Oregon created a model for measuring secondary vocational education effectiveness and developed and field tested instruments to carry out the design. The five key features of this model were student and societal needs, program components, program outcomes (occupational, educational, ancillary, and societal), multiple perspectives for judging effectiveness (students, program completers, staff, parents, employers, and advisory committees), and multiple contexts in which vocational education operates (individual vocational education classes, and program, state, and multi-state efforts). Assessment instruments based on the key outcomes of vocational education were developed and pilot tested for vocational and general education students, employers, vocational education staff and administrators, parents, and vocational education advisory committee members. Through a study, the instruments were then administered to a sample consisting of 12 schools in Oregon. Some of the results included: (1) students entered a vocational education program primarily because of an interest in the area; (2) as compared to nonvocational students, vocational students rated themselves as better prepared in work-related skills; (3) parents and vocational education teachers and coordinators rated students high in vocational and technical skills needed for entry-level jobs; (4) parents were generally satisfied with their child's vocational program; and (5) teachers and students rated the quality of instruction high. Some special analyses are reviewed, and recommendations for vocational education improvements are suggested. (YLB)