Journal of Agricultural Education - Vol. 37, No. 4, 1996

The Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990 mandated that states develop a system of performance measures and standards to be used for program evaluation and improvement. The purpose of this study was to examine the systems of performance measures and standards that each state had approved in response to the Perkins Act of 1990 for secondary vocational programs and identify implications for agricultural educators. Ninety-six percent of the states reported academic measures and standards for secondary programs. Academic areas of mathematics, reading, and language were ranked high by states as an approved measures for academic skill in both basic and advanced skill area. For other performance, one hundred percent of the states had approved at least one measure for secondary programs. The most common types of measures for other performance were work skill attainment and any placement. Agricultural educators need to be aware of these measures and standards as they plan and modify programs. Agricultural educators should place more emphasis on mathematics, reading, and language. In addition, agricultural educators need to increase their knowledge and skills related to assessment since states indicated a heavy reliance on locally developed assessment techniques. The Carl D. Perkins Vocational and Applied The Center for Law and Education (1990) Technology Education Act Amendments of 1990 indicated that a measure is a description of an included a requirement that states develop systems outcome and a standard is the level or rate of that of performance measures and standards for use in outcome. Once a state decided the types of program evaluation and improvement. Such academic and other performance to assess measures and standards had to be approved and in (measures), it was then necessary to select the level place by September 1992 (McCaslin & Headley, of acceptable performance (standards). As noted by 1993). Hoachlander, Levesque, and Rahn (1992) and the Prior to this legislation, there had been a call for standards for performance of vocational education educational programs to be more accountable for programs was no simple matter. Further, states had the resources they were receiving. Educational to select or develop appropriate assessment systems traditionally have relied upon the review of instruments and procedures. inputs and processes for accountability. However, the focus on accountability systems in education has Performance measures and standards have the been changing to one of assessing outcomes potential for impacting what is taught, how it is (McCaslin, 1990). taught and how it is evaluated. Agricultural Center for Law and Education (1990), developing