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An interim study was conducted in Kentucky to determine the effectiveness of Competency Based Vocational Education (CBVE) and to compare its effectiveness to that of traditional teaching methodologies. Research surveys of those directly involved in the implementation of CBVE were used to ascertain if CBVE is meeting its self-stated goals. Approximately twenty-five percent of all high school and postsecondary educators and students (forty-five administrators, fifty-five teachers, and 745 students) participating in CBVE in Kentucky were questioned. Five aspects of the program were evaluated: instructional planning, student impact, instructional management, professional development, and programmatic aspects. To compare the effectiveness of CBVE and traditional methodologies, a cognitive skill test and classroom summary report (which incorporated a performance skill test) were administered to eleven classes in the areas of bank teller, secretary, and tractor mechanics. Based on the test scores and questionnaire responses, the following conclusions were reached: (1) CBVE was meeting the career needs of students, (2) CBVE students were progressing faster than students taught by traditional methods and learned a larger amount of subject matter, and (3) CBVE was inexpensive to implement in the schools' present facilities. Because these conclusions resulted from an interim, and therefore limited, study, they should be viewed within that context. (ELG)

This report describes two complementary projects: a technical assistance project to also provide information and resources to Kentucky vocational program serving limited English proficiency (LEP) students and a research project involving those programs. Chapter 1 is an introduction. Chapter 2 focuses on the technical assistance project. It reports methods and procedures used to deliver six major services: cooperative statewide monitoring system to identify new LEP enrollments or populations, on-site technical assistance, free material loan service, newsletter service, information dissemination regarding responsibilities for services to LEP students, and information dissemination regarding services available. Conclusions and recommendations based on findings are outlined. Chapter 3 discusses methods and procedures of the study to (1) quantitatively describe LEP student behavior and effect in vocational settings, (2) examine and report factors which may influence effective LEP student participation in vocational education, (3) describe present services/resources available for LEP students in a sample of Kentucky vocational programs, and (4) obtain and report vocational teacher input regarding needs and policies relative to LEP students. Conclusions and recommendations are reported as regards student characteristics, student behavior and interactions in vocational classes, student attitudes, student achievement, and teacher attitudes. Questionnaires, surveys, and data sheets are appended. (YLB)

Using an opinion questionnaire with students, parents, and school personnel and personal interviews with secondary students, a Kentucky research study examined the extent of sex bias in vocational programs, the factors contributing to the enrollment of nontraditional students, and the barriers or problems affecting the enrollment of nontraditional students in the state's vocational education programs. Additional objectives were (1) to determine the effects of socioeconomic status, attitudes toward education, and the culture of the geographic area upon enrollment in nontraditional programs, (2) to make basic recommendations for the elimination of existing stereotyping and bias, and (3) to compile a sex fair comprehensive bibliography of vocational education materials. Selected conclusions include these: all respondents felt vocational teachers exhibited sex fair behavior; students and their parents are unsure as to how nontraditional students were treated by counselors; all groups except the principals were unsure as to whether principals saw the need to eliminate sex bias in the community; and students do not feel that they are adequately prepared for the possible problems and barriers a nontraditional job seeker may experience. Among the eight recommendations made are those supporting increased parental involvement, student orientation to legal rights relative to sex fairness in education, the development of a sex-fair standardized method of student selection for over-capacity vocational courses, and an interdisciplinary approach to encourage the enrollment of nontraditional students. (The fourteen appendixes include survey instruments, summarized responses, and various forms and procedures used. The bibliography is available as a separate document--see Note.) (Author/MEK)

A project was conducted to (1) inform Kentucky educators of the need for English as a second language (ESL) and bilingual or ESL vocational programs in order to provide equal educational opportunities for students of limited English-speaking ability (LESA); (2) provide teacher training in ESL and bilingual/vocational ESL to interested educators; and (3) establish an information and resource dissemination center to provide educators with information regarding teacher training. In order to achieve these objectives, project staff carried out the following activities: provision of five regional workshops for educators of LESA students; dissemination of four newsletters for educators of LESA students throughout Kentucky; provision of a state conference for educators of LESA students; update of a comprehensive bibliography of vocational materials for LESA students; and provision of free material loan service for these educators. The project yielded the following products: an established resource and technical assistance center to aid educators of LESA students; a bibliography of vocational education materials; and two teacher-training models. (Author/CT)

A study identified health occupations education programs currently offered to handicapped students and health occupations positions now occupied by handicapped employees throughout the state of Kentucky. In addition, the study allowed for assessment of respondent's attitudes toward educating and working with handicapped individuals. Of 1649 teachers and health occupations practitioners receiving project-developed questionnaires, 87 teachers and 297 practitioners completed surveys. Included among those areas examined were the following: teacher/practitioner education and employment background, health occupations programs/positions currently offered to/occupied by handicapped individuals; positions most frequently applied for/accepted by/filled by handicapped individuals; areas in which individuals with specific handicaps can be expected to compete successfully; and modifications that would allow handicapped students to compete on an equal basis with non-handicapped individuals. Teacher and practitioner responses indicated that the disadvantaged and handicapped are currently offered education and employment in all health occupations areas primarily at basic entry levels. In addition, most of these individuals apply for low or entry-level positions. Because both teacher and practitioner responses indicated a lack of interest and awareness of the difficulties of the handicapped, project staff recommended a strong program in education to help change the attitudes of health personnel. (MN)

The major objective of the research project was to develop and implement an inservice education program designed to improve teaching effectiveness of vocational teachers of disadvantaged students in vocational programs. In addition, the authors sought to determine the effects of the inservice program on teachers and their students and to develop a handbook (available as a separate document) that would include the specific procedures and materials utilized in the inservice programs. Drawn from vocational secondary school programs of Kentucky's region 4, 32 teachers from the areas of business and office, distributive education, and home economics were randomly selected and assigned to experimental and control groups. The inservice program was developed, which consisted of a series of individualized modules utilizing written materials, worksheets, and films to be used individually or in six evening group sessions. Only the experimental group participated in the inservice program, but both groups received the posttest, which included seven major instruments (examples included in the appendix). Inservice and comprehensive evaluations and collected data from the posttest did reveal significant differences between the experimental and control groups. In all the areas measured, the inservice program appeared to have a definite positive effect upon the participants. (BM)