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Four studies examined financial and achievement issues in rural Ohio school districts. Based on both county population and location relative to a metropolitan statistical area, schools were assigned to five location categories: rural, semirural, rural/suburban, suburban, and urban. Study 1 examined financial characteristics of the 73 rural Ohio districts and found that per-pupil expenditures ranged from $2300 to $3500, with a median of $2665, and were a function of both financial effort and financial ability. Study 2, involving all 612 Ohio districts, found that rural/suburban schools had the highest level of student achievement; urban and suburban districts had a greater capacity to generate revenue and expended more financial effort to support schools than did the other three categories; and school location was unrelated to student achievement when financial ability and financial effort variables were controlled. Study 3 looked at standardized test scores for grades 4-9 and found that rural/suburban and urban schools had the highest scores and also the greatest variances. Rural/suburban and suburban schools had nearly equivalent levels of achievement, suggesting that proximity to an urban area may be more important than population density for student achievement. It is noted that rural/suburban schools do more with less than any other category. Study 4 was descriptive in nature and outlined differences between location categories for various measures of financial ability and financial effort. Contains 20 references and 11 data tables and figures. (SV)

A study examined relationships between career maturity and participation in the Future Farmers of America (FFA) and between career maturity and participation in supervised agricultural experience (SAE). The primary hypothesis was that career maturity is positively related to participation in FFA and SAE. A cluster random sample was used with the teacher as the sampling unit and 529 high school agricultural students in Ohio, who were taught by the teacher as the cluster. The Career Development Inventory was used to assess career maturity; information related to independent variables was collected using an instrument developed by the researchers. Data were collected from March through May 1992. Only 495 instruments were completed correctly. Findings indicated that career maturity was associated with the following: participation in FFA, participation in extracurricular activities, participation in career development activities, grade point average, occupational aspiration, number of years in agricultural education, gender, location of residence, and location of school. Career maturity was not associated with participation in SAE, employment experience, type of school in which students enroll, grade level, and parent's socioeconomic status. Recommendations for agricultural science teachers were to encourage student involvement in FFA and student exploration of job opportunities and to help students increase their career maturity. (Contains 49 references.) (YLB)

A study examined the extent to which international agricultural dimensions were taught in secondary agricultural programs and factors associated with the extent of integration. A systematic sampling technique was used to select a random sample of 332 of the 2,612 secondary agricultural teachers in 12 states of the North Central United States. Of 231 responses, 220 (66%) were usable. Overall, 58% of the teachers reported teaching international agricultural concepts in their classes. Ohio ranked first with respect to extent of integration, followed by Wisconsin. Minnesota ranked 12th. Nearly 92% of the respondents expressed a high degree of awareness about cultural differences among people, and more than 83% expressed positive attitudes toward integrating international agricultural concepts into their program. Older teachers, teachers perceiving strong school administration support for internationalizing the agricultural curriculum, and teachers exhibiting higher degrees of cultural awareness were most likely to integrate international agricultural concepts into their courses. It was recommended that school authorities support internationalization of the agricultural sciences curriculum by providing instructional materials and necessary information on international agriculture and that agricultural teachers familiarize themselves with and actively participate in internationally focused activities to enhance their cultural and global awareness. (Contains 26 references.) (MN)

A study described the nontraditional adult students attending full-time, occupationally specific vocational training programs in Ohio. It also developed a dropout prediction model of enrolled students using sets of independent variables adapted from the Conceptual Model of Nontraditional Student Attrition and Persistence in Postsecondary Vocational Education Programs (D. R. Johnson 1991). Data were collected by a survey designed to measure independent variables within four constructs: background characteristics, social/psychological integration, environmental mediating factors, and academic/institutional integration. Three mailings produced a 74 percent response rate (n=278). Data were analyzed using the Statistical Package for the Social Sciences. Stepwise discriminant analysis determined the best predictor of the dependent variable, "dropout" or "completer." Results of the discriminant analysis indicated that eight variables were the most significant in predicting dropout and completion in adult vocational job specific training programs: course/schedule, finances/employment, outside agency support, instructor abilities, physical disability, interpersonal relationships, academic ability/habits, and family responsibilities. The two most discriminating sets of variables between dropouts and completers were environmental mediating factors and academic/institutional integration. Recommendations were made for practice to vocational education professionals and for research. (Contains 13 references.) (YLB)

This paper examines the relationships between high school curriculum (academic, general, and vocational) and students' occupational and educational aspirations in rural schools. The study was conducted in Ohio and then replicated in Southwest Georgia. In Ohio, 767 predominantly white rural senior students completed a questionnaire and the students' academic records were reviewed. In Georgia, 266 senior students completed the same questionnaire. The rural Ohio population was nearly all white, while the Southwest Georgia population was 73 percent black. In both sites, students in the academic curriculum: (1) had an underrepresentation of non-whites; (2) had a higher mean socioeconomic status (SES); (3) had the highest SES index scores for their desired and expected occupations; (4) were more confident about their occupational aspirations; and (5) were more likely to plan to further their education and pursue that education immediately after high school. In Ohio, a greater proportion of females were in the academic curriculum. A much higher percentage of Southwest Georgia than Ohio students felt their parents expected them to further their education. A much higher income was expected by rural students in Southwest Georgia than students in rural Ohio. Further research should focus on reasons for gender and ethnicity differences. Educators should consider the desirability of classifying students into specific programs. (KS)

This study was conducted to ascertain changes in the aspirations of rural youth in Ohio as they matured during their high school years and entered college or the work force. A Student Information Questionnaire (SIQ) was developed to measure the following variables: (1) sources of influence on curriculum decisions; (2) changes in desired and expected careers; (3) gender differences in expected salary, plans for further education, and level of aspirations; and (4) relationship of high school curriculum to aspirations. The instrument was administered to the same 191 subjects in 1985 and in 1988. In 1985 these youths, while in high school, had ranked the top four sources of influence on curriculum and career decisions as: self, parents, friends, and counselors. In 1988, the youth who had graduated listed self, mother and father, friends, and teachers as the top influencers. The data indicate that overall, aspirations tended to increase with increasing maturity of students. Expected occupation and salary became higher in the 1988 than in the 1985 data. The two-year college became a less popular choice and the four-year college became more popular in the 1988 than in the 1985 data. Females expected lower salaries than males and were more likely to attend college. High job aspirations were held by 43 percent of the students in the academic curriculum and none of the students in the vocational curriculum. Implications for schools include involving parents in educational and career planning, encouraging females to set higher salary goals, and encouraging vocational students to prepare for college. (KS)

This paper examines the relationships between school location (urban versus rural) and students' occupational and educational aspirations. It also explores the relationships between student background factors and location of school. The sample consisted of 529 seniors in the class of 1989 in 10 rural high schools, and 718 seniors in 5 urban high schools. Data were obtained by a questionnaire survey and a review of academic records. Large differences were found between urban and rural school characteristics. Urban schools were larger; had more teachers, administrators, and support staff; and offered more courses and extra-curricular activities. They were also more costly to operate on a per-pupil expenditure basis. Rural students appeared to be fairly homogeneous, while the urban students seemed to have a greater mix of race and cultures. The high school curricula in the urban schools emphasized either academic education or vocational education. Few students were in what might be called a general curriculum. However, one-fourth of the students in the rural schools were enrolled in the general curriculum. Socioeconomic status scores were much lower for families in rural areas than for families in urban areas. Most students planned to advance their education beyond high school. Students from urban and rural areas differed little in their levels of occupational aspirations; however, students in rural areas have lower income expectations. It is recommended that the positive features of rural and urban schools be combined. (KS)

This study explores the relationships between the percentage of successful property tax issues and community and school characteristics in rural school districts in Ohio. Data were obtained for 74 rural school districts between 1984 and 1988; sources were government statistics and a questionnaire survey of school principals. The dependent variable in the study was the percentage of successful property tax issues. Moderate positive relationships were found between the dependent variable and: (1) average community income; and (2) the percentage of community members with 12 or more years of formal education. Twenty-two independent variables were entered into a step-wise multiple regression equation to determine the best predictors of election success. The following 5 variables accounted for 49 percent of the variance in predicting election success: (1) percentage of Aid to Dependent Children students; (2) percentage of bond issues; (3) percentage of continuous issues, providing operational funding for an indefinite period of time; (4) percentage of games won in boys varsity basketball; and (5) percentage of special elections, as opposed to primary or general elections. All variables were negatively related to election success. The report recommends that state policy makers consider measures to improve financial support to rural schools. It also recommends that rural administrators consider voter behavior prior to placing issues on the ballot, improve career guidance services, and advocate greater state and federal involvement in financing capital facilities. (KS)

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the agricultural-industrial equipment dealership partsman is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 123 tasks were identified. A random sample of 70 agricultural-industrial equipment dealerships based on the 1975 directory of the Farm and Power Equipment Retailers in Ohio was obtained. Data were collected utilizing employer and employee questionnaires. Thirty-six completed questionnaires were returned. A compilation of basic sample background information is presented on size of dealership, total work experience, employment at current job, and preparation as a partsman. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the agricultural-industrial equipment mechanic is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 456 tasks were identified. A random sample of 70 agricultural-industrial equipment dealerships based on the 1975 directory of the Association of Farm and Power Equipment in Ohio was obtained. Data were collected utilizing employer and employee questionnaires. Thirty-one questionnaires were returned of which 30 were usable. A compilation of basic sample background information is presented on size of dealership, total work experience, employment at current job, and preparation as a mechanic. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the agricultural-industrial equipment dealership set-up and deliveryman is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 75 tasks were identified. A random sample of 70 agricultural-industrial equipment dealerships was obtained. Data were collected utilizing employer and employee questionnaires. Twenty-nine questionnaires were returned of which 26 were usable. A compilation of basic sample background information is presented on size of dealership, total work experience, employment at current job, and preparation as a set-up and deliveryman. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

The purpose of the project was to identify a common core of basic skills for agribusiness and natural resources instruction in vocational education. This objective was undertaken through an inventory of 28 tasks and 28 occupational surveys. Completed task inventories were made for 28 representative occupations in agribusiness and natural resources: daily farmer, swine farmer, beef farmer, horse farm hand, grain farmer, forage producer, commercial vegetable producer, farm manager (owner-operator), feed salesman, feed mill worker, bulk fertilizer plant worker, chemical application equipment operator, animal health assistant, agricultural-industrial equipment mechanic, agricultural-industrial equipment set-up and delivery man, agricultural-industrial equipment partsman, tree service worker, floral designer, greenhouse worker, retail landscape and garden center salesman, horticultural firm equipment mechanic (small gas engines), park worker, buildings and grounds foreman, soil conservation aide, sawmill worker, all-round logger, meat cutter, and dairy plant worker. The final report does not include specific findings but discusses briefly project goals, procedures, results, and conclusions. Specific findings relating to each of the occupational surveys of the 28 occupations and findings relating to tasks common within the four taxonomies of agricultural production; agricultural business, supply, and service; agricultural mechanics; and horticulture are all reported separately in related project documents. (Author/EC)

Occupational information needed for the development of vocational and technical education curricula in agriculture is presented in the report. It discusses the findings of occupational surveys of incumbent workers that relate to the identification of a common core of skills or tasks performed within each of the following vocational education in agricultural taxonomy areas: agricultural production (eight occupations); agricultural business, supply, and service (four occupations); agricultural mechanics (four occupations); and horticulture (four occupations). A total of 1,476 questionnaires were mailed and 720 replies were received. Background information was collected on the total work experience in the occupation, employment at current job, size of business where employed, and preparation for the occupation. Data are provided for 2,013 task statements in agricultural production; 593 task statements in agricultural business, supply, and service; 1,354 task statements in agriculture mechanics; and 786 task statements in horticulture. The common core of skills for the agricultural production industry was divided into areas of farm management, farm mechanics, animal production, and crop production. Data on the common core of skills are presented in tabular form. Conclusions and recommendations are formulated based on the data obtained from the occupational surveys. A selected bibliography is included. (Author/EC)

The occupational survey's purpose was to identify the skills which are performed and essential for success in three veterinary lay occupations: animal health assistant, animal hospital receptionist, and animal health technician. Survey objectives were accomplished by constructing an initial task inventory of 21 duty areas, validating the initial inventory, and conducting a random survey of 100 veterinarians. A computer analysis of the 40 survey responses resulted in a computation of frequencies and means for each task statement. The analyses findings cover the 268 specific tasks performed in each of the three veterinarian lay occupations, the relative importance of the specific task, and a comparison among the three occupations for each task statement. The findings are supported by tables showing the statistical means and frequencies. A 16-item bibliography is appended. (BP)

A study sought to determine whether the perception of sex bias influences a woman's decision to teach vocational agriculture. Separate questionnaires were administered to female secondary vocational agriculture students, female university students enrolled in agricultural education, and female vocational agriculture teachers. Each of the questionnaires dealt with perceptions of sex bias and with the desirability of agricultural education as a career. Among the findings of the study was that with respect to their perception of sex bias, in response to the statement concerning community acceptance, 72.3 percent of the secondary students agreed that the community would accept a woman vocational agriculture teacher. Similarly, 61.1 percent agreed that a woman vocational agriculture teacher would get along well with her class, while 58.7 percent either disagreed or strongly disagreed that students in vocational agriculture would not accept a woman teacher. On a question concerning desire to teach, 59.6 percent of the female university students agreed that they would consider teaching production agriculture. A total of 48.7 percent did not feel it would be difficult to find a job teaching production agriculture because of their sex. A majority of the female teachers surveyed (70%) did not agree that administrators were reluctant to hire a female vocational agriculture teacher. (LRA)

A study examined the readability of vocational horticulture instructional materials used by 40 schools participating in the 1981 Ohio Horticulture Achievement Testing Program. During the first part of the study, researchers administered a mail questionnaire to 31 teachers to identify the materials that were used most frequently, to obtain descriptive data about the teachers, and to collect teacher estimates of the readability of the materials being used. Next, the researchers utilized the Dale-Chall Readability Formula to estimate the readability of 75 instructional materials. The analysis revealed that difficult vocabulary constituted from 16 to 29 percent of the vocabulary included in the sample texts. As did previous researchers, the designers of this study found only a nonsignificant correlation between readability scores and frequency of use. Because of the very low degree of association found between the respondents' length of teaching experience and the readability of the instructional materials that they used, the researchers concluded that increased teacher experience does not increase instructors' ability to estimate readability. In general, teacher estimates of student ability matched their estimates of the readability of instructional materials. In most cases, however, teachers underestimated the reading difficulty of materials as it was determined according to the Dale-Chall formula. (MN)

The purpose of this study was to examine the type and scope of supervised occupational experience programs (SOEPs) and the achievement of students mainstreamed in vocational agriculture in Ohio. Achievement was measured by the grade students received in vocational agriculture during the first semester of the 1983-84 school year. The sample for the study was 300 randomly selected handicapped vocational agriculture students from comprehensive high schools, joint vocational schools, and city vocational schools. Data were gathered by means of a questionnaire administered to the students by their 82 vocational agriculture teachers. The study found that students with more hours of in-school laboratory SOEPs had greater achievement than students with fewer hours. However, there was no relationship between the scope of out-of-school SOEPs and student achievement and no relationship between the level of student achievement and type of school, type of handicap, length of students' enrollment in vocational agriculture, or number of siblings enrolled in vocational agriculture. The study found a positive relationship between the level of student achievement and Future Farmers of America involvement, and between achievement and student opportunity variable (living in a town or city, encouragement, living with one parent, and occupational status of parents). The study also found a negative relationship between the level of student achievement and some student opportunity variables (living with a guardian, money provided by parents, participation in free or reduced-price lunch program, and living in a nonfarm rural residence). The study recommended increased use of in-school laboratory projects for handicapped students. (KC)

A study investigated the major factors--demographic characteristics, job characteristics, and work experiences--related to commitment to teaching as a profession among Ohio teachers of vocational agriculture. The population was a random selection from the Ohio secondary school teachers of vocational agriculture listed in the 1983-84 directory. Mailed questionnaires resulted in an 81 percent return. Findings indicated that none of the demographic characteristic variables demonstrated either a substantial or a very strong relationship with the dependent variable, commitment to teaching as a profession. Job characteristic variables as a set failed to explain a significant unique portion of the variance in the dependent variable. A moderate positive relationship was found between commitment to teaching as a profession and feedback. The collective set of work experience variables explained a significant unique proportion of variance in the dependent variable. Most had a significant relationship with commitment to teaching as a profession, including vocational agriculture teacher cohesion, group attitudes toward the teaching profession of vocational agriculture, realization of expectation, first-job challenge, personal importance, and self-image. These variables were found to be the best predictors of commitment to teaching as a profession by Ohio teachers of vocational agriculture: personal importance, first-year job challenge, vocational agriculture teachers' cohesion, and self-image. (YLB)

Different areas and regions of the nation have characteristically different rural high school systems due to differences in socioeconomic status of the residents, racial or ethnic membership, and family background. Differences in staffing patterns, enrollment levels, and school budgets are also characteristics that help to differentiate rural and urban high schools. This paper examines these characteristics of rural schools in Ohio and Southwest Georgia, as they pertain to rural students' aspirations and expectations. Twelfth grade students in 19 rural public secondary schools in Ohio and Georgia completed surveys. The population makeup of the schools was very different, with Georgia rural schools having a black enrollment of over 80%, whereas rural schools in Ohio were almost entirely white. Ohio rural students enjoyed a slightly higher standard of living, but parents in both states had similar levels of educational attainment, though the proportion of parents with college experience was somewhat greater in Ohio than in Georgia. More Ohio students planned to attend four-year colleges and universities, and they expected to enter higher status occupations than the Georgia students. Ohio students indicated they were more confident of entering their chosen occupations. The report concludes that policymakers should review such findings, for national policies may not have equal import in all regions. This paper contains 10 references. (DHP)

Panel studies examined changes in the educational and occupational aspirations of 191 rural Ohio youth. The 1988 survey questions were similar to those asked in a study conducted 3 years earlier when subjects were 10th and 12th graders. Major findings were: (1) the influence of school personnel on student career and curriculum choices was less than that of parents and friends, and declined from 1985 to 1988; (2) mother's educational attainment was related to student plans to attend college and the type of college chosen; (3) overall aspirations and salary expectations increased from 1985 to 1988, while desired occupations more nearly approximated expected occupations; (4) high school seniors were more confident of fulfilling their goals than either sophomores or graduates; (5) females had career expectations equivalent to males but expected lower salaries; (6) students in the academic curriculum had much higher occupational aspirations than those in the vocational curriculum, but the difference narrowed somewhat after high school graduation; and (7) although vocational students were much less likely than academic students to attend college, nearly half of the vocational students had higher education plans. (SV)