FINAL REPORT ADULT VOCATIONAL EDUCATION ......aviation technology and professional development areas...

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FINAL REPORT

ADULT VOCATIONAL EDUCATION STUDENTS IN FAIRBANKS

Judith Kleinfeld, Robert Travis and Lynn Wright Institute of Social and Economic Research

UniversHy of Alaska Fairbanks, Alaska 99701

September, 197 9

Part I

NARRATIVE REPORT

PURPOSE

The purpose of this study was to provide information on the character

istics and needs of adult vocational education students in Fairbanks as

a basis for improving vocational program offerings. Specifically, this

study examined the following three questions:

1. What are Fairbanks vocational students• educational needs and how

do they evaluate the current quality of public vocational education in

Fairbanks?

2. What are Fairbanks vocational education students• motives and

goals? For example, are students primarily interested in preparing for a

career or are they taking courses more to acquire practical skills or

develop leisure interests?

3. What students are served by public vocational education in Fair

banks, and to what extent are these programs serving unemployed, poor, or

minority group students?

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METHODS

F~irbanks vocational students in publicly supported vocational

programs, conducted through Tanana Valley Community College (TVCC) and

the Hutchison Career Center (HCC), were surveyed in the spring of 1979.

A 33% sample of all students enrolled in one or more vocational courses

at TVCC was randomly drawn from student enrollment records. 1 A 50% sample

of all adult students enrolled in one or more vocational courses at HCC

was similarly drawn from student records.

The student survey covered such areas as reasons for taking vocational

programs, satisfaction with the educational program, and educational goals

and needs. Survey questions were developed on the basis of exploratory

interviews with over 50 Fairbanks vocational students. The survey was

extensively pre-tested to insure question clarity. The survey was admin

istered to sampled students either during class time or through the mail

if it was not convenient for the student to complete the survey during

class.

Response rate was high with 75% of the sampled students returning

their surveys. Since many students who did not return the surveys had

probably dropped out of school (as evidenced by continuing absence from

class or a returned survey with a 11no forwarding address" stamp) the

actual response rate may be higher.

The final sample of Fairbanks vocational education students consisted

of 237 students, of which 185 attended TVCC and 52 attended HCC. In a

sample of this size, results for the total population can be estimated

1Vocational programs were those courses listed by the institution under the category "career and technical education".

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at about ±5% from the statistic found in the sampleo In other words, only

5 times out of 100 would a difference greater than ±5% occur by chance.

Since the Hutchison sample is smaller, the confidence interval for Hutchison

students is broader.

95% Confidence Interval

Fairbanks Estimated Estimated Vocational Sample Responding Response Standard Sampling

School Students Contacted Samele Rate Error Error

TVCC 747 249 185 74% 0032 ± 6.3%

Hutchison 138 69 52 75% .054 ±10.7%

885 318 237 75% .028. ± 5.4%

Statistically significant differences between Hutchison students and

TVCC students at the 95% confidence level or greater are noted on the tables.

However, where differences between the schools do not reach conventional

levels of statistical significance but are consistent in several tables and

confirmed by general knowledge of the schools, they are unlikely to have

occurred by chance and are discussed as differences in the text.

In some tables, such as those referring to where vocational students

want to work, the analyses are done with a sub-group of students, those

who are using the vocational courses for employment.

ORGANIZATION OF REPORT

In order to present the major findings clearly and yet still provide

detailed statistical results of special use to policy makers, this report

is divided into two parts. The first part summarizes the principal findings.

The second part contains the detailed tables. All findings discussed in

the first part are followed by table numbers so that the reader can easily

refer to the relevant statistics.

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RESULTS

I.· WHAT ARE FAIRBANKS VOCATIONAL STUDENTS I EDUCATIONAL NEEDS AND Hml DO THEY EVALUATE THE CURRENT QUALITY OF PUBLIC VOCATIONAL EDUCATION IN FAIRBANKS?

Effects on Students of Moving TVCC off the University of Alaska Campus:

Whether TVCC should move off campus in order to better serve voca

tional education students in Fairbanks is a current issue of considerable

importance. Advocates of such a move argue that a centralized off-campus

location would give TVCC students a greater sense of institutional identity.

Moreover, they are concerned that a possibly 11forbidding 11 campus atmosphere

may discourage potential Fairbanks students who are unsure of their

academic abilities from enrolling in vocational programs. According to

this argument, an off-campus location would attract more students.

The results of this study do not support these arguments. Of the

vocational students surveyed, 82% did not believe that more people would

enroll in TVCC courses if the building were away from the campus (Table 1).

Students holding this view explained that 1) transportation and housing

problems would increase with an off-campus location and would discourage

UA students from attending TVCC, and that 2) they relished the university

atmosphere and closeness to UA facilities (Table 2). Only 23% of the

students gave favorable reasons for a move with almost all of these arguing

that a central location seemed better and more convenient.

Of cour~e, the students surveyed were already enrolled in a vocational

program. It is possible that a study of the Fairbanks community, not just

already enrolled vocational students, would reveal the presence of

potential students who strongly favored an off-campus location because it

was more convenient and away from a threatening campus atmosphere. However,

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information is available on vocational students at HCC, who might be

expected to have chosen HCC, rather than TVCC, because of these reasons.

The great majority of HCC students (73%) also believed that moving TVCC

off campus would not increase enrollment (Table 1). The largest group

(46%) held the opinion that whether vocational programs were located on or

off campus simply did not matter (Table 2).

In short, this study raises the possibility that an off-campus

location for TVCC could actually decrease vocational program enrollment

since current UA students enrolled in vocational programs would find it

less convenient to take courses off-campus. It should be kept in mind

that 36% of current TVCC students are currently enrolled in other university

courses (Table 43). Moreover, 23% of TVCC students gave as a very important

or important reason for enrolling in TVCC that they were taking courses at

the university anyway and the school v,as close by (Table 18).

Recommendation: TVCC policy makers should bear in mind the possible

decline in enrollment of U of A students, who form about a third of the

current enrollment, if TVCC vocational programs are moved off campus.

Educational Needs:

In considering areas in which they would like help, Fairbanks

vocational students' first priority was help in finding a job after

graduation (Table 4). This need was expressed by 39% of the total voca

tional students and 62% of the HCC students, who tend to be enrolled in

vocational courses more for career purposes (Table 10). Students' second

priority also concerned assistance in the job market, help in finding a summer

or part-time job (26%). Students were unsure of whether TVCC and HCC

planned educational programs with the job market in mind; 50% of the group

thought that TVCC and HCC offered vocational programs with little concern

for whether jobs were in fact available (Table 3).

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Help in planning their education (21%) and getting financial aid (22%) < <

were also major student needs (Table 6). Few stu·dents (8%), i11 contrast, wanted

help in solving personal problems. Very few students felt that lack of self

confidence, difficulty in finding friends, or other personal matters were

problems bothering them before or after enrolling (Table 5).

Recommendation: Fairbanks vocational programs should strongly empha

size job placement in their student services component·and·give personal

counseling activities much lower priority.

Ways of Improving Instruction:

The majority of Fairbanks vocational students (51%) felt that their

educational experience was very good but not excellent (Table 9). TVCC

students particularly had reservations about the quality of teachers at the

school with only 28% of the group considering them excellent (Table 7).

These results are similar to those reported by Kessey in her 1979 follow

up study of Fairbanks vocational graduates, 2 where the majority of students

did not give TVCC staff top rating.

One third of TVCC students made suggestions about how to improve instruc

tion at the school (Table 6A~ ·of this group, 48% dis6ussed dissatis-

faction with teachers, particularly their quality and commitment (Table 6B).

Improving teaching standards and hiring better teachers was also the most

frequently mentioned suggestion of TVCC students (19%) as a means of improving

their educational experience (Table SB). Vocational education students at

HCC stressed the need for equipment (33%) and more field work and practical

experience (19% ). In contrast, both groups were satisfied with current

method of scheduling classes. About 10% of TVCC students and no HCC

students wanted more night, weekend, or open-entry classes.

2 Sharon Kessey, F0Uo1u-up Study of TVCC G1°adua'tes, 1975-December 1978 Includes some 1979 Graduates. Tanana Valley Community College, Spring 1979.

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Recommendation: TVCC faculty should discuss the issue of possible

student dissatisfaction with the quality of instruction, examine the bases

of this situation and potential ways to improve teaching quality.

II. WHAT ARE FAIRBANKS VOCATIONAL EDUCATION STUDENTS' MOTIVES AND GOALS?

Career Skills versus Practical or Leisure Skills:

There are two prevalent viewpoints about the goals and motivations of

vocational education students in Fairbanks. Each has different implications

for program planning and evaluation.

According to one viewpoint, most vocational students are career

oriented. Therefore, vocational programs should plan instruction with the

goal of giving students a high level of job relevant skills. Correspond

ingly, vocational programs should be evaluated primarily in such terms as

what proportion of students get degrees and what proportion of students

get well-paying jobs in their field of study.

According to another widely held view most vocational students in

Fairbanks are interested not in jobs but in acquiring practical living or

leisure skills, such as learning how to fix their cars or how to fly a

plane. Those students who do want job-related skills are predominantly

already employed and are using the courses to upgrade their job competencies.

Thus, in planning and evaluating vocational programs, the conventional

criteria of graduation rates and job placement rates are not relevant.

This survey suggests that large groups of Fairbanks vocational students

have each of these motivations. When asked what was their most important

reason for taking vocational education courses, 36% of the group said they

wanted to develop skills for a career in the field, and another 31% said

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that they were taking these courses primarily for reasons of personal

interest (Table 10).

As might be expected, students in different vocational fields appeared

to have somewhat different motivations (Table 13). While the numbers of

students sampled from each program area are too small to draw firm con

clusions it is of interest that the largest groups of students in TVCC1s

aviation technology and professional development areas gave personal

interest as their primary reason for enrolling while students in TVCC1 s

drafting, mineral and petroleum technology, and office occupations program

were dominantly job oriented.

The dominant motivation of Fairbanks vocational students, however, is

developing strong career skills. Over 70% of the students considered

developing such career skills extremely important or important (Table 12A).

Only 28% of the students, in contrast, said that developing a leisure

interest or a hobby were extremely important or important reasons for

their taking vocational courses.(Table 12C).

Recommendation: In planning and evaluating programs Fairbanks

vocational educators should keep in mind that they are serving two different

groups of students, one career oriented and the other oriented toward

satisfying personal interests. However, the larger group is career

oriented and their needs for job placement and similar services deserve

priority.

Job Goals:

Fairbanks vocational students are interested in a wide range of

jobs (Table 14). There is no single job interest so dominant that the

students turned out each year threaten to overwhelm a particular job type.

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Moreover, students with job goals are not only interested in jobs in

Fairba~ks. While 40% of job-oriented vocational students plan to look for

employment only in Fairbanks, a similar proportion (39%) plan to look for

employment somewhere in Alaska or outside Alaska (Tables 15 and 16). This

result is consistent with Kessey's follow-up study of TVCC graduates,

which found that 42% of the graduates had moved outside of the Fairbanks

area. 3

Recommendation: In determining what types of vocational programs to

offer, Fairbanks vocational educators should consider manpower needs in

the statewide as well as the local labor markets; about 40% of Fairbanks

vocational students and graduates are interested in jobs outside of

Fairbanks.

Educational Goals:

A common reason given for low rates of program completion at community

colleges is that many students were never interested in obtaining a degree

in the first place. They were taking courses only until they could find

work or were taking courses to improve skills in their present jobs.

This survey suggests that these reasons ;may be ,·~art but certainly

not all of the explanation for low graduation rates. Most students (63%) have

clear educational plans (Table 19), and about 45% plan on completing their

currenteducational programs (Table 21). At TVCC, over 50% of the students

have long term goals of obtaining a two year associate degree or higher

(Table 20). HCC students are aiming more at one year certificates (24%)

with about equal proportions interested in acquiring just enough skills to

3Ibid., pp. 30-31.

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get a job (24%) and interested in courses for personal use (24%).

Fairbanks vocational students see two types of problems as likely to

stop them from completing their educational plans (Table 22). One type

vocational educators can do little about - heavy family responsibilities

(22%) and heavy work responsibilities (26%). However, students also felt

that financial problems were a major barrier to their program completion.

Over 30% of the students considered 11lack of a job to pay expenses while

in school" to be likely or very likely to stop them from completing their

educational plans. About 26% of the students considered the "cost of

training" and about 21% the 11lack of financial aid at this school" to be

serious barriers to their completing programs.

Cooperative Education Program:

Cooperative education programs are increasingly being used by

vocational educators, particularly at the community college level, as a

means of both providing financial support for students and also providing

practical work experience in their program of study.4 Many different

cooperative program arrangements can be made, such as structuring the job

experience during a semester off where local jobs integrated with the

educational program are not practical. Cooperative education programs

would also support the type of program improvement most frequently suggested

by TVCC graduates - more lab or work experience.s

4Alan Cohen, Robert Deene, and Steven Frankel, Cooperative Education -A National Assessment. Silver Springs, Maryland: Applied Management Science, 1977 ( ED 148 236).

5 Kessey, p. 43.

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Recommendation: Fairbanks vocational educa!ors should develop

cooperative educational programs which enable students to·earn money while

working in a program-related field. Such a strategy would both improve

program quality and also offer the financial support many students need

to stay in school.

III. WHAT STUDENTS ARE SERVED BY PUBLIC VOCATIONAL EDUCATION IN FAIRBANKS AND TO WHAT EXTENT ARE THESE PROGRAMS SERVING POOR, UNEMPLOYED, OR MINORITY GROUP STUDENTS?

The two public vocational institutions in Fairbanks - TVCC and HCC -

are serving very different student populations. TVCC students are primarily

employed (64%)~ and many have held jobs primarily in higher status pro

fessional, technical and managerial areas (28%) (Tables 28 and 30). Most

TVCC students (72%) have some post-secondary or college education, and 25%

of the students are college graduates (Table 33). The median family income

of TVCC students in 1978 was almost $20,000 with about one-third of the

students having incomes of $30,000 or higher (Table 35B). Only 7% of the

TVCC student population was Black or Alaska Native (Table 40).

The majority (54%) of HCC students, in contrast, are unemployed and

looking for work (Table 28). They have held jobs primarily in the lower

status areas of service work (22%), clerical and sales work (17%), and

unskilled structural work (17%) (Table 30). The majority (60%) of HCC

students are high school graduates who have had no further education

(Table 33). The median income of HCC students in 1978 was $9500 (Table

35B), and almost a third of the group have agencies paying their way

(Table 34). About 26% of HCC students are Black or Alaska Natives (Table 40).

6Proportion employed and unemployed are based on the total population, not just those in the labor force.

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In sum, TVCC is serving a broad spectrum of the Fairbanks community,

consistent with its role as a community college. In its adult programs,

HCC is oriented more toward unemployed, low income, and minority group

members. It is important to note, however, that TVCC is also serving

some students in these categories. Moreover, since TVCC's total adult

student enrollment is much greater than HCC's adult enrollment, the

absolute numbers of poor or minority group students served at the two

institutions may be comparable. The danger is that if TVCC vocational

programs absorb HCC adult students, TVCC programs and services may be

much less oriented toward the job needs and financial needs of these

students.

Recommendation: In considering allocating adult vocational program

responsibility for adults to TVCC, educators should insure that specified

plans are made to meet the job and financial needs of the low income and

minority students who form a large part of HCC's enrollment.

Part II

DETAILED TABLES

LIST OF TABLES

SECTION A. FAIRBANKS VOCATIONAL STUDENTS I EDUCATIONAL NEEDS AND vims ON THE SCHOOL QUALITY AND ORGANIZATION

1. Vocational Students' Views on Whether More People Would Enroll in TVCC if Building Moved Off Campus

2. Basis for View Concerning Change in Enrollemnt if TVCC Moved 3. Students• Perceptions on Whether TVCC Plans Vocational

Progra.ms Relevant to the Labor Market 4. Areas in Which Vocational Students Would Like Help 5. Problems Bothering Vocational Students 6A. Percentage of Vocational Students who Offered Suggestions

for Improving Instruction at School 68. Vocational Students• Suggestions for Improving Instruction

at School 7. Vocational Students' Opinions of the Quality of Teachers

and Instruction at School 8A. Percentage of Students who Offered Suggestions for Improving

Vocational Students' Educational Experience 8B. Suggestions for Improving Vocational Students• Educational

Experience 9. Vocational Students' Opinions of the Quality of Educational

Experience at the School

SECTIO!'~ B. FAIRBANKS VOCATIONAL STUDENTS I MOTIVATIONS FOR ENROLLING IN A PROGRAM AND EDUCATIONAL AND OCCUPATIO!~AL GOALS

10. Most Important Reason for Taking Vocational Education Courses 11. Vocational Education Students' Views on How Well Courses Have

Met Their Need 12. Vocational Education Students' Motivations for Taking a

Vocational Program: A. Importance of Job-Related Reasons B. Importance of General Education Reasons C. Importance of Skills for Personal Use

13. Major Motivations of Students in Different Program Areas for Taking Vocational Courses

14. Types of Jobs Students Want to Use Vocational-Technical Courses For

15. Geographical Areas Where TVCC & Hutchison Students Who Are Using Vocational Program for a Job Plan to Look for Employment

LIST OF TABLES (Continued)

16. Geographical Areas Where TVCC & Hutchison Students Who Plan to Use Vocational Program for a Job Can Seek Employment if Required

17. Types of People Whom Vocational Students Have Talked to About Jobs: Only Students Who Are Using Vocational Program for Jobs

18. Reasons Vocational Students Chose Particular School 19. Proportion of Vocational Education Students with Specific

Educational Plans 20. Educational Plans of Vocational Education Students 21. Proportion of Vocational Students Who Plan on Completing Their Educa

tio~al Program: Only Students who are Using Vocational Program for a Job 22. Problems That Could Stop Vocational Education Students From

Completing Their Educational Plans 23. Difficulty of Move to Another Community to Find a Job for

Students Who Are Using Vocational Program for a Job 24. Why it Would be Difficult for Vocational Students to Move

for Work, for Students who are Using Vocational Program for a Job 25. Vocational Education Students' Plans to Move From Fairbanks

Area: Only Students Who Are Using Vocational Program for a Job

26. Basis of Moving for Vocational Students with Plans to Move: Only Students Who Are Using Vocational Program for a Job

27. What Vocational Students Would do if Vocational Courses Now Enrolled in Were Not Offered in Fairbanks

SECTION C. LABOR FORCE PARTICIPATior~ AND OTHER CHARACTERISTICS OF FAIRBANKS VOCATIONAL STUDENTS

28. Labor Force Characteristics of Vocational Students 29. Labor Force Status of Vocational Students 30. Occupations of Vocational Students Based on All Jobs Held in

Last 12 Months 31. Hours Vocational Students Worked per Week 32. 11/ork History of Vocational Students 33. Level of Education of Vocational Students 34. How Students are Paying for Their Education 35. Incomes of Vocational Students: A. Proportions of Students

Who Provide Most of the Income in Their Households; B. Total Fan~ly Income Before Taxes 1978

LIST OF TABLES (Continued)

36. Whether Vocational Students Moved to Fairbanks to Enroll in School

37. Community Moved From of Those Students Hho Moved to Enroll 38. Years Vocational Students Have Lived in Alaska 39. Ages of Vocational Students 40. Characteristics of Vocational Education Students 41. Number of Children Living at Home of Vocational Students 42. Number of Semesters Vocational Students Have Been Taking Courses 43. Proportion of Vocational Students Enrolled in Other University

Courses ·

44. Numbers of Vocational Students Taking Credit Hours at Other Education Institutions

45. Proportion of Vocational Students Who Have Declared a Major 46. Vocational Program Areas of Sampled Vocational Students

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A.

FAIRBANKS VOCATIONAL STUDENTS' EDUCATIONAL NEEDS

AND VIEWS ON THE SCHOOL QUALITY AND ORGANIZATION

Yes No

TABLE l

VOCATIONAL STUDENTS' VIEWS ON WHETHER MORE PEOPLE1 WOULD ENROLL IN TVCC IF BUILDING MOVED OFF CAMPUS

SCHOOL

TVCC* Hutchison*

15% 27% 85 73

100% l 00%

Number: (185) ( 52)

TOTAL

18% 82

100%

(237)

1The question read, 11To serve students better, Tanana Valley Community College is considering moving to a building away from the University of Alaska campus. Do you think more people would enroll in TVCC courses if the building were away from the University of Alaska campus?11

* Significant difference at 95 percent confidence interval.

TABLE 2

BASIS FOR Vin/ CONCERNING CHANGE IN ENROLLMENT IF TVCC MOVED

SCHOOL

TVCC* Hutchison* TOTAL

Transportation & housing problems would increase & discourage UA students from attending TVCC 33% 0 27%

Relish the "university atmosphere" & closeness to UA facilities 17 6 15

Moving TVCC would improve parking & access 1 6 2

A central location seems better, more convenient 20 18 20

Moving TVCC would give it identity of its own 1 0 l

Moving TVCC would only dupli-cate faci 1 ities 5 9 5

It does not matter 14 46 20 Other reasons 9 15 10

100% 100% 100%

Number: ( 151) (:33) ('184)

* Significant difference at 95 percent confidence interval.

TABLE 3

STUDENTS' PERCEPTIONS ON WHETHER TVCC PLANS VOCATIONAL PROGRAMS RELEVANT TO THE LABOR MARKET1

SCHOOL

PERCEPTIONS TVCC Hutchison

Programs Not Geared to Job Market 50% 51%

Programs Geared to Job Market 50 49 100% 100%

Number: ( 160) (45)

TOTAL

50% 50

100%

(205)

1The question read, 1100 you think TVCC/Hutchison offers vocational programs because there are jobs available, or that programs are offered with little concern for available jobs? 11

TABLE 4

AREAS IN WHICH VOCATIONAL STUDENTS WOULD LIKE HELP

PROPORTION OF STUDENTS WANTING HELP

TVCC Hutchison TOTAL ----------------------------Planning my education/choosing classes 23% 14% Finding out what kind of work I would

like to do 17 21 Finding a summer/part-time job 24 35 Finding a job after I graduate 32* 62* Learning how to interview for a job

and fill out job applications 17 19 Help in solving personal problems with

housing, friends 9 4 Help in getting financial aid 18* 35* Need no assistance of any kind now 32 37

Number: ( 185) (52)

* Significant difference at 95 percent confidence level.

21%

18 26 39*

17

8 22* 33

(237)

TABLE 5

PROBLEMS BOTHERING VOCATIONAL STUDENTS

PROBLEMS TVCC Hutchison TOTAL

Enrolling & Choosing Classes Comelicated Problem before starting school 18% 8% 16% Presently a problem 7 0 6

Monet Problems Problem before starting school 2 4 2 Presently a problem 0 0 0

Hard to Find Friends Problem before starting school 4 6 4 Presently a problem 2 0 1

Thought I Had to Take Test to Get In Problem before starting school 3 4 3 Presently a problem 0 0 0

Thought I Had to Have a Dieloma or GED to Get In

Problem before starting school 2 6 3 Presently a problem 0 0 0

Afraid I was Too Old Problem before starting school 5 10 6 Presently a problem 1 0 (-)

Did Not Know if I Could Handle Academic Work


Did Not Know if I Could Find a Job in This Area Afterwards


Number: ( 185) ( 52) (237)

( -) Indicates less than 1 percent.

TABLE 6A

PERCENTAGE OF VOCATIONAL STUDENTS WHO OFFERED SUGGESTIONS FOR IMPROVING INSTRUCTION AT SCHOOL

CHOOL

TVCC* Hutchison*

Students Who Offered Suggestions 39% 37%

Students Who Did Not Comment 61 63 100% 100%

Number: {185) ( 52)

*Significant difference at the 95% confidence level.

TABLE 68

VOCATIONAL STUDENTS' SUGGESTIONS FOR IMPROVING INSTRUCTION AT SCHOQLl

SUGGESTIONS

Dissatisfaction with Teachers: Hire better, more committed

teachers, check up on them Improve classroom atmosphere

and discipline Encourage teachers to be

more helpful Subtotal:

More & Better Equipment More Classes & Workshops More Night, Weekend and Open

Entry Cl asses Other2

Number:

SCHOOL

TVCC* Hutchison*

43%

l

4 48%

21 8

8

15 100%

(73)

5%

16

11 32%

32 16

21 101%

( 19)

*Significant difference at the 95% confidence level. 1Note that only 39% of the group offered suggestions.

TOTAL

39%

61 100%

(237)

TOTAL

35%

4

5 44%

23 10

7

16 100%

(92)

2These suggestions covered a wide range of individual opinions with no single group large enough to form a category.

TABLE 1

VOCATIONAL STUDENTS' OPINIONS OF THE QUALITY OF TEACHERS AND INSTRUCTION AT SCHOOLl

SCH L

QU8LI1Y TVCC* Hutchison*

Excellent 28% 49% Very Good 47 39 Fairly Good 22 10 Not Good at All 3 2

100% 100%

Number: ( 176) (49)

TOTAL

33% 45 19 3

100%

(225)

* Significant difference at the 95 percent confidence level.

1The question read, "Overall, how would you judge the teachers and quality of instruction at this school?"

TABLE 8A

PERCENTAGE OF STUDENTS WHO OFFERED SUGGESTIONS FOR IMPROVING VOCATIONAL STUDENTS' EDUCATIONAL EXPERIENCE

SCHOOL

TVCC Hutchison

Students Who Offered Suggestions 39% 44%

Students Who Did Not Comment 61 56 100% 100%

Number: (185) (52)

TABLE 88

SUGGESTIONS FOR IMPROVING VOCATIONAL STUDENTS' EDUCATIONAL EXPERIENCEl

SUGGEST! ONS

More Equipment to Work With Improve Teaching Standards & Hire

Better Teachers Offer More Night, Weekend &

Summer Classes More Money to Develop Programs More Fieldwork & Practical

Experience Organize School so it's Distinctive Other2

Number:

SCHOOL

TVCC Hutchison

15% 33%

19 9

10 8 5

12 19 7 5

29 29 100% 100%

( 67) ( 21)

lNote that only 40% of the group offered suggestions.

TOTAL

40%

60 100%

(237)

TOTAL

19%

17

8

7

14 6

29 100%

(88)

2These suggestions covered a wide range of individual openings with no single group large enough to form a category. Also, those who gave 11none11 as a response were excluded: this amounted to five TVCC and two Hutchison students.

TABLE 9

VOCATIONAL STUDENTS' OPINIONS OF THE QUALITY OF EDUCATIONAL EXPERIENCE AT THE SCHOOL

SCHOOL

OPINIONS TVCC Hutchison

Excellent 17% 32% Very Good 52 48 Fairly Good 28 20 Not Good at All 3

100% 100%

Number: (177) (50)

TOTAL

20% 51 26 3'

100%

( 227)

B.

FAIRBANKS VOCATIONAL STUDENTS I MOTIVATIONS FOR ENROLLING

IN A PROGRAM AND EDUCATIONAL AND OCCUPATIONAL GOALS

TABLE 10

MOST IMPORTANT REASON FOR TAKING VOCATIONAL EDUCATION COURSES l

SCHOL

REASON TVCC Hutchison TOTAL

Job-Related Develop skills for a career in

this field 32% 50% 36% Improve ski 11 s in present job,

get promoted 13 4 11 Other (get a job skill to fall

back on, see if like the work, etc.) 7 2 5

Personal Interest, Develo~ Useful Skills 34 21 31 Obtain a Degree 9 15 11 Influence of Teachers, Family, Friends 2 8 4 Other 3 2

100% 100% 100%

Number: ( 166) ( 52) (218)

1This analysis is based on the students' major vocational field. Of the students sampled, 10 students were taking vocational courses in a second vocational area. Of these, 90 percent had job-related reasons for enrolling and 10 percent had uegree-related reasons.

Very well Fairly well Not so well

TABLE 11

VOCATIONAL EDUCATION STUDENTS' VIEWS ON HOW WELL COURSES HAVE MET THEIR NEED

TVCC

43% 41

6

SCHOOL

Hutchison

55% 31 4

Not well at all 2 Don't know 8 10

100% 100%

Number: ( 178) ( 51)

TOTAL

46% 39 6 l 8

100%

(229)

TAlll[ 12

VOCATIOHAL EOUCAT ION STIJU[IITS I MOTi VAT IONS FOR TAKHIG A VUC/\l lOIIAL PROGIU\M

A. IMPORTAHCE OF JOU-RELATED REASOIIS

MOTi VAT JOH

Takin.9_J:ourses Unli 1 I Can Find Work -rxtrenielyfmportan t

lrnportant Somewhat important Not important Does not apply

Oevelo.E.i_ng Skills for a Career in ~Field

Extremely important Important Somewhat important Not important Does not apply

Promotion in Current Job -rxfremely importan_t_

Important Somewhat important tlot important Does not apply

Improve Skills in Current Job Extremely important Important Somewhat important Not important Does not apply

Retrain for Another Career Extremely important Important Somewhat important Not important Does not apply

Get a Useful Skill to Fall Back On Extremely important Important Some1vha t important Not important Does not apply

See if I Like the Work* Extremely important Important Somewhat important Not important Docs not apply

Earn a H_ighcr Income Extremely important Important Somewhat important ilot important Does not apply

·Get Rea<!J~Gi.lS Pipeline Extremely important Important Somcwh~ t important Not i111port<1nt Docs not apply

Number:

---------

TVCC

3% 7

13 12 65

TOO%

45% 25 10 5

15 Too%

14% 9 7

11 59

Tolrt

25% 16

9 4

46 Too%

22% 14 10 11 43

Too%

17% 20 15 8

40 Too%

16% 24

9 11 40

Toef%

24% 21 10 13 Jt'.

TciU%

6% 6 7

14 67 root

(163)

SCIIO

llutchison

4% 11 13 6

66 iooi

61% 17 10 2

10 Too%

4% 13 9 4

70 Too%

8% 14 10 4

64 Too%

38% 18 11 6

27 Too%

16% 24 18 9

33 Too%

8% Hi 23 10 44

17io%

35% 23 17

6 19

Too%

19% 6

11 8

56 W6t

(47)

* Sl~nlfic:ant difference ,,t the 95 percent confidence illtC!rval,

TOTAL

3% 8

13 11 65

100%

48% 23 10 5

14 Too%

12% 10 7

10 61

Too%

21% 15

9 4

51 100%

26% 15 10 10 39

Tiio%

17% 21 15

9 38

Too%

14% 22 12 11 41

100%

26% 21 12 12 29

100%

9% 6 8

12 65

l00/4

(210)

TABLE 12 (Continued)

VOCATIONAL EDUCATION STUDENTS' MOTIVATIONS FOR TAKING A VOCATIONAL PROGRAM

B. IMPORTANCE OF GENERAL EDUCATION REASONS

SCHOOL

MOTIVATIONS TVCC Hutchison

Get a 2-Year or 1-Year Certificate Extremely important 18% 28% Important 17 11 Somewhat important 9 11 Not important 7 7 Does not apply 49 43

100% 100%

Prepare to Transfer to a 4-Year College Program

Extremely important 8% 7% Important 11 2 Somewhat important 13 17 Not important 11 7 Does not apply 57 67

100% 100%

Prepare for an Aeerenticeshie Program* Extremely important 2% 19% Important 9 8 Somewhat important 9 6 Not important 8 4 Does not apply 72 63

100% 100%

Number: { 166) (47)


TOTAL

20% 16 9 7

48 100%

8% 9

14 10 59

100%

6% 9 8 7

70 100%

(213)

TABLE 12 (Continued)

VOCATIONAL EDUCATION STUDENTS' MOTIVATIONS FOR TAKING A VOCATIONAL PROGRAM

C. IMPORTANCE OF SKILLS FOR PERSONAL USE

MOTIVATION

Learn a Skill for Personal Use Extremely important Important Somewhat important Not important Does not apply

Develop a Leisure Interest or Hobby Extremely important Important Somewhat important Not important Does not apply

Number:

TVCC

30% 23 11

3 33

100%

12% 16 18 13 41

100%

(169)

SCH OL

Hutchison

29% 23 18 12 18

100%

10% 21 21 17 31

100%

( 49)

TOTAL

30% 22 13 5

30 100%

11 % 17 19 14 39

100%

(218)

TABLE 13

MAJOR MOTIVATIONS OF STUDENTS IN DIFFERENT PROGRAM AREAS FOR TAKING VOCATIONAL COURSES1

PROPORTION OF STUDENTS GIVING REASON Develop Skills Improve Current Personal

for Career Job Skills Interest Other

TVCC --p;yiation Technology (N=l6)

Electronics Technology (N=21) Fire Science Technology (N=lO) Drafting (N=l2) Mineral & Petroleum

Technology (N=l4) Office Occupations (N=l2) Paraprofessional Counseling

(N=l2) Professional Development (N=l4)

Hutchison Aircraft Technology (N=ll) Office Occupations (N=ll)

13% 38 30 42

42 58

17 7

50 55

13% 5

20 17

33 7

8

1Based on programs with 10 or more sampled students.

50% 5

30 8

17

8 64

24% = 100% 52-. = 100 20 = l 00 33 = 100

58 = 100 25 = 100

42 = 100 22 = 100

42 = 100 45 = l 00

TABLE 14

TYPES OF JOBS STUDENTS WANT TO USE VOCATIONAL-TECHNICAL COURSES FOR,

JOB

Professional, Technical and Managerial Occupations

Engineering, Surveying, Drafting

Medicine & Health Education Library Sciences Airplane Pilot Managers/Accountants Graphic Arts Computer Programmer Counseling Other

Clerical & Sales Secretaries, Clerk-Typist,

General Office Bookkeepers Sales Bank Teller Other

Service Occupations Food & Beverage Preparation Fire Fighters, Police Officers

Agricultural & Related Occupations

Petroleum Processing Mechanics & Machinery Repair

Aircraft Auto Other

Electronics Tech Structural Work

Boilermaker Construction Plumbers Electricians Laborer

Miscellaneous Motor Freight Driver Other

Not Applying Courses to Job No Response

Number:

{-) Indicates less than 1 percent.

TVCC

3% 2 2 2 1 3 2 2 5 5

3 1 2 1 1

2 4

2 7

(-) 1 1 7

1 2 l 2

(-)

(-) 2 2

19 12

100%

( 185)

SCHOOL

Hutchison

4%

15 2

2

4

19 10

6 2

7

4 6

19 100%

( 52)

TOTAL

3% 2 2 1 1 2 1 1 4 4

6 l 2

(-) l

l 4

2 6

5 3 2 6

(-) 3 1 1

( ··)

(-) l 3

17 14

100%

( 237)

TABLE 15

GEOGRAPHICAL AREAS WHERE TVCC & HUTCHISON STUDENTS WHO ARE USING VOCATIONAL PROGRAM F9R A JOB

PLAN TO LOOK FOR EMPLOYMENT

SCHOOL

GEOGRAPHICAL AREA TVCC Hutchison

Somewhere in Alaska* 36% 28% Fairbanks Only 36 50 Outside Alaska 5 6 Don't Know 23 16

100-% 100%

Number: ( 114) (36)

TOTAL

34% 40

5 21

100%

( 150)

1The question read, "In what geographical area will you be looking for this job?" 11This11 refers to the occupations students want to use their vocational skills in.

*Of these, 16 out of 61 preferred Fairbanks area, 8 preferred Anchorage, 3 preferred Southeast Alaska, 8 preferred rural Alaska, and the others did not specify a location.

l ! Ii

I 11

ill I

I -I

I

I 1i

-i l I'

I l ii l

j Iii. I

11·

l f! !1

II

TABLE 16

GEOGRAPHICAL AREAS WHERE TVCC & HUTCHISON STUDENTS WHO PLAN TO USE VOCATIONAL PROGRAM FOR A JOB

CAN SEEK EMPLOYMENT IF REQUIREDl

SCHOOL

GEOGRAPHICAL AREAS TVCC Hutchison .. 'TOTAL

Anchorage area 38% 35% 38% Anywhere in Alaska 36 32 35 Outside Alaska 39* 15* 33 Southeast Alaska 36 32 35 Rural Alaska 24 24 24

Number: (117) (34) ( 151)

1The question read, "If you cannot find a job in the community you want, to which of the following places would you be willing to move?11


TABLE 17

TYPES OF PEOPLE WHOM VOCATIONAL STUDENTS HAVE TALKED TO ABOUT JOBS:

ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR JOBS

SCHOOL

TVCC Hutchison TOTAL

Teachers 33% 43% 35% School Counselor/Placement

Office 20 8 17 State Employment Office 30 41 33 Employers in Field of Study 41 41 41 Friends or Family 43 49 45 Have Not Thought About Job

4 5 :4 Opportunities

Number: (122) (37) ( 159)

TIIBLE 18

REASOUS VOCIITIOHIIL STUOEIITS CHOSE PIIRTICULAR SCIIOOL

SCflOOL

REIISOl'"IS'----------------'-TV:...:C:..:C __ ..:.Hu=-t:..:ccch-'-i s""'o:.cn~ __ ..,Tc..:.O""T/1'-"Lc.-

Likc<!__Course~rings Extrcn~Jy important Important S0me~1hat important Hot important

Class Times Fit Family/Hork Extremely important Important Somewhat important Not important

~Place in Fairbanks I Could Get This Program

Extremely important Important Somewhat important !lot important

Taking Courses at University Anyway & School Is Close

Extremely important Important Somewhat important Not important

Cost of Courses Is Low Extremely important Important S0me~1hat important Not important

Takes a Short Time to Finish Courses Here

Extremely ir.1portant Important Somewhat important Not important

It's a Good School* Extremely important Important Somewhat important Not important

Friends Have Gone Here & Liked It* Extre111ely important Important S0me~1hat important Not important

rought I Could Get Better Grades ___ 1han a~4-Year Coilcqe

Extremely important Important Somewhat important Not important

Number:

42% 46 10

2 TWX

40% 28 16 16

'foo%

37% 29 17 17

Too%

9% 14 17 60

100%

14% 27 30 29

Too%

9% 22 30 39

Too%

18% 48 19 15

100%

3% 12 13 72

Too%

3% 4

10 83

Too.i;

(185)

49% 41 8 2

100%

25% 31 24 20

]OU%

41% 31 12 16

100%

6% 4

11 79

100%

21% 21 43 15

100%

10% 36 26 28

100%

45% 39 8 8

100%

13% 15 8

64 TollX.

11% 6

13 70

Too%

( 52)

* Significant difference at 95 percent confidence level,

44% 45

9 2

Too%

37'1, 29 18 16

Too%

38% 29 16 17

100%

8% 12 16 64

Too%

16% 26 32 26

Too%

9% 25 29 37

100%

24% 46 17 13

100%

5% 12 12 71

Too%

5% 5

10 80

Too%

(237)

TABLE 19

PROPORTION OF VOCATIONAL EDUCATION STUDENTS WITH SPECIFIC EDUCATIONAL PLANS

SCHOOL

TVCC Hutchison

Have clear educational plans 63% 64% Still making up my mind 37 36

100% 100%

Number: ( 172) ( 50)

TABLE 20

EDUCATIONAL PLANS OF VOCATIONAL EDUCATION STUDENTS

SCHOOL

EDUCATIONAL PLANS TVCC* Hutchison*

4 Year College Degree 21% 2% 2 Year Associate Certificate 29 18 1 Year Certificate 2 24 Gain enough skills for job

without taking entire program/upgrade skills 12 24

Take interesting courses for personal use 22 24

Want degree and also courses for personal use 6 4

Other 8 4 100% 100%

Number: ( 184) (50)

TOTAL

63% 37

l 00%

(222)

TOTAL

16% 27

6

16

22

6 7

100%

(234)


TABLE 21

PROPORTION OF VOCATIONAL STUDENTS WHO PLAN ON COMPLETING THEIR EDUCATIONAL PROGRAM:

ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB

SCHOOL


Yes 38% 67% 45% No 62 33 55

100% 100% 100%

Number: ( 113) (33) (146)


TAIJLE 22

PROIJL[MS TII/\T CO!Jl.O STOP VO(,flTJOl!Al. r:DLICAT ION STUlJ[NlS FROM COMIUTHJG TIIEIH UJUCATIOll/\L PL/INS

SCHOOL

PROBW!_S TVCC Hutchison TOT/IL

Lack of Job to Pay Expcn~cs Hhilc in Scl1oor---verjlikely 14% 25% 16%

Li kcly 14 18 15 Not too likely 27 7 23 Not likely at all 45 50 46

Tod'¾ Too;.; Too%

Cost of Traini.!!9. Verylikely 9% 12% 10%

Likely 14 22 16 Not too likely 34 17 30 Not likely at all 43 49 44

Too% Too% Too%

Lack of Financial Aid at This School Very likely 5% 8% 6% Likely 15 16 15 Not too likely 29 27 28 Not likely at all 51 49 51

Tooi Toox Too%

Finding a Job I Like More Than School Very likely 7% 8% 8% Likely 11 13 11 Hot too likely 28 25 27 Not likely at all 54 54 54

Too".l Too% 100%

Moving Av:aY From Area Very likely 7% 5% 7% Likely 10 9 10 Not too likely 29 29 29 Not likely at all 54 57 54

Tooi . Too% Too%

Family Reseonsibilities Too Heavy Very likely 8% 5% 7% Likely 14 20 15 Not too likely 26 15 24 Not likely at all 52 60 54

Too% 100'); Too%

Work Reseonsibilities Too Heavy Very likely 11% 7% 11% Likely 16 10 15 Not too likely 31 20 28 Not likely at all 42 63 46

Too¾ Too% Too%

Can't Seem to Get Classwork Oone on Time Very 1 i ke ly 3% 2% 3% Likely 7 8 7 Not too likely 37 28 35 Hot likely at all 53 62 55

"iooZ 100% Too%

Training Program Is Too Difficult Very likely 1% 1% Likely 4 2 3 Not too likely 30 25 29 Not likely at all 65 73 67

Too¼ Too% Too%

11ctuys ictinq Prob I ems Very likely 1% 8% 3% Likely 6 5 6 Not too likely 16 10 14 Not likely at all 77 77 77

Toox Toot Tcio'X

Courscvmrk I Want Is Not Available --VCryllkel y 10% 3% 9%

Likely 8 5 7 Hot too likely 27 14 24 Not likely at all 55 78 60 ruu:; 10oz T61fa

Number: ( 151) (40) (191)

TABLE 23

DIFFICULTY OF MOVE TO ANOTHER COMMUNITY TO FIND A JOB FOR STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB

SCHOOL

TVCC Hutchison

Very difficult 25% 37% Difficult 39 23 Fairly easy 20 29 Very easy 17 11

100% 100%

Number: (106) ( 35)

TABLE 24

WHY IT WOULD BE DIFFICULT FOR VOCATIONAL STUDENTS TO MOVE FOR WORK, FOR STUDENTS WHO ARE USING

VOCATIONAL PROGRAM FOR A JOB

SCHOOL

TVCC Hutchison

Not enough money to make the move 48%* 76%* Children are in school here 24 33 Spouse has job here 30 29 Sell home necessary and/or friends

& family here 67 43 Would not know where to look for

job in another location 25 35

Number: ( 76) (21)

*Significant difference at 95 percent confidence level.

TOTAL

28 35 22 15

100%

( 141 )

TOTAL

54% 26 30

62

27

(97)

TABLE 25

VOCATIONAL EDUCATION STUDENTS' PLANS TO MOVE FROM FAIRBANKS AREA: ONLY STUDENTS \·JHO ARE USING VOCATIONAL PROGRAM FOR A JOB

SCHOOL

PLANS TO MOVE TVCC* Hutchison* TOTAL

Within 6 months 11% 18% 13% Within 2 years 10 8 Sometime in future 24 32 26 No plans to move 55 50 54

100% 100% 100%

Number: ( 118) (34) ( 152)


TABLE 26

BASIS OF MOVING FOR VOCATIONAL STUDENTS WITH PLANS TO MOVE: ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB

SCHOOL

BASIS OF MOVING TVCC Hutchison TOTAL

To find work or accept a job 35% 61% 41% Dissatisfied with Fairbanks/Alaska 21 11 18 Military/spouse transfer 16 6 13 Attend another school 11 11 11 Only here for school 3 6 4 Other 14 5 12

100 100 100

Number: ( 57) ( 18) (75)

TABLE 27

WHAT VOCATIONAL STUDENTS WOULD DO IF VOCATIONAL COURSES NOW ENROLLED IN WERE NOT OFFERED IN FAIRBANKS

SCHOOL

TVCC* Hutchison*

Not enroll tn vocational courses at all 58% 40% Take different vocational courses 29 22 Move to another community to take

some courses 13 34 Move to another community to take

different courses . ( -) 4 100% 100%

Number: ( 176) ( 50)


TOTAL

54% 28

17

l 100%

(226)

c. LABOR FORCE PARTICIPATION AND OTHER CHARACTERISTICS

OF FAIRBANKS VOCATIONAL STUDENTS

TABLE 28

LABOR FORCE CHARACTERISTICS OF VOCATIONAL STUDENTS

SCHOO


Employed 64%* 24%* 55%* Unemployed & Looking for Work 26* 54* 32* UnemplQyed & Not Looking for

lfork 9 14 10 Homemaker 11 * 22* 13* Student 46 52 47 Retired 2 4 3

Number: ( 180) (50) (230)


NOTE: Students were asked to check all the self-identifications that applied to them.

TABLE 29

LABOR FORCE STATUS OF VOCATIONAL STUDENTS

SCHOOL

STATUS TVCC* Hutchison* TOTAL

In the Labor Force Employed 71% 31% 64% Unemployed 29 69 36

100% 100% 100%

Percent NILF 12% 22% 13%

Number: (180) (50) (230)

* Significant difference at the 95 percent confidence 1 eve 1.

TABLE 30

OCCUPATIONS OF VOCATIONAL STUDENTS BASED ON ALL JOBS HELD IN LAST 12 MONTHS

SCHOOL

OCCUPATIONS TVCC Hutchison

Professional/Technical/Managerial 28% 9% Clerical & Sales 18 17 Service 15 22 Structural Work

Skilled 2 2 Unski 11 ed 13 17

Mechanics & Machinery Repair 4 9 Benchwork, Electronic Tech & Other 3 9 Fisheries, Forestry, Hunting 3 7 Processing Occupations 2 Miscellaneous 12 8

100% 100%

Total Number of Jobs Held: ( 199) (46)

Proportion of Students Mentioning No Job 16% 35%

TABLE 31

HOURS VOCATIONAL STUOENTS HORKED PER vJEEK

SCHOOL

HOURS WORKED TVCC* Hutchison*

None 34% 68% 1-20 10 12 21-39 8 2 40+ 48 18

100% l 00%

Average Hours Worked 25 11

Mumber: ( 183) ( 50)

* Significant differences at the 95% confidence level.

TOTAL

24% 18 16

·2 14 5 4 4 2

11 100%

(245)

TOTAL

42% 11 6

41 100%

(233)

TABLE 32

WORK HISTORY OF VOCATIONAL STUDENTS


Mostly Summer or Part-Time Work 14% 16% 15% Several Different Short-Term Jobs 18 20 18 Held One or More Jobs for a Year or

Longer 68 64 67 Never Had a Paying Job

100% l 00% l 00%

Number: (179) ( 50) (229)

TABLE 33

LEVEL OF EDUCATION OF VOCATIONAL STUDENTS

SCHOOL

EDUCATION TVCC* Hutchison* TOTAL

Under high school 2% 14% 4% High school graduate 26 60 33 Some college or

postsecondary 47 18 41 College graduate

or above 25 8 22 100% 100% 100%

Number: ( 182) { 50) (232)

*Significant differences at the 95% confidence level.

TABLE 34

HOW STUDENTS ARE PAYING FOR THEIR EDUCATION

Self-support or spouse Agency paying/free tuition Parents paying Student loans or grants VA benefits Unemployment benefits Other

Number:

PROPORTION OF STUDENTS USING SOURCE OF SUPPORT


67%* 17* 12 9

11 4 6

( 181)

40%* 31* 8 8

19 8 2

( 48)

62%* 20* 11 9

13 5 5

(229)


TABLE 35

A. INCOMES OF VOCATIONAL STUDENTS

PROPORTIONS OF STUDENTS WHO PROVIDE MOST OF THE INCOME IN THEIR HOUSEHOLDS*

Proportion Providing Most Household Income

TVCC

69%

Hutchison

51 %

TOTAL

65%


B. TOTAL FAMILY INCOME BEFORE TAXES 1978

INCOME TVCC Hutchison TOTAL

Under $3,000 12% 22% 14% $3, 000-7, 999 13 21 15 $8,000-11,999 12 19 13 $12,000-19,999 14 5 12 $20,000-29,999 17 14 16 $30,000-49,999 22 14 21 $50,000 + 10 5 9

100% 100% 100%

-Medi an Income $19,81Sk $9,50(1 $17,500

95~~ Confidence [$17 ,018- [$ 2,800- [$15,200-Interval 22,618] 16,200] 19,800]

Number: ( 161 ) (42) (203)


TABLE 36

WHETHER VOCATIONAL STUDENTS MOVED TO FAIRBANKS TO ENROLL IN SCHOOL

MOVED TO ENROLL IN SCHOOL TVCC

SCHOOL

Hutchison

Yes No

Number:

COMMUNITY

Anchorage Rural Alaska

11 % 89

100%

(181)

TABLE 37

14% 86

100%

(50)

COMMUNITY MOVED FROM OF THOSE STUDENTS WHO MOVED TO ENROLL

SCHOOL

TVCC Hutchison

11% 30 33

Outside Alaska 35 45 Other 35 11

100% 100% Number: (20) (9)

TOTAL

11 % 89

100%

(231)

TOTAL

3% 31 38 28

100% (29)

TABLE 38

YEARS VOCATIONAL STUDENTS HAVE LIVED IN ALASKA

SCHOOL

YEARS TVCC Hutchison TOTAL

Less than l 2% 2% 2% 1-4 28 33 29 5-9 23 19 22 l O or more 47 46 47

100% l 00% 100%

Number: ( 181 ) (52) (233)

\

TABLE 39

AGES OF VOCATIONAL STUDENTS

SCHOOL

AGE TVCC Hutchisonl TOTAL

18-24 37% 47% 39% 25-34 38 31 36 35-44 15 14 15 45+ 10 8 10

l 00% 100% 100%

Median Age 27 25

Number: (181) ( 51 ) (232)

1Two Hutchison students reported ages of 17.

TABLE 40

CHARACTERISTICS OF VOCATIONAL EDUCATION STUDENTS

CHARACTERISTICS TVCC Hutchison TOTAL

Sex Female 34% 26% 32%

Male 66 74 68 100% 100% l 00%

Number: ( 181) ( 51 ) (232)

Ethnic Grou~* White 86% 72% 83% Black 2 6 3 Alaska Native 5 20 8 Other 7 2 6

lll0% 100% 100%

Number: ( 177) ( 51) (228)

Marital Status Single 48% 50% 48% Married 40 46 41 Divorced 12 4 11

100% 100% "!00%

Number: ( 182) (52) (228)

* Significant difference at the 5 percent level.

TABLE 4.1

NUMBER OF CHILDREN LIVING AT HOME OF VOCATIONAL STUDENTS

SCHOOL

CHILDREN TVCC Hutchison

No children 73% 58% 1-3 children 24 38 4 or more children 3 4

l 00% 100%

Number: ( 17 6) { 50) ·

TABLE 42

NUMBER OF SEMESTERS VOCATIONAL STUDENTS HAVE BEEN TAKING COURSES

SEMESTERS TVCC Hutchison

1 Semester 37% 46% 2 Semesters 44 31 3 or more Semesters 19 23

100% 100%

Number: (180) {52)

TOTAL

70% 27 3

100%

(226)

TOTAL

44% 34 22

100%

(232)

TABLE 43

PROPORTION OF VOCATIONAL STUDENTS ENROLLED IN OTHER UNIVERSITY COURSES1

SCHOOL


Yes No

36% 64

100%

13% 87

100%

31% 69

100%

Number: ( 176) ( 46) (222)


1These are courses in addition to vocational courses in the students• two major vocational program areas.

TABLE 44

NUMBERS OF VOCATIONAL STUDENTS TAKING CREDIT HOURS AT OTHER EDUCATION INSTITUTIONS

Number of Non-Vocational Credits Taken at TVCC

None 1-3 4 or more

Number of Other Credits Taken at University of Alaska

None 1-3 4 or more

Number of Other Credits Taken at Hutchison

None l-3 4 or more

Number:

TVCC

86% 8 6

100%

77% 5

18 100%

98% 1 1

100%

(17 3)

SCHOL

Hutchison

96% 2 2

100%

94% 4 2

100%

(Not Applicable)

(47)

TOTAL

88% 7 5

100%

82% 5

13 100%

(220)

TABLE 45

PROPORTION OF VOCATIONAL STUDENTS i~HO HAVE DECLARED A MAJOR

SCHOOL


Yes 28% 26% 28% No 72 74 72

l 00% 100% 100%

Number: ( 179) (46) (225)

NOTE: Students' majors spanned a variety of fields with no large area of concentration.

TABLE 46

VOCATIONAL PROGRAM AREAS OF SAMPLED VOCATIONAL STUDENTS

PROGRAM AREA

TVCC ~riculture

Aviation Technology Bartending Business Supervision Early Childhood Development Electronics Technology Fire Science Technology Food Service Technology Graphic Arts Library Science Mechanical Technology Mineral & Petroleum Technology Nursing Office Occupations Paraprofessional Counseling Professional Development Water/Wastewater

Number:

Hutchison Aircraft Technology Auto Body Auto Mechanics Carpentry Child Care Occupations Cook/Chef Custodia 1 Drafting Mechanics Office Occupations Printing Waiter, Waitress Welding Electronics Heavy Equipment

Number:

PERCENT

2% 8 2 l 2

14 8 2 8 6 6

10 2

10 10 8 l

100%

( 191)

23% 7 5 2

7

2 12 19 4 2

12 3 2

100%

(57)

FINAL REPORT ADULT VOCATIONAL EDUCATION ......aviation technology and professional development areas...

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Transcript of FINAL REPORT ADULT VOCATIONAL EDUCATION ......aviation technology and professional development areas...