ERIC Number: ED203122
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The ABT Study of State and Local Compliance and Evaluation Practices--An Overview.
A National Institute of Education-sponsored, congresionally mandated project studied implementation of Title II (Vocational Education) of the 1976 Education Amendments. Focus was on provisions related to the major themes of program improvement and educational equity. It was found that despite the complexity of the law and the vocational education system, substantial leverage has been exerted on the vocational education system in those states sampled, particularly at the state level. At the time of the study, states were either meeting many federal requirements or were in various stages of implementing them. Four major recommendations were made for consideration by Congress in revising current legislation: (1) clarify the law, regulations, and federal administration policies; (2) modify federal requirements to better match the system in which they operate; (3) increase the flexibility of the federal requirements to accomodate the diversity in the vocational education system; and (4) shift the emphasis of administration at the federal level from compliance to management, technical assistance, and leadership. (A final section discusses the research methodology.) (YLB)
Descriptors: Administration, Compliance (Legal), Educational Discrimination, Educational Legislation, Equal Education, Federal Legislation, Government School Relationship, Minority Groups, Postsecondary Education, Program Effectiveness, Program Evaluation, Program Implementation, Program Improvement, School Districts, Secondary Education, Sex Discrimination, Sex Fairness, State Departments of Education, State Programs, Vocational Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Cornell Univ., Ithaca, NY. Inst. for Occupational Education.
Identifiers: Vocational Education Amendments 1976
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 14, 1981). For a related document see CE 029 196. Tables may be marginally legible.