HC

· [(AV+NTE) +
+DOR+MO+UR+EA+EP+ED
D]

Differential effects can be achieved as described in each of the preceding formulas.

(d) Research and Exemplary Formula: In research and exemplary programs, the prime considerations are ability to pay and the number of people most likely to benefit from the programs. Priority problem areas are also a consideration. Therefore, the most logical approach to the problem of managing these funds is to arrive at a distribution, to invite proposals in priority areas, and then to select those projects from a local educational agency or institution that will contribute most to eliminating critical problems. The variables are:

ii Number of people served by the project (PS)

iii Any other of the variables as described in the formula for the disadvantaged if they are applicable to the project.

PS

[PS+(AV+NTE)+(OTHER VARIABLES) ]

(e) Consumer and Homemaking Formula: The variables for this purpose are similar to those encountered in the Disadvantaged Formula, except that enrollment in the programs should be considered: for example, enrollments in the Homemaking and Consumer Education (HAC).

Differential weighting is accomplished as described above.

(f) Cooperative Education Formula: This formula is identical to that for Homemaking and Consumer Programs, except that anticipated enrollments in cooperative program (AEC) is substituted for (HAC) in the formula:

AEC

([AV+NTE)+DOR+MO+UR+EA+EP+ED D]

Differential weighting is accomplished as described above.

(g) Other Distributions: On-Going Obligations, Construction, State Administration, and Teacher Education can be funded by setting aside sufficient funds to cover the obligations. On-Going Obligations can be eliminated in the future by not making new commitments or extending old commitments. Wherever possible, it would be desirable to fund the obligations from the normal allocation derived from the formula in paragraph (h).

(h) Remainder of Funds Applied to the Normal Support Effort: The following formula will be applied for all other programs under Part B in order to be consistent with the State plan:

VE

ENTE)+DOR+MO+UR+EA+EP+ED ]

E[(AV+NTE) +

Differential weighting can be accomplished as described above.

(i) Summarization and Extension of Formulas: Each formula, when all factors have been computed and substituted, yields a simple point value for each local education agency or institution. The ratio of the local educational agencies or institutions to the sum of all the local educational agencies is then multiplied by the amount to be distributed for the particular purpose and each of the county or institution amounts is generated.

Particular Local Educational Agency or Institution Points Sum of all Points in all Local Educational Agencies or Institutions

X

Amount to be Distributed-Local Educational Agency Amount

This list of amounts will total to the amount to be distributed for the particular purpose. Posting to accounts can be easily accomplished from this type of listing.

Each local educational agency or institution will be given current status of accounts reports by purpose and project, thereby keeping them alerted to deadlines and distribution dates and amounts.

MASSACHUSETTS

State Director-Charles H. Buzzell

INTRODUCTION

Since the last House subcommittee hearings in June 1971, the Massachusetts Division of Occupational Education has become fully operative on a management-by-obective system with strengthened financial reporting.

The objectives for 1972 were defined in terms of measurable results, programs monitored and evaluations reported periodically during the year. Under the reorganization structure of 1971, the division's managerial effectiveness became apparent in 1972.

The division has defined all bureau programs by quantified accountable objectives and identified the services and activities in vocational and technical education to be provided for the youth and adults of the Commonwealth. These quantified program objectives are translated into financial statements with budgetary items based upon annual and long-range projections.

The impact of the Vocational Act of 1963 and amendments of 1968 in the State of Massachusetts through the release of Federal moneys is readily evident. The clearly stated intent and purposes of the acts and the well-defined Federal regulations have served as a guide to longrange and annual planning. Federal allocations maintained by the State educational agency have allowed the State agency to supply leadership and direction to local educational agencies in their efforts to develop programs consistent with their local needs, and allowed the State educational agency to set priorities consistent with the State educational goals and the Federal mandate.

In the State of Massachusetts the emphasis has focused on people. Fiscal year 1972 saw service provided to 166,672 youth and adults. The Federal allocation of $10,243,249 proved to be potent seed money that generated State and local support amounting to $118,572,158. Each Federal dollar invested yielded $12 in State and local funds. This State and local contribution extended services further, beyond the Public Law 90-576 stimulus, to programs for youth and adults in evening practical arts, evening trade extension, evening trade preparatory and apprentice training.

With the Vocational Education Act of 1963 and the subsequent amendments of 1968, in addition to preparing skilled workers for business and industry, massive social and economic responsibilities devolved upon occupational education.

Categorical aid assigned to vocational education the new role of improving the quality of life in our society-that of agent for preventing major problems of the inner city among urban populations; preventing human waste among youth unemployed, the disadvantaged,

the handicapped and the returning veteran; preventing crime and recidivism among the incarcerated. Vocational education became an investment in human capital.

During the decade 1963-73 there has been a significant growth in the numbers of youth and adults served in Massachusetts.

1In 1963 and 1968 the adult figure included EPA student enrollment. As of 1969, the adult total does not include EPA figures.

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

NOTE-NA denotes that specific program breakdown into secondary and postsecondary enrollment was not accom. plished for fiscal year 1973 report; "NA" postsecondary enrollments, if any, are included in secondary figures.

b. General Description

To fulfill the Federal mandate, the Massachusetts Division of Occupational Education has organized itself for a concerted effort to improve, expand and integrate occupational education in the Commonwealth. In addition to a program of facilities expansion, it is directing its priorities to restructuring the traditional schools for a large noncollege population to gain access to occupational offerings.

99-988-73-pt. 1—27

Secondary

This secondary population has comprised an approximate 80% who do not complete college. In fiscal year 1972, out of a Massachusetts secondary school (grades 9-12) enrollment of 356,600 students, occupational education served 121,684 students or 34.1 percent of the total body. These figures show a dramatic rise over previous years in services to the high school in the State. This population has been gaining access to vocational education in the following ways:

1. Business and office occupations are increasingly gaining a share of the Federal allocation commensurate with the rising manpower need in the State in order to expand and improve programs. Note increase of enrollment from 55,562 in 1968 to 69,623 or an increase of 25 percent in 1972.

2. Agriculture programs are broadening their scope into agribusiness areas and articulating instruction with distributive education. Note increase of enrollment from 1,076 in 1968 to 1,223 or an increase of 14 percent in 1972.

3. Health programs are broadening their range and gaining emphasis in the secondary schools. By coordinating training programs with hospitals and community nursing homes, such new programs as health services, aids and assistants in the home and in nursing facilities have proliferated.

Note increase of enrollment from 29 to 1968 to 645 or an increase of over 2,100 percent in 1972.

4. Distributive education programs, now in one-third of the State's high schools, are escalating and becoming an important part of the secondary school curriculum orienting the general curriculum into specific job-objective courses.

Note increase of enrollment from 965 in 1968 to 4,517 or an increase of 368 percent in 1972.

5. New shared time arrangements between the general high school and the vocational school are helping to increase enrollments in trade and industry programs.

Note increase of enrollment from 16,805 in 1968 to 26,908 or an increase of 60 percent in 1972.

6. New schools are providing vocational facilities to serve the secondary school population. In September 1973 four new regional vocational schools will be opening increasing the secondary and post secondary enrollment by 4,500 students.

7. Home economics has been stimulated through federal categorical aid and through job-oriented objectives. New programs, designed to stress self-esteem, adequacy and family living, have been encouraged in economically depressed areas of the State through part F funds. New programs for occupational preparation in foods services, care and guidance of children as aides in nurseries and kindergartens have shown increased enrollments in the high schools.

8. The regular high schools are beginning to convert the industrial arts curriculum to courses with occupational objectives, thereby stimulating occupational enrollments.

9. Since 1971, research has stimulated adoption of a career development design to initiate career awareness in the elementary grades. In the middle and junior high grades career exploration, particularly centered around industrial arts, has increased the demand for voca

tional education. The number of career exploratory programs for grades 6, 7, and 8 has escalated through scheduling late afternoon classes in shop and laboratory and through summer programs conducted in many of the vocational schools.

Postsecondary

By fiscal 1972 an increase in occupational career offerings available in community colleges has been noted. The baccalaureate degree transfer courses are no longer predominant. In one community college programs with occupational objectives now comprise 65 percent of the college curriculum. In the 13 community colleges of the State more than 50 percent of the students are enrolled in occupational career areas as cited in the 13,019 total enrollment figure fiscal year 1972.

New emerging occupations include programs in human services, law enforcement, firefighting training and in paraprofesisonal health fields.

Adult

For the adult populations, Federal funds have provided seed money that has stimulated a growth in evening trade programs for individuals who have never had formal occupational institutional training. From a minimal offering, Federal part B funds have been used to generate an expansion in enrollment at the rate of 50 percent each year. Adult occupational training now utilizes vocational school facilities and equipment during late afternoons as well as evenings. The 4 new regional vocational schools opening in September 1973 will enroll 9,000 adults.

Special populations

In a conscientious effort to expand training opportunities and to reach special populations that do not have access to the conventional school system, Project MODEL (Mobile Occupational Development Education Laboratories) was implemented. It consists of four mobile units with occupational training facilities that travel to communities at the request of a local organization. Short unit skill training courses for job placement are instantly set up on location. Federal funds out of part A 102b and out of part B have helped bring into being Project MODEL for the disadvantaged and the handicapped in fiscal year 1971. An additional part C research grant funded the project for experimental work with instructional materials and with an instructional process that would meet the needs of these unique. populations. January 30, 1973 saw one mobile unit on the road. In April 1973 all four units were serving incarcerated and handicapped persons for 6-week occupational training periods. Job entry training in high priority occupations include distributive education fields like supermarket checkers and hotel/motel management; small engine, auto repair, and office occupations were also instituted. One mobile. unit is equipped with facilities for diagnosing basic education needs and evaluating individual occupational competency areas. By 1977, it is projected that Project MODEL will serve annually a minimum of 1,000 persons-residents of correctional institutions, custodial care domiciles, correctional farms, boys' clubs, and other out-of-school youth.