The purposes of this study were: (1) to describe the occupational performance and educational attainment of persons completing and/or leaving t h e pos t-high school agricultural technician programs in Ohio; (2) to determine the degree to which graduates and dropouts are satisfied with their employment; and (3) to determine the degree to which employers are satisfied with graduates and dropouts of the agricultural technician programs. The universe of this study included all 1965, 1966, 1967, and 1968 graduates and dropouts of post-high school agricultural technician programs in Ohio, plus the employers of graduates and dropouts of these programs. The four agricultural programs included were agri-business, agri-equipment, food processing, and horticulture. Data concerning the number of graduates and dropouts, along with their last known address, were obtained from the directors of the agricultural technologies in this study and from previous research reports concerning agricultural technician education in Ohio. Conclusions from the study include:
1. Most graduates and dropouts accepted full-time employment as the first involvement after completing and/or leaving their agricultural technician program. Most graduates were "well prepared" for their present employment which was "highly related" to their technical program. On the other hand, most dropouts were "not well prepared" for their present employment which was "unrelated" to their technical program.
2. Graduates averaged fewer jobs, held more job titles of management or mid-management, and had fewer job titles of "laborer" than dropouts.
3. Graduates had a higher average current salary per month and a higher average beginning salary per month than dropouts. 4. Better salaries was the factor which influenced most graduates and dropouts to change jobs. Very few graduates and dropouts changed jobs because of "lack of necessary skills." Graduates appeared to be more mobile than dropouts.
5. Most graduates did not need further education to secure their present job. Of those graduates with plans for further education or training, more planned to enroll in public training courses than planned to enroll in a four-year college. Few employers provided on-the-job or formal instruction to graduates and dropouts.
6. All graduates and dropouts were considered average or better in all job skills rated by their present employers. Knowledge of agriculture and mechanical ability were rated highest and use of English and speech were rated lowest. Graduates and dropouts of agri-business received the highest ratings while graduates and dropouts of agri-equipment received the lowest ratings by their present employers. However, graduates and dropouts need further training in human relations, more job experience, and/or further education to become top notch employees of their present employers.
7. Graduates and dropouts were more "satisfied" with their successive job changes.
Recommendations from the study include:
1. Courses, abilities, and understandings being taught in agricultural technician programs be regularly evaluated by graduates, dropouts, their employers, program personnel, and advisory committees to determine their importance and adequacy in the preparation of technicians.
2. Each agricultural technician program have personnel engaged to actively place graduates and dropouts in positions appropriate to their training, and follow-up on their failures and successes.
3. A concerted effort be made by agricultural technician program directors to inform agricultural businesses and industry employers of the abilities and understandings of graduates from each technical agriculture program.
4. Agricultural technician programs provide additional education in the form of workshops or seminars for their graduates.
5. Each technical agriculture department maintain a complete and accurate set of records, including follow-up data on each student who enrolls.
6. A state-wide follow-up of all agricultural technician programs be made to determine the adequacy of preparation, employment opportunities, and the cost-benefit of such instruction.