This study was an exploratory attempt at establishing the initial empirical coherence of McCaslin's (1990) framework for evaluating secondary vocational education programs. As part of the investigation, relevant vocational education policy makers (e.g., state legislators, state directors of vocational education, local vocational administrators, and executive directors of state councils of vocational education) were asked to rate a series of indicator statements related to secondary vocational education on the criteria of importance and feasibility. The ratings were then used to develop a parsimonious list of indicators which had utility in evaluating and assessing secondary vocational education programs.
Conceputally, this study drew on the following literature bases: 1) major issues in vocational education evaluation research; 2) social indicators; and 3) McCaslin's (1990) framework for evaluating vocational education programs. An exploratory study was deemed as an appropriate step in establishing the empirical coherence of McCaslin's framework.
Survey research methodology was employed. Of the four distinct populations, three censuses (state legislators N=100; executive directors, N=53; and state directors, N=55) and one sample (local adminsitrators, n=100) was taken. An overall response rate of 67% (207/308) was achieved.
Indicators which measure some of the outcomes of vocational education, namely employer satisfaction, student achievement, labor market outcomes, student educational advancement, student learning, student retention, student satisfaction, and student work ethic are the most highly rated indicators in terms of importance and feasibility. These indicators likely have the greatest potential for use in evaluating vocational education programs.
Five underlying factors were indentfied: employer satisfaction, employment rates, economic and social benefits, cognitive achievement, and individual and institutional advancement. The first four factors listed above were determined to have congruence with the outcome portion of the McCaslin evaluative framework. Recommendations for practice included using the identified indicators in vocational education evaluation. Recommendations for theory included serious philosophical examination of the efficacy of the McCaslin framework. Finally, several specific recommendations for further research on the topic of vocational education evaluation indicators were proposed.