agency, organization or institution for purposes of vocational education research. Proposals are accepted on both a solicited and nonsolicited basis from the above agencies.

Part C moneys are used to conduct programs of research, development, evaluation, dissemination, and demonstration through the Department of Education; approved technical institutes; State universities; school boards; area vocational schools; junior colleges; and by other nonprofit or public agencies or institutions concerned with vocational and technical research and related programs.

Alabama has realized very real and substantial contributions to its vocational education efforts through the utilization of part C moneys. Procedures and practices shown to be effective through research have been implemented to further enhance the effectiveness of administration and instruction in the State. Primarily the RCU has directed and implemented these studies.

Walter M. Arnold Associates, Inc. conducted a research study entitled, "A Program Planning Study of Secondary Vocational Education in Alabama." This research reported a series of projected goals and recommendations based on the findings and conclusions cited. In addition a long term recommendation for expanding vocational education was developed and documented. Through such activities, part C funds have contributed significantly toward the improvement of vocational education in Alabama.

Commissioner's Discretionary part C moneys were disbursed to two localities in Alabama for Career Education Model Development sites. These local agencies have developed materials, procedures, and curriculum for integrating the career education concept into Alabama schools. These developments have been implemented in the classroom and are being tested and evaluated. Revisions are made as necessary and the validated materials are made available to other systems in the State and Nation insuring maximum dissemination and utilization.

State Advisory Council

Within the last year, the State Advisory Council has become knowledgeable and supportive of vocational education in the State. Their recommendations have not always been in the best interest of vocational education and thus could not be supportive. There has been evidence of "instant solution" for difficult problems and attempts at empire building.

Summary and Recommendations

The progress within the State in vocational education resulting from State and Federal expenditures is evident in the information submitted in this report. The needs of all the people in all areas of the State are not currently being met. Vocational education must be continued and expanded to meet the present needs of people as well as the needs of the growing industrial community.

The Better Schools Act of 1973 and the regionalization of the Office of Education is seen as a backward move. If national priorities in Education are to be a reality, categorical funding and supportive staff in the Office of Education must be continued until the dichotomy between vocational and academic education is resolved and/or becomes mutually supportive. The present structures must be maintained.

99-988-73-vol. 1- -2

ALASKA

State Director-Louis D. Ridle

INTRODUCTION

The vocational growth picture in the State of Alaska was minimal and fluctuated for a number of years primarily because no special funding other than a token federal apportionment had been available for vocational education in 1969-70. The Alaska State Legislature, through the efforts of the Department of Education, particularly the Division of Vocational Education, passed into law a foundation support program based on full time equivalency for vocational education. This foundation support program addressed itself to those students who are enrolled in an approved vocational technical program and the funds made available are above and beyond the regular ADM provided school districts.

During the course of 1970-71 it was found that this financial support equals approximately 45 percent of the total costs for large school districts, 65 percent of the cost for middle school districts, and 90-95 percent of the costs for small school districts. A study was done which revealed the above figures and as a result of this study the Legislature readjusted the foundation support program which allows all school districts approximately 90 percent foundation support. At the same time included in this bill was a provision that allows for a 75 percent reimbursement to school districts for all vocational facilities constructed, going back to 1970 and for all those constructed in the future.

As a result of this financial support the enrollment has increased more than twice in a four year period and it is anticipated that the enrollment will increase again by at least one-third by 1977.

GROWTH IN VOCATIONAL EDUCATION ENROLLMENTS-ALASKA

PUBLIC LAW 90-576 "PART B-STATE VOCATIONAL EDUCATION PROGRAMS"

In 1970 the Alaska Department of Education contracted with the Alaska State Department of Labor to do a manpower study projecting jobs for the seventy's. As a result of this study and the upgrades that take place each year the division of vocational education is continuously readjusting its training programs to meet the proposed employment demand in Alaska through the seventy's. Also as a result of this study a tremendous growth has taken place, particularly in secondary and postsecondary levels, allowing more offerings of courses to Alaska residents. This has also allowed such agencies as Bureau of Indian Affairs, Office of Vocational Rehabilitation, and others to have a larger variety of services at their disposal and as a result in a tremendous reduction of Alaska Natives being transferred outside the State of Alaska for training in other locations.

c. Postsecondary Courses

Of the seven community colleges that existed in 1970 each one has increased offerings from one to five occupational training areas. In addition to this one new community college has opened in Bethel, and an extention branch of the university in Nome. Also, the Alaska Skill Center has opened in Seward, Alaska, which, in addition to occupational training, provides a complete service of medical referral, 24hour guidance and counseling, residential and boarding home program, recreational, adult basic education, drug abuse program, and other related services. Enrollment as a result of these additional program offerings has increased by 400 percent in 1968-72 and we anticipate an additional 200-percent increase by 1971.

The Alaska State plan for vocational education defines "Disadvantaged Persons" as persons who have academic, social economic, cultural, or other handicaps that prevent them from succeeding in regular vocational education programs designed for persons without such handicaps and who, for that reason, require specially designed educational programs and related services, or both in order for them to benefit from a vocational education program or consumer and homemaking education. The term includes persons whose needs for such programs or services result from poverty, neglect, delinquency, or cultural or linguistic isolation from the community at large but does not include physically or mentally handicapped persons unless such persons also suffer from the handicaps described in this paragraph.

These people were identified, recruited, and enrolled with the assistance of agencies, organizations, and institutions with ultimate enrollment by the local school administrator. Criteria applied in identifying disadvantaged students included:

1. Standardized achievements tests to determine reading level, linguistic ability, and level of basic skills. If the student was 3 years behind in any of these he qualified for training under this category. 2. Bilingual problems in handling the English language. 3. Family income less than $5,000.

4. Cultural isolation so that the student does not have reasonable access to a well-rounded cultural indoctrination.

School administrators, vocational teachers, and guidance counselors cooperated the organizations, agencies, and institutions to identify and recruit disadvantaged persons for vocational training. In addition, State and local supervisors worked to insure proper application of disadvantaged criteria in identifying and recruiting such persons. Special Needs.

102(b) Disadvantaged:

As the State receives minimal support for the "special needs" categorical fund, the division selects the one project each year submitted by the districts that most meets the criteria for 102(b).

During fiscal year 1972 the fish hatchery program in Ketchikan was selected as meeting identified needs of disadvantaged youth in a high unemployment area. The project, Deer Mountain Fish Hatchery, formerly operated by the State of Alaska, has been turned over to the Ketchikan Gateway Borough School District for operation on an experimental basis and is included in Project Sea Ed as a part of that program's vocational cluster concept.

A number of experiments are being conducted by the students. Experiments are mostly in the areas of better yield and earlier migration from fresh to salt water.

Many rural Alaskan children have crippling physical defects or are hard of hearing because they are required to travel 300 to 700 miles by bush plane to receive proper medical attention at Public Health Services hospitals.

Seventy percent of the funds are spent with the Fairbanks Sheltered Workshop for Handicapped Children where Vocational Rehabilitation, Bureau of Indian Affairs, Department of Labor, and the Division of Vocational Education have a cooperating assistance program. The division has purchased the majority of the equipment over the past years.

Twenty-five percent of the funds are assigned to special education units within district schools who have identified handicap needs.

As the number of unemployed Alaskan workers increased the roll of adult vocational education and MDTA training programs stepped up training opportunities. Job training programs for adults grew considerably between 1968 and 1972 training and retaining larger numbers of the unemployed and a growing percentage as well. The roll of MDTA continues to grow, and impressive gains are being achieved in vocational education programs. However, this progress can only be maintained as projected if funding for these programs is substantially maintained.