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Autor/inDavison, Glen A.
InstitutionWisconsin State Board of Vocational, Technical, and Adult Education, Madison.
Titel1987-88 Graduate Follow-Up Report.
Quelle(1988), (29 Seiten)Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Monographie
SchlagwörterQuantitative Daten; College Graduates; Community Colleges; Education Work Relationship; Employment Patterns; Outcomes of Education; Participant Satisfaction; Salaries; State Surveys; Two Year College Students; Two Year Colleges; Vocational Education; Vocational Followup; Wisconsin
AbstractThe Wisconsin Vocational, Technical, and Adult Education (VTAE) System annually conducts a student follow-up survey to gather data on the activities and perceptions of graduates of Designed to provide information for career awareness and program planning efforts, the survey investigates the current activities of VTAE graduates and the relationship between those activities and their educational programs. Between October and December 1988, the 16 districts in the VTAE system surveyed a total of 13,776 graduates. Study findings, based on an 88% response rate, included the following: (1) 57% of the respondents were female, 42% were between 20 and 24 years of age, and 92.3% were white; (2) 77% indicated that they were satisfied or very satisfied with their training, 4% indicated that they were dissatisfied, and 19% did not respond; (3) 93% were employed, and, of these, 86% were working in jobs directly or somewhat related to their field of training; (4) 90% were working in Wisconsin, and 8% were employed out of state; (5) business programs had the highest number of graduates (N=2,132), but ranked fifth in terms of the percent of graduates employed in a field related to their training; (6) agribusiness, home economics, and technical programs had the highest percentages of employed graduates working in a related field; and (7) the median monthly salary for all VTAE graduates was $1,204, compared to the median monthly salary for all Wisconsin industries and occupations of $1,282. (AYC)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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