REPOR T RESUMESED 016 1152 VT 004 348A PROPOSED MODEL FOR AN INFORMATION STORAGE AND RETRIEVALSYSTEM FOR REPORTING JOB PLACEMENT FOLLOW - THROUGH DATA OFPERSONS TRAINED IN INDUSTRIAL EDUCATION PROGRAMS INCALIFORNIA PUBLIC SCHOOLS. TENTATIVE DRAFT.BY HARRIS, WAYNE M.CALIFORNIA STATE DEPT. OF EDUCATION, SACRAMENTO

PUB DATE JUN 67EDRS PRICE MF -$0.25 HC -$1.84 APIP.

DESCRIPTORS- *VOCATIONAL FOLLOWUP, *DATA COLLECTION,ELECTRONIC DATA PROCESSING, *SYSTEMS APPROACH, *INFORMATIONSYSTEMS, JOB PLACEMENT, RECORDS (FORMS), INDUSTRIALEDUCATION, *MODELS, CALIFORNIA, PROJECT JOB DATA,

THE PURPOSES OF THIS STUDY WERE .TO DEVELOP A MODEL FORCOMPARING VOCATIONAL JOB PLACEMENT WITH ENROLLMENT AND TOMAKE RECOMMENDATIONS FOR ITS APPLICATION ON A STATEWIDEBASIS. THE MODEL WAS ESTABLISHED THROUGH SEARCHINGLITERATURE, CONSULTING WITH EDUCATORS AND ELECTRONIC DATAPROGRAMERS, AND OBSERVING EXISTING PROGRAMS. IT WASESSENTIALLY A DATA COLLECTION PROCEDURE AND A DATA PROCESSINGPROGRAM FOR SUBSEQUENT HANDLING AND STORAGE OF THE DATA. ITUSES FEEDBACK AND ERROR CONTROL FEATURES. THE PRESCORED CARDWAS SELECTED FOR THE QUESTIONNAIRE INSTRUMENT. RESPONSEPOSITIONS, PUNCHED OUT BY HAND, ARE READ DIRECTLY BY VARIOUSELECTRONIC DATA PROCESSING TECHNIQUES. THE REGISTRATIONFORMS, VERIFICATION OF ENROLLMENT AND ADDRESSES, AND THETNCLASS FOLLOWUP FORMS ARE COMPLETED BY ALL INDUSTRIALEDUCATION STUDENTS WHILE STILL IN SCHOOL. THE FOLLOWUP FORMSARE LATER MAILED TO THE STUDENTS. STANDARDIZED FORMS WEREDEVELOPED FOR (1) STANDARDIZED REGISTRATION FOR JUNIORCOLLEGES, C2) VERIFICATION OF ENROLLMENT, (3) VERIFICATION OFADDRESSES, (4) IN -CLASS FOLLOW-THROUGH, AND (5) OUT-OF-CLASSFOLLOW-THROUGH. THE SYSTEM, AS PLANNED, MAY STAND ALONE,OPERATE IN CONJUNCTION WITH OTHER ELECTRONIC DATA PROCESSINGPROJECTS, OR BECOME A PART OF LARGER INFORMATION STORAGE ANDRETRIEVAL SYSTEMS. IT IS VERSATILE AND WILL ACCEPT NEW TYPESOF DATA AND DATA GATHLRING TECHNIQUES FOR OTHER EVALUATIONSAND ASSESSMENTS OF INDUSTRIAL EDUCATION. THE APPENDIXINCLUDES (1) SAMPLE REPORT FORMS, (2) MAILING PROCEDURES, (3)DEFINITIONS, AND (4) A BIBLIOGRAPHY. A FLOW CHART OF THEMODEL IS INCLUDED. (EM)

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INFORMATION STORAGE

AND RETRIEVAL SYSTEM

FOR REPORTING

JOB PLACEMENT

FOLLOW-THROUGH DATA

TENTATIVE DRAFT

coNtr CALIFORNIA STATE DEPARTMENT OF EDUCATIONcv, BUREAU OF INDUSTRIAL EDUCATION

SACRAMENTO, CALIFORNIAJUNE 1967

A PROPOSED MODEL FOR AN INFORMATION STORAGE AND

RETRIEVAL SYSTEM FOR REPORTING JOB PLACEMENT

FOLLOW-THROUGH DATA OF PERSONS TRAINED

IN INDUSTRIAL EDUCATION PROGRAMS IN

CALIFORNIA PUBLIC SCHOOLS

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POUCY.

TENTATIVE DRAFT

California State Department of EducationBureau of Industrial Education

Sacramento, CaliforniaJune 1967

TABLE OF-CONTENTS

Page

FOREWORD iINT RODUCTION

1Purpose

1Objective

1SUMMARY 2SEARCH OF THE LITERATURE AND PROCEDURE 3

Search of the Literature 3Follow-Through versus Follow-up 4

General Plan 5Procedure 5

Limitations 6Ad Hoc Advisory Committee 6A Start 6Evaluation 7

FLOW CHART AND REPORT FORMS 8Flow Chart 8Report Forms 8Standardized Registration for Junior Colleges Form R-1 10

Social Security Number 11Error Control 11

Verification of Enrollment Form F-1 12Verification of Addresses Form F-2 12

Kind of Data Available 12Drop-out Rate 13

In-Class Follow-Through Form F-3 13Short Cut 14

Out-of-Class Follow-Through Form F-4 15Returns 16

SUMMARY OF REPORT FORMS 16CONCLUSION 16APPENDIX 19

Report Forms 21Mailing Procedures 29Definitions 31Bibliography 39

FOREWORD

Information storage and retrieval are now words in general usage byeducators. Many innovations in education will come about through theapplication of this new science, largely the unused, by educators.

Recognizing the need of a system for evaluating and assessing incks-trial education. The Bureau of Industrial Education entered into acontract with the San Diego Junior Colleges for the services of WayneM. Harris as Special Consultant, to develop a model, InformationS33agen_and Retrieval System for Reporting Job Placement Follow-mime Data of Persons Trained in Industrial Educaticn Programsin California Public Schools. The study was done during the 1966-67school year.

A statewide ad hoc advisory committee was formed and met in Februaryof 1967. Preliminary reports were made from time to time, with thefinal report due in June, 1967.

Acknowledgement is made for the Vocational Education Act of 1963ancillary funds provided through the California Department of Educa-tion, Bureau of Industrial Education, which entirely supported thiseffort.

The ',proposed system was designed to be used statewide, and includedhigh school, junior college, and adult industrial education students.Field tests of the proposed system are to be conducted at several sitesin preparation for possible statewide application.

A PROPOSED MODEL FOR AN INFORMATION STORAGE AND RETRIEVALSYSTEM FOR REPORTING JOB PLACEMENT FOLLOW-THROUGH DATAOF PERSONS TRAINED IN INDUSTRIAL EDUCATION PROGRAMS INCALIFORNIA PUBLIC SCHOOLS

Acronym:

Project: JOB DATA

Jobs, Occupation and Background, forData Automation in Technical Areas

INTRODUCTION

The local, state, and federal industrial education agencies needed similarinformation. Each had different ways of collecting and computing answersfor similar questions. It was not practical, with or without machinery, tointerpret these diverse methods into a single report. Standardized reportforms with simple reporting methods would be more economical and ef-ficient L:r all concerned. Statewide cooperation would be required onwhat questions needed to be asked, when to ask them, and, of course,some coding systems.

Job placement reporting had reached a point where it needed special study.There was a need, and the time was right for the science of informationstorage and retrieval to be applied to one industrial education evaluativefactor--that of job placements.

Purpose. With the advent of the Vocational Education Act of 1963, andother federal efforts invocational education, the need for some standard-ization in the collecting and analyzing of data had become necessary.

The purpose of this study was to prepare a model for an Information Storageand Retrieval System for Reporting Job Placement Follow-Tnrough Data ofPersons Trained in Industrial Education Programs in California PublicSchools and to make recommendations for the application of the model ona statewide basis.

Objective. Industrial education has been subjectively evaluated, and to alesser degree objectively evaluated, by all elements of society. The neednow is for a system of objectivity evaluating industrial educational programs.Industrial education has been of value to society. By applying modern in-formation storage and retrieval principles to the reporting and recordingof job placement follow-through data, industrial education can now proveits value to society. A proper information storage and retrieval system

would also make the participation in a follow-through study by educatorsand students less burdensome--and more rewarding.

'SUMMARY

The need was to propose a model and to make recommendations for aninformation storage and retrieval system for reporting and recording jobplacement follow-through data of persons trained in industrial educationprograms in California public schools.

Industrial educators needed to react to current, ongoing data objectivelyderived from a standard data base. The Vocational Education Act of 1963further stimulated the need for a data system to effectively and objectivelyevaluate industrial education programs. To meet these needs, the Calif-ornia State Dee,,;.rtment of Education, Bureau of Industrial Education, sug-gested that a study be made to help meet these needs during the schoolyear 1966-67. A model data system was to be ready for trial for the year1967-68.

An ad hoc advisory committee was set up to aid in the study. The com-mittee met in Sacramento in February, 1967, to discuss the study andproposals and has continued to give counsel and guidance to the study.

As a result of the study some new forms are recommended, using stand-ardized codes and reporting procedures. The new forms will provide dataon job placements for certain required reports, such as VE 45, and willprobably reduce the overall number of report forms necessary.

Many of the present-day data gathering methods and processing techniqueswere considered. The prescored card was selected for the questionnaireinstrument. Response positions, punched out by hand, are read directlyby various electronic data processing (EDP) techniques.

The registration forms, verification of enrollment and addresses, and thein-class follow-through forms are completed by all industrial educationstudents while still in school. The out-of-class follow-through form ismailed to students after they leave school. Samples of the forms are in-cluded in the report.

The system, as planned, may stand alone, operate in conjunction with otherEDP projects, or become a part of larger information storage and retrievalsystems. The system is versatile and will accept new types of data anddata gathering techniques for other evaluations and assessment of indus-trial education.

The data collected from the students while still in class would permit AIunduplicated count of all (or any part, such as sex, age, ethnic back-ground, or locale) industrial education students at any time. Many typesof directories could be compiled such as for industrial education schoolsand classes. Estimates could b., made of whei the students in anyparticular training program would be ready for employment.

The student's major may be identified by declared major or by the actualmajor. Individual dropouts could be identified early enough to be helpedand the dropout rate established for the total state or by special groups.

Last, but not least, job placements could be accounted for, thereby eval-uating certain industrial education programs and classes.

SEARCH OF THE LITERATURE AND PROCEDURE

Search of the Literature. The information storage and retrieval systemfor reporting job placement follow-through data incorporates parts ofmany existing EDP programs. The model can be seen as a cooperativeeffort of the best of present systems. The literature on follow-up re-vealed a breadth of studies from simple, single class tabulation to elab-orate, automated, statewide and nationwide studies.

Two of the more elaborate studies are: 1. Grossman and Howe's (4)study for establishing a system of Regional Education Data ProcessingCenters in the State of California, and, 2. The Vocational EducationInformation System (VEIS) by Federal Electric Corporation, (10) a nation-wide data gathering system. Several of the planned California EducationData Processing Centers are now operating. The VEIS has been completedand is being considered for possible nationwide use. If either of these sys-tems materialize as planned, the present model, as recommended in thisreport, could easily be incorporated.

Grossman and Howe (4), Dearden (1), and Manatt (6), seem to agree thatthe use of regional data processing centers (decentralization) is proper.Further, Goldstein (3) suggests some sharing of data processing proce-dures and equipment by smaller school districts. The Office of the LosAngeles County Superintendent of Schools (7) has a computer (RCA 201)for processing pupil personnel data. The recommendations of this reportconcur with the above references. A basic assumption, made before thestudy was started, was that EDP would be available to all participatingschools.

Commercial equipment and systems of data transmission and storage arealso available. The Tele-Computer Center, American Telephone and

Telegraph Company (2), has developed a method oL gathering data via ateleprinter network. IBM's System/360 for school data problems is par-ticularly adapted to the problem of an information storage and retrievalsystem for job placement data. The Tele-Computer (2) incorporates aunique "Error Control Procedure," which is an inherrent part of therecommendations made for this study.

The Florida Project, "A System for Processing Educational DataElectronically," (11) by L. Everett Yarbrough, has been "dreamedup" by the staff of the Florida State Department of Education. TheFlorida Project suggests that error control should be completely theresponsibility of the schools involved. This report recommends thaterrors, or any changes at all, be the responsibility of the student, andthen the school.

Malley (5) has just completed (August, 1966) "A Vocational-TechnicalStudent Follow-up System, " using EDP, and "psychological" and "mech-anical" methods to generate a high percentage of response.

Iowa Education Information Center (IEIC), a computer-based educationalinformation center, (8) has developed ways to gather data, put it in a com-puter, and extract pertinent portions quickly for use by different levels ofeducational systems.

The State Department of California, Bureau of Industrial Education, will,as much as possible, utilize any existing systems or experimental sys-tems that are available. Present equipment and machinery will be usedat all levels at which it exists. For instance, Grossman and Howe's (4)project in regional education data processing can already supply data forthe information storage and retrieval system for reporting job placements,particularly for high school students.

A summary of the above reference would indicate that any statewide jobplacement reporting system would of necessity be highly automated, di-vided into large segments (regions), and be consistent with other datagathering efforts.

Standardization of data and data gathering techniques, coding systems,EDP, and computers all are necessary parts of a total system.

Follow - through versus follow-up. The data collected for the statewidereporting of job placements will be student oriented. The recording ofdata will start when the student enters a California public school offer-ing industrial education programs and will continue on during the stu-dent's educational and working life.

Current, ongoing data are needed to evaluate industrial education pro-grams while the classes still exist and while the whereabouts of thestudents are still known. Working with the student directly and follow-ing through seems more appropriate than following up after the studentis gone. Although both terms, follow-through and follow-up, will beused interchangeably in this report, the term follow-through will be usedpredominately.

General Plan Followed in Developing the Model. The information storageand retrieval system for reporting job placement follow-through data, asrecommended here, was established through a search of the literature,documentation both from the educators and the electronic data program-mer's viewpoint, observation of existing programs, and direct contactwith persons interested in evaluating industrial education programs.

The report will describe the processes to be used to collect, store, andretrieve the data concerned with job placement information of personstrained in industrial education programs in California public schools.

Procedure. Questionnaires, registration packets from various juniorcolleges, high schools, and adult schools, follow-up models and paststudies, observation of existing systems, actual EDP programs, in-dustrial brochures, and a search of the literature, were used in thedesign of the proposed model for an information storage and retrievalsystem for reporting job placement follow-through data.

The questions were collected, sorted out, and classified; the most suit-able were redesigned or reworded so that answers could made in asingle response position. The response position was further outlinedwith a box. With this type of response, many of the present EDP sys-tems could be used, such as: 1) Electronic mark sense: special pen-As are used to mark the response positions. The marks are sensed,

or picked up electronically by feelers and recorded; 2) Optical marksensirgi or scanning: regular #2 lead pencils are used to mark theresponse positions. The marks are sensed with optics. Optical char-acter reading is the next step; here printed figures and letters can beread by optical means and recorded; 3) Manual punchi!A: for thissystem a key pur-11 operator reads the response positions and machinepunches a card which, in turn, will be used to process the data; 4) Pre-scored cards: the response positions are pre-cut in such a way that atab can easily be rez..oved by hand. The latter method, where a responseposition tab is ready to be punched out by hand, was selected -- selectedbecause it suits the present purposes better. Some data has been includedin the appendix about optical mark sense. Optical mark sense or opticalcharacter scanning will, when perfected, be used for this project. Thequestionnaires and systems have been so designed.

From the material collected and analyzed, a standardized registrationform for junior colleges was designed (Student Transmittal Form of theCalifornia Education Data Processing Center (4) was used for high schoolst dents), along with three other questionnaires and one computer print-out form. These forms will be explained under "Flow Chart and ReportForms."

Job placement data will be asked of all students enrolled in any industrialeducation class. The registration forms and questionnaires are printedand special field tests performed, in selected schools, to check out theprocedure, materials, and processes. Future plans are to make exten-sive field trials of the total system in three or four school districtsthroughout the State of California in the school year 1967-68.

Limitations. The proposed model for an Information Storagc and RetrievalSystem for Job Placement Follow-Through Data of Persons Trained in In-dustrial Education Programs in California Public Schools has been limited,as the title implies, to the reporting of job placements of the persons named.

Ad Hoc Advisory Committee. An ad hoc advisory committee was formedand met in Sacramento in February, i967. (See appendix for membersand minutes.) A preliminary model and questionnaires were presentedto the committee. After extensive discussion and revisions, the com-mittee accepted the preliminary model and questionnaires. Differentmembers of the committee have continued their interest in the study bymaking further contributions. An important contribution of the advisorycommittee for this study was the adding or redesigning of questions toinclude job placement credit for:

1. Students going into the armed services in an occupation inwhich training was received, or into a related occupation.

2. The trade extension or supplementary education studentswho are promoted or advanced to better or new jobs as aresult of training.

3. Students who do not complete any particular industrialeducation course or program but are placed on jobs asa result of the training.

A start. The proposed model represents a combi.nation of the most de-sirable--the most applicable portions of present systems. However, theremay be unrecognized factors which would preclude the desirability of usingthis method at the present time. But it is a start; and a start needs to bemade towards automating the collecting of data--data in general, but in

particular job placement data for making evaluative judgments concernedwith industrial education in California. Data is needed that can be usedon a local school level, which demands detail and large returns, and ona statewide basis, which requires considerably less detail and fewer re-turns. The apparent need of some standardization, more accurate data,current data, and a system for reporting and recording job placementdata and other evaluative factors N.-ere among the main reasons the studywas performed.

Educators today freely use the phrase "information storage and retrieval,"n the vocabulary of the elect ronic data processors is even more common.

Industry (and to a lesser degree government) is well versed in the use andthe "state of the art" of the information storage and retrieval techniques.Job placement reporting is a real need, but other equally important eval-uations and assessments also need to be made in industrial education. Aproper information storage and retreival system should be able to servemany present and future needs. First an information storage and retriev-al system for industrial education data must be established--almost anysystem to build on; then a process of feedback and iteration would soonshow the flaws and shortcomings of the system.

Evaluation. The study proposed a system for evaluating one factor con-cerned with industrial education programs, that of job placement, as com-pared with enrollments. The valuative study needs to be evaluated.

In preparation for the evaluation, previous years' records were studied,and the enclosed formulas were devised and the computation made asshown. The same computation should be applied to this study, if thedata are similar. Adjustment should be made for any data that are notsimilar such as that of unduplicated student count as opposed to a dup-licated count.

Instructions for computing percentage of pre-employment student place-ment:

The print-out for 1964-65 and 1965-66 did not separate pre-employmentand supplementary enrollments. The following procedure was used toarrive at these percentages:

Enrollment--The enrollment figures are for male and female pre-employment (A-B-C) only. The sub - totals) of either pre-employ-ment or supplementary enrollment (whichever was lesser) wassubtracted from the grand total( s).

Placements--Those few persons placed from supplementary en-rollment were subtracted from the total placement(s) of pre-emp;oyment enrollment.

Calculation--The placement figure is divided by the enrollmentand multiplied by 100 to arrive at the percentage of placementsfrom pre-employment enrollment.

Pre-employment placementsPre-employment enrollments

x 100 =

Percentage of pre-,,inployment enrollees placed

Example: 421 pre-employment students placed3787 pre-employment students enrolled

.11113787/ 421.0000 (to 4 places after the decimal

point).1111

x 10011.1100 or 11. 11%

FLOW CHART AND REPORT FORMS

Flow Chart. Reading from top left to right are the in-class questionnaires,requiring 100% reporting, followed by the out-of-class questionnaires, cen-ter left. All data are entered into storage, and each succeeding question-naire is machine addressed to the student--either addressed to the class-room for the in-class forms or to the home for the out-of-class forms.

The student will be asked only once for any particular bit of data.

The electronic data processing or EDP Center that represents the data in-put and output for the registration form and questionnaire is anywhere theactual records are stored. Local, state, and federal agencies, can requestdata, as permitted, from the EDP Centers.

Report Forms. The remainder of the report will describe the questionnaireflow chart and questionnaires. These forms are new to the State Departmentof Education, Bureau of Industrial Education. The forms, other than the

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registration form, have been designed so that they may be machine pro-cessed directly without going through a key punching operation. Thequestionnaires, as received from the student, are ready to processeither on card sorting machines or to enter directly into storage. Asdescribed earlier, the response positions on the questionnaire are pre-scored, ready to be punched out by hand.

The data requested in the registration form and the questionnaires thatfollow are more than adequate to complete the VE 45 form, Follow-upof Students Completing Vocational Education Programs (State Depart-ment of Education form and its parallel Federal form). If data otherthan on-job placements were added, certain of the VE forms could beeliminated.

Standardized Registration for Junior Colleges Form R-1

A standardized registration form greatly simplifies the total effort ofcollecting and processing job placement data. The use of this form isrecommended. Following are some advantages:

1. Only one program would have to be written for any partic-ular type of EDP equipment. Writing EDP programs for diverse regis-tration forms, and assorted EDP equipment, would not be practical.Standardized forms would offer standard type of data. As data require-ments change (and data requirements will change) questions coulC. beadded or removed from the questionnaire for the whole state so thatthe reporting data base would remain the same.

2. The student should have to furnish the data requested on theregistration form only once for his entire school life, no matter whichschool he wishes to attend in California.

3. Standardized data available from the total state on a contin-uous, ongoing basis over a long period of time would offer a source ofinformation that would produce immediate answers to some types of"follow -up" studies .

4. The inclusion of standard data for ethnic background wouldpermit many evaluation assessments to be made for groups with specialneeds. (See appendix for ethnic background letter.)

There would be other advantages, and certainly some disadvan-tages, with standardization, but some standarization must be requiredif job placement is to be processed on a statewide basis.

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Only the first few questions on the Registration Form for Junior Collegeis of immediate concern for the study. These are the name, socialsecurity number, and addresses. The addresses are needed for theOut-of-Class Follow-Through Form F-4, EDP mailing program.

The Form R-1 was designed so that the information could be manuallykey-punched and/or read by optical mark scanning equipment. Thetotal form was designed so that it could also be used conventionally,i.e., straight reading of data.

Social security numbers. Social security numbers will be required ofall students registering in California schools offering industrial educa-tion programs. Although another number could be used temporarilyuntil a social security number could be secured, the registration, willnot be considered as complete until the social security number has beenrecorded. The schools should help the students who do not have socialsecurity numbers to apply for them.

All junior college students entering a California public school offeringindustrial education programs will register using the StandardizedRegistration for Junior Colleges Form R-1.

High school students will use the Student Data Transmittal registrationform offered by the California Educational Data Processing Centers.The Student Data Transmittal form can supply all the data, except thesocial security number. Even here the school would not be remiss torequest, and to assist, the student in getting the social security number.

After the student registers the data are checked for obvious errors andcompleteness and a notice mailed to the student notifying him of anychanges that are necessary (a "change" is a correction of any kind)and whether or not he has been accepted or cleared for admission tothe school.

Error control. There are many error control features built into eachstep of the system. Any change, or errors, made by the student, willbe the student's responsibility to correct. It is suggested that after thestudent appears in person and registers, the required "clearance ofadmission" be mailed to him. This will verify his address. Any "changes"would be noted, printed out by the computer, and sent to the student (viamail). If tnese changes were not made, or the form not received by thestudent, the registration would not be considered as complete.

Mailing any necessary correspondence to the student would be a contin-uous check on his address; and if out-of-district or out-of-state tuition

is to be charged for attendance, a savings could be made by finding in-correct substitute addresses.

The student should now be completely registered, cleared for admission,and enrolled in the classes of his choice. The records are now completeand correct and have been entered into storage. The industrial educationstudent may now be identified for the first time.

Verification of Enrollment Form F-1 and Ve=!iication of AddressesForm F-2

The Verification of Enrollment Form F-1, and the Verification of Add-resses Form F-2, are machine addressed and sent to each industrialeducation clap e ,

The Verification of Enrollment For F-1 is a pre-printed questionnaireon a prescored card as partially described under "Procedure" of thisreport. (Also see appendix for actual card.) The student's name,social security number, class and school code are all pre-recorded on,and machine punched into, the card. The name, social security number,codes, and later the home address are referred to as the student's"address." The student is to check the data already on the card, readthe questions and make the proper responses (answers) by punching outthe pre-scored tabs. If the student is on the class roster, but not act-ually in class, there is a response position for the instructor to punchout. Only one such questionnaire has to be completely filled out by thestudent, but one card will be dated and signed for each class the studentis presently in.

The Verification of Address Form F-2, is a complete machine generatedprint-out (taken from the registration form). If the data is correct, thestudent does nothing; if incorrect, the student makes corrections and re-turns the form for updating of the records. Only one such form, if thereare any changes, needs to be acted upon.

Kind of data available. The following kinds of currect ongoing data arenow possible:

1. Total enrollment of all industrial education students. Figurescan be compiled as to ethnic background, sex, age, marital status, locale,etc. (See Registration Form R-1 for junior colleges. Somewhat less datawould be available for high school and adult students.)

2. Unduplicated student count.

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3. Directory for all industrial education students.

4. Directory of all industrial education classes.

5. Directory of all California public schools offering industrialeducation classes and what classes are offered.

6. Total enrollment in a particular type of training program andwhen each student will be ready for employment.

7. Students may be identified by stated major or by the majordetermined by the courses taken.

These data are some of the more obvious, but many more questions couldbe asked of the data bank, especially if the Registration Form for JuniorColleges would become standard-- standard, at least, as to content.

Drop-out rate. Since the enrollment of all classes is now a matter ofrecord and the data is continually being entered into the system andcan be withdrawn anytime, it would now be possible to establish drop-out rates for individual classes, school districts, regions, or for thetotal state. Drop-out rates by ethnic background, sex, marital status,etc., could also be established. These kind of data are important- -but more important, the counseling departments can now be in a posi-tion to study current data as to drop-outs and perhaps work directlywith the student. The drop-out data is a "side-effect" evaluation fac-tor of the proposed model for recording and reporting job placementdata.

In-Class Follow-Through Form F-3

The In-Class Follow-Through Form F-3 is caused to be sent by one ofthe questions on the Verification of Enrollment Form F-1. The studentis asked the anticipated date of employment. If the date is not known,the date the class was to end is recorded. Before either of these datesoccur, the computer addresses the F-3 questionnaire to the studentasking him for further data. There are eight questions on the form;but for the purpose of the job placement study, the student is asked ifhe is going to work and if the occupation is one for which he is train-ing, a related occupation, or an unrelated occupation.

An In-Class Follow-Through Form F-3 must be completed for everystudent who verified enrollment in the class. If the student is not inclass at the time the questionnaire is sent out, the instructor or otherresponsible person will be required to complete the questionnaire in

- 13 -

the absence of the student. For those students leaving earlier thanorginally expected, the instructor would have extra blank cards (alsofor use if mistakes are made in punching out the wrong holes) on whichthe student could enter his name and social security number and answerthe questions.

A continuous flow of data is now being entered into storage. The datacollected thus far, while the student is still in school, is local schooldata. The individual school would require a complete student's record.The school district or region divisions would require only parts of thesedata and would have it retrieved from the school's data bank.

Short cut. The recommendations, procedures, and forms described thusfar are not unique. Some schools in California already can supply thesekind of data. This period of data collection could be considered an in-service training period for b4:th the student and the instructor. The stu-dent may be shown how to fill out questionnaires and a list of services hemight like to use or subscribe to. (See appendix for Services and Rewardsto Students.)

The instructor is training, or helping to train, students so that job place-ments can take place. The study is evaluating that factor--job placements- -directly. It is important that the instructor understands his part in the jobplacement follow-through study.

Although a follow-up study on job placements can start with the next form(Out-of-Class Follow-Through Form F-4), all the forms described thusfar are recommended.

When all the recommended forms are used for reporting job placementfollow-through data, the afore listed "Kind of Data Available" are possibleplus the following:

1. Start of job placement count.

2. The drop-out rate of individual classes or program could beestablished-- established by ethnic background, sex, age, marital status,and by locale.

3. The drop-out can also be individually identified.

4. Predict enrollment figures for the next term.

5. Partially evaluate individual industrial education classes onjob placements and student drop-out basis.

- 14 -

111.114001

These data and more are the beginning of a continuous follow-throughstudy of job placements.

Out-of-Class Follow-Through Form F-4

This is the first true follow-through instrument. The Out-of-ClassFollow-Through Form F-4 presents the greatest problem. But, withthe aid of a computer and the addresses given on Form F-2, and thelater corrections, if any, the problem would be greatly simplified- -at least at the school and individual level. This Form F-4 is causedto be sent to the former student by one of the following:

1. The completion date of the major

2. The student going to work (a new word is "work-out")

3.. Or dropping out of school

The Out-of-Class Follow-Through Form F-4 will be addressed (thefirst time to permanent home address) to the former student soonafter the student leaves school. The In-Class and Out-of-ClassFollow-Through Forms F-3 and F-4 are almost identical--onlythe tense is changed; and they perform about the same functions.

There are four possible addresses to which the Form F-4 is sent.A special EDP program will need to be designed to accommodate thecomplicity of such a program (see ":4.'railing Procedures" in the appen-dix).

The next unnamed form (see the Flow Chart, lower left) is yet to bedesigned. The suggestion is that as new questions are directed to thesystem (as a result of having a system), new questions would be de-signed and mailed to all former students or. the student's birthdate,with birthday greetings. Long term continuity in follow-through stud-ies would open up many new avenues for evaluating industrial educationprograms.

With or without this last form, job placement follow-through data isnow continuously being stored and retrieved from the data bank. Thepresent questions can be factor analyzed and many new questions canbe asked of the data bank as a result of feedback and iteration.

- 15 -

Returns. Job placement ollow-through data has been collected andanalyzed as one factor for evaluating industrial education programs.These data are ' ndividual school data, with the individual school beingresponsible for the collecting and processing. The individual schoolwould perhaps need a greater percentage of returns to properly eval-uate individual programs or classes than the district, region, or state,would need to make overall evaluations.

The continuous incoming job placement data, considered on a statewidebasis, and for state purposes, would permit new approaches to be takenin collecting, processing, and analyzing data. For instance, samplepopulations of some particular segment of industrial education couldbe identified and data retrieved from the data banks to fit the pre-deter-mined sample population.

SUMMARY OF REPORT FORMS

1. The student registers, (R-1 or Student Data Transmittal).

2. The student verifies the data !F -1 and F-2).

3. Before the student leaves the class, the In-Class Follow-Through Form F-3 will be completed and after the student leaves theschool, the:

4. Out-of-Class Follow-Through Form F-4 will be sent, Current,ongoing data is now available for research; follow-through studies; andlocal, state, and federal reports.

In accepting almost any part of these recommendations, the degree ofsophistication necessary to accomplish the whole is also accepted.Example: (Taken from context) " the student will be asked forthe same information only once" dictates a computer to store, re-trieve, and print out the data.

An information storage and retrieval system is possible and necessary,and, in part, exists for properly reporting job placement follow-throughdata for the California State Department of Education, Bureau of Indus-trial Education.

CONCLUSION

The need to evaluate California industrial education in general, and jobplacements in particular, is urgent. Measuring how well industrial ed-ucation is helping groups with specific needs is even more urgent.

- 16-

The machinery and know how and the capabilities of the industrial educa-tors are such that a system, almost any system, once started could nothelp but succeed. The expense need not be great nor the time long fora data gathering system to begin operating--using present machinerywhere it exists.

There should be no obstacle great enough to long deter industrial ed-ucators from the urgency of evaluating their programs; industrialeducators' reactions to evaluations, objectively derived, has relevanceto the immediate future of industrial education.

I

tb

APPENDIX

Report Forms

Mailing Procedures

Definitions

Bibliography

CALIFORNIA STATL DEPARTMENT or EDUCATIONBUREAU or INDUSTRIAL EDUCATION

FORM R-1

STANDARDIZED REGISTRATION FORM TOR JUNIOR COLLEGES

USE PEN - DO NOT USE NICKNAMES OR ABBREVIATIONS

NAME

MUST SE SUBMITTED IN PERSONritimirmimPrint one letter per square - LAST name FIRST name

0 Mr. 0 Mrs. 0 MissI

MU II III II "USOCIAL SECURITY NUMBER

ii 111111r111111PADDLE initial Leave one square betw.en names

I

1.

2.

3.

ADDRESS

LEGAL

a.b.

This

WHILE ATTENDING SCHOOL:

Number Street City Zip Code

RESIDENCE: Aaults (over 21 years of age) and married minors:I consider my legal address to be: (P. 0. Box not accepted)

Same as aboveDifferent from above; it is:

Telephone

Number

must

Street City County Zip Code

be completed by students under 21 who have not been married: (Please Print)

State or Foreign Country

a. NAME OF LEGAL GUARDIANLast

b. RELATIONSHIP OF GUARDIAN TO YOU:

0 Father 0MotherGUARDIAN'S LEGAL ADDRESS: c.

d.

e.

IIIMMIIMMII

First Middle

Other - Specify

Same as student's address while attending school

Same as student's legal residence address

Different from above:

4. IN CASE OF SERIOUS ILLNESS, INJURY, NOTIFY: (Please Print)

NAME:

Number Street City State(P. 0. Box not accepted)

Zip Code

Last First Middle

a. RELATIONSHIP: 0 Spouse ID Immediate Family El Relative EjOtherADDRESS: b. n Same as student's address while attending school

5. BIRTHDATE

c.d.

e.

Same as 4tudent's legal residence address

Some as student's guardian's address

Different from above:Number Street City State

(P. 0. Box not accepted)Month Day Year

6. ETHNIC BACKGROUND:WHITE

ElSpanish OtherSurname White

7. MARITAL STATUS

0 Married ElWidowed 0 Never Married El Divorced 0 Separated. NAME UNDER WHICH TRANSCRIPT(S) WILL ARRIVE (Maiden)

. ATTENDANCE STATUS:

a. Have you previously registered for classes here? ElYes 0 NoDid you attend? El Yes 0 No

b. If yes, give (latest From, To Was this Summer Sescion only? YesNoc. Name under which you registered: 0 Same as maitirn name above in Item II

d. 0 Same as name at top of this Registration Farm- 21-

0 Negro ElChineseJapaneseKorean

Zip Code

NONW'AITE

ElMarken 0 OtherIndian Nonwhite

1

"W. Vat a V II i V - . .. a V ... 11.11 ... A II a - .1. e -

GENERAL

The data requested here, for the most Pert, are required for the proper reporting of job placements as weU as other evaluative studies.but the actual form is not. This is a composite of several registration packets from junior colleges offering vocations! education andadult schools. This form, and those that follow, asks the student but once for any particular bit of Intormetlon.

INSTRUCTIONS FOR FORM R-1

This form must be presented in person.

Social Security Number I I

Use pen, and do not use nicknames or abbreviations.

I MOEnter the nine digit soils! security number in the squares provided.

Note: A social security number is required-of all students who are taking a vocational class in preparation for employment.Registration should not be considered as complete until a social security number has been recorded here.

Name 1 1 LStart printing your last name in the squares provided, using one square per letter. After your last name, leave one square and printyour first name. Leave a square after your first name and print your middle initial. Stop when you run out of squares. Be sure toindicate the correct sir title--Mr., Mrs., or Miss.

Item 1 -- Enter the address and telephone number of the place you will be staying while attending school. Be sure to include theproper ZIP CODE.

Item 2 -- If the address of your "legal residence" is not the same as Item 1, check the box on line 2b and enter your legal residenceaddress on the line provided, again include the proper ZIP CODE.

Item 3 -- If you are under 21 years of age and have not been married, this section must be completed. Print legal guardian's nameon line 3a and check appropriate bcx on line 3b, and specify the relationship by writing it in the blank apace providea.

Box 3c--Check this box if the address of your legal guardian is the same as the address you use while going toschool (Item 1).

Box 3d--Check this box if your legal guardian's address is the same as the address of your legal residence (Item 2).

Box 3e--If the address of your legal guardian is different than any of the above, enter the new address on line 3e.

Item 4 -- Print the name of the person to be notified in case of serious illness or injury, and check the appropriate box on line 4e.

Box 4b--Check this box if the address of the person just named is the same as the address you use while going toschool (Item 1).

Box 4c--Check this box if the address of the person just named is the same as the address of your legal residence (Item 21.

Box 4d--Check this box if the address of the person just named is the same as your legal guardian's address (Item 3).

Box 4e--If the address of the person to be notified in case of serious illness or injury is different than any of the above,enter the new address on line 4e.

Item 5 -- Enter birthdate: month, day, and year.

Item 6 -- Check the appropriate box under "White" or "Nonwhite".

Item 7 -- Check the box under Item 7 that indicates your present marital status.

Item 8 -- If transcripts are needed from other schools and are under a different name than used on this registration form, enter thatname on Item 8.

Item 9 -- Answer the questions of Item 9 and check the appropriate boxes on line 9a. If you have attended this school before, enterthose dates on tine 9b and check the last box on line 9b if this was summer session only.

Box 9c--Check this box if the name you previously registered under was the same as Item 8.

Box 9d--Check this box if there has been no change of name for registration.

In. ENROLLMMT PLAN:

0 A two-year degree ID General education courses totransfer to a four-year college

0 Adult El High School0 Apprentice El Off-Campus

D On the lobTraining0 Specified business courses

El M DTA 0 CompletionCertificate

0 Tred^ ExtensionSupplementary Education11. CHECK EDUCATIONAL BENEFITS YOU INTEND TO DRAW: 0 OtherI1. PRESENT OCCUPATION, IF ANY How many hours per week?

12 1966 G. I. Bill [J Vet Dependent El War Orphan ] Vocational Rehabilitation El Disabled Vet

13. CHECK HIGHEST GRADE COMPLETED IN GRADE SCHOOL.

ICI 0 2 3 a4 0 5 E36 07 08/s. EDUCATIONAL BACKGROUND: Warnin : No applicant may ignore previous schooling if transcripts are required. New

applicants -- instruct each school you fist below to mail transcripts directly to us. Applicants for readmission--list andfile transcripts from all colleges attended after you ceased attending this college.

IS.

Name of High School City State Attendance Dates Last Grade Completed Date GraduatedLast Attended From To (If not a graduate)

ILName of Other

College /University

A.

City State Attendance Dates ApproximateUnits`Completed

Grade PointAverage

Decree(If Any)From To

8.

C. I

16. IF ANY OF THE ABOVE COLLEGES ATTENDED ARE IN CALIFORNIA, WERE YOU CLASSIFIED A CALIFORNIA RESIDENT? El YesLi No

17. BIRTHPLACE: HEIGHTCity State or Country Feet - Inches

WEIGHTPounds

Are you an American Citizen? El Yes El No If no, indicate type of Visa:18. HAVE YOU HAD A SERIOUS HEALTH PROBLEM, INJURY, OR SURGERY? 0 Yes 0 No

a. If yes, explain

19. FOR SCHOOL USE ONLY: 71I 1

SCHOOL CODEI understand that I em responsible for having official transcripts of any high school and previous college record sent directly

to this college before I will be permitted to register for classes. I also certify that I have listed above all schools or collegesattended after high school graduation, and THAT I HAVE NOT BEEN DISQUALIFIED FROM LAST SCHOOL OF ATTENDANCE.

DATE SIGNATURE

Item 10 -- Check the squares that describe the type of enrollment plan you will be under at this time.

hem II -- Check the educational berafits, if any, you intend to draw while in school at this time.

hem 12 -- If you are working, at intend to work while at school, enter the name of the occupation in Item 12 and how many hoursyou expect to work par week.

hem 13 -- Check the box which indicates the highest year you completed in grade or elementary school.

hem 14 -- Complete as directed.

Item IS -- Complete as directed.

Item li -- If any of the colleges listed in Item IS ere in California, were you classified as a California resident? (Chick theappropriate box.)

Item 17 -- Enter birthplace: city, state or country. Enter height: feet, inches; weight: pounds.

Indicate citizenship by marking a "yes" or "no" answer. If you are not a citizen indicate the type of visa you willbe using while attending school.

Item IS Any health problem, or handicap, that would detract from your school work should be noted here end the appropriatebox checked.

Item 19 -- For school use only. Enter all school codes necessary for proper identification by EDP. The boxes can containthe present code used by the State Deozronent of Education, Bureau of Industrial Education.

Enter today's date and sign your name in the spaces provided.

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MAILING PROCEDURES

Specifications for the Out-of-Class Follow-Through Form F-4, ElectronicData Processing and Mailin¢ Program

There are four possible addresses on the Standardized Registration ForJunior Colleges Form R-1. All four addresses are to be exhausted be-fore a "stop" order is given to the computer or EDP procedures.

Specifications:

1. First class mail to the addressee, return postage guaranteed

2. Return postage enclosed (or return card)

3. Addressor's address preprinted on return questionnaire

4. Return card ready for machine processing (when the prescoredresponse tab is removed by hand punching, the card becomesmachine readable)

5. All operations are automatic:

(a) The addressing of the form, from previous data

(b) The noting of any transaction of the mailed form

(c) Starting other steps, such as mailing the second card tothe same address, returning the same questionnaire for"changes, " etc.

(d) All correct returns stored for later retrieval

6. Return card complete within it self (there should be little orno clerical work involved in the follow-through mailing pro-gram. Every step should be completely automated becauseof the volume of students to be studied on a continuing basis.)

The questionnaire part of the Out-of-Class Follow-Through Form F-4 hasbeen designed, but the actual processes and EDP programs to be used tosend and receive the questionnaire have not been designed. One recom-mendation was to use a continuous, preprinted form so the student's

address can be printed by computer or EDP. Two cards hinged end toend would be inserted in a window envelope, with the addressee's add-ress showing. The back of this card would be birthday greetings, etc.,and instructions for answering the questionnaire. The other card wouldcontain the questions and response positions, with the addressor's add-ress on the reverse side.

There are many other processes, but availability of machinery and degreeof automation desired must be considered before an actual design isstabilized.

DEFINITIONS OF TERMS USED IN INDUSTRIAL EDUCATION

California State Department of EducationBureau of Industrial Education

Sacramento, 1967

The following terms were selected from Definitions of Terms in IndustrialEducation, published by the Bureau of Industrial Education, Richard S. Nelson,Chief, Sacramento, California, 1967.

ADULT VOCATIONAL EDUCATION

-instruction offered day or evening to adults or out-of-school youth over16 years of age who are engaged in or are preparing to enter an occupa-tion. Vocational education for adults is chiefly of an upgrading and up-dating nature, offered on a part-time basis, or of a retraining nature forpersons displaced by automation or technological changes.

ADVISORY COMMITTEE

-a group of persons, usually outside the educational profession, selectedfor the purpose of offering advice and counsel to the school regarding thevocational program. Members are representatives of the people who areinterested in the activities with which the vocational program is concerned.(See also craft advisory committee.)

COUNSELOR, GUIDANCE

-an experienced and trained person who helps another individual to under-stand himself and his opportunities, to make appropriate adjustments, de-cisions, and choices in the light of his unique characteristics, and to ini-tiate a course of training or work in harmony with his selection.

COURSE OF STUDY

-an inclusive outline of the objectives, experiences, skills, projects, demon-strations, related information, and methods involved in teaching a school sub-ject, covering a specified period of time.

EVALUATION

- a term used in education indicating the procedure for determining theeffectiveness of instruction.

FOLLOW-UP STUDY, VOCATIONAL

- a survey to determine what occupations the students and graduates ofvocational education courses enter and hr,w effective their training wasin relationship to actual needs of the job.

GENERAL INDUSTRIAL COURSE

- a class organized to give specific preparation for an occupation in agroup where shop instruction in several closely allied trades is conductedsimultaneously. Courses may be organized to give preparation for one ormore production jobs that do not fall into the trade classification.

GUIDANCE SERVICES

-those activities which have as their purpose helping pupils assess andunderstand their abilities, aptitudes, interests, environmental factors,and educational needs; assisting pupils in increasing their understand-ings of educational and career opportunities; and, aiding pupils in mak-ing optimum use of educational and career opportunities through theformulation of realistic goals. These activities include counselingpupils and parents, evaluating the abilities of pupils, assisting pupilsto make their own educational and career plans and choices, assistingpupils in personal and social adjustment, and working with other staffmembers in planning and conduc Ling guidance programs.

GUIDANCE, VOCATIONAL

-the process of assisting individuals to understand their capabilities andinterests, to choose a suitable vocation, and to prepare for, enter, andmake successful progress in it.

INDUSTRIAL EDUCATION

-a generic term applying to all types of education related to industry,including industrial arts education, vocational industrial education(trade and industrial education), and much technical education.

IN-SERVICE TRAINING FOR TEACHERS

- instruction and supervision for employed instructional personnel forthe purpose of improving their professional abilities.

JOB

- a specific, assigned task which provides the media by which the studentpractices and develops skills for an occupation.

JUNIOR COLLEGE

- an institution of higher education which offers the first two years ofcollege instruction, frequently grants an associate degree, andnot gypnt.pbbArditc19/14 ilyptee. , Offerings include transfer and/or,termina4iRfogithEigc,ith A in Tjkat employment objective) at the'post-sec (A99cns 4imtv citisTa.

fandalso may include adult eduei- lA

Y i 0 '2. J_1tion prsommi. bAti/lopicTiepe_.ndsutly organized institution (publicC.4 ;3:;' .L., -41.

or nab-mtAaliq _ari)!TIM.,4ttion)whiclj is4 part Of the- publiC schoolsystem or an independently organiZediSysteriicif junior colleges. '4114'term does not refer to the lower division of a totrr.:Yeareven if this lower division is located on a campus entirely differentfrom the campus of the parent institution. (Se-6c' Ornintinity college'.)

OCCUPATIONAX.,INFORMATION

- systematically organized data used by guidance personnel forthe'ptif=pose of helping persons make a vocational choice. Material concernsthe nature of the work, duties, responsibilities, and comPensationti'involved in the several vocations, including information about employ-ment outlook, promotional Opportunities, and entrance requirements.

ON-THE-JOB TRAINING

,).J-./4-instruction. in the pei:Iaxrpance "Ot a joh given to an employed'w-orker.!1,1 ).,u ,1;,.

by the, exn?loyer the'Usua(1 `working hour's of the occupation.0 1. r-Usually the rniniinurn 'beginning wage is paid.

PART-TIME PROGRAMS, VOCATIONAL

-prwarris ccncLuctedsfor xforkers during the usual working hours of.... -.

the ocf,up4iioriNifThe three fepetral: finds

Part 4i/ie. trade -efixtelision:classes- -instruction given toployed workers for the purpose of increasing or extend-ing their skill and knowledge in the trade or occupationin which they are or have been engaged.

33-

Part-time trade preparatory classes -- instruction given toworkers who have left the full-time school for the pur-pose of fitting themselves for useful employment in trades,occupations, or fields of industry other than those in whichthey are or have been employed.

Part-time general continuation classes -- instruction given to em-ployed persons for the purpose of enlarging their civic orvocational intelligence. Instruction is not confined to tradeor industrial pursuits but may cover any subject relative tocivic or vocational needs offered to workers who return tothe school during their usual working hours.

PLACEMENT SERVICE

-assistance in helping persons to locate work, either part-time or full-time in the field for which they are trained, which is consistent withtheir abilities, experiences, and backgrounds. When offered by theschool, it is a phase of the vocational guidance program and involvesliaison with employers to learn of job vacancies and success or failurefactors of student-learners or graduates.

PRE - EMPLOYMENT TRAINING

-organized, brief, intensive instruction for entrance into employmentin a specific job or retraining for workers leading to new duties or anew position.

PREPARATORY TRAINING

-programs preparing enrollees for employment.

PRIVATE VOCATIONAL SCHOOL

-a school established and operated by an agency other than the state orits sub-divisions, and supported by other than public funds, which hasas its purpose the preparation of students for entrance into or progressin trades or other skilled occupations.

PUBLIC VOCATIONAL SCHOOL

-a secondary school under public supervision and control and supportedby public funds which provides instruction that will enable high schoolyouth and adults to prepare for, enter, and make progress in a skilledtrade or occupation of their choice.

- 34 -

REIMBURSABLE VOCATIONAL PROGRAM

-a class or curriculum--offered through a public school, teacher train-ing institution or under contract--which is organized and conducted inaccordance with the provisions of the state plan for vocational educationapproved by the U. S. Office of Education. Such programs are eligibleto receive funds from the state (from state and federal vocational educa-tion appropriations) to cover in part certain costs already incurred.Whether or not aid actually is received is immaterial.

SURVEY, OCCUPATIONAL

-an investigation and evaluation to gather pertinent information about asingle industry or the occupations of an area to determine the need fortraining, the prevalent practices, the labor supply and turnover, forthe purpose of maintaining the vocational program at a realistic level.

SURVEY, VOCATIONAL EDUCATION

-a study to obtain necessary information as a basis for the proper devel-opment of programs of vocational education. It serves to identify theneeds for vocational training, recommend suitable types of classes,assist in the development of new instructional processes, and evaluatethe results of work already done.

TEACHER CERTIFICATION

-the approval ac`ion, based on minimum standards adopted in the state,taken by legally authorized school authorities on the professional andtechnical qualifications of teachers.

TECHNICAL EDUCATION

-education to earn a living in an occupation in which success is dependentlargely upon technical information and understanding of the laws of scienceand principles of technology as applied to modern design, production, dis-tribution, and service.

TECHNICIAN (INDUSTRIAL)

-a worker on a level between the skilled tradesman and the professionalscientist or engineer. His technical knowledge permits him to assumesome duties formerly assigned to the graduate engineer or scientist.For example, technicians may design a mechanism, compute the cost,write the specifications, organize the production, and test the finishedproduct. There are technicians in other occupational fields.

35

TRADE AND INDUSTRIAL EDUCATION CLUBS

-organizations composed of vocational industrial education studentswhose objectives are to develop leadership qualities as they perfecttheir shop skills and knowledges. (Also called Vocational IndustrialClubs. )

TRADE EXTENSION CLASS

- (See part-time programs, vocational. )

VOCATIONAL EDUCATION

-education designed to develop skills, abilities, understandings, atti-tudes, work habits and appreciations, encompassing knowledge andinformation needed by workers to enter and make pro4ress in employ-ment on a useful and productive basis. It is an integral part of thetotal education program and contributes toward the development ofgood citizens by developing their physical, social, civic, cultural,and economic competencies.

VOCATIONAL EDUCATION ACT OF 1963 (PUBLIC LAW 88-210)

-enacted "to authorize federal grants to states to assist them to main-tain, extend, and improve existing programs of vocational education,to develop new programs of vocational education, and to provide part-time employment for youths who need the earnings from such employ-ment to continue their vocational training on a full-time basis, sothat persons of all ages in all communities of the states--those inhigh school, those who have completed or discontinued their formaleducation and are preparing to enter the labor market, those whohave already entered the labor market but need to upgrade their skillsor learn new ones, and those with special educational handicaps--willhave ready access to vocational training or retraining which is of highquality, which is realistic in the light of actual or anticipated opportuni-ties for gainful employment, and which is suited to their needs, interests,and ability to benefit from such training."

VOCATIONAL SCHOOL

-a school which is organized separately under a principal or directorfor the purpose of offering training in one or more skilled or semiskilledtrades or occupations. It is designed to meet the needs of high schoolstudents preparing for employment and to provide upgrading or extensioncourses for those who are employed.

36

VOCATIONAL SUBJECT

- any school subject designed to develop specific skills, knowledges, andinformation which enable the learner to prepare for or to be more efficientin his chosen trade or occupation.

WORK EXPERIENCE

- employment undertaken by a student while attending school. The job maybe designed to provide practical experience of a general character in thework-a-day world.

WORK EXPERIENCE EDUCATION (OCCUPATIONAL EXPERIENCE)

-employment undertaken as part of the requirements of a school courseand designed to provide planned experiences, in the chosen occupation,which are supervised by a teacher-coordinator and the employer.

BIBLIOGRAPHY

1. Dearden, JohnHow to Organize Information Systems, Harvard Business Review,March-April, 1965 (pp. 65 - 73)

2. Gentle, Edgar C. (edited by)Data Communication in Business, An Introduction (InstructorsEdition) Tele-Computer Center, American Telephone &Telegraph Company, I965. (p. 32)

3. Goldstein, WillardThe County Office and What It Can Do For School Districts Withor Without Their Own Data Processing Equipment, Journal ofEducational Data Processing, Vol. 3, Number 1, Winter 1965-66,(p. 4)

4. Grossman, Alvin - - Howe, Robert L.Regional Education Data Processing in the State of California,Journal of Educational Data Processing, Vol. 2, Number 4,Fall, 1965 (p. 127)

5. Mailey, Patrick J.Follow-up Study Vocational Preparatory Students, A ProposedSystem for the State of Washington, State Superintendent ofPublic Instruction, Olympia, Washington, August, 1966.

6. Manatt, Richard P.Centralized Processing of Pupil Personnel Data for Iowa Schools,Iowa State University, 1964.

7. Science AmericanA Comprehensive Itcview of the Extraordinar New Technoloof Information, A Science American Book, W. H. Freeman & Co.,San Francisco, Calif., 1966.

8. State University of IowaA Computer 231 Educational Information Center, IowaEducational Information Center (no other information)

9. System Development CorporationProceedings of the Symposium, Development and Managementof a Computer-Centered Data Base, Corporate CommunicationsBRT-41, Jan. 1964.

- 39 -

10. Vocational Education Information System (VEIS)Contract OE-5-99-170, Preliminary Report, Department ofHealth, Education, and Welfare, Office of Education by FederalElectric Corporation, Paramus, N. J., 1966.

11. Yarbrough, L. EverettThe Florida Pro'ect: A S stem for Processin Educational DataElectronically, Journal of Educational Data Processing, Vol. 3,Number 2, Spring, 1966 (p. 58)