1. The Vocational Training System in the United States Thomas Bailey Community College Research Center Teachers College, Columbia University And Peter Berg School of Labor and Industrial Relations Michigan State University

2. Outline Structure of the post secondary education system in the United States Characteristics of the vocational education student population Connection of vocational education to the labor market Weakening distinction between general and vocational education Issues in vocational education

3. Structure of Post Secondary (PS) Educational Options High School Academic/Vocational 4-Year Univ. Private 4-Year Univ. Public 2-Year Com. Coll. Public 2-Year Trade School, for profit 4-Year College, for profit Apprenticeship Non-Credit instruction 2-Year Com. Coll. Public 4-Year Univ. Public 4-Year College, for profit

4. Providers of Non-Credit Job-Related Education (1999) Elementary school, junior HS, or HS4.3% Public community colleges6.5% 4-year college or university12.4% Private vocational school9.6% Adult learning center1.3% Business or industry38.1% Professional assoc./labor union10.8% Government agency & public library11.9% Community, religious, or other org.5.1% Total number of students:53,600,000 Source: NHES99

5. Fall Headcount: 1970 to 2000 0 1,000,000 2,000,000 3,000,000 4,000,000 5,000,000 6,000,000 7,000,000 1970- 71 1972- 73 1974- 75 1976- 77 1978- 79 1980- 81 1982- 83 1984- 85 1986- 87 1988- 89 1990- 91 1992- 93 1994- 95 1996- 97 1998- 99 2000- 01 Source: U.S. Department of Education. (2002). Digest of Education Statistics. Public four-year Private four-year Public two-year Private two-year

6. To Which Field of Study? Source: BPS89.

7. Current Fund Expenditures (per student, 1995-96) Source: U.S. Department of Education. (2002). Digest of Education Statistics.

8. Tuition (2001-2002) InstitutionTuition Private Four-year$16,287 Public Four-year$3,746 Public Two-year$1,379

9. States with the Largest and Smallest Two-Year Enrollment Five states with most CC students Four-yearTwo-year 1) California551,8711,375,900 2) Texas436,530460,004 3) Illinois193,783340,372 4) Florida238,189318,723 5) New York336,003247,414 Five states with fewest CC students Four-yearTwo-year 46) West Virginia69,9676,169 47) Montana32,0595,328 48) South Dakota29,8824,975 49) Vermont15,6094,412 50) Alaska25,3961,163 0.17 0.28 0.05 1.34 0.74 0.09 to four-year PublicRatio of two-year PublicRatio of two-year to four-year 2.49 1.05 1.76 Source: U.S. Department of Education. (2002). Digest of Education Statistics. (Fall 2000)

10. Summary CCs account for 40-50 percent of PS enrollments CCs have much lower costs and much lower tuition The majority of students in community colleges are in occupational programs Structure of PS sector varies by state

11. Characteristics of the Vocational Education Student Population

12. High School Completion and Initial Postsecondary Enrollment Eighth Graders in 1988

13. High School Completion and Initial Postsecondary Education by SES Quartile Eighth Graders in 1988

14. Community Colleges and Access Compared to Students in BA Programs DimensionMain Characteristics DemographicsOlder & Minority Program of studyOccupational IntensityPart-time & Part-year Reasons for enrolling Job skills Self perceptionWorker in college Family backgroundLow SES & First-generation High school background Low rank & scores Source: NPSAS96; BPS89; NELS88

15. Connection of Vocational Education to the Labor Market Weak relationship between specific educational credentials and specific jobs. Employers involved in designing curricula at community colleges. Many courses taught by past practitioners. Employers serve on community college advisory boards. Labor Union involvement varies by state. More involvement where unions are strong. Varied economic value to vocational education

16. Economic Outcomes by Degree HS diploma CertAA/ASBA/BS Wages (1999)$23,297$22,426$27,225$33,733 Hours worked per week (1999) 42.941.742.544.6 % Employed (2000)85.7%88.6%94.8%95.9% % Employed full-time (2000) 77.1%77.2%85.8%90.8% Source: NELS. 44039.41

17. Economic Value of a Community College Education Benefits of an Associate Degree (compared to a HS degree)  Men earn 15 to 30 percent more  Women earn up to 50 percent more Certificates  Positive for women  Uncertain for men Earnings benefit of an associate degree is at least half of the benefit of a BA

18. Summary of Economic Value AAs and BAs have economic value CC education, on a per year or per course basis, has as high a payoff as BA education (at least so far) Certificates have uncertain value and rarely serve as lower rungs of educational ladders Education without degrees has value, but degrees have more value

19. Blurring of the Lines between Vocational and General Education Traditionally, distinction made by type of degree, not preparing students for work. Many occupational degrees have counterparts in general education system. –Nursing, IT, engineering, accounting 4-Year universities are increasingly occupational. –BA’s in business, education, health

20. Blurring of the Lines between Vocational and General Education Efforts to increase transfers to general education have met with limited success Non-credit instruction (further training) occurring across all post-secondary institutions.

21. Issues in Vocational Education Transferability and achieving a degree or certification Equity

22. CC First PSE Students Percent Distribution by Highest Outcome in All PSE within Eight Years (NELS)

23. CC First PSE Students in Various Groups Percent Distribution by Highest Outcome in All PSE within Eight Years (NELS)

24. Equity CC education has value, especially if students earn degrees Many still don’t have access even to CCs Many, almost a majority, do not earn any degrees Access and success are both highly related to income.

25. Conclusion Vocational Education System is undergoing change –Rising education requirements –Increasing academic content of vocational work –More non-traditional pathways through college –Concerns about equity and opportunity Distinctions between vocational education and general education, between initial and further training are becoming blurred. Efforts to build a system to prepare students for work and subsequent education are far from realized Race and class still matter