document resume vt 020 828 vocational-technical
TRANSCRIPT
DOCUMENT RESUME
ED 079 550 VT 020 828
TITLE A 'Master Plan for tne Development orVocational-Technical Education In New Mexicc.
INSTITUTION Sterling Inst., Washington, D.C.SPONS AGENCY Economic Cevelopment Administration (DOC),
Washington, D.C.PUB DATE Sep 69NOTE 142p.
EDRS PRICE MF-4C.63 HC-$6.58DESCRIPTOR:; *Educational Planning; Financial Needs; Industry;
*Master Plans; Planning (Facilities) ; ProgramPlanning; *State Programs; State Surveys; *StatewidePlanning; Technical Education; *VocationalEducation
IDEWIIFIERS *New Mexico
ABSTRACTThis master plan for vocational education in New
Mexico is the result of a study conducted by professional educationconsultants. The following areas were examined during the study: (1)
New Mexico's present manpower problems, (2) market trends of futureindustrial potential, (3) state resources capable of attracting newindustry, (4) adequacy of existing programs and facilities invocational education, (5) construction needs, and (6) financing. Inresponse to the expected needs of both students and industry, theconsultant recommended an emphasis on "basin learning skills" ratherthan on subject matter. Other recommendations include: (1) theestablisnment of a state-level occupational readiness group to helpextend the short supply of guidance services throughout the State,(2) new installations to serve large areas and provide for 1.ossiblepost-sedondary programs, and (3) state operational and financialresponsibility for vocational education. (KH)
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U.S. DEPARTMENT OF COMMERCE/Economic Development Administration
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LrLr,
Oc:n A MASTER PLAN FOR THE DEVELOPMENT OF
VOCATIONAL-TECHNICAL EDUCATION
IN NEW MEXICO
prepared by
Sterlini InstituteWashington, D.C.
for the
Economic Development Administration
US DEPARTMENT OF MEAL TMEDUCATION & WF FARENATIONAL tHTITUTF OF
EDUCATION
.
E
This technical assistance study was accomplished byprofessional consultants under contract with theEconomic Development Administration. The statements,findings, conclusions, recommendations, and otherdata in this report are solely those of the contractorand do not necessarily reflect the views of theEconomic Development Administration.
September 1969
U.S. DEPARTMENT OF COMMERCEMaurice H. Stans, Secretary
Rocco C. Siciliano, Under Secretary
Robert A. Podesta, Assistant Secretaryfor Economic Development
ACKNOWLEDGEMENTS
Sterling Institute wishes to express its appreciation tothe following individuals for their assistance in research andpreparation of this report. Particular thanks are extended toDr. Joel W. Price and Mr. Vic Schoonover of the Research Co-ordinating Unit, New Mexico State Department of Education andto Mr. Melvin A. McCutchan, Mr. Warren Nell, Mr. Louis Saavedraand Mr. Harry Wugalter, who served on the Steering Committeeand as consultants. In addition, Sterling Institute receivedassistance from many other members of the New Mexico StateDepartment of Education and the Four Corners Regional Com-mission, to whom it wishes to express its thanks.
Steering Committee
Dr. R. L. Chisholm, Superintendent, Albuquerque PublicSchools
Dr. M. G. Hunt, Assistant Director of Vocational Edu2ation,Colorado
Mr. Mark LaFollette, Employment Assistance Officer, Bureauof Indian Affairs, Window Rock, Arizona
Dr. William McConnell, Executive Director, Board ofEducational Finance
Mr. Melvin A. McCutchan, Division Supervisor, SandiaCorporation
Mr. Warren Nell, Superintendent, Tucumcari Public Schools
Mr. Joe Otero, Superintendent, Taos Public Schools
Mr. Arthur Ortiz, State Planning Officer, New MexicoDepartment of Administration
Mr. Louis Saavedra, Principal, Albuquerque TechnicalVocational Instituce
Mr. Harry Wugalter, Chief, Division of Public SchoolFinance
iii
Four Corners Regional Commission
M. Allen Howe, Executive Director
Mr. Bosco Krivokapich, Consultant, Vocational Education
Consultants
. Al Bettina, Director, School of Technology, EasternNew Mexico University
Mr. James R. Brown, Superintendent, Mountainair PublicSchools
Dr. Pat Lynch, Director, Educational Service Center
Mr. Melvin A. McCutchan, Supervisor, Position Evaluationand Classification Division, Sandia Corporation
Mr. Leo Murphy, Director, Economic Development Adminis-tration, Santa Fe, New Mexico
Mr. Warren Nell, Superintendent, Tucumcari Public Schools
Mr. Louis Saavedra, Principal, Albuquerque TechnicalVocational Institute
Dr. Tom Siegenthaler, Dean, Vocational Adult Education,New Mexico Junior College
Dr. Leon Wagley, Director, Department of Agriculturaland Extension Education, New Mexico State University
Mr. Harry Wugalter, Chief of Public School Finance
Department of Education
Mr. Leonard J. De Layo, Superintendent
Dr. Mildred Fitzpatrick, State Director, Title I ESEAServices
Mr. Wade Frederickson, Former Director of VocationalEducation
Mr. Glen Gabehart, State Coordinator, MDTA Program
iv
Dr. W. G. Mayhon, Research Division
Mr. Don Milligan, Assistant Coordinator, MDTA Pt-sp.:rams
Mr. Lee Palmer, State Supervisor, Trade and Ina.6trialEducation
Mr. Weldon Perrin, Director of Vocational EthIcation
Dr. Joel W. Price, Director, Research Coordinatiq,j Unit
Dr. R. Redimer, Director of Research
Mr. Vic Schoonover, Assistant Director, ResearchCoordinating Unit
TABLE OF CONTENTS
Section Page.
LIST OF TABLES ix
LIST OF FIGURES xi
LIST OF MAPS xii
I INTRODUCTION TO 7.11-1E PLAN 1
Purpose 1
Background 1
Environmental Factors 2
II SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS 4
Program 4
Occupational Preparation 5
Facilities 5
Finance 5
Organization 6
III DEFINITION, GOALS AND CBJECTIVES 7
Definition 7
Goals and End Objectives 7
General End Objectives 7
Specific End Objectives 9
Internal Objectives 9
Program Objectives 9
Guidance 10
Organization 10
IV THE ECONOMIC ENVIFDNMENT FOR VOCATIONALEDUCATION 11
The Economy of New Mexico AnOvecview 11
The Question of Balance 12
vi
Section Page
The Albuquerque Phenomenon 13
Population, Employment and theWorkforce 14
Population 14
Employment 14
The Workforce 16
Conclusion 16
V THE CURRENT STATUS OF VOCATIONAL EDUCATION 18
Secondary School Vocational Education 18
Programs 18
Facilities 21
Guidance 23
Financing 24
Conclusion 25
Post-Secondary and Adult Vocational-Technical Training 26
Programs 27
Facilities and Finance 28
Organization and Operation 29
Federal Government Training Programs 32
Basic Objectives 32
Programs 32
Organization and Operation 34
Financing 35
Relationship to the State 36
Private Training Schools 37
Programs 37
State Accreditation andRelationship 38
Potential 38
vii
Section Page
Industry Views of Vocatio al Edu-cation 39
Familiarity with VocationalEducation 39
Perceived Value of Vocational-Technical Education 42
What Employers Want 48
Conclusions 53
What the Data Shows 53
What the Educators Think 54
VI CONCLUSIONS AND RECOMMENDATIONS 56
General 56
Program 60
Occupational Preparation 66Facilities 66Finance 75Organization 80
Area Coordination and Management 80
Assistant Director for Support 80
Operations 80
Finance 80Occupational Preparation 81Curriculum 81
Facilities 81
Research and Statistical/NewProgram Development 81
Coordination 83
APPENDICES INDEXED AND 30UND UNDER SEPARATE COVER
viii
LIST OF TABLES
Table Page
1 Ratios of New Mexico Per Capita PersonalIncome to U. S. Per Capita Personal Income,1959-1967 11
2 Percentage of Civilian Employment 1967(March Estimate) 13
3 Population and Components of Change, NewMexico Counties, 1960-1967 15
4 Secondary Vocational Offerings, 1967-1968 19
5 Relationship of Programs Offered, StudentsEnrolled and Funds Spent to Available Jobs 19
6 Federally Funded Secondary Vocational Pro-grams by School District, Population andNumber 20
7 First Projection, Division of VocationalEducation Federally Reimbursed Programs,1969 24
8 Functions of the Four Area VocationalSchools in New Mexico 27
9 Type of Organization and Funding of Con-struction for Existing Area VocationalSchools in New Mexico 29
10 Funding Sources for Existing Area Voca-tional Schools in New Mexico 30
11 MDTA and RAR Institutional Training Pro-grams Funded in 1967 and 1968 34
12 Matching Requirements for Current FederalPrograms 36
13 Candidate Requires Less On-the-Job Train-.._ng 43
ix
Table
14 Candidate Can Be Trained Faster and MoreEasily
Page
43
15 Candidate is Potentially Mcre Productiveand/or Promotable 44
16 Candidate Possesses Specific Critical JobKnowledge and/or Skills 44
17 Candidate has Better Work Habits, Attitudesand Motivation 45
18 Summary of Industry's View of the Five Per-ceived Desirable Characteristics of Voca-tionally Trained Job Candidates 46
19 Industry's Ranking of Perceived DesirableCharacteristics of Vocational-TechnicalTrained Job Candidates 46
20 Skills Requested by New Mexico Industriesof Vocationally Trained Candidates 50
21 Selected Economic Indicators in Seven-County Area 58
22 Economic Area A 68
x
LIST OF FIGURES
Figure Page
1 Comparative Dropout Rates, Grades 7-12 b2
2 A Proposed Curriculum Offering and CourseSequence 64
3 A Sample of Program Articulation: AnElectronics Flow Chart 65
4 Annual Full-Time Equivalent Student En-rollment Projections, Proposed AreaVocational Schools 74
5 Estimated Construction Costs of Lrea Vo-cational Schools vs. Bonding Potentialof Districts To Be Served 77
6 Recommended Organizational Alternative,Occupational Training 82
xi
LIST Off' MAPS
1 Relationship of Seven Economically De-pressed Counties to the Albuquerque-Santa Fe-Los Alamos Crescent 57
2 Area Vocational School Syste- . ,xico 72
3 Relationship of School District Boundariesto County Boundaries in New Mexico 76
xii
I. INTRODUCTION TO THE PLAN
Purpose
The purpose of this study is to provide the State ofMexico with the framework for a master plan for vocational
education.
The following areas were examined in the process of thestudy:
1. New Mexico's present manpower problems2. Market trends of future industrial potential3. State resources capable of attracting new industry4. Adequacy of existing facilities and programs5. Construction needs for new facilities6. Financing7. Existing reports and studies8. Need for additional facilities
Background
approximately 43 percent of New Mexico's high schoolgraduates enrolled in college. This is a fact in which theState can be justifiably proud. However, recent statisticsindicate that about only 40 percent of those who enter collegewill graduate. Furthermore, the same high school graduatingclass probably retained less than half of the students it hadstarted school with 12 years previously. The mathematics arestraightforward; approximately one student in 10 receives acollege degree.1
Answering the above questions will obviously broaden thescope of vocational education far beyond its traditionallimits. By recent legislation, the federal government hasfurther expanded these limits by placing training for thehandicapped and socio- economii.cally deprived under the aegisof voczr_ional education.
Paralleling this expansion of who is to be trained hasbeen a broadening of the concept of what is to be taught.
(N.E.A.) Division of Statistics.(New Mexico State Departmenc of Education) Statistical Division.
Although programs in the traditional skills are still en-couraged, growth emphasis is placed on Occupationally orientedgeneral education and programs which assist the student inrelating to the industrial environment.
This concept is not confined to federal legislation, noris it without precedent. Several states have successfullyfollowed an expanded flexible pattern of vocational educationfor a number of years. Among them are Wisconsin, Ohio, NorthCarolina, South Carolina and New York. Other states such asHawaii, Colorado and Texas, have similar programs in theplanning and/or implementation stages.
New Mexico, also, has in recent years recognized the needfor more comprehensive occupational training. The establish-ment of several post-secondary institutions since 1963 is in-dicative of this. However, there are also indications thatan integrated, coordinated, price-performance oriented efforthas not completely evolved.
Environmental Factors
All of the state programs mentioned above are character-ized by the following:
1. Greater emphasis on general education andfamiliarization programs at the secondarylevel and below.
2. Postponement of specific skills trainirjuntil the post-secondary level.
Vocational education cannot be considered in vacuo. Theabove characteristics are clearly in response to the rapidlychanging environment in which we live and the increasing mo-bility of our society.
Speaking to the first point, Wilensky says, "If theaverage youth will hold a dozen jobs in a 46-year work life,many of them not now in existence, the school cannot trainfor specific careers; it should, instead, concentrate on itseducational tasks. The best vocational education now, asbefore, is a good general education accenting basic literary,disciplined work habits and adaptability--and optimal basefor life-time learning."1
1Harold L. Wilensky, "Careers Counseling and Curriculum," TheJournal of Human Resources, Wintec, 1967, Vol. II, No. 1.
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Leon Wagley of New Mexico State University, in discussingthe second characteristic, states, "It's obvious that thecomplexities of the work involved in the technical occupationscall for a relatively sophisticated preparation. As a result,technical and vocational education has more and more beenmoved into post high school institutions."1
In addition to global trends, many factors 1iique to NewMexico impinge on plans for vocational education. Foremostamong these is the tri-cultural nature of the population.This situation has been studied for decades, and this reportwill add little to the volumes of anthropological and socio-logical data already available. However, the broadened scopeof vocational education brings with it opportunities--andchallenges--related to the question.
Welfare cost New Mexico $58,000,000 in 1968, a 10 percentincrease over 1967. An additional $16,000,000 has been re-quested for next year.2 While a direct relationship betweenwelfare and vocational training could be tenuously contractedat best, it cannot be denied that a better educated populaceis less prone to the problems which create welfare cases.
Vocational training also affects the local economy. Theavailability of a trained workforce is a major factor in eco-nomic growth. It is also a potential tool in attracting newindustry. The degree to which New Mexico economy is growingand attracting new industry is a reflection in part of theskill level of its workforce. This, at present, is a matterof some concern.
Before moving on to examine the current status of voca-tional education, it must be stated that such an examinationwill provoke important questions in other areas, particularlythose mentioned above. It is not within the purv.lw of thisreport to comment on or suggest changes in these areas. How-ever, where necessary to clarify the position of vocationaleducation, alternatives will be identified. In some instances,these alternatives will be socio-economic in nature and con-tain elements of uncertainty. Regardless of the thoroughnessof the recommendations for change, the people of New Mexicomust make the important, and final, decisions.
1Leon A. Wagley, Ed.D., "Vocational-Technical Education inPost-Secondary Schools in New Mexico." Written exclusivelyfor this report.
2New Mexico Public Welfare Annual Report, December 8, 1968.
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II. SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS
Economic growth in New Mexico has not, thus far, keptpace with that of other states. In the face of not particu-larly optimistic economic indicators, New Mexico's educatorsand citizens alike have expressed their concern for and theirwillingness to support a comprehensive vocational educationprogram,
Questions of "how?" and "where?" (and, of course, some
"whys?") have naturally arisen. For purposes of this studythe Occupational Training Activity has been broken into five
general categories: Program or Curriculum, Occupational Prep-aration (guidance, Facilities, Finance, and Organization.
Briefly, recommendations in each area are as follows(please see complete recommendations in each area inSection VI Conclusions and Recommendations).
Program
The researchers suggest that emphasis be placed on "basiclearning skills" rather than on mastery of a fixed amount of
subject matter. Likewise, problem-oriented courses should bedeveloped which combine related academic subjects in a prac-
tical manner.
The State Board of Education should assist general ed-ucation curriculum personnel in the following program areas:
. review of skills programs followed by up-dating to conform with current industrypractice;
. adoption of the "cluster" concept of cur-riculum offering;
. arrangements for compatibility of programsoffered at all educational facilities in theState, including approval of programs forreimbursement; and
. vertical articulation of the entire Voca-ticnal Education Program, with curriculumdevelopment personnel charged with respon-sibility for developing educational mediaand for vocational teaching in remoteareas.
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Occupational Preparation
Vocational counselors in New Mexico are in extremelyshort supply. Indeed, educators specially trained to helpyoung people toward vocational choices are virtually non-existent in the State. To help alleviate this situation, itis recommended that:
. a State-level occupational readiness groupbe established; and
. this group, with the State Director ofGuidance Services, draft a long-range ver-tically integrated plan to extend guidanceservices throughout the State.
Facilities
While it will not be necessary to spend great amounts ofmoney to satisfy vocational needs at existing high schools,new installations are needed which will serve a large area,have post-secondary program capability, and sufficient flexi-bility to serve a wide segment of the population.
It is therefore recommended that:
. a Statewide system of Area Vocational Schoolsbe established;the seven counties with the most severe ec-onomic and social problems Sandoval, RioArriba, Taos, Mora, San Miguel, Guadalupe,and Torrance--be considered separately; and
. mobile units and other portable teaching aidsbe made available to schools as required.
Finance
For many reasons, the researchers conclude that the Stateshould assume operational responsibility for vocational ed-ucation, and with it financial responsibility. Three alter-native methods for State participation are suggested. Briefly,they are:
1. The State could establish a limit of 20percent of total costs which it will pro-vide for matching funds.
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2. It could establish a direct factor, basedon need, to be used for calculating itscontribution to matching funds; or
3. It could provide all matchih.3 funds frommoney raised by State-wide bonding authority.
Of the three, the last is recommended because it treatsall localities simiiurly, while the first two have a muchhigher degree of specificity based on economic problems.Additional financial recommendations will be found in Section VI.
Organization
The tasks which New Mexico's educational structure iscalled upon to perform have expanded greatly. The followingserves merely as a list of recommended functions, while de-scriptions of tasks within those functions my be found inSection VI.
. Area Coordination and Management
. Assistant Director for Support Operations
. Finance
. Occupational Preparation
. Curriculum
. Facilities
. Research and Statistical/New Program Development
. Coordination
The questions which will arise concerning the relation-ship between vocational education and other State Depart-ments will, of course, need to be answered. There appear tobe two possible ways of dealing with these questions and an-swers, depending upon what plan for vocational education isadopted. First, a separate board could be either elected orappointed by the Governor, or second, vocational educationcould come under the aegis of the Board of Educational Finance.A third, and obvious alternative is to leave the coordinatingfunction where it is, with the Department of Vocational Edu-caticn. While this arrangement has certain adrantage, op-erating a variety of programs at all levels might be difficultfrom a traditional elementary-secondary school position. Con-sidering the advantages and disadvantages of these threechoices, the researchers recommend that the occupational train-ing function be organized under a separate board.
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III. DEFINITION, GOALS AND OBJECTIVES
The following definitions and objectives, developed in con-junction with Mr. Weldon Perrin, State Director of VocationalEducation for New Mexico, will be used for purposes of this re-port.
Definition
"Vocational education is any secondary school, communitycollege, technical school, basic or continuing education pro-gram that deals specifically in an organized and systematicmanner with the acquisition of skills, understandings, atti-tudes and abilities that are necessary for entry into and suc-cessful progress within a specific occupation or job family."1For administrative purposes, it is limited to training for po-sitions that do not by content or specification require a bac-calaureate or higher degree.
Goals and End Objectives
Vocational education has a dual goal:
1. The satisfaction of the economic needsof society in terms of trained people,first locally, and, second, recognizingthe increasing national mobility of allthe nation's people.
2. Achievement, so far as possible, of therealization of the human potential ofits students.
To reach this dual goal, certain general and specificend objectives must be achieved.
General End Objectives
One prevailing theory asserts that knowledge has a "halflife of 10 years," intimating that half of today's knowledgewill be obsolete in 10 years. The significance of this tovocational training is obvious. Not theory, but sound re-search, indicates that three of four boys graduating fromhigh school change their career goals within one year of
Samuel M. Burt, Industry & Vocational-Technical Education,New York: McGraw-Hill Book Co., 1967, p.
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graduation.1 Additional studies reveal that only one man infive will remain in the same occupational skill category allhis life.2 These facts indicate that it is by no means enoughthat a vocational education program impart skills. It must
do this, of course, but also a great deal more. It is im-perative that the following general objectives be met:
. The student is provided with informationincluding working conditions, employmentopportunities and economic factors it awide variety of occupational areas.
. The student is provided with exploratAryexperience in various areas of employrmtopportunity.
. The student is provided with a true p::-ture of the industrial and occupationalcomplexities of the world of work.
. The student understands procedures tofollow in applying for a job, and that ad-ditional training and experience may benecessary for advancement.
. He understands the interrelationships ofvarious occupations and industries in theeconomy.
. He has an understanding of business as anorganization: The relationship betweenlabor arid management; the responsibilitiesof functional departments; and the conceptof "value added."
. He understands the relationship of laws,taxes, social security and other governmen-tal matters and is aware of the implicationsof non-job oriented responsibilities such ashome ownership, property responsibility andinstallment purchasing.
. The student has a realistic evaluation ofand confidence in his own ability and anawareness of how this ability relates to theneeds of the world in terms of occupationsto be pursued and their levels of entry.
1John C. Flanagan and William Cooley, Project Talent One YearFollow-up Studies, (University of Pittsburgh School of Edu-cation, Cooperative Research Project Number 2333, 1966.)
2Harold L. Wilensky, "Careers Counseling and Curriculum,"The Journal of Human Resources, Wintec, 1967, Vol. II, No. 1.
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Specific End Objectives
Specific skill objectives will vary with each occupation.The following, however, are basic:
. The skill in any vocation must be current.
. The skill acquired must be consistent withthe student's level of entry into an occu-pation.
. The skill must not be terminal. It must becapable of being built on to higher levelsin the same occupational category or ex-tended to other categories.
. The student must be capable of relating hisaccuired skill to the function of the job towhich he aspires.
Internal Objectives
The achievement of the foregoing goals aid terminalstudent-oriented objectives will require efforts in manyareas internal to the vocational education system itself.These program objectives fall in three general areas.
Program Objectives
A parallel thrust for program development must be madein three areas.
. New, practical general education courses,such as combination curriculum featuringphysics and mathematics with English in theform of communicative report writing arenecessary.
. Courses which relate to the realities ofsociety, in the context of the studentbeing an aware contributor to society, mustbe developed and introduced at the earliestlevel possible.
. Finally, specific skill programs now in ex-istence must be upgraded to conform to thecurrent state of the technology, and newcourses, prescribed by new technologies,must be taught.
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Guidance
Vocational guidance is essential in all aspects of vo-cational education. Throughout an individual's lifetimethere is need to establish and re-establish career objectives.Such decisions are very important to total happiness and areprobably some of the most difficult decisions made duringone's lifetime. Vocational guidance services assist studentsin determining their best interests, capacities and potentials;in selecting career goals based on valid occupational infor-mation and job opportunities, in selecting special vocationaland technical courses and programs; in placement into andimprovement on the job; and in follow -up education and ad-vancement to more responsible positions.
Organization
The challenge of the goals and objectives previouslystated, compounded by the increased number and complexity ofstatutes governing vocational education, dictates that theorganization of vocational education be constantly reviewed.This should be done not only to maximize the efficiency ofvocational education but to assure that every possible asset(federal, state and local) is utilized in the process. Asystems approach must be utilized. The view of vocationaleducation as a group of vaguely related entities and strati-fications cannot be allowed to develop.
IV. THE ECONOMIC ENVIRONMENT FOR VOCATIOL,IAL EDUCATION
Satisfaction of the economic needs of society in termsof trained people was stated previously as one of the basicgoals of vocational education. A brief look at the economyof New Mexico is therefore appropriate at thi. point.
The Economy of New Mexico An Overview
In general, New Mexico's economy can be characterized asoperating at a relatively low level, both nationally and re-gionally. It has failed to keep pace with both national andregional rates of growth. Between 1965 and 1967, estimatesshow a slight absolute decline in population. Total employ-ment ani total workforce also declined slightly during thisperiod. Total personal income for the State increased aboutfive percent between 1966 and 1967, but the overall growth forthe eight Rocky Mountain States for the same period was sevenpercent and for the whole nation 7.1 percent. Per capita in-come figures reflect the same trend. In 1959, New Mexico's
TABLE 1
RATIOS OF NEW MEXICO PER CAPITA PERSONAL INCOME TOU. S. PER CAPITA PERSONAL INCOME, 1959 - 1967*
.90
. 88
.86
.84
.82
.80
. 78
. 0
...1111
1960 1962 1964 1966
*Source: Office of Business Economics, U. S.Department of Commerce
'New Mexico Progress, "1967 New Mexico Annual Business Survey,"Volume XXXV, No. 2, April-June, 1968.
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per capita income was 88.3 percent of the national figure.As shown on Table 1, this has declined steadily to about 78.1percent for 1967.1
Without belaboring the point, it is apparent that, onbalance, the economy of New Mexico is nct keeping pace withthe national economy. Two major factors contribute to thiseconomic situation. They will be discussed separately below.
The Question of Balance
New Mexico's economy is significantly unbalanced whencompared with the rest of the country. Over half of the State'scivilian employment is in the three sectors of mining, ser-vices and government, as compared with only a third of thenation as a whole.
Manufacturing accounts for 28 percent of total U. S. em-ployment but only about six percent of New Mexico's. NewMexico's personal income from manufacturing in 1967 ($123,000,000)was lower than every state in the U. S. except Wyoming. Thisdifference in manufacturing employment is compensated for bythe three previously mentioned sectors. The 22 percentagepoints by which New Mexico lags the U. S. in manufacturingemployment is roughly offset by the 21 percentage points bywhich it exceeds the national ratios for mining, services andgovernment.
The significance of this imbalance is that it is themanufacturing sector that has borne a large portion of the na-tion's growth. New Mexico, with a small manufacturing base,has naturally been foreclosed from full partir ..pation in thisgrowth.
Another indication ol New Mexico's economic imbalance isthe contirbution of its export trade to gross state product.According to the U.N.M. Input-Output Study, New Mexico's ex-ports and "export-like" federal government expenditures, basedon 1960 data, totaled $1.605 billion.2 In the same year,
lstate of New Mexico, Planning Department - Source: Office ofBusiness Economics, U. S. Department of Commerce.
2A Preview of the Input-Output Study, Bureau of Business Re-search, October, 1965. We have been assured by the Bureau ofBusiness Research that the relative significance of these dataare still accurate.
imports amounted to $1.515 billion. Hence, the net contribu-tion to the State's gross product was negligible. The majorquantitative reasons were: (a) exportation of cash crops andminerals with little or no value added and (b) the governmentResearch and Development sector's impact is limited to waLiepayments. Purchases of in-state goods and service are low. 1
The Albuquerque Phenomenon
As New Mexico's primary urban center, Albuquerque clear-ly dorinates the State's economic picture. About one-third ofthe population live and work in Albuquerque. This is not byitself economically detrimental. 0i the contrary, it is gen-erally accepted that economic growth normally accompanies ur-banization. However, if the urban center is not growing, theeffects on the surrounding region are likely to be pronounced.This apparently is happening in the case of Albuquerque.
Population increase in 1967 Over 1966 was barely Ciscerni-ble, despite a birth rate three times the death rate. Totalemployment in the same period increased only about one percent--or 1,100 jobs. This is not a vigorous performance, and thereasons for it, again, are a :aatter of economic balance. Withthe obvious exceptions of agriculture and mining, Albuquerque'sdistribution of employment is very similar to the rest of theState. It does not provide the significant manufacturing basethat Los Angeles provides the rest of California, for example,or that Atlanta provides Georgia and Houston provides Texas.Table 2 illustrates this fact.
TABLE 2
PERCENTAGE OF CIVILIAN EMPLOYMENT1967 (MARCH ESTIMATE)*
New Mexico AlbuquerqueNew ilexico
Less Albcquerque
Agriculture 6.7 0.04 9.8Mining 4.9 0.01 7.2Construction 4.8 5.1 4.6Manufacturing 5.5 7.8 4.3Trans. & Utilities 6.1 6.3 6.0Trade 16.8 21.1 14.6Fire 3.3 5.2 2.5Service 14.7 21.G 11.6Government 25.2 22.5 26.5Other 12.1 10.6 12.9
*Source: New Mexico State Employment Services
1Summary Reports on New Mexico's Resources, State PlanningOffice, February, 1966.
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The differences between Albuquerque and the rest of theState in agriculture and mining are made up in the expectedareas of trade, F.I.R.E. (finance, insurance, real estate)and service. The difference in the manufacturing sector isnot that marked. Albuquerque's impact on the New Mexico ec-onomy can perhaps best be seen by comparing column one of theforegoing table with column three. It becomes apparent thatwhile Albuquerque is a large part of the overall economy, itis not much different from it. The striking differences be-tween urban and non-urban segments of a vigorously growing ec-onomy are not present.
Population, Employment and the Workforce
Population
The overall population trend for New Mexico is downward.As Table 3 shows, although there was an absolute increase inpopulation between 1960 and 1967, therc was an inferred de-cline of nearly 10 percent.
Those counties which relied most heavily on an agrarianor mining economy were most affected by out-migration. Twenty-six of New Mexico's 32 counties experienced inferred out-migration during this period, and half of the counties saw anabsolute decline in population. The counties experiencingthe heaviest rate of emigration are also characterized for themost part by a heavy Spanish surname and Indian population.Additionally, despite the out-migration, they have unemploy-ment rates twice to nearly four times the State average.Furthermore, five of these counties (Sandoval, Rio Arriba,Taos, Mora and San Miguel), though accounting for only 8.5percent of the State's population, receive over 20 percent ofthe cash welfare payments.1 These counties average 76.4 per-cent Spanish surname and Indian populations.
Employment
Unemployment in New Mexico was 5.6 percent of the work-force in October 1968, compared with a national average of3.6 percent. Figures for 1S:(,7, the last complete year forwhich data are available, show a county high in Rio Arriba of20.4 percent and a low of two percent predictably in Los Alamos.The proximity of these two counties underscores a unique
1New Mexico Public Welfare Annual Report, 1967, Table 2.
TABLE 3
POPULATION AND COMPONENTS OF CHANGE, NEW MEXICO COUNTIES, 1960-1967*
Midyear
Population
1960
Estimated
July 1960-June 1967
Midyear
Change
Inferred
Migration
1960-1967
Natural
Population
1960-1967
Births
Deaths
Increase
1967
Number
Percent
Number
Percent
Bernalillo
263,800
60,156
13,833
46,323
318,200
54,400
20.6
8,100
3.1
Catron
2,800
471
176
295
2,400
-400
-:4.3
-700
25.0
Chaves
58,800
14,509
2,899
11,610
51,400
- 7,400
-12.6
-19,000
32.3
Colfax
13,800
2,582
1,035
1,547
12,400
- 1,400
-10.1
- 2,900
21.0
Curry
32,800
8,191
1,874
6,317
35,000
2,200
6.7
- 4,100
12.5
De Baca
3,000
480
252
228
2,400
-600
-20.0
-800
26.7
Dona Ana
60,100
15,215
2,729
12,486
73,200
13,100
21.8
600
1.0
Eddy
50,900
9,866
2,548
7,318
49,900
- 1,000
- 2.0
- 8,300
16.3
Grant
18,700
3,749
1,299
2,450
20,500
1,800
9.6
-700
3.7
Guadalupe
5,600
1,415
433
982
5,600
00.0
- 1,000
17.9
Harding
1,900
288
155
133
1,600
-300
15.8
-400
21.1
:'idalgo
5,000
1,104
339
765
5,000
00.0
-800
16.0
Lea
53,600
9,623
2,353
7,270
49,500
- 4,100
- 7.6
-11,400
21.3
Lincoln
7,700
1,441
603
838
7,800
100
1.3
-700
9.1
1Los Alamos
13,000
2,284
293
1,991
17,700
4,700
36.2
2,700
20.8
r-,
vi
Luna
9,800
2,417
'156
1,561
11,200
1,400
14.3
-200
2.0
i
McKinley
37,300
12,149
2,432
9,717
42,500
5,200
13.9
- 4,500
12.1
Mora
6,000
1,289
457
832
5,600
-400
- 6.7
- 1,200
20.0
Otero
37,000
8,677
1,516
7,161
36,100
-900
- 2.4
- 8,100
21.9
Quay
12,300
2,320
1,028
1,292
11,900
-400
- 3.3
- 1,700
13.8
Rio Arriba
24,200
6,960
1,716
5,244
23,000
- 1,200
- 5.0
- 6,400
26.4
Roosevelt
16,200
2,777
1,031
1,746
17,500
1,300
8.0
-400
2.5
Sandoval
1;,300
3,811
872
2,939
18,500
4,200
29.4
1,300
9.1
San Juan
53,200
12,883
2,312
10,571
48,000
- 5,200
- 9.8
-15,800
29.7
San Miguel
23,50C
5,198
1,809
3,389
22,500
-1,000
- 4.3
- 4,400
18.7
Santa Fe
45,100
10,800
2,772
8,028
54,000
8,900
19.7
900
2.0
Serra
6,4u0
895
978
-83
7,200
800
12.5
900
14.1
Socorro
10,200
2,487
737
1,750
11,_:00
1,100
10.8
-700
6.9
Taos
15,900
3,812
1,137
2,675
17,000
1,100
6.9
- 1,600
10.1
Torrance
6,500
1,042
442
600
6,000
-500
- 7.7
- 1,100
16.9
Union
6,100
1,026
546
480
5,700
-400
- 6.6
-900
14.8
Valencia
39,200
8,906
2,149
6,757
6,800
- 2,400
- 6.1
- 9,200
2.3.5
STATE
954,700
218,823
53,611
165,212
1,027,400
72,700
7.6
-92,500
9.7
*Source:
Bureau of Business Research, UNM, Business Information Series,
February, 1968,
as adapted from New Mexico Department of Public
He, th, monthly reports of vital statistics.
situation. New Mexico's largest industrial education researcharea, a crescent running from Albuquerque through Santa Fe toLos Alamos, is surrounded by the State's most impacted con-centration of unemployment and ethnic population. As indicatedpreviously there is little difference in employment by industryfrom county to county. Also it would appear that the lossescreated by drops in mining and agricultural employment havebeen made up by the government and service sectors. Rio Arribais a good example of this. To the extent these movements havenot compensated for each other, there has been out-migrationand/or increased unemployment.
The Workforce
The major characteristic of New Mexico's workforce is itsyouth. This parallels general population distribution. TheState has the youngest population in the United States.1 Un-fortunately, this is reflected in the ranks of the unemployedas well. Over 40 percent of those seeking unemployment assis-tance in the 15-month period ending August 31, 1968, were 22years of age or younger.2 According to the Unemployment Ser-vice Research and Analysis Section, further statistical in-formation regarding the unemployed would br virtually impos-sible to obtain by search, as the files are unmechanjzed andconstantly changing. However, it is known that "New Mexicohas been considered a labor supply surplus area for many years,principally for the less than professional or highly techni-cal occupations.3
Conclusion
In conclusion, this is the economic picture in which aState plan for vocational education must be developed: Currentunemployment is 55 percent above the national average, and twoout of five of the unemployed are ycath; deep culturally basedeconomic problems which have been studied for literally dec-ades are far from solved, per capita income is steadily
1Selected index of Labor Statistics, 1967, New Mexico Depart-ment of Employment Services.
20ccupational Demand in New Mexico, August, 1967-68, Employ-ment Security Commission of New Mexico, p. 6.
3New Mexico Public Welfare Annual Report, December 8, 1968.
-16-
decreasing in relationship to the United States as a whole;and New Mexico lags significantly behind both its neighborsand the nation in personal income growth.
When seen in this light, it would appear that New Mexicocannot afford to view vocational education as anything lessthan a vital part of its economic development planning.
V. THE CURRENT STATUS OF VOCATIONAL EDUCATION
Prior to discussing recommendations for change, it isdesirable to establish the status of vocational educationas it is today. Existing programs, facilities and organiza-tions will be examined, as well as other aspects, such asguidance counseling and finance. Additionally, federal programs,private training facilities and training by industry will besurveyed. Most importantly, the needs and perceptions ofindustry in terms of vocationally trained personnel will beexplored and discussed.
Secondary School Vocational Education
Secondary school occupational training is particularlycritical, since high school currently marks the end of formaleducation for many. For this reason, secondary school voca-tional education will be given special emphasis.
Programs
New Mexico offered 270 secondary level vocationaleducation courses in 1967-1968. A breakdown of these coursesby U. S. Office of Education Vocational Skill Categories isshown in Table 4. Further analysis of the program breakdownis shown in Table 5, which was developed to compare skillcategory concentration with current employment ratios.Concentration in Distributing and Marketing, Health, andOffice Education appear to be more or less in line with jobscurrently being offered. Agriculture and Trade, and Industrialappear out of balance.
From a distribution standpoint, the variety and numberof vocational programs offered are better among the morepopulated school districts. This can be seen from Table 6.
School districts with 250 high school students or lesscomprise nearly 50 percent of the total number of schooldistricts, yet had less than 22 percent of the total numberof vocational education courses offered in the State. Thesmaller high schools sponsored a total of 58 programs, 46 ofthem in agriculture or home economics. Conversely, only onecourse each was offered in Trades and Industry and in Distri-buting and Marketing in the 44 school districts. School
-18-
4"
TABLE 4
SECONDARY VOCATIONAL OFFERINGS 1967-1969*
ProgramNumberPrograms Enrollment
Agricultural production 57 2,500Off Farm 2 101
Dist. & Marketing 22 1,350Health 10 221Home Economics, Useful 75 8,902
Gainful 4 239Office 46 5,328Trades & Industry 54 1,707
Total 270 20,348
*Source: Office of Educat'on, Division of VocationalResearch
TABLE 5
RELATIONSHIP OF PROGRAMS OFFERED, STUDENTS ENROLLEDAND FUNDS SPENT TO AVAILABLE JOBS*
No. of Programs -Percent ofTotal No. Alt` Percentas a Percent of Students as Voc. Funds Employment
Program All Programs a Percent ofall V.E.
of TotalFunds
1967**
Students
Agriculture 22.1 13.0 25.2 7.1
Dist. & Marketing 8.2 6.7 10.4 6.3
Health 3.2 1.1 2.2 1.8
Home Economics 29.3 44.9 23.7 2.6
Office 17.2 25.5 20.8 26.3
Technical 0.6Trades & Industry 20.0 8. 8 16.7 33.4
*Source: Office of Education, Division of Vocational Research
**24.9 percent unclassified or listed as other
-19-
TABLE 6
FEDERALLY FUNDED SECONDAR: VOCATIONAL PROGRAMS BYSCHOOL DISTRICT, POPTILA"lON AND NUMBER*
Program(23) *
0-100(21) *
101-250(14)*
250-500(12)*
501-1000(19) *
Over 1000 Total
Percentof Total
Agriculture 14 9 7 10 19 59 22.1Dist. & Marketing 1 2 4 15 22 8.2
Health 1 6 3 10 3.2
Home Economics 11 12 8 16 22 79 29.3Office 5 5 5 ]2 19 46 17.2Trades & Industry 1 2 14 37 54 20.0
Total 30 28 25 62 125 270 100.0
Percent of Total 11.1 10.3 9.3 23.0 46.3 100.0
Source: New Mexico State Department of EOncation, Statistical Division (School sizebased on grades 9-12)Figures based on first 20-day enrollment data, 1968-1969
*Number of School Districts
districts with 250-500 high school students appeared to offera slightly wider variety of vocational programs but faredlittle better in number of programs.
It is only when the larger school districts are consideredthat significant diversification and number of programs canbe seen. Even here, the overall emphasis on vocationaleducation does not appear particularly strong. Albuquerqueoffers the widest variety of programs (nine). Yet, thereare eight high schools in the district and, of the nine pro-grams, not all are offered in every school.
From a depth standpoint, also, rea' lob preparation issomewhat lacking. It is possible for a ational studentin some of the larger schools to put togeti:er enough coursesin Office Education and some in Distributing and Marketing
-20-
to be reasonably well prepared for job entry. Indicationsare that this is much more the exception than the rule.Additionally, many schools offer three years of VocationalAgriculture.
Facilities
To determine adequacy of existing facilities for vocationaleducation, a survey was conducted of each school district inthe State. Generally speaking, persons concerned at thelocal level felt that space, buildings and equipment wereadequate for existing programs at current levels. (See
Results of Survey, Appendix B). This is the result ofseveral local programs to remodel and build new facilitiesduring the past year.1
Supplementing local activity in the facilities area inrecent years was a state-federal construction equipmentexpenditure of $837,000 in 1967,2 and another $300,000 in1968.3 In addition, 17 Title I projects in fiscal year 1967,45 in 1968, and 38 in 1969, contributed to vocational educationfacilities and equipment throughout the State.
The important factor in this evaluation of facilitiesis the "for existing programs" qualification. As seen bythe preceding analysis, many districts appear to need moreprograms. Unfortunately, facility capital outlay at thelocal level is very difficult for those districts that appearto need them most. The recent high level of interest inspecially funded area vocational facilities is an indicationthat while the condition of exisiting buildings and equipmentmight be adequate for existing programs, the real need isin additional capacity for more programs.
Off-reservation training for the most part is administeredby the BIA. Training on the reservation, or at facilitiesimmediately contiguous to the reservation, is more likely to
1New Mexico State Department of Education, Vocational Division
Expenditures 1964-1968.
2Ibid.
3Ibid.
-- 21-
affect the State. At present, some of the tribes send studentsto State public schools. Here Indian students take part insecondary level vocational education programs. This is truein Gallup, where 322 Navajo students are enrolled in publicschools, and in Farmington, where Navajo children compriseapproximately 8-10 percent of the 1,400 student total enroll-ment.1
In addition to secondary level participation, otherIndian training programs in New Mexico are as follows:2
1. Employment Training Center
Roswell, New Mexico Operated by Thiokol ChemicalCorporation
2. On-the-Job Training Contracts
Company
Fairchild SemiconductorNavajo Forest Products
IndustriesAmerican Aspen Corpora-
tionAmizuni Corporation
Aspen Wood Products
Burnell and Company
Ditmore --FresmithCorporation
Duke City LumberCorporation
Elberline InstrumentCorporation
Location/ PresentJurisdication Enrollees
ShiprockNavajo
AlbuquerqueareaAlbuquerquearea (Zuni Pueblo)AlbuquerqueareaAlbuquerqueareaAlbuquerqueareaAlbuquerqueareaAlbuquerque
49551
10
30
0
51
2
1
0
1Title I, ESEA Service, November, 1968. New Mexico Department
of Education.
2Data for Steering Committee Master Plan, S. Mark LaFollette,November, 1968.
-22-
Location/
Company Jurisdication Enrollees
Groves Archery Albuquerque 7
Corporation areaJicarilla Lumber Albuquerque 7
Corporation area
Additionally, several federal programs at locations onor near the reservation serve the Indian.
The future relationship between State vocational educationand the Indian is not at the moment clearly defined. Thoughthe financial responsibility rests largely with the BIA,operational responsibility for Indian occupational trainingis fragmented at present.
Guidance
"Vocational counselors are, practically speaking, non-existent. Generally, counselors are college oriented, lackwork experience, and suffer from a high student-to-counselorratio." This statement was made by Mr. KerMitt Stuve, StateDirector of Guidance Services, in a study prepared for this
report. There does not appear to be any conflicting evidence.Of the schools surveyed in the study, the large majority diddevote their guidance efforts to the college bound. Forexample, only one school reported planning a "Career Night"similar to its "College Night," but this never materialized.On the other hand, a "College Day" or "Night" was mentionedseveral times. Only 10 percent of the schools surveyedreported any overt activity in securing outside people frombusiness and industry. The typical pattern appears to be to"make information available," in the homerooms, to provideguidance in general, and then, if a student has a particularinterest, he is free to contact the guidance department forhelp in obtaining detailed information. Determination ofthe interest is apparently something the student does on hisown. Direct attention to the non-college bound student appearsto be underemphasized.
There are, of course, exceptions. A few of the schoolsparticipating in the survey expressed a real concern formaking non-degree granting post-secondary training known tothe students. This was not widespread, however, and appearedsomewhat hampered by a lack of guidance function and coordinationbetween the various levels. Actual placement activities for
-23-
students terminating their education with high school werementioned by only one district.
In summary, it would appear that Mr. Stuve's appraisalof the current situation in vocational guidance is accurate.
Financing
Financing of the regular secondary school vocationalprograms is done through a combination of local, state andfederal funds. Table 7 illustrates the estimated breakdownfor programs federally reimbursed in New Mexico in 1969.
TABLE 7
FIRST PROJECTION, DIVISION OF VOCATIONAL EDUCATIONFEDERALLY REIMBURSED PROGRAMS, 1969*
Amount Percentage
Federal $ 592,602 27.2State 183,066 8.6Local 1,363,398 64.2
Total 2,139,066 100.0
*Projected Program Activities in Vocational Education,1969
The figures above are for operating costs only and do notinclude construction outlays or vocational education expen-ditures by districts that are not federally reimbursed. Thedata are somewhat misleading from a source standpoint aswell. The local contribution is from the general fund ofthe school district. The state contribution to districtgeneral funds averages approximately 80 percent statewide.Therefore, a large section of the "local" support comesultimately from the State.
This expenditure in Table 7, approximately $95 pervocational student, represents only that portion of total"per student" expenditure which covers the strictly vocational
-24-
segment of his education. Overall average per studentexpenditure in New Mexico is $521. However, projections onactual reimbursements made for the first half of 1968-1969show that reimbursement for approved programs from the fundsadministered by the State Director of Vocational Educationwill be only $37.71 per student.
Financial support for vocational programs stems alsofrom other sources. The most productive of these recentlyhas been Title I, as mentioned previously, even though theprogram does not specifically include vocational support.The coordination of funds sources will be discussed at lengthlater. It is interesting to note here, however, that NewMexico's Title I program has strong and effective leadershipat the State level. This suggests that persistent andcreative State-level efforts could uncover other similarsources.
The financial discussion thus far has focused on thoseprograms which are federally reimbursable. This is becausedata on these programs, out of reporting necessity, is readilyavailable. Our studies indicate, however, that New Mexico hasseveral non-reimbursable programs, many of them of high caliber.
Present accounting procedures preclude determination ofcomparable costs for these programs. From the standpoint ofquality, however, at least three school districts statedthat their non-reimbursed programs were at least on a parwith programs for which federal funds were received. Itshould be noted that regulations required for reimbursementof federally funded programs should be examined carefully.As was pointed out by the three superintendents interviewed,local administrators might wish to examine carefully thereturn on the actual reimbursement received. Qualitativefactors also enter the picture. It was noted that the threesuperintendents sought reimbursement for their vocationalagricultural program only because they were under the impressionthat this was necessary to carry on a Future Farmers ofAmerica Chapter.
Conclusion
In conclusion, secondary vocational education in itspresent state does not appear adequate. There is considerableprogram dislocation from a cost-effectiveness and distri-bution standpoint. Program depth, or lack thereof, raisesserious questions concerning appropriateness and degree of
-25-
preparation of students. Facilities, though adequate, mustbe viewed in the context of program availability. Vocationalguidance for the non-college bound is lacking. It wouldappear, therefore, that the needs of the student who terminateshis education at the 12th year receive less than adequateguidance services.
Details in the area of finance are overshadowed by alarger issue--"What are we getting from our money in vocationaleducation?" Several points may be raised; however, one iswhether or not a strong State-level coordinating body dealingwith the federal government could not increase inflow offunds from that source. For example, in Fiscal 1969, $15million will be available for "imaginative programs invocational education."1 Whether a school district would havethe time and resources to develop and present such a programis doubtful. A State-level body, working with a district,would have a higher probability of success. These conclusionsare not particularly encouraging. However, there are strongindications that viewing vocational education entirely withinthe conceptual framework of Smith-Hughes is no longer appropriate.Certain factors, alluded to earlier, suggest that curriculumplanning outside the traditional vocational area may have amore profound effect on occupational training of the future.
Post-Secondary and Adult Vocational-Technical Training
Generalizations regarding post-secondary vocationaleducation in New Mexico are difficult. Each institutionwas organized and set up differently to serve different needs.Furthermore, each institution was authorized by separatelegislative acts as follows: (a) El Rito Northern New MexicoState School Constitutional Instituion; (b) Eastern NewMexico University, Roswell Campus Branch and CommunityCollege Statutes: 73-30-17; (c) Albuquerque Technical-Vocational Institute, Technical and Vocational InstituteAct: 83-34-1; and (d) New Mexico Junior College, Hobbs,New Mexico, the Junior College Act: 77-33-1. Great differ-ences still exist. One important common factor, however, isthat individually and collectively they have had a significantimpact on vocational education in a relatively short period.
There are four institutions offering post-secondaryvocational training: New Mexico Junio- College, Hobbs;
1Vocational Amendment of 1968.
-26-
Eastern New Mexico University, Roswell Branch College;Northern New Mexico State School, El Rito; and the Technical-Vocational Institute (TVI), Albuqueque. They will bediscussed individually and collectively here, as they relateto vocational education.
Programs
Programs offered vary greatly, both within an institution,and from one institution to another. For example, New MexicoJunior College, Hobbs, offers associate degree programs,primarily college transfer, as well as a complete spectrumof vocational programs, transfer and non-transfer, includingMDTA courses. The Albuquerque's TVI is strictly vocational,awarding various completion documents and diplomas, dependingon level of achievement and intensity of training. Thevariety involved is illustrated in Table 8.
TABLE 8
FUNCTIONS OF THE FOUR AREA VOCATIONAL SCHOOLS INNEW MEXICO
*Asso- Voc. Voc. Non- High "Short" Adult Other
ciate Transfer Transfer School Courses Basic Adult
Degree Credits Terminal Diploma MDTA, Etc. Education Education
Hobbs X X X X X
Roswell X X X X X
El Rito X X X
TVI X X X
*Descriptive terms from the schools themselves
Post-secondary schools also reflect a general outwardorientation and appropriateness apparently missing at thesecondary level. Two examples are as follows:
a) A recent six-week "short" course for machineoperators at TVI was followed by a further six-
-27-
week training period in an employer's plant.Students were provided instruction in basicfundamentals, and the training on a specifictype machine. A specific industry wa, complete,a job was available, and the trainees could doit.
b) At the other end of the spectrum is the two-yearcourse in data processing offered by New MexicoJunior College, Hobbs.
Despite 4-1.e differences which do exist, it is interestingto note that c..l four schools offer both non-transfer vocation-al programs and "short" courses. Not all the short coursesare MDTA fun(led. There are instances where direct liaisonbetween industry and the schools has resulted in programdevelopment.
Facilities and Finance
The physical facilities, as well as the programs, varygreatly among the.four area vocational schools in New Mexico.New Mexico Junior College, Hobbs, has the only totally newconstruction among the four schools. Eastern New MexicoUniversity, Roswell Campus, uses the facilities that wereformerly used by the Walker Air Force Base. New Mexico StateSchool, El Rito, started with buildings already in existence.The facilities have been remodeled and some new constructionhas been done. The Technical-Vocational Institute at Albuquer-que had some existing facilities available through the Albuquer-que Public Schools. TVI has done extensive remodeling of ex-isting facilities and has added a great deal of new construction.
Adequacy of facilities, in terms of physical condition,wales with age of the original buildings, though theircondition was generally quite good. All have been donewithin the last five years. TVI, however, is rapidly runningout of space. Four temporary buildings were added during thepast few months and are already fully utilized.
It is significant that with the exception of Hobbs, allhad some facilities available in the beginning. Roswell hadcomplete facilities. This availability of facilities playeda role in the decision-making process in determining institutionlncations. Authorization for construction and financing wasalso varied, as shown in Table 9.
-28-
TABLE 9
TYPE OF ORGANIZATION AND FUNDING OF CONSTRUCTION FOR
EXISTING AREA VOCATIONAL SCHOOLS IN NEW MEXICO*
School
EnablingLeg_31ation
(State) Local State
FINANCE
Federal Total
Honbs Jr. CollegeAct Statute73-23-1,
73-33-20 $254,765.42 550,000.00 $217,751.00 $22,516.42
Roswell Branch andCommunityCollegeAct Statute70-30-1;
El Rito Establishedby State Con-stitution 71,023.00 42,994.00 114,016.00 228,033.00
TVI ActStatute73-34-1 333,624.93 333,624.91 667,249.84
*Division of Vocational Education, State Department of Education
Operating finances are obtained from a number of sources.
Though sources appear to vary significantly from school to
school, they are in fact quite uniform, as shown in Table 10.
The significant difference among the schools is El Rito,
where local taxes and the Board of Educational Finance con-
tributions are supplanted by State appropriation.
Organization and Operation
The four schools are organized and operated separately.
The Board of Educational Finance overlaps to an extent, but
there is no operational connection between the schools. Each
has an independent gove j_ng board, either locally elected
or appointed.
-29--
TABLE 10
FUNDING SOURCES FOR EXISTING AREAVOCATIONAL SCHOOLS IN NEW MEXICO* 4
State andFederal
State
Legisla-tune Ap-
State Re-imburse-
ment BoardBEF Voc. Reim- propri- Other of Voc.
School Locai $300 FTE bursement ation Federal Education
Hobbs X X X X X
Roswell X X X X X
El Rito X X X X
TVI X X X X X
*Division of Vocational Education, State Department of Education
The governor appoints the Eastern New Mexico UniversityBoard which acts through the university administration tooperate the Roswell Campus. The "first line" operating officerat Roswell is a dean reporting to the University off-campusdean, who in turn reports to the university president. Theboard at El Rito is also appointed by the governor. Themembers act directly through the superintendent in operatingthe school. Hobbs and TVI have locally elected boards whichappoint a president as chief operating officer. In the caseof TVI, a principal is also selected. TVI is also uniquein that it is connected with the State Finance Department,Office of Public School Finam;e, for fiscal matters. Theother three institutions, as noted, are under the Board ofEducational Finance for financial affairs,
The State Department of Vocational Education is the onlynon-federal source of funds common to the four. The connection,however, does not appear to extend to operations.
All the institutions perform functions other than tradition-al vocational training. In fact, vocational training at Roswelland Hobbs is not the major activity. These are a branch andjunior college respectively, and a considerable academic
-30-
program is carried out at both schools. Similarly, thoughvocational training is the major task of TVI and El Rito,both are active in other areas. TVI conducts an extensiveadult basic education program, while at El Rito a high schooldiploma course of study and a basic adult education programare offered. There is no evidence that the vocational programat any of the institutions suffers from this. In fact, thereare indications that moving from one curriculum to anotherdoes occur, and is functional.
In the case of the former two schools, vocational studentshave transferred to college programs in four year colleges.At El Rito and TVI, the high school diploma and adult basiceducation courses have been used to prepare people for theadvanced vocational programs.
This overlapping of various segments of the educationalcontinuum occurs apparently with very little difficulty.Transfer is a common operating factor of the four schools.There is also a related fiscal aspect. Under the expandedconcept of vocational training contained in the VocationalAmendments Act of 1968, related courses which meet estab-lished criteria may be reimbursed on a vocational basis.According to Mr. Stuve's report, guidance in the post-secondaryschools appears much stronger than in the high schools.This could partially explain the coordinating ability mentionedabove. Students would be more aware of opportunities inindustry and have access to perhaps more imaginative advicein charting a course to exploit them. Moreover, the adviceis more accurately tailored to ability, rather than a pre-conceived "track" of courses.
In conclusion, it appears that the post-secondary institutions,though quite varied, are effectively performing an importanttraining function. The variety offers a benefit, in that itprovides many examples of how vocational training can be done,and a challenge in coordination. The latter is due in largepart to the newness of the institutions. It would appearuseful to address this point at this time, and, also -evelopingrelationships downward toward the secondary schools couldbe profitably pursued. This could yield a more aware andperhaps better prepared candidate.
-31-
Federal Government Training Programs
Basic Objectives
Federal training programs are primarily designed to allevi-ate an existing socio-economic problem. They do not and arenot designed to overlap with local fundamental educationprograms. They are primarily aimed at the hard-core unemployed,and within that large group will, on a program-by-programbasis, select certain segments of the hard-core unemployedthought to have special training needs. Job Corps aims atyouth, for example, and the Rural Area Redevelopment Programdeals with the rural unemployed.
Programs
The following federally funded training programs are nowin operation or in a planning stage in New Mexico:
. Manpower Development and Training Act (MDTA)
. Rural Area Redevelopment Act (RAF.)
. Concentrated Employment Program (CEP)
. Jobs for Progress, Operation SER (SER)
. Job Corps
. New Careers
Many of the programs above have specific geographic and/ordemographic targets. These are described on the followingpage.
A complete breakdown of programs currently scheduled orproposed for 1968-1969 may be found in Appendix C. Manyof the federal training programs are so new that their effecton vocational education in New Mexico is difficult to assessor project. This is further complicated by the fact thatmost of these programs are directed toward assisting the hard-core unemployed and disadvantaged groups. Experience hasshown that there is a much higher percentage of these peoplewho drop from training programs than from the traditionalvocational programs. Placement of this group is more difficultand their ability to retain employment after placement is aproblem.
The occupational training programs conducted jointly bythe State Department of Vocational Education and the NewMexico Employment Security Commission under the provisions
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Program Target Area Target Population
MDTA Statewide (emphasizing non-RAR Disadvantaged in generalCounties)
*RAR Indian reservations plus McKinley, Rural poorRio Arriba, Colfax, Union, Harding,Sandoval, San Miguel, Guadalupe,Torrance, Valencia, Socorro andEddy Counties and Santa Fe
*CER 1) Albuquerque 2) Navajo reserva-tions 3) Counties of Mora, LosAlamoL, Rio Arriba, Sandoval, SanMiguel, Santa Fe and Taos
*OperationSER Albuquerque
Job Corps Statewide
New Careers Statewide (CEP areas largely)
*Utilizes MDTA funds
Disadvantaged potentiallabor force participants
Spanish Americans
Disadvantaged Youth
Unemployed with out-moded skills (skillupgrading)
of the Manpower Development and Training Act and Rural Area Re-development Act can be projected with some degree of accu-racy. Table 11 shows the approximate number of trainees whowere enrolled in MDTA and RAR institutional training programsfunded in Fiscal Years 1967 and 1968.
On placement averages for fiscal 1967, 1968 andanticipated projects for 1969, and assuming that funding forthese programs remains stable, it is assumed that the combinedefforts of MDTA and RAR programs will supply approximately340 trained workers per year. Approximately 80 percent ofthe trainees complete the programs. However, experience hasshown that the success ratio is much higher. Many traineesfind employment before completion of the program. This typeof completion is not reflected, however, in the requiredrecords of the Employment Security Commission. Therefore,MDTA records and the Employment Security Commission recordsreflect different completion percentages.
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TABLE 11
MDTA AND RAR INSTITUTIONAL TRAINING PROGRAMSFUNDED IN 1967 AND 1968*
MDTA RAF.
Fiscal Number Number Number Number Total TotalYear Projects Trainees Projects Trainees Projects Trainees
1967 14 435 3 81 17 5161968 13 361 5 91 18 452
*New Mexico MDTA Office
The assumption is made that the programs mentioned abovewill supply approximately 340 trained workers per year. If
it were assumed that MDTA training in SER and CEP remains atthe present level, another 200 trained workers could be addedto the 340
The Bureau of Work and Training Programs of the Departmentof Labor hz_3 36S on-the-job positions for Fiscal 1969 inaddition to those provided through other federally fandedtraining programs. Under present funding, this figure couldbe used to project future numbers of on-the-job positionsfor BWTP.
Job Corps recruiters have a quota of 518 trainees to besent to training sites in Fiscal 1969. Past experience hasshow that 50 percent of the trainees drop the program and returnhome before they attain skills that would assist them infinding employment. Of those remaining for the duration ofthe program, 51 percent find employment.
Organization and Operation
Most federal programs are characterized by a largeinfusion of federal funds coupled with utilization of loczafacilities and people. This arrangement stimulates localinterest and involvement and brings local expertise to bear on
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the problem. On the other hand, communications and coordinationmany he adversely affected.
According to Mr. Glen Gabehart, State MDTA Coordinator,there is no single directing agency for all of the variedtraining programs. Every agency involved tolerates no infringe-ment upon its programs, and the net result is that each agencyand each program, goes its own way without regard for cooperativeefforts unless the legislation which created the program oragency makes cooperative effort mandatory. It is not believedthat the federal government is putting too much money intotraining programs; but rather that there are too many programswith overlapping responsibilities. It is also believed thatthere are, in most instances, established agencies withtrained personnel that could and would perform many of thefunctions the new programs are now trying to accomplish operatingwith untrained personnel. There is hardly a function orresponsibility crer,._td in recent federally funded trainingprograms that could not be delegated to existing agencies ofthe Department of Labor or the Department of Health, Educationand Welfare. They need only to be directed to do the job andfunded to the extent that the job can be done.
The Comprehensive Area Manpower Planning System, CAMPS,was established as an interagency coordinating committee tofunction at local, state, regional and national levels toachieve a cohesive working relationship in the administra-tion of training programs which involve federal funds. Inreality, this committee attempts to keep track of what eachagency is doing and develop linkages between programs. CAMPSis a federal function, aimed at maximizing output per federaldollar. It is a new system, and its efficacy as well as itseffect on State goals has yet to be seen.
Financing
One pertinent aspect of federal program financing is theamount and type of matching funds, if any, required from theState. Table 12 outlines matching requirements for currentprograms.
Another important financial aspect of federal programs isthe amount of total funds received. This is not helped bythe somewhat confusing criteria that frequently are appliedand the amorphous mixture of federal and local responsibilityfor applying them. It is difficult to tell under these condi-tions if the State is receiving maximum allowable federal support.
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TABLE 12
MATCHING REQUIREMENTS FOR CURRENT FEDERAL PROGRAMS*
ProgramPercentFederal
PercentState(cash or in-kind)
**MDTA 90 10RAR 100
CEP 90 10SER 100JOB CORPS 100NEW CAREERS 90 10
*New Mexico MDTA Office
**Approximately $30,000 per year has been appropriated by thelegislature but unused. In-kind matching has fulfiller. thefederal requirement to date.
Relationship to the State
The "marriage" of the U. S. Departments of Labor andHealth, Education and Welfare to conduct training programsunder the Manpower Development and Training Act of 1962and the tremendous success of this arrangement for carryingout the provisions of that Act should be noted by all thosewho feel that existing agencies have not or cannot do the jobof education and putting people to work. The State Departmentof Vocational Education carries the load so far as the trainingis concerned. But every state department of education hasother divisions that could just as well assume the responsibilityfor all educational functions of all federally funded train-ing programs. However, they are not charged with this res-ponsibility nor are they funded to a level that even allowsthem to assist in this responsibility. The MDTA is uniquein that a public educational agency was called upon to do ajob of training and was provided with adequate funds to enable
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it to do so. Within the MDTA, there is one organizationalprocedure which merits discussion.
The MDTA section of the Vocational Education Divisionof the State Department of Education is responsible only forthe training aspect of the program. The selection of peopleto be trained and the finances are controlled by the StateEmployment Security Commission in conjunction with the U. S.Department of Labor. That State Board of Vocational Edu-cation has little or nothing to do with the financing of MDTAmonies spent on State training programs in the State. Whilethe financial arrangements may be difficult and possibleundesirable to alter, closer coordination under any arrange-ment would be worth investigating.
Other federal programs reflect varying degrees of cohesive-ness with State functions. RAR is similar to MDTA, and both"share" instructors with existing programs at area vocation-al schools. As mentioned above, however, closer coordination,even in these programs, could be promoted. The federal-state relationship within programs varies as well. CEP, forexample, has several agencies and private organizationsinvolved in its training function. According to Mr. Gabehart,only in rare instances are instructors selected from existingprograms.
In conclusion, it is clear that federal programs offer ex-cellent opportunities for assisting the State in its occu-pational training. They represent large infusions of moneythat can be brought to bear on the training problem. Thereis, however, some question as to whether (a) the State isreceiving maximum federal aid it this area, and (b) whethercloser coordination, both among federal programs and betweenfederal and State programs, would not result in more effi-cient use of existing programs. State-level coordinationcould be initiated with little change in existing structure.Indications are that this should be undertaken.
Private Training Schools
Programs
Private vocational educational schools in New Mexicotrain students for a variety of occupations. A compendium ofthese institutions and courses offered may be found in '
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Appendix C. Of the many courses available, significant numbersoccur in three areas: (a) cosmetology (18) (b) businesssecretarial (11), and (c) data processing (4).1 Trainingin these three areas is also well provided by State institutionsand federal programs, as relevant data in Appendix C show.
Evaluation of the programs offered is very difficult.There are no real standards against which they can be measured.Related information, such as dropout rates, also appears tobe only marginally reliable. The acid test, of course, isplacement results. By this criterion, the private schoolsappear to be successful. Those checked indicated a very highsuccess ratio in placement.
State Accreditation and Relationship
The State requirements for accreditation are:
. the institition must request accreditation;
. the ability to post performance bond;
. qualifications of instructors;
. the adequacy of facilities and equipment; and
. the kinds and quality of student records.
We recommend that in addition to the above criteria moreattention be given to program offerings. For example, ifa program meets State criteria, it is possible that it wouldbe more efficient to send interested students to the privateschools rather than implement a similar program.
Potential
The latter point raises the question of whether or notprivate schools can accommodate additional students. Apparent-ly they can. The major reason for seeking State accreditationis to establish eligibility for participation in federalprograms. Though such participation is not widespread, theinstances that have occurred demonstrate that many of theprivate schools can handle extraordinary influxes of largegroups. Data gathered from the schools tend to substantiatethis. The cosmetology schools surveyed in 1966 are operatingat approximately 50 percent capacity. Also, the businessschools stated they could expand operations by 25 to 35 percentwithin a 30-day period, if ne....essary.2
1A survey of the Privately Owned Schools in New Mexico, A V C, Inc.
2Ibid.-38-
Industry Views of Vocational Education
Familiarity with Vocational Education
6 To determine industry's views of vocational education,a questionnaire, reproduced as Appendix D, was sent to 1,000representative businesses in New Mexico. It is felt thatthis portion of the study is most critical. As GovernorDavid F. Cargo stated in his cover letter to the questionnaire:
In developing a master plan for vocationaltraining in the State of New Mexico, we aremost anxious to give full recognition to theemployer as the one who casts the key votefor or against a vocational program eachtime he considers the hiring of one of itsgraduates. His attitqde toward this de-cision is the single most important measureof training success or failure.
The questionnaire, augmented by field interviews with em-ployers, attempted to determine the following:
. the familiarity of employers with vocationaleducation;
. the value the employer puts on vocational ed-ucation programs;
. whether the employer emphasizes skills or at-titudes in reaching an employment decision,and the related value he puts on each; and
. what preparatory training employers wouldlike to see in future job applicants.
Each of these will be discussed in this portion of the re-port.
Instruction for Form "A" of the questionnaire, found inAppendix D, asked the employer to leave blank the blocks forany program about which he had no opinion. This was takenas an indication of the employer's unfamiliarity with thatparticular program. It is realized that this is not conclu-sive; however, the absence of one does strongly suggest theabsence of the other. The percentage of returned question-naires that were not completed for each type of program isShown on the next page. Partial completions were not counted.
Program Percent Not Completed
High School 28.1Post-High School (Public) 34.4Post-High School (Private) 39.8Federal 62.4Military 48.4Adult Education 47.3
The higher percentage of "No Opinions" for the reason-ably well-publicized federal programs was somewhat of a sur-prise. This was substantiated by the interviews. One em-ployer stated:
We specifically set out to hire andtrain the hard-core. There is a pro-liferation of organizations herepushing these people. They are com-peting with each other to place theirparticular target group. I thinkthere are something like nine organ-izations locally involved. It tookus months to find out who they wereand what each was/is doing. All wewanted was someone to provide us withthe people. It was all very compli-cated. The big problem is how to es-tablish contact with the potentialemployee.
If the foregoing is typical, it is no wonder few employershave bothered to become familiar with federal programs.Again, coordination is called for. Perhaps, these programswould do well to direct more of their public relations ef-forts at the potential employer.
The relative results of the other programs were lesssurprising. For example, military training and adult edu-cation (in this context) are not aimed specifically at pre-paring people for civilian jobs and may be expected to elicitlittle familiarity.
The generally high level of unfamiliarity with all pro-grams is revealing. The high school program, by far the mostwidespread in terms of enrollees (nearly 11,500 in 1968),registered "No Opinion" with over 28 percent of the employerrespondents. This was tha lowest indication ercountered.
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The rest range from 34.4 percent for public post-secondaryschools, to the 62.4 percent for the federal programs dis-cussed earlier.
Explanation of the high level of unfamiliarity is dif-ficult to definitively explain. That it indicates indiffer-ence on the part of industry is not true. Despite the un-familiarity with specifics suggested by the preceding data,many employers volunteered general comments and showed ahigh level of interest. This is shown by the fact that lessthan 61/2 percent of the questionnaires were returned completelyblank. Accenting this as an indication of interest, and off-setting it against the above data, it appears that there isconsiderably higher interest in industry than knowledge. Apartial explanation might lie in industry's answers to PartIII of the questionnaire. Part III, and the responsesviewed, are reproduced below:
Part III--Employer participation invocational-technical training andcounseling.
Please check the statement which mostclosely describes your past relation-ship to those active in the field ofvocational-technical education.
A. I have previously had little ornc ccntact with vocational-tech-nical educators and guidancecounselors.
B. I have previously had occasionalcontact with vocational-technicaleducators and guidance counselors.
C. I have had a good working relation-ship with at least one representa-tive (instructor, administrator orcounselor) of the vocational-tech-nical education community.
Although industry may have an interest in vocationaleducation, tne foregoing would indicate room for more dia-logue between education and industry. Information precipi-tates feedback. The feedback would tend to keep vocationaltraining in line with reality. Of thc3e who answered C toPart III, 12 specified the source of their contact. Thisbreakdown is as follows:
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Source Number of Contacts
Post-Secondary School 7
Federal Programs (MDTA, Youth Corps) 2
High School Distributive Education 2
High School Counselor 1
l2
This is hardly a representative sample. However, relativelyhigh frequency of contacts with the post-secondary schools,combined with other factors, is interesting. For example,34.4 percent of respondents had "No Opinion" of state-sup-ported post- secondary programs. Though higher by 6.3 percentthat the comparable figure for high schools, these institu-tions had less than one-fifth vocational training enrollment.This would tend to substantiate the previous statement thatthe post-secondary institutions have had considerable impact.
In summary, industry awareness of vocational programs at,111 levels does not appear as high as it could be. Whilereasons fur this are difficult to pinpoint, there are indi-cations that vocational education would profit by more in-teraction between education and industry.
Perceived Value of Vocational-Technical Education
The major purpose of Form "A" of Appendix D was toelicit evaluations of the programs by the ype of school fromemployers. Five desirable characteristics of vocational-technical trained job candidates as perceived by employersand educators are listed as follows:
. Candidate requires less on ,ne-job training.
. Candidate can be trained faster or moreeasily.
. Candidate is potentially more productive and/or promotable.
. Candidate possesses specific critical johknowledge and/or skills.
. Candidate has better work habits, attitud,2sand motivation.
Respondents were asked to indicate T (True) if they be-lieved the statement to be generally true, Zero if they be-lieved the statement to be generally c nc effect, and F(False) if they believed the statement to be -,.true. Tables13 through 17 reflect the perception of employers of thevocational-technical trained job candidate (by percentage).
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TABLE 13
CANDIDATE REQUIRES LESS ON-THE-JOB TRAINING*
(2) (4) (2) (6) (1) (5)**
Distri-butionbyProgram
High School Post-Sec.Public
PROGRAM
Post-Sec. FederalPrivate Programs
MilitaryPrograms
AdultEducation
TrueZeroFalse
86
6
8
80
18
2
86
12
* 2
6430
6
889
3
79
19
2
*A Survey of Industry (Appendix D)**Percent and rank order that the characteristic is perceived byrespondents
TABLE 14
CANDIDATE CAN BE TRAINED FAKER AND MORE EASILY*
(3) (1) (3) (6) (5) (2)**
Distri-butionbyProgram
High School Post-Sec.Public
PROGRAM
Post-Sec. FederalPrivate Programs
MilitaryPrograms
AdultEducation
TrueZeroFalse
8612
2
90
8
2
86
14
56
35
9
8012
8
87
13
*A Survey of Industry (Appendix D)**Percent and rank order that the characteristic is perceived byrclpondents
TABLE 15
CANDIDATE IS POTENTIALLY MORE PRODUCTIVE AND/OR PROMOTABLE*
(4) (2) (1) (6) (3) (4) **
Distri-butionbyProgram
High School Post-Sec.Public
PROGRAM
Post-Sec. FederalPrivate Programs
MilitaryPrograms
AdultEducat]on
TrueZeroFalse
65
28
7
71
27
2
73 41
21 45
6 14
6625
9
65
30
5
*Survey of Industry (Appendix D)**Percent and rank order that the characteristic is perceived byrespondents
TABLE 16
CANDIDATE POSSESSES SPECIFIC CRITICAL JOB KNOWLEDGE AND/OR SKILLS*
(5) (3) (1) (6) (1) (4)**
Distri-butionby High School Post-Sec.
PROGRAM
P,Jst-Sec. Federal Military Adult
Program Public Private Programs Programs Edu,:ation
True 55 68 78 44 i8 61
Zero 24 16 16 28 13 27
False 21 16 6 28 12 12
*A Survey of Industry (Appendix D)**Percent and rank order that the characteristic is perceived byrespondents
TABLE 17
CANDIDATE HAS BETTER WORK HABITS, ATTITUDES AND MOTIVATION*
(5) (3) (1) (6) (4) (2)**
Distri-butionby High School Post-Sec.
PROGRAM
Post-Sec. Federal Military Adult
Program Public Private Programs Programs Education
True 56 64 68 30 57 67
Zero 26 25 14 40 30 22
False 18 11 8 30 15 11
*A Survey of Industry (Appendix D)**Percent and rank order that the characteristic is perceived by
respondents
Tables 13 through 17 show a notable contrast between
trainability and actual skill acquired by the vocational-tech-
nical trained job applicant. Table 14 further reinforces the
employers' perception of trainability but minimizes the actual
skills learned by the vocational-technical trained job candi-
date.
In addition, each perceived desirable characteristic of
the vocational-technical trained candidate was perceived by
employers to be more prevalent in all categories when federal
programs (MDTA and others) were excluded. Since the federal
programs are directed toward the hard-core unemployed the in-
ference would be that the candidate begins his training gen-
erally with different levels of competence.
Overall, it would appear that industry definitely per-
ceives the vocationally trained candidate as more trainable
than non-vocationally trained candidates. Apparently, this
by itself is not considered strong enough influence to have
an overt effect on productivity and prcmotability. Finally,
the possession of better work habits, attitudes and motivation
was recognized in candidates who had participated in vocation-
al programs by only 57 percent of the respondents.
Industry's general "you get what you pay for" attitude
is reflected in the ranking of programs. (See Table 19.)
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TABLE 18
SUMMARY OF INDUSTRY'S VIEW OF THE FIVE PERCEIVED DESIRABLECHARACTERISTICS OF VOCATIONALLY TRAINED JOB CANDIDATES
Federal Programs Federal Programs
Candidate requires less on-the-jobtraining (after participating in theprogram)
Candidate can be trained faster ormore easily
Candidate is potentially more pro-ductive and/or promotable
Candidate possesses specific critic -aljob knowledge and/or skills
Candidate has better work habits,attitudes and motivation
Included(Percent)
Excluded(Percent)
80.5 83.8
80.8 85.6
63.5 68.0
64.0 68.0
57.0 62.4
TABLE 19
INDUSTRY'S RANKING OF PERCEIVED DESIRABLE CHARACTERISTICSOF VOCATIONAL-TECHNICAL TRAINED JOB CANDIDATES*
Programs Total Points
Post - Secondary Private 27**Post-Secondary--Public 22
Adult Education 21Military 19
High School 16
Federal 5
*Survey of Industry (Appendix D)**Weighting--six points for highest ranking, five points forsecond highest, four points for third highest, three pointsfor fourth highest, two points for fifth highest, and onepoint for lowest ranking.
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The inference is made that the relatively high ranking ofprivate schools by industry is in part due to the fact thatmore private schools train for a specific skill. it is fur-ther inferred that these skills are Typing, Shorthand andOffice Practice.1 The rankings of the four organizations andvariations among characteristics within any given program areof interest. These comments assume inclusion of federal pro-gram data.
High school programs were ranked above average in train-ability, just above average for productivity and promotability,and below average for skills and attitudes. Public post-se-condary programs ranked just below average, as far as requiredon-the-job training was concerned. It was ranked highest,however, for ease and speed of training second to private post-secondary programs in promotability and well above average forskills and attitudes acquisition. Military training was re-garded highly from the standpoint of existing skills, and wasrated highest in terms of requiring less on-the-job trainingand possessing critical skills. Military training was alsofelt to produce an above average product and was about aver-age in speed and ease of training and attitudes.
Candidates from adult education programs were ranked se-cond only to private post-secondary students in motivation.They were rated below average in training required but aboveaverage in trainability. Though below average in skills ac-quired, they were considered as average in productivity andpromotability.
Any multi-dimensional set of data can be interpreted ina number of different ways. The foregoing analysis is farfrom exhaustive. However, it does suggest some conclusions.It is clear that industry perceives vocational programs asproviding, first and foremost, a better candidate for furthertraining. Elimination of federal program data from character-istics one and two yielded a reasonably close cluster of fig-ures, averaging well above 80 percent for each characteristic.In the azea of productivity and promotability (excluding fed-eral programs), there appeared to be a reasonably close re-lationship among the other five programs. In the area of at-titudes, work habits and motivation, secondary schools andmilitary were ranked lower with private and adult educationhigher than average, though not to the same degree. The pub-lic post-secondary programs were perceived as average orslightly above in both instances.
1Survey of State Private Schools, 1966.
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What Emplcyers Want
The question of what employers want was examined fromtwo aspects. The first was an attempt to elicit specificskill requirements, by industry, relying mainly on Part II ofthe questionnaire. The second was to determine the relativeimportance given by employers to skills and basic attitudesof candidates.
As can be expected, answers to the implied question, "Iwould like to see more job applicants with training in thefollowing vocations," related very much along industry lines.There were notable exceptions. Vocations found in Table 20were mentioned by more than one industry. The information isvaluable in that it indicates areas in which industry is seek-ing trained people. Unfortunately, it was not possible todefine requirements in numerical terms. The trend, however,
seems clear. Demand for higher level technically orientedskills appears to be the growth area. This was further sub-stantiated in interviews and questionnaires from industry.
In addition to the significance of the skill categoriesmentioned above, there was definite trend in industry demandsfor personnel with advanced training. A representative of amedium-sized hospital stated, "....greater numbers of profes-sionally trained personnel with qualifications in health careprofessions are the key to our present needs." A few repre-sentatives areas of the health care professions wherein acutenational shortages exist are Medical Record Librarians, Lab-oratory Technicians and Physical Therapists.
Similarly, a machine shop operator in the uranium mining
area stated:
We look at a machinist as a mechanicalengineer who works with his hands. Anundereducated machinist cannot do thework here. We would be interested ingraduates of a two-year technical school.
A welding shop owner stated in the same vein:
The schools teach them how to weld. I
can teach them that. What they do notteach is what to weld to what, layout,etc. That's what I really need.
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TABLE 20
SKILLS REQUESTED BY NEW MEXICO INDUSTRIES OFVOCATIONALLY TRAINED CANDIDATES*
Skill Industries
Data Processing Finance/Insurance, Hospitals andNursing Homes - Manufacturing
Heavy Equipment Operators
Heavy Equipment Repairmen
Technical Servicemen
Welding
General Office
Wholesale Trade - Construction"Other Services" - Transporta-tion and Communications
Wholesale Trade - Construction"Other Services" - Transporta-tion and Communications
Wholesale and Retail Trade -Finance /Insurance, "Other Ser-vices" - Hospitals and NursingHomes
Mining - Manufacturing - Con-struction - Wholesale and Re-tail Trades
Hospitals and Nursing Homes -Transportation and Communica-tions - Finance/Insurance -
Mining
Machinist Construction - Manufacturing -Mining
Mechanic Wholesale/Retail Trade - Manu-facturing - Construction - Min-ing - Hospitals and NursingHomes
Instrumentation and Inspection Manufacturing - Mining
*A survey of Industry (Appendix D,
The president of a Santa Fe construction firm stated:
Please be informed that in the con-struction business there is a dearthof people who have no technical knowl-edge whatsoever. At the present timewe have been forced to send a man toAkron, Ohio, to school, as we were un-able to find a truck mechanic locally.Any truck drivers that we hire must gothrough a complete training program.People who can run bulldozers and earth-moving equipment must be trained by us.We would be very pleased to see a localschool program of any kind that wouldteach a man how to weld, drive a truck,and/or do minor repairs.
This thought was conveyed in almost every industry. Amining concern wanted training for hydraulic technicians.One service company expressed a desire for training in sell-ing intangibles. School-trained millwrights were sought bya construction firm, and a number of manufacturing companiessought formally trained layout men and pattern makers. Inkeeping with the desire for highe=r level technical skills wasthe real or implied assumption Cat this training would takeplace beyond high school. The statements from the hospi-tal representative and machine shop manager are examples.
Just as specific skills were linked with post-high schooltraining, attitudes were considered most important for thecandidate entering the worrforce from the secondary schoo].As the manager of a large variety store stated:
We participated in the local distribu-tive education program. We can onlyuse so many graduates. All we reallyrequire is someone who is honest, in-telligent, willing to work and willing toaccept responsibili,:y. Skills are notreally as important as desire.
The training director of a major uranium mine said:
We have some vocationally trainedgraduates and like to get them, butwe still have to train them. The bigproblem is finding people with a will-ingness to work.
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The personnel director of a large chain store offered thefollowing example:
Actually, we are more interested in theirwillingness and ability to learn than intheir specific abilities. For example,right now we are training a non-high schoolgraduate to be the baker for our bakedgoods counter and cafeteria. He was oneof three bus boys who might have been se-lected and the only one who was not a highschool graduate. The other two were doingjust barely enough to get by, whereas thisone was always on top of his job. He isdoing very well in the training which isbeing conducted by the baker who is to re-tire the first of the year.
A respondent representing a large financial institution stated:
If I were given the choice between two highschool graduates one with a general collegeprep diploma and the other with a DECAdiploma--I guess I,would give the DECAone a small edge provided motivation, testscores, etc., were about equal. But it wouldbe a very small edge. We do not hire peopleat that age for jobs with broad responsibility.The problem with the trained applicant isthat he expects something more than the otherguy but is really not worth more to us as abeginner. The fact that he took that kind ofcourse, however, can be interpreted is anindication of interest in the type of work.
Another respondent, summarizing the situation said:
Vocational-technical training must stressloyalty, dependability and what a prospectiveemployee can contribute to any organization.
These are only a few examples. Many others wereencountered. Aside from considering attitutdes, much concernwas shown for the quality of the general education receivedby vocational program graduates. Though the questionnairecontaJned no specific questions relating to this, over 20perce.it of the respondents commented on it, particularly
51-
J
at the secondary level. One respondent stated:
Vocational training is a fast-rising phaseof geneal education. I am happy about this,but am an old-fashioned stickler for minimalacademics first, then how to work.
Another, more blunt, comment was:
The high school (vocational) program shouldnot be a "goof off" or "easy" course toskip the regular college prep work.
Specific areas mentioned in this regard were:
Arithmetic measurement they .can't work realproblems that they will face on the jobwhere fractions and units are important.They need a better arithmetic background.They are lacking in basic shop mathpreparation.
Spelling and verbal communication typistsand stenographers who can spell and typeaccurately--I have had too many who lack theseskills despite high school vocational programs.Filing accuracy, typing accuracy. We havehad others who have come out of DECA who knowhow to run a cash register, etc., but whowill actually hide down behind the counterwhen they see a customer coming. One thine'the vocational programs should do more ofin training people for service-type jobs isin the area of customer relations.
The high frequency of unsolicited comments regardinggeneral education found on the questionnaire was tested ininterviews. The reaction was consistent and stronglysubstantiated the views of the questionnaire respondents.
What employers want is, again, critical to the successof any vocational education system. Additionally, as indicatedby the foregoing, what New Mexico industry wants appearsconsistent with current progressive thinking in vocationaleducation circles. Industry as a whole showed a high degreeof interest in vocational education. This was accompaniedby what can be interpreted as a rather strong and sincere
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desire to become involved in vocational education. Involvement
to date has not been strong. As one employer put it in
the only comment of his questionnaire; "I think the above
explains our situation.' He was referring to his indication
that he previously had no contact with vocational-technical
educators.
In a more positive vein, industry has indicated some
specific skill areas in which trained people are sought.
They have indicated a general teniency toward more technical
and higher level courses. This is reinforced, and givenfurther direction, by what appears to be an assumption onindustry's part, that this type of training is most appropriately
carried out at post-secondary institutions. Industry tends
to view participation in high school vocational programs moreas an indication of interest than for skills acquisition.
Because of the entry level of high school graduates regardless
of preparation, attitudes and a sound general education are
perceived as considerably more critical than skills.
Conclusions
What the Data Shows
Recapitulating the findings of various parts of this re-
port yields the following conclusions regarding the current
status of vocational education in New Mexico.
Overall, the secondary school program appears to need
considerable revision. Guidance for the non-college bound
is poor. Facilities appear adequate for existing programs,but questions of finances soon overshadow questions cf overall
program validity. Within the context of Smith-Hughes, costeffectiveness, distribution and depth of preparation bycurrent programs are subject to question. However, these
are somewhat mitigated by strong indications that Smith-Hughes, taken by itself, may not provide an adequate conceptual
framework for vocational education. Attitude, generaloccupational readiness and a revitalization of basic generaleducation for the non-college bound have eclipsed specific
skill training in important areas. This is the more enlightedthinking within education today and is reflected in federal
legislation. Moreover, there are strong indications thatthis view is endowed by the ultimate judge New Mexico's
industry.
-53-
Industry in New Mexico has also endorsed relatively youngbut vital post-secondary schools. These institutions, dif-fering in many ways from each other, have nonetheless madean important impact on the total vocational education picture.
Though they are effective as separate entities, it isthought that their effectiveness could be multiplied, andtheir contribution to occupational preparation as a wholeenhanced. This could be done with stronger formal coordinationamong the schools and between the post-secondary schools andthe rest of the vocational education system.
Federal government and private programs have a potentialcontribution to make to the overall picture--the former interms of money, the latter in terms of facilities and perceivedquality (based on industry's high rating of private post-secondary education). In both instances, the need for actionat the State level is indicatedmore active involvement withregard to federal programs both to assure receipt of maximumpossible funds and to test for possibly closer relationshipswith State programs. Private school accreditation, with a moreprogram-oriented approach, may open the possibility of Statesubscription to these facilities.
What the Educators Think
During the course of study, a brief questionnaire wasprepared for and completed by school superintendents andboard members during a meeting in Albuquerque. The completeresults, some of which are discussed below, are reproducedin Appendix F.
The questionnaire sought to determine educators' opinionsof their guidance and vocational programs, the perceivedrelationships between the two, and for what, generally, thesecondary schools were preparing non-college bound students.The respondents remained anonymous. Nevertheless, thefrankness of their replies was unexpected. For example,over one-th4.rd of the superintendents reponding indicated thatthe guidance and counseling program in their district wasbelow average or poor. Also, a revealing 72.9 percent of thesuperintendents thought their vocational training programs tobe below average or poor.
With regard to the relationship between guidance programs,nearly 32 percent of the superintendents stated their guidanceprograms were directed toward college-bound students. Fifty-
-54-
six percent described the relationship as "regular," and only12.2 percent thought it was "good" or "strong."
When asked what non-college bound and non-vocationallytrained graduates were prepared for, the largest number ofsuperintendents, 45.7 percent, responded for further training.This is another clear indication in favor of post-secondaryvocational schools. It is interesting here also that 20percent felt they had prepared this group for immediate jobs,while the same number indicated "other." Examination of the"other" replies showed answers in three areas--"marriage,"don't know" or "nothing." The latter two were more frequentthan the former by a two to one ratio.
Board members generally had a more favorable impressionof these aspects of their systems. Only 17.8 percent, forexample, felt their guidance program was below average orpoor; while 47.1 percent had similar opinions of theirvocational training. With regard Lo the relationship betweenthe two, 17.2 percent of the board members felt the guidanceprogram was directed toward the college bound. A much highernumber, 40.5 percent, felt graduates were prepared for immediatejobs.
This section of the report has examined vocational edu-cation from the standpoints of the programs themselves, industryand educators. It has found a relatively high degree of con-gruence between the actual data and the perceptions ofbusiness and education. Several signs from industry indicateaction in a number of areas, such as: curriculum changesat the secondary level and below, development of a workableguidance program, and institution of a post-secondaryoccupational job preparation system.
VI. CONCLUSIONS AND RECOMMENDATIONS
This section will present the conclusions of the researchconducted fog this report. Also provided in this section isa compilation of Sterling Institute's recommendations forvocational education in New Mexico.
Major conclusions and recommendations are presented underthe five headings which comprise the Master Plan: Program orCurriculum, Occupational Preparation, Faciliti:s, Finance, andOrganization. Findings in these areas are preceded by a gen-eral statement of conclusions which establishes the futurescope of vocational education in New Mexico. For a briefsummary of these conclusions and recommendations, see Section II.
General
New Mexico has interrelated economic, sociological andeducational problems which lend themselves to at least partialsolution by a c -prehensive vocational educational effort.
Economically, the State has not kept pace with nationalor regional growth patterns. Since 1959, personal income hasfallen steadily in relation to the national average.1 Unem-ployment in October 1968, was 55 percent above the nationalfigure.2 Particularly critical is the fact that 40 percentof the unemployed are 22 years of age or younger.3 Industrialgrowth, even in the urban center of Albuquerque, has been slow.This has tended to inhibit growth in the surrounding ruralarea as well. In fact, the seven counties which ring the Al-buquerque-Santa Fe-Los Alamos crescent are the most econom-ivally blighted in the State. (See Map 1.) This is refleC-ted in a comparison of certain selected economic indicatorsas shown on Map 1.
rFrom 88.3 percent in 1959 to 78.1 percent in 1967. Source:Preliminary Economic Development Plan for the State of NewMexico, State Planning Office, Santa Fe, December, 1969.
2New Mexico Labor Market Trends (Vol. VI, No. 10), EmploymentSecurity Commission of New Mexico, Santa Fe, November 30, 1968.
3Occupational Demands in New Mexico, August, 1967-1968. Em-ploymeAt Security Commission of New Mexico, Santa Fe, October,1966.
-56-
SAN JUAN
MCKINLEY
r
MAP 1
COLFAX
VALE NLIA
LOS AL MOSTL.
BERNALILLO
UN ON
HARDING
CATRON 1
1
jri LINCOLN
_ 1--1
T -I
--1- T -1- -iv_ __iSIERRA
GRANT -.)j
r'-- OTERO
-LIIHI
I b1 1 .
LUNA
DOHA ANAI
LiI
HIDALGO 1.__--j-
SOCORRO
RRANC E
.J
0 U
_ J
_J
LT CURRY
DE BACA
L..r- ROOSEVELT I--
'RELATIONSHIP OF SEVEN ECONOMICALLY nEPRESSED
COUNTIES TO THE
ALBUQUERQUE-SANTA FE-LOS ALAMOS CRESCENT
-57-
CHAVES
EDDY
MAP OF
NEW MEXICO
Within th( framework of educational, economic and cul-tural considerations this plan for vocational education inNew Mexico is presented. One general assumption has beenmade in its development. The assumption is that New Mexicowill choose to support a broad, comprehensive vocational ed-ucation program. We believe that this assumption is justi-fied not only by the information contained in this report,but by the genuine interest and concern found among the peopleof New Mexico during the preparation of this study.
Many organizational forms could be used for such a plan.For purposes of this report, the Occupational Training Activitywas viewed as comprising five general areas: Program or Cur-riculum, Occupational Preparation (guidance), Facilities,Finance and Organizat:;.on. In each area recommendations aremade, with alternative courses of action cited where :,ppro-priate. Program and Occupational Preparation are necessarilytreated in general terms. More specific courses of actionare outlined in the three remaining areas.
TABLE 21
SELECTED ECONCMIC INDICATORS TN SEVEN-COUNTY AREA
County% Unemploy-ment Ratel
Per CapitaCash WelfareExpenditure2
% Children aged5-17 years Eli-gible for TitleI ESEA Grants3
Sandoval 9.9 $26.60 49.1Rio Arriba 20.4 53.00 42.2Taos 10.9 64.00 47.0Mora 11.9 53.50 65.2San Miguel 12.0 68.50 44.6Guadalupe 7.3 46.50 40.6Torrance 8.5 40.25 42.0
Seven-County Average 11.5 50.33 47.2Statewide Average 5.1 22.00 18.2
1Source:2Source:3Source:
Employment Security Commission of New MexicoState of New Mexico, Public Welfare Annual Report, 1967State Office, Title I, ESEA
It is in this seven-county area that economic and so-ciological considerations most dramatically overlap. Over68 percent of the population are Indian or of Spanish descent.1It is reasonable to conclude that the relationship betweenpoverty and the high ethnic content of the population is notcoincidental. Moreover, there are indications that the exist-ing educational system, though certainly not intentionally,is perpetuating the situation.
In one school district in the area, 27 out of 29 seventhgrade students with achievement scores below fifth grade levelwere of Spanish surname. All 11 students in the same classwho had previously repeated a grade or grades were of Spanishsurname.
While students of Spanish descent and Indian studentshave special learning problems, it can generally be concludedthat the education system is not adequately serving all stu-dents. As Mr. Robert Esparza states, "for the 55 to 57 per-cent (State average) that do not go to college our secondaryschools are falling considerably short of our goal of compre-hensiveness.2 Research for this report substantiates thisperhaps nowhere more conclusively than in a survey of schooldistrict superintendents. When asked for what the non-collegebound student was presently being prepared, only 20.9 percentindicated immediate entry into the job market. Over 45 per-cent stated the non-college bound graduates were prepared forfurther occupational training. Unfortunately, there are onlyfour institutions in the State which are carrying out post-secondary vocational training. These are New Mexico StateSchool, El Rito; New Mexico Junior College, Hobbs; AlbuquerqueTechnical-Vocational Institute (TVI); and Eastern New MexicoUniversity's Roswell Campus. Some technical training is alsoavailable at seven universities. These schools, to all ap-pearances, are doing an excellent job. More facilities areclearly needed, however.
1Source: General Population Characteristics: U.S. Departmentof Commerce, Bureau of the Census.
2A General Review of Secondary Education in New Mexico, Robert
Espaiza, Director of Secondary Education, New Mexico Depart-ment of Education, Santa Fe.
-59-
Vocational Education brings at least a partial solutionto all these problems economic, cultural, and educationalunder its newly expanded concept. The 1968 amendments to the196:1 Vocational Act greatly expand the responsibility of vo-catLonal education to include training not only of the socio-economically deprived but also of the physically handicapped.The amendments re-emphasize the concept of Area VocationalSchools. These facilities can be used economically for adultbasic education, skills upgrading, and industrial training as
well as for regularly scheduled secondary and post-secondarycourses. They can provide an attractive training base for re-locating industries, in addition to indicating to these in-dustrles the existence of a trained workforce and communityinterest in industrial planning. These are important factorsin industrial plant site selection, ant, therefore, indus-trial growth.l The Vocational Amendments also emphasize abroadeninJ of the shape of vocational education programs toinclude occupationally oriented general education, and pro-grams orienting students to the world of work. Courses inthis area would be a significant contribution to the overalleducation system in meeting the needs of the non-collegebound student. Additionally, these courses could be revisedand used in training adult hard-core unemployed and othereconomically and/or socially deprived groups.
In conclusion, it is recommended that vocational educa-tion in New Mexico be recognized in its briadest scope sothat it may be used fully and effectively in coping with the:.:onomic, social, and educational problems in the State.
Program
New Mexico's students are entitled to an alternative tothe present college-oriented curriculum in the general schoolprogram. New patterns of learning should be tried. "These
'Manufacturing Plant Site Selection Factors Including the Im-plications of Vocational Education, Ernest H. Dean, Utah Tech-nical College, Provo, Utah, May 31, 1968.
-60-
4
are characterized by student involvement in investigativelearning for occupational goals and involve working with ma-terials, systems and processes as the point' of entry for both
intellectual and manipulative development."1 All of man's
senses should be utilized to capacity in developing sufficient
skills to play useful roles in society.
Basic general school curriculum revision is called forwhich will treat vocational-occupational education as an in-tegral part of the common core of all education. Emphasis on
"basic learning skills: is probably more important than mas-tery of a fixed amount of subject matter. The type of "basiclearning skills" improvement which Title I, ESEA Programs aimfor form part of the general program revision that should be
carried out. file success of Title I is dramatically illus-
trated by Figure 1. Flexibility and freedom to experimentwith "non-academic" programs should be encouraged. Some of
the new vocational education should be part of the educationalexperience of all students and conversely some of the class-ical disciplinary education should be part of this experience.The concept of job clusters in fields such as housing, medi-cine, agriculture and mining should be introduced in the ele-mentary grades and related to the total environment.
Education for vocational competence should build in flex-ibility and adaptability to produce transferable knowledgeand skills. The Area Vocational School, with a large stu-dent base from which to draw, is an excellent institution tobecome a broadly conceived new type of "vocational school,"since it can offer a variety of "in-depth" programs withoutlosing sight of the overall objectives described above. Mo-
bile units and modern media of instruction can vastly extendthe effectiveness and comprehensiveness of the programs of-fered.
1Final report of the Summer. Study on Occupational Vocationaland Technical Education, Massachusetts Institute of Technol-
ogy, July 6 through August 13, 1965.
-61-
FIGURE 1
COMPARATIVE DROPOUT RATESGRADES 7-12
22
20
18
16
14I
12
10
% 8 9 10111
Title I Schools1/3 or more Participants)
FY 67 68
FY 66-67
1Those schools in which one-third or more of the student enrollmentparticipated in Title I programs.
!4.Title I, State Department of Education.
-62-
Flexibility to accommodate local economic needs and thecurrent achievement levels of the students is a necessity;however, the State should insist on vertical articulationfrom general elementary schools through Area Vocational Schools,Technical Institutes, and Community Colleges. Nor should ar-ticulation end here as the need exists for strengthened ap-prenticeship programs in labor, industry and government, aspart of the larger program of continuing education. It isgenerally recommended that the State Board of Vocational Edu-cation actively support a general curriculum revision of thetype described above for all students. In this regard, thefollowing specific recommendations are made:
. The State Board of Vocational Educaticn shouldassist general education curriculum personnelin development of occupationally oriented aca-demic programs, more effective basic educationprograms for the non-academically inclined stu-dent and programs, starting at the elementarylevel, that assist the student in relating tothe world of work. It is recommended that:
. Skills programs be reviewed and updatedto conform with current industry practice;
. The "cluster" concept be adopted, and atleast an effort to comply with this con-cept be a criterion for state and federalreimbursement. A proposed curriculum of-fering and course sequence is shown asFigure 2;
. Local needs and vertical compatabilitywith programs offered at the Area Voca-tional School also be considered in ap-proval of programs for reimbursement;
. Vertical articulation of the entire Vo-cational Program be undertaken. It isfurther recommended that this program bevertically integrated to the extent pos-sible with the entire education systemincluding higher education. A schematicdiagram of this concept, from the Stateof Hawaii Master Plan for Vocational Ed-ucation is shown as Figure 3; and
. Curriculum development personnel chargedwith the responsibility of developingeducational media and other teaching aidsto be used in vocational programs in re-mote areas. Specifically, the development
-63-
FIGURE 2
A PROPOSED CURRICULUM OFFERING AND COURSE SEQUENCE
12. Vocational Blocks, Ind.Co-up. Trng. --ICT
B.
C.
D.
E.
F.
Auto Mech., 3 HoursPrinting, 2 HoursElectricity, 2 HoursWelding (Need), 2 HoursComputerAgriculture --Bus
8. Arts and Crafts
. Exploratory, One Hour
A.
B.
6 Week
Option 9 Week (4)1. Auto Power Mech.2. Woods
3. Electricity4. Metals5. Drafting6. Printing
10. Introductory, One Hour
A.
B.
C.
D.
E.
F.
G.
Auto Mech. IWoods IBasic Elect. IMetals IDrafting IPrinting IAgriculture I
B.
C.
D.
E.
F.
TG
To Work
11. I.A., One Hour
Auto Mech. IIWoods IIElectronics IMetals IIDrafting IIPrinting IIAgriculture II
12. Senior-Terminal (Possible) 12. Academic PursuitsOne Hour
B.
C.
D.
E.
F.
G.
Woods IIIAuto Mech. III Lab. Ass't.DraftingElect. MathAdv. Elect.
Computer Tech.Agriculture
13-14. Technical (NMSU, ENMU,NMHU, NMJC)
-64-
One Hour
Individual InstructionLaboratory Combination
Teaches Aide or SeniorTerminal
4,To College or University
FIGURE 3
A SAMPLE OF PROGRAM ARTICULATION: AN ELECTRONICS FLOW CHART
Eaglich, Social Studies, and Physical Education
Electronics 1 & 2Electronics 3 & 4
W co o
-4
c ro
w oE -8IW
a%I AO 4 .1
g4VWU
Communication CktsIntro to TelevisionServicing TechniquesColor TelevisionMaster Antenna System
(Certificate)
TV Serviceman
> AlgebraTrigonometry
D-C FundamentalsA-C FundamentalsElectron Tubes & Semiconductors
0
ro
0x
AazU
g
< U
Some 4-Year Colleges & Universities
1. Long Beach State College2. Oklahoma State University3. Church College
(Bachelor's Degree)
Junior Engineer, Supervisor, Engineer
Industrial Education Instructor
Intro to Ckt AnalysisAdvanced Ckt AnalysisPulse CktsMicrowave Ckts & MeasurementComputer CktsInstruments & MeasurementsAvionicsIndustrial Electronics
(A.S. Degree)
Electronic TechnicianElectronic Mechanic
Regular Universities
(Bachelor's Degree)
65Engineer
EnSa
asaz
cv)
roaz
>4
2
and use of mobile units and educationaltelevision is needed.
Occupational Preparation
With very few exceptions, vocational counselors are non-existent in New Mexico. Guidance programs at most schoolsare oriented toward the college-bound. While guidance ap-pears to be more effective in the post-secondary schools, thedownward relationship to the high schools is generally weak.To strengthen this program, it is recommended that:
. A State-level occupational readiness group,reporting to the State Director of Voca-tional Education, and coordinating its ef-forts with the State Director of GuidanceServices, be established; and
. The occupational readiness group, in con-junction with the State Director of Guid-ance Services, draft a long-range verti-cally integrated plan extending guidanceservices throughout the State. It is fur-ther recommended that this plan includeheavy faculty involvement, and coordinationwith industry to assist in placement andpost-graduation follow-up.
Facilities
According to a survey conducted for this report, exten-sive facility outlay for vocational needs at existing compre-hensive high schools is not required. It can be concluded,however, that more installations are needed that will servea relatively large area, possess post-secondary program capa-bility, and sufficient flexibility to serve a wide segment ofthe population.
The overall need for occupational training, and the con-tribution it can make in the economic and social fields hasbeen demonstrated. The Area Vocational School concept isclearly the most cost-effective way of filling the need. Nostate, 'including New Mexico, can afford the alternative ofplacing complete vocational facilities in every school dis-trict. Moreover, it is doubtful that post-secondary and othernon-high school programs could be adequately supported by en-rollment in all districts.
-66-
7
To establish economic areas within the State, countydata in the following categories were compared with Stateaverages.
. Unemployment rate
. Per capita cash welfare payments
. Percent of children 5-17 years eligiblefor Title I grants
The latter factor was significant not only as a leading indexof economic activity. Many Title I programs, though notspecifically designed for that purpose, are excellent prep-aration for occupational training.
Based on the results shown in Table 22, a seven-countyarea was designated Economic Area A. These counties are:Sandoval, Rio Arriba, Taos, Mora, San Miguel, Guadalupe andTorrance.
An arbitrary total multiple of five was established asthe cutoff point for Area "A". Very few other counties wereclose to this cutoff point, however. The following exampleshows how the total multiple was determined:
Sandoval County
UnemploymentState Average
Welfare PaymentsState Average
Title IState Average
9.9%5.1%
$26.6022.00
39.1%13.2%
UnemploymentMultiple 1.94
WelfareMultiple 1.21
Title IMultiple 2.7
5.85TOTAL MULTIPLE
In reality, the two factors of local support and skillsneeded in the geographic region, plus any differences inavailability of State and federal funds, are the only onesthat must be reconciled. No matter where the vocationalschool is located, a rational plan must be developed, theremust be someone to teach, questions of tuition and geographicarea served and administrative structure must he resolved.Criteria for funding and program emphasis, therefore (becauseof an inherent shortage of jobs in some areas), must reflectthe peculiar needs of the respective economic areas.
-67-
TABLE 22
ECONOMIC AREA A*
UnemploymentPercent
Per CapitaWelfareExpenditure
Percent Children 5-17Eligible for Title I
Statewide 5.1 $22.00 18.2Sandoval 9.9 26.60 49.1Rio Arriba 20.4 53.00 42.2Taos 10.9 64.00 47.0Mora 11.9 53.50 65.2San Miguel 12.0 68.50 44.6Guadalupe 7.3 46.50 40.6Torrance 8.5 40.25 42.0
Average Area A 11.5 $50.33 47.2
*Source: Sterling Institute
. It is recommended that a Statewide system ofArea Vocational Schools, coordinated and ad-ministered by the State Board of VocationalEducation, be established.
. It is further recommended that, for purposesof Area School location, the seven countiesmentioned earlier be considered separately.This area clearly has more severe economicand social problems than the State as awhole.
. It is recommended that the system be com-prised of schools at the following locationsserving the school districts indicated.(See Map 2.)
Location School Districts Served
Espanola(Federal Funds Available)
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EspanolaPtjoaquePenascoJemez MountainsLos Alamos*
Las Vegas
;Federal Funds Applied For)
Socorro
Farmington
MoraWagon MoundLas Vegas (CitlLas Vegas (West)Santa RosaPecos
Los LunasHelenMountainairSocorroMagdalenaQuemado
CentralFarmingtonAztecBloomfield
Gallup Gallup-McKinleyGrants
Silver City
Las Cruces
Alamogordo
Hobbs (In Operation)
-69-
Silver CityCobreLordsburgAnimasDeming**
Truth or ConsequencesHatch ValleyGadsdenDeming**
CarrizozoCapitanHondo ValleyRuidosoTularosaCloudcroftAlamogordo
TatumLovingtonHobbsEuniceJalLovingCarlsbad
Roswell (In Operation) Roswell IndependentDexterHagermanLake ArthurArtesia
Portales-Clovis Tucumca-i(Technical Institute Gradyat Portales Now) House
MelroseClovisTexicoPorta_esCauseyFloydElidaDoraFort Sumner
Santa Fe(Federal Funds Available)
Albuquerque
El Rito (In Operation)
Trinidad, ColoradoJr. College
Santa reLos Alamos*Bernalillo***Jemez Springs***Cuba***
AlbuquerqueMoriartyEstanciaBernalillo***Jemez Springs***Cuba***
DulceChama ValleyOjo CalienteTaos CountyTaos+Questa
CimarronRatonMaxwellDes Moines
Mobile Service Recommendations
Socorro-Belen
Portales-Clovis
ReserveCoronaEncinoVaughn
San JonLoganMosqueroRoyClayton++Springer++
Served by Santa Fe or Espanola, depending on program.** Served by Silver City or Las Cruces, depending on program.*** Served by Santa Fe or Albuquerque, depending on program.
Served with Las Vegas as a satellite.++ Possible assistance from Las Vegas unit, if available.
. In terms of priority, it is recommended thatthe schools serving districts in the seven-county area mentioned previously (Albuquerque,Espanola, Santa Fe, Las Vegas and Socorro) begiven whatever preference is possible. Timingon other schools should depend on local incen-tive and federal funds. Need, based on im-mediate p,Jeential enrollmer*:, would dictateconstruction in the following order:
Las CrucesClovisGallupFarmingtonAlamogordoSilvc-r City
. It is recmmended that mobile units and otherportable teaching aids be made available asrequired to the designated schools to ade-quately meet the needs of areas that will notbe served by a school.
Determination of area to be served was done on a schooldistrict basis because, as the smallest practical administra-tive unit, it a]lowed maximum flexibility. Service areas arebased on a maximum commuting distance of approximately 60
-71-
1 CENTRAL
1
1
FAAW,,,%0
MAP 2 AREA VOCATIONAL SCHOOL SYSTEM, NEW MEXICO
AL IL C
OuLCE
VALLEYC14111
TAOSCouNTy
Out STA X-71 reIG.
CIDARaor.
X X 1.1_(
NA rX
XDES WJINES
XX \
k "N\ Lf TONSPRINGER
t N°51WAGON NOUN D
GALLUP mEkiN,Ey
SANTA PE
SERNALILLO
LOGAN
LAS VEGAS( wEST)
NoRIAR TVSANTA Ros
GRANTS GRADYLOS LuNAS
ENCINO
&CLEMMELROSE
Out mDO PONT SUMNER MIKEMAGGAL [NA
PORTALS
EL IDA
SOCORRO GARRIZOZG
CAP I TANHONDOVALLEY
RuIDOSOTRUTH OR
CONSEQUENCES TULAROS
ROSWELL IMO
EAuSE
4
(2) T T u 9 1
il
1----____r--1LAAEARTHul 1
WVm-TON 1
ILSILVER CITY
--1,, LOROSSURG
ANIMA!
CLGUOGRoPT
CO SR[
MATCH VALLEY
1-07kTEN
HAGERMAN
HOI
1111ARTESI
LAS CRUCES
DEMING
GA DSDEH
ALA NOGOR DOCUAItrE
GiLSIIAD J L
Key
g5 Served by Mobile Units SCHOOL DISTRICT
MServed by Two Area Schools MAP OF
NEW ME) ICOServe': by Trinity, Colo. Jr. College
OA,- School Location -72-
miles over existing Federal Aid Primary and Secondary Highway
ADM in Pppendix E6, and adjusted upward reflecting (1) a
Area 3chocas.
recom-mendations are made in an effort to provide a practical State -level
ADM). This percentage was applied to projected
per enrollee was assumed for secondary projections.
based on the actual number of graduates- in the last two years,
Seeroads.1
proposed schools may be found in Figure 4. Projections were
Santa Fe, )ecember, 1968.
depend on local interest and conditions. The above recum-
not felt necessary for operating schools.
sub-mitted with individual school applications. Different as-sumptions
of schools is assumed for purposes of this report.
data. L. factor was then derived relating percent of par-ticipation
to greater depth and variety of programs offered at the
Plan for the State of New MEXiCO, State Planning Office,
than those developed when complete Statewide coverage by
determining its size. This information should, however, be
tion center of the area served.
sumptions were no doubt made, and estimating such projections
training or retraining was made. These program projections
submitted with individual applications for Area Schools.
sent way taken from State Department of Vocational Education
ticipation in vocational programs to total average daily mem-
secular increase in vocational enrollment, and (2) an increase
level planning tcol. Except to acknowledge existing andfunded installations, all schools are located in the popula-tion
one unit only, will naturally yield different figures
are essential in estimating intensity of facility use, butare difficult to use reliably in justifying installation or
See ficares 9-b and 9-c, Preliminary Economic Development.
The estimated secondary school enrollment for the pre-
No estimate of adults desiring and/or needing skill
These projections may differ appreciably from those sub-
Pote-itial post-secondary eilrol-art for the present is
Obviously, final decisions on areas to be served will
Cne 1alf of the full-time equivalent of students (FTE)
Immediate and projected enrollment potential for the
-73-
FIGURE 4
ANNUAL FULL-TIME EQUIVALENT STUDENT ENROLLMENT PROJECTIONS,
PROPOSED AREA VOCATIONAL SCHO6LS
Present
1975
Secondary
Post-
SecoLLaary
Total
Secondary
Post-
Secondary
Total
Scundan,
St. Jnoars
total
Espanola
146
162
288
146
194
340
)79
224
403
Las Ve-ps
176
142
318
214
180
394
264
205
4b9
Socorro
248
157
405
324
198
522
420
235
655
Farmington
290
169
459
339
206
545
408
228
b36
Gallup
298
187
485
371
287
658
465
329
794
Giver City
111
33
194
153
98
251
199
107
306
1,,S Cruces
230
361
5411
308
476
784
402
569
971
A1,11.,c,gurdo
278
135
413
342
181
523
429
208
637
-*ales-Clovis
404
174
578
480
231
711
548
251
799
Fe
193
176
369
258
265
523
357
326
683
A -aquerque
871
1136
2007
1198
1372
2570
1474
1568
3042
TVI Current Capacity
1000
1000
1000
Now Kuq-irement
1007
1570
2042
T.dtr
3225
2882
5107*
4133
3688
6821*
5145
4250
8395*
of Albuquerque TV!
not of college enrollees. The base figure eras adjusted up-ward to account for those desiring training, leaving collegeafter one year or less, and for those leaving prior to com-pletion of high school. A factor relating this figure toADM was then determined for each district. This factor wasapplied to th - opulation projections in Appendix E to de-termine futu_ c.-nrollment estimates.
Finance
The most realistic way of determining appropriate sourcesof funds is to determine who is responsible for the functionthe funds are to support. The researchers conclude that theState, as it does with higher education, should assume onemajor responsibility for vocational training.
Many factors justify this recommendation. First, theState is now the agency for determining eligibility i : anddisbursement of federal funds. Second, the emergence of theArea Centers, some -.erving many districts and counties, willrequire more coordination at the State level. This is fur-ther complicated by the fact that school district and countyboundaries are not contiguous in all instances. (See Map 3.)Third, circumstances in other areas of State responsibility,such as Welfare and Industrial Development, strongly suggestState-level control of vocational education.
. It is recommended that the State assume thisoperational responsibility, aid with itnancial responsibility.
Construction funding comes fron three sources: federal,local, and state. For all approved project ;, federal matchingflnds of up to 50 percent of total costs are available.
area:; with pronounced economic problems may beeliT.ble for a lar..Ter pc.:_ion of the costs. The EconomicDewlopment Administratioa (EDA), for example, can grant asmuch as 80 percent of total costs, in accordance with certaineconomic criteria.
. The critical issue is who sLoplies the bal-ance. State participation to a 1...ccie extentis recommended. As Figure 5 illust_::ates,technical ability to .:und the schools whenall needs are considered is in most instanceElimited. This is particularly true in theseven-county area.
FAMINGak WIC
MAP 3
DULCI0J0
CALIENTILANI
TAGSCOuNTT
111-TON
CINM,Rols
ARIZ MOUNTAINSSFIINOtI C olY Too
tiliTNoL S
GALLUP -lacisiolocy
Out Nooo
t AAAAA
1
L11 MIAS corvi
ALNAMtROOM
JkottSPRINGS SANTA Ft
pfsIssutsoLAS vistas I %miss)
1.04111 I
1111011111T, SIN Ass ISANTA NOS TvCusiCANI
truNo
sioulITAINANIFONT SUNNIS
MILNOSi
FLOYD
suiDALISNIA C 0,1011
[LIDA
r----1
SOCORRO CANIIIIZOZO
LNDOSOTuTsi OR
CONStOseaNCIS TuLARosa
VALLEYRONDO
OSNIILL IND
NAN
TAT uN
Mato
NRAol,
CLOVIS
NORTALIS
00111A
TCNICO
siLvta CITYJ.LCUOCI1OFT
1
MATCH VALLEY
LASE AnTswis
CALSSII
LOWNGToR
ANTI SIA
IWOWSOWNI
ANIONS
=11.1=1, AD MN,
-1----RELATIONSHIP OF SCHJOL DISTRICT BOUNDARIESs
LAS CROCKS
StDS0tis
L A
C AAAAA AD
NOP SS
J..__J TO COUNTY bOUNDARIES
IN NEW MEXICO
76
SCHOOL DISTRICTMAI OF
NEW XICO
FIGURE 5
ESTIMATED CONSTRUCTION COSTS1OF AREA VOCATIONAL SCHOOLS VS.
BONDING POTENTIAL OF DISTRICTS TO BE SERVED
School 1969 1970 1975 1980Espanola
Estimated Construction Cost 842,400 903,474 1,233,180 1,697,436Bonding Potential 544,650 572,331 1,662,251 2,708.252
Net Over/(Under) (297,750) (331,143) 429,071 1,010,816Las Vegas
Estimated Construction Cost 930,150 1,A6,902 1,423,038 1,975,428Bonding Potential 143,833 149,253 1,802,018 3,372,438
Net Over/(Under) (786,317) (857,649) 372,980 1,397,010Socorro-Belen
Estimated Construction Cost 1,104,625 1,292,850 1,893,294 2,758,860Bonding Potential 933,385 959,997 3,260,414 5,424,271
Net Over/(Under) (251,2401 (322,853) 1,367,120 2,665,411Farmington
Estimated Construction Cost 1,342,575 1,',38,866 1,976,715 2,678,832Bonding Potential 6,107,525 6 295,535 9,844,542 13,239,598Net Over/(Under) 4,764,950 4,356,669 7,867,827 10,560,766
GallupEstimated Construction Cost 1,418,625 1,511,874 2,386,566 3,344,328Bonding Potential 1,976,849 2,029,104 5,509,209 8,797,385
Net Over/(Under) 558,224 517,230 3,122,643 5,453,557Silver CityEstimated Construction Cost 567,450 620,568 910,377 1,288,872Bonding Potential -,,945,302 4,149,560 6,702,408 9,154,122
Net Over/(Under) t,3.7,852 3,528,992 5,792,031 7,865,250Las CrucesEstimated Construction Cost 1,728.675 1,895,166 2,843,568 4,039,852Ponding Potential 2,958,880 3,131,837 8,550,868 13,612,107
Net Over/(Under) 1,240,205 1,236,671 5,707,300 9,5^.2,255AlamogordoEstimated Construction Cost 1,208.025 1,317,106 1,896,921 2,683,044Bonding Potential 768,130 792,4 5 3,429,008 5,903,150
Net Over/(Under) 1439,395) (524,730) 1,532,087 3,220,106Portales-.:lovis
Estimated Construction Cost 1,690,650 1,825,200 2,578,797 3,365,388Bonding Potential 4,068 0,81 4,249,635 8,757,827 13,038,762
Net Over/(Under) 2,378,2,31 2,424,435 6,179,030 9,673,374Santa Fe
Estimated Construction Cost 1,079,325 1,201,590 1,895,921 2,876,796Bonding Potential -- 291,751 4,668,021 9,044,292
Net Over/(Under) (1,073,325) (909,839) 2,771,100 6,167,496AlbuquerqueEstimated Construction Cost 2,945,475 3,74,350 5,694,390 8,600,904Bonding Potential 17,342,450 18,208,183 38,261,400 57,317,625
Net Over/(Under) 14,396,975 14,633,833 32,567,010 48,716,721
Con3truction costs were estimated as follows:Building: 135 sq. ft. per FTEX @ $15 per sq. ft. = $2,025 per FTEEqiipment: $900 per FTETota:: $2,925 per FT3
Incl:rition at our percent per year was assumed.-77-
. Three alternative methods of State par-ticipation are recommended. They areas follows:
. The State could establish a limit of20 percent of total costs that it willprovide for matching funds. The amountof federal participation would automati-cally compensate for financial short-comings of a locality. For example, RioArriba County is eligible for 80 percentfederal funds under EDA. Under this pro-posal the State would supply the 20 per-cent balance.
In areas where no economic distress hasbeen recognized, federal participationwould be the standard 50 percent underthe Vocational Acts. The State wouldagain put up 20 percent, leaving 30 per-cent of total costs, a federal fundsequivalent factor, to be raised locally.
. The State could establish a direct factor,based on need, used for calculating itscontribution to matching funds. One me-thod of determining this factor is a der-ivative of the multiple discussed in thepreceding section.
Sandoval Multiple Factor 5.85Statewide Factor 3.0C
Bondable Base Equivalent Factor 2.85Less: Local Base 1.00
State Bondable Base Factor 1.85
Therefore, for Sandoval County (in a m_Lching situation),the State would provide funds in a i.85 to )ne ratic withlocally raised money.
. The State provides al '. matching furdsfrom money r(dsed by Statewidebonding authority. This would aL.e-vicite any local burde:.. tnd s, cure th,best possible interest :ate.
-78--
ear
j.
Of the three, the last is equitable in that it treatsall localities similarly. The first two, on the other hand,have a much higher degree of specificity regarding economicproblems. Also the last could be more expensive to the State.Choice among the three is clearly a local option, and dependson many factors outside vocational education.
The following additional recommendations regarding op-erating funds are also made:
. That a goal of at least 50 percent State-federal participation in operating costsfor Area Schools be set. It is estimatedthat annual costs currently will approx-imate $800 per FTE, that of capital ccsts.Examination of the local resources availa-ble in Appendix E4 clearly indicates thatthe funds to support such a program mustcome from other sources.
. That the State standardize the financialsupport provided for area vocational stu-dents under the four bills which presentlygovern construction of Area Schools.
. That State funds be made available for thosevocational activities that will become apart of the foundation program in the gen-eral education system to the extent neces-sary to maximize federal matching funds.
. That the local portion of Area VocationalProgram costs be met to the maximum extentpossible by a proportionate amount of gen-eral fUnds " following secondary" studentsto the Area School.
. That the State provide funds for board andlodging where required for students attend-ing Area Schools b.2..yond commuting distancefrom their place of residence.
. That funds be made available for the discre-tionary use of the State Director to operateshort courses required by new employers tocommence operation. The availability of suchfunds could be a positive factor in attract-ing industry.
- 7 1-
I
Organization
When any organization undergoes a significant expansionof its responsibilities, a re-examination of the capabilityof its structure to cope with the new challenges should beundertaken. It is the conclusion of the researchers that ourorganizational alternative should be offered for vocationaleducation in New Mexico. This is not in any way an indictmentof the existing organization or personnel. It is realizationthat the tasks which they are called upon to perform havegreatly increased.
With this in mind, the organization schematically shownin Figure 6 is recommended as an alternative to that whichexists. A brief description of some recommended tasks foreach function follows.
Area Coordination and Management
To most efficiently utilize all resources, and facilitatecoordination between all levels and agencies, area managemen.of field operations is recommended. The area coordinator, ormanager, would have responsibility for all occupational train-ing functions in his area. This would include secondary,post-secondary and special programs, and their support func-tions. Additionally, he would be responsible for relationshipswith other State agencies, federal government and industry.re would report to an Assistant Director of Occupational Train-ing for Field Operations, who would be responsible for co-ordinating the various regions, and ascertaining their needsfor support.
The areas suggested are the State Planning and Develop-ment Districts, slightly modified where necessary to conformto areas served by Area Vocational Schools.
Assistant Director for Support O erations
The Assistant Director for Support Operations would beresponsible for coordinating the various elements reportingto him in accomplishing cross-runctional goals, and for as-suring that area coordinators were receiving maximum avail-able support.
Finance
It is envisioned that the finance function 14_11 coveressentially two areas. Briefly stated, the first would be
-80-
funds acquisition. This would include the determination ofNew Mexico's share of vocational monies from other sources,primarily federal. It would also include investigation ofother funding possibilities from other outside sources, suchas foundations. In addition, it should be responsible fordealings involving possible State funds and preparation ofbudgets for legislative presentation.
The second financial function would involve the normalinternal accounting for the vocational education system, in-cluding allocation of funds received by various institutionsand programs.
Occupational Preparation
This function will he responsible io Statewide place-ment of vocational graduates, and for ove -1'.1 direction as-
sistance and coordination of Occupational Guidance through-out the State.
Curriculum
Full responsibility for development of skills coursesshould rest with the curriculum groups. Additionally, itshall be responsible for acquisition and/or development ofeducational media for Use when normal course offerings arenot available. Assistance shall be available in curriculumdevelopment initiated at the local level. The cureiculumfunction shall also have responsibility for advising theState Director of the efficacy of proposed programs. Thegroup shol,ld also coordinate with other curriculum divisionsof the Department of Education in development of the generaland orientation programs discussed earlier.
Facilities
This group will assist local schools and Area Schools indetermination of facilities requirements, as well as providetechnical assistance as needed for facilities design andconstruction.
Research and Statistical/New Program Development
It would be the responsibility of this group to (I) de-termine what information is required for effective implemen-tation of this plan, (2) collect the information, and(3) maintain this information in readily retrievalAe andusable Zorm.
-81-
FIGURE 6
[
DIRECTOR OF OCCUPATIONAL TRAINING
L___
Asst. Director
Support Operations
L__
Asst. Director
Field Operations
rTinancing71
Curriculum
and Media
Development
Facilities
-^
[Occupational]
Pt eparation
;
Area
Coordinators
Area
Coordinators
Area
Coordinators
Research
Stet. New
Program
Develop-
ment
J
Coordination]
RECOMMENDED ORGANIZATIONAL ALTERNATIVE, OCCUPATIONAL TRAINING
STATE OF NEW MEXICO
Cea
Coordinators
Area
Coordinators
The "New Program Development" section of this groupwould be available at State level to pursue such special as-signments as the State Director may assign.
Coordination
This group would have responsibility for the externalaffairs of the Vocational Education System, including regu-lar liaison with the State Departments of Development andWelfare, and federal program personnel. It would, in par-ticular, be responsible for keeping the Research/Statisticalgroup informed of all industrial, federal and other trainingactivities in the State, and coordinating cooperative work-study programs at the State level with industry and the De-parts ant of Development.
Another equally important aspect of the organizationquestion deals with the position of vocational education vis-a-vis other State departments.
The most appropriate relationship with other State func-tions for occupational training is dependent to a large ex-tent on the degree to which this plan is implemented, andwhat alternatives are taken to complete implementation. Forexample, the Statewide bond issue discussed previously wouldjustify the creation of a separate board, either elected orappointed by the Governor. Both methods have their advan-tages.
A separate board would give occupational training parityin dealing with other State agencies, and indicate that theState recognized the importance of and fully supports occu-pational training.
Another possibility is place occupational trainingunder the Board of Educational Finance. This body now pro-vides financial support for the post-secondary vocationalschools. A drawback to this arrangement is that downwardarticu_ation to the secondary level may be difficult. Alsobecause of the board's traditional relationship with highereducation, a natural tendency to "upgrade" could occur.This is a positive factor for those already in the system,but could result in upgrading to the extinction of vocationaleducation. In addition, if this plan is implemented, itwould result in a large segment of the State': educationaland overall expenditure under the control of cane !lady.
-33-
Positive factors for this arrangement are that (1) itwould preclude creation of another board, and (2) the Boardof Educational Finance through its involvement in post-se-condary schools, would continue to participate in vocationaleducation.
A third and obvious alternative is to leave the organ-ization where it is. This would be despite a definite in-crease in responsibility given vocational education. Whilecertain coordinating functions would be facilitated, opera-ting a variety of programs at all levels might be difficufrom a traditional elementary-secondary school position.
All three alternatives pose advantages and disadvantages.Again, until this degree of implementation is determined, afinal choice is difficult to make. All things considered,however, it is recommended that the occupational trainingfunction be organized under a separate board. It is theopinion of the researchers that, on balance, this is the bestalternative. The method of selecting the board is clearly aState option.
APPENDICES
4
A MASTER PLAN FOR THE DEVELOPMENTOF
VOCATIONAL-TECHNICAL EDUCATIONIN
NEW MEXICO
APPENDIX A
i
EMPLOYMENT BY VOCATIONAL SKILL CATEGORY
1967
ESTIMATED
1970
PROJECTED
1975
PROJECTED
AGRICULTURE
23449
20821
17542
DISTRIBUTION AND MARKETING
20734
22142
24919
HEALTH OCCUPATIONS
5806
6585
8217
HOME ECONOMICS
8444
956b
11914
OFFICE OCCUPATIONS
83615
90517
104894
TECHNICAL EDUCATION
1918
2021
2271
TRADE AND INDUSTRY
109913
114840
126792
OTHER
35570
39150
46694
UNCLASSIFIED
39997
40045
40373
TOTAL
329455
345594
383624
EMPLOYMENT BY INDUSTRY
1960
ESTIMATED
1964
ESTIMATED
1967
ESTIMATED
1970
PROJECTE')
1975
PROJECTED
AGRICULTURE, 1.13HERIES
31400
24800
22200
19077
15941
MINING
20110
17510
16109
14952
13550
CONSTRUCTION
18803
17202
15703
14937
,_4358
MANUFACTURING
16503
17134
18007
18798
20785
TRAN., COMM., AND P.U.
20017
19502
20005
19871
19790
WHOLESALE TRADE
8118
8677
9334
9913
11021
RETAIL TRADE
39982
42723
45966
48808
54246
FINANCE, INSURANCE
9406
11305
10872
12032
14401
OTHER SERVICES
36200
42800
48600
65361
69530
FEDERAL GOVERNMENT
20492
23081
26759
29747
35816
STATE AND LOCAL GOVT.
42808
48219
55892
62134
74815
OTHER
43300
45000
39998
40045
40373
TOTAL
307139
317953
329455
345694
373624
a
PERCENTAGE DISTRIBUTION OF EMPLOYMENT
CLASSIFIED BY VOCATIONAL SKILL REQUIREMENTS
1960
ESTIMATED
1964
ESTIMATED
1967
ESTIMATED
1970
PROJECTED
1975
PROJECTED
AGRICULTURE
11.33
8.90
8,38
7.19
5.55
DISTRIBUTION AND MARKETING
5.70
5.97
6.04
6.13
6.19
HEALTH OCCUPATIONS
1.30'
1.49
1.65
1.80
2.08
HOME ECONOMICS
1.89
2.17
2.39
2.61
3.00
OFFICE OCCUPATIONS
22.45
23.66
24.83
25.65
26.83
TECHNICAL EDUCATION
.58
.57
.59
.59
.60
TRADE AND INni.mmTvi
33.37
33.04
33.30
33.17
32.97
OTHER
9.02
9.70
10.44
11.00
11.95
UNCLASSIFIED
14.37
14.51
12.39
11.87
10.85
TOTAL
100.00
100.00
100.00
100.00
100.00
PERCENTAGE DISTRIBUTION OF EMPLOYMENT 2Y INDUSTRY
1960
ESTIMATED
1964
ESTIMATED
1967
ESTIMATED
1970
PROJECTED
1975
PROJECTED
AGRICULTURE, FISHERIES
11.40
8.73
8.12
6.79
4.96
MINING
7.47
6.62
5.89
5.36
4.58
CONSTRUCTION
5.94
5.26
4.58
4.18
3.50
MANUFACTURING
5.22
5.05
5.19
5.05
4.84
TRAN., COMM., AND P.U.
6.42
6.15
6.06
5.79
5.31
WHOLESALE TRADE
2.58
2.67
2.74
2.76
2.75
RETAIL TRADE
12.73
13.15
13.46
13.59
13.03
FINANCE, INSURANCE
2.82
3.29
3.03
3.22
3.48
OTHER SERVICES
10.64
12.29
13.67
15.06
17.52
FEDERAL GOVERNMENT
6.62
7.23
8.06
8.55
9.29
STATE AND LOCAL GOVT.
13.83
15.09
16.83
17.86
19.40
OTHER
14.37
14.51
12.39
11.87
10.85
TOTAL
100.00
100.00
100.00
100.00
100.00
PROJECTED CHANGES IN EMPLOYMENTBY VOCATIONAL SKILL CATEGORY
1967-1970 1967-1975
AGRICULTURE -2628 -5906
DISTRIBUTION AND MARKETING 1408 4185
HEALTH OCCUPATIONS 778 2409
HOME ECONOMICS 1121 3469
OFFICE OCCUPATIONS 6901 21277
TECHNICAL EDUCATION 102 352
TRADE AND INDUSTRY 4926 16878
OTHER 3578 11124
UNCLASSIFIED 48 376
TOTAL 16239 54169
APPENDIX B
KEY TO APPENDIX B
A. Number of buildings used exclusively for vocationaleducation
B. Approximate number of square feet in vocational educa-tion buildings
C. Approximate square feet in general classroom buildingsused for vocational education
D. Insurable value
E. Approximate cost of equipment
F. Adequacy of equipment
1. Adequate2. Inadequate3. Poor
o b#
cif
Aco
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4
APP
EN
DIX
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APPENDIX C
r
APPENDIX C
The following table reflects the numbers of trainees presently enrolled in training programs plus the number for which there are firm
plans for enrollment in FY 69.
*Indicates that the trainees are scheduled for further training either institutionally or OJT of some type.
No. of
Location and Type of
Trainees
Program
Kind of Training
Purpose of Training
Facility(Public or Non-public)
20
IOTA
Medical Laboratory Assistant
Employment
Roswell-Public Facility
15
MDTA
Small Engine Mechanic
Employment
Santa Fe-Public Facility
20
MDTA
Office Machine Operator
Lelployment
Albuquerque-Public Facility
25
MDTA
Clerk Typists
Employment
Albuquerque-Public Facility
25
MDTA
Stenographers
Employment
Albuquerque-Public Facility
25
MDTA
Stenographer (Upgrading)
Employment
Albuquerque-Public Facility
15
MDTA
Stenogrepher (Refresher)
Employment
Farmington-Public Facility
35
MDTA
Stenographer
Employment
Santa Fe-Non-Public Facility
32
MDTA
Registered Nurse ( Refresher)
Employment
Alb. 8 Hobbs-Non-Public Facility
20
MDTA
Electronics Mechanic
Employment
Roswell-Public Facility
20
MDTA
Cashier Checkers
Employment
Roswell-Public Facility
25
MDTA
Licensed Practical Nurse
Employment
Las Cruces-Non-Public Facility
25
MDTA
Licensed Practical Nurse
Employment
Albuquerque-Public Facility
15
MDTA
Cooks, Hotel-Resturant
Employment
Albuquerque-Public Facility
20
MDTA
Counterman, Auto Parts
Employment
Roswell- Public Facility
75
MDTA
Various, Individual Referrals
Employment
50% Public Facility, 50% Private
Schools
250
Navajo CEP
General Orientation (3 weeks)
Orientation
Coyote Canyon-BIA Facility
.230
Navajo CEP
Basic Education
(8 weeks)
Upgrading
Coyote Canyon-MA Facility
(Contracted to ENMU)
10
Navajo CEP (MDTA1
Steaographer
(Refresher)
Employment
Farmington-Public Facility
40
Navajo CEP (MDTA)
Sales Clerk
Employment
Gallup-Non-Public Facility
Appendix C (continued)
No. Of
Trainees
Program
Kind of Training
Purpose of Training
Location and Type of
Facility (Public or Non-Public)
(Cont)
20
Navajo CEP (MDTA)
Auto Service Mechanic
Employment
Gallup-Non-Public Facility
170
Navajo CEP
Various Occupations On-The-Job Training
(Largely for Electronics Assemblers for Employment at Fairchild Electronics Mani, Fort Defiance, Arizona)
*563
North Central CEP
Orientation
(1 week)
Orientation
Various ESC Offices, Northern N.M.
10
North Cent
CEP
(MDT A)ral
Office Managers
Employment
Undetermined
20
North Central CEP
Building Maintenance Men
Employment
Undetermined
(MDTA)
25
North Central CEP
Licensed Practical Nurse
Employment
Las Vegas-Non-Public Facility
(MDTA)
485
North Central CEP
Various O-J-T contracts involving CEP paying the employer 800 per working hour and the employer paying the
trainee $1.60 per hour. Purpose of training is mmployment.
Contracts made in the target area.
*1,490
Albuquerque CEP
Orientation and Job Conditioning
Upgrading
Both Public and Non-Public
in the Albuquerque Area
*75
Albuquerque CEP
Literacy Training
Upgrading
Albuquerque-Public Facility
52
Albuquerque CEP
Home Improvement (Basic skills in carpentry,
Home improvement and
cement work, plastering and roofing)
skills development
Albuquerque Area, on site
training
*75
Albuquerque CEP
Remedial Educa..ion and Orientation
Upgrading
Albuquerque-Public and Non-
Public Facilities
20
Albuquerque CEP
Body and Ferder Repair
Er.nloyment
Albuquerque-Public Facility
(MDTA)
20
Albuquerque CEP
Small Engine Repair
Employment
Albuquerque-Public Facility
(MDTA)
20
Albuquerque CEP
Clerk, General Office
Employment
Albuquerque-Public Facility
(MDTA)
20
Albuquerque CEP
Coo
ksEmployment
Albuquerque-Public Facility
(MDTA)
40
Albuquerque CEP
Mental Health Aids and Mental Health Workers
Employment
Albuquerque-Public and Nom-
(New Careers Funds)
Public Facilities
App
end
ix C
No. of
cont
inue
d )
Location and Type of
Trainees
Program
Kind of Training
Purpose of Training
Facility (Public or Non-public)
25
Albuquerque CEP
Social Service Worker
Employment
Albuquerque-Public & Non-public
(New Careers)
50
Albuquerque CEP
(New Careers)
School Aids
Employment
Albuquerque-Public Si Non-public
15
RAR
Clerk, General Office
Employment
Albuquerque-Public & Non-public
15
RAR
Clerk, General Office
Employment
Farmington-Undetermined-Facility
15
RAR
Stenographer
Employment
Albuquerque-Non Public Facility
35
RAR
Farmer, General
Upgrading
Mora, Undetermined Facility
20
RAR
Various Individual Referral
Employment
Undetermined Location
25
RAR
Licensed Practical Nurse (Carlsbad)
Employment
Carlsbad-Public Facilities
120
SER
Orientation
Upgrading
Albuquerque- Non-Public
60
SER (MDTA)
Construction Worker
Employment
Albuquerque- Non Public
40
SER (MDTA)
Stenographer
Employment
Albuquerque - Public Facility
60
SER (MDTA)
Various, Individual Referral Project
Employment
Albuquerque- 50% Public-50% Non-public
518
Job Corp
Various
Employment & Re-entry
into School
Out of State
850
BWTP-NYC
Out-of-School Program Various
Employment
Statewide
130
BWTP (Mainstream)
OJT-Truck Driving, Forrestry & Maintenance
Employment
Statewide-Forrest Service
368
BWTP
Clerical, Custodial, Medical, Maintenance
Employment
Statewide-Non Public
0643
-Coe
FY
ift d
ors
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1,+
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ie Z
et,i
ow_
Fr.
.% F
Y 4
0
.
APPENDIX D
DAVID F. CARGOGOVERNOR
Dear Sir:
STATE OF NEW MEXICOOFFICE OF THE GOVERNOR
SANTA FEei50i
December 4, 1968
Vocational training has many potential values, both to thetrainee (social and economic) and to the employer (reducedtraining costs, improved productivity, and dependable man-
power availability).
In developing a master plan for vocational training in the j
state of New Mexico, we are moat anxious to give full re-cognition to the employer as the one who casts the key votefor or against a vocational program each time he considersthe hiring of one of its graduates. H's attitude towardthis decision is the single most important measure oftraining success or failure.
We also are concerned about how well the supply of voca-tionally trained applicants matches the needs of employers.Certainly we cannot hope for full employment if we are pro-ducing too many people with unneeded skills and not enough
with needed ones.
Your opinions in these areas are requested on the attached
questionnaire. The recommendations that result from it mustbe formulated for consideration in the New Mexico Legislatureearly in January, 1969. Questionnaires returned after the16th of December may be too late to be used.
Therefore, please be prompt in your reply. Thank you.
cer ,
.
DAVIDF. CARGO
DFC:pdu:rwAttachment
GOVERNOR
QUESTIONNAIRE
VOCATIONAL-TECHNICAL EDUCATION IN NEW MEXICO
Type of Business
Location (County)
Number of Employees
Part I - Employer attitudes toward effectiveness of available programs.
Statements (1) through (5) in the left hand column of Form A (attached)describe characteristics of vocationally trained job applicants thatrepresent the major potential values to the employer of their training.Our purpose is to determine to what extent employers feel that thesecharacteristics are present in vocationally trained applicants.
Across the top of the form are listed the various major types ofvocational programs:
High School Programs (generally taken by a studentav the alternative to a straight academic collegepreparatory course.)
Post High School Programs (offered to high schoolgraduates by both public supported and privateorganizations.)
Adult Education Courses(offered through the publicschool system in the evenings.)
Federal Programs for those with special needs(including such programs as the Job Corps.)
Military Programs (vocational technical trainingreceived in the course of military service.)
Please evaluate each statement with respect to programs about which youhave an opinion by entering: T (true) if you feel the statement isgenerally true of applicants graduating from a program; 0 (zero) if youfeel the program has little or no effect on the applicant characteristicsdescribed in the statement; or F (false) if you feel that program graduatesare less likely to have the characteristics than applicants without suchtraining.
a.
Form A
EMPLOYER ATTITUDE TOWARD THE EFFECTIVENESS OF AVAILABLE VOCATIONAL EDUCATION PROGRAMS
1.
Those who have had this type of training
generally need less on-the-Job training
because of job knowledge and skills they
already possess when hired.
2.
Those who have had this type of training
generally can be trained faster or more
easily when required to take the same
instruction as others.
3.
Those who have had this type of training
are potentially more productive and/or
promotable.
4.
Those who have had this type of training
are more likely to possess specific
critical job knowledge and skills that
you find difficult to obtain or costly
to develop in you
employees.
5.
Those who have had this type of training
generally can be counted upon to have
better work habits, attitudes and
motivation.
Jobs for which program graduates
generally apply - please list
Enter T(true), O(zero) or F(false) as it applies to each statement for each program with
which you have had experience.
(Note:
If you have no opinion of a particular program,
please leave blank.)
High School
Vocational
Programs
Poet High
School Voc.
Programs
(Public
Supported)
Post High
School Pro-
grams (Pri-
vate student
pays fee)
Federal Pro-
grams for
those with
special needs
Military
Voc/Tech.
Programs
Adult Edu-
cation
Courses
i
-3-
Part II - Employer opinions of program availability
A. I would say that there is an oversupply of applicants with trainingin the following vocations.
B. I would like to see more applicants with training in the following vocations.
C. I would generally prefer to start with an applicant not trained in aspecific skill and train him on the job in the following vocations.
-4-
Part III - Employer participation in vocational/technical training andct.unseling.
Please check the statement which most closely describes your pastrelationship to those active in the field of vocational/technicaleducation.
L/ I have previously had little or no contact with vocational/technical
educators and guidance counselors.
/ / I have previously had occasional contact with vocational/technical
educators and guidance counselors.
f7 I have had a good working relationship with at least one representative(instructor, administrator or counselor) of the vocational/technical
education community.
Please comment:
APPENDIX El
PROJECTION OF SCHOOL DISTRICT BONDING POTENTIAL
Column 1 - Estimated Assessed Value 1969All 1968 local assessed value, using assessment ratios appliedto determine net 1968 local assessed values, were converted to33 1/3%.
Example - A county certifying a 25% assessment ratio:
Local assessed value x 4 4 3 = 33 1/3%Corporate property and oil and gas were left the same as at pre-ent.Cross county values were included in the school district as consolidated.
Column 2 - Is Column 1 multiplied by 6% constitutional debt limit forschool bonding purposes.
Column 3 - Outstanding bonds at 6/30/68 plus bonds authorized butunsold up to constitutional limit.
Column 4 - Column 2 less Column 3.
Col= 5 - A three year comparison of school district values andpercentages of increase, discounting any above average increasesduring that period in the first several counties to completere-appraisal. Where a district has consistently shown a slightdecrease, no percentage was projected.
Column 6 - 1970 bonding potential is simply growth factor applied to1969 bonding potential. No attempt was riade to add back annualbonds maturing as this would have necessitated a specific dateas the bonds mature at various times and in varying amounts byseparate issue.
Column 7 - On the premise that few, if any, school bonds are nowissued for more than 10 years, we have assumed one-half ofthe outstanding bonds (Column 3) will have matured by 1975.This column then represents growth factor to 1975 less adjustedoutstanding bonds.
Column 8 - Using the above rationale on outstanding bonds, and assumingno new bonds have been issued, this column would reflect a 6%bonding potential with annual growth factor applied to 1980.
APP
EN
DIX
E2
PRO
JEC
TIO
N O
F SC
HO
OL
DIS
TR
ICT
BO
ND
ING
POT
EN
TIA
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ojec
tions
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ed o
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um b
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base
d on
the
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oric
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row
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ttern
of
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val
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1969
(a
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Appendix E2 (continued)
GRANT
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ds (
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lus
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ds A
utho
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d to
lim
it -
unso
ld a
t 6/3
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.
---,
Ass
umin
g no
bon
ds a
re is
sued
Prep
ared
for
The
Ste
rlin
g In
stitu
teD
ecem
ber
6, 1
968
Dep
t, of
Fin
ance
& A
dmin
istr
atio
nPu
blic
Sch
ool F
inan
ce D
ivis
ion
APPENDIX E3
PROJECTION OF POTENTIAL RESOURCES
Column 1 - Estimated Assessed Value 1969.
Column 2 - 1970 production from levy of .002225 mills on estimatedassessed value of each school district.
Column 3 - 1970 production from levy of .006700 mills on estimatedassessed county value and distributed to each school districtby the percentage of the di_strict's projected average dailymembership to the total of all districts within the county.
Column 4 - Total of potential local resources from property taxesthat will be available in 1970 for operation of the schooldistrict.
Column 5 - Percent of estimated annual growth of the assessed valueof the property within the school district. Note: The growthpercentage was not compounded annually.
Example: Estimated growth of 5%.125% x present value = projected value
Columns 6, 7 & 8 - Same as Columns 2. 3 & 4 respectively.
Columns 9, 10 & 11 - Same as Columns 2, 3 & 4 respectively.
APPENDIX E4
PROJECTION OF POTENTIAL OPERATIONAL LOCAL RESOURCESProduction based on projected growth of assessedvalue of school districts. Application of presentlegal levy, and distributed on present basis, usingprojected average daily membership percentages oncounty levy.
Prepared for The Sterling InstituteDecember 6, 1968Dept. of Finance & AdministrationPublic School Finance Division
App
end
ix 6
4 (c
ontin
ued)
Cou
ntsN
dmiru
stra
tise
Uni
t
Est
Ass
esse
dV
alue
1969
is33
1/ 3
87.
1970
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imat
ed P
rodu
ctio
nA
sses
sed
Val
ueE
stim
ated
Ann
ual
Gro
se th
1975
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rodu
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duct
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APPENDIX E5
ENROLLMENT PROJECTIONS
Estimated average daily membership was projected on thepercentage of change, historically, in each school dis-trict, based on the actual average daily membership ofthe years 1963-1967 Inclusive, except in the districtswhere we have pertinent information, which in our judg-ment, would cause the historical percentage of changeto be invalid. In such instances we made projectionson the basis of current information.
Columns 1 and 2 are the projected ADM for the years 1975 and1980. The increase or decrease between the twocolumns will indicate the historical growth or declineof enrollment.
Columns 3 and 4 reflect each administrative units percentage ofthe projected ADM to the total of the county for therespevtive years.
ENROLLMENT PROJECTIONS BY DISTRICT(Average Daily Membership)New Mexico Public Schools
Administrative Unit
EstimatedADM1975
EstimatedADM1980
5,, ADM1975
% ADM1980
Bernalillo
88,486 100,918 100.00 100.00Albuquerque
88, 486 100, 918 100. 00 100. 00
Catron
Reserve 372 388 69.53 73. 07Quemado 163 143 30.47 26.93
535 531
Chaves
Roswell 10, 661 11, 194 89. 60 91.10Hagerman 393 317 3.30 2.58Dexter 643 590 5.40 4.80Lake Arthur 202 187 1.70 1. 5,
11, 89; 12, 288
Colfax
Cimarron 490 489 16. 06 16.03Raton 1,910 1, 943 62. 58 63. 68Springer 525 517 17. 20 16. 95Maxwell 127 102 4. 16 3. 34
3, 052 3, 051
Curry
Clovis 9, 531 10, 872 91.41 92.25Texico 421 430 4.04 3.65Melroee 255 215 2.45 1.83Grady 219 268 2. 10 2.27
10, 426 11, 785 .
De Baca
588 510 100. 00 100. 00Fort Sumner___
588 510
Dona Ana
La Cruces 19, 247 23, 918 78. 08 80. 20Hatch 955 941 3. 87 3. 16
Gadsden 4, 449 4, 963 18. 05 16. 64
74-76 5T 29, 822
Eddy.
Carlsbad 7, 748 7, 086 63. 80 64. 27Loving 415 339 3.42 3.08Artesia 3, 981 3, 600 32. 78 32. 65
TZTITT 11, 025
Grant
Silver City 3, 702 4, 865 55. 32 61.03Cobre Cons. 2, 990 3, 106 44. 68 38. 97
6, 692 7, 971
Guadalupe
Santa Rosa 1, 511 1, 920 84. 89 90.23Vaughn 269 208 15. 11 9.77
7770 2, 128
Appendix E6 (continued)
Hat ding
RoyMosquero
Hidalgo
217193
190202
52. 9347.07
48.4751.53
410 392
79. 2720. 73
77. 2822. 72
1,197313
1,252368
Lords burgAnimas
Lea
1,510 1,620
21. 396. 38
61.947. 283.01,
14,785. 64
64.807.072.71
162, 173 182, 041
2, 916870
8,445953411
2, 579735
8,448922353
I..ovingtonEuniceHobbsJalTatum
Lincoln
13, 635 13, 037
44 8')27 45
9 159 50Q 05
45 8232 898 027 036 24
892546182189180
925664162142126
RuidosoCarrizozoCorunaHondoCapstan
, 989 2,019
Los Alamos5, 073 5, 457 100 00 100 00Los Alamos
55, 073 77477
Luna
3, 882 4, 161 100 00 100 00Deming3,882 4,161
McKinle,11, 589 13, 821 100. 00 100 00Gallup11, 56, 13, 821
MoraMora 1, 583 2, 067 84. 61 88 52Wagon Mound 288 268 15. 39 11 48
1, 871 773-37
OteroAlamogordo 9, 881 11, 199 83 13 S3 22Tula rosa 1, 630 1, 875 13 74 13 93Cloudcroft 347 384 2 93 2 85
11, 858 13, 458
Quay
Tucurncari 2, 157 1,990 78. 58 76 04House 143 166 5 21 h. 34Logan 242 281 8. 82 10 74San Jon 203 180 7. 39 6 88
2,745 2,611
Appendix E6 (continued)
Rio Arriba
CharnaDulceEspanalaJernez Mountains
San Juan
AztecFarmingtonBloornfieLdCentral Cons
San Miguel
Las Vegas TownLas Vegas CityPecos
Santa Fe
Santa FePojoaqce
Sierra
Truth or Conseq,..ence
Socorro
Taos
SocorroMagdalena
TaosPenascoOjo CalienteQuesta
Torrance
Union
EstanciaMariartyMountainairEncina
ClaytonDes Moines
Valencia
Las LunasBelenGrants
TOTAL
1,451 1,848698 739
6,727 7,829825 1,049
9, 701 11,465
2,034 2,1076,667 6,6811,835 2,1574,186 5,36414,722 16,309
3,035 3,4682,966 2 953
765 7696,766 7,190
13,430 16,5831,228 1,389
14,658 17,972
1,483 1,532
1,483 1,532
2, 337 2,609755 937
3, 092 3, 546
3,343 3,818791 718508 446
1,325 1,717
5,967 6,699
542 504
711 84C
432 373
151 132
1,142 1, 181
1,836 1,849
1, 110 1,002
202 179
1, 312 1,181
3,7723,7035,251
12,726
295,698
*Resonell 5% increase each 5 period
I7 34
4,8784,1785,521
14,577
331,007
11. 94
14 967 20
69 34M. 50
13 824', 29
12 4628 43
44 8641 84II 50
91 628.38
100.00
75 5824.42
50 0213.268 51
22.21
29.5238 7323 538 22
84 6015 40
29.6429.1041.26
16.126 44
68 299.15
12 9240 9bii 2i32 89
48 2341 0710 70
q2.277.73"
100 0 0
73 58
26 42
56 9910.726 6625 63
27 2645 4320 177.14
84 8415 16
33 4628.6637.88
Appendix E6 (continued)
Roosevelt2,983
183288
2,954197298
78.424 817 57
77. 885, 197.86
PartalesElidaFloydDora 247 253 6.49 6. 67Causen 103 91 2 71 2 40
3,804 3 793
SandovalBernalillo 3,253 4,083 67 55 68 64Cuba 798 886 16.57 14 00Gemez Springs 765 979 15.88 16 46
4,816 5,948
70,963 7,811
APPENDIX F
pUESTIONNAIRE
PLEASE CHECK THE APPROPPIATE BOX SUPERINTENDENT
CJ BOARD MEMBER
I. PLEASE INDICATE WHICH WORD, IN YOUR OPINION, MOS1 ADEQUATELY DESCRIBES THEFOLLOWING:
#34 A. The Guidance/Counseling Program in my district is:
1. Excellent 2.9%
2. Above Average 41.1%
3. Adequate 38.2%
4. Below Average 8.9%
5. Poor 8.9%
#34 B. The Vocational Training Program in my district is:
1. Excellent 8.9%
2. Above Average 17.6%
3. Adequate 26.4%
4. Below Average' 38.2%
5. Poor 8.9%
II. WHICH STATEMENT BELOW MOST ADEQIATELY DESCRIBES RELATIONSHIP BETWEEN THESE TV0PROGRANS IN YOUR DISTRICT?
#35 A. Strong formal relationship - Guidance counseling overtly directedtoward nen college-bound students. 0.0%
B. Good relationship - on college-bound students are encouraged to
utilize the guidance program. 14.3%
C. Regular relationship - Counseling available to all students alike,
and they are made aware of it. 68.5%
D. Guidance program directed toward college-bound students. 17.2%
III. RECORDS SHOW APPXYTMATFLY 43% OF NEW NEXICC HIGH SCHOOL GRADUATES ENTER COLLEGE.
APPROXIMATELY 17% GRADUATE FROM VOCATIONALLY-ORIENTED CURSES.PLEASE INDICATE WHAT YOU FEEL THE BALANCE CF 40;. hAU: BEEN PREPARED FOR:
#37 A. Armed Forces 21.62
B. Post-Seco7eary Jo}. Training 24.3%
C. Immediate Jobs 40.5%
D. Other (Please Specify) 13.6%
QUESTIONNAIRE
PLEASE CHECK THE APPROPRIATE BOX SUPERINTENDENT
ri BOARD MEMBER
I. PLEASE INDICATE WHICH WORD, IN YOUR OPINION, MOST ADEQUATELY DESCRIBES THE
FOLIDWIhG:
039 A. The Guidance/Counseling Program in my district is:
1. Excellent 2.6%
2. Above Average 26.0%
3. Adequate 38.0%
4. Belov average 23.2%
S. Poor 10.2%
037 B. The Vocational Training Program in my district is:
1. Excellent2. Above Average
3. Adequate4. Belov Average5. Poor
2.7%
5.4%
19.0%62.0%10.9%
II. WHICH STATEME\T Bum: MOST ADEQUATELY DESCRIBES RELATIONSHIP BETWEEN THESE TWOPROGRAMS IN YOUR DISTRICT?
#41 A. Strong formal relationship - Guidance covnseling overtly directedtoward non college - bound students. 0.0%
B. Good relationeaip - Non college-bound students are encouraged to
utilize the guidance program. 12.2%
C. Regular relationship - Counseling available to all students alike,and they are made aware 56.1%
D. Guidance program directed toward college-bound students. 31.7%
III. RECORDS S.7C A7:TROYIMATELY 437, OF NEW MEXICO HIGH SCHOOL GRADUATES ENTER COL1ECE.
APPROXIMATELY 17% OADUATE FRO'A VOCATIONALLY-CRTENTED COURSESPLEASE INDICATE t:11.1.1 YOU FEEL THE BALANCE OF 40% HAIL PEEN PREPARED FOR:
048 .. Armed Forces
B. Post-Secondary Job Training
C. Immediate Jobs
D. Other (Please Specify)
12.5%
45.7%
20.9%
20.92
Ima
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I
i
I