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Prepared to aid decision makers at local, state, and national levels in planning and assessing vocational education in Wisconsin, this composite report presents data from the first phase of the evaluation system of secondary vocational education--the Self Evaluation Phase. Chapter 1 overviews the evaluation activities and the remainder of this report. Chapter 2 includes only selected data from each of six self-evaluation activities conducted by local education agencies: followup of graduates, employer followup, student assessment, vocational staff assessment, advisory committee assessment, and assessment of staff dealing with special needs students in vocational programs. Chapter 3 has isolated data about each vocational discipline from the mass of composite data. Data are presented about four outcome measures of 1- and 3-year graduates--job relatedness, training satisfaction, postsecondary training, and hourly wage--and three outcome measures of in-school membership in vocational student organizations--training satisfaction, occupational awareness, and post-high school plans. Outcome measures are shown first in chart form, followed by a brief narrative highlighting selected findings. Chaper 4 draws conclusions about five selected outcome measures of a secondary vocational program: job relatedness, training satisfaction, postsecondary training, wages, and in-school vocational student organizations. (YLB)

In an attempt to promote optimal planning and improvement of local vocational programs as well as to be accountable for the distribution of vocational funds, the Wisconsin Department of Public Instruction, Bureau of Vocational Education, has, since 1976, sponsored the development of a statewide secondary vocational education program evaluation model. The Wisconsin Statewide Secondary Vocational Program Evaluation System has been piloted extensively and implemented on a five-year cyclical basis. Participating schools plan, conduct, and report a comprehensive self-evaluation as phase 1. In phase 2, schools host either a full external evaluation team, or, when resources are scarce, appropriate schools may elect to host a mini on-site visitation. For phase 3, Implementation of Evaluation Findings, schools develop short- and long-range plans for improvement based on findings from the self-evaluation and specific guidelines. Results over a five-year period show that the evaluation did make a difference in improving programs at the local level; and that the mini on-site visitation is an effective use of scarce resources. In addition, yearly composite evaluation reports based on self-evaluation data from participating schools have been published to aid state-level planners of vocational education in Wisconsin. (Author/KC)

The purpose of this study was to determine the extent to which the Master of Science Degree program in Vocational Education and the Education Specialist Degree program in Industrial and Vocational Education at the University of Wisconsin-Stout have prepared the Program graduates of selected years to meet the needs of their present professional roles in a high school, post high school, college or university situation. An evaluation in the form of a follow-up survey was developed and used both for graduates and employers of graduates to assess degree program procedures and techniques used to increase professional competence. A survey of 212 program graduates collected the following information (189 persons responded): personal data including educational and occupational information, attitudes about selected components of the graduate program, and suggestions for program improvement. Additionally, eighty-six employers were surveyed to evaluate the graduates' vocational preparation. Conclusions drawn from the analysis of the results were grouped according to two categories: (1) Program Performance and (2) Client Performance. Analysis of the responses indicated that the programs are effective in preparing students for their professional roles. (Thirty-two specific conclusions are presented.) Fourteen recommendations were submitted based on the results and conclusions of the study. (A bibliography and an extensive appendix containing the survey instrument and related materials are included in this document.) (VB)

A research project was designed to develop and validate instrumentation and procedures for a comprehensive internal and external evaluation of Wisconsin's Vocational, Technical and Adult Education Field/Community Services programs. A review of evaluation literature pertaining to adult and continuing education, the identification of statewide goals, objectives, and functions, and input from the project advisory committee all served as the bases from which procedures and instrumentation for the evaluation were developed. A general field/community services model was then designed and implemented for the pilot evaluation. The pilot test contained three stages: An indepth self-evaluation study; an onsite team evaluation from outside the program; and a review of the entire process and instrumentation package including input and participation by all personnel involved. When the first pilot test was completed, the evaluation model was revised and tested again. The study resulted in the development of a "Field/Community Services Self Evaluation Manual," the "Field/Community Services Team Visitation Guidelines for Team Members and Team Leader," and a series of recommendations. All of these items are included in this report. (BM)