Readers of this book will find over ten examples of curricula that integrate academic and vocational content. The examples were produced by teachers in three career academies in Oakland, California. In the health academy, the connection illustrated is between a health occupations class and a class in physiology. In the media academy, the joint assignments link English with production Journalism. At the pre-engineering academy, the coordination illustrated is sequential; drafting courses teach geometric analysis, which students then use in their physics course. Teachers may adapt materials from this book for use in their own programs or get ideas about how to organize equivalent projects in different fields. (MDS-483@747, 143 pages, $9.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Integrating Academic Skills in Vocational Programs. The Journal for Vocational Special Needs Education, 13(1)
Schloss, P. J. (Ed.). (1990, Fall).

Articles in this issue focus on the integration of basic academic skills into the vocational curricula. Four articles are devoted to the integration of basic academic skills, math skills, communication skills, and science skills into vocational education programs. A project located at the University of North Texas that uses a team approach to writing a curriculum that would integrate academic subjects into vocational curricula is described. The method encourages cooperation between teachers and directs student attention to the interrelationship of their coursework.

The development, training, and coordination practices for teams who will design accommodation strategies that integrate the teaching of academic and vocational curricula in postsecondary vocational education programs is discussed. In addition, eight widely differing models for integrating academic and vocational programs are presented. (Single issue $6.50)

Address:
The Journal for Vocational Special Needs Education
c/o Gary Meers
University of Nebraska
518 East Nebraska Hall
Lincoln, NE 68588-0515
(402) 472-2365

Integrating Science and Math in Vocational Education (ERIC Digest No. 134)
Lankard, B. (1993).
Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

The author of this digest describes strategies for integrating science, math, and vocational education. Exemplary curricula and model programs are highlighted. (2 pages, no charge)

Address:
ERIC Clearinghouse on Adult, Career, and Vocational Education
Center on Education and Training for Employment
Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
(800) 848-4815

Making High Schools Work: Through Integration of Academic and Vocational Education
Bottoms, G., Presson, A., & Johnson, M. (1992).
Atlanta, GA: Southern Regional Education Board.

The authors of this book present the experiences of 28 high school pilot sites in 13 southern states in making fundamental changes in what and how they teach students, especially those who do not fit into the college preparatory track. The idea behind the project is that students who are strongly motivated can master higher-level academic and vocational content despite their perceived abilities or past performances.

Nine key practices, including revised curricula and meaningful cooperation between academic and vocational teachers are outlined. In addition, the authors discuss essential conditions or environment for change. (216 pages, $10.95)

Address:
Southern Regional Education Board
592 Tenth Street, NW
Atlanta, GA 30318-5790
(404) 875-9211

A Time to Every Purpose: Integrating Occupational and Academic Education in Community Colleges and Technical Institutes
Grubb, W. N., & Kraskouskas, E. (1992, September).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This monograph will be of interest to those who intend to develop programs that integrate occupational and academic education at the postsecondary level. Various approaches to curriculum integration at the postsecondary level are described based on a national survey of practices in community colleges and technical institutes. NCRVE researchers identified approaches to integrating occupational and academic education, including general education requirements, applied academic courses, crosscurricular efforts, the incorporation of academic modules in expanded occupational areas, multidisciplinary courses combining occupational concerns and academic perspectives, tandem and cluster courses and learning communities, colleges-within-colleges, and remediation and English-as-a-Second-Language programs with an occupational focus. (MDS-251@747, 54 pages, $3.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

The Transition Skills Guide: An Integrated Curriculum with Reading and Mathematic Activities
Wircenski, J. L. (1992, June).
Gaithersburg, MD: Aspen Publishers, Inc.

This transition skills guide is designed to assist the classroom teacher in the delivery of transition skills to at-risk learners and to aid these students in a successful transition from school to work. Teachers can use this guide with students who are enrolled in prevocational, vocational, cooperative work-study, or special education programs at the middle school and secondary school levels. The accompanying reading and mathematics activities are written for students who are below grade level in these two basic skills and are geared for use in both group and individualized settings. The guide consists of 78 transition skill lessons which are divided into seven sections: (1) values clarification skills, (2) socialization skills, (3) communication skills, (4) decision-making skills, (5) team-building skills, (6) financial management skills, and (7) job procurement and retention skills. (196 pages, $145.00)

Address:
Aspen Publishers, Inc.
Permissions Department
200 Orchard Ridge Drive,
Suite 200
Gaithersburg, MD 20878
(800) 638-8437

What Works When Teachers Integrate Vocational and Academic Education
Schmidt, B. J. (1992, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

The author reports the outcomes of a project that identified vocational and academic education strategies used at three pilot site schools and examined faculty and administrators' perceptions of the strategies. The three sites are part of the Southern Regional Education Board-Vocational Education Consortium, which includes 17 states with more than 40 pilot sites. Thirty individuals were interviewed at the selected sites where a number of innovative strategies were being tried to improve the academic competencies of students completing high school vocational programs. Statements from the interviews are summarized under four categories: (1) instructional strategies, (2) curricular strategies, (3) cooperative efforts between vocational and academic teachers, and (4) administrative practices. Included are strategies that the individuals interviewed found to be effective when vocational and academic teachers collaborate. (MDS-163@747, 6 pages, $2.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

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PUBLICATIONS

School-Based Learning Component

Performance Standards

The 1990 Perkins: Evaluating and Improving Program Effectiveness (TASSP Brief, 3(3))
Coyle-Williams, M., & Maddy-Bernstein, C. (1991, December).
Champaign: University of Illinois, National Center for Research in Vocational Education, Technical Assistance for Special Populations Program.

The requirements for program improvement and evaluation in the 1990 Carl D. Perkins Vocational and Applied Technology Education Act are the focus of this TASPP BRIEF. Legal requirements for statewide systems of core standards and measures of performance, annual evaluations, local program improvement plans, and joint program improvement plans are described. The potential positive and negative impact of these requirements on services to special populations is discussed. Recommendations to enhance the positive impact of program improvement and evaluation activities are included. (6 pages, no charge)

Address:
National Center for Research in Vocational Education
Office of Special Populations
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807

Accountability for Vocational Education: A Practitioner's Guide
Hoachlander, E. G., Levesque, K., & Rahn, M. L. (1992, July).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

The National Center for Research in Vocational Education staff developed this guide to assist states in developing performance measures and standards for secondary and postsecondary vocational education programs. It contains a conceptual framework and guidelines for developing performance measures and standards. The guide walks the practitioner through the steps of designing a system of performance measures and standards; provides definitions of relevant terminologies; and discusses issues related to student assessment, implementation, and special populations in the context of performance measures and standards. (MDS-407@747, 126 pages, $10.25)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Accountability: Implications for State and Local Policymakers (Policy Perspectives Series)
Kirst, M. W. (1990, July).
Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

The author of this paper examines six accountability strategies and argues that they work best when used in combinations adapted to local and state needs. The strategies include accountability through (1) performance reporting, (2) monitoring and compliance with standards or regulations, (3) incentive systems, (4) reliance on the market, (5) changing the locus of control of schools, and (6) changing professional roles. Important trends that have implications for policymakers are highlighted. Local accountability systems for the states of California, Georgia, Pennsylvania, Minnesota, and Florida, as well as the California Model School Accountability Report Card are described in the appendix. (64 pages, $3.25)

Address:
Superintendent of Documents
P.O. Box 371954
Pittsburgh, PA 15250-7954
(202) 512-1800
Fax: (202) 512-2250

Alternative Approaches to Outcomes Assessment for Postsecondary Vocational Education
Bragg, D. D. (Ed.). (1992, December).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Outcomes assessment is an evaluative process that determines the results of education. This book includes a discussion of innovations in this form of assessment at the postsecondary level, particularly vocational education. These approaches were identified during a two-year research effort which involved a wide range of two-year public and private community and technical colleges across the United States. The book is intended for educational leaders and local, state, and federal policymakers. (MDS-239@747,135 pages, $7.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

The AVA Guide to the Carl D. Perkins Vocational and Applied Technology Education Act of 1990: Updated Edition
American Vocational Association. (1992).
Alexandria, VA: Author.

A reference and planning tool to help professionals understand and implement the 1990 Carl D. Perkins Vocational and Applied Technology Education Act, this updated guide provides a synopsis of the entire Act, an expert analysis of each element of significant change from the 1984 Act, and the new law in its entirety. It includes all amendments through March 1992 and is fully indexed. (183 pages; $21.95/member, $24.95/nonmember)

Address:
American Vocational Association
Department HBK34
1410 King Street
Alexandria, VA 22314
(703) 683-3111

Beyond Vocational Education Standards and Measures: Strengthening Local Accountability Systems for Program Improvement
Stecher, B. M., & Hanser, L. M. (1992, December).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

NCRVE researchers examined vocational education accountability at the local level to provide information that might improve the implementation of the Perkins II (the 1990 amendments to the Perkins Act) provisions. The researchers found that local accountability systems already exist in many vocational programs and that they can be tools for program improvement. They then suggest ways local programs and states can improve the functioning of local accountability systems, and recommend changes in federal vocational educational policy to further the goals of program improvement that motivated Perkins II. (MDS-292@747, 44 pages, $3.75)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Carl D. Perkins Vocational and Applied Technology Education Act of 1990: Selected Resources for Implementation
Kallembach, S. C., Burac, Z., Coyle-Williams, M., Benesh, J., Bullock, C., & Iliff, L. (Comps.). (1992, September).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley, Technical Assistance for Special Populations Program.

Intended for professionals working to improve vocational program access and quality for special populations, this guide directs the reader to a variety of information sources. It lists publications, model vocational programs, newsletters, journals, agencies, associations, clearinghouses, computer-based information networks, databases, state personnel, and other sources which may facilitate the implementation of the mandates for program improvement contained in the 1990 Perkins Act. Resources related to program administration, academic-vocational education integration, Tech Prep, performance measures and standards, and educational reform are highlighted. Each resource is annotated and includes information on ordering or contacting resources. (MDS-437@747, 145 pages, $7.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Creating More Responsive Student Evaluation Systems for Disadvantaged Students (Report No. 15)
Natriello, G., Pallas, A. M., & Riehl, C. (1991, April).
Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students.

The authors of this paper examine how student performance is evaluated in schools in order to develop a set of strategies for creating more responsive systems for evaluating student performance. Problems relating to the evaluation of disadvantaged students' performance, including the purposes of evaluation, task assignment, criteria, standards, testing, appraisal, feedback, and planning for improvement are addressed. Finally, the authors derived a set of guidelines for creating evaluation systems that would be more responsive to disadvantaged students. (12 pages, $1.80)

Address:
Center for Research on Effective Schooling for Disadvantaged Students
The Johns Hopkins University
3505 N. Charles Street
Baltimore, MD 21218
(410) 516-8800

Designing a Plan to Measure Vocational Education Results
Hoachlander, E. G. (1991, February).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Reprinted from the February 1991 Vocational Education Journal, this article provides guidelines local and state designers might use in developing and implementing accountability systems which document the progress of vocational education students and programs. (MDS-321@747, 4 pages, $2.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Educational Outcomes and Indicators for Individuals at the Post-School Level
Ysseldyke, J. E., Thurlow, M. L., & Gilman, C. J. (1993, May).
Minneapolis: National Center on Educational Outcomes.

The purpose of this document is to present a model of post-school outcomes and the indicators of these outcomes for all individuals who have left today's schools. Post-school can be defined in a number of appropriate ways, including one year after completing school, five years after completing school, and so on. This document contains (1) a conceptual model of domains and outcomes, (2) possible indicators for each outcome, and (3) steps toward identifying sources of data for indicators. (25 pages, $8.00)

Address:
Publications Office
National Center on Educational Outcomes
350 Elliott Hall
75 E. River Road
University of Minnesota
Minneapolis, MN 55455
(612) 624-8561

Educational Outcomes and Indicators for Students Completing School
Ysseldyke, J. E., Thurlow, M. L., & Gilman, C. J. (1993, January).
Minneapolis: National Center on Educational Outcomes.

The purpose of this document is to present a model of school completion outcomes and the indicators of these outcomes for all students in today's schools. It contains (1) a conceptual model of domains and outcomes, (2) possible indicators for each outcome, and (3) steps toward identifying sources of data for indicators. (25 pages, $8.00)

Address:
Publications Office
National Center on Educational Outcomes
350 Elliott Hall
75 E. River Road
University of Minnesota
Minneapolis, MN 55455
(612) 624-8561

A Framework for Evaluating Local Vocational Education Programs (Information Series No. 344)
McCaslin, N. L. (1990).
Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

One effect of educational reform movements is greater emphasis on evaluation. Vocational education evaluation has been mandated by the 1990 Carl D. Perkins Vocational and Applied Technology Education Act. To help vocational education administrators and practitioners with program assessment, this paper presents a framework for vocational education program evaluation.

McCaslin argues that information on student achievement alone is insufficient and recommends a comprehensive approach to program evaluation. The framework for evaluating local vocational education programs described in this publication calls for three types of information: (1) vocational education program processes; (2) vocational education program outcomes; (3) and needs for vocational education as expressed by students, employers, and society. The framework does not specifically address special population concerns, as it is intended as a generic guide for thinking through evaluations of vocational programs. (29 pages, $4.75)

Address:
Center on Education and Training for Employment
CETE Publications Office
1900 Kenny Road
Columbus, OH 43210-1090
(614) 292-1260 in OH
(800) 848-1815

Guide to Designing Standards and Measures for Evaluating the Performance of Vocational Education Programs
Center for Law and Education, Vocational Education Project. (1992).
Cambridge, MA: Author.

State systems of standards and measures drive the process of evaluating and improving vocational education programs. This guide addresses how to go about developing standards and measures, including statutory requirements, useful criteria, and examples of relevant materials in existence or being developed by various states. (37 pages, $10.00)

Address:
Center for Law and Education
Vocational Education Project
197 Friend Street, 9th Floor
Boston, MA 02114
(617) 371-1166

Guidelines for Developing Systems of Performance Standards and Accountability for Vocational Education: Notes from a Conference Presentation
Hoachlander, E. G. (1991, January).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This brief working paper is based on a presentation made in September 1990 to the Fall Leadership Conference of the National Association of State Directors of Vocational Education. Questions about performance measures and standards are addressed in outline form. These guidelines can be used as a basis for discussion or further reading. (MDS-232@747, 3 pages, $2.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Implementing Arizona's Vocational Technological Education Performance Standards
Arizona Department of Education, Division of Vocational Technological Education. (1992, July).
Phoenix: Author.

This guide is designed for those who will be involved in implementing and evaluating their states' performance standards, including local evaluation coordinators, teachers, business and industry representatives, and special needs teachers. The guide includes background information on legislation, Arizona's performance standards, how to conduct the local evaluation, and reporting procedures. (62 pages, no charge)

Address:
Mary Lewkowitz
Arizona Department of Education
School-to-Work Division
1535 W. Jefferson Street
Phoenix, AZ 85007
(602) 542-5352

Industry Skill Standards: Impact on Students and Workers
Center for Law and Education, Vocational Education Project. (1993).
Cambridge, MA: Author.

VOCED Project staff developed this paper which analyzes the impact of skill standards on educational programs and employment rights. Criteria for developing and using standards are suggested. (9 pages, no charge)

Address:
Center for Law and Education
Vocational Education Project
197 Friend Street, 9th Floor
Boston, MA 02114
(617) 371-1166

Linking Planning and Evaluation in Vocational Education: Issues and Concepts
Asche, F. M., Strickland, D. C., & Elson, D. E. (1992, March).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Two common themes in recent literature are plans that do not get implemented and evaluation findings which are not used. Much of the literature on planning and evaluation treats these two activities as separate, distinctive functions. In this paper, the authors examine issues related to linking planning and evaluation within vocational education. An analysis of concepts critical to combining planning and evaluation is provided. (MDS-015@747, 23 pages, $1.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Linking Planning and Evaluation: Review and Synthesis of Literature
Asche, F. M., Elson, D. E., Strickland, D. C., & Choudhury, E. (1992, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

In writing this review and synthesis, the authors operated with the assumptions that inadequate linkages exist within vocational education, that improved linkage would result in more effective reconciliation of policy design and policy action, and that there is a base of theory and research from which vocational education can benefit. Literature from education and related fields such as social change, public administration, strategic planning, and evaluation was included in this review. While planning theorists have developed multiple approaches that might address many of the contemporary problems facing vocational education, these approaches have had very limited use in vocational education. The theme of evaluation utilization emerged as critical to the linking process. It was hypothesized that the primary benefit of evaluation utilization is its capacity to institutionalize organizational learning. The multiple streams of literature related to planning, evaluation, evaluation utilization, strategic planning, and organizational learning were brought together in the final section of the review in an attempt to examine both the facilitators and barriers to linking planning and evaluation. (MDS-120@747, 58 pages, $4.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Linking Planning and Evaluation: Understanding the Process in Vocational and Technical Education
Elson, D. E., Oliver, J. D., Strickland, D. C., & Perry, J. (1991, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Federal vocational legislation has placed increasing emphasis on assessment, evaluation, and planning since the 1976 Vocational Education Amendments. One of the dilemmas vocational educators face is the fact that much of the literature on planning and evaluation treat these two activities as separate, distinctive functions. This working paper, originally presented at the 1991 National State Occupational Information Coordinating Committee Conference, proposes the notion of planning and evaluation as one process--an ongoing, regular dynamic between two interdependent functions. Linkage in this context is not viewed simply as a means to unit planning and evaluation, but, rather, as a multifaceted phenomenon. The intent of this paper is to provide guidelines, examples, and suggestions to aid in the development and implementation of a process to facilitate linkages. It offers assistance for generating ideas and identifying potential pitfalls. (MDS-380@747, 13 pages, $2.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Local Accountability in Vocational Education: A Theoretical Model and Its Limitations in Practice
Stecher, B. M., & Hanser, L. M. (1992, November).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This study was designed to analyze and describe local accountability systems in vocational education. Such an analysis and description can serve as a basis for further study of vocational programs, for developing criteria for evaluating accountability systems, and for monitoring the impact of policy changes. This document should be of interest to state and local education administrators, state and federal policymakers, and policy researchers interested in vocational education. (MDS-291@747, 58 pages, $4.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Managing Local Plans: A Guide to Accountability for the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 (PL 101-392)
Curtis, C. A. (1991, December).
Harrisburg: Pennsylvania Department of Education, Bureau of Vocational-Technical Education.

The Pennsylvania Bureau of Vocational-Technical Education published this booklet to provide school districts, area vocational-technical schools, and postsecondary administrators a model for the vocational program accountability system required by the 1990 Perkins Amendments. The booklet provides an introduction to the new system while stressing the benefits of program assessment. The clear format and relevant graphics aid the reader in understanding the new system. (12 pages, no charge)

Address:
Bureau of Vocational-Technical Education
Pennsylvania Department of Education
333 Market Street
Harrisburg, PA 17126-0333
(717) 787-8022

Pandora's Box: Accountability and Performance Standards in Vocational Education
Hill, P. T., Harvey, J., & Praskac, A. (1992, December).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

In this study, the researchers explore educational accountability in the United States. The study first considers both the way localities and states are coping with changes in state administration required by the Perkins Amendments of 1990 as well as their capabilities to advance accountability through performance standards. Second, the study addresses a question raised repeatedly during local and state interviews, asking whether the Perkins Amendments imply the need to develop statewide aggregate measures of program performance and, ultimately, national aggregate measures of performance as the foundation of educational accountability. (MDS-288@747, 46 pages, $3.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Performance-Based Policy Options for Postsecondary Vocational Education and Employment Training Programs
Hoachlander, E. G. (1992, July).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This paper explores issues surrounding the adoption of performance-based policies in postsecondary vocational education and employment training programs. Performance-based policy has two major goals: (1 ) it seeks to increase the basic and job-specific skills needed by program participants to perform effectively in occupations related to training, and (2) it aims to stimulate debate over the appropriate outcomes for vocational education and employment training programs. This paper also addresses the definition of performance for vocational education and employment training, explores alternatives for tying performance to funding and strategies for information disclosure, discusses the availability of data on performance and how existing data sources might be improved, and offers concluding observations and recommendations. (MDS-020@747, 41 pages, $3.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Performance Measures and Standards for Vocational Education: 1991 Survey Results
Hoachlander, E. G., & Rahn, M. L. (1992, March).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

As part of its ongoing efforts to assist states in developing performance measures and standards for secondary and postsecondary vocational education, NCRVE conducted a survey designed to assess states' initial development efforts. This report includes a summary of the findings from all fifty states. It includes national summaries, state-by-state data, and a list of contact persons in each state. (MDS-388@747, 64 pages, $5.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Performance Standards for Vocational Education: National, State, and Local Implications (National Satellite Teleconference)
Hoachlander, E. G., Casello, J., Hill, P., & Visdos, R. J. (1991, May).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

In May 1991, NCRVE sponsored a teleconference on performance standards. This videotape contains a transcript of the teleconference which focused on the following aspects of performance standards: establishing a rationale for the importance of performance standards, examining different types of performance standards, exploring the use and impact of performance standards, and examining the requirements of the Perkins Acts as they relate to performance standards. (MDS-332@747, Videotape, $15.00; MDS-332a@747, Supplemental Materials, $2.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Quick Guide to Your State's System of Standards and Measures
Center for Law and Education, Vocational Education Project. (1992).
Cambridge, MA: Author.

This resource describes the basic questions to consider when looking at a state's system of standards and measures. (1 page, no charge)

Address:
Center for Law and Education
Vocational Education Project
197 Friend Street, 9th Floor
Boston, MA 02114
(617) 371-1166

Strategies for Linking Planning and Evaluation in Vocational and Technical Education
Elson, D. E., Oliver, J. D., & Strickland, D. C. (1992, June).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Comprehensive evaluation and substantive planning in vocational education are not clearly linked in most states. Research shows that state-level planning and evaluation can be facilitated by clear leadership and policy focus, administrative commitment, interagency cooperation, some form of regional administrative structure, planning/evaluation and data collection systems, and comprehensive programs. This document presents a literature review/synthesis, two national surveys, and case studies. (MDS-235@747, 23 pages, $1.00)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Testing and Assessment in Secondary Education: A Critical Review of Emerging Practices
Hill, C., & Larsen, E. (1992, December).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This review of alternative assessment practices claims that authentic assessment can provide powerful leverage in reforming education, but is crucially dependent upon administrative support. Alternative assessment practices go well beyond traditional testing. These practices are often referred to as authentic assessment, a term that conveys the notion that assessment should be built around tasks that are worth doing for their own sake. The authors explored various practices of authentic assessment that are being used in American high schools and analyzed the strengths and weaknesses of these practices. They also focused on assessment practices that seek to develop an appropriate relation to the changing workplace. The secondary schools involved in the study were vocational schools concerned with developing more generic skills for the workplace and comprehensive high schools that are developing closer relations to the workplace. The researchers describe assessment as a complex enterprise that any approach, no matter how well-intentioned, is difficult to implement; in the case of authentic assessment, the difficulties are pronounced with respect to equity and efficiency. (MDS-237@747, 102 pages, $5.25)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

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PUBLICATIONS

School-Based Learning Component

Tech Prep

Annotated Resource List: Tech Prep
Office of Special Populations. (1992, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

This listing contains resources that practitioners working to include special populations in Tech Prep programs can use. Resources include references, educational information centers/services, and organizations. Each entry includes a description, contact, and ordering information. (MDS-452@747, 9 pages, $1.50)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Illinois Tech Prep Planning Strategies
Bragg, D. D., Huffman, G. K., Hamilton, L., & Hlavna, D. P. (1991, August).
Springfield: Illinois State Board of Education, Department of Adult, Vocational and Technical Education.

Based largely on the day-to-day experiences of Tech Prep planners in Illinois, this handbook provides practical and research-based information designed to provide ideas for initiating successful programs for project directors, coordinators, and other parties involved in Tech Prep planning activities. It is intended to generate ideas, share successful practices, and encourage communication for the successful design of Tech Prep initiatives.

Chapters address the application of the Tech Prep planning process; involving and organizing key groups (educators, business and industry representatives, students, and parents); developing the components of Tech Prep using alternative approaches; implementing various strategies; and evaluating Tech Prep initiatives. Each chapter includes the purpose of the activity described, issues to consider, parties to involve, when to begin, and a relevant success story. (115 pages, $5.00)

Address:
Curriculum Publications Clearinghouse
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 322-3905

Program and Policy Issues in Implementing Tech Prep in Illinois
Fitzgerald, J. (1993, July).
Chicago: University of Illinois at Chicago, Center for Urban Educational Research and Development

This report includes a summary of the findings of a one-year study of Tech Prep implementation in Illinois. The author examines the degree of external support for programs and the extent to which support influenced quality. In addition to analyzing business and labor involvement, the author looks at community and parental involvement and describes programs where community-based organizations have played central roles. (46 pages, $8.00)

Address:
University of Illinois at Chicago
Center for Urban Educational Research and Development
M/C 147
1040 W. Harrison Street
Chicago, IL 60607-7133
(312) 996-5161

Tech Prep and Counseling: A Resource Guide
Chew, C. (1993).
Madison, WI: Center on Education and Work.

The intent of this guide is to provide a resource for counselors new to Tech Prep and those providing staff development in the area of counseling that addresses the counselor's role in the Tech Prep initiative. The guide provides (1) a brief background of Tech Prep; (2) a discussion of the counselor's role in Tech Prep with advising, curriculum, career awareness, and partnerships; (3) a definition of terms; and (4) a resource/idea section. (63 pages, $16.50)

Address:
Center on Education and Work
University of Wisconsin-Madison
964 Educational Sciences Building
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-3696
(800) 446-0399
Fax: (608) 262-3063

Tech Prep: Effective and Promising Practices Guide
Wacker, G. B. (1993).
Madison, WI: Center on Education and Work.

This guide was developed to assist practitioners as they begin to effect change in schools by implementing Tech Prep initiatives. It highlights local, state, and national Tech Prep practices proven to be effective through qualitative and quantitative evaluation methods. Featured practices are grouped according to the following topics: (1) management practices, (2) performance assessment/indicators, (3) curriculum and instruction practices, (4) guidance and counseling practices, and (5) practices to serve special populations. (105 pages; $14.50, plus 10% shipping and handling)

Address:
Center on Education and Work
University of Wisconsin-Madison
964 Educational Sciences Building
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-3696
(800) 446-0399
Fax: (608) 262-3063

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PUBLICATIONS

School-Based Learning Component

Student Assessment

Annotated Resource List: Assessing Special Populations in Vocational Programs
Technical Assistance for Special Populations Program. (1992, August).
Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

Counselors, teachers, program coordinators, administrators, and other professionals can use this resource list, which contains program assessment resources necessary for program improvement. The listing includes references, educational information centers/services, and organizations with a brief description, contact, and ordering information, if necessary. (MDS-425@747, 18 pages, $2.25)

Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652

Assessing Jobs Participants
Auspos, P., & Sherwood, K. E. (1992, August).
New York: Manpower Demonstration Research Corporation.

This collection of papers provides administrators, staff, and service providers of Job Opportunities and Basic Skills Training (JOBS) Program with a wide range of assessment approaches and options in matching JOBS participants with JOBS services. It is intended to bring lessons from research to the tasks of design and implementation, and to provide an outlet for information about the practical program management and operational issues. An understanding of the processes inside social programs and policies is useful to decisionmakers and essential to practitioners. These papers contribute to this understanding. (66 pages, $8.00)

Address:
Publications Department
Manpower Demonstration Research Corporation
Three Park Avenue
New York, NY 10016
(212) 532-3200

Assessing Special Students: Strategies and Procedures (3rd Ed.).
McLoughlin, J. A., & Lewis, R. B. (1990).
Columbus, OH: Merrill Publishing Company.

Based on a systematic assessment questioning model, this text offers a thorough introduction to educational assessment procedures, provides a combined coverage of formal and informal assessment, features over twenty new assessment procedures, defines correct assessment procedures, and teaches students how to apply assessment results right in the classroom. It prepares students for all phases of the assessment process, and encourages them to take advantage of every available assessment tool.

An expanded chapter on vocational and career assessment explores college assessment and postsecondary topics. (640 pages, $29.56)

Address:
Glencoe/McGraw-Hill
P.O. Box 543
Blacklick, OH 43004-0543
(800) 334-7344

Assessment and Placement of Minority Students
Samuda, R. J., Kong, S. L., Cummins, J., Lewis, J., & Pascual-Leone, J. (1991)
Toronto, Canada: C. J. Hogrefe and Intercultural Social Sciences Publications.

This book provides an update on minority assessment. It presents issues and problems associated with the appraisal of ethnic, cultural, and linguistic minorities in a culturally diverse society. Innovative approaches to assessment leading to more equitable methods of dealing with the educational needs of minority students are also presented. Although there is little vocational education emphasis, the book has great value as a resource for teacher education, especially in teacher retraining in the assessment and placement of minority students. (230 pages, $29.95)

Address:
Brookline Books
P.O. Box 1047
Cambridge, MA 02238
(617) 868-0360
Fax: (617) 868-1772

Career Education: A Curriculum Manual for Students with Handicaps
Baumgart, D. (1990).
Frederick, MD: Aspen Publishers.

The general goal of the first section of this book is to provide information to high school students about careers. Activities are described and inventories are included to help identify students' functional aptitudes and vocational interests. Exercises in which students learn about, classify, observe, and simulate occupational tasks are outlined. Forms and worksheets are included.

The major units in this curriculum are presented in several formats differing in difficulty. Because of this feature, the curriculum can be adapted for students with mild disabilities or those with severe disabilities, or for heterogeneously grouped students representing a range of disabilities.

Assessment is facilitated by questionnaires and by observational checklists. In many cases, these questionnaires would require minimal adaptation before they could be used in classrooms.

The second part of the curriculum is designed for use when students have been placed in worksites. A complete package of forms, materials, and activities to assist instructors in making and monitoring such placements has been developed. And as with the initial phase of the curriculum, the author includes numerous practical suggestions for remedial instruction. (512 pages, $95.00)

Address:
Aspen Publishers, Inc.
Permissions Department
200 Orchard Ridge Drive, Suite 200
Gaithersburg, MD 20878
(800) 638-8437

Career Options Planner for Sophomores: Windows to Your Future
Jolin, J., Caulum, D., Lambert, R., & Cotler, D. (1993).
Madison: Center on Education and Work, University of Wisconsin- Madison.

The Career Options Planner for Sophomores is designed to assist students in clarifying and gaining knowledge about their career options, developing a career options plan, and choosing activities to achieve the goals stated in their plans. It includes the planner and the portfolio with easy-to-follow instructions. The planner is organized into the following parts: (1) Your Self-Assessment, (2) Your Academic Assessment, (3) Your Word Preferences, (4) Your Career Options, and (5) Your Education and Career Plans. (46 pages, $39.00 per set--each set contains 15 workbooks and 15 portfolios)

Address:
Center on Education and Work
University of Wisconsin-Madison
964 Educational Sciences Building
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-3696
(800) 446-0399
Fax: (608) 262-3063

The Clinical Practice of Career Assessment: Interests, Abilities, and Personality
Lowman, R. L. (1991).
Washington, DC: American Psychological Association.

This book is directed towards career assessors with a variety of backgrounds and theoretical orientations, and professionals and graduate students who have a solid foundation in clinical psychological fundamentals and have a real interest in the issues of career choice and change. The author presents a model of career assessment called interdomain career assessment. Three major domains are regarded to be centrally important in conducting competent career assessments: (1) vocational interests, (2) human abilities, and (3) occupationally relevant personality characteristics. The author maintains that career assessors must consider each of the three domains and their interaction if they are to have success in capturing the complexity of real people and real career concerns. (318 pages; $37.50/hard cover, $19.50/soft cover)

Address:
APA Order Department
P.O. Box 2710
Hyattsville, MD 20784
(202) 336-5510

A Counselor's Guide to Career Assessment Instruments
Kapes, J. T., & Mastie, M. M. (Eds.). (1988).
Alexandria, VA: National Career Development Association.

The second edition of the Counselor's Guide, this book contains several articles by prominent authors in the field and descriptions of 43 career assessment instruments. The instruments are divided into seven categories: (1) Multiple Aptitude Batteries, (2) Interest Inventories, (3) Measures of Work Values, (4) Career Development/Maturity Instruments, (5) Combined Assessment Programs, (6) Personality Measures, and (7) Instruments for Special Populations. Each entry begins with descriptive information, followed by a critical review of the instrument's strengths and weaknesses. An additional chapter contains a compilation of 126 career guidance instruments. For each instrument, the following information is included: type of instrument, name, publisher, date, population, reference, and brief description. (351 pages; nonmember: $35.00/hard cover, $25.00/soft cover; member: $25.00/hard cover, $20.00/soft cover)

Address:
Publication Sales
American Counseling Association
5999 Stevenson Avenue
Alexandria, VA 22304
(703) 823-9800 in VA
(800) 545-AACD

Interest Assessment for Girls and Young Women
Kansas Careers, Kansas State University. (1993).
Manhattan: Kansas State University.

This interest assessment is designed to show new nontraditional possibilities for female students from grades 6-10. It provides a list of 148 nontraditional occupations that are grouped according to the 12 GOE (Guide for Occupational Exploration) clusters. By responding with "like" or "dislike" to 120 work activities, students find their career interest areas and match these with the accompanying nontraditional occupations list. (8 pages, call for ordering information)

Address:
Kansas Careers
Kansas State University, Suite 248
2323 Anderson Avenue
Manhattan, KS 66502-2912
(913) 532-6540
Fax: (913) 532-7732

Knowledge Brief: Using Portfolios to Assess Student Performance (Number 9).
Far West Laboratory. (1992).
San Francisco: Author.

This brief discusses what portfolios are and what they can really tell about student learning and school effectiveness. It alms to share knowledge and resources with school site teams of principal(s) and teachers on a number of questions: What makes a portfolio more than just a collection of student work? How does a school launch a portfolio project? How do schools coordinate portfolio work? Can the same portfolio meet instructional and high stakes accountability purposes? A list of readings and resources pertaining to portfolio assessment is included. (8 pages, $4.00 prepaid, cite order no. FW-1192-RD)

Address:
Far West Laboratory
730 Harrison Street
San Francisco, CA 94107
(415) 565-3000

A Model Program for Serving LEP Students
Friedenberg, J. E. (1991).
Columbus: Ohio State University, Center on Education and Training for Employment.

A 45-minute color videotape and an accompanying facilitator's guide combine to make a training program for vocational, career, and occupational education professionals who serve learners with limited English proficiency. Effective for both inservice and preservice training, the program is appropriate for teacher education programs, state departments of education, postsecondary institutions, local education agencies, occupational training programs, and others responsible for professional development and program improvement.

The videotape features an introduction and seven training segments on recruitment, assessment, adapted career-vocational instruction, vocational English as a second language (VESL), counseling, placement, and coordination.

The facilitator's guide contains material for a comprehensive workshop including background information, discussion questions with answers, training recommendations, and trainee assignment sheets with answers. (54 pages, $49.50)

Address:
Center on Education and Training for Employment
Ohio State University Publications Office, Box C
1900 Kenny Road
Columbus, OH 43210-1090
(614) 292-4353
(800) 848-4815

The Portfolio and Its Use: Developmentally Appropriate Assessment of Young Children
Grace, C., & Shores, E. F. (1992).
Little Rock, AR: Southern Association on Children Under Six.

Authentic assessment advocates encourage the use of portfolio as a viable and legitimate means of assessing young children. This manual describes the components of the assessment portfolio as well as methods by which teachers can collect that information and material. Although the manual lacks vocational special needs education emphasis and examples are directed towards work with young children, the content is very relevant and can be easily adapted for use in vocational education. (59 pages; $10.00, plus $2.00 shipping and handling)

Address:
Southern Association on Children Under Six
P.O. Box 56130
Little Rock, AR 72215-6130
(501) 663-0353
Fax: (501) 663-2114

Portfolio Assessment in Adult, Career, and Vocational Education (ERIC Trends and Issues Alerts)
Imel, S. (1993).
Columbus: Ohio State University, Center on Education and Training for Employment.

This Trends and Issues Alert cites the strengths and issues associated with portfolio assessment. It discusses portfolio assessment as an alternative assessment that adult, career, and vocational educators can utilize in their work. However, except for use in documenting experiential learning, there is little evidence that shows its use within those fields. It concludes with an annotated bibliography of resources on portfolio assessment that can be consulted by adult, career, and vocational educators desiring to learn more about this option. (2 pages, no charge)

Address:
Center on Education and Training for Employment
Ohio State University
1900 Kenny Road
Columbus, OH 43210
(614) 292-4353
(800) 848-4815

Promoting Success with At-Risk Students: Emerging Perspectives and Practical Approaches
Kruger, L. J. (Ed). (1990).
Binghamton, NY: Haworth Press, Inc.

Effective strategies to prevent school-related problems among at-risk students are featured in this book. Guidelines for the development and assessment of approaches to identify at-risk behaviors are presented as well as intervention and prevention techniques, proven successful in dealing with students who display at-risk behaviors. This book is designed to assist school personnel in the use of behavior self-management techniques, individualized contingency contracts, peer tutoring and cooperative learning, tactics for reducing academic anxiety, and time management techniques for both teachers and students. Guidelines are also included for promoting parental involvement in education; preventing student crises and discipline problems; and fostering positive relationships between at-risk students and faculty, staff, and other students. (276 pages, $39.95)

Address:
Haworth Press, Inc.
10 Alice Street
Binghamton, NY 13904-9981
(800) 342-9678
Fax: (607) 722-1424

Providing Student Vocational Assessment Services: An Administrator's Guide
Norton, R. E., & Lankard, B. A. (1990).
Athens, GA: American Association for Vocational Instructional Materials.

Initiating, delivering, and evaluating vocational assessment programs for secondary and postsecondary students is an important and time-consuming task. This guide provides a comprehensive overview of the vocational assessment process and descriptions of key programs and instruments to assist the administrator in this task. It addresses such process issues as who it serves, what it accomplishes, why it is necessary, where and when it is offered, and how it is performed. As examples of what works, six model vocational assessment programs, selected through a national search and review, are highlighted. In addition, the guide describes in detail 25 assessment instruments and offers a summary chart of information to use in comparing the various instruments. (94 pages; $12.00, plus $2.00 shipping)

Address:
American Association for Vocational Instructional Materials
220 Smithonia Road
Winterville, GA 30683-9521
(706) 742-5355

Recommendations for Improving the Assessment and Monitoring of Students with Limited English Proficiency
Council of Chief State School Officers Limited English Proficient Student Data Project. (Comp.). (1992).
Washington, DC: Council of Chief State School Officers.

A joint project of the Council of Chief State School Officers State Education Assessment Center and the Resource Center on Educational Equity, this report outlines a set of recommendations that include principles and ideal practices to be used in educational programs for students with limited English proficiency. The recommendations provide guidance for improving and making more uniform procedures for screening and assessing LEP students for the purpose of classifications, placement, and reclassification. Additional recommendations are included concerning state-level data-collection efforts focused on LEP students. (16 pages, $6.00)

Address:
Council of Chief State School Officers
One Massachusetts Avenue, NW, Suite 700
Washington, DC 20001
(202) 336-7016

Testing Accommodations for Students with Disabilities
King, W. L., & Jarrow, J. E. (1990).
Columbus, OH: Association on Higher Education and Disability.

Specifically developed for postsecondary support service providers who are responsible for arranging testing accommodations for students with disabilities, this practical guide contains testing procedures based on the extensive experiences of several two- and four-year institutions in the United States. The guide contains a discussion of how to establish and maintain the philosophy of the program. Additional sections include how to establish student eligibility for testing accommodations; how to convey eligibility information to faculty, negotiating reasonable accommodations, maintaining test security, and determining the types of accommodations that might be appropriate; and how to wean students off of accommodations. The guide is easy-to-read and contains several sample forms that may be adapted for use by service providers in their respective programs. The authors have also included several "philosophical tangents" which are designed to assist the reader in understanding the philosophical foundations and reasons for establishing testing accommodations. (28 pages; $11.00/members, $17.00/nonmembers)

Address:
Association on Higher Education and Disability
P.O. Box 21192
Columbus, OH 43221-0192
(614) 448-4972 Voice/TDD
Fax: (614) 488-1174

Testing and Assessment in Adult Basic Education and English as a Second Language Programs
Sticht, T. G. (1990, January).
Washington, DC: U.S. Department of Education, Division of Adult Education and Literacy.

This monograph is designed to provide information that can be helpful to practitioners in selecting and using standardized tests in the evaluation of adult basic education (ABE) and English as a Second Language (ESL) programs, as mandated by the Adult Education Act Amendments of 1988. It presents a summary of the Amendments and supporting federal regulations, examines the nature and uses of standardized tests, describes eight commonly used standardized tests, discusses special topics in the use of standardized tests, and lists resource materials. (44 pages, no charge)

Address:
U.S. Department of Education
Division of Adult Education and Literacy
600 Independence Avenue, SW
Switzer Building
Washington, DC 20202
(202) 205-8270

Transdisciplinary Vocational Assessment: Issues in School-Based Programs
Levinson, E. M. (1993).
Brandon, VT: Clinical Psychology Publishing Co., Inc.

Recent legislation requires that students who are placed in vocational education programs be provided with an assessment of their vocational interests and aptitudes no later than the 9th grade. This book discusses the common issues associated with the development and implementation of vocational assessment services in the schools as well as the roles of professionals, parents, and students. It advocates a transdisciplinary model of vocational assessment that emphasizes cooperation among a variety of school and community-based professionals, including teachers; counselors; psychologists; vocational evaluators/specialists and administrators; and professionals in mental health, vocational rehabilitation, and social service agencies. It also addresses the use of intelligence tests, academic achievement tests, work samples, vocational interest inventories, and vocational aptitude tests. Sample forms and a bibliography of reference materials for professionals are included. (462 pages, $42.50)

Address:
CPPC
4 Conant Square
Brandon, VT 05733
(800) 433-8234
Fax: (802) 247-6853

The Vermont Portfolio Assessment Program: Interim Report on Implementation and Impact, 1991-92 School Year (CSE Technical Report 350)
Koretz, D., Stecher, B., & Deibert, E. (1992, August).
Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.

Since 1988, Vermont has been developing a cutting-edge state assessment program, the centerpiece of which are student portfolios and "best pieces" drawn from them. The assessment program currently includes mathematics and writing in grades 4 to 8 and will eventually encompass a broader range of subjects. RAND Corporation, as part of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has been carrying out a multifaceted evaluation of the assessment program and its effects The evaluation addresses a variety of questions pertaining to the implementation and operation of the program at the school and classroom level, the quality of measurement provided by the system, and its effects on instruction and other aspects of schooling.

This interim report contains preliminary results of four data collection efforts: (1) questionnaires administered to participating teachers and mathematics portfolio raters during the 1990-1991 pilot year, and teacher questionnaires and interviews with principals administered during the first statewide implementation in 1991-1992. Many Vermont educators found the program burdensome and many pointed to aspects of the program that in their opinion needed improvement. Yet, despite these difficulties, support for the assessment program was widespread.

A related report, the Reliability of Scores from the 1992 Vermont Portfolio Assessment Program (22 pages, $3.50), presents information on a second component of the evaluation, examining the quality of the portfolio as an assessment tool. (87 pages, $6.00)

Address:
National Center for Research on Evaluation, Standards, and Student Testing
Graduate School of Education
University of California
405 Hilgard Avenue
Los Angeles, CA 90024-1522
(310) 206-1532

Vocational Assessment: A Guide for Parents and Professionals (NICHCY Transition Summary No. 6)
Rothenbacher, C., & Leconte, P. (1990, December).

The importance of vocational assessment in the educational process is described in this issue of the NICHCY Transition Summary. Vocational assessment is defined, its purposes are explained, and the ways in which vocational assessment can benefit teenagers with special needs are discussed. Types of assessments are discussed, as well as the roles that key professionals play in the assessment process. Suggestions for parents are included, as well as examples of individual cases that illustrate the issues being discussed. One of the purposes of this Transition Summary is to emphasize the need to increase the availability of vocational assessment services to all youth with disabilities as they plan for the future. A bibliography of print resources is included along with a listing of organizations which may provide additional information on vocational assessment. (16 pages, no charge)

Address:
National Information Center for Children and Youth with Disabilities
P.O. Box 1492
Washington, DC 20013-1492
(202) 884-8200
(800) 695-0285
Fax: (202) 884-8441