Data from four case studies of urban vocational education and a National Opinion Research Center survey of high school sophomores and seniors were used to research the role of vocational programs in managing the transition from school to work. The case study cities were Atlanta, Chicago, Rochester, and San Francisco. It was found that vocational education must provide students with skills and contacts to successfully manage the transition. Informal contacts were particularly important for negatively stereotyped groups, specifically young adults. Ways of managing the transition were varied among postsecondary, secondary, and Comprehensive Employment and Training Act programs in urban areas. Congressional efforts to regulate program direction as mandated in the Vocational Education Amendments have had little effect. Federal funds were being used largely to maintain existing programs and equipment. Procedural compliance with federal planning provisions was occurring. Program evaluation relied on traditional approaches with school officials in control. Local response to sex fairness provisions was quite limited. Local advisory councils have involved the private sector. It was recommended that through modification of federal vocational education policy Congress (1) emphasize contacts with the marketplace, (2) eliminate systems of institutional stratification, (3) encourage cooperation between programs and institutions, and (4) introduce greater variety. (YLB)