Vocational Education: Changes at High School Level After Amendments to
Perkins Act (Letter Report, 07/12/95, GAO/HEHS-95-144).

Pursuant to a legislative requirement, GAO compared student
participation and program features in high school vocational education
programs in school year 1993 through 1994 with student participation
levels in school year 1990 through 1991, focusing on the: (1) changes
that have taken place in vocational education programs, availability of
support services, and college attendance and employment following
graduation; and (2) extent to which schools have adopted recommended
approaches to enhance the quality of vocational education programs.

GAO found that: (1) between 40 and 50 percent of students in special
population groups participated in vocational education programs in 1990
through 1994, despite the removal of the set-aside requirement; (2)
schools continued to offer all students access to support services at
the same or greater levels in 1993 than in 1990 through 1991; (3) among
all student groups participating in vocational education, there was no
significant changes in the proportion of students who attended college,
went directly to work, or were unemployed; (4) the percentage of schools
offering tech-prep programs increased from 27 to 45 percent between 1990
and 1991 and 1993 and 1994 and the percentage of students participating
in the programs rose from 9 to 16 percent, while more traditional
school-to-work transition programs showed no major change; (5) teacher
training in integrating vocational and academic instruction also
increased, but most of the schools surveyed did not use integrated
learning concepts in the classroom; (6) some school districts reported
increased use of quality indicators in their self-assessment processes,
however, the number of vocational education programs that require
graduates to meet competency standards has remained stable; and (7) many
of the program features associated with high-quality vocational
education still affect a relatively small percentage of students and
many more students will need to be exposed to these features before they
become a standard part of vocational education.

--------------------------- Indexing Terms -----------------------------

 REPORTNUM:  HEHS-95-144
     TITLE:  Vocational Education: Changes at High School Level After 
             Amendments to Perkins Act
      DATE:  07/12/95
   SUBJECT:  Vocational education
             Education or training
             Secondary school students
             Public schools
             Disadvantaged persons
             Work-study programs
             Education program evaluation
             Employment or training programs
             Data collection operations

             
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Cover
================================================================ COVER


Report to Congressional Committees

July 1995

VOCATIONAL EDUCATION - CHANGES AT
HIGH SCHOOL LEVEL AFTER AMENDMENTS
TO PERKINS ACT

GAO/HEHS-95-144

High School Vocational Education


Abbreviations
=============================================================== ABBREV

  NAVE - National Assessment of Vocational Education
  ABC - Test

Letter
=============================================================== LETTER


B-255714

July 12, 1995

The Honorable Nancy Landon Kassebaum
Chairman
The Honorable Edward M.  Kennedy
Ranking Minority Member
Committee on Labor and Human Resources
United States Senate

The Honorable William F.  Goodling
Chairman
The Honorable William L.  Clay
Ranking Minority Member
Committee on Economic and
 Educational Opportunities
House of Representatives

Several changes affecting the U.S.  economy over the past two
decades--the decline in prominence of the manufacturing sector, the
strength of international competition, and the accelerating
improvements in information technology--have heightened the
importance of a skilled labor force.  In this context, vocational
education remains an especially important tool for ensuring that
entry-level workers are fully prepared for the labor market. 

The Carl D.  Perkins Vocational Education Act of 1984
(P.L.  98-524) provides federal support for vocational education at
both the secondary (high school) and postsecondary levels.  In 1990,
the Congress amended the Perkins Act to realign national priorities
for vocational education.  In these amendments, the Congress
encouraged several types of vocational education approaches that are
designed to provide students with a better understanding of how
schoolwork relates to job requirements.  In addition, the amendments
removed a requirement that 57 percent of Perkins funding be set aside
for services to students from special populations--including students
with disabilities, economically disadvantaged students, and students
with limited English proficiency.\1 The amendments do require that
states' vocational education plans provide special population
students with equal access to vocational education programs and
services; in addition, the amendments direct districts to allocate
Perkins funds so as to give priority to sites or programs that have
higher concentrations of special population students.  Nonetheless,
some individuals were concerned that removal of the set-aside
requirement would reduce special population students' access to
vocational education. 

In response to a mandate in the amendments, we compared student
participation and program features in high school (secondary level)
vocational education programs in school year 1993-94\2 (after
enactment of the amendments) with 1990-91 (before enactment of the
amendments).  A companion report will address changes at the
postsecondary level.\3,4

Specifically, this report addresses the following questions: 

  For students from special population groups, what changes have
     taken place in (1) participation in vocational education,
     including participation in innovative programs; (2) availability
     of support services; and (3) college attendance and employment
     following graduation? 

  For vocational education programs, to what extent have schools and
     school districts adopted recommended approaches to enhance
     quality--such as (1) school-to-work transition activities, (2)
     integration of academic and vocational learning, (3) development
     of competency standards for students, and (4) increased use of
     quality indicators for program assessment?\5

We collected information for this study through two surveys.  To
obtain information for 1990-91, and again for 1993-94, we mailed
questionnaires to a nationally representative sample of public
secondary schools and their associated central district offices.  For
the schools and districts that responded to both surveys, we
determined what changes had taken place (1) among students from
special populations and (2) in vocational education programs.  To
supplement our survey data, we visited four school districts. 
(Details on our scope and methodology are in app.  I, and detailed
information about our results is in app.  II.  Apps.  III and IV
contain the aggregate responses to the two surveys.)


--------------------
\1 The amendments define "special population students" to include
three groups of students who may require special assistance to
succeed in a vocational education program--students with disabilities
due to certain physical or mental conditions; students disadvantaged
because of economic or academic disadvantages; and students with
limited English proficiency, that is, difficulty speaking, reading,
writing, or understanding English because of the predominance of
another language in their environment. 

\2 In this report, all hyphenated years are school years. 

\3 See Vocational Education:  2-Year Colleges Improve Programs,
Maintain Access for Special Populations (GAO/HEHS-95-163).

\4 This report updates the preliminary findings of our study, which
we reported in 1993.  See Vocational Education:  Status in School
Year 1990-91 and Early Signs of Change at Secondary Level
(GAO/HRD-93-71, July 13, 1993) and Vocational Education:  Status in
2-Year Colleges in 1990-91 and Early Signs of Change (GAO/HRD-93-89,
Aug.  16, 1993). 

\5 In our previous study, we also examined the concentration of
Perkins funds across schools.  The data were insufficient to allow us
to address that issue in this report. 


   RESULTS IN BRIEF
------------------------------------------------------------ Letter :1

The initial concerns about the effects of the Perkins amendments did
not materialize.  Removal of the set-aside requirement for students
from special population groups did not inhibit their participation,
limit the availability of services, or affect their postgraduation
status.  Between 40 and 50 percent of these students participated in
vocational education in 1993-94--percentages that remained virtually
unchanged from 1990-91.  These students also continued to participate
in the full range of vocational education, including school-to-work
activities.  Schools continued to offer all students--including those
from special populations--access to support services at the same or
greater levels in 1993-94 than in 1990-91.  Student activities
following graduation were also generally unchanged between 1993-94
and 1990-91.  In all student groups, we observed no significant
changes in the proportion of students who attended college, went
directly to work, or were unemployed. 

There are both signs of progress and room for improvement as
secondary schools and school districts have acted to modernize and
enhance their vocational education programs.  Schools have moved
aggressively to apply some approaches, but have been slower to adopt
other changes.  For example, the percentage of schools offering
tech-prep programs\6

increased significantly (from 27 to 45 percent) between 1990-91 and
1993-94, and the percentage of students participating in tech-prep
rose from 9 to 16 percent.  However, more traditional school-to-work
transition programs like work-study and apprenticeships have shown no
significant change.\7 Teacher training in integrating vocational and
academic instruction also increased, but the majority of schools in
our survey did not employ several practices (team teaching, for
example) that bring integrated learning concepts into the classroom. 
School districts also reported increased use of quality indicators
(such as placement data) in their self-assessment processes, despite
the difficulties many of them encounter in gathering this kind of
information.\8 However, the number of vocational education programs
that require graduates to meet competency standards has remained
virtually unchanged.  Moreover, many of the program features
associated with high-quality vocational education still affect a
relatively small percentage of students.  For example, although 74
percent of schools offer work-study programs, only about 16 percent
of vocational education students participated in work study in
1993-94.  Many more students will need to be exposed to these
approaches before they become a standard part of vocational
education. 


--------------------
\6 Tech-prep programs use a coordinated curriculum, typically with 2
years in high school and 2 years in community college, to prepare
students for technical careers. 

\7 Work-study and apprenticeship programs provide a structured
learning experience in a workplace setting. 

\8 For example, schools may have difficulty gathering reliable
placement information because of insufficient student response. 


   BACKGROUND
------------------------------------------------------------ Letter :2

Vocational education prepares students for an increasingly demanding
labor market through an organized sequence of courses that are
directly related to preparing students for employment in jobs that do
not require a bachelor's degree.\9

For example, one school district offers high school students the
opportunity to acquire the technical skills needed for careers in
fields like automobile repair, medical assisting, or electronics. 

Vocational education programs are funded at the federal, state, and
local levels.  Funding provided under the 1984 Perkins Act is the
federal government's primary form of assistance for vocational
education.  Although federal financing accounts for only a small
percentage of expenditures on vocational education, the Perkins Act
provided about $1.4 billion in 1993-94, compared with approximately
$1 billion in 1990-91. 

In addition to eliminating the set-aside requirement for special
populations, the Perkins Act amendments included several provisions
intended to improve the quality of vocational education.  To help
ensure that programs are of sufficient size and scope to be
effective, the amendments set minimum funding thresholds at the
secondary school level.  School districts that would have received
funding allocations of less than $15,000 under the original Perkins
Act are now generally ineligible for funds unless they join other
districts in a consortium in which the total funding meets the
$15,000 minimum.\10

The amendments also encourage several approaches to vocational
education that smooth the transition from school to work.  In
1993-94, Perkins funding included $104 million for tech-prep
programs, which link secondary vocational education programs to
postsecondary institutions in a coordinated program leading to an
associate's degree or certificate.  For example, one school district
operates a tech-prep program in allied health services that prepares
students for a career as a Medical Assistant, Emergency Medical
Technician, or Surgical Technologist.\11

The Perkins amendments also encourage schools and districts to
integrate vocational and academic instruction, so that vocational
students can develop a better appreciation of how academic learning
is related to job requirements.  In addition, the amendments require
recipients (schools and districts) to evaluate the effectiveness of
their vocational education programs and in particular to evaluate the
progress of special population students.  For example, placement data
on high school graduates can indicate whether students have continued
their education or obtained employment in their field. 


--------------------
\9 This definition of vocational education can be found in the
Perkins Act.  Researchers and education experts have used a variety
of different definitions for vocational education. 

\10 A similar funding threshold is set at $50,000 for the
postsecondary level. 

\11 Tech-prep programs may require that students meet certain
competency standards for completion, but many schools impose
competency standards on programs other than tech-prep.  For example,
one of the schools we visited required its auto technology students
to demonstrate specific skills like testing engine coolant,
disassembling an engine, and replacing an alternator. 


   REMOVAL OF SET-ASIDE
   REQUIREMENT DOES NOT APPEAR TO
   HAVE HURT SPECIAL POPULATION
   STUDENTS
------------------------------------------------------------ Letter :3

Despite widespread concern, removal of the set-aside requirement has
apparently had no adverse impact on special population students. 
Specifically, neither student participation nor the availability of
support services has declined following the implementation of the
Perkins amendments.  Furthermore, employment and educational outcomes
for special population students--relative to vocational education
students as a whole--were unchanged. 

Participation in Vocational Education Was Virtually Unchanged

We found no significant changes in the rate at which special
population students participated in vocational education.  In
1993-94, 42 percent of all students participated in vocational
education, compared with 45 percent in 1990-91.\12

This decline in overall participation was reflected in small,
statistically insignificant\13 declines in participation among
students with disabilities (from 48 to 47 percent) and among students
who were disadvantaged (from 53 to 50 percent).  (See fig.  1.)

   Figure 1:  Percentage of
   Vocational Education Students,
   by Type of Student, 1990-91 and
   1993-94

   (See figure in printed
   edition.)

Note:  Students from special population groups may be included in
more than one category. 

Not only did students from special populations continue to
participate in vocational education, but these students could be
found in the full range of vocational education activities, including
school-to-work transition activities.  Since the implementation of
the amendments, more schools have offered tech-prep programs; schools
have also continued to offer work-study and apprenticeship
opportunities.  When comparing students from special populations with
other students, we observed no significant differences in
participation in these activities either before or after the
amendments.  For example, in 1993-94, 16.8 percent of disadvantaged
students--and 16 percent of students who did not belong to special
population groups--participated in tech-prep.  However, because many
schools were unable to provide this information, our estimates of
participation in these activities are somewhat imprecise.  (For more
information about participation in vocational education programs, see
app.  II.)


--------------------
\12 This finding is consistent with results reported by the National
Assessment of Vocational Education (NAVE).  Using four different
definitions of vocational education, NAVE's researchers found that
between 1982 and 1992 there was a steady decline in the percentage of
high school graduates who could be considered vocational education
students.  See NAVE, Final Report to Congress, Vol.  II,
Participation in and Quality of Vocational Education (Washington,
D.C.:  U.S.  Department of Education, 1994), p.  12. 

\13 Because the figures in this report are estimates derived from a
survey, they may differ from the values that we would have obtained
had we been able to get information from all the schools in the
United States.  The difference between two estimates--such as the
difference between estimated enrollment in 1990-91 and in 1993-94--is
said to be statistically significant if we can be 95 percent sure
that the difference is not merely due to chance or coincidence.  If
the estimates are close enough that we cannot be sure the difference
is meaningful, the difference is said to be statistically
insignificant. 


      AVAILABILITY OF SUPPORT
      SERVICES INCREASED FOR ALL
      STUDENTS, INCLUDING STUDENTS
      FROM SPECIAL POPULATIONS
---------------------------------------------------------- Letter :3.1

From 1990-91 to 1993-94, the percentage of schools that offered
support services to students, including those from special population
groups, generally increased.\14 For example, the percentage of
schools that offered transportation services to students with
disabilities increased dramatically (from 59 to 74 percent).  These
students' access to teacher aides, tutoring, and life skills training
also rose significantly.  For students not in special population
groups, there was a significant increase in the percentage of schools
offering tutoring (from 52 to 66 percent). 

In some support areas, special population students were more likely
to be offered additional services than students who did not belong to
these groups (see fig.  2).  For example, in 1993-94 students from
any of the three special population groups were significantly more
likely to be offered teacher aides than students who did not come
from any of these groups.  However, for many of the remaining support
services, the differences between the various groups of students were
small and statistically insignificant.\15

Across all student groups, in 1993-94 schools were most likely to
offer counseling or guidance, tutoring, evaluation or assessment,
life skills training, and special recruitment; over two-thirds of
schools offered these services.  Day care was offered less frequently
(by less than one-sixth of schools).  (For more detailed information
on the percentage of schools offering support services, see app. 
II.)

   Figure 2:  Percentage of
   Schools Offering Selected
   Support Services, by Group,
   1993-94

   (See figure in printed
   edition.)

Note:  Students from special population groups may be included in
more than one category. 


--------------------
\14 We asked schools about the availability of 15 distinct support
services for students.  (See table II.5 for more information on these
services.)

\15 Fewer schools reported whether they offered services to students
with limited English proficiency.  Therefore, estimates of services
for these students are less precise. 


      COLLEGE ATTENDANCE AND
      EMPLOYMENT WERE GENERALLY
      UNCHANGED
---------------------------------------------------------- Letter :3.2

Historically, vocational education graduates who have disabilities or
are economically disadvantaged have been less likely to attend
college and more likely to go directly to work than other
students.\16 This pattern is evident in both our 1990-91 and 1993-94
surveys.  In general, these differences neither widened nor narrowed
over time.  For example, the proportion of disadvantaged vocational
students who expected to attend a 4-year college was 14 percent in
1990-91 and 13 percent in 1993-94--a statistically insignificant
change.  However, many schools were unable to provide placement
information, and this low response rate limited our ability to
observe changes in postgraduation status.  (For more information
about changes in outcomes for vocational students who are members of
special populations, see app.  II.)


--------------------
\16 Sixty-three percent of all graduating seniors in our survey
expected to attend either a 4- or 2-year college.  This is consistent
with Bureau of Labor Statistics reports that indicate about 62
percent of recent high school graduates enrolled in colleges or
universities in the fall of 1992.  See Proportion of 1992 High School
Graduates Enrolled in College, U.S.  Department of Labor, Publication
No.  93-153 (Washington, D.C.:  June 22, 1993). 


   EFFORTS TO IMPROVE QUALITY
   SHOWED PROGRESS, BUT
   RECOMMENDED APPROACHES HAVE YET
   TO REACH MANY CLASSROOMS
------------------------------------------------------------ Letter :4

The Perkins amendments directed recipients to adopt a number of
strategies to enhance the quality of vocational education--most
specifically, tech-prep programs, integrated learning approaches, and
the development of standards by which schools and districts can
better evaluate their vocational programs.  The sponsors of the
Perkins amendments believed that these approaches would improve the
quality of vocational education by easing the transition from school
to work and by ensuring that students apply cognitive skills in a
vocational education environment.  For similar reasons, vocational
education experts have advised schools and districts to emphasize
school-to-work transition activities.  We observed many schools and
districts moving aggressively to implement several of these
approaches.  However, other recommendations (such as using academic
teachers in vocational classes) have been slower to gain acceptance. 
Many of the attributes associated with quality programs still affect
only a small percentage of vocational education students.  Similarly,
although districts have increased their use of quality indicators for
self-assessment, many districts have not yet developed standards to
guide these assessments. 


      SCHOOLS AND DISTRICTS
      INCREASED USE OF QUALITY
      APPROACHES, BUT RELATIVELY
      FEW STUDENTS WERE SERVED
---------------------------------------------------------- Letter :4.1

Schools have moved aggressively to increase several of the approaches
to vocational education associated with quality--such as integrated
learning and tech-prep programs.  For example, in 1993-94 35 percent
of all schools reported that to a "great" or "very great" extent they
were participating in teacher training activities designed to
integrate academics into vocational education, compared with 20
percent or less in 1990-91 (see fig.  3).  Even more dramatically,
the percentage of schools offering tech-prep programs increased
significantly in just 2 years:  in 1990-91 only 27 percent of schools
offered tech-prep, but by 1993-94 that figure had jumped to 45
percent (see fig.  4).\17

For example, when we visited one district in 1990, officials were
planning their tech-prep program.  In 1991-92, they formed a
tech-prep consortium, including 10 school districts.  When we visited
again in 1993-94, two more districts had joined the consortium and
the first tech-prep program was under way.  The consortium hopes to
have 200 tech-prep students entering affiliated postsecondary
institutions by September 1996. 

   Figure 3:  Teacher Training in
   Academic and Vocational
   Education Integration, 1990-91
   and 1993-94

   (See figure in printed
   edition.)

Note:  Percentages indicate schools reporting that "To a great
extent" or "To a very great extent" they are participating in these
teacher training activities designed to integrate academics with
vocational education. 

   Figure 4:  Percentage of
   Schools With Certain
   School-to-Work Transition
   Activities, 1990-91 and 1993-94

   (See figure in printed
   edition.)

Acceptance of the integrated learning and tech-prep concepts has
grown substantially.  However, many more students will need to be
exposed to these approaches before they become a standard part of
vocational education.  Less than half of the schools we surveyed
employed several practices, such as team teaching, that bring
integrated learning into the classroom.\18 In one school we visited,
informal cooperation among teachers facilitated integration--for
example, the teacher of a course in computer-aided design invited the
physics teacher into his classroom to explain some of the physics
elements in computer-aided design.  However, another district we
visited was unable to implement the integrated learning concept to
the extent that its administrators would have liked.  These officials
told us that teacher credentialing requirements at the state level
prevented vocational teachers from teaching academic subjects, and
contracting arrangements limited teachers' incentives to participate
in summer training. 

Similarly, despite sizable increases in the number of schools and
students participating in tech-prep programs, only 16 percent of
vocational students in 1993-94 were participating in tech-prep.  In
addition, other methods for improving the school-to-work
transition--such as work study and apprenticeships--have not grown
significantly since the Perkins amendments were implemented (see fig. 
4).  These programs also reach only a small number of students; only
16 percent of vocational students participated in work-study programs
in 1993-94, although 74 percent of schools reported that they offer a
work-study program. 

In addition to integrated learning and school-to-work activities,
experts in vocational education have urged schools to develop
certificates of competency and to require students to meet minimum
standards or competencies to complete the program.  These initiatives
have been slow to develop since the Perkins amendments; both the
percentage of schools that reported issuing certificates and the
number of programs that required competencies remained roughly
constant between 1990-91 and 1993-94.\19


--------------------
\17 The growth in tech-prep programs masks the fact that tech-prep
programs across the country are still in transition.  Because
tech-prep programs are still quite new, relatively few students have
made the transition from high school to college.  In addition, among
many schools there is lack of agreement about what constitutes
tech-prep.  Because our survey data are based on schools' reports and
on their interpretations of what constitutes a tech-prep program, the
survey information may not adequately characterize the enormous
variation in the size and strength of tech-prep programs nationwide. 

\18 These activities include team teaching, programs in which
academic teachers teach their subjects in vocational classes, and
programs in which each course within the vocational education program
concentrates on academics. 

\19 In 1990-91 schools reported an average of 5.11 vocational
programs in which such standards or competencies applied.  In 1993-94
the average number of programs for which standards or competencies
applied was 5.35; the difference between the 2 years is statistically
insignificant.  Similarly, the difference between the percentage of
schools issuing certificates in 1990-91 (25 percent) and in 1993-94
(33 percent) is statistically insignificant. 


      DISTRICTS REPORT USING MORE
      QUALITY INDICATORS FOR
      SELF-ASSESSMENT
---------------------------------------------------------- Letter :4.2

School districts reported an increase in the use of various measures
in their self-assessment process.  For example, we observed
substantial increases in the proportion of school districts that
reported using graduation rates (from 72 to 83 percent) and placement
rates (from 77 to 86 percent) as part of their self-assessments.  The
schools we visited, however, reported that it was difficult and time
consuming to gather this type of information.  For example, one
school district attempted to contact recent graduates by mail but
received only a 25-percent response rate.  In addition, despite this
increased use of information for self-assessment, many schools have
yet to develop standards to guide these assessments.  For example, 71
percent of schools used measures of students' academic gains as an
input into their assessment process.  However, only 69 percent of the
schools that used this measure had developed standards that would
allow them to determine if students' academic progress was
satisfactory.  (For more information about school progress in
quality, assessment, and standards development, see app.  II.)


   AGENCY COMMENTS
------------------------------------------------------------ Letter :5

The Department of Education commented on a draft of this report.  The
Department believed that the draft did not make clear that the
Perkins amendments contained a new requirement for local recipients
to give priority in the use of title II funds to the special
populations.  However, the law requires only that recipients give
priority to sites or programs that serve higher concentrations of
special population students; there is no legislative requirement that
special population students as a group be given priority over other
students.\20 We revised the report to more strongly emphasize that
the amendments required such priority. 

The Department also believed that it would help to see a comparison
of the extent to which the special populations are participating in
educational improvements and services compared with the general
student population.  These comparisons are in table II.4 for programs
and in table II.5 for support services.  Department officials also
made technical comments, which we discussed with them, and we made
clarifications to the report as appropriate.  The Department's
comments appear in full in appendix V. 


--------------------
\20 The law specifies that 75 percent of the within state allocations
shall be available for basic programs under Part C of title II.  The
general authority for the use of funds in Part C, section 235,
requires that recipients give priority in assistance to sites or
programs that serve the highest concentrations of the special
populations. 


---------------------------------------------------------- Letter :5.1

We did our work between November 1993 and May 1995 in accordance with
generally accepted government auditing standards. 

Please call me on (202) 512-7014 if you or your staffs have any
questions.  GAO contacts and staff acknowledgments for this report
are listed in appendix VI. 

Linda G.  Morra
Director, Education and
 Employment Issues


SCOPE AND METHODOLOGY
=========================================================== Appendix I

The Congress mandated that we conduct a 3-year study, using
representative samples, to determine the effects of the amendments to
the Perkins Act on access to and participation in vocational
education for students who are disadvantaged, have disabilities, or
have limited proficiency in English.  The act specified that Perkins
funds were to be used to improve vocational education programs and
that the state was to provide assurance that members of special
populations would have continued access to these programs. 
Consequently, we compared the status of special population students
and vocational education programs before the amendments with their
status after the amendments.  Specifically, we measured the extent to
which changes have occurred

  for students, in participation in vocational education, including
     participation in innovative programs; availability of special
     services; and college attendance and employment following
     graduation;

  for vocational education programs, in schools' and districts' use
     of formal coordination of high school and college courses;
     integration of academic and vocational learning; and development
     of competency standards for students. 


      AVERAGE DIFFERENCES ACROSS
      SCHOOLS WERE USED TO MEASURE
      CHANGES
------------------------------------------------------- Appendix I:0.1

To address these objectives, we used panel data\21 from two surveys
administered to a nationally representative, stratified, randomly
selected set of schools and their associated districts.  The eight
strata represent the major groups of secondary schools.\22 After we
adjusted the sample to remove inappropriate schools (for example,
schools with no grades higher than 9), our sample included 1,938
schools in the first (or baseline) survey, and 1,844 schools in the
second (or follow-up) survey.  One thousand two hundred thirty-three
schools responded to both surveys (for a 67-percent overall response
rate).  The item response rate varied with each item. 

The data from the two surveys were pooled--that is, we created a file
consisting of those schools that had answered both questionnaires. 
For our analysis, we made direct comparisons of the reported status
(such as the percentage of students who were in vocational education
or the number of tech-prep programs) using data only when the school
had answered the specific item in both surveys.  The findings were
then averaged across all schools that had responded to that item. 
The advantage of this approach is that small changes in the variables
of interest are more easily identified than if separate studies were
made using two or more independent samples.\23 In addition, by
comparing the data for just those schools that responded, we are able
to report the average responses without concern that the averages are
contaminated by changes in the composition of the respondents. 

The major disadvantage of the panel approach is that when nonresponse
occurs, the data are no longer representative of national averages. 
The requirement that a school must have answered both surveys gives
us a smaller response rate than had we used the mean values from both
surveys independently.\24 What we are reporting on are the estimated
population means for those schools that would have answered both
surveys, and the specific item in each survey, had they been given
the chance.  As a result, we cannot say that the responses represent
all schools in the population from which the samples were drawn. 


--------------------
\21 A panel is a fixed, cross-section sample of subjects that is
measured more than once and permits direct comparisons of the
subjects over two or more time periods.  The data covered the status
of students and programs for the school year 1990-91, before the
amendments went into effect, and the school year 1993-94, after the
amendments. 

\22 These strata include comprehensive urban, comprehensive suburban,
comprehensive rural, vocational urban, vocational suburban, and
vocational rural schools, as well as schools for the disabled and
alternative schools. 

\23 See Gilbert A.  Churchill, Marketing Research Methodological
Foundations, 5th ed., (Chicago:  Dryden Press, 1991), p.  152, and
William H.  Green, Econometric Analysis, 2nd ed., (New York: 
Macmillan Press, 1993), pp.  464-470. 

\24 Incomplete data from a sample survey (nonresponse) are assumed to
be biased (nonrepresentative) unless there is strong evidence that
this is not true.  Statistical functions, such as means, variances,
and covariances, are likely to be biased and have distributions
affected by nonresponse.  Therefore, the use of a pooled sample is
another type of nonrepresentativeness of the population parameters. 


      WEIGHTS WERE USED FOR THE
      SCHOOL BUT NOT THE DISTRICT
      DATA
------------------------------------------------------- Appendix I:0.2

Each observation from the school surveys was weighted (1) to adjust
for the probability of being selected in the strata from which the
sample was drawn and (2) to account for the pooled response rate from
both surveys.  Item response varied according to item, but the data
were not weighted for item response.  Because we used data only when
the school responded to an item in both the baseline and follow-up
surveys, the number responding may vary for each separate comparison. 
District data were not weighted, as it was not possible to adequately
account for the probability of being selected from a pooled sample. 
The universe from which the samples were drawn, the sample sizes, and
the number responding to the secondary school surveys are reported in
table I.1. 



                                    Table I.1
                     
                       Universe, Samples, and Responses of
                                Secondary Schools


                          Baseli  Follow  Baseli  Follow
                              ne     -up      ne     -up  Baseli  Follow    Both
                          adjust  adjust  adjust  adjust      ne     -up  survey
Type/location of school       ed      ed      ed      ed  survey  survey       s
------------------------  ------  ------  ------  ------  ------  ------  ------
Comprehensive urban        2,135   2,061     346     334     325     283     259
Comprehensive suburban     2,826   2,796     284     281     244     229     204
Comprehensive             10,617  10,427     336     330     277     242     208
 rural
Vocational urban             246     239     177     172     168     150     131
Vocational suburban          184     171     144     134     135     106      94
Vocational rural             526     519     237     234     226     190     172
School for disabled          591     491     130     108      83      52      42
Alternative                  942     846     284     255     180     140     123
================================================================================
Total                     18,067  17,550   1,938   1,848   1,638   1,392   1,233
--------------------------------------------------------------------------------

      SEVERAL COMPARISONS WERE
      MADE
------------------------------------------------------- Appendix I:0.3

As part of our analysis of the survey data, we compared schools'
responses for different types of students and over time (see fig. 
I.1): 

   Figure I.1:  Comparisons Used
   in GAO's Analysis

   (See figure in printed
   edition.)

  School year comparisons.  We compared data from each school for
     1990-91 with the same data item in 1993-94.  These values were
     then averaged across schools that responded to the item.  School
     year comparisons were made throughout and directly address
     whether or not changes have occurred over time. 

  Special population and all students.  For some analyses, we
     compared the mean values for the special population students
     with the mean values for all students, including the special
     populations.  This comparison permits determination of whether
     mean values for the special populations differ from those for
     all students.  For example, we compared the percentage of
     vocational education students in the overall student body with
     the percentage of vocational education students from among the
     special populations to get information on the overall
     participation rate in vocational education. 

  Special population and nonspecial population students.  For some
     analyses, we compared the special populations with students who
     were not part of the special populations.  This comparison
     permits assessment of whether special population students are
     participating in services and programs in proportion to their
     enrollment in vocational education and at levels comparable to
     the nonspecial population students. 

  Vocational students and all students.  For some analyses, it is
     useful to know how vocational students compare with all students
     in the school.  For example, we used this comparison to
     determine the general direction of average school attendance. 
     We found that although the average number of vocational students
     was rising, the average number of all students was rising
     faster.  This puts the increase in vocational students in proper
     perspective. 


      SITE VISITS SUPPLEMENTED
      SURVEY DATA
------------------------------------------------------- Appendix I:0.4

To supplement the information obtained from our follow-up survey,
during 1993-94 we visited four school districts in Oakland, Michigan;
San Francisco, California; Delaware County, Pennsylvania; and New
Castle County, Delaware.  During these visits, we interviewed school
and district officials to obtain information on vocational education
programs, services to special populations, and assessment and
improvement efforts. 


SUPPLEMENTARY TABLES
========================================================== Appendix II

This appendix contains supplementary tables and more detailed
information about changes in student participation, the availability
of support services, student placement outcomes, and vocational
education programs between 1990-91 and 1993-94.  The data presented
in the following sections compare changes in student and program
characteristics only for those schools that responded to both surveys
(that is, for 1990-91 and 1993-94).  Thus, the numbers and
percentages cited differ somewhat from those in our 1993 interim
report, which reported on all schools that responded to our first
survey. 


   PARTICIPATION IN VOCATIONAL-
   TECHNICAL PROGRAMS
-------------------------------------------------------- Appendix II:1


      OVERALL SECONDARY SCHOOL
      ENROLLMENT
------------------------------------------------------ Appendix II:1.1

For the schools we surveyed, the average number of students per high
school increased by about 6 percent between 1990-91 and 1993-94 (from
603 to 640 students per school).  For the average school, the
percentage increases were greatest for students from special
population groups; however, the number of these students was often
small.  The proportion of students who were not part of special
population groups remained constant at about 65 percent, while some
of the special population groups grew.  This may be accounted for, in
part, by more students being defined as belonging to special
populations.  In addition, our definition permitted students to be
classified in more than one special population category.  (See table
II.1.)



                          Table II.1
           
           Estimated Number of Students per School,
            by Student Group, 1990-91 and 1993-94


                                                      Percen
                                       1990-   1993-    tage
Category                                  91      94  change
------------------------------------  ------  ------  ------
Total                                    603     640     6.1
Nonspecial population                    397     417     5.0
                                      (65.4%  (65.8%
                                           )       )
Disabled                                  43      53    23.3
                                       (9.0)  (10.1)
Disadvantaged                            158     189    19.6
                                      (30.3)  (31.6)
Limited English proficiency               23      33    43.5
                                       (2.5)   (3.1)
------------------------------------------------------------
Notes:  The changes from 1990-91 to 1993-94 in the percentage of
students were not statistically significant at the 0.05 level. 

The sum of the percentages in each school year exceeds 100 because
students may be included in more than one special population
category.  Similarly, the sum of the number of students in each
population group will exceed the total number of students. 

The percentages of the student body represent the average percentages
reported by the schools responding to both surveys; they are not, for
example, the average number of disabled students divided by the
average number of total students. 


      VOCATIONAL-TECHNICAL
      ENROLLMENT
------------------------------------------------------ Appendix II:1.2

Vocational-technical enrollment also increased, but more slowly than
overall enrollment.  On average, there were 330 vocational students
per school in 1990-91, and this number did not increase
significantly.  Again, the increase for students in special
population groups was larger than for other students, but for many
schools there were few students in some of these categories.  (See
table II.2.)



                          Table II.2
           
               Estimated Number of Vocational-
           Technical Education Students per School,
            by Student Group, 1990-91 and 1993-94


                                                      Percen
                                       1990-   1993-    tage
Category                                  91      94  change
------------------------------------  ------  ------  ------
Total                                    330     336     1.8
Nonspecial population                    186     190     2.2
                                      (59.5%  (58.1%
                                           )       )
Disabled                                  28      32    14.3
                                      (10.0)  (11.8)
Disadvantaged                            108     120    11.1
                                      (31.9)  (35.6)
Limited English proficiency               11      13    18.2
                                       (2.0)   (2.7)
------------------------------------------------------------
Notes:  The changes from 1990-91 to 1993-94 in the percentages of
students were not statistically significant at the 0.05 level. 

The sum of the percentages in each school year exceeds 100 because
students may be included in more than one special population
category.  Similarly, the sum of the number of students in each
population group exceeds the total number of students. 

The percentages of the student body represent the average percentages
reported by the schools responding to both surveys; they are not, for
example, the average number of disabled students divided by the
average number of total students. 

Because average per-school vocational-technical enrollment grew only
1.8 percent over this period (compared with 6.1 percent growth in the
overall student population), the percentage of students participating
in vocational-technical education declined relative to overall
enrollments.  Across all groups, except for those with limited
English proficiency, a smaller percentage of students participated in
vocational education.  Although the rate of decline for students in
special population groups was less than for other students, the
changes were not statistically significant for any group.  (See table
II.3.)



                          Table II.3
           
             Estimated Students Participating in
              Vocational-Technical Education, by
              Student Group, 1990-91 and 1993-94

                                                      Percen
                                       1990-   1993-    tage
Category                                  91      94  change
------------------------------------  ------  ------  ------
Total                                   45.3    41.7    -7.9
Nonspecial population                   42.6    39.7    -6.8
Disabled                                48.2    47.0    -2.5
Disadvantaged                           52.6    49.8    -5.3
Limited English proficiency             35.6    38.3     7.6
------------------------------------------------------------
Note:  The changes from 1990-91 to 1993-94 in the percentages of
students were not statistically significant at the 0.05 level. 


      ACCESS TO SCHOOL-TO-WORK
      ACTIVITIES
------------------------------------------------------ Appendix II:1.3

As shown in figure 4 (see p.11), the percentage of schools reporting
that they have tech-prep programs increased dramatically (from 27 to
45 percent) between 1990-91 and 1993-94, while the percentage of
schools reporting the use of work-study and apprenticeship programs
remained about the same (at roughly 75 and 7 percent, respectively). 
Participation in such programs by students from special population
groups over the 3-year period generally mirrored changes (or the lack
of change) that occurred at the school level.  There were no
statistically significant differences in participation among student
groups.  However, because many schools were unable to report this
information, our participation estimates are somewhat less precise. 
(See table II.4.)



                          Table II.4
           
            Mean Percentage of Vocational Students
           in Each School That Are Participating in
            Specific School-to-Work Activities, by
              Student Group, 1990-91 and 1993-94

                                               1990-   1993-
                                                  91      94
--------------------------------------------  ------  ------
Tech-Prep
------------------------------------------------------------
All students                                     8.9    15.6
Nonspecial population                            9.2    16.0
Disabled                                         6.3    13.0
Disadvantaged                                    9.5    16.8
Limited English proficiency                     11.0    12.8

Work-Study
------------------------------------------------------------
All students                                    16.5    16.4
Nonspecial population                           15.9    16.1
Disabled                                        15.8    17.4
Disadvantaged                                   18.2    15.3
Limited English proficiency                     16.1    16.6

Apprenticeship
------------------------------------------------------------
All students                                     0.6     0.4
Nonspecial population                            0.5     0.3
Disabled                                         0.1     0.3
Disadvantaged                                    0.8     0.2
Limited English proficiency                      1.8     0.2
------------------------------------------------------------
Note:  The changes from 1990-91 to 1993-94 in the percentages of
students were not statistically significant at the 0.05 level. 


   AVAILABILITY OF SUPPORT
   SERVICES
-------------------------------------------------------- Appendix II:2

In both 1990-91 and 1993-94, schools offered a wide variety of
services to their vocational-technical education students. 
Generally, the percentage of schools offering each service remained
about the same or increased over the 3-year period for both special
population students and students who did not belong to these groups. 

Most schools offered general services which were available to special
population students about as often as to other students.  For
example, about 90 percent of schools offered counseling/guidance to
all student groups in 1990-91, increasing to about 95 percent in
1993-94.  In addition, schools often provided more specialized
support services at higher rates to special population students than
to other students.  For example, about 54 percent of schools in
1993-94 reported offering special or modified equipment to students
with disabilities; only about 18 percent of schools offered this
service to students who were not members of special populations. 
(See table II.5.)



                                    Table II.5
                     
                      Schools Offering Support Services, by
                      Group and Type of Service, 1990-91 and
                                     1993-94


          1990-    1993-    1990-    1993-    1990-    1993-    1990-
           91       94       91       94       91       94       91     1993-94
-------  -------  -------  -------  -------  -------  -------  -------  --------
Teacher   27.6     29.7     49.9    64.5\a    43.8     45.6     54.8      65.3
 aide
Interpr    5.2     11.0     16.2     21.1      7.9     10.5     45.6      54.4
 eter
 servic
 e
Reader     3.7      5.4     11.5     19.4      3.8      5.3      8.7      3.4
 service
Counsel   93.1     96.8     88.5     94.4     90.6     94.9     90.1      93.9
 ing/
 guidan
 ce
Tutorin   51.5    66.1\a    62.0    75.2\a    59.3    74.9\a    63.2      78.2
 g
Day        8.8     12.0     10.5     13.8     12.8     16.2     16.0      17.7
 care
Curricu   40.8     45.3     70.7    87.7\a    58.8     65.3     59.1      65.0
 lum
 modifi
 cation
Exposur   71.1     73.4     67.5     73.0     70.5     70.2     72.7      76.3
 e to
 paid
 jobs
Exposur   42.0     49.9     49.5     61.9     47.1     52.4     50.1      56.5
 e to
 unpaid
 or
 subsid
 ized
 jobs
Life      65.5     73.1     75.0    87.1\a    72.9     76.6     71.0      78.0
 skills
 traini
 ng
Evaluat   73.7    83.4\a    84.1     90.6     81.6     86.5     80.5      87.9
 ion/
 assess
 ment
Special   63.0     69.6     69.3     75.3     66.8     70.7     71.2      73.2
 recrui
 tment
Transpo   50.6     60.0     59.2    73.6\a    53.8     61.8     46.3      52.6
 rtation
 servic
 es
Special   17.5     15.2     48.1     53.5     26.3     27.9     27.2      22.6
 or
 modifi
 ed
 equipm
 ent
Waiver    15.7     17.5     18.9     21.4     25.5     30.3     23.8      22.2
 of
 tuitio
 n/
 fees
--------------------------------------------------------------------------------
\a The change from 1990-91 to 1993-94 was statistically significant
at the 0.05 level. 


   STUDENT PLACEMENT OUTCOMES
-------------------------------------------------------- Appendix II:3

We asked the schools we surveyed to estimate the postgraduation
status of the most recent senior class for which they had employment
or education information.  Because many of the schools we surveyed
did not gather placement information at this level of detail, our
estimates are less precise.  We observed no significant differences
in employment or education outcomes for special population students
before and after the Perkins amendments.\25

(See table II.6.)



                               Table II.6
                
                  Postgraduation Status of Vocational
                  Education Students, by Student Group

                                                               Limited
                     All  Nonspecial                           English
                  studen  population  Disadvantage  Disabl  proficienc
                      ts           s             d      ed           y
----------------  ------  ----------  ------------  ------  ----------
Outcomes reported in baseline survey
----------------------------------------------------------------------
Attending           24.1        29.2          14.3    14.5        33.5
 4-year college
Attending           27.5        28.9          29.9    30.9        36.2
 2-year college
Working             31.0        26.4          36.5    37.6        19.8
In military          5.5         4.3           6.1     2.1         0.2
Unemployed           5.1         5.1           5.6     9.5         2.1
Unknown              7.0         6.1           7.6     5.6         8.2

Outcomes reported in follow-up survey
----------------------------------------------------------------------
Attending           22.4        26.7          13.2    11.1        20.0
 4-year college
Attending           28.2        30.6          26.8    22.1        36.8
 2-year college
Working             29.4        28.0          33.6    46.3        25.8
In military          7.0         5.8           6.0     3.0       3.4\a
Unemployed           5.8         3.7           8.8     9.4         4.6
Unknown              7.4         5.3          11.6     8.2         9.2
----------------------------------------------------------------------
Notes:  Data represent the most recently graduated senior class for
which information was available. 

Percentages may not add up to 100 because of rounding. 

\a The change from 1990-91 to 1993-94 was statistically significant
at the 0.05 level. 


--------------------
\25 There was one exception to this pattern:  a very small, but
statistically significant, increase in the number of students with
limited English proficiency who joined the military. 


   SCHOOLS' EFFORTS TO IMPROVE
   VOCATIONAL EDUCATION PROGRAMS
-------------------------------------------------------- Appendix II:4

We found signs that many of the schools we surveyed were making
considerable efforts to improve the quality of their vocational
education programs, although many of these efforts have yet to reach
the majority of students.  More schools are focusing on integrating
academic and vocational instruction, creating or strengthening
linkages to the business community, and gathering and using more
information for self-assessment. 


      INTEGRATING VOCATIONAL AND
      ACADEMIC INSTRUCTION
------------------------------------------------------ Appendix II:4.1

As shown in figure 3 (see p.10), we observed an increase in the
percentage of schools that reported participating to a "great" or
"very great" extent in teacher training activities to integrate
vocational and academic learning.  Although schools appear to be
moving toward integrating academic and vocational learning, many of
the schools we surveyed had not yet applied integrated learning to
one or more vocational programs.  For example, less than 30 percent
of the schools reported using team teaching in mathematics, English,
or science.  (See table II.7.)



                             Table II.7
              
               Schools Reporting That They Conducted
              Integrated Learning Activities in One or
               More Vocational Education Programs, by
                Subject Matter, 1990-91 and 1993-94


                     1990-   1993-   1990-   1993-   1990-   1993-
                        91      94      91      94      91      94
------------------  ------  ------  ------  ------  ------  ------
Team teaching         11.7  26.2\a    12.5  28.1\a    10.1  26.1\a
 (where academic
 and vocational
 education
 teachers work
 together)
Programs in which      9.3  19.7\a     9.7    17.2     6.8  15.5\a
 academic teacher
 does academic
 teaching in
 vocational
 education class
Programs in which     54.1    62.0    52.6    61.1    48.1    51.8
 vocational
 education teacher
 does academic
 teaching in
 vocational
 education class
Programs in which     24.0  40.2\a    23.4  39.8\a    21.3  35.0\a
 each course
 within vocational
 program
 concentrates on
 academics
------------------------------------------------------------------
\a The change from 1990-91 to 1993-94 was statistically significant
at the 0.05 level. 


      STRENGTHENING TIES TO
      BUSINESS AND COMMUNITY
------------------------------------------------------ Appendix II:4.2

We also found that the schools we surveyed were trying to improve
their ties to the local community.  Compared with 1990-91, in 1993-94
schools reported greater contributions from the local community in a
number of areas.  For example, 21 percent of schools reported that
more industry people teach in the school, 19 percent reported that
more teachers work in local industries for professional development,
and 31 percent reported that more outside organizations provide
mentor programs or job shadowing.  (See table II.8.)



                              Table II.8
               
                   Schools Reporting Changes in the
               Contributions of the Local Community in
                1993-94 Compared With 1990-91, by Type
                           of Contribution

Type of
contribution by      "Much More"                 "Somewhat
business or         or "Somewhat   "About As      Less" or    "Don't
organization               More"       Much"   "Much Less"     Know"
------------------  ------------  ----------  ------------  --------
Teachers work in            18.9        54.8           3.6      22.8
 local industry
 for professional
 development
Industry people             21.0        54.3           2.8      21.9
 teach in the
 school
Helps to develop            36.1        46.9           2.6      14.4
 or modify
 curriculum
Consults with               50.0        36.1           2.5      11.5
 school about
 skills needed by
 students in
 workplace
Donates money to            15.1        54.5           5.2      25.3
 vocational
 education program
Donates material,           25.1        48.4           6.9      19.5
 supplies, or
 equipment to
 vocational
 education program
Makes facilities            20.7        53.1           2.7      23.5
 available to
 students (other
 than through co-
 ops)
Provides positions          33.2        51.1           2.7      13.0
 for work-study,
 co-ops, or
 apprenticeships
Helps evaluate              24.7        53.7           1.3      20.2
 students for
 competency
 attainment
Helps develop               32.2        47.7           2.0      18.1
 competency
 standards
Provides mentor             30.9        46.5           2.8      19.8
 programs or job
 shadowing
--------------------------------------------------------------------

      SCHOOLS MOVE TO USE
      ADDITIONAL DATA IN QUALITY
      ASSESSMENT
------------------------------------------------------ Appendix II:4.3

By amending the Perkins Act to require states and school districts to
continuously assess the performance of vocational-technical education
programs, the Congress sent a clear message that it places importance
on accountability and outcomes.  However, the ability to evaluate
program improvement is heavily dependent on the availability of data. 
Of the districts we surveyed, more are taking steps to use various
indicators to assess their vocational-technical education programs in
1993-94 than in 1990-91.  For example, the percentage of districts
that used occupational competency standards in their program
assessments increased from 68 percent to 85 percent.  (See table
II.9.)



                          Table II.9
           
           Indicators Used by Districts We Surveyed
            to Assess Vocational Programs, 1990-91
                         and 1993-94


                                               1990-   1993-
Possible quality indicator                        91      94
--------------------------------------------  ------  ------
Number of students in vocational education      91.2    94.2
 programs
Number of "high technology" programs            59.9    68.3
Number of students participating in "high       59.3    67.1
 technology" programs
Use of occupational competency standards        68.2    84.8
Use of certificates of competency               49.2    62.4
Graduation rates                                72.3    83.2
Placement rates (additional education,          77.1    86.3
 training, employment, or military service)
Program completion rates                        82.1    91.4
Qualifications of vocational teachers           82.2    88.5
Career counseling or assistance                 80.8    86.2
Linkage with postsecondary vocational           66.8    85.1
 education programs
Linkage with business or labor                  78.7    85.7
Integration of academics with vocational        55.6    87.8
 curriculum
Coherent sequence of courses leading to an      77.8    91.3
 occupational skill
Location of program (e.g., local high           62.5    58.0
 school, area vocational school, community
 college)
Use of modern equipment/facilities              88.3    93.0
Participation in programs and services          85.4    90.4
 designed to eliminate sex bias and
 stereotyping in vocational education
------------------------------------------------------------

      MANY DISTRICT OFFICIALS
      BELIEVED THAT PERKINS
      AMENDMENTS HAVE HAD POSITIVE
      IMPACT
------------------------------------------------------ Appendix II:4.4

Many of the districts we surveyed believed that the Perkins
amendments have had a positive impact on their ability to improve
their vocational education programs and services.  Others believed
that the Perkins amendments made little difference one way or
another; but few reported the amendments adversely affected their
ability to improve programs and services.  Table II.10 provides
specific information on districts' views. 



                             Table II.10
               
                Views of the Districts We Surveyed on
               the Perkins Amendments' Effect on Their
                 Ability to Produce Quality Programs

                          "Greatly
                        Increased"    "Neither  "Decreased
                                or   Increased        " or
                        "Increased         nor    "Greatly    "Don't
                                 "  Decreased"  Decreased"     Know"
----------------------  ----------  ----------  ----------  --------
Your district's               52.6        30.7        14.8       2.0
 ability to purchase
 state-of-the-art
 equipment
Your district's               54.7        19.1        23.8       2.3
 ability to spend
 Perkins funds where
 needed most
Your district's               52.9        31.3        13.6       2.3
 ability to plan
 vocational programs
 and use Perkins funds
Equity with which             31.1        37.1        15.9      15.9
 Perkins funding is
 allocated among
 districts
Amount of record              67.3        21.3         4.0       7.4
 keeping required by
 state to meet Perkins
 requirements
Extent of services            66.6        27.6         4.2       1.5
 your district offered
 to vocational-
 technical students in
 special populations
Extent of services            52.5        36.6         9.1       1.8
 your district offered
 to vocational-
 technical students in
 general
Access special                56.4        40.7         1.4       1.4
 population students
 have to vocational-
 technical programs
Tutoring and                  43.7        50.9         2.7       2.7
 remediation for
 vocational-technical
 students in general
Quality of vocational-        67.3        26.4         4.3       2.0
 technical programs
Your district's               70.6        23.2         4.5       1.6
 program improvement
 efforts
Technical education           50.3        45.3         1.2       3.2
 standards that
 students must achieve
Academic education            51.0        45.3         0.7       3.1
 standards that
 students must achieve
Use of applied                68.5        28.5         0.9       2.1
 curricula in
 vocational-technical
 courses
Use of integration of         71.9        25.3         0.8       2.0
 academic and
 vocational-technical
 courses
Application of                59.9        36.8         0.6       2.7
 measures and
 standards to evaluate
 the effectiveness of
 programs
Development of tech-          67.9        29.1         0.7       2.3
 prep programs
Professional                  63.4        32.2         2.5       1.8
 development
 opportunities for
 instructors and
 administrators
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(See figure in printed edition.)Appendix III
AGGREGATED RESPONSES TO SURVEY OF
PUBLIC SECONDARY SCHOOLS
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(See figure in printed edition.)Appendix IV
AGGREGATED RESPONSES TO SURVEY OF
SCHOOL DISTRICTS
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(See figure in printed edition.)Appendix V
COMMENTS FROM THE DEPARTMENT OF
EDUCATION
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GAO CONTACTS AND STAFF
ACKNOWLEDGMENTS
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GAO CONTACTS

Henry Felder, Assistant Director, (202) 512-7005
Sarah L.  Glavin, Project Manager, (202) 512-7180

STAFF ACKNOWLEDGMENTS

Elsie Picyk, Senior Computer Science Analyst, was responsible for
computer programming and data analysis.  Thomas Hubbs, Senior
Evaluator, provided direction to the project at its earlier stages. 
Thomas Hungerford, Senior Economist, commented on drafts and assisted
with the data analysis.  Laurel Rabin, Communications Analyst,
provided editing and writing assistance. 

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