Analyses completed prior to November 2001 provided a context for examining vocational education (VE) and a description of participation at secondary and postsecondary levels, a logical first step in evaluating VE's status and effectiveness. They were a small, but significant part of a comprehensive research agenda being conducted under the National Assessment of Vocational Education (NAVE). Four key themes emerged. First, current education, labor market, and policy trends were likely to broaden the debate on the reauthorization of the Carl D. Perkins Vocational and Technical Education Act of 1998. Among the trends are the following: high schools increasingly emphasize academic reform and college preparation; good jobs require at least some postsecondary education; and Perkins is still the largest single source of Department of Education funds spent on high schools. Second, federal vocational policy attempted to achieve multiple goals and objectives. Third, secondary VE remained a large component of the high school curriculum, but the full effects of academic reform were not yet evident. For instance, vocational participation rates have been relatively stable; many types of students are involved in VE, including special populations; participants in VE have increased their academic course taking, but important gaps remain between them and other students; and students take more vocational than math or science courses. Fourth, postsecondary VE served a diverse set of students, many of whom would not complete the course work needed to fulfill their objectives. (Contains 56 references.) (YLB)