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Questionnaires were sent to vocational-technical schools without transfer programs and to community or junior colleges offering both transfer work and vocational-technical programs, collecting data on standardized information practices, counseling services, institutional research involvement, completion and transfer outcomes, and graduates’ employment success. 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COMMUNITY COLLEGESThomas G.GartlandJames F.Carmody  \nAND DEVELOPMENTDIVISION  \nTHE AMERICAN COLLEGE TESTING PROGRAMP.O.BOX 168,IOWA CITY,IOWA 52240  \nPUBLISHED BY THE RE  \n# ABSTRACT\n\nA study of 2-year post-high school institutions offering vocational-technical educationwas conducted to provide more adequate information about institutional guidance andresearch programs.A questionnaire was sent to 351 vocational-technical schools that offeredno transfer programs and a slightly different version was sent to 689 community or juniorcolleges offering both college transfer work and vocational-technical programs.I tems soughtinformation on the collection and use of standardized data,counseling services,involvement ininstitutional research,program completion and transfer rates of students,and graduates'success in acquiring employment directly related to their specialized education.Institutionsthat conducted follow-up studies on vocational-technical students were requested to returncopies of these studies.  \nVocational-technical schools collected standardized information more extensively andused such information for selection purposes more frequently than did community colleges.Community college counseling centers available to vocational-technical students were moreheavily staffed in relation to the number of students served and were more comprehensive inscope than those maintained by vocational-technical schools.Most institutions engaged ininstitutional research to some extent.However,community colleges directed more attentiontoward demographic studies while vocational-technical schools concentrated more on studiesof student satisfaction and success while in school as well as follow-up studies of students afterleaving school.In regard to outcomes,students attending vocational-technical schools hadhigher program completion rates and were less likely to transfer from one program to anotherthan were their counterparts in community colleges.Approximately 80%of the graduates ofboth types of institutions found work related to their training.  \n# PRACTICES AND OUTCOMES OF VOCATIONAL-TECHNICAL EDUCATIONIN TECHNICAL AND COMMUNITY COLLEGES\n\nThomas G.GartlandJames F.Carmody'  \nIn recent years rapid technological change inmost occupational areas has created a growingdemand for highly trained and skilled personnel.There seems to be general agreement,however,that at present this demand is not being fully metAs late as 1964,only 10%of those completingtheir formal education below the baccalaureatelevel had training which prepared them for specificoccupations(Venn,1964,p.23).  \nMost writers have looked to postsecondaryvocational-technical education as a means ofremedying this situation.For example,Venn(1964)has concluded that,\"unless far more andbetter education on the semiprofessional,technicaland skilled levels is soon made available to greaternumbers of citizens,the national economy andsocial structure will suffer irreparable damage [p.1].\"  \nHowever,vocational-technical education facesthe problems of a rapidly growing field.Little isknown about the practices and outcomes thatcharacterize effective and efficient education ofthis type-practices and outcomes which will be  \nnecessary to meet the demands society is placingon this field.In fact,little more is known aboutthe practices and outcomes that currently prevailin vocational-technical education.  \nThis study was undertaken for the purpose ofobtaining some basic information about what isbeing done and what is being achieved byvocational-technical schools and by comprehensivecommunity colleges offering programs in occupa-tional fields.We compared the two types ofinstitutions with respect to possible relevant fac-tors such as size of enrollments,the collection anduse of standardized information,counselingservices,involvement in institutional research,pro-gram completion and transfer rates,and graduates'suc","cbCaiaEzUlhJ2Li7","https://ap.wps.com/l/cbCaiaEzUlhJ2Li7","pdf",1792254,52,"English","# Abstract\n# Practices and Outcomes of Vocational-Technical Education in Technical and Community Colleges\n# Method","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To gather basic information on what is done and what is achieved in vocational-technical schools and comprehensive community colleges offering occupational programs.\"},{\"question\":\"How were the institutions surveyed?\",\"answer\":\"A questionnaire was sent to principal officers of community colleges and a slightly different version was sent to heads of vocational-technical schools.\"},{\"question\":\"What outcomes were compared between the two institution types?\",\"answer\":\"Program completion and transfer rates, plus graduates’ success in gaining employment appropriate to their specialized training.\"}]","ACT RESEARCH REPORT - PRACTICES AND OUTCOMES OF VOCATIONAL-TECHNICAL EDUCATION IN TECHNICAL AND COMMUNITY COLLEGES | PDF",131]