An Evaluation ofthe Accessibility of Vocational-Technical Education VOCATIONAL-TECHNICAL EDUCATION: A MATTER OF ACCESS Georgia Council on Vocational Education January, 1996 Report prepared by: Annecia Berkley Paula Moore Dr. Gail Fletcher TABlE OF CON1EN1S Intn>duction 1 ])efinitions 1 IdentifYing Special Populations In Vocational-Technical Education Prognuns .2 Secondary Schools 3 Postsecondary Schools 6 Perkins Funds Allocations 7 Prognuns And Services Funded Under 1be Pelkins B~ic Grant...................... 12 Progratn IInprovement. 12 Secondary Schools 12 Related Vocational Instruction 13 Coordinated Vocational Academic EducationlProject Success .14 Postsecondary Schools 16 Programs To Provide Single Parents, Displaced Homemakers, And Single Pregnant Women With Marketable Skills 19 Secondary Schools 19 Postsecondary Schools 21 Programs To Promote The Elimination Of Sex Bias And Stereotyping 23 Secondary Schools 23 Career Infonnation Resource Centers 23 Career ConnectionslPECE 24 Postsecondary Schools 25 Proportion of l\falelF'ernale :Enrolbnent 26 Secondary 26 Postsecondary .. 26 Pmgnnns Funded Under The Perkins Special Prognum Gnmt .30 Community-based Organizations 30 Consumer and Homemaking Education 30 Secondary 31 Postsecondary 31 SUIDIllalY ()f Perkins :Funding .32 Findings, Discmsion and Reconunendations 34 Son:te Finallhoughts 39 lIST OF TABLES AND FlGURFS TABLES Table 1: Perkins Funding For Georgia 7 Table 2: Basic Grant Allocations 8 Table 3: Special Programs Grant Allocations 9 Table 4: Basic Grant Distributions 10 Table 5: Distribution of Perkins Funds To Technical Institutes 17-18 Table 6: Proportion of Male!Female Enrollment in Secondary Vocational Programs: General Student Population 27 Table 7: Proportion of Male/Female Enrollment in Secondary Vocational Programs: Special Populations 28 Table 8: Proportion of Male/Female Enrollment in Postsecondary Technical Programs: General Adult Population 29 Table 9: Summary of Perkins Allocations 33 FIGURFS Figure 1: Secondary Vocational Education Student Population 5 Figure 2: Postsecondary Technical Education Student Population 6 Figure 3: Educational Funding In Georgia 11 Figure 4: Comparison Of Secondary Programs: RVI, CVAE, & Project Success 15 Figure 5: Comparison of Secondary Programs: RVI, CVAE, Project Success & Single Parents/Single Pregnant Women Programs 20 Figure 6: Comparison of Secondary & Postsecondary Single Parents/Single Pregnant Women Programs 22 Figure 7: Vocational-Technical Enrollment For FY 1993 35 ACKNOWLEDGMENTS The Georgia Council onVocational Education wishes to acknowledge and expressthanks to staffmembers atthe Georgia Department of Education and the Georgia Department of Technical and Adult Education who provided information, resources, and assistance for the completion of this report. In particular, the Council recognizes the assistance of Naomi Dorsey atthe Department ofEducation and Loydia Webber, Dr. Brenda Gilmour and Dr. Brenda Jones at the Department ofTechnical and Adult Education. Gail M Fletcher, PhD. Executive Director Georgia Council on Vocational Education INTRODUCTION The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 provides federal funding for secondary and postsecondary vocational-technical education programs. Eachstatereceiving Perkins funds mustassure thatequal access to these programs is provided for the disabled, the disadvantaged, those of limited English proficiency and other special populations. Inkeeping withthe Perkins mandates,the Georgia Council onVocational Education (GCOVE) conducted astudy to detennine the extent to which members of special populations have equal access to quality vocational-technical education programs inthe State. Theperiod ofthe study is Fiscal Year (FY) 1993 whichcovers July 1, 1992throughJune 30, 1993 and FY 1994 which covers July 1, 1993 through June 30, 1994. GCOVE used the Georgia State Planfor the Administration of Vocational Education FY 1991-1992 and FY 1993-1995, the Georgia Annual Performance Report For Vocational and AppliedEducation for FY 1993 and FY 1994, Georgia Technical and Adult Education: Vision 2000, and informal interviews conducted with staff at the Department of Education (DOE) and the Department ofTechnical and Adult Education (DTAE) in developing the conclusions and recommendations in this report. In addition, discussions were held with teachers from various school systems during a DOE conference to address school-to-work issues for special populations. DEFINITIONS Under Title II ofthe Perkins Act, members of special populations are defined as individuals who have disabilities, are educationally or economically disadvantaged, or are of limited English proficiency. The definition also includes individuals who participate in programs to eliminate sex bias and individuals in correctional institutions. Other members of special populations are defined by the Perkins Act as single parents, displaced homemakers, and single pregnant women. Accessibility is usually defined by federal guidelines as the right of any individual to enter or make use of educational programs regardless of race, color, sex, national origin, or disability. The definition ofaccessibility is expanded under the Perkins Act through its recognition that members of special Each state recezvmg Perkins funds must assure that equal access to vocationaltechnical programs zs provided for members of special populations GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 1 populationsmayneedadditional supportbecausetheymaylack the requisite skills and abilities that are needed to successfully complete a vocational-technical education program. The purpose ofthis study, therefore, was twofold: 1) to determine ifmembers ofspecial populations have an equal opportunity to enter vocational-technical programs in Georgia; and 2)to examinethe supportprograms and services funded by the Perkins Act that assist members of special populations to successfully complete vocational-technical education programs in Georgia. IDENTIFYING SPECIAL POPULATIONS IN VOCATIONAL-TECHNICAL EDUCATION PROGRAMS Four state agencies provide vocational-technical education programs thatuse Perkins funds for program development: the Department of Education, the Department of Technical and Adult Education, the Department of Corrections, and the Department ofChildren and Youth Services. For the purpose of this study, GCOVE focused on the ability of members of special populations to successfully enter and complete vocational-technical education programs in Georgia's secondary school systems (DOE) and postsecondary technical institutes (DTAE). Vocational-technical education programs in Georgia's correctional facilities are reviewed in separate GCOVE reports entitled, Vocational-Technical Education in Georgia's Correctional Facilities: Adults in Transition and VocationalTechnical Education in Georgia's Youth Correctional Facilities. A Caveat Both DOE and DTAE provided GCOVE with total student enrollment figures based on a duplicated student count. Essentiallythese agencies add up enrollrnentfigures for eachindividual vocational-technical classto detenninethisaspect ofoverall student enrollment. A student enrolledin four separate classes, The definition of accessibility under Perkins recognizes that members of special populations may need additional support to successfully complete a program of study Page 2 - GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education such as key boarding, auto mechanics, marketing and horticulture, would be counted four times, hence a "duplicated student count." The duplicated student count, however, does not indicate the number of students pursuing a diploma or degree in a cohesive vocational-technical program of study. During GCOVE's research process, DOE provided program enrollment figures from its Management Information System (MIS). Uponfinal reviewofthis document, DOE staffprovideddifferent program enrollment figures for Project Success and Related Vocational Instruction (RVI) based on the information collected through the annual program reviews completed for each program at the end ofthe school year. The enrollment figures from thesetwo reporting systems differ. MIS reports a total RVI program enrollment of 1,347 for FY 1993 and 1,001 for FY 1994. The annual program reviewsreportatotalRVIprogramenrollmentof3,091 forFY 1993 and 3,533 forFY 1994. For consistency, GCOVE uses only the MIS enrollment figures in calculating Perkins funding per program participant, and where provided, indicates the student enrollment figures based on data from the annual program reviews. Secondary Schools In FY 1993, there were 311,793 students attending grades 9-12 in 321 secondary schools. Approximately 68% ofthetotal studentbodywereenrolled inatleastonevocational educationclass during that time. (This percentage is based on a duplicated vocational student count of213,140.) DOE identifies these students as comprising the total universe ofvocational education students in the secondary school system for FY 1993. Of the total vocational education enrollment, approximately 39% (84,103) were identified as being members ofspecial populations. (See Figure 1 for a visual display.) That is to say, of213,140 vocational education students: 30% (63,907) were identified as disadvantaged (economically or educationally); 5% (9,829) were single parents or single pregnant women; 4% (8,970) were disabled; and 1% (1,397) were limited in English proficiency. Of the 58,708 seniors who graduated in FY 1993,21% (12,256) received a diploma with a vocational educationendorsement; 7%(4,304) received a diplomawithbotha vocational education endorsementand a collegeprep endorsement; and 2% (1,106) receiveda special educationdiploma In FY 1994, there were 320,114 students attending grades 9-12 in 267 secondary schools. Approximately 65% ofthe total studentbody (based ona duplicated studentcount of206,759) were enrolled in at least one vocational education class during that time. These students comprised the GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 3 total universe ofvocational education studentsin the secondary school system for FY 1994. Of the total vocational education enrollment, approximately 44% (91,159) were identified as being members of special populations. (See Figure 1.) That is to say, of 206,759 vocational education students: 35% (74,289) were identified as disadvantaged (economically or educationally); 3% (5,543) were single parents or single pregnant women; 5% (9,550) were disabled; and 1% (1,777) were limited in English proficiency. Of the 57,530 seniors who graduated in FY 1994,21% (12,494) received a diploma with a vocational educationendorsement; 7% (4,302) received a diplomawithbotha vocationaleducation endorsementanda collegeprep endorsement; and 2% (1,174) receiveda special educationdiploma The distribution of the secondary vocational student population in FY 1993 and FY 1994 is illustrated in Figure 1. Page 4 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education FIGURE 1 SECONDARY VOCATIONAL EDUCATION STUDENT POPULATION (Grades 9-12) (Duplicated Student Counts) FY 1993 Total Enrollment: 213,140 Disadvantaged (63,907) 30% All Other Vocational Students (129,037) 60% Disabled (8,970) 4% FY 1994 Total Enrollment: 206,759 All Other Vocational Students (115,600) 56% *SP/SP = Single Parents/Single Pregnant Women *LEP = Limited English Proficiency Disadvantaged (74,289) 35% SP/SP* (5,543) ~able3d% .... ~(9,550) LEP* 5% (1,777) 1% GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 5 Postsecondary Schools In FY 1993, DTAE reported a (duplicated) count of 202,289 adult students enrolled in postsecondary technical education programs. (This includes students in declared certificate, diploma and degree programs as well as undeclared students.) Slightly over one-third (37%) ofall those enrolled were members of special populations according to data supplied by DTAE (See Figure 2 for visual display). That is, 36% ofall students enrolled in courses at technical institutes were identified as educationally or economically disadvantaged or oflimited English proficiency and 1% were identified as disabled (See Figure 2). A total of45,479 adult students declared a diploma or degree program in FY 1993. Fifty-seven percent (25,923) were identified as members ofspecial populations. The graduation rate for these studentswas42% comparedwitha39%overaIlgraduationratefor all othervocational students with declared programs. (Note: Technical institutes offer diploma and certificate programs, as well as degree programs which result in 2-year associate degrees.) InFY1994,DTAEreporteda(duplicated)countof203,519adultstudentsenrolledinpostsecondary education programs. About one-third of all those enrolled were members ofspecial populations according to data supplied by DTAE (See Figure 2). That is 33% ofall students enrolled incourses at technical institutes were identified as educationally or economically disadvantaged or oflimited English proficiency and 1% were identified as disabled (See Figure 2). Ofthe total 49,873 adult students who declared a diploma or degree program in FY 1994,44% were identified as members of special populations. FIGURE 2 POSTSECONDARY TECHNICAL EDUCATION STUDENT POPULATION FY 1993 (Duplicated Student Count) Total Enrollment: 202,289 Disadvantaged! FY 1994 LEP* Total Enrollment: 203,519 (72,824) 36% Disadvantaged! LEP* (67,161) 33% All Other Technical Students (127,442) 63% Disabled All Other (2,036) Technical 1% Students *LEP = Limited English Proficiency (134,322) 66% Page 6 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education PEREINSFUNDSALLOCATIONS Perkins funds are allocated to states through two grants: the Basic Grant and the Special Programs Grant. Vocational-technical education programs and services funded under the Basic Grant include: assisting members of special populations to successfully enter and complete vocational technical education programs; providing single parents, displaced homemakers, and single pregnant women with marketable skills; and promoting the elimination of sex bias and stereotyping. The Special Programs Grant component ofthe Perkins Act supports community-based organizations (CBOs), consumer and homemaking education, and Tech-Prep. Georgia received a total of$30,691,912 in Perkins allocations under these grants for FY 1993 and a total of$31,953,457 inFY 1994. The breakdown offunds between the two grant programs for FY 1993 and FY 1994 is shown in Table 1. TABLE 1 PERKINS FUNDING FOR GEORGIA FY 1993 FY 1994 Basic Grant $26,758,908 $27,615,779 Special Programs Grant TOTAL $3,933,004 $30,691,912 $4,337,678 $31,953,457 GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 7 Federal guidelines require that funding providedthrough the Basic Grant be distributed proportionally for specific programs and services. For instance, equity programs receive 10.5% ofthe Basic Grant, state leadership 8.5%, administration 5%, and corrections education 1% (see Table 2 ). Seventy-five percent ofthe Basic Grant is provided to local school systems. Seven and one-half percent of the 10.5% provided for equity programs is for services to single parents, displaced homemakers, and single pregnant women. The remaining 3% ofthe 10.5% is to eliminate sex bias and stereotyping in vocational-technical education. The Basic Grant allocations for Georgia in FY 1993 and FY 1994 are shown by category in Table 2. TABLE 2 BASIC GRANT ALLOCATIONS PROGRAMS PERCENTAGE ALLOCATIONS FY 1993 FY 1994 Local Grants 75% $20,069,182 $20,711,834 Equity 10.5% 7.5 % (of the 10.5 %) is for single parents, displaced homemakers, and single pregnant women programs $2,006,918 $2,071,183 3 % (of the 10.5 %) is for sex equity programs State Leadership 8.5% Administration 5% Corrections 1% TOTAL 100% $802,767 $2,274,507 $1,337,945 $267,589 $26,758,908 $828,473 $2,347,342 $1,380,789 $276,158 $27,615,779 Page 8 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education Program allocations under the Special Programs Grant for FY 1993 and FY 1994 are listed in Table 3. In Georgia, DOE acts as the federal goveIlll11ent's fiscal agent for Perkins funds. The division ofPerkinsfimds betweenDOEandDTAEis baseduponthe relativetrainingandretrainingneeds ofsecondary and postsecondary students. lbis mutual agreement between the two agencies has historically resulted ina relatively even splitofPerkins fimds betweenDOEandDTAE as shown in Table 4. NOTE: Beginning in 1993, the 1% ofPerkins funds which are designated for corrections education were split equally between the Department ofCorrections and the Department of Children and Youth Services. TABLE 3 SPECIAL PROGRAMS GRANT ALLOCATIONS PROGRAMS FY 1993 FY 1994 Consumer & Homemaking Community-Based Organizations Tech Prep TOTAL $974,749 $341,527 $2,616,728 $3,933,004 $961,892 $337,639 $3,038,147 $4,337,678 GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 9 TABLE 4 Programs BASIC GRANT DISTRIBUTIONS Allocations Agreement DOE Local Grants FY 1993 $20,069,182 50%/50% $10,034,591 Equity (10.5%) 7.5% (of the 10.5%) is for single parents, displaced homemakers, and single pregnant women programs $2,006,918 34%/66% $682,352 3% (of the 10.5%) is for sex equity programs State Leadership $802,767 66%/34% $529,826 $2,274,507 50%/50% $1,137,254 Administration $1,337,945 50%/50% $668,972 Corrections .(See note on page 9) FY 1993 TOTAL $267,589 100%/0% $26,758,908 $267,589 $13,320,584 Local Grants FY 1994 $20,711,834 ~0%/50% $10,355,917 Equity (10.5%) 7.5% (of the 10.5%) is for single parents, displaced homemakers, and single pregnant women programs $2,071,183 34%/66% $704,202 3% (of the 10.5%) is for sex equity programs State Leadership $828,473 66%/34% $546,792 $2,347,342 50%/50% $1,173,671 Administration $1,380,789 50%/50% $690,394 Corrections (See note on page 9) $276,158 100%/0% $276,158 FY 1994 TOTAL $27,615,779 $13,747,134 Page 10 - GCOVE's EvaluatIon of the AccessI.b.il.Ity ofVocatlOnal-Techmcal Education DTAE $10,034,590 $1,324,566 $272,941 $1,137,254 $668,973 $0 $13,438,324 $10,355,917 $1,366,981 $281,681 $1,173,671 $690,394 $0 $13,868,644 Although these allocations seem large, Perkins fimding for FY 1993 and FY 1994 represents 1% of approximately $3 billion in State fimds that Georgia appropriated for education in these years (seeFigure3). DOE received $3,031,122,006 in State fimds inFY 1993 and$3,153,523,530inFY 1994. In FY 1993, DTAEreceived $123,029,842 in State fimds and $133,918,041 in FY 1994. FIGURE 3 EDUCATIONAL FUNDING IN GEORGIA FY 1993* DOE $3,031,122,006 95% Perkins $30,691,912 1% DTAE $123,029,842 4% FY 1994** DOE $3,153,523,530 95% Perkins $31,953,457 1% DTAE $133,918,041 4% *Source: State ofGeorgia Budget Report Fiscal Year 1995 **Source: State ofGeorgia Budget Report Fiscal Yeat 1996 GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 11 Perkins funds are primarily channeled to local school systems and technical institutes through a grant applicationprocess. The Perkins Actrequires that funding priority be given to sites that serve the highest concentrations of special populations. In addition, each funded program must: 1. be of sufficient size and quality to be effective; 2. integrate vocational and academic competencies; and 3. provide equitable participation for special populations. For more detailed information on the distribution ofPerkins funds in Georgia, see the GCOVE report entitled, Perkins Funding: Financial Distribution in Georgia.. PROGRAMS AND SERVICES FUNDED UNDER THE PERKINS BASIC GRANT Program Improvement Seventy-five percent of the Perkins Basic Grant is specified for vocational-technical education program improvement with the full participation ofspecial populations. Program activities funded with this portion ofthe Basic Grant include: upgrading curriculum inservice training for instructors on integrating academic and vocational education developmental/remedial instruction apprenticeships equipment modifications/purchases guidance and counseling services tech-prep education mentoring supplementary services to meet the needs of special populations. Under this portion of the Basic Grant, DOE and DTAE each received federal allocations of $10,034,591 in FY 1993 and $10,355,917 in FY 1994. Secondary Schools DOE has developed several supplemental instructional programs and services which are funded with the 75% portion of the Basic Grant. Related Vocational Instruction Programs (RVI), Coordinated Vocational Academic Education (CVAE), and Project Success are three programs at the secondary level that provide extra assistance to special populations students. These programs offerinstructioninvocational and academic skills which are needed bothto make the transition into the workforce and to continue into postsecondary education. In addition, special instruction in English is provided to students with limited English proficiency. Although the largest percentage ofspecial populations at the secondary level is served by these programs, 1200 special population studentsthroughoutthe state are provided support services inotherlocalprograms. Theseprograms are not reviewed in this report. Page 12 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education Related Vocational Instruction Programs (RVI). RVI is designed to help students with disabilities successfully complete vocational education courses in grades 9-12. Students are eligible for this program iftheir disability falls in one or more ofthe following areas: mildly intellectuallydisabled, emotional and behavioral disorders, speech and language impaired, hearing impaired, visually impaired, orthopedically disabled, other health impaired and specific learning disabilities. RVI specialists provide career guidance and counseling to help disabled students to make vocational choices that lead towards successful employment and. a useful, rewarding future. Vocational teachers, along with the RVI specialist and paraprofessionals, modify or adapt existing vocational education programs and provide materials ancl/orequipmentto help disabled studentsto successfully complete their chosen program. Students also receive transitional services as they move from school to work or postsecondary training. InFY 1993,138 full-time RVI programs existed in Georgia's secondary school system and 146 in FY 1994. According to DOE's Management InformationSystem (MIS), approximately 15% (1,347) ofthe total secondary disabled student population of8,970 were served in an RVI program or class or by an RVI specialist in FY 1993. In FY 1994, 1,001 of the total disabled student population of 9,550, or approximately 10%, were served. According to data from the annual program reviews, 3,091 disabled students were served in an RVI program in FY 1993 and 3,533 in FY 1994. R V7 specialists provide career guidance and counseling to help disabled students make vocational choices that RVI studentswho showthe greatestimprovementinvocational and work adjustment skills during the year are rewarded with a weekend at the RVI Enrichment Camp at Epworth-by-the-Sea on St. Simons Island, Georgia The camp provides opportunity for cultural growth and personal development, improved self confidence and other experiences not always available to students with disabilities. In 1993, 48% (650) of the total students enrolled in RVI programs participated in the EnrichmentCamp. Eighty-fivepercent(850)participatedinFY 1994. lead towards successful employment and a useful, rewarding future RVI programs received $2,220,384 in Perkins funds for FY 1993 and $2,188,554 in FY 1994. RVI programs received an average of$l ,648 in Perkins funds per student enrolled in RVI programs in FY 1993 and $2,186 per student in FY 1994. GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 13 Coordinated Vocational Academic Education (CVAE) and Project Success. CVAE and Project Success provide support services to help disadvantagedandlimitedEnglish proficient students to successfully participate in vocational education programs. The types of services and support provided by these two programs are similar to those provided by the RVI program. In addition, CVAE and Project Success feature an instructional component which teams math and communication teachers with vocational education teachers to strengthen vocational relevancy in the math and communication curricula CVAE programs serve students enrolled in vocational education programs in grades 9-12. Project Success targets potential high school dropouts in the ninth and tenth grades. In FY 1993, 150 CVAE programs were operated. Eight ofthese were convertedto Project Success programs in 1994, leaving 142 CVAE programs operating in FY 1994. Approximately 17% (10,555) ofthe total economically or educationally disadvantaged student population of 63,907 were served by CVAE programs in FY 1993. In FY 1994, approximately 13% (9,447) ofthe total economically or educationally disadvantaged student population of 74,289 were served. CVAE programs averaged $299 in Perkins funds per program participant in FY 1993 for a total of $3,151,330. In FY 1994, CVAE programs averaged $317 perparticipant for a total of$2,990,182. Project Success served 1,943 studentsinFY 1993 in 58 programs, or approximately 3% ofthe total economicallyoreducationallydisadvantaged studentpopulationof63,907. InFY 1994 inthe same number ofprograms, 3% (2,305) ofthe total economically or educationally disadvantaged student population of74,289 were served by Project Success. Project Success programs received a total of $1,337,861 inPerkins funds for FY 1993 for an averageof$688 perparticipant. InFY 1994, Project Success programs received an average of$572 per participant for a total of$1 ,318,358. According to the data provided by the annual program reviews, 3,566 economically or educationally disadvantaged students were enrolled in Project Success in FY 1993 and 3,010 in FY 1994. AllperstudentexpendituresforRVI,CVAE, andProjectSuccesswerecalculatedusingDOE's IvIIS enrollment data Figure 4 provides a visual comparison ofthese programs using IvIIS enrollment data only. Page 14 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education FIGURE 4 COMPARISON OF SECONDARY PROGRAMS: RVI, CVAE, & PROJECT SUCCESS NUMBER OF PROGRAMS 200 - , - - - - - - - - - - - - - - - - , 150 - j - - - = = - - 100 50 o RVI CVAE Project Success NUMBER OF STUDENTS SERVED 12000 . , . - - - - - - - - - - - - - - - , 10000 - j - - - - - - 8000+----- 6000 + - - - - 4000 - j - - - - - 2000 - j - - - - - o -1.-JllllWllUlIIIL-....l.--:"'- RVI CVAE Project Success PERRINSEXPENDITURES PER STUDENT $2,500 $2,000 $1,500 $1,000 $500 $- - RVI CVAE Project Success j-IJ-F-Y-I-99-3-0-F-Y-I-9-94-! . I GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 15 Postsecondary Schools DTAE has incorporated the objectives ofPerkins legislation into their strategic plan for technical education in Georgia. According to Vision 2000, DTAE's 3-year strategic plan for 1993, the Department's goal "concerning special populations is to ensure that institutions provide equal access to programs and services and provide programs and services to meet the needs ofmembers ofthese targeted populations 11 (pg. 3). DTAE, asapartoftheirstrategicplanningprocess, recognizedthatenrollment grovvth 0 pportunities will come from women, minorities, olderstudents, single parents, immigrants and other individuals who may need additional support to earn a degree, diploma or certificate. In order to accomplish this goal, DTAE established three strategic objectives: 1. Increase multicultural, nonsexist education concepts and practices in all services, activities, and curricula ofthe Department and technical institutes; 2. Increase the access of special populations and single parents, displaced homemakers, and single pregnant women to technical education; 3. Increase awareness ofthe need for sensitivity in the delivery ofservices to individuals with disabilities. DTAE then incorporated these objectives into the Institutional Effectiveness System (IES) implemented in each technical institute in 1991. IES is a set ofstatewide standards and measures designed to help technical institutes in performance evaluation, strategicandoperationalplanning, continuous improvement, budgeting of state and federal :funds, and accountability. DTAE developed a subset ofthe IES standards and measures to address providing services to members of special populations. Under these standards, each technic31 institute develops goals that: Encourage student enrollment at each technical institute for special population groups: disabled economically disadvantaged academically disadvantaged limited English speaking single parents/displaced homemakers/single pregnant women non-traditional Place disabled or disadvantaged students in-field or in a related field at the average placement rate Achieve average graduation rates for disadvantaged students Offer the following services to help enroll and retain members of special populations: outreach/recruitment academic/occupational assessment career guidance & counseling developmental/remedial instruction curriculum/equipment modification transition services/job placement assistance other support services Page 16 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education The distribution ofthis portion ofthe Basic Grant to postsecondary institutions corresponds to the number ofPell Grant recipients enrolled at eachtechnical institute. In FY 1993, DTAE distributed $1 0,034,589 inPerkinsfunding totechnical institutes foranaverageof$829perPell Grantrecipient. In FY 1994, DTAE distributed approximately $804 per Pell Grant recipient to each technical institute for a total of$l 0,355,920. The distribution of Perkins funds to each technical institute in FY 1993 and FY 1994 is shown in Table 5. TABLES DISTRIBUTION OF PERKINS FUNDS TO TECHNICAL INSTITUTES Technical Institution Number of Pell Grants Awarded in FY 1993 Perkins Funds Allocated in FY 1993 Number of Pell Grants Awarded in FY 1994 Perkins Funds Allocated in FY 1994 Albany Tech 643 $533,684 664 $533,959 A1tamaha Tech 66 $54,779 68 $54,683 Athens Tech 389 $322,866 405 $325,683 Atlanta Tech 325 $269,747 435 $349,808 Augusta Tech 780 $647,393 814 $654,583 Bainbridge Tech 295 $244,847 295 $237,226 Ben Hill-Irvin Tech 446 $370,176 451 $362,674 Brunswick Tech 176 $146,078 176 $141,531 Carroll Tech 337 $279,707 340 $273,413 Chattachooche Tech 342 $283,857 418 $336,137 Clayton Tech 81 $67,229 81 $65,137 Columbus Tech 796 $660,673 923 $742,236 Coosa Valley Tech 260 $215,798 264 $212,297 Dalton Tech 96 $79,679 96 $77,199 DeKalb Tech 518 $429,935 589 $473,648 Flint River Tech N/A N/A 293 $235,618 Griffin Tech 290 $240,697 302 $242,855 GCOVE's Evaluation ofthe Access.ib.ility ofVocatlOnal-Techmcal Education - Page 17 TABLE 5 DISTRIBUTION OF PERKINS FUNDS TO TECHNICAL INSTITUTES (Continued) Technical Institution Number of Pell Grants Awarded in FY 1993 Perkins Funds Allocated in FY 1993 Number of Pell Grants Awarded in FY 1994 Perkins Funds Allocated in FY 1994 Gwinnett Tech 283 $234,887 301 $242,051 Heart ofGa Tech 210 $174,298 211 $169,677 Lanier Tech 152 $126,159 159 $127,861 Macon Tech 888 $737,032 990 $796,114 Middle Ga Tech 305 $253,147 315 $253,309 Moultrie Tech 337 $279,707 351 $282,259 North Georgia Tech 369 $306,267 373 $299,950 North Metro Tech 74 $61,419 78 $62,724 Ogeechee Tech 85 $70,549 96 $77,199 Okefenokee Tech 230 $190,898 232 $186,564 Pickens Tech 168 $139,438 172 $138,315 Savannah Tech 663 $550,284 674 $542,001 South Georgia Tech 331 $274,727 333 $267,784 Swainsboro Tech 254 $210,818 263 $211,493 Thomas Tech 421 $349,426 425 $341,766 Upson Tech 268 $222,438 N/A N/A Valdosta Tech 466 $386,776 500 $402,078 Walker Tech 372 $308,757 389 $312,817 West GeorgiaTech 374 $310,417 402 $323,271 TOTAL $10,034,589 $10,355,920 Page 18 - GCOVE's EvaluatIOn of the AccessI.b.Il.Ity ofVocatlOnal-Techmcal EducatIon Programs to provide single parents, displaced homemakers, and single pregnant women with marketable skills Seven and one-half percent of the Perkins Basic Grant specifically provides for programs and services to single parents, displaced homemakers and single pregnant women. In addition to the type ofservices provided under the 75% portion ofthe Basic Grant (see page 12), programs developed with the 7.5% portion offer life management skills, job search skills, occupational training, and other types of services designed to meet the specific needs of these special populations groups, such as childcare. The purpose ofthe secondary single parent/ Under this portion of the Basic Grant, $682,352 in Perkins fimds were allocated to DOE in FY 1993 and $1,272,941 were allocated to DTAE. InFY 1994, DOE was allocated $704,202 and DTAE was allocated $1,366,981. DOE and DTAE mutually agreed that because DTAEaccommodates alargernumber ofstudents inthis population, it should receive a larger share of these fimds. single pregnant women program is to encourage Secondary Schools teenage mothers At the secondary level, DOE provides services and programs for single parents and single pregnant women. The purpose of the single parent/single pregnant women program is to encourage teenage mothers and fathers to remain in school and complete their high school educations while gaining skills to become employable in order to support themselves and their children. In addition to career counseling and instructional support services, single parents attend classes on parenting skills, nutrition, early childhood .development, and family planning. Childcare is provided for all parenting education programs. Moreover, while single mothers are away from school recovering from childbirth, school assignments and tutoring may also be made available to them. &fathers to remain in school & complete their educations while gammg Other services focus onhelping students develop competencies in obtainingemployment, staying employed, and advancing on the job. Occupational training is available to program participants as well as job placement services and paid work experiences. These services are the result of collaborative efforts between DOE and other state agencies and programs, such as the Department of Family and Children Services, Health Department, JTPA, and PEACH/JOBS. emplayability skills GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 19 In FY 1993, according to DOE's :MIS records, approximately 5% (9,829) ofthe total vocational enrollment of213,140 were single parents or single pregnant women. The Annual Performance Report for FY 1993 states that 24 single parent/single pregnant women programs served 859 students, or 9% of the total single parent/single pregnant women enrollment. In FY 1994,3% (5,543) of the total vocational education enrollment of 206,759 were single parents or single pregnant women. Approximately 16% (885) ofthe total 5,543 single parents and single pregnant women were served by these programs. DOE allocated $682,352 in Perkins :fimds for these programs in FY 1993 for an average of$794 per program participant. In FY 1994, DOE allocated $704,202, or $795 per program participant in FY 1994. Figure 5 provides a visual comparison of program characteristics ofRVI, CVAE, Project Success, and secondary programs for single parents/single pregnant women. FIGURES COMPARISON OF SECONDARY PROGRAMS: RVI, CVAE, PROJECT SUCCESS & SINGLE PARENTS/SINGLE PREGNANT WOMEN NUMBER OF PROGRAMS 150 -,---=,.-- 100 50 NUMBER OF STUDENTS SERVED o RVI CVAE Project SP/SP Success 12000 - . , . - - - - - - - - - - - - - - - , 10000 ; - - - - - - 8000 ; - - - - - 6000 ; - - - - - 4000 ; - - - - - 2000 ; - - - - - - o -+---UI1lIIlIIlL-.....l-'- PERKINS EXPENDITURES PER STUDENT RVI CVAE Project SP/SP Success 2500 - . , . - - - - - - - - - - - - - - - , 2000 1500 1000 500 o RVI CVAE Project SP/SP Success ! II FY 1993 0 FY 1994 ' Page 20 - GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education Postsecondary Schools DTAE provides similar support services to single parents, displaced homemakers, and single pregnant women through the New Connections program. The goal of New Connections is to increase the enrollment of these special population groups in technical institutes in addition to providing educational opportunities, training, job placement, and support services. A major emphasis in New Connections programs is to train participants for high wage employment in nontraditional careers. [A program is generally considered non-traditional when men (or women) comprise 25% or less ofthe traditional enrollment.] Some participants receive services through DTAE' s collaborative efforts with PEACH, JTPA, and other agencies and community programs. Thirty-one ofDTAE's 32 technical institutes have a New Connections program. Of 8,960 adult students who were counseled in intake interviews in FY 1993, 79% (7,073) received New Connections services and 28% (2,498) were enrolled in technical training. This is a dramatic increase from the 1,211 program participants who were enrolled in technical training in FY 1992. In FY 1994, New Connections services were delivered to 8,768 students. DTAE distributed $1,272,941 to New Connections programs in FY 1993, resulting in an average expenditure of$142 inPerkins fimds per program participant. Based onthe $1,366,981 distributed to postsecondaryinstitutions for singleparents, displacedhomemakers, and singlepregnantwomen programs, New Connections expenditures averaged approximately $156 in Perkins fimds per program participant in FY 1994. (Figure 6 compares secondary and postsecondary single parents! single pregnant women programs.) GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 21 FIGURE 6 COMPARISON OF SECONDARY & POSTSECONDARY SINGLE PARENTS/SINGLE PREGNANT WOMEN PROGRAMS AVERAGE NUMBER OF PROGRAMS FOR FY 1993 & FY 1994 COMPARED TO AVERAGE NUMBER OF GEORGIA HIGH SCHOOLS & TECHNICAL INSTITUTES 350 - , - - - - - - - - - - - - - - - - - - - - - - , 300 +------~-__,-------------j 250 +--------1 200 +---------1 150 +---------1 100 +--------1 5~ I===~;;L_~====.iiii===L,=1 Secondary Postsecondary I_Number ofSP/SP Programs o Total Number of Schools : NUMBER OF STUDENTS 10000 - , - - - - - - - - - - - - - - - - - - - - - , 8000 + - - - - - - - - - - - - - - - - 1 6000 + - - - - - - - - - - - 4000 - 1 - - - - - - - - - - - 2000 + - - - - - - - - - - - oL -==:JL--'--~ Secondary Postsecondary _FY 1993 OFY 19941 $1,000 $800 $600 $400 $200 $- PERKINS EXPENDITURES PER STUDENT Secondary Postsecondary --- ._-~ !_FY 1993 OFY 1994: Page 22 - GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education Programs to Promote the Elimination of Sex Bias and Stereotyping Three percent ofthe Basic Grant specifically provides funding for programs, activities, services and comprehensive career guidance and counseling to eliminate sex bias and stereotyping in vocational-technical education. These programs are commonly referred to as sex equity programs. This funding also supports programs and services (including dependent care and transportation) to prepare women, aged 14 through 25, to support themselves and their families. Both DOE and DTAE examine the proportion of male and female enrollment in vocational-technical education to determine the success of these programs. Under this portion of the Basic Grant, DOE was allocated $529,826 in FY 1993 and DTAE was allocated $272,941. In FY 1994, DOE was allocated $546,792 and DTAE was allocated $281,681. DOE and DTAE mutually agreed that the best opportunity for influencing this type of change occurs at the secondary level, and thus, DOE receives a larger share ofthis portion ofPerkins funding. Secondary Schools Sex equity programs at the secondary level are designed to increase the enrollment ofboys in vocational programs which are traditionally associatedwithgirls andthe enrollmentofgirls in vocational programs which are traditionally associated with boys. These secondary programs provide information to students in both middle and high school and their parents and teachers on non-traditional vocational careers through career counseling and guidance. Three ofthese programs in Georgia's secondary schools are Career Informatiol} Resource Center Equity Projects (CIRC) for grades 6-8, ,and two instructional programs called Career Connections for grades 6-8 and Program ofEducation and Career Exploration (PECE) for grades 9-12. Career Information Resource Center Equity Projects (CIRC). Career Information Resource Center Equity Projects are designed to provide career information to students, parents and teachers through multimedia materials. Students are encour- Career Centers (CIRC) encourage students to become aware of their personal interests & abilities, explore job availability & requirements, & develop a career-oriented program of study GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 23 aged to become aware oftheir personal interests and abilities, explorejob availability and requirements, anddevelop a careerorientedprogramofstudy. Teachers and counselors also use the facilities to expandtheirownknowledge and skills in careerand program selection so they may better assist their students. Two hundred of approximately 540 middle and secondary schools in Georgia have these career centers. In FY 1993, approximately 17,500 of 601,316 middle and high school students, or 3%, were served by the career centers. InFY 1994, approximately 29,258 of 617,409 middle and high school students, or 5%, were served by the career centers. Career Centers are funded with an almost equal match of Perkins funds to local funds. Funding is used to either establish new centers or improve existing ones. Fifty-three centers were funded in FY 1993 with $108,465 in Perkins funds and $101,596inlocalfunds. Thirty-fourcenterswerefundedinFY 1994 with $89,665 in Perkins funds and $83,380 in local funds. Funded centers averaged $2,047 in Perkins funds per center in FY 1993 and $2,637 in Perkins funds per center in FY 1994. Career Connections and PECE. Two instructional programs have beenestablishedto promotetheeliminationofsexbiasand stereotyping in Georgia's vocational education programs in middle schools and high schools. Career Connections for grades 6-8 and PECE: Program of Education and Career . Exploration for grades 9-12 provide students and parents with the knowledge and skills necessary to make infonned decisions about education and career planning. To enhance motivational and educational effectiveness, classes are designed to address the capabilities and needs ofstudents at varying developmental levels. Both Career Connections and PECE are based on a statewide curriculum guide and are taught by teachers who have been trained in career development. Parental and business\industry involvement is encouraged. Courses arepresented in 6,9, or 12 week time frames, depending on the grade level, and include such topics as: understanding the relationship between self esteem, self-understanding and life/career satisfaction; the relationship between school subjects and careers; communication Career Connections &PECE provide students & parents with the knowledge & skills necessary to make informed decisions about education & career planning Page 24 - GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education and decisionmaking skills for success atschool andwork; andtheusefulness ofhaving ahigh school educational plan and career goal. Activities also include contact with the community through participation in hands-on work experiences; tours of local business and industry; tours of high schoolandpostsecondaryeducationandtrainingprograms; participationincareerguidance groups, self-assessment, researching occupations; and practicing job-acquisition and retention skills. Approximately 211 of276 middle schools have Career Connections programs while only 50 high schools out of approximately 300 across the state have PECE programs. Enrollment in PECE increased from 4,162 in FY 1993 to 5,160 in FY 1994. A combination of$225,585 in Perkins funds and $3,415,613 in state funds for a total of$3,641, 199 was allocatedto the Career Connections and PECEprogramsinFY 1993. Itis estimatedthat46,632 students or 8% ofthe total middle and high school student population of 601,316 were served at acostof$78.00 ($4.84 in Perkins funds) perparticipating student. InFY 1994, $111,547inPerkins funds along with $3,437,589 in state funds for a total of$3,549,136 served approximately 25,863 students or 4% ofthe total middle and high school student population of617,409. This reflects a cost of$137.00 ($4.31 in Perkins funds) per participating student. Generally, state funds are used to pay teacher salaries while Perkins funds are used for teacher training, in-service and certification programs; dissemination ofcurriculum guides; and marketing and promotional materials, such as a Career Connection video that is used to introduce the program to local school districts. Postsecondary Schools Sex equity programs at the postsecondary level focus on increasing the number and retention of students enrolledinnon-traditional technical educationprograms andthe numberofstudents placed in non-traditional jobs. DTAB's goal is to develop, implement, and evaluate: - procedures that provide data on non-traditional students, program activities and support services; - strategies that attract women and men to non-traditional programs; - activities that create awareness ofthe need for equity in vocational and technical education within the schools and communities; - a system that provides support services to students such as child care, tuition, and transportation. DTAE funded 12 such programs in both FY 1993 and FY 1994. Each funded program received $20,000 in Perkins monies. GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 25 PROPORTION OF MALEIFEMALE ENROLLMENT Secondary Schools Whenviewedacross all programs, vocational education emollment in grades 9-12 for FY 1993 and FY 1994, as shown in Table 6, has an equal proportion of boys to girls. Since the general population in grades 9-12 also reflects an almost equal emollment ofboys and girls, these numbers suggest that boys and girls have equal access to vocational education programs in secondary schools. Yet within individual program emollment, only Marketing reflects this same1: 1 gender ratio. A larger population of boys are represented in vocational education programs traditionally associated with males: Technical EducationlIndustrial Arts, with 1 girl emolled for every 3.5 boys; and Agriculture and Trade & Industrial Technologies, each with 3times more boys than girls. Occupational areas typically associated with females show a larger population of girls emolled: Health Technologies, with 1 boy emolled for every 3.5 girls; and Consumer Homemaking with 1 boy for every 3 girls. To a lesser degree, Occupational Home Economics and Business show a larger population ofgirls with approximately 1 boy for every 2 girls. Sex equity programs at the postsecondary level focus on increasing the number & retention of students enrolled The emollment ofspecial populations in secondary vocational educationprograms reflects the same 1: 1gender ratio as that of the totalvocational educationemollment(see Table 7). Individual program emollment reflects the same gender balance as seen in the general population. in non-traditional technical education Programs & increasing Postsecondary Schools While emollment in credit programs at Georgia's technical institutesshows aslightincrease inwomenfrom FY 1991 to FY 1994, overall emollment still reflects a 1: 1 gender ratio as shown in Table 8. Based on a comparison ofthe data from FY 1991 with that of FY 1994, it appears that women have been slightly more willing to pursue occupations in the more traditionally male-dominated fields of Agriculture, Engineering! Science, and Industrial Technologies. Overall, Agriculture emollment experienced an 4% increase in women from FY 1991 to FY 1994, Engineering/Science a 2% increase, and Industrial Technologies a 1% increase. Male emollment in Health Technologies, a program dominated by women, shows an overall 3% increase from FY 1991 toFY 1994. the number of students placed zn non-traditionaljobs Page 26 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education TABLE 6 PROPORTION OF MALE/FEMALE ENROLLMENT IN SECONDARY VOCATIONAL PROGRAMS: GENERAL STUDENT POPULATION VOCATIONAL OCCUPATION AREA TOTAL ENROLLMENT MALE ENROLLMENT (% Males) FY 1993 FY 1994 FY 1993 FY 1994 FEMALE RATIO ENROLLMENT MALES (% Females) TO FY 1993 FY 1994 FEMALES CHANGE IN ENROLLMENT FROM 1993 TO 1994 Agriculture 18,555 Marketing 8,084 Consumer & Homemaking Occupational Home Economics Trade & Industrial 46,866 7,642 52,258 Health 9,942 Business 104,343 Technical Education / Industrial Art TOTAL 26,885 274,575 19,087 8,075 44,024 8,130 49,849 10,084 100,265 23,619 13,343 (72%) 3,603 (45%) 12,167 (26%) 2,401 (31 %) 39,322 (75%) 2,072 (21 %) 41,344 (40%) ZO,506 (76%) 13,599 (71 %) 3,505 (43%) 11,449 (26%) 2,693 (33%) 37,286 (75%) 2,238 (22%) 40,424 (40%) 18,630 (79%) 263,133 134,758 129,824 (49%) (49%) 5,212 (28%) 4,481 (55%) 34,699 (74%) 5,241 (69%) 12,936 (25%) 7,870 (79%) 62,999 (60%) 6,379 (24%) 5,488 (29%) 4,570 (57%) 32,575 (74%) 5,437 (67%) 12,563 (25%) 7,846 (78%) 59,841 (60%) 4,989 (21 %) 139,817 133,309 (51 %) (51 %) 3:1 1% increase in female enrollment 1:1 2 % increase in female enrollment 1:3 no change 1:2 2 % increase in male enrollment 3:1 no change 1:3.5 1:1.5 1% increase in male enrollment no change 3.5:1 3 % increase in male enrollment 1:1 no change GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 27 TABLE 7 PROPORTION OF MALE/FEMALE ENROLLMENT IN SECONDARY VOCATIONAL PROGRAMS: SPECIAL POPULATIONS VOCATIONAL OCCUPATION AREA TOTAL ENROLLMENT MALE ENROLLMENT (% Males) FY 1993 FY 1994 FY 1993 FY 1994 FEMALE ENROLLMENT (% Females) FY 1993 FY 1994 RATIO MALES TO FEMALES CHANGE IN ENROLLMENT FROM 1993 TO 1994 Agriculture Marketing Consumer & Homemaking Occupational Home Economics Trade & Industrial Health Business Technical Education / Industrial Art TOTAL 9,025 2,709 27,274 4,544 24,370 5,147 37,234 13,681 123,984 8,594 2,663 24,861 4,040 24,418 5,145 32,767 11,367 113,855 6,560 (73%) 1,262 (47%) 7,873 (29%) 1,509 (33%) 18,379 (75%) 1,164 (23%) 14,914 (40%) 10,473 (77%) 62,134 (50%) 6,340 (74%) 1,187 (45%) 6,797 (27%) 1,377 (34%) 18,296 (75%) 1,115 (22%) 12,632 (39%) 8,898 (78%) 56,642 (50%) 2,465 (27%) 1,447 (53%) 19,401 (71 %) 3,035 (67%) 5,991 (25%) 3,983 (77%) 22,320 (60%) 3,208 (23%) 2,254 (26%) 1,476 (55%) 18,064 (73%) 2,663 (66%) 6,122 (25%) 4,030 (78%) 20,135 (61 %) 2,469 (22%) 61,850 57,213 (50%) (50%) . 3: 1 1% increase in male enrollment 1:1 2 % increase in female enrollment 1:3 2 % increase in female enrollment 1:2 1% increase in male enrollment 3:1 no change 1:3.5 1:1.5 3.5:1 1% increase in female enrollment 1% increase in female enrollment 1% increase in male enrollment 1:1 no change Page 28 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education TABLE 8 PROPORTION OF MALE/FEMALE ENROLLMENT IN POSTSECONDARY TECHNICAL PROGRAMS: GENERAL ADULT POPULATION CREDITED FISCAL TOTAL PROGRAMS YEAR ENROLL- MENT MALES FEMALES PERCENT CHANGE IN GENDER PROPORTION FROMFY1991 TOTAL PERCENT TOTAL PERCENT Agriculture Business Technologies Engineering/ Science Health Technologies PersonalPublic Services Industrial Technologies Total Enrollment 1991 1992 1993 1994 1991 1992 1993 199:t 1991 1992 1993 1994 1991 1992 1993 1994 1991 1992 1993 1994 1991 1992 1993 1994 1991 1992 1993 1994 592 709 885 862 17,915 19,937 20,930 21,671 1,045 1,349 1,325 1,132 6,964 8,318 8,484 12,139 3,605 4,682 4,390 4,674 16,278 17,584 17,854 17,294 51,100 56,977 59,776 64,101 389 471 527 531 4,449 4,886 5,303 5,546 886 1,135 1,090 934 981 1,169 1,189 1,709 517 610 699 623 14,658 15,964 15,854 15,344 23,685 26,162 26,944 27,593 66% 66% 62% 62% 25% 25% 25% 26% 85% 84% 82% 83% 14% 14% 14% 17% 14% 15% 15% 13% 90% 91% 89% 89% 46% 46% 45% 43% 203 238 328 331 13,466 15,051 15,627 16,125 159 214 235 189 5,983 7,149 7,295 8,430 3,088 3,472 3,691 4,051 1,620 1,620 2,000 1,950 27,415 30,815 32,832 36,508 34% 34% 38% 38% 75% 75% 75% 74% 15% 16% 18% 17% 86% 86% 86% 83% 86% 85% 85% 87% 10% 9% 11% 11% 54% 54% 55% 57% no change 4% increase in females no change no change no change 1% increase in males 1% increase in females 2% increase in females 1% decrease in females no change no change 3% increase in males 1% increase in males 1% increase in males 2% decease in males 1% decrease in females 2% increase in females no change no change 1% increase in females 2% increase in females GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 29 PROGRAMS FUNDED UNDER THE PERKINS SPECIAL PROGRAMS GRANT Two ofthe three programs funded under the Special Programs Grant component of the Perkins Act are targeted towards the needs ofspecial populations: community-based organizations (CBOs) and consumer and homemaking education programs. Thethird, Tech-Prep, has a broadermissionand isnotaddressed in this report. Community-based organizations Underthis portion ofthe Special Programs Grant, the goal is to expand and improve secondary and postsecondary support programs and services to the severely disadvantaged. Consortia, consisting oflocal schools and community service organizations, provide pre-vocational services to the severely economically or educationally disadvantaged. These programs often target inner-city youth, non-English speaking youth, and the youth ofurban and rural areas witha high density ofpoverty. In FY 1993, Georgia received a total of $341,527 in Perkins funds for CBOs. By mutual agreement, ofthe total allocations DOEmanaged 66%, or $225,408 ofthe funds, andDTAE 34%, or $116,119. In FY 1994, Georgia received $337,639:' $222,842 for DOE and $114,797 for DTAE. In bothFY 1993 and FY 1994, DOE funded 15 CBO proposals and DTAE funded 18. CBOs funded at the secondary level averaged $15,027 in Perkins funds per program inFY 1993 and $14,856 per program in FY 1994. CBOs funded at the postsecondary levelaveraged$6,451 in Perkins funds perprogram in FY 1993 and $6,378 perprograrn inFY 1994. Consumer and homemaking education Under this portion of the Special Programs Grant, funds are provided for consumer and homemaking education. Programs mayprovide servicesthatprepare students forthe occupationof homemaking or provide instruction in the areas of food and nutrition, individual and family health, consumer education, family living and parenting education, child development and guidance, housing, home management and clothing and tex- Communitybased organizations often target inner-city youth, non-English speaking youth, & youth urban and rural areas with a high density of poverty Page 30 - GCOVE'S Evaluation of the Accessibility of Vocational-Technical Education tiles. Programs often target economically depressed areas or areas with high rates of unemployment. Georgia received nearly $1 millionin Perkins funds for consumer andhomemaking education in both FY 1993 and FY 1994: $974,749 in FY 1993 and $961,892 in FY 1994. Secondary Schools In FY 1993 & FY 1994, Consumer and occupational home economic classes provide consumer and homemaking education at the secondary level. These classes are designedto address critical issues in economically depressed areas. Program staff conduct needs assessments in each area served by the program to determine issues specific to that area. Instructors then incorporate these issues into the curriculum. Some ofthe issues addressed during FY 1993 and FY 1994 are the lack of basic academic skills, problems that working families experience, child abuse, drug and alcohol abuse and teen pregnancies. In addition, teachers provide supportservicesfor students enrolledintheseprograrns through home visits. These visits encourage better communication between home and school, as well as allow for the supervision of home projects. In both FY 1993 and FY 1994, over 48% ofthe total number ofstudents enrolled in home economic education classes were classified as economically disadvantaged. DOE reports that teachers conducted a total of23,556 home visits inFY 1993 and 9,193 inFY 1994. DOEreports thatthis decrease in home visits from FY 1993 to FY 1994 corresponds to a change in policy regarding extended pay funding. Postsecondary Schools At the post-secondary level, consumer and homemaking programs focus on helping the disadvantaged ap.delderly. A major emphasis at the postsecondary level is to reach individuals outside the traditional classroom environment. For instance, postsecondary instructors teach employmentand interpersonal skills at correctional facilities. Nutrition classes are offered for senior citizens at local senior citizens centers, churches, and county and municipal facilities. secondary consumer & homemaking programs focused on the lack ofbasic skills, problems that working families expenence, child abuse, drug & alcohol abuse & teen pregnanczes GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 31 Eight technical institutes offered consumer and homemaking education programs in FY 1993 and FY 1994. Ofthe 6,993 adult students who were served by these programs inFY 1993, 53% (3,704) were identified as members ofspecial populations. In FY 1994, 6,789 students were served. Fiftyfour percent (3,674) ofthese students were members ofspecial populations. SUMMARY OF PERKINS FUNDING In Georgia, vocational-technical education programs funded by the Perkins Act are administered by local school systems and technical institutes. Consequently, the range ofservices offered within a program category varies from school to school or institute to institute. For example, some secondary schoolsmayofferprogramsfor singleparents/singlepregnantwomenthatincludecareer counseling, instructional support, and classes on parenting education skills, nutrition, early childhood development, and family planning. Other secondary schools provide only childcare and parenting classes in their single parents/single pregnant women programs. Therefore, GCOVE assumes that there is a corresponding variety in the level of Perkins funds used for program implementation or support within local school systems and technical institutes. The actual differences, however, in program expenditures at the local level is beyond the scope ofthis report. Table 9 summarizes the Perkins allocations based on the level ofprogram participationreported by DOE and DTAE for FY 1993 and FY 1994. Page 32 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education TABLE 9 SUMMARY OF PERKINS ALLOCATIONS GRANT ALWCATIONS BASIC GRANT '1':>% Portion 7.5% Portion 3% Portion SPECIAL PROGRAMS ( SECONDARY PROGRAMS KYI CVAE Project Success SP/DB/SP CIRC Career Connections/PECE ) FY1993 Cost per unit :ti104lS/student $299/student $688/student $8411student $2047/program $4.84/student FY1994 Cost per unit :tiLL'lIlstudent $3411student $6511student $795/student $2637/program $4.311student Community Based Organizations Consumer & Homemaking Education $15,027/program N/A $14,856/program N/A ( POSTSECONDARY) GRANT ALWCATIONS BASIC GRANT 75% Portion 7.5% Portion 3% Portion SPECIAL PROGRAMS PROGRAMS Allocations to Technical Institutes New Connections Allocations to Technical Institutes FY1993 $829/student $142/student $20,OOO/program FY1994 $804/student' $156/student $20,OOO/program Community Based Organizations $64511program $6378/program ... Cons umer & Homemaking Education N/A N/A GCOVE's EvaluatIon of the AccessibilIty ofVocatIonal-Techmcal EducatIon - Page 33 FINDINGS, DISCUSSION AND RECOMMENDATIONS The first purpose of this study was to determine ifmembers ofspecial populations have an equal opportunity to enter vocational-technical programs in Georgia. GCOVE found that at both the secondary and postsecondary levels, members of special populations appear to have an equal opportunity to enter vocational-technical education programs as readily as all other vocational students. InFY 1993, 39% ofthe students enrolled in secondary vocational education courses were identified as members ofspecial populations and at the postsecondary level, 37% were identified as such (see Figure 7). In FY 1994, the percentage of special population students enrolled in secondary vocational education courses increased to 44%. At the postsecondary level in FY 1994, 34% ofall those enrolled in technical education programs were members ofspecial populations. Educationally and economically disadvantaged individuals comprisedthe largestpercentage ofthe total universe of special populations identified in FY 1993 and FY 1994 --approximately 33% of all individuals enrolled in vocational-technical education programs in Georgia. The second purpose ofthis study was to examine support programs and services funded by the Perkins Act that assist members of special populations to successfully complete vocationaltechnical education programs in Georgia GCOVE found that members of special populations appeared to be somewhat successful in completing vocational-technical educationprograms inFY 1993. At the postsecondary level for FY 1993, the graduation rate for these students was 42% compared with a 39% overall graduation rate for students with a declared program. GCOVE was unable to determine if any direct casual link exists between the support programs and services funded through the Perkins Act and the graduation rates for members of special populations in postsecondary institutions. DOE was unabled to provide graduation rates for members ofspecial populations enrolled in secondary vocational education programs. Our research, however, did reveal areas that can -be improved to enhance the quality of services provided by DOE and DTAEto members ofspecialpopulations. The improvement areas fall under two broad categories: funding and program evaluation. Page 34 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education FIGURE 7 VOCATIONAL-TECHNICAL ENROLLMENT SECONDARY (DOE) AND POSTSECONDARY (DTAE) FY 1993 DTAE DOE o 100000 200000 300000 FY 1994 DTAE DOE o 100000 200000 300000 - Total Student Population Based on Duplicated Student Counts 0- Total Special Population Based on Duplicated Student Counts GCOVE's Evaluation of the Accessibility of Vocational-Technical Education - Page 35 FUNDING Across the State, approximately one-third of all high school and adult students were eligible for programs and services fimded through the Perkins Act. The existing programs, however, only served a fraction ofthe total eligible student population. Expanding current programs and services or adding new ones would require additional fimding. Perkins :fimds, as noted before, constitute only 1% ofthe total education fimds available in Georgia. Ifall ofthe total eligible special populations needed the full range ofsupplementary programs and services currently provided to complete vocational-technical education programs, the financial need is much larger than what federal or state fimds could ever address. In FY 1993 alone, the number ofsingle parents and single pregnant women eligible for support services and programs at the secondary level was 9,829. Even though this is a duplicated student count, it far outstrips the 859 students who received full services. DOEallocated $682,352 inPerkinsfimds for this program, or approximately $794 per student served. To have provided services at this level offimding for all 9,829 single parents, program costs would have exceeded $7.5 million. Recommendation 1 Clearly there is a gap between the need for programs and services and the amount offederal and state fimds that are available to meetthose needs. GCOVE proposes that its next mandated study on special populations be designed to determine (1) which programs and services are the most effective and should be considered for additional fimding and (2) what the potential cost would be to the State to expand such programs and services. PROGRAM EVALUATION Sex Equity in Vocational Enrollment-Since sex equity programs encourage all students to consider non-traditional career paths, state education agencies often examine the proportion of male and female enrollment in vocational-technical educationprograms to determine the apparent success or failure ofthese programs. For instance, in the FY 1994 Annual Performance Report, DTAE states: In spite ofthe encouragement at the state and local level, Georgia's technical institutes enrollment in manyprograms continue to reflect sex role stereotyping. Business occupations, health occupations andpersonal/publicservice technology areas continue to be programs enrolling the largest numbers offemales while males remain clustered in engineering/science technologies and industrial technologies (p.l28). Page 36 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education Yet individual career choices often reflect several important environmental influences. For instance, studies have shown that high school students are significantly influenced intheir career choices by peers. Regional availability ofjobs may also influence career choice as well as social and cultural beliefs. Therefore, the proportion of gender enrollment in both secondary and postsecondary vocational-technical education programs mayor may not reflect sex bias and stereotyping. Atbest, the success ofsexequityprogramsmay lie intheirabilityto informstudents about non-traditional career choices. The choice, however, remains an individual one. Program Completion - The vocational education program completion rates for many ofthe programs and services described in the Annual Performance Report are confusing. For instance, DOE reported that of the 859 single parents and single pregnant women who were servedinprograms inFY 1994, only 23% (203) graduated. Thisraises atleasttwo questions. How many ofthe 859 students were actually eligible for graduation in FY 1994? How many students began the program but never completed their education? In addition, since the purpose ofthis program isto encourage singleparents/singlepregnantwomento remain in school and graduate, a 23% graduation rate seems low. Consequently, a better defined program completion rate is an important element in determining the effectiveness ofthis or any other program. DataCollection-GCOVErecognizesthatcollectingdataonsecondaryandpostsecondary students hasprovendifficult Until 1993,theplanning andevaluationfunctions withinvocational education at DOE were housed in two separate divisions. This made it difficult for secondary vocational educationto achieve a closed feedback loop for planning, evaluation, and budgeting. GCOVE had noted in its Vision project, Worliforce 1990-2000report, and a previous State Plan, that this was an issue that must be addressed ifthere was to be a process of continual program improvement. Commendations GCOVE commendsthe Department ofEducation for its efforts to improve data collectionmethodsduring FY 1993 andFY 1994. TheDepartmentofEducation has moved the program evaluation component back into the vocational educationdivisionwhichshould allowitto use datafor more thanmeeting compliance requirements. GCOVE also commends the Department ofTechnical and Adult Education for using the strategic planning process to continuously improve the quality of technical education in Georgia. As a part of the strategic planning process, DTAE developed two powerful data collectiontools as a part ofits planning and program evaluation process: the Institutional Effectiveness System and a more comprehensive computerizedmanagementinformation system. These systems allow for quicker response to student needs at both state and institutional levels. GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 37 Despite these improvements, however, data collection is still inadequate in determining which vocational-technical education programs need to be strengthened. At the secondary level it is difficult to determine how many students actually are enrolled in a cohesive vocational "program ofstudy" where each ofthe several vocational education courses is a part ofa singlejob clusterand, hence, are truly in the vocational education track. It is possible to take one course, such as keyboarding, or four unrelated courses, such as auto mechanics, keyboarding, marketing, and horticulture, and still be listed as a "vocational education" student. At both the secondary and postsecondary level, the use of duplicated and unduplicated student counts complicates the determination of special populations being served. For instance, DTAE reports a duplicated count of202,289 as the number of adult students enrolled in postsecondary technical education programs. DTAE indicated that slightly over one-third (37%) of all those enrolled were members of special populations. Thirty-seven percent of 202,289 indicates that DTAE served 74,846 disadvantaged and disabled students. Unduplicated counts, however, provided by DTAE indicate that only 68,810 handicapped and disadvantaged students are enrolled in technical programs. As statedpreviously, DOE providedprogram enrollmentfigures from itsManagementInformation System (MIS) during our initial data collection. Upon final review ofthis document, DOE staff provided different program enrollment figures for Project Success and Related Vocational Instruction (RVI) based on the information collected through the annual program reviews completed for each program at the end ofthe school year. The enrollment figures from these two reporting systems differ. MIS reports a total RVI program enrollment of 1,347 for FY 1993 and 1,001 for FY 1994. The annual program reviews reports a total RVI program enrollment of3,091 for FY 1993 and 3,533 for FY 1994. The discrepancies in these reporting systems complicates any evaluation ofprogram participation and expenditures. In addition, the success of support programs and services could be measured indirectly by determining ifthe vocational-technical class enrollment has approximately the same make-up, by ethnic background, disadvantagement, disability, and gender, as the enrollment ofthe total student body. However, the various categories ofspecial populations are not mutually exclusive. Because a student may qualify under more than one category ofspecial population, data collection is often imprecise and duplicated counts are usual. For instance, a person could be economically disadvantaged, have a disabling condition, and also be limited in English proficiency. Ifan agency is counting special populations students in each course that is offered, such as DOE does, then the count ofspecial populations will be duplicated or inflated when a student is enrolled in more than one vocational education class. Recommendation 2 GCOVE recognizes the efforts ofDOE and DTAE to ensure the confidentiality of their student populations and GCOVE does not propose collecting data to build extensive individual studentrecords. Yettheremustbeanefforttocollect,analyze and interpret a few key elements ofdata that could be used individually orjoined Page 38 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education indifferent combinationsto provide informationaboutprogramsareas whichneed to be strengthened. Collecting datarelative to stated program goals and objectives is particularly important, as is collecting information on program completion and follow-up job placement. Recommendation 3 Both program implementation and subsequent data collection can be expensive and time consuming. Thus, GCOVE recommends that the four state agencies providing vocational-technical education in Georgia (the Department ofEducation, the Department of Technical and Adult Education, the Department of Corrections, and the Department of Children and Youth Services) collectively determine a few key data elements they might all collect and share or coordinate among themselves to provide a more comprehensive picture of successful vocational-technical education programs for members of special populations in Georgia Recommendation 4 As DTAE has proven, the strategic planning process can be a powerful tool for developing statewide comprehensive planning and a program evaluation process that includes effective data collection. GCOVE recommends that DOE utilize this processto enhance itsplanning andprogram evaluationprocess. As aresult, DOE's internal divisions and units could collaboratively collect and share data on vocational education programs and determine more accurately the proportion of special populations students enrolled at the secondary leveL Datafrom other units which might be shared include Chapter 1, special education, exceptional students, migrant students, and English to speakers of other languages. SO:ME FINAL THOUGHTS The overall purpose of this study was to determine the extent to which members of special populations have equal access to quality vocational-technical education programs in the State. GCOVE's research has shown that for FY 1993 and FY 1994 members of special populations appeared to have equal access to vocational-technical education programs. This research, as with any good research, has also raised additional questions that are beyond the original scope and purpose ofthis study: Are members ofspecial populations disproportionately represented in vocationaltechnical education programs? GCOVE's Evaluation ofthe Accessibility of Vocational-Technical Education - Page 39 Do students who receive additional support services do better academically and tend to drop out ofschool less? Howwell are these programs integrating vocational and academic competencies? How do education stakeholders ensure the accountability oflocal school officials in providing quality vocational-technical education programs for all students? Although GCOVE will continue to address these issues in future research, all education stakeholders have a vested interest in the answers to these questions. In fact, when 75% of our student population do not attend college, all Georgians have a stake in ensuring the quality of vocational-technical education programs in Georgia. Page 40 - GCOVE's Evaluation of the Accessibility of Vocational-Technical Education