On July 31, 2018, President Trump signed into law a bipartisan bill that supports the work of states to prepare students of all ages for career success through career and technical education (CTE) programs. The new law, known as the Strengthening Career and Technical Education for the 21st Century Act, is the long-awaited update of the Carl D.…

Educational reform in the United States is perpetually evolving. Much of the recent reforms have concentrated on high-stakes testing and assessment, but a parallel effort has been emerging in the field of vocational and career education. Prompted partly by federal legislation--most recently by the Carl D. Perkins Career and Technical Education Act…

Section 131(b) of Part C of the Vocational Education Amendments of 1968 provides Federal funding for State-administered research and development activities in vocational education. The funds are allocated to the States on the basis of a population formula prescribed in the law. The total funding amounted to almost 18 million dollars in fiscal year…

To ensure that resource assignments may be appropriately allocated on a sound basis, this study was designed to provide the Arizona research coordinating unit of career and vocational education with a prioritized list of vocational education research needs. Representatives from all levels of vocational education in Arizona were assembled to…

Linear programing is an approach that Oklahoma is currently using to channel vocational and technical education programs into manpower areas that need training. (BP)

The publication provides a listing of the projects supported in each State through grants and contracts funded by the States under Section 142(D) of Part D of the Vocational Education Amendments of 1968. The listing, which is arranged alphabetically by States, shows the title of each project, the name of the grantee or contractor conducting the…

Following an analysis of Vermont's present system of allocating state and federal vocational education funds, alternative formulas and methods for allocation are presented. The first chapter focuses on concerns raised with the present system, particularly the data used to allocate money and the focus on concern for distribution across institutions…

The process used to develop a five-year and annual Illinois state plan for sex equity in vocational education programs is described and analyzed. The appropriateness of theory and frameworks used to develop the plan are examined as well as the five-phase operational framework which emerged from the developmental process: expectations and…

Designed for state vocational education Research Coordinating Units (RCU) personnel who manage dissemination programs, this guide offers suggestions for sharing dissemination responsibility with other state programs. The guide examines the possibilities of integrating activities in a horizontal dimension, i.e., across state educational agency…

The legislative mandate of Section 507, 1972 Education Amendments (PL 92-318), called for an evaluation and assessment of Title I (1965 Elementary and Secondary Education Act) operations and their impact on migrant students. Emphasizing a comprehensive description of program activities, the study did not attempt to measure educational quality by…

The main purpose of the Evaluation and Training Institute Distribution Study was to design a system for distributing vocational education funds in California which complied with requirements of P.L. 94-482 and was equitable and practical to implement. Eight states were selected whose state plans, vocational education delivery systems, and/or…

A review of Indiana's current system of financing public vocational-technical education was limited to these concerns: the resource needs of vocational-technical education to keep the current delivery system up-to-date and the resources necessary to expand vocational-technical education services to those not being served. Although the current…

To better plan and evaluate vocational education programs at the state level, a mathematical formula was evolved for allocating resources to local education agencies (LEA's) which would reflect: (1) manpower needs, (2) vocational education needs, (3) relative ability to pay, and (4) excess costs. A "curricular priority matrix" and a…

The annual report documents Wisconsin's vocational programs for the 1969-70 school year and serves as the initial study of the State advisory council. Objectives were to provide a broad assessment of the vocational and technical education program in Wisconsin, to identify program processes and outputs, to determine the degree to which the program…

A task force examined New York State's role in providing resources and information to employers desiring to upgrade the skills of their current workers. The following were the task force's 12 major findings: (1) upgrading the skills of New York's existing work force is vital to the state's economic future; (2) all workers need opportunities for…