NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TAB February, 2000

Occupational Programs

and the Use of Skill

Competencies at the

Secondary and

Postsecondary Levels, 1999

.

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-023
NATIONAL CENTER FOR EDUCATION STATISTICS

E.D. TAB December 1999

Occupational Programs

and the Use of Skill

Competencies at the

Secondary and

Postsecondary Levels, 1999

Basmat Parsad

Elizabeth Farris

Westat

Bernie Greene

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 2000-023
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

National Center for Education Statistics

Gary W. Phillips

Acting Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing,

and reporting data related to education in the United States and other nations. It fulfills a congressional

mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in

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review and report on education activities in foreign countries.

NCES activities are designed to address high priority education data needs; provide consistent, reliable,

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December 1999

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Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Occupational Programs and the

Use of Skill Competencies at the Secondary and Postsecondary Levels, 1999, NCES 2000-023, by

Basmat Parsad and Elizabeth Farris. Bernie Greene, project officer. Washington, DC: 1999.

Contact:

Bernie Greene

(202) 219-1366

For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328
iii

Table of Contents

Page

Introduction........................................................................................................................... 1

Selected Findings.................................................................................................................. 5

Use of Skill Competencies........................................................................................... 5

Industry Input in Skill Competency Development ...................................................... 6

Credentialing: Skill Certificates and Industry-Related Credentials............................ 8

List of Appendixes

Appendix

A Methodology and Technical Notes.............................................................................. A-1

B References.................................................................................................................... B-1

C Survey Instruments...................................................................................................... C-1

List of Tables

Table

1 Number and percent of public secondary schools and less-than-4-year

postsecondary institutions in the study sample, and the estimated number and

percent of public secondary schools and less-than-4-year postsecondary

institutions the sample represents, by type of school and level of institution:

1999 ............................................................................................................................. 9

2 Percent of public secondary schools and less-than-4-year postsecondary

institutions offering occupational programs, by the number of programs offered

for selected occupations, and by the type of school and level of institution: 1999..... 10

2a Standard errors of the percent of public secondary schools and less-than-4-year

postsecondary institutions offering occupational programs by the number of

programs offered for selected occupations, and by the type of school and level of

institution: 1999 ........................................................................................................... 11

3 Percent of public secondary schools developing or adopting skill competency

lists for occupational programs that prepare students for selected occupations, by

school type: 1999......................................................................................................... 12

3a Standard errors of the percent of public secondary schools developing or

adopting skill competency lists for occupational programs that prepare students

for selected occupations, by school type: 1999 ........................................................... 13
iv

Table of Contents (continued)

List of Tables (continued)

Table Page

4 Percent of public secondary schools developing or adopting skill competency

lists for occupational programs that prepare students for selected occupations, by

occupation area and school type: 1999 ........................................................................ 14

4a Standard errors of the percent of public secondary schools developing or

adopting skill competency lists for occupational programs that prepare students

for selected occupations, by occupation area and school type: 1999........................... 15

5 Percent of less-than-4-year postsecondary institutions developing or adopting

skill competency lists for occupational programs that prepare students for

selected occupations, by level of institution: 1999 ...................................................... 16

5a Standard errors of the percent of less-than-4-year postsecondary institutions

developing or adopting skill competency lists for occupational programs that

prepare students for selected occupations, by level of institution: 1999...................... 17

6 Percent of less-than-4-year postsecondary institutions developing or adopting

skill competency lists for occupational programs that prepare students for

selected occupations, by occupation area and level of institution: 1999 ..................... 18

6a Standard errors of the percent of less-than-4-year postsecondary institutions

developing or adopting skill competency lists for occupational programs that

prepare students for selected occupations, by occupation area and level of

institution: 1999 ........................................................................................................... 19

7 Percent of public secondary schools indicating that industry provided at least

some input in the development or adoption of skill competency lists for

occupational programs that prepare students for selected occupations, by school

type: 1999 .................................................................................................................... 20

7a Standard errors of the percent of public secondary schools indicating that

industry provided at least some input in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by school type: 1999............................................................................... 21

8 Percent of public secondary schools indicating that industry provided at least

some input in the development or adoption of skill competency lists for

occupational programs that prepare students for selected occupations,

by occupation area and school type: 1999 ................................................................... 22

8a Standard errors of the percent of public secondary schools indicating that

industry provided at least some input in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by occupation area and school type: 1999 .............................................. 23
v

Table of Contents (continued)

List of Tables (continued)

Table Page

9 Percent of public secondary schools indicating that industry provided at least

equal input as educators in the development or adoption of skill competency lists

for occupational programs that prepare students for selected occupations,

by school type: 1999.................................................................................................... 24

9a Standard errors of the percent of public secondary schools indicating that

industry provided at least equal input as educators in the development or

adoption of skill competency lists for occupational programs that prepare

students for selected occupations, by school type: 1999 ............................................. 25

10 Percent of public secondary schools indicating that industry provided at least

equal industry input as educators in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by occupation area and school type: 1999 .............................................. 26

10a Standard errors of the percent of public secondary schools indicating that

industry provided at least equal industry input as educators in the development or

adoption of skill competency lists for occupational programs that prepare

students for selected occupations, by occupation area and school type: 1999............. 27

11 Percent of less-than-4-year postsecondary institutions indicating that industry

provided at least some input in the development or adoption of skill competency

lists for occupational programs that prepare students for selected occupations,

by level of institution: 1999......................................................................................... 28

11a Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least some input in the development or

adoption of skill competency lists for occupational programs that prepare

students for selected occupations, by level of institution: 1999 .................................. 29

12 Percent of less-than-4-year postsecondary institutions indicating that industry

provided at least some input in the development or adoption of skill competency

lists for occupational programs that prepare students for selected occupations,

by occupation area and level of institution: 1999 ........................................................ 30

12a Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least some input in the development or

adoption of skill competency lists for occupational programs that prepare

students for selected occupations, by occupation area and level of institution:

1999 ............................................................................................................................. 31

13 Percent of less-than-4-year postsecondary institutions indicating that industry

provided at least equal input as educators in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by level of institution: 1999.................................................................... 32
vi

Table of Contents (continued)

List of Tables (continued)

Table Page

13a Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least equal input as educators in the

development or adoption of skill competency lists for occupational programs that

prepare students for selected occupations, by level of institution: 1999...................... 33

14 Percent of less-than-4-year postsecondary institutions indicating that industry

provided at least equal input as educators in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by occupation area and level of institution: 1999 ................................... 34

14a Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least equal input as educators in the

development or adoption of skill competency lists for occupational programs that

prepare students for selected occupations, by occupation area and level of

institution: 1999 ........................................................................................................... 35

15 Percent of public secondary schools indicating that their occupational programs

prepared students to earn skill certificates, by school type: 1999................................ 36

15a Standard errors of the percent of public secondary schools indicating that their

occupational programs prepared students to earn skill certificates, by school type:

1999 ............................................................................................................................. 37

16 Percent of public secondary schools indicating that their occupational programs

prepared students to earn skill certificates, by occupation area and school type:

1999 ............................................................................................................................. 38

16a Standard errors of the percent of public secondary schools indicating that their

occupational programs prepared students to earn skill certificates, by occupation

area and school type: 1999........................................................................................... 39

17 Percent of less-than-4-year postsecondary institutions indicating that their

occupational programs prepared students to earn industry-related credentials, by

level of institution: 1999.............................................................................................. 40

17a Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that their occupational programs prepared students to earn industryrelated credentials, by level of institution: 1999.......................................................... 41

18 Percent of less-than-4-year postsecondary institutions that their occupational

programs prepared students to earn industry-related credentials, by occupation

area and level of institution: 1999................................................................................ 42

18a Standard errors of the percent of less-than-4-year postsecondary institutions that

their occupational programs prepared students to earn industry-related

credentials, by occupation area and level of institution: 1999..................................... 43
1

INTRODUCTION

This E.D. TAB report presents part of the data collected from two 1999 surveys: Vocational

Programs in Secondary Schools and Occupational Programs in Postsecondary Education Institutions.

1

The surveys were conducted to provide the Office of Vocational and Adult Education (OVAE) with

national estimates on occupational program activities. The summaries in this report focus on the use of

skill competency lists in occupational programs, the extent of industry involvement in developing or

adopting the competency lists, and the credentialing of skill proficiencies.2

The surveys on occupational programs were conducted in response to an increasing national

concern over the gap between existing workforce skills and expanding workplace demands. That concern

was triggered by the “workforce crisis” described in America’s Choice: High Skills or Low Wages

(Commission on the Skills of the American Workforce 1990). It was also spurred by the recognition that

with changing technology and work organizations, schools need to do more to equip students with the

more sophisticated and higher level skills that today’s workplace requires (Grubb 1995). These concerns

have set in motion a growing demand for clearer and higher standards in occupational education, and

increased industry input in the development of those standards (Lankard 1995).

The push for standards and accountability in occupational education was also intensified by several

policy initiatives over the past decade. The 1990 Carl D. Perkins Vocational and Applied Technology Act

created a requirement that states establish systems of standards and measures to assess vocational

education programs. The 1990 Act also authorized federal support for business and education standards

projects. In the early 1990s, the Departments of Education and Labor supported 22 projects to create skill

standards for a wide variety of occupations and industries. The National Skills Standards Board (NSSB),

authorized in 1994 by the Goals 2000: Educate America Act, builds on these projects and the efforts of

many other industrial and occupational groups that have established skill standards. Its purpose is to

stimulate the development of a voluntary national system of skill standards by creating a framework of

career clusters within which skill standards can be developed. To achieve this goal, NSSB supports

partnerships of business, trade associations, education, community organizations, and other stakeholders

to develop skill standards. It also endorses skill standards systems developed by industry-labor-education

partnerships.

The 1998 Perkins Act builds on the above efforts by expanding the requirements for states to

develop performance accountability systems, including state-level measures of student skill attainment.

In keeping with the legislation, performance accountability systems are intended to:

• Include four core indicators that measure student performance and post-vocational education

experiences in further education, training, and employment;

 

1

 This report presents an early release of the data for Office of Vocational and Adult Education (OVAE) to meet its Government Performance and

Results Act (GPRA) reporting requirements. The full report will be published in late winter, 2000.

2

 For the secondary survey, a vocational program was defined as a sequence of courses designed to prepare students for an occupation (e.g.,

nurses’ aide) or occupation area (e.g., health care) that typically requires education below the baccalaureate level. This definition did not

include career exploration or other introductory courses that prepare students for adult life or for work in general (e.g., consumer and

homemaking, industrial arts). A similar definition was used at the postsecondary level, except that a noncredit occupational program could

have consisted of only one course or more than one course. For both surveys, a skill competency was defined as a concept, skill, or attitude that

is essential to an occupation; the level of attainment or performance established for a skill competency is a skill standard. Because these terms

tend to be used interchangeably in practice, the term “skill competencies” was used to refer to both skill competencies and skill standards.
2

• Set performance levels for the four vocational outcomes, including student attainment of skill

proficiencies; and

• Measure and report the performance of the states on the indicators.

Increased accountability is also sought at the federal level. The Government Performance and

Results Act of 1993 (GPRA) requires that federal departments and agencies prepare annual performance

goals, starting with a performance plan for the 1999 fiscal year (Groszyk 1995). To meet its GPRA

reporting requirements, OVAE is required to submit an annual report comparing the status of

occupational programs with the goals identified in its annual performance plan. One indicator of

occupational program activities listed in OVAE’s 1998–1999 Annual Plan is the following:

Skill Proficiencies. By fall 2000, there will be an increasing proportion of vocational

programs with skill competencies and related assessments, and with industry-recognized

skill certificates in secondary and postsecondary institutions.3

The summary tables in this report present statistics relevant to this OVAE performance indicator.

It should be noted that although skill competencies are often used as or with skill standards, the focus of

the surveys is on skill competencies, and the measure of skill standards includes the use of any skill

competency lists. Typically, these competencies might incorporate skill standards that were developed by

the state and/or those developed locally through consultation between teachers and local employers.

Although some programs might have also integrated existing national standards,4 the use of such

standards cannot be determined from these surveys. The surveys also focus on the role of industry in the

development or adoption of skill competencies. Industry involvement is critical to ensure that students

are learning the skills currently required by industry, particularly in fast-changing industries such as

information technology, health, and manufacturing.

Secondary schools were defined as regular and vocational schools that include grades 11 and 12

(i.e., schools that may offer upper level occupational programs), and the schools were asked about

program activities in 28 selected occupations within 6 broad occupational areas. The postsecondary

survey included 2-year and less-than-2-year postsecondary institutions with Title IV eligibility, and the

institutions were asked to report on 32 similar occupations (see appendix D for the list of occupations and

occupation areas). For the secondary school survey, questionnaires were mailed to a national sample of

1,200 public secondary schools, comprising 600 vocational schools (including area or regional vocational

schools) and 600 comprehensive schools. A total of 508 vocational and 567 comprehensive schools

responded to the survey. The resulting secondary sample represents about 1,800 vocational schools and

15,000 comprehensive schools (table 1). For the postsecondary survey, some 1,289 less-than-4-year

institutions, comprising 689 2-year and 600 less-than-2-year institutions, were sampled. A total of 595 2-

year institutions and 505 less-than-2-year institutions completed the survey. The postsecondary sample

represents about 2,000 2-year and 1,600 less-than-2-year institutions (table 1).5

The secondary school survey was conducted through the National Center for Education Statistics

(NCES) Fast Response Survey System (FRSS), and the postsecondary survey was conducted through the

NCES Postsecondary Education Quick Information System (PEQIS) during spring 1999. FRSS and

 

3

 The Office of Vocational and Adult Education (OVAE), Annual Performance Plan, 1998–1999.

4

 Although there are some existing national standards (e.g., the ASE automobile standards), the NSSB skill standards do not yet exist.

5

 National estimates are based on adjustments for out-of-scope schools and reported school type for the secondary sample, and out-of-scope

institutions and recent school closings for the postsecondary sample. See appendix B for more details on methodology.
3

PEQIS are survey systems designed to collect small amounts of issue-oriented data with minimal burden

on respondents and within a relatively short time frame. Survey data have been weighted to produce

national estimates. Significant differences are presented by school type (vocational, comprehensive) for

the FRSS survey, and level of institution (2-year, less-than-2-year) for the PEQIS survey. All comparative

statements made in this report have been tested for statistical significance through chi-square tests or ttests adjusted for multiple comparisons using the Bonferroni adjustment and are significant at the 0.05

level or better. However, not all significant comparisons have been presented in the report.
4
5

SELECTED FINDINGS

This report examines survey data on occupational program activities at the secondary and lessthan-4-year postsecondary levels. It presents data on the use of skill competency lists for occupational

programs, industry input in developing or adopting those competencies, and the credentialing of skill

proficiencies. The findings on these indicators are based on schools and institutions that offered one or

more occupational programs that prepared students for occupations examined in the surveys.

Overall, a majority (66 percent) of secondary schools offered one or more occupational programs

that prepared students for the selected occupations: 35 percent of the schools offered 1 to 5 programs, 18

percent offered 6 to 10 programs, and another 13 percent offered more than 10 programs (table 2).

However, about one-third (34 percent) of the schools did not offer any program that prepare students for

these occupations.6 On average, vocational schools offered more occupational programs than did

comprehensive schools; for example, 44 percent of vocational schools compared with 9 percent of

comprehensive schools offered more than 10 programs for the listed occupations.

A large majority of less-than-4-year postsecondary institutions (90 percent) offered one or more

programs for the selected occupations (table 2). About half of the institutions offered 1 to 5 programs,

another 11 percent offered 6 to 10 programs, and an additional 27 percent offered more than 10 programs.

Two-year institutions offered considerably more programs than less-than-2-year institutions; for example,

43 percent of 2-year institutions compared with 5 percent of less-than-2-year institutions offered more

than 10 programs that prepared students for the occupations. The large differences between 2-year and

less-than-2-year institutions in the number of programs offered may skew the results for analyses based

on “all of their programs” or “at least half of their programs,” i.e., since less-than-2-year institutions offer

fewer programs, it is easier to meet the criteria for “all of their programs” or “at least half of their

programs.” For this reason, comparisons between 2-year and less-than-2-year institutions will be

discussed in relation to whether institutions meet the various criteria for “at least one of their programs.”

Use of Skill Competencies

To provide a description of the use of skill competencies in occupational programs, respondents in

both surveys were asked whether skill competency lists had been developed or adopted for programs that

prepare students for each occupation considered in the surveys.

Most secondary schools with one or more of the relevant occupational programs had developed or

adopted skill competency lists for their programs.

• About three-fourths (77 percent) of the schools had developed or adopted skill competency

lists for all of their programs, 91 percent had competencies for at least half their programs, and

94 percent had them for at least one program (table 3).

 

6

 One possible reason for this finding is that the definition of vocational programs used in this survey excluded lower level vocational programs

that typically do not prepare students for at least entry-level jobs within the occupations considered in the survey. For example, it excluded

career exploration and other introductory courses that prepare students for adult life or work in general (e.g., industrial arts). Another

explanation is that some of the schools might be sending their students to area vocational schools for technical education training.
6

• A large majority of secondary schools had developed or adopted skill competencies for

programs offered in each of the six occupation areas. For example, 85 percent of the schools

had competencies for all of their programs in business and marketing occupations, and 89

percent had competencies for at least one program in this occupation area (table 4).

• Vocational schools were somewhat more likely than comprehensive schools to develop or

adopt skill competencies for at least one program offered (99 versus 93 percent; table 3).

However, differences among vocational and comprehensive schools were not significant when

all their programs or at least half of their programs were considered.

As with secondary schools, a large proportion of 2-year and less-than-2-year postsecondary

institutions with one or more of the relevant occupational programs reported that skill competency lists

had been developed or adopted for their programs.

• Seventy-seven percent of the institutions had developed or adopted skill competencies for all of

the programs offered, 89 percent for at least half the programs offered, and 93 percent for at

least one program (table 5).

• A large majority of the institutions had skill competency lists for programs within each of the

six occupation areas. For example, 75 percent had competencies for all of the programs

offered for business and marketing occupations, and 82 percent used competencies for at least

one program in the occupation area (table 6).

• There were no significant differences among 2-year and less-than-2-year institutions in the use

of skill competencies for at least one program offered by the institution (92 compared with 96

percent; table 5). As pointed out earlier in this section of the report, large differences among 2-

year and less-than-2-year institutions in the use of skill competencies for all of their programs

or at least half of their programs are likely to be confounded by differences in the number of

programs offered.

Industry Input in Skill Competency Development

Schools and postsecondary institutions were asked to indicate the extent of industry input in skill

competency development, i.e., whether the skill competency lists were developed exclusively by

individual course instructors, exclusively by group(s) of educators, primarily by educators with industry

input, with about equal educator and industry input, or primarily/exclusively by industry. These variables

were used to construct three measures of industry input: at least some industry input, at least equal input,

and primary or exclusive industry input.

7

Among secondary schools that offered one or more occupational programs for occupations covered

in the study, a substantial proportion had at least some industry input in developing skill competency lists

for their occupational programs. Relatively fewer schools indicated that industry was at least equally

 

7

 The last three points on the industry-input scale were combined to measure at least some industry input (i.e., industry provided either some

input, equal input as educators, or primary or exclusive input in the development of skill competencies). The last two points on the scale were

combined to measure at least equal industry input (i.e., industry was either as involved as educators, or it held primary or exclusive

responsibility for developing skill competencies). The highest level of industry input is measured as primary or exclusive industry input (i.e.,

industry took primary or exclusive responsibility for developing or adopting skill competency lists).
7

involved as educators in the procedure. There were too few schools reporting primary or exclusive

industry input to show the data in tables.8

• About half (52 percent) of the schools had at least some industry input in skill competency

development for all the programs offered, 70 percent of schools had this level of industry input

for at least half their programs, and 77 percent for at least one program (table 7).

• Compared with the proportion of schools reporting at least some industry input in skill

competency development, relatively few schools indicated that industry was at least equally

involved (as educators) in the procedure (tables 7 and 9). Seventeen percent of schools had at

least equal industry input in skill competency development for all occupational programs

offered, 25 percent for at least half their programs, and 35 percent for at least one program

(table 9).

• Overall, the likelihood of industry involvement in skill competency development was greater

for vocational than comprehensive schools; for instance, vocational schools were more likely

than comprehensive schools to report at least some industry input in skill competency

development for at least one program offered (93 versus 74 percent; table 7). This difference

was consistent for programs that prepared students for each occupation area except health

occupations and service occupations (table 8).

• Considering at least equal industry input in skill competency development, vocational schools

were more likely than comprehensive schools to report this level of industry involvement in at

least one program offered by the school (50 versus 32 percent; table 9). However, this

difference was consistent only for programs that prepared students for building trades (39

versus 22 percent; table 10).9

As with secondary schools, a majority of 2-year and less-than-2-year postsecondary institutions

with one or more relevant occupational programs reported at least some industry input in developing or

adopting skill competency lists for their programs. Relatively fewer institutions indicated that industry

was at least equally involved in the procedure, and the institutions with primary or exclusive industry

input in skill competency development were too few to be reported.10

• About two-thirds of postsecondary institutions had at least some industry input in skill

competency development for all programs offered, 77 percent reported this level of industry

involvement for at least half their programs, and 83 percent for at least one program (table 11).

• Compared with the percentage of institutions reporting some industry input, fewer institutions

offered programs for which industry was at least equally involved (as were educators) in skill

competency development (tables 11 and 13). Twenty-six percent reported equal industry

involvement for all occupational programs offered, 34 percent for at least half the programs,

and 47 percent for at least one program (table 13).

 

8

 For example, the proportion of schools with programs for which industry had primary or exclusive input in skill competency development was

less than 5 percent for the programs that prepared students for 23 of the 28 occupations considered in the study.

9

 Because of the large standard errors surrounding some of the estimates of industry involvement in skill competency development for the various

occupations, differences that may appear large may not be statistically significant.

10For example, the proportion of institutions with programs for which industry had primary or exclusive input in skill competency development

was less than 10 percent for the programs that prepared students for 25 of the 32 occupations considered in the study.
8

• Two-year institutions were somewhat more likely than less-than-2-year institutions to report at

least some industry input in skill competency development for at least one program offered (88

versus 78 percent, table 11). However, this difference did not hold when equal industry input

was considered (table 13).

Credentialing: Skill Certificates and Industry-Related Credentials

The secondary school survey asked whether occupational programs for each occupation prepared

students to earn skill certificates. Because credentialing procedures are different at the postsecondary

level, postsecondary institutions were asked whether occupational programs prepared students to earn

various credentials, including institutional-based credentials (e.g., associate’s degrees) and industryrelated credentials (e.g., company certificates, industry/trade certificates or diplomas and state

registrations, licenses or certificates). Because of the focus of this report, only industry-related

credentials are examined here.11

Of the secondary schools that offered one or more occupational programs, about half reported that

at least one of their programs prepared students to earn skill certificates.

• About one-third (31 percent) of secondary schools reported that all their occupational programs

prepared students to earn skill certificates, 43 percent provided this type of student

credentialing for at least half of the programs offered, and 55 percent did so for at least one

program (table 15).

• Vocational schools were more likely than comprehensive schools to offer programs that

prepared students to earn skill certificates. For example, 52 percent of vocational schools

compared with 27 percent of comprehensive schools reported that all of their programs

prepared students to earn skill certificates (table 15). Similar differences were observed when

programs for each occupation area were examined (table 16).

Most of the 2-year and less-than-2-year postsecondary institutions offering one or more

occupational programs reported that students in at least one program could work toward industry-related

credentials.

• About half (53 percent) of the institutions reported that students in all the programs offered

could work toward industry-related credentials. In addition, 76 percent indicated that at least

half of their programs prepared students for industry-related credentials, and 87 percent had at

least one program that prepared students for those credentials (table 17).

• Overall, 2-year institutions did not differ significantly from less-than-2-year institutions in

offering at least one program in which students could work toward industry-related credentials

(table 17). However, for each occupation area (with the exception of service occupations), 2-

year institutions were less likely than less-than-2-year institutions to report that students could

work toward industry-related credentials for at least one program (table 18).

 

11Industry-related credentials include company certificates, industry/trade certificates or diplomas, and state registrations, licenses, or certificates.
9

Table 1.—Number and percent of public secondary schools and less-than-4-year postsecondary

institutions in the study sample, and the estimated number and percent of public

secondary schools and less-than-4-year postsecondary institutions the sample represents,

by type of school and level of institution: 1999

Respondent sample National estimates School/institution

Number Percent Number Percent

All public secondary schools*.......................... 1,078 100 16,821 100

Vocational..................................................... 517 48 1,816 11

Comprehensive.............................................. 561 52 15,005 89

All less-than-4-year postsecondary institutions 1,100 100 3,660 100

2-year ............................................................ 595 54 2,073 57

Less-than-2-year............................................ 505 46 1,587 43

*Definitions of public secondary schools as vocational and comprehensive were based on school type reported in the questionnaire.

NOTE: Percents are computed within each classification variable. Details may not sum to totals because of rounding. Estimates are based on

public secondary schools with 11th and 12th grades (i.e., schools that may offer upper level vocational programs) and 2-year and less-than-2-year

postsecondary institutions with Title IV eligibility.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System,

Survey on Occupational Programs in Postsecondary Education Institutions, 1999.
10

Table 2.—Percent of public secondary schools and less-than-4-year postsecondary institutions

offering occupational programs, by the number of programs offered for selected

occupations, and by the type of school and level of institution: 1999

Number of programs offered overall

School/institution

0 1-5 6-10 More than 10

All public secondary schools134 35 18 13

Vocational2.................................................... 2 15 39 44

Comprehensive.............................................. 37 38 16 9

All less-than-4-year postsecondary institutions 10 52 11 27

2-year ............................................................ 12 30 15 43

Less-than-2-year............................................ 9 81 5 5

1Definitions of public secondary schools as vocational and comprehensive were based on school type reported in the questionnaire.

2Two percent of vocational schools did not offer any program that prepared students for the occupations examined in this survey. (These were

focused vocational schools.)

NOTE: Percents are computed across each row, but may not sum to 100 because of rounding. Estimates are based on public secondary schools

with 11th and 12th grades (i.e., schools that may offer upper level occupational programs) and 2-year and less-than-2-year postsecondary

institutions with Title IV eligibility. For public secondary schools that offer programs that prepare students for the occupations examined in this

study, the number of programs could range from 1 to 28. For the postsecondary institutions, the programs could include credit and noncredit

courses, and the number of programs could range from 1 to 32. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System,

Survey on Occupational Programs in Postsecondary Education Institutions, 1999
11

Table 2a.—-Standard errors of the percent of public secondary schools and less-than-4-year

postsecondary institutions offering occupational programs by the number of programs

offered for selected occupations, and by the type of school and level of institution: 1999

Number of programs offered overall

School/institution

0 1-5 6-10 More than 10

All public secondary schools............................ 2.1 2.1 1.7 0.9

Vocational..................................................... 0.4 3.4 4.1 3.9

Comprehensive.............................................. 2.3 2.4 1.8 1.0

All less-than-4-year postsecondary institutions 1.1 1.1 0.9 0.9

2-year ............................................................ 1.5 1.5 1.4 1.7

Less-than-2-year............................................ 1.2 1.3 0.5 0.4

NOTE: Estimates are based on public secondary schools with 11th and 12th grades (i.e., schools that may offer upper level occupational

programs) and 2-year and less-than-2-year postsecondary institutions with Title IV eligibility. For schools that offer programs that prepare

students for the occupations examined in this study, the number of programs could range from 1 to 28. For the postsecondary institutions, the

programs could include credit and noncredit courses, and the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999
12

Table 3.—Percent of public secondary schools developing or adopting skill competency lists for

occupational programs that prepare students for selected occupations, by school type:

1999

Percent of schools with one or more

occupational programs Schools had developed or adopted skill

competency lists for:

Percent of all

schools*

All Vocational Comprehensive

All of their occupational programs................... 51 77 84 76

At least half of their occupational programs..... 61 91 96 90

At least one of their occupational programs..... 63 94 99 93

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
13

Table 3a.—-Standard errors of the percent of public secondary schools developing or adopting skill

competency lists for occupational programs that prepare students for selected

occupations, by school type: 1999

Percent of schools with one or more

occupational programs Schools had developed or adopted skill

competency lists for:

Percent of all

schools

All Vocational Comprehensive

All of their occupational programs................... 2.1 2.3 3.8 2.6

At least half of their occupational programs..... 2.1 1.5 1.9 1.8

At least one of their occupational programs..... 2.1 1.2 1.0 1.5

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
14

Table 4.—Percent of public secondary schools developing or adopting skill competency lists for

occupational programs that prepare students for selected occupations, by occupation

area and school type: 1999

Percent of schools with one or more

programs in the occupation area Schools had developed or adopted skill

competency lists for:

Percent of all

schools*

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 48 85 90 84

Technical occupations...................................... 33 83 93 81

Mechanical occupations................................... 28 89 95 87

Building trades................................................. 31 85 94 82

Health/life sciences occupations ...................... 30 94 97 93

Service occupations.......................................... 29 90 96 88

At least one occupational program offered

in:

Business and marketing occupations................ 50 89 92 89

Technical occupations...................................... 35 88 94 86

Mechanical occupations................................... 29 91 97 89

Building trades................................................. 32 89 97 86

Health/life sciences occupations ...................... 30 95 99 94

Service occupations ......................................... 30 91 98 90

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
15

Table 4a.—-Standard errors of the percent of public secondary schools developing or adopting skill

competency lists for occupational programs that prepare students for selected

occupations, by occupation area and school type: 1999

Percent of schools with one or more

programs in the occupation area Schools had developed or adopted skill

competency lists for:

Percent of all

schools

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 2.3 2.0 4.2 2.2

Technical occupations...................................... 1.8 2.5 2.5 3.2

Mechanical occupations................................... 1.6 2.1 2.1 2.8

Building trades................................................. 1.8 2.4 2.8 3.1

Health/life sciences occupations ...................... 1.6 1.6 1.3 2.2

Service occupations.......................................... 1.3 2.6 1.3 3.4

At least one occupational program offered

in:

Business and marketing occupations................ 2.5 1.8 4.2 1.9

Technical occupations...................................... 1.7 2.1 2.5 2.6

Mechanical occupations................................... 1.6 2.0 2.1 2.5

Building trades................................................. 1.8 2.0 1.9 2.7

Health/life sciences occupations ...................... 1.6 1.4 1.3 1.9

Service occupations ......................................... 1.3 2.3 1.3 3.1

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
16

Table 5.—Percent of less-than-4-year postsecondary institutions developing or adopting skill

competency lists for occupational programs that prepare students for selected

occupations, by level of institution: 1999

Percent of institutions with one

or more occupational programs Institutions had developed or adopted skill

competency lists for:

Percent of all

institutions*

All 2-year Less-than-2-year

All of their occupational programs................... 69 77 66 91

At least half of their occupational programs..... 79 89 83 95

At least one of their occupational programs..... 84 93 92 96

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations, see

appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
17

Table 5a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

developing or adopting skill competency lists for occupational programs that prepare

students for selected occupations, by level of institution: 1999

Percent of institutions with one

or more occupational programs Institutions had developed or adopted skill

competency lists for:

Percent of all

institutions

All 2-year Less-than-2-year

All of their occupational programs................... 1.4 1.3 2.1 1.7

At least half of their occupational programs..... 1.4 1.1 1.9 1.4

At least one of their occupational programs..... 1.3 0.9 1.5 1.4

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
18

Table 6.—Percent of less-than-4-year postsecondary institutions developing or adopting skill

competency lists for occupational programs that prepare students for selected

occupations, by occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area Institutions had developed or adopted skill

competency lists for:

Percent of all

institutions*

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 40 75 70 92

Technical occupations...................................... 36 77 75 87

Mechanical occupations................................... 24 81 78 97

Building trades................................................. 23 84 82 96

Health/life sciences occupations ...................... 46 85 82 94

Service occupations.......................................... 47 81 72 94

At least one occupational program offered

in:

Business and marketing occupations................ 44 82 79 94

Technical occupations...................................... 40 86 84 91

Mechanical occupations................................... 26 88 86 99

Building trades................................................. 24 90 88 99

Health/life sciences occupations ...................... 50 92 90 97

Service occupations ......................................... 50 87 82 94

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations, see

appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
19

Table 6a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

developing or adopting skill competency lists for occupational programs that prepare

students for selected occupations, by occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area Institutions had developed or adopted skill

competency lists for:

Percent of all

institutions

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 1.6 1.9 2.4 2.1

Technical occupations...................................... 1.3 1.5 1.9 2.8

Mechanical occupations................................... 1.1 1.9 2.3 0.2

Building trades................................................. 0.9 1.8 2.2 1.0

Health/life sciences occupations ...................... 1.3 1.3 1.7 1.3

Service occupations.......................................... 1.4 1.5 2.1 2.2

At least one occupational program offered

in:

Business and marketing occupations................ 1.5 1.7 2.1 1.7

Technical occupations...................................... 1.3 1.4 1.7 2.4

Mechanical occupations................................... 1.1 1.8 2.1 0.1

Building trades................................................. 0.9 1.4 1.7 0.6

Health/life sciences occupations ...................... 1.4 1.1 1.5 0.9

Service occupations ......................................... 1.5 1.5 2.2 2.2

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
20

Table 7.—Percent of public secondary schools indicating that industry provided at least some input

in the development or adoption of skill competency lists for occupational programs that

prepare students for selected occupations, by school type: 1999

Percent of schools with one

or more occupational programs

Schools had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

schools*

All Vocational Comprehensive

All of their occupational programs................... 35 52 71 48

At least half of their occupational programs..... 46 70 84 67

At least one of their occupational programs..... 51 77 93 74

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
21

Table 7a.—-Standard errors of the percent of public secondary schools indicating that industry

provided at least some input in the development or adoption of skill competency lists

for occupational programs that prepare students for selected occupations, by school

type: 1999

Percent of schools with one

or more occupational programs

Schools had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

schools

All Vocational Comprehensive

All of their occupational programs................... 1.9 2.6 3.9 3.0

At least half of their occupational programs..... 2.2 2.3 4.0 2.5

At least one of their occupational programs..... 2.1 2.3 2.2 2.7

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
22

Table 8.—Percent of public secondary schools indicating that industry provided at least some input

in the development or adoption of skill competency lists for occupational programs that

prepare students for selected occupations, by occupation area and school type: 1999

Percent of schools with one or more

programs in the occupation area

Schools had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

schools*

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 35 63 77 60

Technical occupations...................................... 25 63 79 59

Mechanical occupations................................... 23 73 87 68

Building trades................................................. 23 64 89 56

Health/life sciences occupations ...................... 25 77 87 74

Service occupations.......................................... 23 71 82 68

At least one occupational program offered

in:

Business and marketing occupations................ 38 68 82 65

Technical occupations...................................... 28 70 83 67

Mechanical occupations................................... 24 77 91 72

Building trades................................................. 25 69 92 62

Health/life sciences occupations ...................... 25 79 91 75

Service occupations ......................................... 24 74 84 71

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
23

Table 8a.—-Standard errors of the percent of public secondary schools indicating that industry

provided at least some input in the development or adoption of skill competency lists

for occupational programs that prepare students for selected occupations, by

occupation area and school type: 1999

Percent of schools with one or more

programs in the occupation area

Schools had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

schools

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 2.0 2.6 5.3 2.9

Technical occupations...................................... 1.7 3.1 4.5 3.6

Mechanical occupations................................... 1.3 2.6 3.1 3.5

Building trades................................................. 1.6 3.2 2.9 4.1

Health/life sciences occupations ...................... 1.5 3.1 4.4 3.8

Service occupations.......................................... 1.2 3.5 4.9 4.3

At least one occupational program offered

in:

Business and marketing occupations................ 2.1 2.5 4.8 2.8

Technical occupations...................................... 1.6 2.8 4.5 3.2

Mechanical occupations................................... 1.2 2.6 2.5 3.4

Building trades................................................. 1.6 2.9 2.2 3.8

Health/life sciences occupations ...................... 1.6 3.2 4.2 3.9

Service occupations ......................................... 1.2 3.5 5.0 4.3

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
24

Table 9.—Percent of public secondary schools indicating that industry provided at least equal input

as educators in the development or adoption of skill competency lists for occupational

programs that prepare students for selected occupations, by school type: 1999

Percent of schools with one

or more occupational programs

Schools had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

schools*

All Vocational Comprehensive

All of their occupational programs................... 11 17 27 15

At least half of their occupational programs..... 17 25 33 24

At least one of their occupational programs..... 23 35 50 32

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
25

Table 9a.—-Standard errors of the percent of public secondary schools indicating that industry

provided at least equal input as educators in the development or adoption of skill

competency lists for occupational programs that prepare students for selected

occupations, by school type: 1999

Percent of schools with one

or more occupational programs

Schools had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

schools

All Vocational Comprehensive

All of their occupational programs................... 1.1 1.7 3.3 1.9

At least half of their occupational programs..... 1.4 2.2 3.5 2.5

At least one of their occupational programs..... 1.7 2.6 4.4 2.9

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
26

Table 10.—Percent of public secondary schools indicating that industry provided at least equal

industry input as educators in the development or adoption of skill competency lists for

occupational programs that prepare students for selected occupations, by occupation

area and school type: 1999

Percent of schools with one or more

programs in the occupation area

Schools had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

schools*

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 12 22 30 20

Technical occupations...................................... 9 23 30 21

Mechanical occupations................................... 9 29 36 26

Building trades................................................. 9 24 35 21

Health/life sciences occupations ...................... 12 39 43 37

Service occupations.......................................... 9 28 35 25

At least one occupational program offered

in:

Business and marketing occupations................ 13 24 34 22

Technical occupations...................................... 11 27 35 25

Mechanical occupations................................... 10 32 41 29

Building trades................................................. 10 27 39 22

Health/life sciences occupations ...................... 13 41 47 40

Service occupations ......................................... 10 31 40 28

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
27

Table 10a.—-Standard errors of the percent of public secondary schools indicating that industry

provided at least equal industry input as educators in the development or adoption of

skill competency lists for occupational programs that prepare students for selected

occupations, by occupation area and school type: 1999

Percent of schools with one or more

programs in the occupation area

Schools had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

schools

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 1.4 2.5 3.7 2.8

Technical occupations...................................... 0.9 2.5 3.3 3.0

Mechanical occupations................................... 1.1 3.1 3.0 3.9

Building trades................................................. 1.0 2.6 3.6 3.4

Health/life sciences occupations ...................... 1.2 3.3 4.0 4.0

Service occupations.......................................... 0.8 2.6 4.7 3.0

At least one occupational program offered

in:

Business and marketing occupations................ 1.4 2.6 3.9 2.9

Technical occupations...................................... 0.9 2.7 3.4 3.3

Mechanical occupations................................... 1.0 3.0 3.1 3.8

Building trades................................................. 1.1 2.7 3.7 3.3

Health/life sciences occupations ...................... 1.3 3.7 4.1 4.4

Service occupations ......................................... 0.8 2.6 4.8 2.9

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
28

Table 11.—Percent of less-than-4-year postsecondary institutions indicating that industry provided

at least some input in the development or adoption of skill competency lists for

occupational programs that prepare students for selected occupations, by level of

institution: 1999

Percent of institutions with one

or more occupational programs

Institutions had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

institutions*

All 2-year Less-than-2-year

All of their occupational programs................... 57 63 57 72

At least half of their occupational programs..... 69 77 77 77

At least one of their occupational programs..... 75 83 88 78

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
29

Table 11a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least some input in the development or adoption

of skill competency lists for occupational programs that prepare students for selected

occupations, by level of institution: 1999

Percent of institutions with one

or more occupational programs

Institutions had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

institutions

All Vocational Comprehensive

All of their occupational programs................... 1.5 1.7 2.2 2.8

At least half of their occupational programs..... 1.6 1.6 2.0 2.7

At least one of their occupational programs..... 1.3 1.4 1.7 2.7

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
30

Table 12.—Percent of less-than-4-year postsecondary institutions indicating that industry provided

at least some input in the development or adoption of skill competency lists for

occupational programs that prepare students for selected occupations, by occupation

area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

institutions*

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 35 66 62 83

Technical occupations...................................... 32 69 66 79

Mechanical occupations................................... 22 76 73 89

Building trades................................................. 21 78 75 91

Health/life sciences occupations ...................... 42 77 75 83

Service occupations.......................................... 39 68 65 72

At least one occupational program offered

in:

Business and marketing occupations................ 39 74 71 85

Technical occupations...................................... 38 81 79 86

Mechanical occupations................................... 25 84 82 94

Building trades................................................. 23 84 82 96

Health/life sciences occupations ...................... 47 86 85 87

Service occupations ......................................... 43 75 76 72

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
31

Table 12a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least some input in the development or adoption

of skill competency lists for occupational programs that prepare students for selected

occupations, by occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions had developed or adopted skill

competency lists with at least some

industry input for:

Percent of all

institutions

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 1.4 2.0 2.4 2.7

Technical occupations...................................... 1.4 1.9 2.3 3.2

Mechanical occupations................................... 1.1 2.0 2.4 3.0

Building trades................................................. 0.9 2.2 2.6 1.3

Health/life sciences occupations ...................... 1.3 1.8 2.0 2.3

Service occupations.......................................... 1.6 2.4 2.5 4.4

At least one occupational program offered

in:

Business and marketing occupations................ 1.3 1.8 2.1 2.5

Technical occupations...................................... 1.2 1.6 1.9 2.8

Mechanical occupations................................... 1.0 1.7 2.0 2.9

Building trades................................................. 0.9 1.8 2.2 0.6

Health/life sciences occupations ...................... 1.3 1.6 1.9 2.1

Service occupations ......................................... 1.7 2.4 2.5 4.4

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
32

Table 13.—Percent of less-than-4-year postsecondary institutions indicating that industry provided

at least equal input as educators in the development or adoption of skill competency

lists for occupational programs that prepare students for selected occupations, by level

of institution: 1999

Percent of institutions with one

or more occupational programs

Institutions had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

institutions*

All 2-year Less-than-2-year

All of their occupational programs................... 23 26 18 36

At least half of their occupational programs..... 31 34 29 41

At least one of their occupational programs..... 42 47 49 44

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
33

Table 13a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least equal input as educators in the development

or adoption of skill competency lists for occupational programs that prepare students

for selected occupations, by level of institution: 1999

Percent of institutions with one

or more occupational programs

Institutions had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

institutions

All 2-year Less-than-2-year

All of their occupational programs................... 1.7 1.8 1.7 2.9

At least half of their occupational programs..... 1.7 1.8 1.8 2.7

At least one of their occupational programs..... 1.6 1.7 2.2 2.9

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
34

Table 14.—Percent of less-than-4-year postsecondary institutions indicating that industry provided

at least equal input as educators in the development or adoption of skill competency

lists for occupational programs that prepare students for selected occupations, by

occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

institutions*

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 11 21 18 34

Technical occupations...................................... 12 26 24 36

Mechanical occupations................................... 9 30 26 48

Building trades................................................. 9 34 32 46

Health/life sciences occupations ...................... 18 33 30 41

Service occupations.......................................... 18 31 22 42

At least one occupational program offered

in:

Business and marketing occupations................ 14 27 25 35

Technical occupations...................................... 17 37 35 43

Mechanical occupations................................... 12 43 40 55

Building trades................................................. 12 43 42 51

Health/life sciences occupations ...................... 24 43 42 46

Service occupations ......................................... 21 37 33 43

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
35

Table 14a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that industry provided at least equal input as educators in the development

or adoption of skill competency lists for occupational programs that prepare students

for selected occupations, by occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions had developed or adopted skill

competency lists with at least equal

industry input for:

Percent of all

institutions

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 0.7 1.4 1.5 2.5

Technical occupations...................................... 0.8 1.6 1.8 3.2

Mechanical occupations................................... 0.6 2.0 2.1 3.4

Building trades................................................. 0.7 2.2 2.6 2.6

Health/life sciences occupations ...................... 1.1 1.8 2.1 2.7

Service occupations.......................................... 1.4 2.3 2.1 4.0

At least one occupational program offered

in:

Business and marketing occupations................ 0.9 1.6 1.7 2.8

Technical occupations...................................... 0.9 1.6 1.9 3.2

Mechanical occupations................................... 0.8 2.3 2.5 3.9

Building trades................................................. 0.7 2.3 2.7 2.7

Health/life sciences occupations ...................... 1.1 1.8 2.3 2.7

Service occupations ......................................... 1.5 2.4 2.5 4.0

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
36

Table 15.—Percent of public secondary schools indicating that their occupational programs

prepared students to earn skill certificates, by school type: 1999

Percent of schools with one

or more occupational programs Schools with programs prepare students to

earn skill certificates for:

Percent of all

schools*

All Vocational Comprehensive

All of their occupational programs................... 20 31 52 27

At least half of their occupational programs..... 29 43 70 38

At least one of their occupational programs..... 36 55 81 50

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
37

Table 15a.—-Standard errors of the percent of public secondary schools indicating that their

occupational programs prepared students to earn skill certificates, by school type:

1999

Percent of schools with one

or more occupational programs Schools with programs prepare students to

earn skill certificates for:

Percent of all

schools

All Vocational Comprehensive

All of their occupational programs................... 1.3 2.1 4.8 2.3

At least half of their occupational programs..... 1.4 2.0 5.1 2.2

At least one of their occupational programs..... 1.5 1.8 4.5 1.9

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
38

Table 16.—Percent of public secondary schools indicating that their occupational programs

prepared students to earn skill certificates, by occupation area and school type: 1999

Percent of schools with one or more

programs in the occupation area Schools with programs prepare students to

earn skill certificates for:

Percent of all

schools*

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 23 40 65 36

Technical occupations...................................... 14 36 62 30

Mechanical occupations................................... 16 52 70 45

Building trades................................................. 17 46 68 39

Health/life sciences occupations ...................... 15 47 69 40

Service occupations.......................................... 16 48 68 42

At least one occupational program offered

in:

Business and marketing occupations................ 25 45 69 41

Technical occupations...................................... 17 43 67 37

Mechanical occupations................................... 17 55 73 49

Building trades................................................. 18 49 70 42

Health/life sciences occupations ...................... 17 52 77 44

Service occupations ......................................... 17 54 76 47

*Percent of all public secondary schools whether or not the school offers a program that prepares students for the occupations examined in this

survey.

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28. For the list of occupations, see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
39

Table 16a.—-Standard errors of the percent of public secondary schools indicating that their

occupational programs prepared students to earn skill certificates, by occupation area

and school type: 1999

Percent of schools with one or more

programs in the occupation area Schools with programs prepare students to

earn skill certificates for:

Percent of all

schools

All Vocational Comprehensive

All occupational programs offered in:

Business and marketing occupations................ 1.6 2.5 5.9 2.8

Technical occupations...................................... 1.1 2.6 4.5 3.1

Mechanical occupations................................... 1.2 3.1 4.1 4.2

Building trades................................................. 1.1 2.5 5.2 3.3

Health/life sciences occupations ...................... 1.2 3.6 4.5 4.4

Service occupations.......................................... 1.3 4.0 6.0 4.8

At least one occupational program offered

in:

Business and marketing occupations................ 1.5 2.3 6.0 2.5

Technical occupations...................................... 1.0 2.3 4.9 2.7

Mechanical occupations................................... 1.2 3.2 4.2 4.3

Building trades................................................. 1.1 2.5 5.3 3.2

Health/life sciences occupations ...................... 1.2 3.5 4.5 4.4

Service occupations ......................................... 1.3 3.8 4.9 4.8

NOTE: Estimates are based on public secondary schools with 11th and 12th grades, i.e., schools that may offer upper level occupational

programs. For schools that offer programs that prepare students for the occupations examined in this study, the number of programs could range

from 1 to 28.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Survey on Vocational

Programs in Secondary Schools, 1999.
40

Table 17.—Percent of less-than-4-year postsecondary institutions indicating that their occupational

programs prepared students to earn industry-related credentials, by level of institution:

1999

Percent of institutions with one

or more occupational programs

Institutions with programs that prepare

students to earn industry-related

credentials for:

Percent of all

institutions*

All 2-year Less-than-2-year

All of their occupational programs................... 47 53 28 84

At least half of their occupational programs..... 68 76 68 88

At least one of their occupational programs..... 78 87 86 89

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
41

Table 17a.—-Standard errors of the percent of less-than-4-year postsecondary institutions

indicating that their occupational programs prepared students to earn industryrelated credentials, by level of institution: 1999

Percent of institutions with one

or more occupational programs

Institutions with programs that prepare

students to earn industry-related

credentials for:

Percent of all

institutions

All 2-year Less-than-2-year

All of their occupational programs................... 1.4 1.5 2.2 2.0

At least half of their occupational programs..... 1.3 1.3 1.9 2.0

At least one of their occupational programs..... 1.2 1.1 1.6 2.0

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
42

Table 18.—Percent of less-than-4-year postsecondary institutions that their occupational programs

prepared students to earn industry-related credentials, by occupation area and level of

institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions with programs that prepare

students to earn industry-related

credentials for:

Percent of all

institutions*

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 31 58 50 92

Technical occupations...................................... 24 50 43 85

Mechanical occupations................................... 20 69 66 89

Building trades................................................. 20 72 69 88

Health/life sciences occupations ...................... 29 53 41 89

Service occupations.......................................... 37 65 52 84

At least one occupational program offered

in:

Business and marketing occupations................ 40 75 70 95

Technical occupations...................................... 35 74 71 89

Mechanical occupations................................... 25 85 83 97

Building trades................................................. 23 86 85 93

Health/life sciences occupations ...................... 45 83 79 92

Service occupations ......................................... 45 78 74 85

*Percent of all 2-year and less-than-2-year postsecondary institutions whether or not the institution offers a program that prepares students for the

occupations examined in this survey.

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32. For the list of occupations,

see appendix D.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
43

Table 18a.—-Standard errors of the percent of less-than-4-year postsecondary institutions that

their occupational programs prepared students to earn industry-related credentials,

by occupation area and level of institution: 1999

Percent of institutions with one or more

programs in the occupation area

Institutions with programs that prepare

students to earn industry-related

credentials for:

Percent of all

institutions

All 2-year Less-than-2-year

All occupational programs offered in:

Business and marketing occupations................ 1.2 1.7 2.2 1.9

Technical occupations...................................... 1.1 1.9 2.2 2.3

Mechanical occupations................................... 1.0 2.0 2.5 1.8

Building trades................................................. 1.0 2.4 2.7 2.2

Health/life sciences occupations ...................... 1.1 1.6 2.1 1.1

Service occupations.......................................... 1.5 2.1 2.5 3.2

At least one occupational program offered

in:

Business and marketing occupations................ 1.3 1.7 2.1 1.3

Technical occupations...................................... 1.2 1.9 2.4 2.1

Mechanical occupations................................... 1.0 1.5 1.8 1.5

Building trades................................................. 1.0 1.4 1.7 1.6

Health/life sciences occupations ...................... 1.2 1.4 1.8 0.9

Service occupations ......................................... 1.5 1.9 2.0 3.2

NOTE: Estimates are based on 2-year and less-than-2-year institutions with Title IV eligibility. For institutions that offer occupational programs

that prepare students for the occupations examined in this study, the number of programs could range from 1 to 32.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey

on Occupational Programs in Postsecondary Education Institutions, 1999.
44
A-1

Appendix A

Methodology and Technical Notes
A-2
A-3

METHODOLOGY AND TECHNICAL NOTES

Surveys and Samples

The tabular statistics in this E.D. TAB report present a subset of the data collected from the

surveys Vocational Programs in Secondary Schools and Occupational Programs in Postsecondary

Education Institutions. The surveys were conducted through the Fast Response Survey System

(FRSS) and the Postsecondary Education Quick Information System (PEQIS), respectively. To

select a nationally representative sample of public secondary schools for the FRSS survey, a

stratified sample of 1,200 public secondary schools, including 600 vocational schools and 600

comprehensive (regular) schools, was selected from the 1996-97 Quality Education Data (QED)

National Education Database. The QED database is compiled from a variety of sources, including

the National Center for Education Statistics’ Common Core of Data (CCD) public school universe

file. Almost 16,000 comprehensive secondary schools and 1,300 vocational schools met the

eligibility requirement for this study; that is, they had 11th or 12th grade. Excluded from the

sampling frame were private schools (the CCD does not include private schools), nonregular

schools such as special education and alternative/other schools, and schools in the outlying U.S.

territories.

For the PEQIS survey, the sample of postsecondary institutions was restricted to 2-year and

less-than-2-year institutions that were eligible for federal financial aid under Title IV. A stratified

random sample of 1,289 institutions was selected, including 689 2-year institutions and 600 lessthan-2-year institutions. The sample of 2-year postsecondary institutions was drawn from the

Postsecondary Education Quick Information System (PEQIS) panel, which was constructed from

the 1995-96 Integrated Postsecondary Education Data System (IPEDS) Institutional Characteristics

(IC) file. The PEQIS frame included 4-year, 2-year, and less-than-2-year institutions of higher

education located in the 50 states and the District of Columbia: a total of 5,353 institutions. Only 2-

year institutions that were eligible for federal financial aid were included for selection from the

PEQIS panel.

The sampling frame for the supplementary sample of less-than-2-year institutions was the

1996-97 Integrated Postsecondary Education Data System (IPEDS) Institutional Characteristics

file. The institutions eligible for the supplementary sample were all less-than-2-year institutions in

the 50 states and the District of Columbia (the same geographic area used for the PEQIS panel) that

reported eligibility for Title IV. A total of 1,898 institutions met these requirements.

Respondents and Response Rates

For the FRSS survey, questionnaires with letters explaining the purpose of the study were

mailed to school principals in early April 1999. The questionnaires were to be completed by the

person who was most knowledgeable about vocational education at the school. Telephone followup

of nonrespondents was conducted during May and June 1999. Of the 1,200 schools selected for the

survey, 50 were found to be out of scope for the study (29 of these were postsecondary

institutions). A total of 1,078 eligible schools completed the survey for an overall unweighted

response rate of 94 percent. The weighted response rate was 95 percent.
A-4

The postsecondary questionnaires were mailed in mid-April 1999 to PEQIS coordinators at

2-year institutions and administrators at less-than-2-year institutions. As with the FRSS survey, the

questionnaire was to be completed by the person most knowledgeable about occupational programs

at the institution. Telephone followup of nonrespondents started in late May, and data collection

ended in early July 1999. Of the 1,289 postsecondary institutions sampled for the study, 103 were

out of scope for the study; 57 of these institutions were closed, and 38 did not have Title IV

eligibility. The survey was completed by 1,100 2-year and less-than-2-postsecondary institutions,

yielding an overall unweighted response rate of 94 percent. The weighted response rate was also

94 percent.

Sampling and Nonsampling Errors

The responses were weighted to produce national estimates. The weights were designed to

adjust for the variable probabilities of selection and differential nonresponse. The findings in this

report are based on the sample selected and, consequently, are subject to sampling variability.

The survey estimates are also subject to nonsampling errors that can arise because of

nonobservation (nonresponse and noncoverage) errors, errors of reporting, and errors made in data

collection. These errors can sometimes bias the data. Nonsampling errors may include such

problems as misrecording of responses; incorrect editing, coding, and data entry; differences

related to the particular time the survey was conducted; or errors in data preparation. While

general sampling theory can be used in part to determine how to estimate the sampling variability

of a statistic, nonsampling errors are not easy to measure and, for measurement purposes, usually

require that an experiment be conducted as part of the data collection procedures or that data

external to the study be used.

A number of actions were taken to minimize nonsampling error. The questionnaire was

pretested with respondents like those who completed the survey. During the design of the survey

and survey pretest, an effort was made to check for consistency of interpretation of questions and to

eliminate ambiguous items. The questionnaire and instructions were extensively reviewed by the

National Center for Education Statistics and the Office of Vocational and Adult Education, U.S.

Department of Education. Manual and machine editing of the questionnaire responses were

conducted to check the data for accuracy and consistency. Cases with missing or inconsistent

items were recontacted by telephone. Data were keyed with 100 percent verification.

Variances

The standard error is a measure of the variability of estimates due to sampling. It indicates

the variability of a sample estimate that would be obtained from all possible samples of a given

design and size. Standard errors are used as a measure of the precision expected from a particular

sample. If all possible samples were surveyed under similar conditions, intervals of 1.96 standard

errors below to 1.96 standard errors above a particular statistic would include the true population

parameter being estimated in about 95 percent of the samples. This is a 95 percent confidence

interval. Estimates of standard errors for this report were computed using the jacknife replication

method.
A-5

Terms and Variables

For the secondary school survey, a vocational program was defined as a sequence of

courses designed to prepare students for an occupation (e.g., nurses’ aide) or occupation area (e.g.,

health care) that typically requires education below the baccalaureate level. Because the focus of

the surveys is on preparation for jobs within specific occupations, the definition of vocational

programs did not include career exploration or other introductory courses that prepare students for

adult life or for work in general (e.g., consumer and homemaking, industrial arts). At the

postsecondary level, an occupational program was defined as a sequence of courses designed to

prepare students for an occupation (e.g., nurses’ aide) that typically requires education below the

baccalaureate level. To allow institutions to report noncredit courses, a noncredit occupational

program could have included only one course or more than one course. For both surveys, a skill

competency was defined as a concept, skill, or attitude that is essential to an occupation; the level

of attainment or performance established for a skill competency is a skill standard. Because these

terms tend to be used interchangeably in practice, “skill competencies” was used to refer to both

skill competencies and skill standards.

The main classification variable was school type (vocational, comprehensive) for the

secondary school survey, and level of institution (2-year, less-than-2-year) for the postsecondary

survey. For the tabular analyses, several variables were constructed to measure the number of

programs offered, skill competencies used for the programs offered, and skill certificates or

industry-related credentials available for programs offered. The variables were constructed for all

programs offered and for programs offered within the six broad occupation areas examined in the

study.

Background Information

The secondary survey was conducted under contract with Westat, using the Fast response

Survey System (FRSS), and the postsecondary survey was conducted using the Postsecondary

Education Quick Information System (PEQIS). Westat’s Project Director was Elizabeth Farris,

and the Survey Manager was Basmat Parsad. Bernie Greene was the NCES Project Officer. The

data were requested by the Office of Vocational and Adult Education, U.S. Department of

Education.

The following individuals reviewed this report:

Outside NCES

• Vickie Schray, Office of Vocational and Adult Education

• Doris Werwie, Office of Vocational and Adult Education

• Cynthia Brown, Office of Vocational and Adult Education

• Sharon Belli, Office of Vocational and Adult Education
A-6

Inside NCES

• Lisa Hudson, Early Childhood, International, and Crosscutting Studies Division

• Ellen Bradburn, Early Childhood, International, and Crosscutting Studies Division

• Michael Cohen, Statistical Standards Program

• John Wirt, Early Childhood, International, and Crosscutting Studies Division

• Jeff Williams, Postsecondary Studies Division

For more information about the surveys, Vocational Programs in Secondary Schools and

Occupational Programs in Postsecondary Education Institutions, contact:

Bernie Greene

Early Childhood, International, and Crosscutting Studies Division

National Center for Education Statistics

Office of Educational Research and Improvement

U.S. Department of Education

555 New Jersey Avenue, NW

Washington, DC 20208-5651

E-mail: Bernard_Greene@ed.gov

Telephone: (202) 219-1366
B-1

Appendix B

References
B-2
B-3

References

Commission on the Skills of the American Workforce. 1990. America’s Choice: High Skills or

Low Wages? (ED323297). Rochester, NY: National Center on Education and the

Economy.

Groszyk, W. 1995. Implementation of the Government Performance and Results Act of 1993.

Paper prepared for a November 1995 meeting convened by the Organization of Economic

Cooperation and Development of national experts on performance measurement.

Grubb, W.N. 1995. School Reform and the “New Vocationalism”: What It Is, What It Could Be.

A paper presented at the annual meeting of the American Educational Research Association,

San Francisco.

Hoachlander, G. 1997. Moving to a Higher Standard: New Directions for Accountability and

Improvement. CenterWork: Volume 8, Number 4. Tenth Anniversary Issue/Winter 1997.

Lankard, B. 1995. Business/Industry Standards and Vocational Program Accountability. (ERIC

Digest). (ED383857). Columbus, OH: ERIC Clearinghouse on Adult, Career, and

Vocational Education.

Bailey, T., and Merritt, D. 1995. Making Sense of Industry-Based Skill Standards. (ED389897).

Berkeley, CA: National Center for Research in Vocational Education.
C-1

Appendix C

Survey Instruments
C-2
C-3

U.S. DEPARTMENT OF EDUCATION FORM APPROVED

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. NO.: 1850-0733

WASHINGTON, D.C. 20208-5651 EXPIRATION DATE: 07/1999

SURVEY ON VOCATIONAL PROGRAMS IN

SECONDARY SCHOOLS

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103-382). While you are not required to respond, your cooperation is needed to make the

results of this survey comprehensive, accurate, and timely.

DEFINITIONS USED IN THIS SURVEY

Vocational Program: For this survey, a vocational program is defined as a sequence of courses designed to prepare

students for an occupation (e.g., nurses’ aide) or occupation area (e.g., health care) that typically requires education below the

baccalaureate level. It does not include career exploration or other introductory courses that prepare students for adult life or for

work in general (e.g., consumer and homemaking, industrial arts).

Skill competency: A skill competency is a concept, skill, or attitude that is essential to an occupation; the level of attainment

or performance established for a skill competency is a skill standard. In this survey, we use the term “skill competencies” to

refer to both skill competencies and skill standards.

Note: • This questionnaire asks about vocational programs and courses offered by your school only. Do not include

vocational programs and courses taken by your students at other schools (for example, regional vocational high

schools that serve your school).

• The focus of this survey is the vocational programs and courses taken by secondary students. If your school offers

any programs and courses that are taken only by other types of students (e.g., only postsecondary students), do not

include those programs and courses.

LABEL

IF ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL.

Name of person completing form:_____________________________________ Telephone:________________________

Title/position:______________________________________________ E-mail: ___________________________________

Best days and times to reach you (in case of questions):_______________________________________________________

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR FILES.

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

WESTAT Basmat Parsad at Westat

Attention: Parsad, 716606 800-937-8281, ext. 8222 or 301-251-8222

1650 Research Boulevard Fax: 1-800-254-0984

Rockville, Maryland 20850 E-mail: Parsadb1@westat.com

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid

OMB control number. The valid OMB control number for this information is 1850-0733. The time required to complete this information collection

is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data

needed, and complete and review the information collected. If you have any comments concerning the accuracy of the time estimate(s) or

suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have comments or

concerns regarding the status of your individual submission of this form, write directly to: National Center for Education Statistics, 555 New

Jersey Avenue, N.W., Washington, D.C. 20208.

FRSS Form No. 72, 3/1999
C-4

1. Does your school offer a vocational program that prepares students for any of the occupations listed in question 2?

Yes....................................... (Continue with question 2.)

No ........................................ Thank you. Please complete the respondent section on the front of the questionnaire and

return the questionnaire to Westat.

2. For each of the following occupations:

• Indicate in column A whether your school offers a vocational program that prepares students for that

occupation. NOTE: A vocational program may include a sequence of courses in a single occupation (e.g.,

carpentry) or a cluster of courses in an occupational area (e.g., construction, healthcare). If it is a cluster

program, check each occupation covered by the cluster.

• Indicate in columns under B what procedures are used to ensure that courses teach relevant job skills.

(Procedures may not be the same for all occupation areas.)

B. Procedures used to ensure that

courses teach relevant job skills

Occupation area/occupation

A.

Check if

program

offered

(see NOTE

above)

Industry

advisory

committee

Survey of

employers’

skill needs

Followup

survey of

graduates

Student work

experience

(e.g., internship)

Faculty

externship

(work

experience)

(Check ALL that apply in each row.)

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair technician

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer/electronics technician

g. Engineering technician

h. Drafter or CADD operator

i. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurse or nurses’ aide

d. Medical/life science lab technician

e. Agriscience technician

f. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker or teachers’ aide

d. Paralegal/legal assistant
C-5

3. For each of the occupations for which your school offers a vocational program:

• Indicate in column A whether a list of skill competencies has been developed or adopted for the program.

• If a skill competency list has been developed or adopted, indicate which one of the columns under B best

describes how educators and industry (business, labor, and/or employers) were involved in developing or

adopting the competencies. (Involvement may not be the same for all occupation areas.)

B. If yes, which best describes how educators and industry were

involved in developing or adopting the competency list?

A. Has a skill

competency

list been

developed or

adopted?

Occupation area/occupation

Yes No

Done

exclusively by

individual

course

instructors

Done

exclusively by

group(s) of

educators

Done primarily

by educators

with industry

input

Done with

about equal

educator and

industry input

Done

primarily/

exclusively

by industry

(Check only ONE in each row.)

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair technician

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer/electronics technician

g. Engineering technician

h. Drafter or CADD operator

i. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurse or nurses’ aide

d. Medical/life science lab technician

e. Agriscience technician

f. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker or teachers’ aide

d. Paralegal/legal assistant
C-6

4. For each of the occupations for which your school offers a vocational program:

• Indicate in columns under A the criteria used to determine whether a student is a vocational program

completer (criteria may not be the same for all programs).

• Indicate in columns under B whether the program is designed to prepare students to (1) take a state or

industry regulatory exam (i.e., to attain a state or industry certificate, license, or registration), and/or (2) earn a

vocational/occupational skill certificate.

A. Criteria used to determine whether

a student is a vocational program completer

B. Program prepares

students to:

Occupation area/occupation

No criteria

used –

program

completers

not

identified

End of

program

exam

(not course

or graduation

exam)

Pass

specific

vocational

courses

Minimum

grade point

average in

program

Pass specific

academic

courses,

different from

graduation

requirements

Take state or

industry

regulatory

exam

(e.g., to

attain state

license)

Earn a

vocational/

occupational

skill

certificate

(Check ALL that apply in each row.) Yes No Yes No

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair tech.

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer/electronics technician

g. Engineering technician

h. Drafter or CADD operator

i. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurse or nurses’ aide

d. Medical/life science lab technician

e. Agriscience/technician

f. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker or teachers’ aide

d. Paralegal/legal assistant

5. Which of the following best describes your school’s structure? (Check one only.)

Area or regional vocational school (with exclusively or predominately vocational programs)

Focused vocational high school (with academic and vocational programs focused on a specific occupation area)

Vocational high school (with a broad range of both academic and vocational programs)

Comprehensive high school served by an area/regional vocational school

Comprehensive high school not served by an area/regional vocational school
C-7

U.S. DEPARTMENT OF EDUCATION FORM APPROVED

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. NO.: 1850-0733

WASHINGTON, D.C. 20208-5651 EXPIRATION DATE: 07/1999

SURVEY ON OCCUPATIONAL PROGRAMS IN

POSTSECONDARY EDUCATION INSTITUTIONS

POSTSECONDARY EDUCATION QUICK INFORMATION SYSTEM

This survey is authorized by (P.L. 103-382). While you are not required to respond, your cooperation is needed to make the

results of this survey comprehensive, accurate, and timely.

DEFINITIONS USED IN THIS SURVEY

Occupational program: For this survey, an occupational program is defined as a sequence of courses designed to prepare

students for an occupation (e.g., nurses' aide) that typically requires education below the baccalaureate level. A non-credit

occupational program may consist of only one course or more than one course.

Skill competency: A skill competency is a concept, skill, or attitude that is essential to an occupation; the level of attainment

or performance established for a skill competency is a skill standard. In this survey, we use the term “skill competencies” to

refer to both skill competencies and skill standards.

Note: This questionnaire asks about occupational programs and courses taken by postsecondary students. If your school

offers any programs and courses that are taken only by other types of students (e.g., only secondary students), do not

include those programs and courses.

LABEL

IF ABOVE INSTITUTION INFORMATION IS INCORRECT, PLEASE UPDATE DIRECTLY ON LABEL.

Name of person completing form:_____________________________________ Telephone:________________________

Title/position:_________________________________________E-mail: _________________________________________

Best days and times to reach you (in case of questions):_______________________________________________________

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR RECORDS.

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

WESTAT Basmat Parsad at Westat

Attention: Parsad, 716608 800-937-8281, ext. 8222 or 301-251-8222

1650 Research Boulevard Fax: 1-800-254-0984

Rockville, Maryland 20850 E-mail: Parsadb1@westat.com

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid

OMB control number. The valid OMB control number for this information is 1850-0733. The time required to complete this information collection

is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data

needed, and complete and review the information collected. If you have any comments concerning the accuracy of the time estimate(s) or

suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have comments or

concerns regarding the status of your individual submission of this form, write directly to: National Center for Education Statistics, 555 New

Jersey Avenue, N.W., Washington, D.C. 20208.

PEQIS Form No. 11, 3/1999
C-8

1. Does your institution offer an occupational program that prepares students for any of the occupations listed in

question 2?

Yes....................................... (Continue with question 2.)

No ........................................ Thank you. Please complete the respondent section on the front of the questionnaire and

return the questionnaire to Westat.

2. For each of the following occupations for which your institution offers a program in the school year 1998-1999:

• Indicate in column A whether non-credit courses are offered in the occupational program.

• Indicate in column B whether courses are offered for credit in the occupational program.

• Indicate in columns under C what procedures are used to ensure that the courses teach relevant job skills.

(Procedures may not be the same for all occupation areas.)

C. Procedures used to ensure that

courses teach relevant job skills

Occupation area/occupation

A.

Check if

non-credit

courses

are offered

B.

Check if

for-credit

courses

are offered

Industry

advisory

committee

Survey of

employers’

skill needs

Followup

survey of

graduates

Mechanisms

for faculty to

get recent

work

experience

Periodic

internal

review

(Check ALL that apply in each row.)

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate/manager

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair technician

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer technician

g. Electronics technician

h. Engineering technician

i. Drafter or CADD operator

j. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurses’ aide or home health aide

d. Licensed practical (vocational) nurse

e. Registered nurse

f. Medical/life science lab technician

g. Agriscience technician

h. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker

d. Teachers’ aide

e. Paralegal/legal assistant
C-9

3. For each of the occupations for which your institution offers an occupational program in 1998-1999:

• Indicate in column A whether a list of skill competencies has been developed or adopted for the program.

• Indicate which one of the columns under B best describes how educators and industry (business, labor, and/or

employers) were involved in developing or adopting the competencies. (Involvement may not be the same for

all programs.)

B. Which best describes how educators and industry

were involved in developing or adopting the competency list?

A. Has a skill

competency list

been developed

Occupation area/occupation or adopted?

Yes No

Done

exclusively by

individual

course

instructors

Done

exclusively by

group(s) of

educators

Done primarily

by educators

with industry

input

Done with

about equal

educator and

industry input

Done

primarily/

exclusively by

industry

(Check only ONE in each row.)

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate/manager

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair technician

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer technician

g. Electronics technician

h. Engineering technician

i. Drafter or CADD operator

j. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurses’ aide or home health aide

d. Licensed practical (vocational) nurse

e. Registered nurse

f. Medical/life science lab technician

g. Agriscience technician

h. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker

d. Teachers’ aide

e. Paralegal/legal assistant
C-10

4. For each of the occupations for which your institution offers an occupational program in 1998-1999:

• Indicate in column A whether that program is accredited by an industry, business, or trade organization

(e.g., the National Automotive Technicians Education Foundation).

• Indicate in columns under B what credentials students in each program can work toward. (For example, if a

nursing program prepares students to take a state licensing exam, check that a “state registration, license, or

certificate” is available.) Include credentials that may be attained through non-credit courses.

B. Credentials that students in each program can work toward:

Occupation area/ occupation

A.

Check if

program is

accredited

by industry,

business,

or trade

Associate’s

degree

Institutional

certificate/

diploma

State

registration,

license, or

certificate

Industry/

trade

certificate

or diploma

Company

certificate

(e.g.,

NOVELL)

(Check ALL that apply in each row.)

Business & Marketing Occupations

a. Accountant/bookkeeper

b. Administrative assistant/secretary

c. Restaurant/food service manager

d. Sales associate

Technical & Mechanical Occupations

a. AC/heating/refrigeration repair technician

b. Auto body repairer

c. Automotive mechanic/technician

d. Computer programmer

e. Computer graphic designer

f. Computer technician

g. Electronics technician

h. Engineering technician

i. Drafter or CADD operator

j. Machinist

Building Trades

a. Bricklayer or mason

b. Carpenter

c. Electrician

d. Plumber

e. Welder

Health/Life Sciences Occupations

a. Emergency medical technician

b. Medical or dental assistant

c. Nurses’ aide or home health aide

d. Licensed practical (vocational) nurse

e. Registered nurse

f. Medical/life science lab technician

g. Agriscience technician

h. Veterinary assistant

Service Occupations

a. Chef/cook

b. Cosmetologist

c. Childcare worker

d. Teachers’ aide

e. Paralegal/legal assistant

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR FILES.