Teaching vocational programs

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Save this job for later. You must be logged in to save jobs. Vocational concentrators in marketing were more likely than concentrators in other program areas to take advanced courses in their area of concentration 86 percent of marketing concentrators took advanced marketing courses table Sex and race-ethnicity were related to differences in participation in vocational education at both the secondary and postsecondary levels.

Secondary Level High school vocational course-taking patterns differed for males and females. Male graduates in earned about one-third more occupationally specific credits, while female graduates earned almost twice as many consumer and homemaking education credits table 4. Furthermore, the percentages of males and females completing at least one occupational course differed significantly in all program areas except marketing table In particular, males in were more than twice as likely to complete at least one course in agriculture and in trade and industry, while females were more than twice as likely to complete at least one course in health and in occupational home economics figure 6.

Figure Percentage of public high school graduates completing one or more courses in occupational programs by program area, by sex. Between and , there was little increase in the percentage of students participating in occupational programs that were nontraditional for their sex table Rather, the gap narrowed because of a drop in participation for males.

Moreover, the gap in participation for males and females remained about the same in agriculture, health, and occupational home economics. However, while females in were more than one and a half times as likely as males to participate in business, this gap narrowed significantly by The patterns of vocational concentration for males and females were similar to those for coursetaking tables 34 and Males were more likely than females to be vocational concentrators and specialists, while females were more likely to be in the college preparatory track.

Additionally, males were more likely to concentrate in agriculture, trade and industry, and technical and communications, while females were significantly more likely to concentrate in business, health, and occupational home economics.

Native Americans appeared to earn above average numbers of vocational and occupationally specific credits, and Asians below average numbers of these credits, although these differences were not statistically significant possibly due to the small sample sizes for these groups table 4. Native American graduates also appeared both to concentrate and specialize in vocational education at above average rates, although these differences were once again not statistically significant tables 34 and However, Native Americans had higher than average rates of concentration in trade and industry programs, and lower than average rates in programs offering computer coursework, including business and technical and communications.

White, 29 black, 30 and Hispanic graduates differed little from the overall pool of high school graduates in terms of the numbers of vocational and occupationally specific credits they earned and their rates of concentration and specialization.

These groups also exhibited no consistent patterns of over- or underparticipation in specific occupational programs.

Postsecondary Level The majority 57 percent of nonbaccalaureate postsecondary students in were female table In fact, females represented the majority of the student populations at five of the six types of postsecondary institutions in the study, with the exception of public vocational-technical institutes, where males and females participated at similar rates.

This enrollment pattern was reflected among students who reported majoring in vocational programs, with the majority 54 percent of all vocational majors being female. Females were in the minority among vocational majors at public 4-year institutions only. Most 74 percent nonbaccalaureate postsecondary students in were white table However, the racial-ethnic composition of students varied markedly by institution type.

While three-quarters or more of nonbaccalaureate students at public and private 4-year institutions, public 2- to 3-year institutions, and public vocational-technical institutes were white, more than 40 percent of private proprietary students were from a minority group.

Black nonbaccalaureate students reported majoring in vocational education at above average rates, with almost two-thirds of this racial-ethnic group majoring in a vocational program area in comparison with about half of all students table Even after controlling for socioeconomic background, the NAVE found that black postsecondary students were more likely than all other groups to major in vocational areas.

Secondary Level Public high school graduates in who were members of special populations were generally more likely than other graduates to participate in vocational education overall and in occupationally specific education. Graduates in lower socioeconomic quartiles; students with disabilities, lower grade point averages, and greater numbers of accumulated remedial credits; and both student parents and expecting students were more likely to participate than other students.

In addition, they generally earned greater numbers of vocational and occupationally specific credits than their counterparts who were not members of special populations table 5 and figure 7.

Limited-English proficient graduates participated at roughly equal rates as English proficient graduates in vocational education and occupationally specific education and earned roughly similar numbers of credits in these curricula.

Figure Average number of credits accumulated by public high school graduates in occupationally specific courses, by special population status. Members of most special population groups were also more likely than other graduates to concentrate and specialize in vocational education tables 35 and Students in lower socioeconomic quartiles and students with disabilities, lower grade point averages, and greater numbers of accumulated credits in remedial coursework were more likely than other students to be both vocational concentrators and specialists.

Limited-English proficient students were more likely than their English proficient counterparts to be vocational concentrators. Special population students were somewhat less likely than other graduates to concentrate in programs offering exposure to computer coursework table Students in lower socioeconomic quartiles and students with lower grade point averages and greater numbers of accumulated credits in remedial coursework were more likely than their economically and academically advantaged counterparts to concentrate in occupational home economics and trade and industry.

Students with disabilities were more than twice as likely as nondisabled students to concentrate in trade and industry, and were less likely to concentrate in technical and communications. Additionally, students accumulating greater numbers of credits in remedial coursework were less likely than other students to concentrate in business.

However, students in lower socioeconomic quartiles were more likely than their more affluent counterparts to concentrate in business. Postsecondary Level Economically disadvantaged students and unmarried students with dependents were more likely to report a vocational major than other nonbaccalaureate postsecondary students, but academically disadvantaged and disabled students were no more likely to do so table Specifically, during the academic year, nonbaccalaureate postsecondary students from families in lower socioeconomic quartiles were more likely to report majoring in a vocational program than students from affluent families.

Additionally, unmarried students with dependents were more likely than all other groups to major in vocational education. In contrast, there was no consistent relationship between grade point average and majoring in vocational education, and disabled students were no more likely than their nondisabled peers to report a vocational major.

Incarcerated Persons Section of the Perkins Act called upon the Department of Education to report information on the participation of incarcerated persons in vocational education. NALS revealed that about one-third of federal and state prison inmates aged 16 or over in had received vocational training during their current period of incarceration table Whether inmates received vocational training varied by educational attainment.

Inmates with a high school diploma or GED, or with some college education, were more likely than inmates with lower educational attainment to receive vocational training as their sole educational activity. However, inmates participated in a combination of vocational and nonvocational activities at similar rates regardless of their educational attainment.

Academic Coursetaking at the Secondary Level In , fewer than one in five public high school graduates met all of the academic standards established in A Nation At Risk for noncollege-bound graduates table Increased vocational coursework was associated with higher rates of compliance with the computer science standard. Additionally, graduates concentrating in the "high tech" fields of technical and communications and business were more likely than other vocational concentrators to meet all of the A Nation At Risk standards, and were just as likely as nonconcentrators to do so.

These technical and business concentrators were also more likely than other vocational concentrators to specialize in the college preparatory curriculum, and technical concentrators were just as likely as graduates with no vocational concentration to do so table However, the rate of tradeoff between academic and vocational credits varied across academic subject areas.

For example, as graduates earned greater numbers of vocational credits, the decline in academic credits they earned was smaller for English and social studies and greater for foreign language than it was for other academic subjects figure 8.

Figure Academic credits earned by public high school graduates as a percent of academic credits earned by graduates with low participation in vocational education,1 by subject area and number of vocational credits accumulated: Additionally, the rate of tradeoff between vocational and advanced academic credits varied across academic subject areas.

As graduates earned greater numbers of vocational credits, the decline in advanced math credits they earned was greater than the decline in math credits in general. However, there was no significant difference between the rates of decline in advanced and general English and science courses.

Generally, as vocational coursetaking increased, students not only earned fewer credits in academic subject areas but also completed more of their academic coursework at lower levels. For example, as public high school graduates earned increasing numbers of credits in vocational education, they also earned more credits in remedial English, in math at levels lower than Algebra 1, and in survey science courses tables 43, 45, and As previously discussed, these patterns may reflect the fact that academically disadvantaged students were more likely than their advantaged counterparts to participate heavily in vocational education.

Efforts to Integrate Academic and Vocational Education In an effort to improve the quality of both academic and vocational education, the Perkins Act encouraged secondary schools and postsecondary institutions to integrate these curricula. However, most of these efforts involved enhancing existing vocational courses--rather than significantly restructuring the academic and vocational curricula--and did not appear to receive a substantial new allocation of resources, particularly in terms of allocating teachers' time.

The following discussion provides examples of integration efforts undertaken at both the secondary and postsecondary levels. Secondary level.

At the secondary education level, more than 80 percent of public high schools offering vocational courses reported taking some action to integrate academic and vocational education by the school year table Vocational schools including full-time and area or regional vocational high schools were more likely than comprehensive high schools to have begun integration efforts.

Among schools taking integration steps, vocational schools were also more likely to report efforts to integrate occupational programs. The most frequently used method of integrating academic and vocational education was to incorporate employability or generic work skills, such as SCANS skills, into vocational courses table Postsecondary level.

At the postsecondary education level, almost all institutions more than 96 percent reported taking some action to integrate academic and vocational education by the school year table The most common integration efforts involved increasing the basic skills of vocational students through supporting remedial or developmental education and establishing general education competencies for these students.

The most common way in which faculty were involved in developing integrated curricula was reviewing general education requirements or developing academic materials to be incorporated into existing vocational courses. Faculty members had regularly scheduled time to work on integration efforts at about one-quarter of community colleges and vocational-technical institutes, and at about one in ten area or regional vocational schools serving postsecondary students.

Mathematics Achievement at the Secondary Level A recent study of the relationship between coursetaking and achievement found that increased academic coursetaking was consistently associated with higher mathematics achievement, and increased vocational coursetaking with lower mathematics achievement, as measured by a National Assessment of Educational Progress NAEP achievement test.

Furthermore, as the number of vocational credits that graduates accumulated rose, their mathematics test scores tended to decrease tables and The study indicated that these patterns persisted for males and females and graduates in all racial-ethnic groups.

The study cautioned against assuming a causal relationship between vocational coursetaking and lower mathematics achievement based on these findings. Because the study examined achievement at a single point in time, it was unable to isolate students' prior ability or achievement and, therefore, to control for preexisting differences--or "selection effects"--between students who completed greater and fewer numbers of vocational courses.

In addition, the tendency of heavy vocational coursetakers to complete a large proportion of their academic courses at lower levels, as noted earlier in this report, may also contribute to these low math test scores. Postsecondary Employment and Earnings Outcomes Among the general population, only about one in five adults aged in the summer of had completed a postsecondary degree or certificate, and about one-fourth of those completers earned their highest postsecondary award in a vocational field table Vocational completers were more likely than persons never attending a postsecondary institution to be employed table However, while they appeared more likely than postsecondary noncompleters to be employed, this difference was not statistically significant.

Vocational completers were employed at similar rates as nonvocational associate's degree or certificate holders, and were slightly less likely to be employed than bachelor's degree holders.

Training-related employment appeared to make no difference in the constancy with which postsecondary vocational completers were employed between the summer of and the winter of table In addition to offering classroom-based courses, secondary schools and postsecondary institutions often provide opportunities for work-based learning, such as cooperative education, work experience, and school-based enterprises.

Cooperative education and work experience programs allow students to earn school credit in conjunction with paid or unpaid employment. Cooperative education programs place students in jobs related to their vocational field of study, and typically involve employers in developing a formal training plan and evaluating students. On the other hand, traditional work experience programs sometimes place students in vocationally unrelated jobs, and may not involve employers as extensively as cooperative education programs.

About one-half of public high schools in offered cooperative education programs table In contrast, fewer than one-third offered school-based enterprises and other work experience programs. Vocational schools were more likely than comprehensive high schools to offer each of these programs. Among vocational schools, area vocational schools were more likely than full-time vocational high schools to offer school-based enterprises and other work experience programs.