Vocational education has accurately forecast the detrimental effects of increased graduation requirements. The initial response of vocational education has taken a variety of forms, some initiated at the state level, some by local boards and schools, and some addressed on a national or multistate level. The most consistent strategies pursued by state vocational programs to overcome effects of increased graduation requirements include seeking academic credit for vocational programs, instituting flexible scheduling, and instituting a seven-period day. Across states, several national or multistate curriculum development efforts have been launched to assist states in addressing the increased graduation requirements by conducting activities related to increased academics in vocational education. Local methodology for infusion of academic content has taken three primary tracts dependent upon staffing and teacher certification regulations--nonintegrative, integrative, and combinations. Staff development is critical, and many options exist. Strategies involve inservice training of vocational and academic staff on the need for working together. As states consider increased college admission requirements, vocational education will have to wrestle with the question of whether colleges will accept vocational courses for which academic graduation credit has been granted. (YLB)