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The challenge of producing the systemic changes that are needed to boost educational attainment and economic competitiveness across the country falls heavily on entities that coordinate public postsecondary institutions. Coordination of postsecondary education, whether of a single system of institutions or across an entire state, requires strategic leadership that draws on formal and informal authority to influence the priorities and activities of locally governed colleges and universities with strong traditions of autonomy. Many states are actively moving to improve postsecondary coordination--including the redesign of formal governance structures. This project was undertaken to help states improve the coordination function. It consists of a case study to tell the story of one coordinating board and a self-assessment tool that draws on the case study findings and aims to help other states better understand their own challenges and opportunities with respect to postsecondary coordination. Appended are: (1) SBCTC Notable Policy Innovations--Descriptions and References; and (2) Community College Size, Governance, and Funding in Ten States. (Contains 4 figures and 6 footnotes.) [For "Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective"", see ED534112.]

Parents with dependent children now make up almost one in four students pursuing higher education in the United States (Miller, Gault, and Thorman 2011). Single parents face particular challenges pursuing higher education, including securing safe and affordable housing. Single mothers often must spend over half of their income on housing expenses, leaving them with less money for educational expenses and vulnerable to housing crises that can easily derail their pursuit of a degree (Bush 2010). An analysis of effective strategies to support single student parents identifies affordable housing as one of the most important factors to ensuring student success (Women Employed 2011). This fact sheet highlights a number of community-based organizations or community college campuses that offer housing and other support to single student parents pursuing postsecondary education. Information for the program descriptions was gathered either from the program's website or follow-up conversations with program staff. Recommendations for community colleges are outlined at the conclusion of this brief.

To date, no research has examined the AB degree through a state policy lens or has acknowledged the scope of involvement of 4-year colleges and universities. This omission limits current understanding of the AB degree as a potential contributor to the higher education system and to the nation's college completion agenda in particular. The primary goals of this study were to document the extent to which AB degrees are offered by higher education institutions in the 50 states, to examine different approaches and models for implementing and awarding these degrees, and to explore the state and institutional policy contexts that surround the awarding of AB degrees by community and technical colleges and 4-year colleges and universities. The study was conducted in two phases, beginning with a national inventory of AB degrees in the U.S. public higher education sector (Phase 1), and extending into a multicase study of 6 states (Phase 2). In 2009, the authors began the second phase of the study by conducting case studies in six states (Arizona, Florida, Kentucky, Oklahoma, Texas, and Washington), which were selected because of their engagement in AB degrees, but also because of their diversity in policy and program approaches to various forms of baccalaureate degrees. In looking at the six states that were the focus of Phase 2 of the study, several themes emerged. First, despite a paucity of impact data, state and institutional administrators believe that AB degrees benefit adult learners, particularly those who are currently working or who are using the degree as a means for job advancement. Also important to this investigation was the fact that interview and online survey results confirmed that students targeted for AB degrees are overwhelmingly adult learners who are working, but this group also included unemployed or dislocated workers and active military personnel. Students of color and students with disabilities were identified by program directors responding to the authors' survey, as was also evident in their field observations and interviews. The findings lead to several conclusions about past developments in and potential of the AB. The authors offer several recommendations to continue to advance research and development concerning the AB degree. Appended are: (1) The Applied Baccalaureate Project Advisory Committee Members; (2) State-by-State Inventory; (3) Identified Applied Baccalaureate Programs in the Six Selected States; and (4) The Applied Baccalaureate (AB) Online Survey Instrument. (Contains 2 figures, 11 tables and 1 footnote.)

Although two-thirds of Texas college-bound high school graduates are prepared for college work, a large number of recent graduates and adults returning to pursue higher education are not college ready. Those underprepared for college face the hurdle of completing remedial courses--known as developmental education--in one or all core subject areas of math, reading, and writing--before enrolling in credit-bearing coursework. Nationally, fewer than 40 percent of students who are referred to developmental education actually enroll in college-level courses. In Texas, approximately half of underprepared students do not return to school after the first year of college and never complete college-level coursework. With emerging demand for higher-skilled workers, developmental education reforms are key to maximizing access to good jobs and moving the Texas economy forward. This policy page discusses the challenges Texas faces in achieving greater postsecondary completion at community and technical colleges and outlines the key components to improve our developmental education system to meet those goals. (Contains 26 endnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Simulation and Animation Design is a pathway in the Science, Technology, Engineering, and Mathematics (STEM) career cluster. This program is designed for students who wish to develop, design, and implement projects in the ever-expanding field of game design and development. The program emphasizes the techniques and tools used in game design and the creative design or content of such media. Both theoretical learning and activity-based learning are provided for students who wish to develop and enhance their competencies and skills. The program focuses on the basic areas of ethics, character development, audio and video production, and design using visualization software. The program finishes with a performance-based unit that requires students to develop their own gaming environment. This comprehensive project component provides practical experience toward developing a portfolio of work. Membership is encouraged in the student organization, Technology Student Association (TSA), which promotes technological literacy, leadership, and problem solving, resulting in personal growth and opportunity. Appended are: (1) International Game Developers Association (IGDA) Standards; (2) 21st Century Skills Standards; (3) ACT College Readiness Standards; and (4) National Educational Technology Standards for Students. A list of references is provided for each unit.

The nation's changing economy requires workers to attain increasingly higher job skills. Leaders in education, workforce development, and economic development recognize the need to help workers meet this challenge and to help employers find qualified employees. Barriers to educational and career opportunities will need to be removed so that individuals can succeed in this changing environment. In order to adequately respond to the pressing needs of a shifting economy and prepare a talented workforce, all students must have access to relevant education and training. With a total enrollment of approximately 11.6 million students--nearly half of all undergraduates in the country--the nation's community colleges have a critical role to play in addressing this imperative. Community colleges must strive to align their programs and services with the needs of the economy and to assist students to make successful transitions from education to work. Statistics indicate that people with disabilities complete high school and attend postsecondary institutions at significantly lower rates than the overall population. Additionally, people with disabilities have a much higher unemployment rate. Although efforts by policymakers and disability advocates to address these disparities have made positive impacts, it is clear that more systematic efforts must be made on a regional, state, and national level to assist students with disabilities to succeed in postsecondary education and enter the workforce. This report examines the efforts of community colleges to function as intermediaries in meeting the local workforce development needs of employers and promoting career opportunities and job attainment for students, including those with disabilities. Five appendices are included: (1) State Policy Discussion Guide; (2) List of Telephone Conversations with State Level Administrators; (3) List of Interviews at Community and Technical Colleges; (4) Community and Technical College Discussion Guide; and (5) List of Materials Reviewed at Each Site. (Contains 9 footnotes.) [This report was also prepared by the National Collaborative on Workforce & Disability for Youth.]

This publication includes 13 articles: (1) ATE [Advanced Technological Education] Attuned to Global Competition; (2) Materials Science Center Supplies Information on Often-Overlooked Field; (3) CSEC [Cyber Security Education Consortium] Builds Corps of Cyber Technicians; (4) KCTCS [Kentucky Community and Technical College System] Is U.S. Partner for New Siemens Certificate Program; (6) Faculty Externships Make Impact on Campuses; (7) Stark State College's Fuel Cell Prototyping Center Is "Unique Resource"; (8) Process Technician Internships Alter Corporate Hiring Strategies; (9) (npt)[superscript 2] [National Network for Pulp and Paper Technology Training Center] Provides Competitive Edge; (10) CVCC [Central Virginia Community College] Nuclear Science Modules Try to Close Gap in Students' Understanding of Science; (11) Lee College Center Focuses on Fieldbus Technology; (12) Partnerships Integrate Renewable Energy Technologies; and (13) SCME [Southwest Center for Microsystems Education] in Microsystems Manufacturing Hotbed.

Texas college students must pass all three sections (reading, writing, and mathematics) of the state-mandated Texas Academic Skills Program (TASP) Test or must enroll in remedial course work. Over 98,000 TASP scores from 73 community, junior, and technical colleges for the academic year 1996-1997 were analyzed to ascertain if less-prepared students attend 2-year colleges than universities. Data were segregated into types of colleges (urban, suburban, and rural) and ethnicity (White, Black, Hispanic, and Other). The analyses clearly indicated that rural colleges performed far below the levels of both urban and suburban colleges. A most significant finding was that White students at rural colleges performed significantly below the level of those at urban and suburban colleges. Hispanic students at urban colleges had pass rates slightly higher than Hispanics at suburban colleges and significantly higher than those at rural colleges. Suburban colleges' pass rates were the highest among two-year colleges and nearly equaled the overall pass rate of all Texas institutions of higher education. The number of non-White students who took the test was negatively related to the percentage of students who passed the test, particularly at urban colleges. Half the schools in the study had pass rates of 40.3 percent or less. Pass rates among urban colleges varied more widely than those at suburban and rural colleges. Implications are discussed relative to proposed performance-based funding of Texas colleges, standardized testing in elementary and secondary schools, and ethnic and social disparities. Includes a description of the TASP test, outlines of essential elements in the Texas Assessment of Academic Skills (TAAS), data tables, and newspaper clippings. (SAS)

An August 1997 report from the Office of the State Auditor, this document contains the results of an enrollment audit of Texas' Public Community and Technical Colleges. It recommends that no adjustments be made to the Public Community and Technical Colleges' 1998-1999 biennial appropriations, due to the fact that the $7.7 million in errors identified by self-reported items and spring semester estimates fall below the allowable two-percent rate of error. Twenty-six colleges overestimated spring semester estimates by a total of $3,381,888, and 30 colleges underestimated spring semester estimates by a total of $1,827,022. In addition, 50 colleges informed the auditor of overreported items amounting to $2,500,761, and 1 college told of underreported items amounting to $15,981. The audit found that appropriations could be allocated more accurately if allocations were based on certified data, which could be accomplished by changing the base period or providing for a required adjustment after contact hours have been certified. Appendices include the objective, scope, and methodology, and a summary of self-reported errors and spring semester estimates. (YKH)

The General Accounting Office (GAO) examined the extent to which the financial aid provided under Title IV of the Higher Education Act to students enrolled in proprietary schools is being spent to train individuals for demand occupations. Job opening projections in 12 states were used to estimate job demand, the National Center for Education Statistics' Integrated Postsecondary Education Data System was used to estimate job supply, and financial aid information was obtained from the Department of Education's student loan and Pell grant records. It was discovered that, in fiscal year 1995, $273 million in Title IV funds subsidized 112,000 proprietary schools to train students for fields with projected labor supply surpluses in the 12 states reviewed. In some cases, proprietary school students received training in occupations with projected supply surpluses in several states (for example, 28,000 proprietary school students were trained in electrical/electronic technology in 7 states that had a labor surplus). It was recommended that prospective students of occupation-specific training programs be given access to labor supply and demand projections. (Appended are the following: information about data sources and methodology, detailed state-level results, comments from the Department of Education, and lists of GAO contacts. Twelve tables are included.) (MN)

The Community College General Academic Course Guide Manual (ACGM) is the official list of approved numbers for general academic transfer courses that may be offered by public community and technical colleges in Texas for state funding. This edition of the ACGM, effective September 1996, contains the latest information available for academic planning by Texas community and technical colleges. Following an introduction, the ACGM explains: (1) changes in this edition; (2) how to use the manual; (3) the Texas Common Course Numbering System; (4) Internet and World Wide Web Sources of Information; (5) Unique Need Courses; and (6) Distance Learning. The ACGM also lists fifty-two approved courses, including variations on the following subjects: agribusiness, resources, architecture, marketing, communications, education, engineering, language studies, law, life sciences, mathematics, recreation, basic skills, recreation, philosophy/religion, physical sciences, psychology, public affairs, social sciences, precision production, visual and performing arts, and health sciences. Also listed are developmental courses; new courses and course changes; courses under review; and course deletions. Appended are committee rosters, forms, subchapters, and funding codes. (AS)

The Computer-Assisted Job Skill Evaluation (CAJSE) project was conducted to develop an evaluation software instrument that could be used in career and technical education programs throughout Texas to provide immediate performance evaluations in vocational-technical and career education. Ten instructors selected from vocational-technical education programs at Tarrant County Junior College attended workshops explaining the principles of software development. They then developed computer-assisted job skills evaluation software for their courses by converting existing evaluation tools into a job skills evaluation program called the Intelligent Questionnaire with the WriteOne. The instructors then used the CAJSE system in their courses and evaluated its effectiveness in clinical and laboratory settings. The effectiveness of the CAJSE project was evaluated by having 77 vocational-technical students use and rate the software. A factor analysis of the students' responses was performed. The CAJSE software was concluded to promote consistent job skill evaluation, provide comprehensive corrective feedback, produce student skills proficiency, and permit efficient use of instructional time. (Appendixes constituting approximately 75% of this document contain a 12-chapter manual explaining how to use the Intelligent Questionnaire with the WriteOne and examples of CAJSE templates and completed CAJSE evaluations.) (MN)

This document, which is designed for educators at community and technical colleges throughout Texas, presents and examines employer-defined workplace competencies for high-technology occupations and outlines instructional strategies and capstone experiences for use in improving technical education and preparing students for high-technology occupations. Discussed in chapter 1 are state mandates and guidelines and national indicators. Chapter 2 is devoted to generic workplace critical elements, measures, standards, and tasks for technical occupations requiring an associate in applied science degree or the equivalent. Twelve instructional methodologies appropriate for integrating workplace competencies into technical programs are explained in chapter 3. Chapter 4 describes the use of capstone experiences as a directed external work-based learning experience. The bibliography lists 165 references. Appendixes contain the following: summary analysis of occupational profiles/wages for high-demand, high-wage occupations; a survey to determine workplace skills for two-year associate in applied science degrees; employer ratings of workplace competency statements; a planning document for verifying generic workplace competencies; employer views regarding responsibility for teaching workplace competencies; external learning experiences; course identification for generic workplace competencies; teaching aides for external work-based learning experiences; and a list of organizations contributing to this report. (MN)

In May 1993, the Texas Higher Education Coordinating Board formed the Task Force on Institutional Effectiveness (TFIE) to develop a state-level evaluation and continuous improvement plan for community and technical college (CTC) workforce education and academic programs. This report presents the plan for utilizing data collected on CTC's in three main sections. Following an executive summary and recommendations, the first section describes the Task Force and its approach, indicating that it reviewed models of assessing institutional effectiveness and conducting state-level evaluations in four states. The second section describes the evaluation and continuous improvement plan, reviewing the purpose of state-level evaluation, operating definitions, TFIE assumptions in developing the plan, and the conceptual model for continuous improvement. This section also describes five critical success factors (i.e., commitment to college mission; access; achievement; quality; and effective use of resources) and performance factors for each. The third section focuses on the continuous improvement process, providing an implementation timeline, including the preparation of an annual data profile; a seven-step process for utilizing data, moving from CTC-generated data to state-level planning actions; and information on program rating and appeals processes. Extensive appendixes provide performance expectations for Texas CTC's; a description of powers and duties of the Coordinating Board; state-level goals for CTC's; a chart of performance measures by success factor; the 5-year on-site review process; and worksheets for generating profiles of access and achievement and institutional and program quality. (KP)

The extent to which competency-based instruction (CBI) has been implemented in postsecondary-level vocational-technical education programs and courses throughout Texas was assessed. Questionnaires were mailed to the occupational education deans/directors of 69 public community and technical college campuses. Each dean/director distributed the questionnaires to each occupational program chair/leader and one instructor of each occupational preparation program. Forty institutions returned completed questionnaires. Although more than 90% of the responding institutions were using competencies from the workplace when developing their curricula, less than 40% were using occupational competency examinations to determine students' achievement of the competencies. The biggest barriers to implementation of CBI were as follows: faculty members' fears that CBI will make new demands on their time, no provision of release time for faculty to develop a CBI system format, and few state-provided incentives for development and maintenance of CBI. It was recommended that the Texas Higher Education Coordinating Board establish and use program standards for CBI and conduct or contract for professional development activities and/or programs to develop the knowledge and skills needed to implement and maintain CBI. (Appended are the first-round Delphi scores, sample assessment questionnaires, list of participating community and technical colleges, and model for evaluating CBI.) (MN)

A statewide assessment process was designed and pilot tested to determine the extent to which competency-based instruction (CBI) has been implemented in vocational-technical education programs and courses in all public community and technical colleges in Texas. The final report consists of two volumes. Volume I contains the rationale (Introduction), procedures, an overview of the presentation of findings, and the summary, conclusions, and recommendations of the project. Volume II presents the responses to the assessment made for each reporting technical education instructional program area and the evaluation model developed by the project. Instructors and program directors from 40 community and technical colleges participated in the assessment, which was designed and conducted by the University of Texas. More than 50% of the responding institutions had implemented 45 of the 52 required characteristics of CBI, and 15 of the 52 characteristics had been implemented by more than 90% of the institutions. The biggest barriers to implementation of CBI were faculty members' fears that CBI will make new demands on their time, no provision of release time for faculty to develop a CBI system format, and few state-provided incentives for development and maintenance of CBI. (Volume I contains the rationale and procedures of the assessment, an overview of the findings, the survey instruments, project summary, project conclusions, and recommendations. Volume II contains 96 tables detailing instructors' and program directors' responses regarding the degree of CBI implementation by program area and barriers to CBI implementation by instructional program area, and the assessment model.) (MN)

Texas Schools, Inc. (TSI) developed a pilot program in bilingual education for Mexican-American vocational workers in the Department of Diesel Mechanics at Texas Tech University. This study assesses the transfer of technology in that environment using quantitative and qualitative measures. TSI, a technical and vocational school in Lubbock, Texas, operated from 1972 to 1992. The pilot bilingual effort consisted of a 6-month technical training and language development program. During the first 3 months technical classes were conducted in Spanish; during the last 3 months, in English. Spanish and English language classes were taught throughout the program. A total of 16 students were studied using the Canadian International Development Agency (CIDA) scale and case study interviews. The student questionnaire consisted of five questions dealing with the differences between the students' educational experiences in Mexico and in America; the instructor questionnaire addressed student differences and changes that could improve the educational climate at TSI. Results suggest: (1) students preferred a group approach to learning and a preference for laboratory practice, and looked to the instructor as a caretaker as well as instructor; (2) the teacher's agenda favored classroom instruction over laboratory instruction; (3) the norms, roles, agendas, and motives of the students and instructor came into conflict in their attempt to transfer technology successfully; (4) technology transfer did take place; and (5) CIDA scales are useful instruments for studying the transfer of technology whether the change agents are from the host or visiting culture. Contains 31 references. (LB)

Drawing from an analysis of more than 50 documents related to the need for technical education and training in Texas, and from interviews with 29 individuals knowledgeable about the state's technical education and training, this report assesses the current statewide capacity to to adequately train the workforce that is the expected requirement for Texas by the year 2000. From this analysis, several key trends and issues are identified, including an occupational shift toward a large number of low-wage, low-skill, low-knowledge requirement jobs, and a growing number of high-skilled, high-tech jobs; demographic trends indicating an "aging," and increasingly ethnically diverse workforce; differing population trends for urban and rural areas, complicating regional planning considerations; the importance of funding and resource allocation with respect to quality work force planning efforts and tech-prep programs; and the leadership role and responsibilities of the Texas Higher Education Coordinating Board (THECB) in meeting educational needs. Based on these trends, the following recommendations are presented: (1) the public community and technical colleges must constitute the primary delivery system for technical and adult training and retraining; (2) statutory changes, interagency agreements, and rule changes should be made to enable the THECB and the community colleges to assume this responsibility; (3) state leadership should facilitate the annexation of counties into community college service areas; (4) the THECB should work to develop an automated student follow-up system that links high schools and post-secondary institutions; and (5) the THECB should provide funding incentives to the Texas State Technical College System to carry out its mission of providing programs in advanced and emerging high-skill occupations. Includes references and population and enrollment data. (PAA)

One part of a five-phase study was conducted to develop a database that identifies the professional improvement needs of postsecondary health occupations educators as expressed by individuals responding to a survey and to disseminate the findings of the needs assessment to the coordinators/directors of local institutions for planning faculty development. Information was gathered through a review of literature that identified competencies/tasks performed by individuals employed as health occupations instructors. These tasks were then validated by practitioners at four Texas colleges. A needs assessment was conducted by mailing questionnaires to coordinators/directors of faculty development asking for the present and desired levels of development of their health occupations instructors for 106 task/competency statements. Biographical information also was collected. The study found that 49 percent of the 673 responding faculty had not completed a professional development course in technical/vocational education, and 51 percent felt that development efforts in their institutions were inadequate. The respondents indicated a need for professional development in all 106 competency/task statements on the questionnaire, with the most pressing needs related to program planning, development, and evaluation. Recommendations were made to develop more extensive professional development programs for postsecondary health occupations instructors. (Appendixes include a job inventory survey and the needs assessment questionnaire.) (KC)

One part of a five-phase study was conducted to develop a database that identifies the professional improvement needs of postsecondary career counselors as expressed by individuals responding to a survey and to disseminate the findings of the needs assessment to the coordinators/directors of local institutions for planning faculty development. Information was gathered through a review of literature that identified competencies/tasks performed by individuals employed as postsecondary career counselors. These tasks were then validated by practitioners at four Texas colleges. A needs assessment was conducted by mailing questionnaires to coordinators/directors of faculty development asking for the present and desired levels of development of their career counselors for 92 task/competency statements. Biographical information also was collected. The study found that 54 percent of the 185 responding career counselors felt that development efforts in their institutions were inadequate; however, 73 percent of the respondents had completed a professional development course in technical/vocational education. The respondents indicated a need for professional development in all 92 competency/task statements on the questionnaire, with the most pressing needs related to the implementation of career guidance programs. Recommendations were made to develop more extensive professional development programs for postsecondary career guidance counselors. (Appendixes include a job inventory survey and the needs assessment questionnaire.) (KC)

America and the South seem to have turned a corner on the deep and prolonged recession that started in 2008. The stranglehold it has had on jobs and job prospects caught many by surprise, and it has caused education leaders to refocus state policy on the relationship between career preparation and education. This report provides updates on the ongoing conversation among leaders in Southern Regional Education Board (SREB) states about workforce education and job preparation for the future. It looks at the area of greatest job need--the lack of workers in the middle who can perform "middle-skill" jobs. This report explores the role of the region's community and technical colleges--the institutions that grant the certificates and associate degrees needed for many of these jobs--and addresses K-12 education, which plays a vital role in keeping the pathways strong for students to earn the credentials necessary for these jobs. Practices that states are using to identify workforce and education challenges, as well as solutions they are implementing, are described in this report. An appendix contains a list of states, documents, and individuals used as sources of information.

The objective of this biennial enrollment audit is to determine that Texas' community and technical colleges are in compliance with the Coordinating Board rules and regulations, the general provisions of the General Appropriations Act, and the provisions of the Texas Education Code for the purpose of receiving state appropriations. Compliance is determined by examining the accuracy of enrollment data submitted by the colleges, helping to ensure that these colleges receive only those appropriations to which they are entitled. Any excess over the allowable 2% error may be returned to the State's General Revenue Fund. Past and present audit results indicate that the colleges consistently maintain an error rate much lower than 2%. This audit identified a total of more than $2.5 million in errors in 1999 through audit testing, colleges' self-reported errors, and errors in colleges' Spring 1999 estimates. Eleven colleges overestimated Spring 1999 semester contact hours by a total of $121,829, and 29 colleges underestimated their spring semester contact hours by a total of $353,354. The State Auditor's Office recommended no adjustments to the colleges' 2000-2001 appropriations because the errors were well within the 2% range. The audit was conducted using statistical sampling, reviewing self-reported corrections, and determining the amount of funds appropriated due to inaccurate spring semester estimates. (NB)

The organizational and working relationships between postsecondary education and economic development in selected states were investigated, with emphasis on identifying state-level coordinated programs in 12 geographically diverse states known to be active in linking education to economic development (Colorado, Connecticut, Georgia, Louisiana, Minnesota, New York, North Carolina, Ohio, Oklahoma, Oregon, South Carolina, and Wisconsin). States neighboring Arizona (California, Nevada, New Mexico, Texas, and Utah) were also evaluated. Letters requesting information from state agencies preceded telephone follow-ups. It was found that most of the states utilize postsecondary education to some extent in their state-level development strategies. Only two states (Nevada and Oregon) seem to rely chiefly on local efforts to link postsecondary education to economic development. The remaining states offer state-level coordinated programs that are discussed under the following headings: title, history, program description, administrative structure, staff size, funding, average cost per trainee, agency links, and the comparative role of Comprehensive Employment and Training Act (CETA) programs. None of the states had a comprehensive program linking economic development with all sectors of postsecondary education. Typically, state-sponsored training was provided by the public sub-baccalaureate sectors for entry-level jobs. Only three states made use of their public colleges and universities and in only one was private postsecondary trade and technical schools utilized. No truly comprehensive program was identified and no state had designated a single source of occupational training information. For each of the 16 states, information is presented on program history, services, structure, and other program areas. (Author/SW)