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This paper summarizes a study undertaken to evaluate the impact of middle-level schooling upon student achievement and to provide information useful to the improvement of early adolescent education. The study drew on the following two theoretical perspectives: (1) middle level theory, which advocates organizing students and teachers and modifying curriculum and instruction to meet the needs and abilities of early adolescents; if six programming aspects are adopted, enhanced developmental and achievement outcomes will be realized; and (2) program evaluation theory, which contributed the models of objective-oriented evaluation and management-oriented evaluation used in this study. The study is significant because most research has focused on goals other than academic achievement or has been inconclusive about achievement. Identifying whether actual middle-level programming has been implemented is often unclear. In this study, educators in 10 middle-level and junior high schools were surveyed whether they believed 6 middle-level programming concepts had been implemented in their school. This data was correlated with student achievement in the eighth grade. Results indicated that middle-level programming had been implemented with varying degrees in the 10 schools. It was also found that five of the six middle-level program concepts, as well as averaged overall concepts, were related positively with enhanced student achievement. Recommendations for improving middle-level education based on the study include: movement toward full implementation of middle level programming should continue; the practices of whole group ability grouping and tracking should not be used in schools for early adolescents; developmentally appropriate teaching strategies should be maximized; student accountability should focus more on project accomplishment and skill mastery; strategies which enhance teacher efficacy should be implemented; identifying sites with high implementation of middle level programming concepts for the purpose of having practitioners visit those sites should be encouraged; and further research is needed. (TM)

This study was conducted to address: (1) the identification of at risk students; (2) the provision of help appropriate to their needs; and (3) discovery of ways to increase those students' probability of succeeding in school and in life. The study analyzed data generated through the Phi Delta Kappa Study of Students at Risk that involved 22,018 students enrolled in 276 elementary, middle and high schools nationwide. Surveys were gathered from 276 principals and 9,652 teachers. A literature review examines general efforts including ability grouping, promotion/retention, reduction in class size, and pull-out programs, as well as specific elementary, secondary, and successful individual programs. Data were collected through survey and interview techniques, and variables (school description, and school personnel attitudes) were compared. Results show that the perceptions of educators dealing with at risk students varied, and the variation was not necessarily associated with the particular school situation in which they worked. Preferred strategies such as removing at risk students to another class are no longer supported as effective tools for increasing the achievement. Thirteen appendices consisting mainly of statistical results of the study. (22 references) (LL)

Based upon a review of literature and on-site interviews and observations at nine firms that are recognized leaders in the development and implementation of quality of work life (QWL) activities, this report examines implications of QWL developments for future skill requirements and their potential consequences for public vocational education policies and programs. The report is not a handbook or a guide for changing current practices but is intended to provide background information to familiarize vocational educators with QWL developments in the workplace. The report focuses on two major sets of educational implications. First, it discusses the implications of QWL developments for the content and instructional processes of vocational education. It suggests that to function effectively on high-involvement participative work settings, workers and managers not only need good basic skills and technical job skills, but they will also increasingly need improved skills and knowledge in group problem solving and in the organization and management of production. The report discusses examples of skills and knowledge in these two broad areas and examines why they are needed in business and industry. The second major focus of the report examines what new participative management techniques may do to improve the nation's schools, especially the management and organization of vocational education. The report discusses how QWL practices in industry must transfer to a better way of learning and a new high-involvement participative approach to schooling. Appendixes to the report contain a list of skills applicable in participative work settings and summaries of the site visits to the nine companies studied. (KC)

This report concerns first-year activities of a study of alternative futures. The study attempted to identify major trends and possible events that could influence vocational education in the 1980s and to analyze policy issues likely to be associated with them. Following the introduction, chapter 2 addresses procedures followed in each of three main tasks: (1) Delphi study, (2) analysis of external trends likely to influence vocational education, and (3) conference. Chapter 3 presents results from the third round of a Delphi study of estimates of the probability and impact of thirty-six possible events; the panel for this consisted of national leaders and scholars of vocational education. Chapter 4 contains an overview of the proceedings of the Conference on Alternative Futures for Vocational Education held at the National Center for Research in Vocational Education (January 8-9, 1980) and summaries of major presentations and discussions. One presentation summarizes main findings of the study of forecasts of trends likely to be of significance and the analysis of their policy implications. Appendixes, amounting to over one-half of the report, include the full report of the study on trends (also available separately as ED 189 370), National Institute of Education Vocational Education Study--A Progress Report, and Recommendations by the American Vocational Association Legislative Study Teams. (YLB)

A study was conducted to determine what occupations nationally are new and changing and if they need curriculum development at the vocational education level. The process used to conduct this study involved four steps: identifying new and changing occupations, collecting information about the occupations, locating available instructional materials, and assessing the need for curriculum development. Fifteen occupations were identified as either new or changing a great deal. Occupations that need curriculum development because very little if any instructional materials exist are catfish farm manager, computer drafting/graphics technician, and speech-language hearing assistant. Occupations that have a partial need for curriculum development (portions of curricula may be available or a recombining of existing curricula may be needed) are cable television technician and aviation maintenance technician. Occupations that need to be observed closely because of their potential importance in the future include neurometrics technician, electromyography technician, hydroponic agriculture specialist, fiber optics technician, and personnel and labor relations specialist. Occupations that are changing and that may or may not have adequate curricula, but for which schools seem to need help in implementing programs, are locksmith, word processing specialist, and welder. (LRA)

A study, described in this report, was conducted to provide information to national vocational education policy makers regarding curriculum development needs for selected new and changing occupations. The report also outlines a methodology for identifying new and changing occupations and assessing the need for curriculum development. Information was collected by (1) identifying new and changing occupations through data analysis; monitoring legislative, economic, technologic, and social trends; and communication with professional associations, special interest groups, and knowledgeable persons; (2) collecting occupational information for designated career fields; (3) locating curricula, civilian and military, currently available for training people in the new and changing occupations; and (4) assessing the gaps between training needed for new and changing occupations and the available curricula. New occupations identified by these methods include the following: case manager for the mentally disabled; housing rehabilitation specialists; laser/electro-optics technician, tumor registrar; and occupations related to energy and microprocessing. Each of these occupations or occupational areas are analyzed according to functions, duties, and specifications; education and training requirements; employment outlook; employment setting; career advancement opportunities; available curriculum and progress; and implications for curriculum development. (KC)

This report examines information from a broad base of literature and research and from three Delphi surveys of the views and opinions of small, highly select groups of knowledgeable educational leaders in order to highlight a number of key issues and arguments related to the appropriate roles and functions of public vocational education. It concludes that record levels of unemployment, declining economic development and productivity growth, and sharp declines in the number of new labor market participants in the decades ahead, coupled with an aging labor force, are all forcing greater emphasis on vocational education's role in meeting the nation's economic development needs. The dominant effect of these conditions has been to move vocational education toward greater emphasis on the development of highly specialized skills for specific occupations. At the same time, another group of knowledgeable people believe that secondary vocational education's emphasis should be on general education and preparation in broad occupational areas rather than in specific jobs, while postsecondary vocational education's focus should be on preparation for specific jobs, especially highly skilled jobs for emerging industries, for a wider spectrum of the population. These opposing viewpoints raise some policy implications for federal and state governments and lead to questions, which, the report indicates, should be researched in the coming decade. (KC)

A survey of state legislators was conducted to determine their views of what vocational education should be doing and how it could be improved as well as their perceptions about federal and state roles relative to vocational education. Findings were based on 45 percent of the sample of 209 members of the National Conference of State Legislatures who responded. Legislators saw vocational education as doing an "above average" job; the most frequent grade awarded to both secondary and postsecondary vocational education was "B." Vocational education was seen as performing especially well in teaching job skills, increasing awareness of career opportunities and technology, and teaching good working habits. The areas they thought needed greatest emphasis included involving employers in curriculum development and in evaluation of vocational education. The broader goals of economic development in the community and training for nontraditional occupations were in lesser need of emphasis. Most thought the federal government should be involved in vocational education. Slightly more than one-half thought that, if the federal government were to significantly decrease funds for vocational education, the states should attempt to replace the difference. They believed states should have greater flexibility and should be able to set their own priorities in spending federal vocational education monies. (The survey is appended. Conclusions appear in an executive summary.) (YLB)

A survey of manufacturers was conducted to assess views of National Association of Manufacturers members about vocational education, including its effectiveness, collaborative activities with vocational education, and manufacturers' suggestions for improvement. Findings based on the 775 returned surveys were that the most frequent grade awarded to secondary vocational education was a "C"; "B" was the most frequent grade for postsecondary vocational education. Over 50 percent of the respondents indicated their company benefited from vocational education. Most manufacturers (85 percent) preferred hiring vocational graduates for a job requiring less than a four-year college degree. Manufacturers' willingness to engage in cooperative activities was generally high. Work experience was most preferred as a form of collaboration; on-site use of company equipment was least preferred. Problems in collaboration included inadequate planning, inflexible scheduling, and poor quality training. Three-fourths of the respondents preferred both employability and job skills training at the high school level. To improve vocational education, manufacturers recommended teaching basic skills and initiating more postsecondary work experience. Suggestions for change included providing more postsecondary course offerings, increasing employer involvement in vocational education evaluation, and improving entry-skills training. Manufacturers disagreed with public funding for job placement programs and for vocational programs for nontraditional occupations. (The survey is appended. Conclusions appear in an executive summary.) (YLB)

A survey of manufacturers was conducted by the National Association of Manufacturers (NAM) and the National Center for Research in Vocational Education to elicit the views of NAM members about vocational education--the effectiveness of vocational education, the collaborative activities between manufacturers and vocational education, and manufacturers' suggestions for improvement of vocational education. Two thousand NAM members were randomly selected and mailed the survey, with a 40 percent response. Analysis of their responses yielded the following findings: (1) most manufacturers gave secondary vocational education a "C" grade and gave postsecondary vocational education a "B" grade; (2) more than 50 percent of the respondents indicated that their company benefited from vocational education, and about 85 percent prefer hiring vocational graduates rather than nonvocational graduates for a job requiring less than a four-year college degree; (3) companies, especially large companies involved with vocational eudcation, rated it more satisfactory than companies not involved; (4) many manufacturers are willing to provide work experience programs for students; (5) manufacturers thought both job skills training and employability skills training need to be taught at the high school level; (6) they thought basics should be emphasized and that more employability skills should be taught in high school, and more courses should be offered, for adults as well as young people, at the postsecondary level; (7) the manufacturers did not favor increased spending of public funds for job placement or for training in nontraditional occupations. In general, the survey analysis concluded that vocational education is perceived as doing well and as being beneficial to employers and that they would be willing to help vocational education be more effective. (KC)

A survey of state legislators was conducted in 1981 by the National Conference of State Legislatures (NCSL) and the National Center for Research in Vocational Education to determine state legislators' views about vocational education and its outcomes; their views of what vocational education should be doing and how it could be improved; and their perceptions about federal and state roles relative to vocational education. A sample of 209 NCSL members were surveyed, with a 45 percent response. Analysis of mail survey responses yielded the following findings: (1) legislators saw vocational education as doing an "above average" job--a "B" grade; (2) legislators thought that vocational education was performing especially well in teaching job skills, increasing awareness of career opportunities and technology, and teaching good work habits; (3) legislators thought employers should be more involved in curriculum development and in the evaluation of vocational education; (4) the broader goals of economic development in the community and training for nontraditional occupations are in lesser need of emphasis, according to the legislators; (5) most of the respondents felt that the federal government should be involved in vocational education, and that if the federal government did not provide sufficient funding, the states should try to do so. The survey analysis concluded that the general views of the legislators toward vocational education were positive, but that several changes are needed. Legislators also felt that they needed more information about vocational education but they did not have strong opinions regarding the appropriate emphasis of employability skills versus job skills at the secondary level. It was also suggested that a state-level advocacy position would emphasize continued federal funding for vocational education but with greater state control over these funds. (KC)

Examines possible relationships between student achievement and implementation of middle-level program concepts within 10 middle/junior high schools of a large, urban school district. Middle-level programming was positively related to student achievement, although relationships were small, considering the overall influence of past achievement. There was a slight negative relationship between achievement and advisory programming. (23 footnotes) (MLH)