The purpose of this study was to establish a model for the evaluation of the quality of vocational education programs in Tennessee. A definition of educational quality was developed from a literature search and from a survey of teacher-educators and supervisory personnel. Principals of 54 secondary schools identified as having vocational education programs with quality characteristics were sent forms to be completed by their guidance counselors and teachers. Each respondent indicated the elements that he considered important to quality. From these data 20 quality components were established and 60 evaluative items (3 to measure each component) were developed to evaluate vocational programs. These items were then made part of an analysis of the degree of correlation between specific programs and the consensus "quality" program. Research teams collected data during site visits to 18 representative schools selected from the initial 54. Summaries of the responses and copies of the forms used are appended, along with a detailed analysis of all of the data. It was recommended that the proposed model be used in evaluating all vocational education programs in Tennessee and that graduates of these programs be followed up to keep the programs current. (MF)