o u r a n sw e rs a n d o p in io n s . W e 'r e c o u n tin g o n y o u r h e lp . Please a n sw e r th e q u e stio n s by p u ttin g an " x " in th e box next T h a n k y o u v e ry m u c h . , 0 (f,e a n sw e r o f YOUR C H OICE o r by filling in th e blank. 1. A re y o u n o w a tte n d in g a s c h o o l o r c o lle g e , o r e n r o lle d in a tra in in g p ro g r a m , o r w o rk in g as an a p p re n tic e ? (C h e c k ONLY O N E .) Y es tt [ 3 No is (7) If you an sw ered "y es", please go o n to Q ues- (n y o u r m a jo r a re a o f »iudy (o r tra in in g ), h c .v m u c h d o y o u u s e th e v o c a tio n a l tra in in g yo u re c e iv e d in y o u r h ig h s c h o o l o r a re a v o c a tio n a l e d u c a tio n c e n te r ? (C h e c k ONLY O N E .) rn a [7] Q] 0 Som e H ardly any N one lo t 3. C h e c k th e ty p e o f s c h o o l o r p ro g r a m you a re n o w a tte n d in g . (C h e c k ONLY O N E.) 17□ (7j □ [7] |T | [3 (3 0 H igh s c h o o l 1-year c o lle g e v o c a tio n a l-te c h n ic a l p ro g ra m 2-y ear c o lle g e v o c a tio n a l- te c h n ic a l p ro g ra m 2 -y ear c o lle g e lib e ra l a rts p ro g r a m 4 -y ear c o lle g e o r u n iv e rs ity B u sin e ss o r tr a d e sc h o o l A p p re n tic e P ro g ra m O th e r _______________________________________ ^leaseWgd^Sfo Q uestionJ& on TMgerttVi 193 4. A re y o u w o rk in g for pay? Yes No 1# Q] m [TJ f£yo u ja r e ^ n o y y 0 r km g j o r ftpfease- go^tQ.Q (iest id.n5 question 9. A re y ou lo o k in g fo r a job? (C heck ONLY ON E.) Yes 5. A b o u t h o w m an y HOURS PER WEEK d o y o u w o rk ? W rite th e n u m b e r o f h o u rs p e r w e e k in th e b o x . 2; (Tj 29 0 No 29 0 11. A re yo u a full-tim e h o m e m a k e r? (C heck ONLY O N E.) . O n y o u r p re s e n t jo b , h o w m u c h d o y o u u s e th e v o c atio n al tra in in g y o u re c e iv e d in y o u r h ig h sc h o o l o r a re a v o c atio n al e d u c a tio n c e n te r? (C h e ck ONLY ONE.) :i 0 [T] [Tj [Tj No 10. A re you in th e m ilitary serv ice ? (C heck ONLY ON E.) Yes 6 0 27 Yes 2» 0 No 29 A lot Som e H ard ly an y N one (Tj e a s £ g o 1c^C|ues BWS38S 7. O v erall, h o w satisfied a re y o u w ith y o u r p re s e n t jo b ? (C h e ck ONLY O NE.) a Q] (TJ Q] 0 8 V ery satisfied S o m e w h a t satisfied N ot very satisfied N ot a t all satisfied . O n my p re s e n t jo b i atn p a id a b o u i i} S __________________ p e r h o u r. (SCHOOL USE ONLY) 1. M 2 » ED u □ . Al 3. C ( s? F 0 A 0 or L 0 91 (Tj No 0 5. Yes 14 □ No 0 6. Yes 11 □ No m » (Tj Q] B1 4. Yes H 7. Yes a n d /o r LEP STATUS? nj H 8. 10. 11. CIP 19 Q No « 0 9, I 0 PROIECT? or LEP I 1I I [7] 1 I I If an AREA CENTER o r SHARED TIME p ro g ra m , re p o rt re s p o n d e n t's h o m e district id e n tific a tio n . T e le p h o n e Mail ■0 □ □ or D 9. PSN ,7 1 r,PO Proxy mi [7] it ii 12. COMMENTS P le a s e m a k e an y c o m m e n ts a n d /o r s u g g e s tio n s y ou b e lie v e a r e n e e d e d to im p r o v e s o m e o f th e c o u rs e s y o u to o k o r s e r v ic e s y o u re c e iv e d w h ile in h ig h s c h o o l. A lso , a d d a n y g e n e r a l c o m m e n ts o r s u g g e s ­ tio n s y o u h a v e a b o u t y o u r s c h o o l e x p e r ie n c e . (If y o u a r e w o rk in g fo r p a y p le a s e p ro v id e th e h e lp fu l in f o r m a tio n in t h e b o x a t th e b o tto m o f th is p a g e .) P le a s e (ill in t h e n a m e o f t h e c o m p a n y w h e r e 'O u w o r k C o m p a n y ' s S tr e e t A d d r e s s C ity P f e j s e fill in t h e n a m e o f y o u r fo b S ta te ZIP C o d e APPENDIX B CAREER EDUCATION PLANNING DISTRICTS 195 C A R EE R EDUCATION PLANNING DISTRICTS oickmsonI WtXFORQ |M S S A U X tt COM j GODWIN G C M S It APPENDIX C POST-HIGH SCHOOL ACTIVITY DATA FOR SPECIAL NEEDS AND . REGULAR VOCATIONAL PROGRAM COMPLETERS, BY YEAR POST-HIGH SCHOOL ACTIVITY DATA FOR SPECIAL NEEDS AND REGULAR VOCATIONAL PROGRAM COMPLETERS, BY YEAR S p e c ia l Needs Completers R egu la r Completers Year Emp No. ConEd HMker M il ty Idle 21.2% 52.2% 33,481 42.7% 5.1% 5.3% 10.9% 58.2% 7.9% 20.1% 51.4% 33,864 44.0% 5.0% 5.9% 11.4% 56.9% 5.6% 7.4% 9.5% 69.1% 32,037 44.7% 5.0% 5.8% 7.6% 63.8% 30.4% 5.3% 6.2% 14.2% 62.9% 31,193 43.0% 5.3% 6.2% 8.5% 63.1% 25.3% 5.3% 6.1% 12.6% 64.9% 30,674 44.3% 4.7% 6.0% 6.7% 64.6% No. ConEd HMker M il ty Idle 1982 3,993 25.4% 6.8% 6.4% 1983 4,355 25.4% 6.5% 1984 7,305 32.2% 1985 6,697 1986 4,785 No te . Emp Rows do no t t o t a l 100% because c o m p le te r s were allowed t o i n d i c a t e p a r t i c i p a t i o n in more th a n one c a t e g o r y . REFERENCES REFERENCES Advisory Council on Vocational Education, U.S. Department o f H e a lt h , Education, and W elfare, O f f i c e o f Education. (1968). Voca­ t i o n a l e d u c a t i o n : The b r id g e between man and h i s work. Washington, DC: U.S. Government P r i n t i n g O f f i c e . Bachman, J . G. (1970). Youth in t r a n s i t i o n : Vol. I I . The impact o f fa m il y background and i n t e l l i g e n c e on t e n t h - g r a d e b o v s . Ann Arbor: Survey Research C en t er , I n s t i t u t e f o r Social Research, U n i v e r s i t y o f Michigan. Bachman, J . G., Green, Swayzer, & Wirtanen, I . D. (1971). Youth in t r a n s i t i o n : Vol. I I I . Dropping out--Prob1em o r symptom?. Ann Arbor: Survey Research C en te r, I n s t i t u t e f o r Soc ial Research, U n i v e r s i t y o f Michigan. Bachman, J . G., Kahn, R. L., Mednick, M. T ., Davidson, T. N., & J o h n s to n , L. D. (1967). Youth in t r a n s i t i o n : Vol. I . B l u e p r i n t f o r a l o n g i t u d i n a l study o f a d o l e s c e n t bovs . 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