A Comparison of Michigan Local School District Vocational Education Administrators with and Without State Approval.

Abstract

The purpose of this study is to determine if full-time, Michigan Department of Education, Vocational-Technical Education Service (MDE,V-TES) approved local directors of vocational education are more effective in the local school district in Michigan than those with less than full-time duties or no State approval. The study addressed itself to the following variables: A description of the background (age, sex, salary, length of contract, degree(s), prior experience) of the people performing vocational education administration; the role (title, authority, line/staff relationship) of vocational education administrators; and the size of the district. An analysis of variance was carried out between the differences with approved MDE, V-TES full-time directors in the number of approved vocational programs offered or accessible in a local school district; the percent of students in grades 9-12 enrolled in vocational education programs in a local school district; and the amount of money received for vocational education purposes per eligible student in grades 9-12 in a local school district; compared to those with less than full-time responsibilities and /or no State approval. The procedure for this study was a survey sent to a representative group of approved directors of vocational education. When there was no approved director of vocational education, the survey was sent to a representative group of local superintendents. If a school district did not respond, three more attempts were made to secure the data with permission. Interviews to exp and on data received and descriptive case phenomenology were made on a selected basis. Three levels of the role of vocational education administrator emerged: (1)full-time MDE, V-TES approved; (2)half-time MDE, V-TES approved; and (3)no director or approval for position. Part-time and full-time directors had more funding per student for vocational education than those districts without approved directors. The number of vocational programs were greater in number in districts with directors than those with no directors. Even though full-time approved directors of vocational education did not enroll a larger percentage of its grades 9-12 student population in vocational education programs than districts with less than a full-time MDE, V-TES approved director of vocational education, there was a relationship between percentage of enrollment of vocational education of the grades 9-12 student population and dollar amounts of vocational education to benefit all students in grades 9-12 for full-time approved directors and for the no director status districts. Full-time MDE, V-TES approved directors of vocational education seemed to have similar characteristics as in district size, background and role in their school districts. Part-time MDE, V-TES approved directors of vocational education were similar in district size, background and role in their school districts. The districts with no directors had a variety of positions h and ling the vocational education administrative responsibilities and , therefore, were not comparable. The recommendations and conclusions of the study indicate that the role of the full-time MDE, V-TES approved director of vocational education in the local school district is necessary for knowledge, finances, commitment, enrollment and programming.