Selected Findings
This report examines survey data on occupational program activities at the public secondaryand less-than-4-year postsecondary education levels. Most findings are based on schools and institutionsthat offered at least one occupational program that prepared students for the occupations listed in thesurveys.
Program Offerings Across Secondary Schools
In 1999, 66 percent of all public secondary schools, or over 11,000 such schools, offered atleast one of the listed occupational education programs (Table 3 and 4). The distribution of offeringslargely follows the distribution of schools: 89 percent of all public secondary schools are comprehensivehigh schools, and 84 percent of the schools that offer at least one of the listed occupational programs arecomprehensive high schools (Figure 3). Likewise, 11 percent of all public secondary schools arevocational schools, and 16 percent of the schools that offer at least one of the listed programs arevocational schools.
Among all public secondary schools that offered at least one occupational program in 1999,some broad program areas and some specific programs were more popular than others. A majority ofthese schools offered at least one program in two broad program areas-business and marketing (85percent) and technical occupations (60 percent). About half of the schools offered at least one program ineach of the other broad program areas-mechanical occupations, the building trades, health/life sciences,and service occupations (Table 4). Within each broad program area, vocational schools make up from 15percent to 27 percent of the public secondary schools that offer at least one program in that area (Figure 4).Other findings follow:
- Several specific occupational programs were offered at over 4,000 schools in 1999.These include accountant/bookkeeper (7,783), administrative assistant/secretary(6,019), drafter or CADD operator (5,344), and carpenter (4,703)8( Table 3).
- The following specific occupational programs were offered at fewer than 1,000 schoolsin 1999: medical/life sciences lab technician (718); AC/heating/refrigeration repairtechnician (709); engineering technician (466); and paralegal/legal assistant (313)9(Table 3).
- At the specific program level, vocational schools have a relatively large share of themarket for some offerings. Despite vocational schools" lower number overall, themajority (58 percent) of secondary schools that offer occupational programs inAC/heating/refrigeration repair are vocational schools, and about half of the schoolsthat offer programs in cosmetology (49 percent) and plumbing (46 percent) arevocational schools (Table 3).
- There are more comprehensive schools than vocational schools in the United States,and most public secondary schools offering at least one of the listed occupationalprograms were comprehensive schools. The distribution of these schools by typevaried by broad program area, however, ranging from vocational schools representing15 percent of the schools offering at least one business and marketing occupationalprogram to 27 percent of the schools offering at least one mechanical occupationsprogram (Figure 4).
Program Offerings Within Each Type of Secondary School
As one might expect, vocational schools were more likely than comprehensive schools tooffer the listed occupational programs; 98 percent of vocational schools offered at least one of the listedprograms, compared to 63 percent of comprehensive schools. In addition, most comprehensive schoolsoffered either no occupational programs or just a few programs (75 percent offered up to 5 programs); theytend to limit their vocational curriculum (Figure 1). Vocational schools, by contrast, tend to offer a widerrange of occupational programs. Seventeen percent of public vocational schools offered up to 5occupational programs, whereas 83 percent offered 6 or more programs.
One result of the disparity in the number of offerings between comprehensive and vocationalschools is that with few exceptions (as noted below), specific occupational programs are more commonamong vocational schools than among comprehensive schools.
- Most occupational programs were offered by comprehensive schools, simply becausethere were so many more comprehensive schools (Table 3). Any given vocationalschool, however, was more likely than a comprehensive school to offer occupationalprograms in each of the six broad program areas (Table 4).
- Vocational schools were also more likely than comprehensive high schools to offerprogram in each specific program area, with the exception of accounting/bookkeeping,which was offered equally often by comprehensive (52 percent) and vocational schools(46 percent) (Table 4).
- Among schools that offered at least one vocational program, some occupationalprograms commonly found in vocational schools were relatively rare amongcomprehensive schools, for example, plumber (80 versus 7 percent), electrician (49versus 14 percent), auto body repair (46 versus 10 percent), computer/electronicstechnician (44 versus 17 percent), and cosmetologist (42 versus 9 percent) (Table 4).
Program Offerings Across Postsecondary Institutions
In 1999, 90 percent of all less-than-4-year postsecondary institutions, or 3,277 institutions,offered at least one of the listed occupational programs (tables 2 and 20). The distribution of offeringsfollows the distribution of schools: 57 percent of all less-than-4-year institutions are 2-year institutions,and 56 percent of the institutions that offer at least one of the listed occupational programs are 2-yearinstitutions (tables 1 and 20). Likewise, 43 percent of all less-than-4-year institutions are less-than-2-yearinstitutions, and 44 percent of the institutions that offer at least one of the listed programs are less-than-2-year institutions (Figure 3 and Figure 5).
Among less-than-4-year postsecondary institutions that offered at least one occupationalprogram in 1999, some broad program areas and some specific programs were more popular than others.A majority of these institutions offered at least one program in three broad program areas-services (64percent), health/life sciences (61 percent), and business and marketing (60 percent). About half of theseinstitutions offered programs for technical occupations (53 percent). Fewer than half of these institutionsoffered at least one program in two other broad program areas-mechanical occupations (33 percent), andthe building trades (30 percent) (Table 23). Other findings include:
- Several specific occupational programs were offered at over 1,000 institutions in 1999,including administrative assistant/secretary (1,749); accountant/bookkeeper (1,608); computer technician (1,200); cosmetologist (1,141); and medical or dental assistant(1,095)10 (Table 20).
- The following specific occupational programs were offered at fewer than 300institutions in 1999: bricklayer/mason (191); agriscience technician (126); andveterinary assistant (89)11 (Table 20).
- The prevalence of offerings at 2-year (rather than less-than-2-year) institutionsincreases at the level of specific occupational programs. In general, 2-year institutionsaccount for 80 to 90 percent of the institutions that offer a specific occupationalprogram. Cosmetology was the only occupational program more likely to be offeredby a less-than-2-year institution than by a 2-year institution (69 percent versus 31percent, respectively) (Table 20).
Program Offerings Within Each Type of Postsecondary Institution
A similar percentage of 2-year and less-than-2-year institutions offered at least one listedoccupational program; 91 percent of less-than-2-year institutions offered at least one of the listedprograms, compared to 88 percent of 2-year institutions (Table 23). However, on average, 2-yearinstitutions offered a greater number of occupational programs. Most less-than-2-year institutions focus onone or a few occupational fields; they tend to specialize their curriculum. Two-year institutions, incontrast, tend to be larger institutions that offer a broader selection of programs; they are more likely togeneralize their curriculum. As shown in Figure 1, 58 percent of 2-year institutions offered more than fivespecific occupational programs, compared to 10 percent of less-than-2-year institutions. One result of thisdisparity in the number of offerings is that with one exception (cosmetology), specific occupationalprograms are more common among 2-year institutions than among less-than-2-year institutions. Otherfindings include:
- Two-year institutions were more likely than less-than-2-year institutions to offer aprogram in five of the six broad program areas; less-than-2-year institutions were aslikely as 2-year institutions to offer a program in service occupations (which includescosmetology) (Table 23).
- The likelihood of offering a program differs even among those institutions that offerprograms. Among the 90 percent of less-than-4-year institutions that offered at leastone occupational program, 2-year institutions were more likely than less-than-2-yearinstitutions to offer a program in each specific program area. The sole exception wascosmetology, which was offered by 54 percent of less-than-2-year institutions thatoffered at least one program but only 20 percent of comparable 2-year institutions(Table 23).
- Among institutions that offered at least one occupational program, many programscommonly found in 2-year institutions were relatively rare among less-than-2-yearinstitutions, for example, electronics technician (50 versus 8 percent), computerprogrammer (48 versus 6 percent), childcare worker (42 versus 4 percent), andemergency medical technician (38 versus 5 percent) (Table 23).
The PEQIS survey asked respondents at less-than-4-year institutions to identify whichoccupational programs they offered for academic credit and which they offered through noncredit courses.
- Overall, 71 percent of less-than-4-year institutions offered at least one of the listedoccupational programs on a for-credit basis, and 41 percent offered at least oneprogram on a noncredit basis. More specifically, 49 percent of these institutionsoffered one or more programs only on a for-credit basis; 19 percent offered one ormore programs only on a noncredit basis; and 22 percent offered programs on both afor-credit and noncredit basis (not in a table) (tables 23 to 25). (The remaining 10percent offered none of the listed programs.)
- Nearly all 2-year institutions with occupational programs (97 percent) offered at leastone program on a for-credit basis. Fewer less-than-2-year institutions with occupationalprograms (57 percent) offered at least one program on a for-credit basis (Table 25 and Figure 6).
- By contrast, less-than-2-year institutions were more likely to offer at least one noncreditcourse. Fifty-three percent of less-than-2-year institutions with occupationalprograms offered at least one occupational program as a noncredit course, while 41percent of 2-year institutions did the same (Table 24 and Figure 6).
- Less-than-2-year institutions were a minority of the postsecondary institutions offeringnoncredit programs in five of the six broad program areas; they were a majority ofthose offering noncredit programs in service occupations, largely because of therelative prevalence of noncredit cosmetology programs (Table 21).
Procedures Used to Ensure that Courses Teach Relevant Job Skills
Educators responsible for occupationally specific courses typically attempt to ensure that thecontent of their courses relates well to the occupations for which they prepare their students. Variousprocedures exist for ensuring a match between course content and occupational skill requirements, five ofwhich were included in the surveys. For public secondary schools, the five listed procedures were industryadvisory committees, surveys of employers" skill needs, followup surveys of graduates, student workexperience (e.g., internships), and faculty externships (work experience). Multiple responses were allowedto this survey item. Specific findings include:
- Each of four of these procedures¾industry advisory committees, surveys ofemployers" skill needs, surveys of student graduates, and student workexperience¾was used by at least two-thirds of all public secondary schools withoccupational programs. Almost half of these schools used faculty externships to ensurethat courses teach appropriate job skills (Table 5).
- Faculty externships were often the least frequently used procedure across broadprogram areas and types of institution (Table 5).
- Among schools with occupational programs, vocational schools were more likely thancomprehensive schools to use four of the five procedures (all except surveys ofemployers" skill needs, where the difference was not statistically significant) for atleast one of their occupational programs (Table 5 and Figure 7).
Among schools with occupational programs, vocational schools were more likely thancomprehensive schools to use four of the five procedures (all except surveys ofemployers" skill needs, where the difference was not statistically significant) for atleast one of their occupational programs (Table 5 and Figure 7).
For less-than-4-year postsecondary institutions, five procedures were listed in the survey:industry advisory committees; surveys of employers" skill needs; followup surveys of graduates;mechanisms for faculty to get recent work experience; and periodic internal reviews. Again, multipleresponses were allowed to this survey item. Specific findings include:
- Each of four of these procedures¾industry advisory committees, surveys ofemployers" skill needs, surveys of student graduates, and periodic internalreviews¾was used by about four-fifths of less-than-4-year postsecondary institutionswith occupational programs in at least one of their programs. About half of theseinstitutions used mechanisms for faculty to get recent work experience (Table 26).
- Mechanisms for faculty to get recent work experience tended to be the least frequentlyused procedure across broad program areas and types of institution (Table 26).
- Less-than-2-year institutions with occupational programs were as likely as 2-yearinstitutions to use each of the five procedures for at least one of their occupationalprograms (table 26 and Figure 8).
Use of Skill Competencies
To provide a description of the use of skill competencies in occupational programs,respondents in both surveys were asked whether skill competency lists had been developed or adopted forprograms that prepared students for each occupation listed in the surveys.
Most secondary schools with one or more of the listed occupational programs had developedor adopted skill competency lists for their programs. Specific findings include:
- In 1999, 78 percent of public secondary schools that offered at least one listed programhad developed or adopted skill competencies for all of their programs and 95 percenthad developed or adopted skill competencies for at least one program (Table 6).
- A large majority of the schools had skill competency lists for programs within each ofthe six occupation areas. For example, 85 percent had competencies for all of theprograms offered for business and marketing occupations, and 89 percent usedcompetencies for at least one business and marketing program (Table 6).
- Vocational schools were slightly more likely than comprehensive schools (99 versus 94percent) to use a skill competency list for at least one of their listed occupationalprograms. This was true for occupational programs overall and for those in five of thesix broad program areas (all except business and marketing) (Table 6 and Figure 9).
As with secondary schools, a large proportion of 2-year and less-than-2-year postsecondaryinstitutions that offered one or more of the relevant occupational programs reported that skill competencylists had been developed or adopted for their programs. Specific findings include:
- In 1999, 77 percent of less-than-4-year institutions that offered at least one listedprogram had developed or adopted skill competencies for all of their programs and 93 percent had developed or adopted skill competencies for at least one program (Table 27).
- A majority of the institutions had skill competency lists for programs within each ofthe six occupation areas. For example, 75 percent had competencies for all of theirbusiness and marketing programs, and 82 percent used competencies for at least onebusiness and marketing program (Table 27).
- There was no significant difference between 2-year and less-than-2-year institutions"use of skill competencies for at least one occupational program (92 compared with 96percent). However, within each broad program area, less-than-2-year institutions weremore likely than 2-year institutions to use a skill competency list for at least one oftheir occupational programs (Table 27 and Figure 10).
Educator and Industry Involvement in Skill Competency Development
Schools and postsecondary institutions were asked to indicate the extent of educator andindustry involvement in skill competency development-that is, whether the skill competency lists weredeveloped or adopted exclusively by individual course instructors or group(s) of educators, primarily byeducators with industry input, with about equal educator and industry input, or primarily or exclusively byindustry.
Skill competency lists for at least one program were developed or adopted exclusively byeducators, without industry input, in about one-third (32 percent) of all public secondary schools thatoffered at least one listed occupational program. About half of these schools (54 percent) reported a minorlevel of industry input in developing or adopting skill competency lists for at least one of their programs.Fewer schools indicated that industry was equally involved in the procedure (34 percent), and fewer stillreported primary or exclusive industry input in skill competency development (6 percent) (Table 7). Otherspecific findings include:
- Involvement "primarily by educators with industry input" was the most commonstrategy for the development or adoption of skill competency lists. This strategy wasused by 54 percent of public secondary schools that offered at least one listedoccupational program for least one of their skill competency lists (Table 7).
- Vocational schools were more likely than comprehensive schools to involve industry inthe development or adoption of skill competency lists. Vocational schools were morelikely than comprehensive schools to report that developing or adopting skillcompetency lists for at least one of their occupational programs was done primarily byeducators with industry input (62 versus 53 percent), or that it was done with aboutequal educator or industry input (49 versus 31 percent). Comprehensive schools, onthe other hand, were more likely than vocational schools to develop or adopt skillcompetency lists exclusively by educators (35 versus 19 percent) (Table 7 and Figure 11).
- The use of skill competencies developed or adopted primarily by industry wasrelatively uncommon in both types of schools. Only 5 percent of comprehensiveschools and 9 percent of vocational schools reported using this type of competency listfor at least one of their occupational programs (Table 7 and Figure 11).
Industry seemed to have a comparable level of involvement in skill competency lists at thepostsecondary level. Eight percent of less-than-4-year institutions with at least one of the listed programsinvolved industry primarily or exclusively (versus 6 percent at the secondary level), 36 percent involvededucators and industry equally (versus 34 percent at the secondary level), and 44 percent used primarilyeducators with industry input (versus 54 percent at the secondary level) (Table 28 and 7). Other findingsinclude:
- Involvement "primarily by educators with industry input" was the most commonstrategy for the development or adoption of skill competency lists. Forty-four percentof less-than-4-year postsecondary institutions offering at least one listed program hadat least one list developed primarily by educators with industry input (Table 28).
- It was most common for institutions to have their skill competency lists developed or adopted primarily by educators with industry input. For at least one program in each ofthe broad program areas, about half of the institutions (ranging from 42 to 51 percent)used this strategy. Development of competency lists with industry's primary orexclusive involvement was least common, ranging from 1 percent of institutions for thebusiness and marketing program area to 12 percent for the building trades (Table 28).
- Two-year institutions with occupational programs were more likely than their less than-2-year counterparts to involve industry in the development or adoption of skillcompetency lists. For at least one program, 11 percent of 2-year institutions involvedindustry exclusively, versus 5 percent for less-than-2-year institutions; 38 percent of 2-year institutions involved industry and educators equally, versus 34 percent for less than-2-year institutions; and 52 percent primarily used educators with industry input,versus 33 percent for less-than-2-year institutions (Table 28 and Figure 12).
- The development or adoption of skill competencies primarily or exclusively byindustry was relatively uncommon in both types of institutions. As noted above,among institutions that offered at least one occupational program, only 11 percent of 2-year institutions and 5 percent of less-than-2-year institutions reported using thismethod for at least one of their occupational programs (Table 28 and Figure 12).
Criteria Used to Determine if a Student is a Program Completer
Traditionally, secondary schools have not formally designated students as "vocational,""technical," or "occupational" students. This type of labeling can be viewed as a form of tracking, which is in turn viewed by some educators and researchers as an inequitable process for sorting students (e.g.,Oakes 1985). The 1998 Perkins Act, however, encourages schools to develop coherent vocationalprograms and to identify the students who participate in these programs. State and local efforts to improvevocational education, such as efforts that encourage or require students to select a career pathway or careermajor, also can lead to the development of criteria for determining whether students complete occupationalprograms. As a result of these various pressures, some schools have developed criteria for determiningwhether a student has completed an occupational program-that is, whether a student is a "vocationalprogram completer."
The FRSS survey instrument asked secondary schools what criteria, if any, they used todetermine whether a student is a "vocational program completer." The criteria include end of programexam (not a course or graduation exam); passage of specific vocational courses; minimum grade pointaverage in program; and passage of specific academic courses other than graduation requirements.Findings include:
- In 1999, the majority of public secondary schools with listed occupational programsused some criteria to determine whether a student was a program completer in at leastone of their occupational programs (89 percent) and in all of their programs (77percent) (Table 8).
- Eighty to 88 percent of public secondary schools with listed occupational programsused some criteria to determine whether a student was a program completer in all oftheir programs within each of the six broad occupational program areas (Table 8).
- The most commonly used vocational completer criterion was the passage of specificvocational courses; 75 percent of public secondary schools with at least one of thelisted occupational programs used this criterion, while only 17 to 30 percent used eachof the remaining criteria in at least one of their occupational programs (Table 9).
- Vocational schools were more likely than comprehensive schools to use criteria todetermine whether a student was a program completer. Ninety-eight percent ofvocational schools had such criteria for at least one of their listed occupationalprograms, compared to 87 percent of comprehensive high schools. Likewise,vocational schools were more likely to use vocational completer criteria in at least oneof their occupational programs within five of the six broad program areas (theexception being health/life sciences occupations) (Table 8).
- Vocational schools were more likely than comprehensive schools to use the passage ofspecific vocational courses or a minimum program grade point average as completercriteria in at least one of their programs in most broad occupational areas (with theexceptions of health/life sciences programs for the passage of specific vocationalcourses, and the service programs for minimum grade point average). For example, inbusiness and marketing programs, the passage of vocational courses was used by 84percent of vocational schools and 67 percent of comprehensive schools, and a minimum program grade point average was used by 34 percent of vocational schoolsand 20 percent of comprehensive schools (Table 9).
Credentialing Mechanisms
Occupational programs are sometimes linked to a credentialing process, through whichstudents are awarded official documentation that they have completed a program and/or passed a skillstest. At the secondary level, potential credentials (other than the high school diploma) are state- orindustry-awarded regulatory credentials (a registration, license, or certification) and school-awardedoccupational skill certificates. The FRSS public secondary school survey asked whether programs foreach occupation prepared students either for a state or industry regulatory examination or to earn anoccupational skill certificate. Specific findings include:
- In 1999, seven percent of public secondary schools with listed occupational programsprepared students in all of their occupational programs for a state or industry regulatoryexam, while 41 percent did so in at least one of their programs (Table 10).
- Programs that prepared students for state or industry regulatory exams were morecommon in the health/life sciences (47 percent) and service (36 percent) occupationalareas than they were in the business and marketing (10 percent) or technical (16percent) occupational areas (Table 10).n More than half of the programs in nursing and in cosmetology prepared students totake state or industry regulatory exams (63 percent and 80 percent, respectively) (Table 10).
- Vocational schools were more likely than comprehensive schools to prepare studentsfor a state or industry regulatory exam in at least one of their offered occupationalprograms (67 versus 36 percent, respectively) (Table 10).
- In 1999, 31 percent of public secondary schools with occupational programs preparedstudents in all of their occupational programs to earn an occupational skill certificate,whereas 55 percent did so in at least one of their programs (Table 11).
- Within each of the six broad occupational program areas, between 43 and 56 percent ofpublic secondary schools prepared students to earn occupational skill certificates for atleast one program in the area (Table 11).
- More than half of the following specific occupational programs prepared students toearn occupational skill certificates: AC/heating/refrigeration technician (72 percent),auto body repairer (69 percent), computer/electronics technician (66 percent), nurse ornurses" aide (64 percent), cosmetologist (63 percent), machinist (61 percent), andautomotive mechanic/technician (59 percent) (Table 11).
- Among schools with listed occupational programs, vocational schools were more likelythan comprehensive schools to offer at least one program that prepared students to earnoccupational skill certificates (81 versus 50 percent) (Table 11).
At the postsecondary level, the PEQIS survey asked less-than-4-year postsecondaryinstitutions whether their occupational programs prepared students to earn a range of credentials. First, thesurvey asked about two standard academic credentials-associate's degrees and institutionalcertificate/diploma. The survey also asked about regulatory credentials-state registrations, licenses, orcertificates-and two types of credentials offered by industry, associations, or unions-industry/tradecertificates or diplomas, and company certificates (e.g., Cisco Certified Internet work Expert). The lattercategory was meant to represent the credential obtained for completion of a company's training programthrough a postsecondary institution. Specific findings include:
- In 1999, about half (53 percent) of less-than-4-year postsecondary institutions withlisted occupational programs offered institutional certificates/diplomas in all of theirprograms, and 87 percent offered this type of credential for at least one of theirprograms. Next most common were associate's degrees and state-awarded regulatorycredentials (registrations, licenses, or certificates), each offered by about half of theseinstitutions for at least one of their programs. Industry/trade certificates or diplomaswere available for at least one program at about one-third of these institutions, andcompany certificates were available at about one-fifth of these institutions (Table 29).
- Postsecondary institutions were less likely to offer associate's degrees or institutionalcertificates/diplomas in all of their building trades programs (5 and 19 percent,respectively) than in any of the other broad program areas (24 to 59 percent forassociate's degrees, and 50 to 69 percent for institutional certificates/diplomas) (Table 29).
- Fewer than one-third of 2-year institutions with listed occupational programs offeredany one credential in all of their programs. However, a large majority (84 percent) ofless-than-2-year institutions with occupational programs offered institutionalcertificates/diplomas in all of their programs, and 56 percent offered a stateregistration, license, or certificate in all of their programs (Table 29). (This differencebetween institutions may be partially due to the fact that 2-year institutions tend tooffer more programs than do less-than-2-year institutions.)
- Among all less-than-4-year institutions, company certificates were the least common ofthe five types of credential offered. This credential is particularly infrequent at less than-2-year institutions. Twenty-three percent of 2-year institutions offered companycertificates in at least one of their occupational programs; only 9 percent of less-than-2-year institutions did so (Table 29 and Figure 13).
Relationships Among Program Characteristics
Most of the tables in this report present the percentages of schools or institutions possessing acertain characteristic, such as the proportion of schools that had developed or adopted a skill competencylist for their occupational programs. In tables 12 to 19, the FRSS survey data from public secondaryschools are examined in a relational context. In other words, these tables represent the extent to whichprograms that possess one characteristic tend to also possess (or not possess) a second programcharacteristic-that is, the extent to which program characteristics tend to be associated with each other.For example, table 18 allows one to determine whether programs that offered vocational skill certificateswere more likely than those that did not offer skill certificates to use skill competency lists. So, forexample, 92 percent of accounting/bookkeeping programs that offered skill certificates used skill competency lists, while 84 percent of accounting/bookkeeping programs that did not offer skill certificatesused competency lists.
In concise form, the six program characteristics featured in tables 12 to 19 are as follows:
- Whether the program uses a skill competency list;
- Whether the program involves industry in developing or adopting skill competencylists;
- Whether the program uses any criterion to determine if a student is a programcompleter;
- Whether the program uses a particular criterion to determine if a student is a programcompleter (e.g., end of program exam, minimum grade point average in program);
- Whether the program prepares students for state or industry regulatory exam; and
- Whether the program prepares students for an occupational skill certificate.
These program characteristics indicate ways in which programs can provide quality-controlmechanisms. Data from tables 12 to 19 show how these potential quality-control structures relate to eachother. Do programs that have one quality-control structure tend to have others as well? Are there twotypes of occupational programs: those with quality-control structures and those without? Or, does one findthat certain types of quality-control structures tend to be found with certain other types?
More specifically, tables 12 to 19 are organized to investigate whether programs that offered skillcertificates or that used criteria to identify program completers were more or less likely to have otherquality-control structures. Taking each question in turn:
Were programs that offered skill certificates more or less likely to have other quality controlstructures?
(see tables
13,
14,
17, and
18)
- Overall, programs that offered skill certificates were more likely than programs that didnot offer skill certificates to use skill competency lists (Table 18).12 Programs that offered skill certificates were also more likely that those that did not offerskill certificates to involve industry in the development or adoption of their skillcompetency lists (Table 13).
- Programs that offered skill certificates were more likely than those that did not offer skillcertificates to define vocational program completers (Table 17).
- In addition, programs that offered skill certificates were more likely than those that did notoffer skill certificates to define program completers based on the students" grade pointaverage or on their vocational courses; however, programs that offered skill certificateswere no more likely than those that did not offer certificates to define program completersbased on their academic courses or on an end of program exam (Table 14).
Were programs that used criteria to identify program completers more or less likely tohave other quality-control structures?
(see tables
15,
16, and
19)
- Overall, programs that identified program completers were no more likely thanprograms that did not identify program completers to use skill competency lists (table15).
- However, programs that identified vocational completers were more likely thanprograms that did not identify completers to involve industry in the development oradoption of their skill competency lists (Table 16).
- In addition, programs that identified program completers were more likely than thosethat did not identify completers to offer skill certificates (Table 19).13
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