final report adult vocational education ......aviation technology and professional development areas...
TRANSCRIPT
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FINAL REPORT
ADULT VOCATIONAL EDUCATION STUDENTS IN FAIRBANKS
Judith Kleinfeld, Robert Travis and Lynn Wright Institute of Social and Economic Research
UniversHy of Alaska Fairbanks, Alaska 99701
September, 197 9
Part I
NARRATIVE REPORT
PURPOSE
The purpose of this study was to provide information on the character
istics and needs of adult vocational education students in Fairbanks as
a basis for improving vocational program offerings. Specifically, this
study examined the following three questions:
1. What are Fairbanks vocational students• educational needs and how
do they evaluate the current quality of public vocational education in
Fairbanks?
2. What are Fairbanks vocational education students• motives and
goals? For example, are students primarily interested in preparing for a
career or are they taking courses more to acquire practical skills or
develop leisure interests?
3. What students are served by public vocational education in Fair
banks, and to what extent are these programs serving unemployed, poor, or
minority group students?
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METHODS
F~irbanks vocational students in publicly supported vocational
programs, conducted through Tanana Valley Community College (TVCC) and
the Hutchison Career Center (HCC), were surveyed in the spring of 1979.
A 33% sample of all students enrolled in one or more vocational courses
at TVCC was randomly drawn from student enrollment records. 1 A 50% sample
of all adult students enrolled in one or more vocational courses at HCC
was similarly drawn from student records.
The student survey covered such areas as reasons for taking vocational
programs, satisfaction with the educational program, and educational goals
and needs. Survey questions were developed on the basis of exploratory
interviews with over 50 Fairbanks vocational students. The survey was
extensively pre-tested to insure question clarity. The survey was admin
istered to sampled students either during class time or through the mail
if it was not convenient for the student to complete the survey during
class.
Response rate was high with 75% of the sampled students returning
their surveys. Since many students who did not return the surveys had
probably dropped out of school (as evidenced by continuing absence from
class or a returned survey with a 11no forwarding address" stamp) the
actual response rate may be higher.
The final sample of Fairbanks vocational education students consisted
of 237 students, of which 185 attended TVCC and 52 attended HCC. In a
sample of this size, results for the total population can be estimated
1Vocational programs were those courses listed by the institution under the category "career and technical education".
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at about ±5% from the statistic found in the sampleo In other words, only
5 times out of 100 would a difference greater than ±5% occur by chance.
Since the Hutchison sample is smaller, the confidence interval for Hutchison
students is broader.
95% Confidence Interval
Fairbanks Estimated Estimated Vocational Sample Responding Response Standard Sampling
School Students Contacted Samele Rate Error Error
TVCC 747 249 185 74% 0032 ± 6.3%
Hutchison 138 69 52 75% .054 ±10.7%
885 318 237 75% .028. ± 5.4%
Statistically significant differences between Hutchison students and
TVCC students at the 95% confidence level or greater are noted on the tables.
However, where differences between the schools do not reach conventional
levels of statistical significance but are consistent in several tables and
confirmed by general knowledge of the schools, they are unlikely to have
occurred by chance and are discussed as differences in the text.
In some tables, such as those referring to where vocational students
want to work, the analyses are done with a sub-group of students, those
who are using the vocational courses for employment.
ORGANIZATION OF REPORT
In order to present the major findings clearly and yet still provide
detailed statistical results of special use to policy makers, this report
is divided into two parts. The first part summarizes the principal findings.
The second part contains the detailed tables. All findings discussed in
the first part are followed by table numbers so that the reader can easily
refer to the relevant statistics.
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RESULTS
I.· WHAT ARE FAIRBANKS VOCATIONAL STUDENTS I EDUCATIONAL NEEDS AND Hml DO THEY EVALUATE THE CURRENT QUALITY OF PUBLIC VOCATIONAL EDUCATION IN FAIRBANKS?
Effects on Students of Moving TVCC off the University of Alaska Campus:
Whether TVCC should move off campus in order to better serve voca
tional education students in Fairbanks is a current issue of considerable
importance. Advocates of such a move argue that a centralized off-campus
location would give TVCC students a greater sense of institutional identity.
Moreover, they are concerned that a possibly 11forbidding 11 campus atmosphere
may discourage potential Fairbanks students who are unsure of their
academic abilities from enrolling in vocational programs. According to
this argument, an off-campus location would attract more students.
The results of this study do not support these arguments. Of the
vocational students surveyed, 82% did not believe that more people would
enroll in TVCC courses if the building were away from the campus (Table 1).
Students holding this view explained that 1) transportation and housing
problems would increase with an off-campus location and would discourage
UA students from attending TVCC, and that 2) they relished the university
atmosphere and closeness to UA facilities (Table 2). Only 23% of the
students gave favorable reasons for a move with almost all of these arguing
that a central location seemed better and more convenient.
Of cour~e, the students surveyed were already enrolled in a vocational
program. It is possible that a study of the Fairbanks community, not just
already enrolled vocational students, would reveal the presence of
potential students who strongly favored an off-campus location because it
was more convenient and away from a threatening campus atmosphere. However,
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information is available on vocational students at HCC, who might be
expected to have chosen HCC, rather than TVCC, because of these reasons.
The great majority of HCC students (73%) also believed that moving TVCC
off campus would not increase enrollment (Table 1). The largest group
(46%) held the opinion that whether vocational programs were located on or
off campus simply did not matter (Table 2).
In short, this study raises the possibility that an off-campus
location for TVCC could actually decrease vocational program enrollment
since current UA students enrolled in vocational programs would find it
less convenient to take courses off-campus. It should be kept in mind
that 36% of current TVCC students are currently enrolled in other university
courses (Table 43). Moreover, 23% of TVCC students gave as a very important
or important reason for enrolling in TVCC that they were taking courses at
the university anyway and the school v,as close by (Table 18).
Recommendation: TVCC policy makers should bear in mind the possible
decline in enrollment of U of A students, who form about a third of the
current enrollment, if TVCC vocational programs are moved off campus.
Educational Needs:
In considering areas in which they would like help, Fairbanks
vocational students' first priority was help in finding a job after
graduation (Table 4). This need was expressed by 39% of the total voca
tional students and 62% of the HCC students, who tend to be enrolled in
vocational courses more for career purposes (Table 10). Students' second
priority also concerned assistance in the job market, help in finding a summer
or part-time job (26%). Students were unsure of whether TVCC and HCC
planned educational programs with the job market in mind; 50% of the group
thought that TVCC and HCC offered vocational programs with little concern
for whether jobs were in fact available (Table 3).
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Help in planning their education (21%) and getting financial aid (22%) < <
were also major student needs (Table 6). Few stu·dents (8%), i11 contrast, wanted
help in solving personal problems. Very few students felt that lack of self
confidence, difficulty in finding friends, or other personal matters were
problems bothering them before or after enrolling (Table 5).
Recommendation: Fairbanks vocational programs should strongly empha
size job placement in their student services component·and·give personal
counseling activities much lower priority.
Ways of Improving Instruction:
The majority of Fairbanks vocational students (51%) felt that their
educational experience was very good but not excellent (Table 9). TVCC
students particularly had reservations about the quality of teachers at the
school with only 28% of the group considering them excellent (Table 7).
These results are similar to those reported by Kessey in her 1979 follow
up study of Fairbanks vocational graduates, 2 where the majority of students
did not give TVCC staff top rating.
One third of TVCC students made suggestions about how to improve instruc
tion at the school (Table 6A~ ·of this group, 48% dis6ussed dissatis-
faction with teachers, particularly their quality and commitment (Table 6B).
Improving teaching standards and hiring better teachers was also the most
frequently mentioned suggestion of TVCC students (19%) as a means of improving
their educational experience (Table SB). Vocational education students at
HCC stressed the need for equipment (33%) and more field work and practical
experience (19% ). In contrast, both groups were satisfied with current
method of scheduling classes. About 10% of TVCC students and no HCC
students wanted more night, weekend, or open-entry classes.
2 Sharon Kessey, F0Uo1u-up Study of TVCC G1°adua'tes, 1975-December 1978 Includes some 1979 Graduates. Tanana Valley Community College, Spring 1979.
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Recommendation: TVCC faculty should discuss the issue of possible
student dissatisfaction with the quality of instruction, examine the bases
of this situation and potential ways to improve teaching quality.
II. WHAT ARE FAIRBANKS VOCATIONAL EDUCATION STUDENTS' MOTIVES AND GOALS?
Career Skills versus Practical or Leisure Skills:
There are two prevalent viewpoints about the goals and motivations of
vocational education students in Fairbanks. Each has different implications
for program planning and evaluation.
According to one viewpoint, most vocational students are career
oriented. Therefore, vocational programs should plan instruction with the
goal of giving students a high level of job relevant skills. Correspond
ingly, vocational programs should be evaluated primarily in such terms as
what proportion of students get degrees and what proportion of students
get well-paying jobs in their field of study.
According to another widely held view most vocational students in
Fairbanks are interested not in jobs but in acquiring practical living or
leisure skills, such as learning how to fix their cars or how to fly a
plane. Those students who do want job-related skills are predominantly
already employed and are using the courses to upgrade their job competencies.
Thus, in planning and evaluating vocational programs, the conventional
criteria of graduation rates and job placement rates are not relevant.
This survey suggests that large groups of Fairbanks vocational students
have each of these motivations. When asked what was their most important
reason for taking vocational education courses, 36% of the group said they
wanted to develop skills for a career in the field, and another 31% said
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that they were taking these courses primarily for reasons of personal
interest (Table 10).
As might be expected, students in different vocational fields appeared
to have somewhat different motivations (Table 13). While the numbers of
students sampled from each program area are too small to draw firm con
clusions it is of interest that the largest groups of students in TVCC1s
aviation technology and professional development areas gave personal
interest as their primary reason for enrolling while students in TVCC1 s
drafting, mineral and petroleum technology, and office occupations program
were dominantly job oriented.
The dominant motivation of Fairbanks vocational students, however, is
developing strong career skills. Over 70% of the students considered
developing such career skills extremely important or important (Table 12A).
Only 28% of the students, in contrast, said that developing a leisure
interest or a hobby were extremely important or important reasons for
their taking vocational courses.(Table 12C).
Recommendation: In planning and evaluating programs Fairbanks
vocational educators should keep in mind that they are serving two different
groups of students, one career oriented and the other oriented toward
satisfying personal interests. However, the larger group is career
oriented and their needs for job placement and similar services deserve
priority.
Job Goals:
Fairbanks vocational students are interested in a wide range of
jobs (Table 14). There is no single job interest so dominant that the
students turned out each year threaten to overwhelm a particular job type.
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Moreover, students with job goals are not only interested in jobs in
Fairba~ks. While 40% of job-oriented vocational students plan to look for
employment only in Fairbanks, a similar proportion (39%) plan to look for
employment somewhere in Alaska or outside Alaska (Tables 15 and 16). This
result is consistent with Kessey's follow-up study of TVCC graduates,
which found that 42% of the graduates had moved outside of the Fairbanks
area. 3
Recommendation: In determining what types of vocational programs to
offer, Fairbanks vocational educators should consider manpower needs in
the statewide as well as the local labor markets; about 40% of Fairbanks
vocational students and graduates are interested in jobs outside of
Fairbanks.
Educational Goals:
A common reason given for low rates of program completion at community
colleges is that many students were never interested in obtaining a degree
in the first place. They were taking courses only until they could find
work or were taking courses to improve skills in their present jobs.
This survey suggests that these reasons ;may be ,·~art but certainly
not all of the explanation for low graduation rates. Most students (63%) have
clear educational plans (Table 19), and about 45% plan on completing their
currenteducational programs (Table 21). At TVCC, over 50% of the students
have long term goals of obtaining a two year associate degree or higher
(Table 20). HCC students are aiming more at one year certificates (24%)
with about equal proportions interested in acquiring just enough skills to
3Ibid., pp. 30-31.
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get a job (24%) and interested in courses for personal use (24%).
Fairbanks vocational students see two types of problems as likely to
stop them from completing their educational plans (Table 22). One type
vocational educators can do little about - heavy family responsibilities
(22%) and heavy work responsibilities (26%). However, students also felt
that financial problems were a major barrier to their program completion.
Over 30% of the students considered 11lack of a job to pay expenses while
in school" to be likely or very likely to stop them from completing their
educational plans. About 26% of the students considered the "cost of
training" and about 21% the 11lack of financial aid at this school" to be
serious barriers to their completing programs.
Cooperative Education Program:
Cooperative education programs are increasingly being used by
vocational educators, particularly at the community college level, as a
means of both providing financial support for students and also providing
practical work experience in their program of study.4 Many different
cooperative program arrangements can be made, such as structuring the job
experience during a semester off where local jobs integrated with the
educational program are not practical. Cooperative education programs
would also support the type of program improvement most frequently suggested
by TVCC graduates - more lab or work experience.s
4Alan Cohen, Robert Deene, and Steven Frankel, Cooperative Education -A National Assessment. Silver Springs, Maryland: Applied Management Science, 1977 ( ED 148 236).
5 Kessey, p. 43.
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Recommendation: Fairbanks vocational educa!ors should develop
cooperative educational programs which enable students to·earn money while
working in a program-related field. Such a strategy would both improve
program quality and also offer the financial support many students need
to stay in school.
III. WHAT STUDENTS ARE SERVED BY PUBLIC VOCATIONAL EDUCATION IN FAIRBANKS AND TO WHAT EXTENT ARE THESE PROGRAMS SERVING POOR, UNEMPLOYED, OR MINORITY GROUP STUDENTS?
The two public vocational institutions in Fairbanks - TVCC and HCC -
are serving very different student populations. TVCC students are primarily
employed (64%)~ and many have held jobs primarily in higher status pro
fessional, technical and managerial areas (28%) (Tables 28 and 30). Most
TVCC students (72%) have some post-secondary or college education, and 25%
of the students are college graduates (Table 33). The median family income
of TVCC students in 1978 was almost $20,000 with about one-third of the
students having incomes of $30,000 or higher (Table 35B). Only 7% of the
TVCC student population was Black or Alaska Native (Table 40).
The majority (54%) of HCC students, in contrast, are unemployed and
looking for work (Table 28). They have held jobs primarily in the lower
status areas of service work (22%), clerical and sales work (17%), and
unskilled structural work (17%) (Table 30). The majority (60%) of HCC
students are high school graduates who have had no further education
(Table 33). The median income of HCC students in 1978 was $9500 (Table
35B), and almost a third of the group have agencies paying their way
(Table 34). About 26% of HCC students are Black or Alaska Natives (Table 40).
6Proportion employed and unemployed are based on the total population, not just those in the labor force.
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In sum, TVCC is serving a broad spectrum of the Fairbanks community,
consistent with its role as a community college. In its adult programs,
HCC is oriented more toward unemployed, low income, and minority group
members. It is important to note, however, that TVCC is also serving
some students in these categories. Moreover, since TVCC's total adult
student enrollment is much greater than HCC's adult enrollment, the
absolute numbers of poor or minority group students served at the two
institutions may be comparable. The danger is that if TVCC vocational
programs absorb HCC adult students, TVCC programs and services may be
much less oriented toward the job needs and financial needs of these
students.
Recommendation: In considering allocating adult vocational program
responsibility for adults to TVCC, educators should insure that specified
plans are made to meet the job and financial needs of the low income and
minority students who form a large part of HCC's enrollment.
Part II
DETAILED TABLES
LIST OF TABLES
SECTION A. FAIRBANKS VOCATIONAL STUDENTS I EDUCATIONAL NEEDS AND vims ON THE SCHOOL QUALITY AND ORGANIZATION
1. Vocational Students' Views on Whether More People Would Enroll in TVCC if Building Moved Off Campus
2. Basis for View Concerning Change in Enrollemnt if TVCC Moved 3. Students• Perceptions on Whether TVCC Plans Vocational
Progra.ms Relevant to the Labor Market 4. Areas in Which Vocational Students Would Like Help 5. Problems Bothering Vocational Students 6A. Percentage of Vocational Students who Offered Suggestions
for Improving Instruction at School 68. Vocational Students• Suggestions for Improving Instruction
at School 7. Vocational Students' Opinions of the Quality of Teachers
and Instruction at School 8A. Percentage of Students who Offered Suggestions for Improving
Vocational Students' Educational Experience 8B. Suggestions for Improving Vocational Students• Educational
Experience 9. Vocational Students' Opinions of the Quality of Educational
Experience at the School
SECTIO!'~ B. FAIRBANKS VOCATIONAL STUDENTS I MOTIVATIONS FOR ENROLLING IN A PROGRAM AND EDUCATIONAL AND OCCUPATIO!~AL GOALS
10. Most Important Reason for Taking Vocational Education Courses 11. Vocational Education Students' Views on How Well Courses Have
Met Their Need 12. Vocational Education Students' Motivations for Taking a
Vocational Program: A. Importance of Job-Related Reasons B. Importance of General Education Reasons C. Importance of Skills for Personal Use
13. Major Motivations of Students in Different Program Areas for Taking Vocational Courses
14. Types of Jobs Students Want to Use Vocational-Technical Courses For
15. Geographical Areas Where TVCC & Hutchison Students Who Are Using Vocational Program for a Job Plan to Look for Employment
LIST OF TABLES (Continued)
16. Geographical Areas Where TVCC & Hutchison Students Who Plan to Use Vocational Program for a Job Can Seek Employment if Required
17. Types of People Whom Vocational Students Have Talked to About Jobs: Only Students Who Are Using Vocational Program for Jobs
18. Reasons Vocational Students Chose Particular School 19. Proportion of Vocational Education Students with Specific
Educational Plans 20. Educational Plans of Vocational Education Students 21. Proportion of Vocational Students Who Plan on Completing Their Educa
tio~al Program: Only Students who are Using Vocational Program for a Job 22. Problems That Could Stop Vocational Education Students From
Completing Their Educational Plans 23. Difficulty of Move to Another Community to Find a Job for
Students Who Are Using Vocational Program for a Job 24. Why it Would be Difficult for Vocational Students to Move
for Work, for Students who are Using Vocational Program for a Job 25. Vocational Education Students' Plans to Move From Fairbanks
Area: Only Students Who Are Using Vocational Program for a Job
26. Basis of Moving for Vocational Students with Plans to Move: Only Students Who Are Using Vocational Program for a Job
27. What Vocational Students Would do if Vocational Courses Now Enrolled in Were Not Offered in Fairbanks
SECTION C. LABOR FORCE PARTICIPATior~ AND OTHER CHARACTERISTICS OF FAIRBANKS VOCATIONAL STUDENTS
28. Labor Force Characteristics of Vocational Students 29. Labor Force Status of Vocational Students 30. Occupations of Vocational Students Based on All Jobs Held in
Last 12 Months 31. Hours Vocational Students Worked per Week 32. 11/ork History of Vocational Students 33. Level of Education of Vocational Students 34. How Students are Paying for Their Education 35. Incomes of Vocational Students: A. Proportions of Students
Who Provide Most of the Income in Their Households; B. Total Fan~ly Income Before Taxes 1978
LIST OF TABLES (Continued)
36. Whether Vocational Students Moved to Fairbanks to Enroll in School
37. Community Moved From of Those Students Hho Moved to Enroll 38. Years Vocational Students Have Lived in Alaska 39. Ages of Vocational Students 40. Characteristics of Vocational Education Students 41. Number of Children Living at Home of Vocational Students 42. Number of Semesters Vocational Students Have Been Taking Courses 43. Proportion of Vocational Students Enrolled in Other University
Courses ·
44. Numbers of Vocational Students Taking Credit Hours at Other Education Institutions
45. Proportion of Vocational Students Who Have Declared a Major 46. Vocational Program Areas of Sampled Vocational Students
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A.
FAIRBANKS VOCATIONAL STUDENTS' EDUCATIONAL NEEDS
AND VIEWS ON THE SCHOOL QUALITY AND ORGANIZATION
Yes No
TABLE l
VOCATIONAL STUDENTS' VIEWS ON WHETHER MORE PEOPLE1 WOULD ENROLL IN TVCC IF BUILDING MOVED OFF CAMPUS
SCHOOL
TVCC* Hutchison*
15% 27% 85 73
100% l 00%
Number: (185) ( 52)
TOTAL
18% 82
100%
(237)
1The question read, 11To serve students better, Tanana Valley Community College is considering moving to a building away from the University of Alaska campus. Do you think more people would enroll in TVCC courses if the building were away from the University of Alaska campus?11
* Significant difference at 95 percent confidence interval.
TABLE 2
BASIS FOR Vin/ CONCERNING CHANGE IN ENROLLMENT IF TVCC MOVED
SCHOOL
TVCC* Hutchison* TOTAL
Transportation & housing problems would increase & discourage UA students from attending TVCC 33% 0 27%
Relish the "university atmosphere" & closeness to UA facilities 17 6 15
Moving TVCC would improve parking & access 1 6 2
A central location seems better, more convenient 20 18 20
Moving TVCC would give it identity of its own 1 0 l
Moving TVCC would only dupli-cate faci 1 ities 5 9 5
It does not matter 14 46 20 Other reasons 9 15 10
100% 100% 100%
Number: ( 151) (:33) ('184)
* Significant difference at 95 percent confidence interval.
TABLE 3
STUDENTS' PERCEPTIONS ON WHETHER TVCC PLANS VOCATIONAL PROGRAMS RELEVANT TO THE LABOR MARKET1
SCHOOL
PERCEPTIONS TVCC Hutchison
Programs Not Geared to Job Market 50% 51%
Programs Geared to Job Market 50 49 100% 100%
Number: ( 160) (45)
TOTAL
50% 50
100%
(205)
1The question read, 1100 you think TVCC/Hutchison offers vocational programs because there are jobs available, or that programs are offered with little concern for available jobs? 11
TABLE 4
AREAS IN WHICH VOCATIONAL STUDENTS WOULD LIKE HELP
PROPORTION OF STUDENTS WANTING HELP
TVCC Hutchison TOTAL ----------------------------Planning my education/choosing classes 23% 14% Finding out what kind of work I would
like to do 17 21 Finding a summer/part-time job 24 35 Finding a job after I graduate 32* 62* Learning how to interview for a job
and fill out job applications 17 19 Help in solving personal problems with
housing, friends 9 4 Help in getting financial aid 18* 35* Need no assistance of any kind now 32 37
Number: ( 185) (52)
* Significant difference at 95 percent confidence level.
21%
18 26 39*
17
8 22* 33
(237)
TABLE 5
PROBLEMS BOTHERING VOCATIONAL STUDENTS
PROBLEMS TVCC Hutchison TOTAL
Enrolling & Choosing Classes Comelicated Problem before starting school 18% 8% 16% Presently a problem 7 0 6
Monet Problems Problem before starting school 2 4 2 Presently a problem 0 0 0
Hard to Find Friends Problem before starting school 4 6 4 Presently a problem 2 0 1
Thought I Had to Take Test to Get In Problem before starting school 3 4 3 Presently a problem 0 0 0
Thought I Had to Have a Dieloma or GED to Get In
Problem before starting school 2 6 3 Presently a problem 0 0 0
Afraid I was Too Old Problem before starting school 5 10 6 Presently a problem 1 0 (-)
Did Not Know if I Could Handle Academic Work
Problem before starting school 18 15 17 Presently a problem 4 2 3
Did Not Know if I Could Find a Job in This Area Afterwards
Problem before starting school 10 14 11 Presently a problem 12 14 13
Number: ( 185) ( 52) (237)
( -) Indicates less than 1 percent.
TABLE 6A
PERCENTAGE OF VOCATIONAL STUDENTS WHO OFFERED SUGGESTIONS FOR IMPROVING INSTRUCTION AT SCHOOL
CHOOL
TVCC* Hutchison*
Students Who Offered Suggestions 39% 37%
Students Who Did Not Comment 61 63 100% 100%
Number: {185) ( 52)
*Significant difference at the 95% confidence level.
TABLE 68
VOCATIONAL STUDENTS' SUGGESTIONS FOR IMPROVING INSTRUCTION AT SCHOQLl
SUGGESTIONS
Dissatisfaction with Teachers: Hire better, more committed
teachers, check up on them Improve classroom atmosphere
and discipline Encourage teachers to be
more helpful Subtotal:
More & Better Equipment More Classes & Workshops More Night, Weekend and Open
Entry Cl asses Other2
Number:
SCHOOL
TVCC* Hutchison*
43%
l
4 48%
21 8
8
15 100%
(73)
5%
16
11 32%
32 16
21 101%
( 19)
*Significant difference at the 95% confidence level. 1Note that only 39% of the group offered suggestions.
TOTAL
39%
61 100%
(237)
TOTAL
35%
4
5 44%
23 10
7
16 100%
(92)
2These suggestions covered a wide range of individual opinions with no single group large enough to form a category.
TABLE 1
VOCATIONAL STUDENTS' OPINIONS OF THE QUALITY OF TEACHERS AND INSTRUCTION AT SCHOOLl
SCH L
QU8LI1Y TVCC* Hutchison*
Excellent 28% 49% Very Good 47 39 Fairly Good 22 10 Not Good at All 3 2
100% 100%
Number: ( 176) (49)
TOTAL
33% 45 19 3
100%
(225)
* Significant difference at the 95 percent confidence level.
1The question read, "Overall, how would you judge the teachers and quality of instruction at this school?"
TABLE 8A
PERCENTAGE OF STUDENTS WHO OFFERED SUGGESTIONS FOR IMPROVING VOCATIONAL STUDENTS' EDUCATIONAL EXPERIENCE
SCHOOL
TVCC Hutchison
Students Who Offered Suggestions 39% 44%
Students Who Did Not Comment 61 56 100% 100%
Number: (185) (52)
TABLE 88
SUGGESTIONS FOR IMPROVING VOCATIONAL STUDENTS' EDUCATIONAL EXPERIENCEl
SUGGEST! ONS
More Equipment to Work With Improve Teaching Standards & Hire
Better Teachers Offer More Night, Weekend &
Summer Classes More Money to Develop Programs More Fieldwork & Practical
Experience Organize School so it's Distinctive Other2
Number:
SCHOOL
TVCC Hutchison
15% 33%
19 9
10 8 5
12 19 7 5
29 29 100% 100%
( 67) ( 21)
lNote that only 40% of the group offered suggestions.
TOTAL
40%
60 100%
(237)
TOTAL
19%
17
8
7
14 6
29 100%
(88)
2These suggestions covered a wide range of individual openings with no single group large enough to form a category. Also, those who gave 11none11 as a response were excluded: this amounted to five TVCC and two Hutchison students.
TABLE 9
VOCATIONAL STUDENTS' OPINIONS OF THE QUALITY OF EDUCATIONAL EXPERIENCE AT THE SCHOOL
SCHOOL
OPINIONS TVCC Hutchison
Excellent 17% 32% Very Good 52 48 Fairly Good 28 20 Not Good at All 3
100% 100%
Number: (177) (50)
TOTAL
20% 51 26 3'
100%
( 227)
B.
FAIRBANKS VOCATIONAL STUDENTS I MOTIVATIONS FOR ENROLLING
IN A PROGRAM AND EDUCATIONAL AND OCCUPATIONAL GOALS
TABLE 10
MOST IMPORTANT REASON FOR TAKING VOCATIONAL EDUCATION COURSES l
SCHOL
REASON TVCC Hutchison TOTAL
Job-Related Develop skills for a career in
this field 32% 50% 36% Improve ski 11 s in present job,
get promoted 13 4 11 Other (get a job skill to fall
back on, see if like the work, etc.) 7 2 5
Personal Interest, Develo~ Useful Skills 34 21 31 Obtain a Degree 9 15 11 Influence of Teachers, Family, Friends 2 8 4 Other 3 2
100% 100% 100%
Number: ( 166) ( 52) (218)
1This analysis is based on the students' major vocational field. Of the students sampled, 10 students were taking vocational courses in a second vocational area. Of these, 90 percent had job-related reasons for enrolling and 10 percent had uegree-related reasons.
Very well Fairly well Not so well
TABLE 11
VOCATIONAL EDUCATION STUDENTS' VIEWS ON HOW WELL COURSES HAVE MET THEIR NEED
TVCC
43% 41
6
SCHOOL
Hutchison
55% 31 4
Not well at all 2 Don't know 8 10
100% 100%
Number: ( 178) ( 51)
TOTAL
46% 39 6 l 8
100%
(229)
TAlll[ 12
VOCATIOHAL EOUCAT ION STIJU[IITS I MOTi VAT IONS FOR TAKHIG A VUC/\l lOIIAL PROGIU\M
A. IMPORTAHCE OF JOU-RELATED REASOIIS
MOTi VAT JOH
Takin.9_J:ourses Unli 1 I Can Find Work -rxtrenielyfmportan t
lrnportant Somewhat important Not important Does not apply
Oevelo.E.i_ng Skills for a Career in ~Field
Extremely important Important Somewhat important Not important Does not apply
Promotion in Current Job -rxfremely importan_t_
Important Somewhat important tlot important Does not apply
Improve Skills in Current Job Extremely important Important Somewhat important Not important Does not apply
Retrain for Another Career Extremely important Important Somewhat important Not important Does not apply
Get a Useful Skill to Fall Back On Extremely important Important Some1vha t important Not important Does not apply
See if I Like the Work* Extremely important Important Somewhat important Not important Docs not apply
Earn a H_ighcr Income Extremely important Important Somewhat important ilot important Does not apply
·Get Rea<!J~Gi.lS Pipeline Extremely important Important Somcwh~ t important Not i111port<1nt Docs not apply
Number:
---------
TVCC
3% 7
13 12 65
TOO%
45% 25 10 5
15 Too%
14% 9 7
11 59
Tolrt
25% 16
9 4
46 Too%
22% 14 10 11 43
Too%
17% 20 15 8
40 Too%
16% 24
9 11 40
Toef%
24% 21 10 13 Jt'.
TciU%
6% 6 7
14 67 root
(163)
SCIIO
llutchison
4% 11 13 6
66 iooi
61% 17 10 2
10 Too%
4% 13 9 4
70 Too%
8% 14 10 4
64 Too%
38% 18 11 6
27 Too%
16% 24 18 9
33 Too%
8% Hi 23 10 44
17io%
35% 23 17
6 19
Too%
19% 6
11 8
56 W6t
(47)
* Sl~nlfic:ant difference ,,t the 95 percent confidence illtC!rval,
TOTAL
3% 8
13 11 65
100%
48% 23 10 5
14 Too%
12% 10 7
10 61
Too%
21% 15
9 4
51 100%
26% 15 10 10 39
Tiio%
17% 21 15
9 38
Too%
14% 22 12 11 41
100%
26% 21 12 12 29
100%
9% 6 8
12 65
l00/4
(210)
TABLE 12 (Continued)
VOCATIONAL EDUCATION STUDENTS' MOTIVATIONS FOR TAKING A VOCATIONAL PROGRAM
B. IMPORTANCE OF GENERAL EDUCATION REASONS
SCHOOL
MOTIVATIONS TVCC Hutchison
Get a 2-Year or 1-Year Certificate Extremely important 18% 28% Important 17 11 Somewhat important 9 11 Not important 7 7 Does not apply 49 43
100% 100%
Prepare to Transfer to a 4-Year College Program
Extremely important 8% 7% Important 11 2 Somewhat important 13 17 Not important 11 7 Does not apply 57 67
100% 100%
Prepare for an Aeerenticeshie Program* Extremely important 2% 19% Important 9 8 Somewhat important 9 6 Not important 8 4 Does not apply 72 63
100% 100%
Number: { 166) (47)
* Significant difference at 95 percent confidence level.
TOTAL
20% 16 9 7
48 100%
8% 9
14 10 59
100%
6% 9 8 7
70 100%
(213)
TABLE 12 (Continued)
VOCATIONAL EDUCATION STUDENTS' MOTIVATIONS FOR TAKING A VOCATIONAL PROGRAM
C. IMPORTANCE OF SKILLS FOR PERSONAL USE
MOTIVATION
Learn a Skill for Personal Use Extremely important Important Somewhat important Not important Does not apply
Develop a Leisure Interest or Hobby Extremely important Important Somewhat important Not important Does not apply
Number:
TVCC
30% 23 11
3 33
100%
12% 16 18 13 41
100%
(169)
SCH OL
Hutchison
29% 23 18 12 18
100%
10% 21 21 17 31
100%
( 49)
TOTAL
30% 22 13 5
30 100%
11 % 17 19 14 39
100%
(218)
TABLE 13
MAJOR MOTIVATIONS OF STUDENTS IN DIFFERENT PROGRAM AREAS FOR TAKING VOCATIONAL COURSES1
PROPORTION OF STUDENTS GIVING REASON Develop Skills Improve Current Personal
for Career Job Skills Interest Other
TVCC --p;yiation Technology (N=l6)
Electronics Technology (N=21) Fire Science Technology (N=lO) Drafting (N=l2) Mineral & Petroleum
Technology (N=l4) Office Occupations (N=l2) Paraprofessional Counseling
(N=l2) Professional Development (N=l4)
Hutchison Aircraft Technology (N=ll) Office Occupations (N=ll)
13% 38 30 42
42 58
17 7
50 55
13% 5
20 17
33 7
8
1Based on programs with 10 or more sampled students.
50% 5
30 8
17
8 64
24% = 100% 52-. = 100 20 = l 00 33 = 100
58 = 100 25 = 100
42 = 100 22 = 100
42 = 100 45 = l 00
TABLE 14
TYPES OF JOBS STUDENTS WANT TO USE VOCATIONAL-TECHNICAL COURSES FOR,
JOB
Professional, Technical and Managerial Occupations
Engineering, Surveying, Drafting
Medicine & Health Education Library Sciences Airplane Pilot Managers/Accountants Graphic Arts Computer Programmer Counseling Other
Clerical & Sales Secretaries, Clerk-Typist,
General Office Bookkeepers Sales Bank Teller Other
Service Occupations Food & Beverage Preparation Fire Fighters, Police Officers
Agricultural & Related Occupations
Petroleum Processing Mechanics & Machinery Repair
Aircraft Auto Other
Electronics Tech Structural Work
Boilermaker Construction Plumbers Electricians Laborer
Miscellaneous Motor Freight Driver Other
Not Applying Courses to Job No Response
Number:
{-) Indicates less than 1 percent.
TVCC
3% 2 2 2 1 3 2 2 5 5
3 1 2 1 1
2 4
2 7
(-) 1 1 7
1 2 l 2
(-)
(-) 2 2
19 12
100%
( 185)
SCHOOL
Hutchison
4%
15 2
2
4
19 10
6 2
7
4 6
19 100%
( 52)
TOTAL
3% 2 2 1 1 2 1 1 4 4
6 l 2
(-) l
l 4
2 6
5 3 2 6
(-) 3 1 1
( ··)
(-) l 3
17 14
100%
( 237)
TABLE 15
GEOGRAPHICAL AREAS WHERE TVCC & HUTCHISON STUDENTS WHO ARE USING VOCATIONAL PROGRAM F9R A JOB
PLAN TO LOOK FOR EMPLOYMENT
SCHOOL
GEOGRAPHICAL AREA TVCC Hutchison
Somewhere in Alaska* 36% 28% Fairbanks Only 36 50 Outside Alaska 5 6 Don't Know 23 16
100-% 100%
Number: ( 114) (36)
TOTAL
34% 40
5 21
100%
( 150)
1The question read, "In what geographical area will you be looking for this job?" 11This11 refers to the occupations students want to use their vocational skills in.
*Of these, 16 out of 61 preferred Fairbanks area, 8 preferred Anchorage, 3 preferred Southeast Alaska, 8 preferred rural Alaska, and the others did not specify a location.
l ! Ii
I 11
ill I
I -I
I
I 1i
-i l I'
I l ii l
j Iii. I
11·
l f! !1
II
TABLE 16
GEOGRAPHICAL AREAS WHERE TVCC & HUTCHISON STUDENTS WHO PLAN TO USE VOCATIONAL PROGRAM FOR A JOB
CAN SEEK EMPLOYMENT IF REQUIREDl
SCHOOL
GEOGRAPHICAL AREAS TVCC Hutchison .. 'TOTAL
Anchorage area 38% 35% 38% Anywhere in Alaska 36 32 35 Outside Alaska 39* 15* 33 Southeast Alaska 36 32 35 Rural Alaska 24 24 24
Number: (117) (34) ( 151)
1The question read, "If you cannot find a job in the community you want, to which of the following places would you be willing to move?11
*Significant difference at the 95% confidence level.
TABLE 17
TYPES OF PEOPLE WHOM VOCATIONAL STUDENTS HAVE TALKED TO ABOUT JOBS:
ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR JOBS
SCHOOL
TVCC Hutchison TOTAL
Teachers 33% 43% 35% School Counselor/Placement
Office 20 8 17 State Employment Office 30 41 33 Employers in Field of Study 41 41 41 Friends or Family 43 49 45 Have Not Thought About Job
4 5 :4 Opportunities
Number: (122) (37) ( 159)
TIIBLE 18
REASOUS VOCIITIOHIIL STUOEIITS CHOSE PIIRTICULAR SCIIOOL
SCflOOL
REIISOl'"IS'----------------'-TV:...:C:..:C __ ..:.Hu=-t:..:ccch-'-i s""'o:.cn~ __ ..,Tc..:.O""T/1'-"Lc.-
Likc<!__Course~rings Extrcn~Jy important Important S0me~1hat important Hot important
Class Times Fit Family/Hork Extremely important Important Somewhat important Not important
~Place in Fairbanks I Could Get This Program
Extremely important Important Somewhat important !lot important
Taking Courses at University Anyway & School Is Close
Extremely important Important Somewhat important Not important
Cost of Courses Is Low Extremely important Important S0me~1hat important Not important
Takes a Short Time to Finish Courses Here
Extremely ir.1portant Important Somewhat important Not important
It's a Good School* Extremely important Important Somewhat important Not important
Friends Have Gone Here & Liked It* Extre111ely important Important S0me~1hat important Not important
rought I Could Get Better Grades ___ 1han a~4-Year Coilcqe
Extremely important Important Somewhat important Not important
Number:
42% 46 10
2 TWX
40% 28 16 16
'foo%
37% 29 17 17
Too%
9% 14 17 60
100%
14% 27 30 29
Too%
9% 22 30 39
Too%
18% 48 19 15
100%
3% 12 13 72
Too%
3% 4
10 83
Too.i;
(185)
49% 41 8 2
100%
25% 31 24 20
]OU%
41% 31 12 16
100%
6% 4
11 79
100%
21% 21 43 15
100%
10% 36 26 28
100%
45% 39 8 8
100%
13% 15 8
64 TollX.
11% 6
13 70
Too%
( 52)
* Significant difference at 95 percent confidence level,
44% 45
9 2
Too%
37'1, 29 18 16
Too%
38% 29 16 17
100%
8% 12 16 64
Too%
16% 26 32 26
Too%
9% 25 29 37
100%
24% 46 17 13
100%
5% 12 12 71
Too%
5% 5
10 80
Too%
(237)
TABLE 19
PROPORTION OF VOCATIONAL EDUCATION STUDENTS WITH SPECIFIC EDUCATIONAL PLANS
SCHOOL
TVCC Hutchison
Have clear educational plans 63% 64% Still making up my mind 37 36
100% 100%
Number: ( 172) ( 50)
TABLE 20
EDUCATIONAL PLANS OF VOCATIONAL EDUCATION STUDENTS
SCHOOL
EDUCATIONAL PLANS TVCC* Hutchison*
4 Year College Degree 21% 2% 2 Year Associate Certificate 29 18 1 Year Certificate 2 24 Gain enough skills for job
without taking entire program/upgrade skills 12 24
Take interesting courses for personal use 22 24
Want degree and also courses for personal use 6 4
Other 8 4 100% 100%
Number: ( 184) (50)
TOTAL
63% 37
l 00%
(222)
TOTAL
16% 27
6
16
22
6 7
100%
(234)
* Significant difference at the 95 percent confidence level.
TABLE 21
PROPORTION OF VOCATIONAL STUDENTS WHO PLAN ON COMPLETING THEIR EDUCATIONAL PROGRAM:
ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB
SCHOOL
TVCC* Hutchison* TOTAL
Yes 38% 67% 45% No 62 33 55
100% 100% 100%
Number: ( 113) (33) (146)
* Significant difference at the 95 percent confidence level.
TAIJLE 22
PROIJL[MS TII/\T CO!Jl.O STOP VO(,flTJOl!Al. r:DLICAT ION STUlJ[NlS FROM COMIUTHJG TIIEIH UJUCATIOll/\L PL/INS
SCHOOL
PROBW!_S TVCC Hutchison TOT/IL
Lack of Job to Pay Expcn~cs Hhilc in Scl1oor---verjlikely 14% 25% 16%
Li kcly 14 18 15 Not too likely 27 7 23 Not likely at all 45 50 46
Tod'¾ Too;.; Too%
Cost of Traini.!!9. Verylikely 9% 12% 10%
Likely 14 22 16 Not too likely 34 17 30 Not likely at all 43 49 44
Too% Too% Too%
Lack of Financial Aid at This School Very likely 5% 8% 6% Likely 15 16 15 Not too likely 29 27 28 Not likely at all 51 49 51
Tooi Toox Too%
Finding a Job I Like More Than School Very likely 7% 8% 8% Likely 11 13 11 Hot too likely 28 25 27 Not likely at all 54 54 54
Too".l Too% 100%
Moving Av:aY From Area Very likely 7% 5% 7% Likely 10 9 10 Not too likely 29 29 29 Not likely at all 54 57 54
Tooi . Too% Too%
Family Reseonsibilities Too Heavy Very likely 8% 5% 7% Likely 14 20 15 Not too likely 26 15 24 Not likely at all 52 60 54
Too% 100'); Too%
Work Reseonsibilities Too Heavy Very likely 11% 7% 11% Likely 16 10 15 Not too likely 31 20 28 Not likely at all 42 63 46
Too¾ Too% Too%
Can't Seem to Get Classwork Oone on Time Very 1 i ke ly 3% 2% 3% Likely 7 8 7 Not too likely 37 28 35 Hot likely at all 53 62 55
"iooZ 100% Too%
Training Program Is Too Difficult Very likely 1% 1% Likely 4 2 3 Not too likely 30 25 29 Not likely at all 65 73 67
Too¼ Too% Too%
11ctuys ictinq Prob I ems Very likely 1% 8% 3% Likely 6 5 6 Not too likely 16 10 14 Not likely at all 77 77 77
Toox Toot Tcio'X
Courscvmrk I Want Is Not Available --VCryllkel y 10% 3% 9%
Likely 8 5 7 Hot too likely 27 14 24 Not likely at all 55 78 60 ruu:; 10oz T61fa
Number: ( 151) (40) (191)
TABLE 23
DIFFICULTY OF MOVE TO ANOTHER COMMUNITY TO FIND A JOB FOR STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB
SCHOOL
TVCC Hutchison
Very difficult 25% 37% Difficult 39 23 Fairly easy 20 29 Very easy 17 11
100% 100%
Number: (106) ( 35)
TABLE 24
WHY IT WOULD BE DIFFICULT FOR VOCATIONAL STUDENTS TO MOVE FOR WORK, FOR STUDENTS WHO ARE USING
VOCATIONAL PROGRAM FOR A JOB
SCHOOL
TVCC Hutchison
Not enough money to make the move 48%* 76%* Children are in school here 24 33 Spouse has job here 30 29 Sell home necessary and/or friends
& family here 67 43 Would not know where to look for
job in another location 25 35
Number: ( 76) (21)
*Significant difference at 95 percent confidence level.
TOTAL
28 35 22 15
100%
( 141 )
TOTAL
54% 26 30
62
27
(97)
TABLE 25
VOCATIONAL EDUCATION STUDENTS' PLANS TO MOVE FROM FAIRBANKS AREA: ONLY STUDENTS \·JHO ARE USING VOCATIONAL PROGRAM FOR A JOB
SCHOOL
PLANS TO MOVE TVCC* Hutchison* TOTAL
Within 6 months 11% 18% 13% Within 2 years 10 8 Sometime in future 24 32 26 No plans to move 55 50 54
100% 100% 100%
Number: ( 118) (34) ( 152)
* Significant difference at 95 percent confidence level.
TABLE 26
BASIS OF MOVING FOR VOCATIONAL STUDENTS WITH PLANS TO MOVE: ONLY STUDENTS WHO ARE USING VOCATIONAL PROGRAM FOR A JOB
SCHOOL
BASIS OF MOVING TVCC Hutchison TOTAL
To find work or accept a job 35% 61% 41% Dissatisfied with Fairbanks/Alaska 21 11 18 Military/spouse transfer 16 6 13 Attend another school 11 11 11 Only here for school 3 6 4 Other 14 5 12
100 100 100
Number: ( 57) ( 18) (75)
TABLE 27
WHAT VOCATIONAL STUDENTS WOULD DO IF VOCATIONAL COURSES NOW ENROLLED IN WERE NOT OFFERED IN FAIRBANKS
SCHOOL
TVCC* Hutchison*
Not enroll tn vocational courses at all 58% 40% Take different vocational courses 29 22 Move to another community to take
some courses 13 34 Move to another community to take
different courses . ( -) 4 100% 100%
Number: ( 176) ( 50)
* Significant difference at 95 percent confidence level.
TOTAL
54% 28
17
l 100%
(226)
c. LABOR FORCE PARTICIPATION AND OTHER CHARACTERISTICS
OF FAIRBANKS VOCATIONAL STUDENTS
TABLE 28
LABOR FORCE CHARACTERISTICS OF VOCATIONAL STUDENTS
SCHOO
TVCC Hutchison TOTAL
Employed 64%* 24%* 55%* Unemployed & Looking for Work 26* 54* 32* UnemplQyed & Not Looking for
lfork 9 14 10 Homemaker 11 * 22* 13* Student 46 52 47 Retired 2 4 3
Number: ( 180) (50) (230)
* Significant difference at the 95 percent confidence level.
NOTE: Students were asked to check all the self-identifications that applied to them.
TABLE 29
LABOR FORCE STATUS OF VOCATIONAL STUDENTS
SCHOOL
STATUS TVCC* Hutchison* TOTAL
In the Labor Force Employed 71% 31% 64% Unemployed 29 69 36
100% 100% 100%
Percent NILF 12% 22% 13%
Number: (180) (50) (230)
* Significant difference at the 95 percent confidence 1 eve 1.
TABLE 30
OCCUPATIONS OF VOCATIONAL STUDENTS BASED ON ALL JOBS HELD IN LAST 12 MONTHS
SCHOOL
OCCUPATIONS TVCC Hutchison
Professional/Technical/Managerial 28% 9% Clerical & Sales 18 17 Service 15 22 Structural Work
Skilled 2 2 Unski 11 ed 13 17
Mechanics & Machinery Repair 4 9 Benchwork, Electronic Tech & Other 3 9 Fisheries, Forestry, Hunting 3 7 Processing Occupations 2 Miscellaneous 12 8
100% 100%
Total Number of Jobs Held: ( 199) (46)
Proportion of Students Mentioning No Job 16% 35%
TABLE 31
HOURS VOCATIONAL STUOENTS HORKED PER vJEEK
SCHOOL
HOURS WORKED TVCC* Hutchison*
None 34% 68% 1-20 10 12 21-39 8 2 40+ 48 18
100% l 00%
Average Hours Worked 25 11
Mumber: ( 183) ( 50)
* Significant differences at the 95% confidence level.
TOTAL
24% 18 16
·2 14 5 4 4 2
11 100%
(245)
TOTAL
42% 11 6
41 100%
(233)
TABLE 32
WORK HISTORY OF VOCATIONAL STUDENTS
TVCC Hutchison TOTAL
Mostly Summer or Part-Time Work 14% 16% 15% Several Different Short-Term Jobs 18 20 18 Held One or More Jobs for a Year or
Longer 68 64 67 Never Had a Paying Job
100% l 00% l 00%
Number: (179) ( 50) (229)
TABLE 33
LEVEL OF EDUCATION OF VOCATIONAL STUDENTS
SCHOOL
EDUCATION TVCC* Hutchison* TOTAL
Under high school 2% 14% 4% High school graduate 26 60 33 Some college or
postsecondary 47 18 41 College graduate
or above 25 8 22 100% 100% 100%
Number: ( 182) { 50) (232)
*Significant differences at the 95% confidence level.
TABLE 34
HOW STUDENTS ARE PAYING FOR THEIR EDUCATION
Self-support or spouse Agency paying/free tuition Parents paying Student loans or grants VA benefits Unemployment benefits Other
Number:
PROPORTION OF STUDENTS USING SOURCE OF SUPPORT
TVCC Hutchison TOTAL
67%* 17* 12 9
11 4 6
( 181)
40%* 31* 8 8
19 8 2
( 48)
62%* 20* 11 9
13 5 5
(229)
* Significant difference at the 95 percent confidence level.
TABLE 35
A. INCOMES OF VOCATIONAL STUDENTS
PROPORTIONS OF STUDENTS WHO PROVIDE MOST OF THE INCOME IN THEIR HOUSEHOLDS*
Proportion Providing Most Household Income
TVCC
69%
Hutchison
51 %
TOTAL
65%
* Significant difference at the 95 percent confidence level.
B. TOTAL FAMILY INCOME BEFORE TAXES 1978
INCOME TVCC Hutchison TOTAL
Under $3,000 12% 22% 14% $3, 000-7, 999 13 21 15 $8,000-11,999 12 19 13 $12,000-19,999 14 5 12 $20,000-29,999 17 14 16 $30,000-49,999 22 14 21 $50,000 + 10 5 9
100% 100% 100%
-Medi an Income $19,81Sk $9,50(1 $17,500
95~~ Confidence [$17 ,018- [$ 2,800- [$15,200-Interval 22,618] 16,200] 19,800]
Number: ( 161 ) (42) (203)
*Significant difference at the 95% confidence level.
TABLE 36
WHETHER VOCATIONAL STUDENTS MOVED TO FAIRBANKS TO ENROLL IN SCHOOL
MOVED TO ENROLL IN SCHOOL TVCC
SCHOOL
Hutchison
Yes No
Number:
COMMUNITY
Anchorage Rural Alaska
11 % 89
100%
(181)
TABLE 37
14% 86
100%
(50)
COMMUNITY MOVED FROM OF THOSE STUDENTS WHO MOVED TO ENROLL
SCHOOL
TVCC Hutchison
11% 30 33
Outside Alaska 35 45 Other 35 11
100% 100% Number: (20) (9)
TOTAL
11 % 89
100%
(231)
TOTAL
3% 31 38 28
100% (29)
TABLE 38
YEARS VOCATIONAL STUDENTS HAVE LIVED IN ALASKA
SCHOOL
YEARS TVCC Hutchison TOTAL
Less than l 2% 2% 2% 1-4 28 33 29 5-9 23 19 22 l O or more 47 46 47
100% l 00% 100%
Number: ( 181 ) (52) (233)
\
TABLE 39
AGES OF VOCATIONAL STUDENTS
SCHOOL
AGE TVCC Hutchisonl TOTAL
18-24 37% 47% 39% 25-34 38 31 36 35-44 15 14 15 45+ 10 8 10
l 00% 100% 100%
Median Age 27 25
Number: (181) ( 51 ) (232)
1Two Hutchison students reported ages of 17.
TABLE 40
CHARACTERISTICS OF VOCATIONAL EDUCATION STUDENTS
CHARACTERISTICS TVCC Hutchison TOTAL
Sex Female 34% 26% 32%
Male 66 74 68 100% 100% l 00%
Number: ( 181) ( 51 ) (232)
Ethnic Grou~* White 86% 72% 83% Black 2 6 3 Alaska Native 5 20 8 Other 7 2 6
lll0% 100% 100%
Number: ( 177) ( 51) (228)
Marital Status Single 48% 50% 48% Married 40 46 41 Divorced 12 4 11
100% 100% "!00%
Number: ( 182) (52) (228)
* Significant difference at the 5 percent level.
TABLE 4.1
NUMBER OF CHILDREN LIVING AT HOME OF VOCATIONAL STUDENTS
SCHOOL
CHILDREN TVCC Hutchison
No children 73% 58% 1-3 children 24 38 4 or more children 3 4
l 00% 100%
Number: ( 17 6) { 50) ·
TABLE 42
NUMBER OF SEMESTERS VOCATIONAL STUDENTS HAVE BEEN TAKING COURSES
SEMESTERS TVCC Hutchison
1 Semester 37% 46% 2 Semesters 44 31 3 or more Semesters 19 23
100% 100%
Number: (180) {52)
TOTAL
70% 27 3
100%
(226)
TOTAL
44% 34 22
100%
(232)
TABLE 43
PROPORTION OF VOCATIONAL STUDENTS ENROLLED IN OTHER UNIVERSITY COURSES1
SCHOOL
TVCC* Hutchison* TOTAL
Yes No
36% 64
100%
13% 87
100%
31% 69
100%
Number: ( 176) ( 46) (222)
* Significant difference at the 95 percent confidence level.
1These are courses in addition to vocational courses in the students• two major vocational program areas.
TABLE 44
NUMBERS OF VOCATIONAL STUDENTS TAKING CREDIT HOURS AT OTHER EDUCATION INSTITUTIONS
Number of Non-Vocational Credits Taken at TVCC
None 1-3 4 or more
Number of Other Credits Taken at University of Alaska
None 1-3 4 or more
Number of Other Credits Taken at Hutchison
None l-3 4 or more
Number:
TVCC
86% 8 6
100%
77% 5
18 100%
98% 1 1
100%
(17 3)
SCHOL
Hutchison
96% 2 2
100%
94% 4 2
100%
(Not Applicable)
(47)
TOTAL
88% 7 5
100%
82% 5
13 100%
(220)
TABLE 45
PROPORTION OF VOCATIONAL STUDENTS i~HO HAVE DECLARED A MAJOR
SCHOOL
TVCC Hutchison TOTAL
Yes 28% 26% 28% No 72 74 72
l 00% 100% 100%
Number: ( 179) (46) (225)
NOTE: Students' majors spanned a variety of fields with no large area of concentration.
TABLE 46
VOCATIONAL PROGRAM AREAS OF SAMPLED VOCATIONAL STUDENTS
PROGRAM AREA
TVCC ~riculture
Aviation Technology Bartending Business Supervision Early Childhood Development Electronics Technology Fire Science Technology Food Service Technology Graphic Arts Library Science Mechanical Technology Mineral & Petroleum Technology Nursing Office Occupations Paraprofessional Counseling Professional Development Water/Wastewater
Number:
Hutchison Aircraft Technology Auto Body Auto Mechanics Carpentry Child Care Occupations Cook/Chef Custodia 1 Drafting Mechanics Office Occupations Printing Waiter, Waitress Welding Electronics Heavy Equipment
Number:
PERCENT
2% 8 2 l 2
14 8 2 8 6 6
10 2
10 10 8 l
100%
( 191)
23% 7 5 2
7
2 12 19 4 2
12 3 2
100%
(57)