Describes a methodology to facilitate the evaluation of secondary marketing education (ME) programs. Compares the status of ME programs at the national level with a set of national program standards. Also compares the ME program in a selected state with the same standards. (JOW)

Although evaluation research supports distance-learning methods, the literature fails to distinguish factors contributing to successful programs. Based on existing standards for audiovisual transmission and instructional quality, this article outlines technical, instructional, organizational, and ethical (access) criteria to help school leaders…

Presents a sample teacher survey that can be used to rank a high school program. Results from a national sample of schools are included for comparative purposes. (Author/DN)

Data from 52 states and territories show that 96% have secondary performance measures/standards as mandated by the Perkins Act. Math, reading, and language are most commonly used as approved measures, as well as work skill attainment and placement. (SK)

How to evaluate your FFA Chapter. (HD)

This paper attempts to provide a model that allows for individual evaluators to frame specific evaluation items based on a common set of beliefs (a philosophy) regarding the secondary school program for marketing and distributive education. It describes Popham's procedure for the development of domain specifications that frame the philosophical…

As part of a project designed to identify appropriate and feasible methods of evaluating vocational education, this essay provides a perspective for evaluating vocational education in terms of outcomes. The first of four sections provides a rationale for studying educational outcomes. Section 2 focuses on the nature and meaning of outcomes and the…

Evaluating the effectiveness of career guidance programs is a complex process, and few comprehensive models for evaluating such programs exist. Evaluation of career guidance programs has been hampered by the myth that program outcomes are uniform and monolithic. Findings from studies of attribute treatment interactions have revealed only a few…

These criteria are designed for use by teachers and administrators to conduct a self-assessment of an industrial arts program for students and thus identify outstanding programs. General criteria are grouped under 12 standards: purpose, administration and supervision, learning resources, finances, instruction, equipment, facilities, instructional…

Information relative to what constitutes quality vocational programs is necessary as a basis for program evaluation. Moss (1968) has defined program evaluation as the process of attributing differences between actual and comparative outcomes to program characteristics under different conditions of student characteristics and intervening…

The instrument was designed for an assessment program to assist schools and institutions in determining specific needs of their vocational programs and to provide the North Dakota State Board for Vocational Education with accountability data for use in program development. The form is divided into 12 sections to facilitate identification of…

This article describes the benefits of study abroad programs for gifted students. It discusses options available for study abroad programs, the planning process for study abroad programs, deciding where to go and getting there, and tuition and other cost considerations. Key questions for assessing a study abroad program are provided. (Contains…

California's review process has been designed to judge the effects of the school program on students and staff and to identify opportunities for improving the program. Program reviews, which may be conducted by the state Department of Education, county or district personnel, or school staff, are developed primarily from observation of individual…

A collection of six papers by New York business educators deals with criteria for judging the completeness and effectiveness of a business education program. The curriculum, recruitment, program promotion, image, and other aspects of a comprehensive high school program are outlined by C. Irene Schindler. Karen R. Gillespie of New York University…