Discusses a study that found that students with ownership types of supervised occupational experience programs (SOEP) were more likely to be engaged in full-time agricultural occupations and those who had placement types of SOEPs were more likely to be in nonagricultural occupations. (JOW)

A 40-item questionnaire was mailed to 200 high school graduates of vocational agriculture programs to determine the benefits students receive from supervised occupational experience programs. The highest ranked benefits were (1) "encouraged the keeping of records," (2) "promoted the acceptance of responsibility," and (3) "developed pride in…

Describes a study of vocational agriculture programs in the southern United States to determine the impact these programs have on students. Data were analyzed to determine if categories of responses could be identified and if a significant relationship existed between these categories and the demographic variables. (CT)

Program graduates were surveyed to determine the roles of vocational agriculture in the occupational success of program graduates from the southern region. Findings indicated that 47.7 percent of the graduates were in non-agricultural occupations with the majority of the remainder in agriculture. (LRA)

The article reports on surveys of agricultural education graduates conducted by Kansas State University which have been feeding back ideas and facts which are used to improve undergraduate teacher training. Wide practice of such a procedure is urged. (AJ)

The follow-up study of 1971's high school graduates asked how many made on-the-job and off-the-job use of the items of content normally taught in the vocational agriculture curriculum in the State of Virginia. (MW)

A recent study of former male graduates of selected Idaho high schools during the period 1962-1970 was an attempt to identify what happens to Idaho agricultural education graduates. (Author)

Personal interviews were conducted with 26 former teachers (agricultural education graduates of the University of Nebraska) to identify reasons for leaving the teaching profession. Sixteen factors were given as the number one reason for leaving. Factors relating to the opportunity to begin farming and ranching accounted for the majority of the…

A study of the career progression patterns of agricultural education majors at North Carolina State University revealed that 94 of the 338 graduates are teaching vocational agriculture. This number represents roughly one-fourth of the vocational agriculture teachers in North Carolina. (LRA)