A study examined the issue of educational equity in vocational education in 14 classrooms at 8 public secondary schools in Minnesota. The study used a naturalistic inquiry approach based on classroom observations and interviews with students, teachers, administrators, and counselors. Each of the members of the research team prepared a different section of this study report. Jane Plihal discussed the purpose and design of the study. In a section entitled "Gaining Access to Vocational Education: Ticket to Equity?" Marsha Rehm concluded that the focus in the programs observed was on low- and middle-ability students and discusses the dilemma posed when vocational programs are viewed as dumping grounds for students with lesser abilities and when classrooms contain students representing extreme ranges of ability and interest levels. In her paper "Treatment within Vocational Education Classrooms: How Equitable?" Linda Ernst concluded that student access to knowledge is the major equity concern once students enter a vocational classroom. She discussed several practices that enable all students to benefit from vocational education. The benefits of vocational education to all types of students, and especially to students who might not benefit from other types of programs, are examined in Linda Ernst's paper "Outcomes of Vocational Education: Blessing or Burden?" Jane Plihal's report, "Perspectives," summarizes cynics' and advocates' perspectives about access to, treatment in, and outcomes of vocational education. (MN)