A study examined the activity of the state technical committees that were mandated by the Carl D. Perkins Vocational Education Act. The study's main objectives were to identify (1) the methods that individual state technical committees used to develop and verify task lists and/or skill inventories; (2) the different reasons for selecting the job area/occupation chosen; and (3) the ways in which states are implementing the task lists in their curricula. Thirty-six states, the District of Columbia, and Puerto Rico responded to the survey. The most common method of developing a task list was to compile a basic list from more than one existing list and then to verify it by a panel or committee of representatives from that job area. Few states had the same reason for selecting the job area/occupation analyzed. Reasons cited included needs assessments; economic outlook; societal problems and needs; input from business/labor, state staff, educators, enrollees; and business/labor analyses. The lists are being used for such purposes as modifying curricula, defining model curricula, developing guides, providing teacher inservice training, and selecting and developing new curriculum materials. (This document presents state-by-state responses to the survey questions in chart form, and includes a copy of the survey form.) (MN)