This report describes the establishment of and delivery of Illinois Career and Technical Education (CTE), the existing condition of Illinois CTE based on fiscal year 2022 data, and the future developments and recommendations for CTE in our state as required by Illinois School Code 105 ILCS 435/2e. Further, this report provides an update on police…

Presented are guidelines and requirements of vocational education programs for secondary school handicapped students in Colorado. It is explained that the 1968 amendment to the Vocational Act of 1963 requires that each state spend 15% of its basic federal grant for vocational training for the handicapped. Work Experience and Study (WES) programs…

An in-depth analysis of the substance and the implications of the National Environmental Education Act (1990a and 1990b) is provided. The establishment of new agencies, their charge to coordinate efforts, the range of activities to be supported, and the level of funding all indicate a significant renewal of federal commitment to environmental…

THE SANTA CRUZ COUNTY PROGRAM FOR VOCATIONAL EDUCATION OF TRAINABLE MENTALLY HANDICAPPED STUDENTS IS OUTLINED IN TERMS OF THE STAFF AND ITS RESPONSIBILITIES. SAMPLE FORMS ARE ILLUSTRATED. A SECOND SECTION OF THE DOCUMENT PRESENTS INFORMATION TO ASSIST LOCAL SCHOOL SYSTEMS IN THE PREPARATION OF APPLICATIONS FOR A "VOCATIONAL EDUCATION…

Supported employment opportunities can help to meet the transition needs of individuals enrolled in special education programs. A review of related literature discusses characteristics of supported employment program participants, the need for individual transition planning, the school's role and responsibility, vocational planning, benefits,…

Four articles comprise this monograph on interventions which lead to employment of youths with disabilities. Articles are based on investigations and demonstrations sponsored by the Office of Special Education and Rehabilitative Services (OSERS). In "Promoting Employment for Youths in Transition: Outcomes, Activities, and Indicators,"…

Contents of this report on a fictitiously named (Harold County) project, prepared as a guide in applying for Title III ESEA funding consideration, are in five parts. Part I projects basic ESEA statistical information, including budget, school enrollment, project participation, staff members engaged, personnel for administration and implementation…

Contents of this report on a followup of a fictitiously named (Harold County) model project, prepared as a guide in applying for Title III ESEA funding consideration, include the following topics: description of existing program; introduction to Follow Through proposal; special adaptations; objectives of the program; student composition;…

This publication offers a state-by-state summary of the school-to-work and/or school-to-careers activities funded by the School-to-Work Opportunities Act of 1994 in the 50 states, District of Columbia, and Puerto Rico as of the summer 1997. Arranged alphabetically by state name, the profiles provide some or all of this information, as appropriate,…

This report documents a hearing to amend the Vocational Education Act of 1963 to make incentive grants to the states for electronic and computer technician vocational education programs. The discucssion focused on the Electronic and Computer Technician Education Incentive Grants Act. Testimony included prepared statements, letters, and…

This document is part of a kit entitled Title I in your community, which has been redesigned to include new information about Title I and to disseminate the experiences of parent groups who have been working on Title I problems. This kit includes sample forms which can be used by parent and community groups to monitor the use of Title I funds. The…

The main purpose of the Evaluation and Training Institute Distribution Study was to design a system for distributing vocational education funds in California which complied with requirements of P.L. 94-482 and was equitable and practical to implement. Eight states were selected whose state plans, vocational education delivery systems, and/or…

The review of states' and local districts' progress in implementing the Education Amendments of 1976 regarding vocational education was the purpose of the Oversight Hearing on Vocational Education before the Subcommittee on Elementary, Secondary, and Vocational Education. Prepared statements and testimony were given by various persons, including…

This report is the result of a seven-month Urban Institute analysis of ESEA Title I evaluation and technical assistance problems and prospects. The focus of the study was on improvement of Federal and State evaluation and technical assistance related to education of disadvantaged children. During the study, site visits were made to five…

This paper considers impact of federal legislation on conduct of vocational consumer and homemaking programs with a focus on relationships among the American Home Economics Association (AHEA), home economics, and federal vocational education legislation. Chapter 1 overviews AHEA and discusses interrelationships between it and the home economics…