Search

A search of the ERIC database, Academic Search Premier, and a review of literature suggests that meta-analysis is ignored by career and technical education (CTE) researchers, a situation that is regrettable but remediable. The purpose of this paper was to provide CTE researchers and consumers with selected procedures and guidelines for conducting meta-analytic research. The highlights presented include an historical overview of meta-analysis, selected meta-analysis procedures, advantages of meta-analysis. The paper cautions that CTE consumers and policy makers should be aware of some of the limitations associated with meta-analyses. A key assertion of the paper is that meta-analysis will be most valuable when it is used by those most knowledgeable about the substance of methodology in our field of career and technical education. (Contains 1 table.)

The purpose of this study was to determine how career and technical education teachers(CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A purposive sample was used to select thirty-seven (N=37) career and technical education teachers from five Southern West Virginia vocational schools. The data collection instrument was a four-part questionnaire. The target population consisted of career and technical education teachers employed by West Virginia Department of Education during 2004-2005 academic school year. The data suggest that professional development programs provided less than adequate provisions of NCLB to CTE teachers. It appears that selected CTE teachers were less than cognizant that the NCLB Act does not reduce local control of schools. In this study, the following demographic variables may serve as good predictors of CTE teachers' perceptions toward the impact of the NCLB Act: program area, age, years of teaching experience, level of education, and years of related work experience prior to teaching. Overall, career and technical education teachers' perceptions toward teacher quality and parental choices appeared to be mixed. On the other hand, CTE teachers were more likely to support local control and assessment provisions for the NCLB Act. Teacher educators and State Department of Education personnel should spend more time to address weaknesses of the NCLB Act as perceived by CTE teachers in this study. (Contains 2 tables.)

A random sample of 113 members of the American Vocational Education Research Association (AVERA) was surveyed to obtain baseline information regarding AVERA members' perceptions of statistical significance tests. The Psychometrics Group Instrument was used to collect data from participants. Of those surveyed, 67% were male, 93% had earned a doctoral degree, 67% had more than 15 years of experience in educational research, and 82.5% were employed at the university level. The respondents generally disagreed with the proposition that statistical significance tests should be banned. Stepwise methods were more likely to be perceived as acceptable for identifying the best variable set and importance, which suggested that some AVERA researchers are not aware that stepwise methods do not identify the best predictor set of a given size. Overall views regarding score reliability appeared to be "neutral." The respondents' general views regarding statistical testing were consistent with previous research. The responses suggested that the controversy over statistical testing has raised some consciousness among AVERA researchers' perceptions on the general views of statistical testing. It was recommended that future AVERA researchers be encouraged to always interpret effect sizes and conduct empirical investigations of the replicability of results. (Contains 63 references and 9 tables.) (MN)

A study examined how West Virginia secondary vocational education (VE) teachers use student assessment information in making instructional decisions. A 5-part questionnaire designed to determine how 6 types of student assessment methods were being used in addressing 10 instructional decisions was administered to a randomly selected cluster sample of 240 of all 647 West Virginia teachers who taught full time in 1997-1998. Of those surveyed, 144 (60%) returned usable questionnaires. Multiple regression analysis was used to determine the variance in the use of assessment information as explained by selected independent variables. The respondents, who averaged 15.02 years of teaching experience and 9.66 years of related work experience, considered information generated from performance assessment the most useful type of assessment information. The remaining five sources of assessment information was ranked as follows (from most to least important): informal observation, objective test items, standardized test scores, essay items, and portfolios. Results suggest that secondary VE teachers need the following in order to make changes that are conceptually meaningful: appropriate materials to try and adapt; time to reflect and develop new instructional approaches, and ongoing support from experts to learn the conceptual bases behind intended reforms. (Contains 18 references.) (MN)

A study developed and examined personality type preference profiles of beginning secondary technical education teachers in West Virginia. The target population consisted of all beginning secondary technical education teachers (n=34) employed by the West Virginia Department of Education during the 1998-99 school year. The Myers-Briggs Type Indicator (MBTI) was used to gather personal data and categorize personality type. This 126-item forced choice questionnaire elicited preference on 4 dichotomous scales or dimensions that allowed separate indexes for the following: extraversion (E) or introversion (I), sensation (S) or intuition (N), thinking (T) or feeling (F), profile and judging (J) or perception (P). The four major MBTI type components among the respondents were as follows: ESTJ (32%), ESFJ (18%), ISFJ (12%), and ISTJ (9%). Analysis showed respondents were more sensing (27%)/less intuitive (6%) and more judging (27%)/less perceptive (3%). Collected data were also examined according to Keirsey and Bates' (1984) temperament type groupings. Overall, the largest represented temperament type was that of sensing-judging (47%). Teacher educators were recommended to provide prospective teachers with opportunity to use all types of learning strategies and strengthen those not normally preferred. (Appendixes contain 23 references and 6 tables.) (YLB)

Learning style is a factor researchers claim influences student educational performance. This article summarizes information about student learning styles. The idea of learning styles is based on the theory that there are different methods of gathering, organizing, and evaluating information. Research has not produced conclusive evidence about learning styles, but there is information about learning conditions and cognitive learning styles that can provide some insight into learning styles. One area to consider is that of learning conditions. Many environmental factors can affect a person's ability to concentrate and absorb and retain information. Another approach is to determine a person's cognitive learning style, based on how information is best perceived and the preferred way of perception, how information is organized and processed, and how progress toward understanding takes place. Characterizing learning style as field-dependent or field-independent is an approach with many applications in education. Those who have a field-dependent style are more likely to view the world globally, and have to use the organization in which learning material is presented. Those who have a field-independent learning style tend to view the world more analytically, solve problems more easily, and favor inquiry and independent study. They are more likely to provide their own structure to facilitate learning. Of course, learning styles are not always clustered into neat categories. Another way to view learning styles is that of A. Gregorc and K. Butler (1984) who refer to four channels through which the mind receives and expresses information most efficiently. These include the perception abilities of abstractness and concreteness and the ordering abilities of sequence and randomness. Combining these results in concrete sequential, abstract sequential, abstract random, and concrete random ways of seeing and using information. Learning modalities are also characterized as kinesthetic, tactual, auditory, and visual. By being aware of individual learning styles, including the preferences individuals have for learning conditions, vocational education teachers can develop alternative instructional methods and a variety of learning resources. (Contains 1 table, 2 figures, and 19 references.) (SLD)

This paper reviews the literature on the relevance of learner characteristics and learning styles when planning law school courses, focusing on the instructional delivery methods and teaching techniques applicable to law school courses. It examines the four major learning modalities: kinesthetic, tactual, auditory, and visual; and the four major instructional delivery methods applicable to each, including: (1) lecture, handout, discussion; (2) case study; (3) values clarification; and (4) role playing and mock trial. A major section of the paper covers the elements of hypermedia presentations, with discussions of various aspects of content quality (e.g., accuracy, completeness, distraction, need, social/political considerations, and structure) and design quality (e.g, color, image size, user control, type of media, animation, audio, navigation, record-keeping, security, and pacing). The paper notes that, increasingly, computer technology enables educators to use hypermedia packages for presentations. The paper argues that the challenge for law school professionals is to assess the learning-style characteristics of each student and then provide learning opportunities compatible with those characteristics. (Contains 50 references.) (MDM)

A study surveyed secondary vocational and nonvocational public school principals to determine whether there was a significant difference in their legal knowledge. The questionnaire, Legal Knowledge Index, was developed with the assistance of expert review and then piloted to establish its validity and reliability. A random sample of 136 principals was drawn from those listed in the 1995-96 West Virginia Public School Directory and questionnaires were mailed to them. Usable responses were received from 120. Descriptive statistics such as percentages, frequencies, central tendencies, and measures of association were used to describe the data. Results of a t-test revealed no significant difference in the legal knowledge held by secondary vocational and non-vocational public school principals. Findings suggested vocational principals were less likely to have completed a course in school law, had completed more years of teaching experience, and were employed mostly in "small town" school districts. Nonvocational principals were more likely to have more years of administrative experience and scored higher on the Legal Knowledge Index. The recommendation was for vocational principals to become more familiar with and competent in ethical and legal aspects of education in the public school system. (YLB)

This study assesses the impact of selected variables on the legal knowledge of 136 secondary school principals in the state of West Virginia. The variables selected for study include: (1) training; (2) teaching; (3) experience; (4) administrative experience; and (5) school district size. Analysis revealed that selected variables in this study had little or no impact on the legal knowledge of secondary school principals. The author recommends that secondary school principals be more familiar with practical approaches taken by his/her state's laws in relevant areas. A questionnaire was mailed to each of the 136 secondary school principals with two follow-up mailings yielding an 88 percent response rate. (Author/EH)

The purpose of this study was to profile the preferred productivity and learning style preferences of participants enrolled in distance education courses at Marshall University (West Virginia) (Spring of 1995). The accessible population of this study consisted of 167 distance education participants in nursing, education, and paralegal programs. A stratified random sample of 117 was drawn to provide study data. The data collection instrument was the Productivity Environmental Preference Survey (PEPS). The 100 items of the PEPS yield scores in 20 areas. The average internal consistency reliability for the 20 areas was 7.1. One-way analyses of variance were used to compare the group means of the 3 program areas on each of the 20 PEPS areas. Findings suggest that environmental, sociological, and perceptual preferences are essential for maximizing productivity. Individuals responsible for designing learning and working environments for distance education learners need to design a paradigm that is flexible to meet individual preferences for optimum learning and productivity. (Contains 3 tables and 22 references.) (Author/SLD)

With the growing interest in leadership in teachers and in the debate over whether teacher education programs should foster leadership qualities, this study assessed how senior students enrolled in the College of Education at Marshall University (West Virginia) perceived their own leadership skills. Participants were a random sample of 170 students from a population of 300 enrolled in the summer semester of 1993. Usable data from a mailed questionnaire were received from 119 students. The instrument solicited demographic information, responses to 40 leadership skill statements, and information on the respondent's leadership activities and organizational involvements. Analysis found that 114 of the participants were white, that 79 percent were female, and that 62 percent worked 11-40 hours per week while attending school. Participants appeared to perceive themselves to have greater leadership skills in management of self and understanding others. Statements with the lowest ratings were in the categories of communications, motivating others, inspirational ability, and decision making. These low ratings suggests that communication skills are often too narrowly defined as merely writing and speaking. Except for gender, no other demographic characteristics explained variance. (Contains 26 references.) (JB)

A study examined the extent to which 1994-95 members of the West Virginia chapter of Vocational Industrial Clubs of America (VICA) participated in VICA personal development activities. The study population consisted of all VICA members in West Virginia, and the study sample consisted of all 156 VICA members who attended the annual West Virginia VICA state conference. The three-part data collection instrument consisted of the following: questions related to biographical information; 24 personal development skill statements organized into 4 measurement scales (leadership, cooperation, self-confidence, and citizenship) adapted from the Personal Development Inventory; and questions measuring level of participation in VICA activities. Of the four personal development inventory scales, citizenship and cooperation received the highest mean scores (6.30 and 5.58, respectively), and leadership received the lowest mean score (4.21). Low positive relationships were discovered between participation in teamwork skills activities and self-rating on the cooperation scale, between participation in decision-making skills activities and self-rating on the leadership scale, and between participation in local VICA competitions and self-rating on the citizenship scale (.30, .30, and .23, respectively). Negligible (.03 to .15) positive relationships were found for all activities corresponding to the self-confidence scale. (Contains 23 references.) (MN)

This study profiled the preferred productivity and learning style preferences of 63 off-campus and 43 on-campus distance education students enrolled at Marshall University in Huntington, West Virginia, during Spring 1995. Using the Productivity Environmental Preference Survey (PEPS), it found no overall differences between the productivity and learning styles of the off-campus and on-campus distance education students. The study found that both on-campus and off-campus distance education students with a score of 60 or more preferred working and learning in a structured environment. On-campus students revealed a preference for learning in the afternoon, while off-campus students with a score of 40 or less preferred to learn in several ways, suggesting that a variety of learning opportunities and working patterns would be beneficial to these students. The study also discovered that off-campus and on-campus students with a score of 40 or less preferred to learn through the visual sense. (Contains 21 references.) (MDM)

A study examined the relationship between students' participation in the Vocational Industrial Clubs of America (VICA) and their mastery of personal development skills. A secondary purpose was to collect baseline data for VICA in West Virginia. A three-part questionnaire was administered to all 156 VICA members who attended the Annual West Virginia VICA State Conference in March 1995. The questionnaire was structured to collect biographical information about respondents, assess their personal development skills, and determine their level of VICA participation. The results were subjected to statistical analysis. Ninety-six percent of the respondents were white, 71% were female, 33% had been VICA members for 2 or more years, and 66% were enrolled in the secondary VICA program. A low positive relationship was discovered between level of VICA participation and perceived development of cooperation (r = .28), and a negligible positive relationship was found between level of VICA participation and perceived development of self-confidence (r=.13). It was recommended that West Virginia's State Department of Education take the following actions: increase VICA participation rates among minority students; provide more training to enhance VICA members' leadership skills; and give students opportunities to serve in leadership positions in nonvocational organizations. (Contains 19 references.) (MN)

A study was conducted to gain a better understanding of problems facing limited resource families, specifically residents of four public housing communities. A needs assessment was developed and administered by a resident team from the housing communities. Through a systematic sampling technique, 100 households were selected from a target population of 500 households in 4 public housing communities in Cabell County, West Virginia. Sixty-three households responded. They reported that the most important problems affecting residents were as follows: unemployment, underemployment, drug abuse, crime, poverty, and family violence. Residents rated several programs to be most important in improving their quality of life. Four existing programs had the most importance in improving lives in housing communities: educational programs (General Educational Development programs), crime prevention, Wellness for Families, and recreational programs for youth. A recommendation based on these findings was to increase collaboration between educational institutions and social service organizations when planning programs and addressing issues concerning limited resource families. (Appendixes include a list of 11 references and 6 data tables.) (YLB)

The purpose of this study was to describe the cognitive styles of both international and domestic graduate students attending Marshall University (West Virginia). A total of 41 American and international graduate students were administered the Group Embedded Figures Test (GEFT), and 20 of the international students were interviewed. The study found that 70 percent of the American students and 82 percent of the Chinese students tested were classified as field independent in cognitive style. The four students from Saudi Arabia had GEFT scores in the field dependent range. Although Americans tended to score higher than international students, and men tended to score higher than women, the results indicated that age, gender, nationality, and academic major had little influence on students' cognitive style. Interview data about international students' attitudes towards teaching techniques, teacher-student interaction, examinations, research papers, and differences between American and home country universities are also presented. (Contains 17 references.) (MDM)

The purpose of this study was to assess the characteristics, experiences, and activities which are related to the perceived leadership abilities of college of education students at Marshall University in Huntington, West Virginia. A survey of 170 education majors was used to gather demographic and leadership data, with each student responding to 40 statements that rated their own motivational, management, interpersonal, and communications abilities on a six-point scale. Over half of the 40 items received mean ratings above 5.0, with none less than 4.26. These results indicated that the education majors surveyed felt that they possessed high levels of leadership ability. Stepwise regression procedures revealed that a significant portion of the variance associated with the Management of Self factor and the Interpersonal Relations factor was explained by the respondent's gender. Apart from gender, none of the other demographic characteristics had a significant influence on leadership factors. Includes recommendations for further research. (Contains 21 references.) (MDM)

The computer anxiety of 116 randomly selected secondary technical education teachers from 8 area vocational-technical centers in West Virginia was the focus of a study. The mailed questionnaire consisted of two parts: Oetting's Computer Anxiety Scale (COMPAS) and closed-form questions to obtain general demographic information about the teachers and their computer usage. Data analysis included descriptive statistics, calculation of correlation coefficients between computer anxiety and independent variables, and stepwise multiple regression. The distribution of scores suggested that some secondary technical education teachers (46 percent) experienced some overall computer anxiety. No differences existed between the computer anxiety levels of males and females. Over 45 percent considered themselves to be either complete beginners or novices. The most frequent type of formal computer instruction was inservice training workshops. The majority of teachers perceived local and state administrative support for computer use. The regression analysis revealed two significant explanatory variables: teacher's level of computer skills and perceived typing skills explained a substantial proportion of the variance in teachers' overall COMPAS scores. Recommendations included more hands-on experience for teachers and computer training relevant to teachers' major program area. (Contains 12 references and five data tables.) (YLB)

A study investigated adults' motivation for participating in Marshall University's off-campus credit education program in adult education. The 38 respondents (56 percent of those contacted) received their master's degrees during 1982-1992. Ninety-five percent of the respondents were white, and 5 percent were African-American. Seventy-four percent were female. More than 90 percent were employed full time as they took courses. A mailed questionnaire asked subjects to report how much each of six factors (from the Education Participation Scale) motivated them to complete their programs. The factors were social contact, social stimulation, professional advancement, community service, external expectations, and cognitive interest. Each factor could be rated either 1 for "no influence," 2 for "little influence," 3 for "moderate influence," or 4 for "much influence." The two factors rated highest as motivators were professional advancement and cognitive interest. Community service was rated next highest as a motivator. The other factors, in descending order of influence, were external expectations, social contact, and social stimulation. (11 references) (CML)

A comparison of the motivational orientations of adult and vocational education graduates was made to determine the motivation for nontraditional students' participation in the off-campus credit programs leading to a master's degree at Marshall University (West Virginia). The population for this study consisted of all 319 vocational-technical education (VTE) master's degree recipients and all 68 adult education (AE) master's degree recipients who participated in off-campus degree programs at the university. Data were collected through a mailed survey that used a Likert-like scale to rank six factors: social contact, social stimulation, professional advancement, community service, external expectations, and cognitive interest as motivators. A total of 175 usable responses (55 percent) was received from the VTE graduates and 38 responses (56 percent) from the AE graduates after initial mailing and follow-up. Most respondents were women and more than 90 percent were white. The study showed that both groups indicated that the factor "professional advancement" was the greatest motivator for them to enroll in adult and vocational education courses, with cognitive interest the next most important factor. Recommendations were made to attract more nonwhite students into the program, to improve social contact between participants and professors, to develop courses with a high degree of intellectual stimulation, and to be aware of the importance of professional advancement to program participants. (Contains 10 references.) (KC)

A study was conducted to determine the motivation for nontraditional students' participation in the off-campus credit programs leading to a master's degree in vocational-technical education at Marshall University (West Virginia). The population for this study consisted of all 319 vocational-technical education (VTE) master's degree recipients for the years 1982-1991 who participated in off-campus degree programs in VTE at the university. Data were collected through a mailed survey that used a Likert-like scale to rank six factors: social contact, social stimulation, professional advancement, community service, external expectations, and cognitive interest as motivators. A total of 175 usable responses (55 percent) was received after initial mailing and follow-up. The study showed that the 175 degree recipients (most of whom were white and 30-34 years of age when they participated in the program) were more influenced in enrolling for professional advancement and cognitive interest reasons; they were least likely to be enrolled for social contact, social stimulation, and external expectations. Women were more likely than men to be enrolled for professional advancement and cognitive interest. Respondents aged 50-54 were more inclined to enroll for professional advancement, cognitive interest, community service, and external expectations reasons. Based on the study, recommendations were made to increase enrollment of nonwhite persons in the off-campus credit programs, to make program planners aware of the importance of professional development in student motivation, and to use cognitive interest factors to provide direction in programming decisions. (Contains 10 references.) (KC)

A literature review was conducted to determine how women's role was seen in vocational education and development. The study reviewed the historical background of occupational gender segregation related to vocational education, reviewed and described the role of women and division of labor, and summarized labor market statistics concerning females in nontraditional vocational areas. Some of the conclusions drawn from the literature review are as follows: (1) vocational education grew out of the necessity to train workers in smokestack industries, but it has expanded its mission and clientele since the late 19th century; (2) sex equity would be socially useful in U.S. society; (3) more women in all age categories will enter the work force full time in a wider variety of occupations; (4) development has been viewed as the panacea for the economic ills of less-developed countries, yet in all countries women have lost ground relative to men as development has progressed; (5) public policy supports but does not ensure the entrance of women into nontraditional employment and training; (6) barriers inhibiting entry of women into nontraditional training and employment are complex and interrelated; and (7) strategies to overcome barriers must focus on changing institutions and providing individual support to women. (23 references) (KC)

In 1990, a study was conducted at Florida Community College at Jacksonville (FCCJ) to determine enrollment, withdrawal, and placement patterns in the college's floral design and marketing certificate program and to identify changes needed to strengthen the program. The program focused on the theory and practice of floral design and marketing, complemented by courses in employability skills, entrepreneurship, and salesmanship. The sample for the study was a nonrandom sample of all 278 students who had enrolled in the program from fall 1987 through spring 1990. Major findings of the study were as follows: (1) program enrollments increased in each year of the study, and most of the enrolled student were female; (2) although there were no minority students enrolled in the program in its first year, minority enrollment increased every year thereafter; (3) withdrawal rates fluctuated greatly every term, with the highest rate of attrition (36%) occurring in winter 1988; (4) fewer students enrolled in the management courses than in the three design courses, and only 32 students enrolled in the cooperative internship program over the 3 years; (5) only seven students completed all course requirements for the program since its inception, many leaving because they had acquired jobs with the skills attained before program completion; (6) all of the program graduates were employed in the floral industry, with over half employed full-time; and (7) 48% of the non-graduates were employed in the floral industry, with the remainder employed in other areas. Recommendations for program improvement are included. (JMC)

A total of 235 vocational, technical, and adult education (VTAE) master's degree recipients participated in a study to determine motivation for participation in off-campus credit programs. The study population participated in off-campus degree programs in VTAE at Marshall University (West Virginia). An information sheet collected demographic and situational data. The Education Participation Scale (Boshier, 1982) was used to determine the motivational orientation. The 40 items on the 4-point response scale were divided into 6 factors: social contact, social stimulation, professional advancement, community service, external expectations, and cognitive interest. Findings indicated that graduates were more inclined to be enrolled for professional advancement and cognitive interest reasons. Older participants were more inclined to be enrolled for community service reasons. Motivational orientations were found to differ among persons in different occupational fields. The study was recommended as baseline data for further studies in motivational research pertaining to VTAE. (Appendixes include a list of 10 references, 2 figures, and 4 tables.) (YLB)

A search of the ERIC and Academic Search Premier data bases, and a comprehensive review of literature suggest that meta-analysis is ignored by career and technical education (CTE) researchers, a situation that is regrettable but remediable. The purpose of this theoretical paper is to provide CTE researchers and consumers with procedures for conducting meta-analytic research. The highlights presented include an overview of the history meta-analysis, selected meta-analysis procedures, and advantages of meta-analysis. The paper cautions that CTE consumers and policy makers should be aware of some of the limitations associated with meta-analysis. A key assertion of this paper is that meta-analysis will be most valuable when used by those who are conversant with career and technical education. Finally, strategies for obtaining effect sizes for selected SPSS analyses are provided.

A study examined the effects of participation in a high school agricultural education program on occupational attainment. Using data collected in the National Longitudinal Study of the High School Class of 1972, researchers compared the employment patterns and income of 6,585 individuals who had taken at least one semester of agricultural education while in high school to those of students with no history of participation in agricultural education. On initial analysis, participation in agricultural education appeared to affect adversely the socioeconomic attainment of graduates whether they entered an agricultural occupation or not; however, when the effects of such background variables as socioeconomic background, family history, type of community, sex, and race were taken into account, the results of the analysis changed dramatically. Even when statistically significant differences in socioeconomic attainment were found, however, they were too small to be of practical significance, thus reinforcing the conclusion that participation in an agricultural education program while in high school had no practical effect, either positive or negative, on the subsequent job status attainment of graduates. Nor did number of semesters of participation in agricultural education courses have any marked influence on occupational outcomes. (MN)

A study was conducted in 1989 to determine the impact of the Factors Affecting Minority Enrollment (FAME) program on the recruitment and retention of black students at Florida Community College at Jacksonville (FCCJ). The FAME program offers minority and low-income high school students a 10-week, precollege orientation focusing on FCCJ's degree and certificate programs; a 7-credit summer program including a course on "Student Success,""English Composition I", and "Dynamics of Behavior" or an equivalent social science course; and $1,000 incentive grants for two students. The program evaluation sought to determine FAME completion rates, subsequent rates of enrollment at FCCJ, withdrawal patterns among college programs, and degree completion rates. The subjects of the study were 1,048 black students from 12 randomly selected Jacksonville area public high schools who had participated in the FAME program between 1985 and 1989. Major findings included the following: (1) 353 of the participants attended five or more FAME sessions, and 270 eventually enrolled at FCCJ; (2) 75% of the FAME participants were female; (3) during 1986, 1987, and 1989, there was a decline in the percentage of participants who completed the FAME program; (4) the average length of time taken to enroll at FCCJ after participating in the FAME program was one year, although 24% of the students enrolled three to six months later and 8% enrolled at FCCJ after three or more years; (5) 52% of the FAME students attending FCCJ enrolled on a part-time basis; and (6) by 1989, 11% of the FAME/FCCJ students had received associate degrees. (JMC)